given. Some of them are important to you. Some of them may not be important to you. Please rank these reasons in the order of importance to you. Put the numbers 1-5 after the sentences.

( Ask a student to write the reasons on the board.)

T: How many students are studying English because you have to ?

( Students put up their hands and teacher writes the result on the board.)

Ask the other four questions like this, write the numbers before each sentence. Then rank the reasons (1-5) in the order of importance to the class.

Step 5 1b

Read the instructions.

Ask two students to read the example in the sample dialogue.

A: For me, " I have to!" is number five.

B: Really? For me, " I have to!" is number two.

T: Talk about your reasons for studying English with your partner. Have conversations like the example in the sample dialogue.

As students talk, move around the room checking the progress of the pairs and offering help as needed.

Ask several pairs to say their conversations to the class.

Step 6 2a

This activity provides listening practice using the target language.

In this part, you will hear a conversation between a teacher and a student. And in your books six questions are given. As you listen to the conversation circle each question you hear. The recording is played for you twice.

Tapescript

A: What was your name again?

B: Thomas. Thomas Ruzic.

A: How do you spell your last name?

B: R-U-Z-I-C.

A: You speak English very well, Thomas. How long have you been studying English?

B: For three years.

A: Oh. Have you ever been to an English-speaking country?