Listening (A2 Pre-intermediate) English Readers English for Life Classroom implementation

All the units contain feature boxes providing extra information 

and support for the content of the recordings. These serve 

well as fi llers if you have a few spare minutes during the 

lesson or for providing independent homework ideas. 

Suggested implementation:

1.  Clear usage: These boxes appear at varying points 

through the book and highlight words, phrases and 

grammar important for understanding the recording. 

You may therefore want to highlight this usage during 

pre- or post-listening. 

2.  Useful vocabulary and phrases: These boxes identify, 

clarify and extend vocabulary from the unit. They can be 

used pre- or post-listening as a starting point for discussion, 

or to elicit further examples of the vocabulary group.

the unit and contain ideas for improving the students’ 

listening skills either in a general sense or specifi cally in 

relation to an exercise type. 

through the book and highlight phrases that may have 

a peculiar meaning in the context of the recording. You 

may want to look at these pre- or post-listening. Ask 

students if they have heard these phrases outside the 

classroom.

examples of the use of target vocabulary from the 

Collins COBUILD dictionaries and English corpus. Ask 

your students to extend this list if they have heard its 

use elsewhere, or get students to start building their 

own corpus, noting down the use of certain words and 

phrases they hear outside the classroom. The key to this 

section is that all of the language is real and authentic.

for the unit. This should be used fi rst and foremost as 

a way of checking that the students feel comfortable 

that they have made progress in the class and can make 

these statements with some confi dence. You can use 

these can-do statements as the targets of your learning 

programme. Ask students to challenge each other on the 

statements: Hey Xian, can you understand people talking 

Alternatively you could ask students to talk to each other 

about which of the can-do skills they think will be most 

useful for them and why.

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