Episode 12
Lesson Summary
Aims
- To learn the difference between -ed adjectives and -ing adjectives
- To learn common phrases in spoken English
Main activities
- Listen to the episode
- Do the comprehension exercise
- Discuss the common phrases and do the exercise
Lesson Plan
Introduction
Explain to students that they are going to listen to the last episode of BCSW. Encourage students to think of what might happen in this episode. Write their ideas on the board.
Pre-listening
Tell students they are going to listen once and then answer these questions:
What is Magda’s good news? (She’s been offered a permanent job)
Where has Johnny been offered a new job? (Chongqing, Southwest China)
What is the news about the café? (it is closing down)
Listening - comprehension
Tell students they are going to do a comprehension exercise. Get them to read the true or false statements before they listen again. Explain the meaning of any unknown words or phrases.
Listening - vocabulary
Get students to work in pairs and do the two vocabulary activities (collocations and colloquial expressions). Elicit a few answers and encourage students to discuss any different ideas they might have.
Play the recording again and get them to check their own answers. If necessary refer students to the audioscript.
Listening - grammar
Write the following sentences on the board:
This class is boring.
I am bored.
The situation is worrying.
He is worried.
Ask students to discuss the difference between the –ed adjectives and the – ing adjectives. If necessary point out that an adjective ending in –ed describes a feeling that something produces – so I am bored is the same as I feel bored. Adjectives ending in -ing describe the thing that produces that feeling.
Get students to do the Grammar 1 exercise in pairs.
Check their answers.
Get students to do grammar two (articles) in pairs. When everyone has finished check the answers and make any necessary corrections.
Post-listening – who said what?
Divide students into pairs and give each pair a copy of Photocopiable 12 (please refer to Downloads). Explain that it consists of ten phrases from episode 12. Students have to decide who said what – and write the characters’ names in the name column.
Students should be encouraged to discuss each phrase and remember the context in which it might have been said. They should guess any that they do not know.
Answers: 1 Olivia, 2 Sarah, 3 Magda, 4 Johnny, 5 Olivia, 6 Sarah, 7 Fadi, 8 Sarah, 9 Harry, 10 Harry.
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Meet The Cast (2)
Lesson Summary
Aims
- To follow and understand the audio recordings
Main activities
- Listen to the audio recordings and finish the handout
Lesson Plan
IntroductionThis activity can be done at any point in the series.
Activity
Tell students they are going to find out information about the cast of Big City Small World.
Give each student (or pair of students if preferred) a copy of Photocopiable 13B (please refer to Downloads). Explain that they have to listen to the characters (or read the scripts) and write the names next to each sentence. Explain the meaning of any unknown words or expressions if necessary.
Direct them to Big City Small World - Meet The Cast.
Answer Key
1 Sarah / 2 Olivia / 3 Harry / 4 Fadi / 5 Johnny / 6 Magda / 7 Magda / 8 Johnny / 9 Harry /
10 Olivia / 11 Sarah / 12 Harry / 13 Fadi / 14 Johnny / 15 Sarah
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Meet The Cast (1)
Lesson Summary
Aims
- To follow and understand the audio recordings
Main activities
- Listen to the audio recordings and finish the handout
Lesson Plan
Introduction
This activity can be done at any point in the series.
Activity
Tell students they are going to find out information about the cast of Big City Small World.
Give each student (or pair of students if preferred) a copy of photocopiable 13A (please refer to Downloads). Explain that students have to find the information they need to complete the information in the table. Explain the meaning of any unknown words or expressions if necessary.
Direct them to Big City Small World - Meet The Cast.
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Episode 11
Lesson Summary
Aims
- To learn vocabulary related to jobs and their parts of speech
Main activities
- Listen to the episode
- Do the comprehension exercise
- Do a split crossword in pairs
Lesson Plan
The following lesson plan is based on Big City Small World Episode 11.
Introduction
Explain to students that they are going to listen to episode eleven of Big City Small World. By now the students should be familiar with each of the characters. Write these questions on the board and get students to discuss the answers.
Who works in a shoe shop? (Olivia)
Who has had an interview recently? (Magda)
Who went to hospital recently? (Johnny)
What’s the name of Olivia’s nephew? (Joe)
Who works in the same place as Johnny? (Harry)
Who has moved into a new flat? (Sarah)
Whose cousin owns the flat? (Fadi’s)
Pre-listening
Tell students they are going to listen to episode eleven and answer one more question:
Where does Sarah tell Magda she should go to work? (China)
Play the recording and check students’ answers.
Listening - comprehension
Tell students they are going to listen again and do a comprehension exercise. Get students to read the questions first. Explain any unknown words or phrases. Students might be able to predict some of the answers at this stage.
Play the recording and check students’ answers.
Listening - vocabulary
Write the following words on the board: architect, job, work, experience, earn, company, salary, CV, opportunity.
Ask students to work in pairs and decide which part of speech each word is. If the word is a noun they should say whether it is countable or uncountable.
architect (n c) job (n c) work (v / n u) experience (n u) earn (v) company (n c) salary (n c) CV (n c) opportunity (n c)
Now get students to do the vocabulary exercise.
Listening - grammar
Get students to do the two grammar exercises (verbs and prepositions) before listening again. Encourage pupils to work together in pairs or small groups, discussing each answer.
Let students listen to the recording again to check their answers. If necessary refer them to the audioscript.
Post-listening – speaking practice – split crossword
Divide the students into two groups: A’s and B’s. Give students A a copy of Photocopiable 11A (or 11C, depending on their levels), and give students B a copy of Photocopiable 11B (or 11D) (Please refer to Downloads). Tell students to make sure they understand all of the words in their crossword grid. They should use dictionaries if necessary.
Divide students into pairs: A and B. Students have to take turns giving definitions of their words until both students complete the crossword. Students should not show each other their crosswords.
On the board write:
What’s 3 across?
What’s 7 down?
It’s your turn.
Can you give me a clue please?
What’s the first letter?
Make sure students understand what the phrases mean and that they USE them when they do the activity.
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Episode 10
Lesson Summary
Aims
- To learn colloquial expressions
- To practise intonation and sentence stress
Main activities
- Listen to the episode
- Do the comprehension exercise
- Listen and repeat the colloquial expressions
- Practise the dialogues with colloquial expressions in pairs
Lesson Plan
The following lesson plan is based on Big City Small World Episode 10.
Introduction
Explain to students that they are going to listen to episode ten of Big City Small World. Encourage students to remind each other of what has been happening until now and to predict what might happen next.
Pre-listening
Tell students they are going to listen once and answer two questions. Write them on the board:
What question did Magda ask at her interview? (how far would she be able to follow her own projects as part of the job?)
What did she wear for the interview? (a black trouser suit)
Listening - comprehension
Tell students they are going to listen again and answer some true or false questions. Get students to read the statements first and try to predict the answers. Then play the recording again. Check students’ answers.
Listening - vocabulary and grammar
Get students to do the two vocabulary exercises and the two grammar exercises. They should work together in pairs or small groups, discussing each answer. When everyone has finished play the recording again for students to check their own answers. It might be useful to put students in groups of four so each group member can listen for the answers to one exercise. For weaker classes get students to do the two vocabulary exercise first – then listen – and then do the two grammar exercises – and listen again.
Post-listening – colloquial expressions – pronunciation (intonation and sentence stress)
Write the following expressions from vocabulary exercise one on the board:
Don’t worry!
Hello there!
How’s it going?
Me too!
Never mind!
Nothing serious!
Say each expression so that students can listen and repeat. If you prefer you can play the recording again, pausing after each expression. Encourage students to use the same intonation and sentence stress as you / the recording. At this stage do not over-correct. It is better to offer a good model to build up students’ confidence. Get students to repeat each expression a few times.
Put students into pairs and get them to write short dialogues including each expression. Demonstrate with the first expression if necessary:
A: I can’t come tomorrow.
B. Don’t worry!
A: Don’t you mind?
B: No. It’s ok.
Check that there are no errors in the dialogues. Get students in pairs to practice each dialogue. They should take turns in being A and B so that all students practise the key expressions.
Further practice
Get pairs of students to exchange their dialogues and practise the new dialogues. Invite students to “act out” their dialogues for the rest of the class. Give plenty of praise and encouragement and remodel when necessary.
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Episode 9
Lesson Summary
Aims
- To introduce the topic of interviews
- To learn about interview skills
Main activities
- Listen to the episode
- Do the comprehension exercise
- Discuss interview advice - Interview role play
Lesson Plan
The following lesson plan is based on Big City Small World Episode 9.
Introduction
Explain to students that they are going to listen to episode nine of Big City Small World. Get students to remind each other of what happened in the previous episode. Encourage them to predict what might happen next.
Pre-listening
Tell students they are going to listen once to episode nine. On the board write this question:
What advice do Magda’s friends give her about having an interview?
Brainstorm ideas and write them on the board. Then play the recording and check students’ ideas. Were they right?
Listening - comprehension
Tell students they are going to listen again and do the two comprehension exercises. Give students time to read the questions first. Explain the meaning of any unknown words or phrases.
Play the recording and check students’ answers.
Listening - vocabulary
Get students to try the vocabulary activity from memory. They have heard the recording twice so between them they should be able to remember some of the conversations. It might be a good idea to do this exercise in small groups or – with small classes – as a whole class exercise. If necessary refer students to the audioscript.
Listening - grammar
Get students to do this exercise (adjectives and adverbs) in pairs or small groups. Weaker students can be encouraged to use dictionaries. They do not need to listen again in order to do this exercise successfully. Check students’ spellings and point out when they should use one “l” and when there is a double “l”. Students might like to underline the double “l” words in a different colour to help them remember.
Post-listening – interviews
(i) Discussion
Introduce the topic of interviews. Write these questions on the board and get students to discuss them in small groups:
1 Have you ever had an interview? What was it like?
2 What advice would you give somebody who was going to have an interview?
(ii) Role Play
Divide the class into two groups: As and Bs. Give each A a copy of Photocopiable 9A and each B a copy of Photocopiable 9B (please refer to Downloads). Give students ten minutes to read the instructions on their handouts and prepare for the role-play. When all students are ready put students into pairs A and B to role play. Walk around and monitor and make a note of any good language that you hear so that you can give positive feedback at the end. Try not to interrupt while the students are speaking – use the opportunity to monitor and make notes.
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Episode 8
Lesson Summary
Aims
- To learn vocabulary and terms in the context of real estate
Main activities
- Play a matching game
- Listen to the episode
- Do the comprehension exercise
- Practise speaking
Lesson Plan
The following lesson plan is based on Big City Small World Episode 8.
Introduction
Explain to students that they are going to listen to episode eight of Big City Small World. Write the following sentences on the board.
…….. works next door to the café.
…….. is looking for a flat.
……..’s cousin has got a room to rent in his flat.
………is from Poland
Elicit the characters names and write them in. (Olivia, Sarah, Fadi, Magda)
Pre-listening
On the board write: What is Magda’s good news?
Elicit some ideas. Write them on the board.
Play the recording once for students to check their ideas. (She’s got an interview with an architect’s practice).
Listening - comprehension
Tell students they are going to listen again and do a TRUE or FALSE exercise. Get students to read the statements before they listen. Explain the meaning of any unknown words or phrases.
Play the recording and check students’ answers.
Listening - vocabulary and grammar
Tell students they are going to do some vocabulary and grammar exercises before they listen again.
Get students to do the exercises in pairs or small groups. Encourage them to compare their answers and help with any unknown words or phrases.
Play the recording again for students to check their answers and make any necessary changes.
Post-listening – Role play – finding a place to live
Divide students into groups of 16 or fewer: half will be looking for a place to live and the other half will be landlords / agents. Photocopy one copy of Photocopiable 8 (please refer to Downloads) per group. Give each student a role card. Explain that students should read their role card and memorise the information on it. Then they should mingle and try to find a suitable match. You might like to arrange the classroom so that landlords are on one side, sitting in their “offices”. Students should be encouraged to improvise and add extra information. When two students make a suitable match they should sit down together and continue talking (discussing the condition of the property, clauses in the contract, etc.) until everybody else finishes.
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Episode 7
Lesson Summary
Aims
- To introduce the topic of stereotypes
- To develop skills on writing a letter to a newspaper
Main activities
- Listen to the episode
- Do the comprehension exercise
- Play a quick game of hangman
- Discuss with peers
- Write a letter to a newspaper
Lesson Plan
The following lesson plan is based on Big City Small World Episode 7.
Introduction
Explain to students that they are going to listen to episode seven of
Big City Small World. Get students to talk about what has happened up
till now. Who are the characters? What are they doing? etc.
Listening - comprehension
Tell students they are going to listen once to episode seven. Tell them
that you want them to listen once and answer one question:
What job is Magda training to do? (an architect)
Play the recording and check the students’ answers.
Tell students they are going to listen again and do an ordering activity. Get students to read the questions before they listen. Explain the meaning of any unknown words or phrases.
Play the recording and check students’ answers.
Listening - vocabulary
Tell students they are going to do two vocabulary exercises (prepositions and collocations) before they listen again.
Get students to do the exercises in pairs or small groups. Encourage
them to compare their answers and discuss anything they aren’t sure
about.
Play the recording again for students to check their answers and make any necessary changes.
Listening - grammar
As with the vocabulary exercises, tell students they are going to do two grammar exercises (verb forms and so and such) before they listen again.
Get students to do the exercises in pairs or small groups and play the
recording again for students to check their answers and make any
necessary changes.
Post-listening – stereotypes
Introduce the topic by playing a game of Hangman with the word STEREOTYPE.
Ask students if they can remember what Olivia said to Magda about
people from Poland. (That they think all people from Poland are
plumbers). Explain to students that this is a stereotype of Polish
people and it is not a reality.
(i) Discussion
Divide the class into small groups and get them to discuss the following points:
1. What is the stereotypical view of people from YOUR country / countries?
2. How do you feel about this?
3. What other national stereotypes are there?
(ii) Letter to the newspaper
Give each student a copy of Photocopiable 7 (Please refer to Downloads).
Students work in small groups to brainstorm and plan their letters –
then they should write individual letters. Collect the letters in and
display them.
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Episode 6
Lesson Summary
Aims
- To learn family words
- To learn vocabulary about hobbies
Main activities
- Brainstorm family words
- Listen to the episode
- Do the comprehension exercise
- Work in pairs to finish a handout about family words and hobbies
Lesson Plan
The following lesson plan is based on Big City Small World Episode 6.
Introduction
Explain to students that they are going to listen to episode six of Big
City Small World. Get students to talk about what has happened up till
now. Who are the characters? What are they doing? Etc.
Pre-listening
Family words. Put students into pairs or small groups and get them to
brainstorm family words. Elicit the words and write them on the board.
Teach any words they might not know. Encourage students to ask “How do
you say ….. in English?” For stronger groups you might like to teach
great-grandmother (etc), mother-in-law, father-in-law (etc) and
stepmother, step brother (etc).
Listening - comprehension
Tell students they are going to listen once to episode six. Tell them that you want them to answer one question:
What two things does Fadi lose? (his mobile and his keys)
Play the recording and check students’ answers.
Tell students they are going to listen again and answer some comprehension questions.
Get students to read the comprehension questions (1 and 2) before they
listen. Explain the meaning of any unknown words or phrases.
Listening - vocabulary and grammar
Tell students they are going to do the vocabulary exercise (adjectives) and the grammar exercise (phrasal verbs) before they listen again.
Get pupils to do the exercises in pairs or small groups. Encourage them
to compare their answers and help with any unknown words.
Play the recording again for students to check their answers and make any necessary changes.
Post-listening – speaking activity – pair work
Put students into pairs (student A and student B). Give each student A
a copy of Photocopiable 6A & 6C and give each student B a copy of
Photocopiable 6B & 6C (Please refer to Downloads). Explain to students that they have three separate tasks:
First they ask and answer questions to complete their text. At the same
time they fill in the names of the people in their family picture.
Finally they share information from their sentences and fill in the
“hobby” boxes under each name.
Answer key
1. Completed text:
Hi! My name’s Pam and this is a picture of me (that’s me with the long,
curly hair) and my family. I’ve got a big family. My husband’s name is
Joe and we’ve got two children; a little girl called Lucy and a baby
boy, Simon. I’ve got a sister and a brother. Their names are Betty and
Clive. Clive is single but Betty’s married. Her husband’s name is Alan.
My sister has got a daughter. Her name is Chloe. Our parents are called
Janice and Tom. My mother-in-law is lovely. Her name’s Sandra. She
helps me a lot with the children. Her husband’s name is Mike. Joe’s
brother Peter is married too. My sister-in-law is called Dawn. Peter
and Dawn have a son called Nigel.
2: Labelled picture
A/W A copy of the same picture of the family with names filled in and hobby boxed complete:
Tom: gardening, Janice: swimming, Mike: photography, Sandra: cooking,
Betty: tennis, Alan: football, Clive: motorbikes, Pam: singing, Joe:
collecting coins, Peter: playing the piano, Dawn: painting, Chloe:
computer games, Lucy: playing with dolls, Nigel: fishing.
Downloads
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