them with the whole class.

T: Listen to the lesson a second time and answer the questions in Ex.3.

1. How do you think this teacher feels about his subject?

2. What example does he use to explain the way the brain controls different parts of the body?

3. What does he compare to a film studio?

The teacher will check the answers with the whole class.

T: After finishing this, we will listen to a student phone-in programme about revising for exams and complete the table in Ex.4.

The teacher will check the answers as a class.

T: Which piece of advice do you think is the most useful? Why?

The teacher gets the students to work in pairs talking about the most useful advice. Then ask some pairs to report their opinions to the class.

Have students listen to the tape again and then complete the Function File with these words below in Ex. 5. This exercise is designed to practice both students' ability of listening and how to give advice correctly.

Step Ⅱ Speaking and Writing

T: There are four role cards here. You are going to go through all these four cards and find out what topics are covered in them. Can you write down some more details for each situation?

Ask students to think about the four topics and encourage them to talk about these situations separately and invite some of them to report their opinions to the whole class.

S1: I find it hard to study for exams at home. Sometimes my brain is full of all kinds of things which make it hard for me to remember something in the tests. The more anxious I feel, the less attention I can pay to what I need to master. I think I have more pressure and I want to escape the pressure, but I fail to. If I can't change this, I will fail in the exams. I really don't know what I should do. Every time I look at my parents, whose eyes are full of anxiety, I don't want to say anything. I don't want to tell my teachers about this because I am also afraid of their eyes. What