Lesson 3:
1 Daniel, d meeting people socially.
It’s good to learn languages
Coursebook p. 12–13 Workbook p. 8–9
LESSON OBJECTIVES
Reading: Reading and answering questions;
choosing correct words to complete sentences
Speaking: Discussing the advantages of learning
languages
Listening: Listening to short interviews about
learning languages
Writing: Answering questions; writing an article
for a school magazine
Project: Designing a mobile phone app to help
you and other students learn English
Critical thinking: Speculating; drawing
conclusions
Vocabulary: work, health, travel, meet people
socially, entertainment, education, at ease,
advantage, improve, skills, evidence, do
business
Materials: Coursebook, Workbook, audio device,
map of the world, one copy of Photocopiable
activity 2 for each student
Starter
 Ask the class why they think it’s good to learn
another language. What languages would they like
to learn? Why?
Listening
1 You’re going to hear some short interviews about
knowing another language. What does each
person focus on? Match the topics to the names.
 Talk through the task with the students. Tell
them to look at the table and read the topics.
Make sure they understand the meaning of the
words and phrases.
 Then tell them to listen and match the topics to
the names.
 Play the audio at least twice. Students match the
names and the topics.
 Play the audio once again. Then check as a class.
 Discuss with students what helped them decide.
Cambridge Global English for Cambridge Lower Secondary English as a Second Language Stage 8 Teacher’s Resource
© Cambridge University Press 2018
Answers
2 Suzanne, c travel.
3 Elliot, e entertainment.
4 Ayisha, b health.
5 Ben, f education.
6 Lisa, a work.
Audioscript Track 3
Interviewer: [studio] Is it useful to know another language?
I asked a few people this question and here are some of
the answers I got. The first person I spoke to was Daniel.
(recorded interview) Can I ask you, Daniel, is it useful to
speak another language?
Daniel: Yes, it is, definitely. Speaking to someone in their
own language, even if it is only for a short time, makes
that person feel more at ease.
Interviewer: So they’re happier to talk because they’re
more relaxed, in social situations.
Daniel: Yes, that’s right.
Interviewer: (studio) Next, I spoke to Suzanne.
Suzanne: (recorded interview) It’s really useful when you
visit another country. Just to say ‘hello’ and ‘thank you’ in
the language of that country is good.
Interviewer: So knowing just a few words makes a
difference.
Suzanne: Yes, it makes all the difference. You may only
know a few words, but people like it when you try to
speak their language.
Interviewer: Thanks, Suzanne. (studio) Next I spoke to
Elliot.
Elliot: (recorded interview) If you enjoy music or films from
another country, it’s good to be able to understand at
least a little bit.
Interviewer: Do you speak any other languages?
Elliot: Well, I’m learning Spanish at school. I like being able
to understand some of the words when I hear a Spanish
song.
Interviewer: (studio) Ayisha Davis is a doctor. (recorded
interview) Ayisha, what do you think are the advantages
of learning a language?
Ayisha: Studies show that learning another language is
good for you.
Interviewer: Really?
Ayisha: Yes, it improves your brain power and there is some
evidence to show that people who are bilingual live
longer.
Interviewer: Oh, really? That’s interesting.
Interviewer: (studio) Next I spoke to Ben. (recorded
interview) Ben, what do you think the advantages are of
learning another language?
Ben: Knowing another language helps you to use your own
language well. I teach History and I find that students
who know another language have better reading skills
and wider vocabulary. And of course, having another
1
 language can be very helpful for going to college or
university.
Interviewer: Thanks, Ben. It’s good to have a teacher’s
point of view.
Interviewer: (studio) Lisa is doing Business Studies. She’s in
her second year at university. (recorded interview) Lisa, are
you more likely to be successful if you speak the language
of the people you do business with?
Lisa: Yes, you are. For example, if you work for a Japanese
company in Europe or America, you really need to speak
some Japanese. And, they say that people who use
languages in their jobs earn about 8% more than people
who don’t use them.
Interviewer: That’s a big advantage.
2 Match the words from the interviews with the
correct definitions.
 Focus on the table. Tell students that the words
on the left appear in the audio. Ask them to
match the words to their definitions.
 You may consider playing the audio again. Stop
where the words are spoken, so that students
have a context in which to make their decision.
 Check the answers with the class.
Answers
1d2e3c4b5a
3 Listen again and answer these questions.
 Allow some time for students to read the
questions first. Check that they understand the
vocabulary.
 Play the audio again a few times. Students
answer the questions.
 Check as a class.
Answers
(Example answers)
1 Because they are more at ease.
2 Being able to say ‘hello’ and ‘thank you’, for
example.
3 Because he can understand some of the words of
the Spanish songs he listens to.
4 Because it improves your brain power (and there is
some evidence to show that people who are bilingual
live longer).
5 They have better reading skills and wider
vocabulary.
6 The first is that you’re more likely to be successful if
you speak the language of the people you do business
with. The second is that you can earn more.
Cambridge Global English for Cambridge Lower Secondary English as a Second Language Stage 8 Teacher’s Resource
© Cambridge University Press 2018
4 Listen to the interviews again. Put your hand up
when you hear each of these words and phrases.
 Tell the class to look at the list of words. Explain
that you are going to play the audio again. They
listen and put up their hands every time they
hear the words listed in the exercise.
 Play the audio at least twice.
 Encourage them to repeat the sentence where
the words and phrases occur.
Speaking
5 Work in groups. Give your views about the
advantages of learning other languages. Try to
use some of the words and phrases in Exercises 2
and 4.
 Divide the class into groups. Ask students to
discuss the advantages of learning other
languages.
 Tell them to try to use some of the words and
phrases from Exercises 2 and 4.
 Ask them to expand the scope of the question
and reflect on whether there are disadvantages.
Critical thinking: Encourage students to think about
how their life would be different if they spoke more
than one language. Tell them to think about their future
and what influence knowing languages would have.
Project: A mobile phone app
6 Design a mobile phone app to help you and
other students learn English.
 Divide the class into groups. Read the
instructions with the class.
 Students prepare the project and write the
final version. They may prepare a
PowerPoint presentation and present their
project to the class.
 You may wish to have the class vote for the
best app.
Home–school opportunity: Students take the project
home and explain to their family what they have done.
2
Workbook
1 Complete the interview answers with suitable
words.
 Students read the interviews and complete
them.
 Check as a class.
Answers
(Example answers)
1 someone 2 it 3 makes 4 really 5 Just 6 in 7 good
8 You 9 but 10 to 11 music 12 good 13 least
14 Spanish 15 to 16 I 17 that 18 you 19 there
20 people 21 another 22 own 23 I 24 language
25 vocabulary 26 can 27 college 28 example
29 company 30 need 31 say 32 their 33 people
2 Read the tips for learning a language. Which
statements in the second column illustrate the
advice in the first column? Match them.
 Students read and decide.
 Discuss as a class. Encourage them to justify
their opinions.
Answers
1c2b3f4e5a6d
Cambridge Global English for Cambridge Lower Secondary English as a Second Language Stage 8 Teacher’s Resource
© Cambridge University Press 2018
3 In your notebook, write answers to the questions,
giving your own opinions. Use the phrases from
the box in your answers where possible.
 Students personalise the answers.
 Tell them to use the language in the box.
 Check as a class.
Answers
Students’ own answers.
Additional support and practice
 Complete Photocopiable activity 2.
 Play the audio recording again. Ask the class
to choose one of the people being interviewed
and write down the most important ideas
they express. Tell students to imagine they
are the interviewer and they are going to
interview a person who speaks many
languages. What questions would they like
to ask?
Extend and challenge
 Tell students to work in pairs and interview
students from other classes, or teachers,
and ask them what they think is the
advantage of learning languages. Then they
prepare a short report of the answers and
present it to their class.
3