Talk 2
M e
2 TALK2ME VIDEO | Teacher’s notes
Flipped classroom
How to use the worksheets
The worksheets are designed to be used in class or
for self-study. They can also be used by students
who have followed the flipped classroom approach
to the Speaking lesson.
How to use the Teacher’s notes
The Teacher’s notes provide ideas and extra
activities to use in class, either when students are
doing the worksheet or when checking self-study
answers.
Before watching
Lead-in
Dictate these questions: Do you ever cook? If so,
what do you cook? Who normally cooks in your
house? Do you ever help?
Students discuss the questions in pairs or small
groups. Invite some groups to tell the class what
they discovered about their partners. How many
cooks are there in the class? What do they cook?
1 This exercise reviews some of the cooking
vocabulary students will hear in the video,
and gives them the opportunity to recall other
cooking-related words that they know. Students
could work in pairs to do this, especially when
they add other words.
Answers
1 cakes, biscuits 2 flour, eggs 3 spoon, bowl
4 cupboard, drawer
Video skills
Understanding a new word
• This is a key skill at all levels, and one that students
need to practise regularly. The last tip is important:
students must learn not to think too much about
new words or they will miss the general meaning
of what they hear. Remind them that they will
watch the video twice, so they can think about new
words later.
While watching
2 Students read the Video skills tips before
watching the video. The tips are used more
fully in Exercise 3, but reading them now will
help students to start thinking about new words
that they hear, and the third tip will help them
to complete the exercise. They should do the
exercise individually and then compare answers
with a partner.
Optimise B1 Optimise B1 Teacher’s Resource Centre © Macmillan Publishers Limited 2017.
This sheet may be photocopied and used within the class.
B1
In the background …
Answers
1 tin 2 Cake 3 dad 4 sugar 5 fridge 6 cookies
3 This exercise focuses directly on the meaning of
unfamiliar words. Do students know what they
mean? If not, do they remember hearing them?
Can they guess what they mean? Don’t say if
they’re right or wrong, but play the video again.
Suggest that they take notes while listening and
write their definitions at the end. Also make it
clear this is not a test: if they can’t work out what
a word means, they should guess. When checking
answers, ask which of the things they saw in the
video to reinforce the first tip.
Suggested answers
1 very hungry 2 put something where it’s difficult
to find 3 glass objects that produce light 4 wait
5 a piece of equipment for weighing food 6 a big
piece of equipment that you cook food in
Extra language focus
Focus on UK and US English. First ask students the
difference between biscuits and cookies (the same word
in UK and US English). Then ask for other examples.
If they don’t know any, give them the following US
English words. Do they know the UK English words?
(The answers are in brackets.)
pants (trousers), elevator (lift), apartment (flat),
fries (chips), garbage (rubbish), vacation (holiday),
subway (underground)
After watching
4 This exercise practises language in the video for
saying where things are. Students can watch the
video again if necessary, but tell them that the
sentences are not exactly the same as the ones
on the video.
Answers
1 at, behind 2 on, above 3 in 4 to 5 in
Extra classroom activity
Play a variation of the game ‘I spy’. In pairs or small
groups, students have to think of an object. It could be
in the class, the school, or anywhere else that all the
group members know. They take it in turns to describe
exactly where it is using language from Exercise 4. Can
the others identify it?
1 of 1