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Student: It's a man and a woman. They are lovers.
You: What are their names?
Student: James and Samantha.
You: Good. Where are they? What time is it?
Student: It's evening. It's dark. It's perhaps in the country or a
park.
You: What shall we say?
Student: The country.
You: (Assuming a story-telling style) Well, it was late in the
evening. James and Samantha didn't know where they were; it was
so dark. They thought they must be in the country.
You: (Showing the second picture) What do you want to tell
me about this picture?
Student: It's a car. It's going very quickly.
You: It was late in the evening. James and Samantha didn't
know where they were, it was so dark. They thought they must be
in the country. Suddenly they saw a car. It was travelling very
quickly, etc.

Tongue twisters

Pronunciation.

Procedure: Write a tongue twister on the board, and read it with
the students slowly at first, then faster. Make sure the students'
pronunciation is acceptable. Then individual volunteers try to say
it quickly three times. See the box for some examples of tongue
twisters.

BOX: Tongue twisters
She sells sea shells on the sea shore.
Mixed biscuits, mixed biscuits.
Red leather, yellow leather, red leather, yellow leather.
A proper copper coffee pot.
Three grey geese in a green field grazing.
Swan swam over the pond, swim swan swim; swan swam

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