American and Natural speed please!
Teacher: Good morning class.
Students: Good morning.
Teacher: How are you today?
Students: Fine. How about you?
Teacher: I'm fine, thanks. Where is Hans?
Student 1: He's late. I think he missed the bus.
Teacher: OK. Thank you for letting me know. Let's get started.
Hans (arriving late): Sorry I'm late.
Teacher: That's OK. I'm glad you're here!
Hans: Thank you. May I ask a question?
Hans: How do you spell "complicated"?
Teacher: Complicated is complicated! C - O - M - P - L - I - C - A - T - E - D
Hans: Could you repeat that, please?
Teacher: Of course. C - O - M - P - L - I - C - A - T - E - D
Hans: Thank you.
Teacher: ... please complete page 35 as follow-up to this lesson.
Student: Could you say that again, please?
Teacher: Sure. Please do page 35 to make sure you understand.
Student: Excuse me, please. What does "follow-up" mean?
Teacher: "Follow-up" is something you do to repeat or continue something you're working on.
Student: Is "follow-up" an idiom?
Teacher: No, it's an expression. An idiom is a full sentence expressing an idea.
Student: Can you give me an example of an idiom?
Teacher: Certainly. "It's raining cats and dogs" is an idiom.
Student: Oh, I understand now.
Teacher: Great! Are there any other questions?
Student 2: Yes. Could you use "follow-up" in a sentence?
Teacher: Good question. Let me think ... I'd like to do some follow-up to our discussion last week. Does that make sense?
Student 2: Yes, I think I understand. Thank you.
Teacher: My pleasure.
Teacher: Let's talk about the weekend. What did you do this weekend?
Student: I went to a concert.
Teacher: Oh, interesting! What kind of music did they play?
Student: I'm not sure. It was in a bar. It wasn't pop, but it was nice.
Teacher: Maybe it was hip-hop?
Student: No, I don't think so. There was a piano, drums and a saxophone.
Teacher: Oh, was it jazz?
Student: Yes, that's it!
Teacher: What's your opinion of jazz?
Student: I like it, but it's kind of crazy.
Teacher: Why do you think that?
Student: It didn't have a song.
Teacher: I'm not sure what you mean by 'song'. Do you mean that no one was singing?
Student: No, but it was crazy, you know, up and down.
Teacher: Maybe it didn't have a melody?
Student: Yes, I think that's it. What's "melody" mean?
Teacher: That's hard. It's the main tune. You can think of the melody as the song you would sing along with the radio.
Student: I understand. Where's the stress in "melody"?
Teacher: It's on the first syllable. ME - lo - dy.
Student: Thank you.