238 LIFE SKILLS
5
Ask the students to read the three sentences (a–c) first
before they listen. Encourage them to try to guess who
Alex is.
Answers
b
6
Ask the students to try to answer the questions before
they listen again.
Answers
1 school bell ringing / leaving school 2 He had an argument
with Alex. 3 He sent a text message to Alex. 4 They help each
other when times get difficult. 5 No, she tells him to wait. /
No she doesn’t. 6 tomorrow / the next day
TALKING POINTS
Brainstorm a list of situations where students may
need help and support onto the board first, e.g. difficult
homework, too many exams, want to join a sports club,
etc. In small groups, encourage the students talk about the
people they talk to for each of the different situations.
7
Ask the students to try to match the sentence halves
first before they listen and check their answers. Play the
recording again and ask them to listen and repeat.
Answers
1 d 2 a 3 b 4 c
PROJECT
A helpful poster
Ask the class to read the instructions in bold and ask
‘What do you need to do first?’
(
read the two problems
and choose one
) ‘And then?’ (
talk together and write some
advice using the expressions in the Useful language box
).
Ask the students on their own to read both problems and
choose one.
Organise the students into small groups and ask them
to choose the problem together. Remind them to use
the useful language in Life Skills Reaching an agreement
page 32 and to write down some advice using the useful
language in Exercise 7.
Next, encourage the groups to talk about what sort of
picture could illustrate the situation and then ask them to
nominate someone to draw it. If appropriate, the students
could take a photo to illustrate the situation instead.
Ask the groups to produce a poster with both a picture
and the advice. Next, display the posters on the walls
and ask each to present their poster to another group.
Encourage the other group to give some advice on
how the posters could be improved (using the useful
language).
