TOR B1 Listening WS 3 Standard

 

B1

Listening worksheet 3 (standard) Lost on Holiday

1   You are going to hear a young man from the UK talking about a language and communication communicat ion problem he had on holiday in Morocco. Morocc o. Which of these things do you think he will mention?   grammar   vocabulary   pronunciation   spelling   the Arabic script

2 

Listen to the conversation and check your answers.

3 

Listen again and make notes to answer these questions. 1  What does Zoe say some some adults in the UK cannot cannot do well?   2  Which two languages does Zoe Zoe mention that are spoken spoken in Morocco? Morocco?   3  What type(s) of transport did Felix and Mike use to travel travel around Morocco? Morocco?   4  Why didn’t Felix and Mike use an online online map?   5  Why couldn’t Felix tell tell people in the village which town he was looking for?   6  How did he solve the problem?  

4   When you learn a language, which of these things is most important important for real-life communication? communication? In groups, put the skills in order from least important (1) to most important (4).   understanding the grammar   knowing the meaning of words   being able to read and write the words   being able to pronounce things correctly

5   Have you ever been somewhere you couldn’t couldn’t understand the language language or read the script? (If not, make a list of things that might be difficult.) Tell the class about it. ● 

Finding places

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Buying things in shops

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Listening worksheet 3 (standard)

B1

Teacher’s notes

1 Warmer   Show students the picture and ask what language is written at the top. Then ask how useful a signpost that was only in Arabic would be to them. Tell them that this is a road sign for Marrakech in Morocco and ask if they know what languages are spoken in Morocco. (Arabic, Berber [Amazigh] and French are the main languages, and some others are spoken in smaller communities.)

Felix: 

Well, in the cities everything is in French and Arabic, and on the main roads, too, but once you get into the countryside, things are different. You mostly just see Arabic script.

Zoe: 

Oh, were you and Mike off on one o your bicycle adventures? Cycling off somewhere you’ve never sensible planbeen or …beore without any kind o

Felix: 

Hey! We did have a plan! We knew exactly where we wanted to go, but o course we should have known that we wouldn’t have internet access everywhere. But even without online maps, it isn’t too hard to just ollow signposts … unless they’re in a script you can’t read! We ound ourselves in a little village with a signpost at one end showing one town to the lef and another town to the right. We honestly couldn’t work out which was the town we wanted.

Zoe: 

Yeah, but you could ask someone in the village, right? Even i you didn’t speak the language you could just say the name o the town.

Felix: 

I did. Well, I thought I did! It turns out my Arabic pronunciation is about as good as my ability to read Arabic script. Nobody knew what we were saying! Eventually I wrote the name o the town we wanted as it’s written in our alphabet and they could read that. Then they told me how to say it properly and I tried to repeat it and that seemed to be very unny indeed! I mean, they were really nice and wanted to be polite, but they couldn’t help laughing a little bit. But then they gave us tea and showed us the right way to go. It was all good un, sort o! But yeah, it made me think about how hard lie must be i you can’t read and write at all.

Zoe: 

I’m sure it did.

2 Exercise 1   Tell the class they will hear a young man talking about problems he had communicating in Morocco, where he did not speak any of the languages. Hand out the worksheet. Clarify vocabulary – scrip  script  t  may  may be new – and ask students to do Exercise 1 in pairs. 3 Exercise 2   Play the conversation and ask the students to mark the things in Exercise 1 which are mentioned. Check the answers with the whole class.  Answer

the Arabic script, pronunciati pronunciation on 04

Felix: 

Hi Zoe. What are you reading?

Zoe: 

Oh, hi Felix! It’s a really interesting article about people who can’t read and write. It says that there are adults here in the UK who have real problems reading even quite simple things. Lie must be difficult or them mustn’t it?

Felix: 

Zoe: 

Yeah. Actually, I realised what an essential skill reading is when Mike and I got lost in Morocco once and couldn’t read the street signs. We elt really silly and helpless. But don’t they speak French in Morocco, as well as Arabic? I mean, I know you don’t speak French, but at least you can read the names o towns on signposts, can’t you?

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4 Exercise 3   Give students some time to read through the questions. Then play the conversation again. The students take notes as they listen. Give them a minute at the end to review their answers and then check the answers with the whole class.

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B1

Listening worksheet 3 (standard) Teacher’s notes Possible answers 1  They can’t read well. 2  Arabic and French 3  bicycle/cycle/bike 4  They didn’t have internet access everywhere. 5  His pronunciation was bad bad and nobody understood him. was 6  He wrote the name o the town they were looking or in Roman script and the locals understood it.

5 Exercise 4    Ask students to rank rank the aspects of learning learning a language in small groups. Give them time to talk about it and then agree. Then bring the class together and compare the groups’ rankings. There is no right answer answer.. With the whole class, discuss what will happen in real life if you can’t do various things on the list, e.g. if you have learned a lot of vocabulary but can’t pronounce things well.  Answer

Students’ own answers

6 Exercise 5   This is an opportunity for students to tell their own stories. Ask them to talk to each other in small groups, or allow a few students to tell their stories to the whole class, depending on group numbers.

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