Oxford team 2 teacher 39 s book

If you have time, write some sentences on the board for students to correct, for example: - I'm not knowing where you live.. Invite some students to read out their sentences, v / Past

i I

Rebecca Robb Benne Norman Whitney

OXFORD

Acknowledgements Illustrations in the Tests by: Chris Paveley

Great Clarendon Street, Oxford 0X2 6DP

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• • • • Notes on the projects and stories 128

Project 1 Heroes and heroines of pop! 129

Using the Teacher's Book 11 Project 6 Story 1 The Blue Eagle Computer games website 134 135 Classroom management 11 Story 2 The Wolfman of Whitecross 136

Teaching, learning and motivation 16 1111 1 i MYThm XHTBBBHBWBI

Test 2 Test 3

152

154

156

10 If I had a billion pounds 101

11 We should tell the police! 109

Directions

<• and /

Comparative and superlative adjectives

as as and not as as

Future w i t h will (affirmative, negative, interrogative)

will and going to

Present perfect and past simple

Relative pronouns: who and which / that

i l i

I ' d l i k e s o m e chips!

Revision: Units 5 8

W h e r e w a s t h e a s t e r o i d ?

Quantity: How much ?

il' and il-, and ]

Talking a b o u t f u t u r e possibilities Linking w o r d s

Countable and uncountable nouns

There s / There are, some and any

a few, a little, a lot of both, either and neither

Zero conditional First conditional

A p o l o g i z i n g Short vowels ,-j

Asking for i n f o r m a t i o n Silent letters

Second conditional First and second conditional

too and enough

may and might (affirmative and negative) have to (affirmative and negative) should (affirmative and negative)

Active and passive sentences The passive (present simple)

Families

Parts o f the- body

when

I only wanna bp w i t h you

Word order: place and time

Describing personality Friendship Friends

The Kennedy Space Center Florida

also, too and <is well

Dancing in the street

Injuries and illnesses Superman Health and Fitness

How t o make a million

Where did you get that?

The lottery Chocking your spelling, punctuation and grammar Giving advice

Introduction

Description

This course has been extensively researched in

order to ensure that it addresses the needs of

teachers and students

We recognize that students will be familiar with

some basic vocabulary and functions, but will need

a clear and systematic introduction to English

grammar

This is a communicative course that teaches

students how to use language in real situations; it

also pays careful attention to English grammar,

vocabulary and pronunciation With this dual

approach, the course aims to develop vital

language skills that will enable students to

communicate both fluently and accurately

We want to encourage students to see English as a

language for talking about the real world by asking

them to discuss other subjects in the school

curriculum, to compare themselves with people in

other cultures, and to talk about their own lives

outside the classroom

Each level of the course provides enough material

for 80-90 hours' teaching

Aims

The basic elements of language: grammar,

vocabulary and pronunciation

This course aims to train students to communicate

accurately in English by giving them a solid

grounding in the basic elements of language In

level 2, they learn to:

• recognize and produce language functions,

such as talking about: preferences, opionions,

experiences, directions and future possibilities

• understand and use rules of English grammar,

such as the formation of the past simple of

regular and irregular verbs, the past

continuous, the future with will and

conditionals

• recognize and produce vocabulary related to

appropriate topics for the age group, such as

music, television programmes, injuries and

illnesses and money

• recognize and use correctly features of English

pronunciation, such as vowel and consonant

sounds, word stress and sentence stress

The four skills: reading, writing, listening, and speaking

This course aims to train students to communicate fluently and effectively in English by giving them plenty of practice in reading, writing, listening, and speaking In level 2, they learn to:

• read and understand a variety of text types, such as articles, stories and compositions

• write different types of texts, such as letters, leaflets, biographies and compositions

• listen to and understand a variety of speakers in different situations, such as giving personal information, describing people, telling a story and giving advice

• speak with confidence in different situations, such as asking for and giving information, talking about future plans and ordering a meal

Learning to learn: study skills and self-assessment

This course aims to train students to develop learning strategies that will make them better and more effective learners of English In level 2, they learn to:

• apply the most useful study skills for their purposes, such as understanding new words and phrases and organizing written work

• develop the ability to assess their own progress

The importance of revision

This course aims to train students in the skills they need in order to:

• revise what they have learned regularly and systematically

• prepare for tests and examinations

English and the real world

We want to encourage students to see English not merely as an academic subject, but as a language for giving and receiving information about the real world In level 2, students learn to:

• draw on their knowledge of other subjects in order to read and talk about topics such as space travel, healthy eating and computers

• compare their lives with those of people in other cultures by reading about children in Britain, America and other countries

• use English to talk and write about their own lives, focusing on areas such as their friends, favourite films and television programmes, favourite food and pop stars

Components of the course

Student's Book

The Student's Book contains:

• contents pages

• an optional introductory unit: Hello again!

• twelve teaching units, each divided into four

parts: a, b, c, d

• three revision units

• six optional projects

• two optional stories

• Grammar help reference section

Each piece is identified by the Student's Book

page number and exercise number

Workbook

The Workbook contains:

• extra practice exercises based on the twelve

teaching units and three revision units of the

Student's Book

• Progress check exercises for each unit

• Word list

Teacher's Book

The Teacher's Book contains:

• introduction to the course components,

principles and organization

• teaching notes for the twelve teaching units,

including optional extra activities and answer

keys

• teaching notes for the projects and stories

• Workbook answer key

• twelve photocopiable end-of-unit tests

• three end-of-term progress tests

• tests answer key

The contents pages

The contents pages provide you and your students

with a comprehensive account of the syllabus for

the course They can be used to give students an

overview of the course at the beginning of the year,

and to help students reflect on what they have

learnt throughout the course They can also be a

useful reminder of the syllabus to help students prepare for tests and examinations

The Hello again! unit

This introductory unit provides four pages of basic revision at the start of the new academic year

The twelve teaching units

Each of the twelve Student's Book units is divided into four parts:

a Presentation story, Comprehension, Vocabulary, Communication, Pronunciation

b Grammar

c Vocabulary, Reading

d Model text, Listening, Speaking, Writing, Song Each part is two pages long, and provides enough material for two 40-50-minute lessons

Teaching part a of each unit

The aim of part a is to introduce the main language

of the unit and give students an immediate grasp of the language functions The new functions,

grammar, and vocabulary are presented in the context of a Presentation story The Presentation story is episodic, each episode focusing on the exciting adventures of a group of teenagers The Presentation story is always followed by Comprehension, in which there are three exercises The first two exercises ensure that students have understood the events and dialogue

in the story The third exercise focuses on three simple idiomatic expressions from the story This type of exercise will help you explain and deal with common 'fixed phrases' such as That's a pity and

Hang on

These exercises are followed by a Vocabulary exercise in which students practise working out meaning from context by matching words from the Presentation story with definitions

In the Communication exercise, students listen and repeat, and then practise the main language function of the unit

Finally, a Pronunciation exercise examines a particular pronunciation point

Teaching part b of each unit

Part b aims to consolidate students' grammatical

knowledge with explanations and thorough practice of the new structures introduced in the unit Students are often asked to complete grammar tables and rules as well as to apply the rules in practice exercises

Teaching part c of each unit

Part c contains two sections: Vocabulary and

Reading

In the Vocabulary section, vocabulary is organized

by topic area and practised through a range of

activities

In the Reading section, students use English to

read and talk about a wide range of topics, for

example friendship, life on other planets and

computer technology

Introducing new vocabulary sets

Part c of every unit focuses on a new vocabulary

set The new words are recorded on the cassette,

and students may need to listen and repeat several

times in order to learn the meaning of the words

and how to say them

Skills work: Reading

When we read something in our native language,

we normally concentrate on only the most

important information Learners will often find that

they cannot understand every word when they

read something in English, so it is important to

train them not to worry too much about this, but to

readjust for the main ideas

You may find it useful to think of your Reading

lessons as having three phases: phase one: before

reading; phase two: while reading• phase three:

after reading

Phase one: before reading

The key to the successful teaching of reading is

your own and your students' preparation. Make

sure that you know the text well

• Help your students to predict the content of the

text by discussing the title and topic before they

read or listen

• Pre-teach the meaning of those words you

consider will be most difficult for your students

This will help to lessen students' anxiety about

new words, and help them to concentrate on

the task

• Explain the task clearly to the class Then check

that they have understood by asking them to

explain it to you in their own words

Phase two: while reading

• While students are reading the text, go around

the class and check that they have understood

the instructions and are doing the activity Offer

help where necessary

Phase three: after reading

• Go through the exercises, checking answers

• Answer any questions about vocabulary that

the students still do not understand

• Read the text again This allows students to feel that they have achieved something, because this time their understanding of the reading text will

be greater than before

Teaching part d of each unit

Part d contains three sections: Model text,

Listening, Speaking, Writing, Song

The skills work pages provide concentrated practice in listening, speaking and writing

There is a song that includes the grammar and vocabulary that has been covered in the unit

Listening

The Listening section is designed to encourage students to listen for the main ideas; they are not expected to understand every word

• Make sure that you know the text well

• Make sure that you know what is on the cassette, what students have to do and what difficulties they might have Estimate how long

it will take students to complete the task

• While students are listening to the recording, make sure the students at the back of the class can hear the cassette

Speaking and Writing

The Speaking and Writing sections are designed to encourage students to speak and write fluently and with confidence, without worrying too much about their mistakes Here are some tips for helping students to speak and write more effectively

• Give them some ideas for what they might say

or write by discussing the topic with the whole class You may like to do this in your students' own language

• Make a list of useful vocabulary on the board

• Ask them to spend some time organizing their ideas and making notes before writing or speaking

• Before students start the Speaking activities, explain that the main aim is to communicate a message that somebody else can understand, and that it does not matter if they make a few mistakes

• While students are doing the Speaking activities, encourage them as much as possible, and do not try to correct all their mistakes

• Before students start the Writing activities, draw their attention to the model texts and writing guides Go through these carefully with the class, and make sure they understand how they should organize their texts

Songs

Songs are a special feature of the course, and are

designed to consolidate the new language of each

unit in a fun and lively context They also serve as a

useful introduction to English stress and rhythm

Each song is accompanied by two or more simple

comprehension activities

The three revision units

Location and focus of the revision units

The three revision units appear after Unit 4, Unit 8,

and Unit 12 Each revision unit focuses on the

Grammar and Vocabulary sections of the four

preceding units

Preparing for the revision units

Before you ask your students to do the revision

exercises, give them just five or ten minutes to look

back at the relevant sections (part b Grammar and

part c Vocabulary) of the four relevant units

Students can do this individually, in pairs or small

groups Give your students time to ask any

questions they may have, and allow time to explain

again any points which you think students have not

fully understood When you and your students feel

confident that they have had enough time to review

the relevant material, ask them to complete the

exercises individually

Doing the revision units

Before the students do the exercises, check that

they understand the instructions Then ask them to

work through the exercises individually

After completing the exercises, go through the

exercises with the whole class, and give students

the opportunity to correct their mistakes in their

notebooks Go through any difficulties students

may have had

The six optional projects

Why projects are useful

Project work is an ideal opportunity for students to

use English in a creative and personal way that will

give them a real sense of achievement The projects

in this course ask students to do things with

English: they share and discuss information about

the real world in order to create posters for the

classroom wall In this way they are encouraged to

draw on their knowledge of the world to produce

an extended piece of English work that is both

meaningful and relevant

We suggest that students work on their projects in

groups Working in groups increases motivation

by allowing students to exchange ideas and help each other It is inevitable that students will talk in their own language and make a certain amount of noise, but if they are well motivated and

concentrate on producing a high quality project in English, you should not worry about this (We also recognize that many teachers may prefer their students to work on projects individually, and all six projects are suitable for individual work.) Project work is time-consuming, but if you are short of time you can ask students to do some of the preparation work at home and set strict time limits for finishing the projects in class Finally, it is important to display the finished projects on the classroom wall so that students can take pride in their work and refer to it in later lessons

(For information on using project work in mixed ability classes, see page 12 For teaching notes on the six projects in level 2, see page 128.)

When should I do the projects?

You can use the six projects at any point in the school year, but they have been designed so that one can be done after the completion of the respective teaching unit

The two optional stories Why stories are useful

Stories are useful to younger learners (and older learners too!) because they combine language learning with the pleasure of narrative, adventure, science fiction, romantic fiction and so on The stories in this course also have a strong visual appeal, and they engage the imaginative attention

of students And since the stories are recorded on cassette, they can be followed easily, even by the weaker students

When should I do the stories?

You can use the two stories at any point in the school year, but you may like to consider the following guide:

Story 1 The Blue Eagle

You could use this story with your students when you are about half-way through level 2 of the course, or perhaps at the end of the first or second term

Story 2 The Wolfman ofWhitecross

You could use this story with your students when you have finished level 2 of the course, or at the end of the school year

Grammar help

Use the Grammar help on Student's Book pages

125-136 in conjunction with grammar teaching

(see Teaching part b of each unit, above) Regular

use of the Grammar help is a good way of

reminding students what they have learned, and of

checking answers to some of the grammar

exercises By referring to the Grammar help in this

way, your students will feel that they are making

progress They will soon learn how to use the

Grammar help material for revision, and to

prepare for tests and examinations

OPTIONAL ACTIVITIES FOR THE

GRAMMAR HELP

• Ask students to look at the tables in the Grammar

help section, and make sentences using the

different forms of the structures

• Give students sentences with one grammatical

mistake in each sentence Ask students to use the

Grammar help section (see above) to correct the

mistakes

OPTIONAL ACTIVITIES FOR THE

PRONUNCIATION HELP

• Practising vowel sounds Choose one of the words

or symbols Write on the board three words which

include the sound, and one word that does not

Ask students to spot the one that does not include

the sound

• Practising consonant sounds Choose one of the

words or symbols Challenge pairs or groups of

students to think of as many words as possible

which include that sound

• Tongue twisters! Choose any sound - a vowel or

consonant Write a 'tongue twister' for the sound,

or ask students to try and write one Here are two

examples

/J -/ She likes chips and ships,

/i:/ He sees three teams

OPTIONAL ACTIVITIES FOR THE WORD LIST

• When they have finished a unit, allow students to

study the Word list for that unit for a few minutes

Then give the students a spelling test: dictate a

selected number of words from the Word list

• When they have finished a unit, divide the students

into pairs or groups Challenge each pair or group

to produce as many sentences as possible that

include one or two (or three) words from the Word

When should my students use the Workbook?

You will find the Workbook particularly useful for setting homework

Students will probably find it most useful to complete the Workbook exercises 'part by part'

For example, when you have completed part b of a

particular unit, you can ask students to do the

corresponding part b in the Workbook

However, there will be occasions when you might wish to vary this pattern For example, you might decide that when students have completed part c (Vocabulary) of a particular unit, they should then complete the corresponding vocabulary exercises

in the Workbook - i.e before completing the second page of part c (Reading) It may even be desirable for some students to do the Workbook exercises for a unit only after the whole of the corresponding unit in the Student's Book has been completed

Progress check: an opportunity for detailed reflection, revision, and test preparation

Each Progress check in the Workbook reflects the content of the relevant unit in the Student's Book, and anticipates the content and format of the corresponding Progress Test

The Progress checks in the Workbook give your students a detailed opportunity to evaluate their own progress, thus providing them with

opportunities to reflect on their general progress in Communication, Grammar, and Vocabulary

As your students complete the Progress check exercises, they will not only be revising what they have learnt, but also double-checking those points about which they may still be uncertain or

unconfident Each Progress check allows your students to pause and reflect on their progress, in a relatively relaxed and stress-free environment, while at the same time providing them with an ideal opportunity to revise and prepare for the Progress test

Teaching and learning in mixed ability

classes

These days, most if not all teachers are faced with

the challenge of teaching mixed ability classes

Conversely, it is worth bearing in mind that at the

same time, most students are faced with the same

challenge For both teachers and learners, there is

no doubt that working with mixed ability students

can be as frustrating as it can be rewarding

No course and no coursebook can entirely solve

the problem However, this is a course that

recognizes the reality of mixed ability classes

First, the four parts of the main teaching units are

designed to accommodate a variety of teaching

and learning styles, from the traditional (e.g doing

grammar exercises, practising pronunciation, and

developing reading comprehension) to the

relatively modern (e.g doing communication

exercises, and undertaking freer project work)

Therefore the teaching units allow weaker students

to cope with the basics of learning English

(especially in grammar, vocabulary and relatively

simple reading activities), while at the same time

allowing stronger students to do more difficult

tasks involving a variety of skills and freer activities

(especially in writing and in relatively complex

reading activities)

Second, the teaching material allows all students to

meet 'half-way', thus giving them the opportunity

to work co-operatively, and to learn from each

other This is especially true when the students are

involved with songs, stories and projects, which

the vast majority of students, weak and strong, can

enjoy and profit from

Wordlist

Use the Wordlist at the back of the Workbook in

conjunction with vocabulary teaching (see

Teaching part c of each unit, on page 8) You may

decide to ask the weaker students to refer to the

Wordlist before teaching a particular unit

Stronger students may use the Wordlist to help

them select words for memorization All students

can use the Wordlist to check spelling and

pronunciation

Contents of the Teacher's Book

The Introduction gives a description of the aims and structure of the course, together with extra suggestions as to how the material might be used

in class There is also a Classroom management section which gives advice on areas such as coping with mixed ability classes, setting up pair and group work, and using dictation

The teaching notes provide detailed guidance on how to present the material in the Student's Book, together with background cultural information They also include transcripts of the recorded material and answers to all the exercises

Throughout the teaching notes there are ideas for optional extra activities, including games and competitions which can be played with the whole class at the end of a lesson There is also an optional dictation in every unit

At the beginning of each part of a unit there is a table showing the teaching points and new vocabulary introduced in that part of the unit The answers to all the Workbook exercises can be found at the back of the Teacher's Book

Coping with mixed ability classes Don't worry You are not alone!

You will have noticed that this introduction to the Teacher's Book occasionally refers to 'weaker' students and classes, and 'stronger' students and classes That is because we are well aware that the challenge of teaching mixed ability classes is a practical priority for most teachers In fact, very few teachers have the luxury of teaching classes in which all the students have the same level of ability and are equally enthusiastic about learning

English In reality, most classes include students of different levels of ability and motivation

There is no magic formula for solving these problems, but the following tips may help

Be realistic!

It is important to realize that classes of mixed ability and motivation are the rule and not the exception in language teaching Students are different from each other in very many ways, and there is in fact no reason why they should complete every activity equally well or enthusiastically Being aware of this is an important first step

Use the extra activities

One of the biggest problems with classes of mixed

ability is that students tend to finish exercises at

different rates Those who finish before the others

often get bored, and occasionally become

disruptive In this course, there are several

different types of activities which can be used with

fast finishers while the rest of the class complete

the core exercises:

• optional extra activities in the Teacher's Book

• two optional stories (with comprehension

activities) at the back of the Student's Book

• extra practice activities in the Workbook

Use the Progress check in the Workbook at

the end of each unit

Use the Progress check to help all students,

especially the weaker ones, to come to terms with

what they have or have not learned from each unit

Be prepared to explain again any points that they

have still not understood

Use the Revision units

Make sure that students, especially the weaker

ones, take full advantage of the Revision units,

which are designed to give all students the

opportunity to review the most essential grammar

and vocabulary in the previous two units

Use the projects

Project work is particularly suitable for students of

different abilities, as it allows each student to work

at their own pace and level

Project work can either be done individually or in

groups If students work individually, stronger

students can be encouraged to use the language

they know to produce more lengthy, elaborate

projects, while weaker students can aim for

something less ambitious, perhaps compensating

for their lower language level by using more

photographs and drawings

If students work in groups, you could either group

students of similar ability levels together, or divide

them into groups of mixed levels In mixed ability

groups, you may find that stronger students help

the weaker ones, or that students of different

abilities within the group take on different roles:

weaker students might take responsibility for the

overall design of the poster or article, while the

others concentrate on the writing

Find out what each student can do, and use

that ability

Most students are better at some subjects than

others You may have students in your class who

are poorly motivated or who find English difficult,

but who are very good at art, or music, or maths It

is worth finding out as much as possible about these students' talents and interests, and exploiting them in the English class Such talents will be particularly relevant when focusing on the cross- curricular topics in the course

Classroom language Using English in the classroom

In order to encourage students to practise as much

as possible, it is a good idea to establish English as the main language to be used in the classroom Simple teaching instructions can be given in English, and you can encourage students to ask questions in English If students cannot always manage this, and sometimes address you in their own language, you can still reply in English

The role of the students' own language

It is unrealistic, however, to expect that all lessons can be conducted exclusively in English, and there are times, especially near the beginning of the course, when it would probably be more appropriate to use the students' own language to introduce an activity or topic, clarify instructions

or provide a quick translation of a difficult word The use of students' own language is sometimes recommended in the teaching notes

Lesson planning

Each unit of the Student's Book provides enough material for about eight 40-50-minute lessons, and suggestions for planning these are provided in the teaching notes However, the amount of material you cover in each lesson will of course vary according to your particular teaching situation When planning your lessons, you may like to use the photocopiable lesson plan on page 17 The plan

is divided into the following sections

Choosing your aims

It is important to have a clear idea of the aims of the lesson The main teaching points of the units are listed in the Teacher's Book at the start of each unit You also may like to add some more personal aims of your own

Anticipating problems

This provides an opportunity for you to anticipate any difficulties that you think your students might have during the lesson You might predict, for example, that they will find some of the new vocabulary confusing, or that they will have particular problems with a verb tense or pronunciation point It is useful to prepare yourself for these difficulties before the lesson

Collecting materials

Suggestions for the materials you will need for

each lesson are provided in the teaching notes, and

you may like to add these to your plan as a

reminder to yourself

Staging your lessons

It is useful to spend some time thinking about the

different stages of the lesson, and to estimate how

long you expect each one to take An example of

the stages of a typical 40-minute lesson might be:

Stage 1 Going over homework (10 minutes)

Stage 2 Introducing a new grammar point or

vocabulary set (10 minutes)

Stage 3 Giving instructions for exercises and

checking students have understood

In the lesson plan there is space for you to write in

the activity you intend to include in each stage and

make brief notes on the procedure for the activity

Using pairwork

The advantages of pairwork

There are some exercises in which students are

invited to ask and answer questions with a partner

In order to speak English with confidence, students

need as much practice as possible If they are

allowed to speak together in pairs, each student

has much more practice time than if they speak

only to the teacher while the rest of the class

listens Working in pairs also allows students to

practise together in a safe, anxiety-free context

without the embarrassment of speaking in front of

the whole class

Some teachers feel that the class will become too

noisy and out of control if all the students talk at

the same time You can minimize this by giving

very clear instructions so that students know

exactly what they are expected to do, and by

keeping the activities short so that students do not

get bored and restless Teachers also worry that

students may make mistakes that the teacher will

not hear or be able to correct This is not really a

serious problem Research has shown that

mistakes are an inevitable part of the language

learning process, and usually disappear with

increased language ability

Organizing pairwork

• Divide the class into pairs If there is an uneven number of students, one group can work in a three and take turns to talk

• Explain the activity

• Demonstrate the activity with a good student while the rest of the class listens

T Do you like hamburgers?

Organizing group work

For some activities, students can be divided into teams or groups according to their normal seating position in class However, when doing games or competitions your students may prefer to work in groups with their friends, so that they feel they can really enjoy and participate fully in the activity

You may also like to allow students to work with their friends when they are doing projects

However, you may prefer to group students according to their ability (See Coping with mixed ability classes on page 11.)

•b KHK^^nHS HWUmBTH l"il'4 BMwwiiBw

Setting homework Correcting written work

Setting homework is an important task for a

teacher You will need to judge how much

homework, or how little homework, your students

can manage

The close relationship between the Student's Book

and the Workbook in the course (see Using the

Workbook on page 10) will enable you to give

homework assignments that are clear,

manageable, and easy to mark It is a good idea to

keep a record of your students' homework

assignments, so that you can take homework into

account when you are assessing their progress

Before they leave your lessons, ensure that

students understand precisely what they are

expected to do for homework You may want your

students simply to do some exercises that follow on

directly from the lessons, or you may want them to

preview a particular unit or part of a unit before

you present it in class Either way, it is a good idea

to give your students a general idea of how much

time they should spend on their assignments,

always bearing in mind that there will be some

students, who for socio-economic reasons, will find

it more difficult to find time for homework than

others

Correcting mistakes

Correcting parts a, b, and c of each unit

Parts a, b, and c of each unit of the Student's Book

provide presentation and carefully controlled

practice of new functions, grammar and

vocabulary At this stage it is important that

students learn to produce the new language

accurately, so it is better to stop them if they make

a mistake Give students the chance to correct

themselves first; if they cannot do this, you could

ask another student in the class to give the correct

version, or supply it yourself

Correcting part d of each unit

The skills work sections are designed to encourage

students to communicate ideas fluently and

effectively When students write or speak freely in

English, it is inevitable that they will make some

mistakes If they worry too much about this, they

will start to hesitate and constantly correct

themselves, which will inhibit them from writing or

speaking naturally During a free speaking activity,

do not interrupt students to correct their mistakes

Make a note of any serious mistakes and write

them on the board at the end of the activity You

can then ask the class to try to correct the mistakes

When correcting students' written work, give

marks for effective communication of an idea, as

well as for accuracy

Many mistakes in written work are often the result

of carelessness, and, with some prompting, students may be capable of correcting these themselves You could try underlining the mistakes, and asking students to try to correct them, and you could also give an indication of the type of mistake the student has made, for example:

Sp for spelling, Gr for grammar, V for vocabulary,

WO for word order

^ This is a photoj^my mum

Gr She stands in front of our house

S p The house is in a very nice strete

WO near the centre city

V My mum works as a typewriter

Dictation

Dictation is a useful way of consolidating the new language, and giving students valuable practice in the correlation between English sounds and spelling

The Teacher's Book includes an optional dictation activity in the teaching notes for part d of each unit We suggest you use these activities when students have completed the Progress review, but you could also use it at other points in the unit Before you start the dictation, write on the board any names or words that you think students will have difficulty with Remind students of the English words for punctuation marks

Then tell students that you are going to dictate the passage three times Remind them that they should pay careful attention to spelling and punctuation

First reading

Read the passage aloud at normal speed, without pausing, in order to give the students an overall sense of the passage Tell them not to attempt to write anything down at this point Do not include punctuation marks in this reading

up0505te

Finally, ask a good student to come to the front of

the class and write the passage on the board Ask

the rest of the class to say whether the spelling is

correct Check that the student has used correct

punctuation

Testing and evaluation are important features of

the course The approach to testing your students

is based on three processes: reviewing and

checking, testing, and an ongoing programme of

continuous assessment. The course also supports

the practice of teacher self-evaluation

Testing your students

Reviewing a n d checking

In the Student's Book, there is a Revision unit after

every four units

The main aim of each Revision unit is to give your

students an opportunity to look back on the work

they have done and, in general terms, to reflect on

how easy or difficult they found the work

In the Workbook, there is a Progress check at the

end of each unit The main aim of each Progress

check is to give your students a detailed

opportunity to consider their progress, thus

providing them with further opportunities to

develop their capacity for self-assessment, and

autonomy

Testing

In the Teacher's Book the tests section contains:

• twelve photocopiable end-of-unit tests

• three end-of-term progress tests

• tests answer key

Each test focuses on the main Communication,

Grammar and Vocabulary content of each unit, and

is designed to take about 40 minutes to complete

The marking system in each test is simple and easy

to apply

Before giving tests to your students, ensure that

they are adequately prepared Make sure that your

students have done as many of the exercises in the

Student's Book and the Workbook as possible

Also, students should complete the Progress check

in the Workbook unit before they take the

end-of-unit test This is to ensure that your students have a

chance to do as well as they possibly can, so that

they can show you and show themselves what they

do know, as well as what they do not know Finally,

you should encourage students to keep a record of

their results, and of their strong and weak points

responsibility for their own progress, and eventually for their own learning

In order to help you keep an accurate record of students' progress, we recommend that you assess their work continuously throughout the year To do this, you may like to use the photocopiable Student profile sheet on page 18

Make a photocopy of the sheet for each student in your class, and add a set of marks for each unit of the Student's Book as you finish it There is also space for you to make a note of the student's marks

in the tests

Teacher self-evaluation

The teaching diary This course helps your students to develop their self-assessment skills, and also helps you to test them in more conventional ways, as described above

However, we don't want the process of assessment and self-evaluation to be confined to students We believe that it is also very important for teachers to reflect on and consider the effectiveness of their own teaching skills All teachers change and develop their teaching methods, and many experiment with new techniques, in order to improve their teaching

self-A good way to do this is to compare your plans for each lesson with what actually happened in class This comparison allows you to adjust your teaching to the needs and interests of your students It also gives you the opportunity to work autonomously on improving aspects of your classroom teaching

For these reasons, we include in this Teacher's Book a Teaching diary (page 19) Using the diary will help you keep a personal record of your own development as a teacher, with particular emphasis

on the changes and improvements that you make from year to year

The problem of motivation

For many teachers and learners, the most difficult problem when learning a foreign language is motivation Sometimes teachers have to deal with students who are poorly motivated And

sometimes hard-working teachers also experience ups and downs with their own motivation

Learning and teaching

We recognize that motivation is a problem in the classroom, and that learners in particular have different attitudes to the learning of English The course makes positive attempts to deal with the problem of motivation, by encouraging not only successful teaching, but also successful learning The material is clearly and systematically

organized, and presented in a way that we hope appeals to teachers and learners

Combining language, skills, and content

In this course, the combination of language (functions, grammar, vocabulary, pronunciation); skills (reading, writing, listening, and speaking) and content (stories, songs, projects, cultural comparisons) is designed to make your work and the work of your students as effective and as enjoyable as possible Good luck!

. &

Teaching diary

Objectives

Were they met?

What have the students learned?

New language? Skills?

Anticipated problems

Did any unforeseen problems arise?

How did you solve them?

Materials

Were they suitable?

Were the students interested?

Observations

Were the activities suitable?

Did the activities interest the students? Were all the students interested? Which activities caused problems?

Which activities would you change or take out from that particular lesson?

Conclusions

What will be the next step in the learning process?

© OXFORD UNIVERSITY PRESS PHPTOCOPIABLE

The Hello again! unit introduces or revises key

vocabulary and grammar from Student's Book 1

Its purpose is to remind students of how much they

still remember from the previous book

• Tell students to look at the people in the picture

on page 4, without reading the speech bubbles

A s k : How old are they, do you think? What do

you think their hobbies are?

• Play the cassette, pausing at appropriate

intervals Students listen and repeat

• Ask questions about the people in the picture,

for example: How old is Lee? (12.) Has Sarah got

any brothers and sisters? ( Y e s , she's got a

younger brother.) What does Alex do in his tree

time? (He goes rollerblading and swimming.)

Has Danny got a pet? (Yes, he's got a dog.) A s k i f

anyone guessed their hobbies correctly

• Revise the names of sports and free time

activities Make a network or a list on the board

with the class

Exercise 2, page 4

• Tell students that they are going to interview

another student Read the questions with them

Note other possible questions on the board, for

example: Do you like swimming? Do you go

rollerblading? Have you got a pet?

• Divide the class into pairs Ask students to find

out about their partner, using the questions in

the book and on the board Go around the class

giving help as necessary

• Ask students to introduce their partner to the

class in about five sentences Don't spend much

time correcting their grammar at this stage, as

the structures will be revised in the grammar

section If you wish, make a note of recurring

mistakes to use in the grammar section

Numbers 1-100

Exercise 3, page 5

• Quickly revise numbers with the class Ask questions, for example: How many pens have you got? How many windows are there in the classroom? How many students are there in the class?

• Look at the examples with the class Then ask them to find the next highest number (39) and invite one student to write it as a figure and in words on the board

• Students put the rest of the numbers in order and write the words

• Check the answers with the class Pay attention

to pronunciation and write the words on the board so that students can check their spelling Answers

a few numbers, call out Threes! to prompt them to say every third number Then call out Fours! and finally

Fives! Students continue until they reach a hundred

Food and drink

Exercise 4, page 5

• Look at the pictures with the class Use the example to explain that the letters under the pictures are in the wrong order Do the second word together as a further example

• Students put the letters in the correct order to write the names of the food and drink

• Check the answers with the class Correct

pronunciation if necessary

Answers

2 eggs 3 p o t a t o e s 4 c o f f e e 5 h a m b u r g e r

6 chicken 7 o r a n g e s 8 a p p l e 9 m i l k

• Ask students if they can remember other words

for food and drink Write them on the board in

two lists

Families

Exercise 5, page 5

• Ask the students: How many people are there in

your family? How many brothers and sisters

have you got?

• Read the words in the box with the class

• Ask students to complete the table with the

words in the box Look at the examples with

Elicit the names for other family members Ask:

What is the word for a male grandparent

(grandad) and a female grandparent (grandma)?

Your mum is your dad's wife, so your dad is your

mum's {husband) A boy is his parents' son

and a girl is her parents' (daughter)

'OPTIONAL ACTIVITY ^

5-4-3-2-1

Divide the board into two halves and the class into two teams Each team selects one person to write on the board With books closed, teams call out and write

5 parts of the body, 4 members of the family, 3 foods,

2 drinks and 1 question word The words must be written correctly, so team members need to help their writer with spelling When one team has completed their list, the game stops Award a point for each correct word and another if the word is also spelt correctly The team with the most points is the winner

Parts of the body

Exercise 6, page 5

• Point to your face, your foot and your thumb in

turn and ask students: What's this? Elicit the

correct words

• Look at the picture and the examples with the

class

• Students work with a partner to complete the

words for the parts of the body

• Check the answers with the class, correcting

and practising pronunciation if necessary

Answers

2 leg 3 f i n g e r 4 h a n d 5 a r m 7 ear

8 h a i r 9 eye 10 nose 11 m o u t h

m

GRAMMAR

Present simple and present continuous

(affirmative and necjali\ el

Present simple and present continuous

(interrogative)

Kevision: pasl simple

Present simple and present

continuous (affirmative and

negative)

Exercise 1, page 6

R E M E M B E R !

• Ask students what people in the class are doing

now Write two or three examples of the present

continuous on the board Then ask students

what they usually do every morning before they

come to school Write two or three examples of

the present simple on the board

• Revise the form of both tenses with the class

On the present simple, elicit or point out the

third person -s ending and the use of

don't/doesn't in the negative Then elicit the

structure of the present continuous: be (+ not) +

-ing Go over special spellings of the -ing form

(for example: dance - dancing, run - running,

shop - shopping)

• Read through the information and examples

with the class Elicit other examples for each

use of the two tenses

Exercise 2, page 6

• Look at the picture and the example with the

class Ask students why sells is correct. (It's a

permanent state.)

• Ask students to choose the correct form of each

verb Do the first sentence as a further example

• Look at the example with the class and ask why

these verb forms are used Establish that

sentence a is about a habit or routine while b is

about an action that is happening now

• Students complete the sentences with the

correct form of the verbs

OPTIONAL ACTIVITY

W e e k e n d activities

Tell the class something you usually or always do at weekends, and something you're doing this weekend Ask students to write two similar sentences Then divide the class into pairs or small groups and ask them to tell each other their sentences

LEARN THIS!, p a g e 6

• Read the rule and example with the class and check that everyone understands If you have time, write some sentences on the board for students to correct, for example:

- I'm not knowing where you live

(I don't know where you live.)

- Angie is liking oranges

(Angie likes oranges.)

- My parents aren't understanding English

[My parents don't understand English.)

Exercise 4, page 6

• Look at the picture with the class Ask: Where

do you think he's from?

• Read the text with the class and explain any new words

• Look at the example and do question 1 as a further example if necessary

• Ask students to complete the text on their own

• Read the examples with the class Do question 1

as a further example if necessary

• Students write the questions and short answers Check the answers with the class

• Check the answers with the class Then ask pairs

of students to ask and answer across the class

A n s w e r s

1 Does Sally w a l k t o school every day?

Yes, she does

• Look at the picture with the class Ask: What is

he wearing? Introduce the word socks

• Look at the example with the class Ask

individual students: Are you wearing green

socks? Do you ever wear green socks?

• Students write the questions

• They could compare questions with a partner

before you check with the class

• In pairs, students ask and answer the questions

Go around listening and giving help as

• Ask students what they did last night Then look

at the picture with the class and ask: What do

you think Lisa and her friends did last night?

• Ask students to read through the conversation quickly on their own Check for any difficulties with new vocabulary

• Look at the example with the class, and do question 1 as a further example if necessary

• Students complete the conversation with past simple questions

• Check the answers with the class

1 d i d y o u see 4 d i d it finish

2 d i d y o u g o 5 d i d y o u d o

3 Did y o u enjoy

O P T I O N A L ACTIVITY Your last film

A s k students to think a b o u t t h e last time they w e n t to the c i n e m a In pairs, they ask a n d a n s w e r q u e s t i o n s 1 - 5

f r o m Exercise 7 a b o u t t h e film they saw

Revision: past simple

R E M E M B E R ! , p a g e 7

• Read the examples with the class Ask

students how to form the past simple of regular

verbs (add '-ed' to the base form). Point out or

elicit the spelling changes in verbs such as stop,

carry and like. Then elicit the form of the

negative ( d i d n ' t + base form) and questions (did

+ subject + base form)

• Read the information about irregular verbs,

drawing attention to the difference in

pronunciation between read (base form) /ri:d/

and read (past simple) /red/ Ask students if they

can remember other irregular verbs or prompt

them with these base forms: come, give, eat,

leave, make, sing, sit, take

I don't like disco!

heavy metal disco rap distance surlace

llasli loam mobile phone sand sun lun

bag dive lend borrow scratch

1 think it's great That's realh tool

I can't stand rap S e e \ o u later

STORY SUMMARY

There is an episode of the story in each unit In this first

episode, we meet three of the characters from the

Hello again! unit Sarah, her friend Lee and her brother

Alex are at the beach on a beautiful day Sarah and Lee

are dancing to the radio, but Alex doesn't like the music

so he goes for a swim Suddenly there's a small

explosion near a black boat and the sea turns red Alex

swims back to the beach quickly

• Tell students to look at the first two pictures

Ask: Who are they? Can you remember them

from the first unit? (Sarah, her friend Lee and her

brother Alex.) Where are they? (At the beach.)

What are they doing? (Sarah and Lee are

dancing, Alex is lying on the beach.) How is Alex

feeling? (He's bored.)

• Play the cassette Students listen and read

• Ask students: What happened when Alex was in

the water? (There was an explosion The sea

became red.)

• Check for any difficulties with new vocabulary

HI ( I l l i l l l i f t H l l H ! M l i l t H E I i ^ i l H i ^ S ^ i l i B f f i S ^ l ^ s

Exercise 1, page 9

• Explain that some of the sentences are true and

some are false

• Look at the example with the class Ask students

to correct the sentence (There were three people

on the beach)

• Students decide whether the sentences are true

or false by looking back at the story

• Check the answers with the class When the answer is False, ask students to correct the sentence

Answers

1 False 2 True 3 True 4 False 5 True

Exercise 2, page 9

• Look at the example with the class

• Students read the story again and answer the questions

• Check the answers with the class

• Ask students to look at the story again and find out who says the expressions

• Check the answers with the class

Jill^^Mrt^BB^^^^^w^B^M^Mfe

1 Lee 2 Alex 3 Alex

• Ask students to translate the expressions into their own language

• Students practise reading the conversation about music in groups of three Go around the class helping them with pronunciation

• Ask a few groups to read out the conversation while the others listen You could ask some groups to act out the conversation in front of the class

• Check the answers with the class

Answers

Requests

Exercise 5, page 9

• Request something from two or three students,

for example: Could you open/close the window,

please? Could you clean the board, please?

Could I borrow your pen, please?

• Ask students to find two more examples of

requests using Could ? in the presentation

story on page 8 (Could you change the station?

Could you find something different?)

• Look at the pictures with the class Ask students

to say what the people want in each situation

Check that they understand all the vocabulary,

in particular the difference between lend and

borrow

• Play the cassette Ask students to look at the

pictures, listen and repeat

• Students ask and answer in pairs Tell them to

vary their answers: they can be positive or

negative

• Draw students' attention to the spellings usually

associated with the sounds (/se/ = a, /a/ = u) but

tell them there are exceptions (for example,

love)

Exercise 7, page 9

• Read the words with the class

• Play the cassette Students listen, repeat and tick the word they hear

• Play the cassette a second time Students check their answers

• Check the answers with the class

Answers

1 ran 2 s w u m 3 f u n 4 b a g

• If you feel confident about your own pronunciation, call out more words containing these vowels (for example, shut, dad, mum, thanks). Students write the vowel symbol for each word they hear

^OPTIONAL ACTIVITY

Lending and borrowing

Tell students that we can use Can I or Can you to

make more informal requests

Divide the class into pairs Each student puts a few

personal items (for example, a pen, a watch, a

notebook, some money) on the desk in front of

him/her In turn, students ask to borrow an item, using

Can I borrow ? or Can you lend me ? If students

don't want to lend their partner an item, they should

give a reason For example: Can I borrow your watch?

No, I'm sorry I need it

M o r e /ae/ and / a/ words

Students work together in pairs to compile two lists of five words containing the sound /ae/ or /a/ The first two

students to finish come to the front and write their lists

on the board If they have made a mistake, encourage the rest of the class to find it Other pairs then come out and add one or two words to each list Point to

different words in the lists and ask students to say them correctly

The sounds /ae/ and / a/

Exercise 6, page 9

• Write the symbols /se/ and /a/ clearly on the

board Remind students that the symbols

represent sounds and that it is useful to learn

them because English spelling often does not

reflect the pronunciation

• Play the cassette, twice if necessary Students

listen and repeat the words in chorus

• Show that the two sounds are produced

differently by contrasting them in a minimal

pair, for example, cat and cut A tense nervous

smile exposing the teeth is the right mouth

position for /ae/, while the muscles of the mouth

relax more and the jaw drops for /a/ Ask

students to experiment for themselves - they

should enjoy doing this

II S31 (•••WW

IHIIH

GRAMMAR

• Past simplefaflirmalivel: regular verbs

• Past simple (al'lirmalivel: irregular v erbs

• Pus I simple (negative): regular and irregular

• PasL simple (interrogative): regular and

irregular \erbs

• 1'asl simple wilh ago

• Calking about pasl habils: usee/ to

New words

dinner grandmother championship purse

money page breakl'asl homework piano

Hal picture IV glasses spend stand take

Past simple (affirmative):

regular verbs

Exercise 1, page 10

R E M E M B E R !

• Students have already briefly revised the past

simple in the Hello again! unit In this unit they

will revise the formation and use of the past

simple in detail

• Ask students to study the table and check that

there are no difficulties Contrast the past

simple of drop and plan with a verb that ends in

a consonant but with more than one vowel

before it, for example, clean or look. Also,

remind students that words such as play

(vowel + -y) do not end in -ied

Exercise 2, page 10

• Read through the verbs in the box with the

class Check that students understand the

meaning of all the verbs

• Look at the example with the class Ask why the

consonant isn't doubled in cooked. (There are

two vowels before the final consonant.)

• Ask students to complete the sentences Do the

first sentence as a further example if necessary

• Check the answers with the class

Answers

1 invited 2 stopped 3 h u r r i e d 4 played

5 cried 6 w a t c h e d 7 lived 8 clapped

Past simple (affirmative):

irregular verbs

Exercise 3, page 10

• Look at the example with the class and practise the pronunciation of bought Remind students that many of the most common verbs in English are irregular

• Ask students to look at the base forms in the left-hand column and check for meaning

• Students work on their own or with a partner to match the base forms with their past simple forms

• Check the answers, correcting and practising the pronunciation of the past forms if necessary Answers

2 drive - drove 8 send - sent

3 eat - ate 9 spend - s p e n t

Exercise 4, page 10

• Tell students that the text is about a concert by a group called Girlz and write the name on the board What do they think Girlz means? (It's a 'phonetic' spelling of Girls - students may be familiar with the groups Boyzone and Boyz II Men.)

• Ask students to read the text quickly Explain any new words

• Students complete the text with the past simple form of the verbs

• Check the answers with the class

• Go through the rule Elicit the long form of

didn't (did not) and ask about the difference between the two (The short form is less formal and is normally used in spoken language and informal writing.)

Exercise 6, page 10

• Read the example with the class Point out the

affirmative form of the first verb in the sentence

and show that but indicates a contrast

• Students complete the sentences with the

negative past simple form of the verbs

• Check the answers with the class Help with any

new vocabulary (for example, championship,

purse) by encouraging students to work out the

meaning from the context

M o r e sentences with but

On the board write the first part of a sentence similar

to those in Exercise 6, for example: I had some toast for

breakfast, but Students suggest suitable endings

Then ask them to write three similar sentences of their

own Invite some students to read out their sentences,

v /

Past simple (interrogative):

regular and irregular verbs

Exercise 7, page 11

• Ask a few questions with Did you ?, for

example: Did you go to bed late last night? Did

you walk to school this morning? If students just

reply Yes or No, that is fine for the moment, but

check that they understand the questions

• Read the sentences and rule with the class and

check that there are no difficulties Remind

students that did and didn't are used for both

singular and plural subjects

• Ask students some more yes/no questions with

Did you ? This time insist on short answers

with did or didn't

Exercise 8, page 11

• Look at the example with the class Ask three or

four students to answer the question What time

did you get up? and elicit different answers

Explain that all the questions in this exercise

begin with question words followed by the form

set out in the rule Make it clear that the

questions are all referring to yesterday

• Students put the words in the correct order to

make questions, and then write true answers

• Check the formation of the questions with the

class Then ask pairs of students to ask and

answer across the class

Did ? or with a question word Go around the class

giving help and encouragement as necessary

Past simple with ago

LEARN THIS!, page 11

• Read the information with the class

• Check that students have understood by asking them to say what time it was an hour ago and ten minutes ago Then ask some past simple

questions, for example: When did you have breakfast? When did you arrive at school? When did we start this lesson? Elicit answers using ago

Exercise 9, page 11

• Look at the example with the class and check that students understand what they have to do

• Students rewrite the sentences using ago

• Ask them to compare answers with a partner Then check the answers with the class

Answers

1 Hannah started p i a n o lessons t e n days ago

2 Jane played tennis t h r e e days ago

3 James l e f t school a/one year ago

4 It was David's b i r t h d a y f o u r m o n t h s ago

5 James b o u g h t a bike t h r e e days ago

OPTIONAL ACTIVITY

Time expressions

Remind students that the past simple is often used with

time expressions such as ten days ago Divide the class

into pairs and ask them to write five more time expressions which can be used with the past simple

Build up a list on the board (for example: this morning,

yesterday, last night, yesterday morning, on Saturday, last weekend, last week, the week before last)

Talking about past habits: used to

LEARN THIS!, page 11

• On the board write one or two sentences about yourself with used to, for example: I used to ride

a bike to school. Ask students: Did I ride a bike when I was younger? (Yes.) Do I ride a bike to school now? (No.)

• Read the explanation with the class Make it clear that used to refers to something that was usual or generally true in the past

VOCABULARY

• Concert w o r d s

• Typos of music

READING

• Pop stars: Robbie Williams

• Reading for 1 gist, reading for specific information

N e w w o r d s orchestra audience soloist concert hall conductor stage jazz opera reggae classical rock'n'roll blues join become successful

v

• Look carefully at the examples Ask students:

What comes after'used to'? (The base form of

the verb.) Point out the spelling of use to in the

negative and interrogative Practise the

pronunciation of used to /ju:sta/

Exercise 10, page 11

• Look at the example with the class and check

that there are no difficulties

• Students write sentences containing used to or

didn't use to. Tell them to read carefully to

decide whether they need an affirmative or

• Look at the photo of Oxford and tell students

they are going to read a conversation about a

girl who moved to Oxford from near

Manchester Ask them to say anything they

know about each city

• Ask students to read the text quickly Explain

any new words

• Students work on their own or in pairs to

complete the conversation with the correct

form of used to

• Check the answers with the class

• Divide the class into pairs and ask them to read

• Check the answers with the class

Answers

2 soloist 3 c o n d u c t o r 4 audience

5 concert hall 6 stage

• Play the cassette a second time, pausing after each word Students listen and repeat

Ask students to think of five things that they used to do

in their childhood but don't do now In pairs, students

ask and answer the question: What did you use to do

when you were a child? If you wish, they can ask for

extra information: Whydon'tyoudo that now?

GRAMMAR HELP

Explain to students that there is a grammar summary

at the back of the book for each unit For this unit,

refer them to the Grammar help o n page 123

of musical instruments from Student's Book 1

{guitar, drums, harmonica, keyboard, saxophone, clarinet cello, trumpet, piano, xylophone)

Exercise 3, page 12

• Begin by asking students a few questions about

music, for example: What music do you like?

When do you listen to it?

• Look at the pictures with the class and read out

the words You could invite students to suggest

names of musicians or songs associated with

each type of music

• Tell students that they are going to listen to

these different types of music Ask them if they

think they can recognize them

• Play the cassette, pausing after each extract

Ask students to identify the type They could

consult briefly in pairs before you check the

answer

• Play the cassette a second time without pausing

Ask students which piece of music they liked

best and which they liked least

Answers

2 reggae 3 classical 4 rap 5 rock 'n' roll

6 blues 7 opera 8 heavy metal 9 jazz

Exercise 4, page 12

• Tell the class something about your favourite

type of music, for example: My favourite type of

music is jazz because I love the instruments

• Read the example conversation aloud with a

student Then ask students to practise the

conversation in pairs

• Choosing a confident student, ask Whafs your

favourite type of music? and have a

conversation similar to the one in the example

• In pairs, students ask and answer about their

favourite type(s) of music, basing their

conversation on the example Go around the

class while the students talk, giving help where

needed

• Ask a few students to report to the class on

what their partner told them

Pop stars

^BACKGROUND INFORMATION ^

The trend-setting boy band Take That comprised Gary

Barlow, Robbie Williams, Mark Owen, Howard Donald and Jason Orange Robbie Williams left the band in

1995 for a solo career Gary Barlow and Mark Owen also went on to solo careers when the band split up in

1996, but Robbie Williams has been the most successful He has made numerous top-selling singles

^and albums and has received many big music awards ^

Exercise 1, page 13

• Look at the photos with the class Ask: Who is

he? Who is he with in picture 2? Do you like Robbie Williams?

• Read the question with the class Ask students firstly to predict the answer and then to read the article quickly to find out They should not worry about any unknown words at this stage

• Check the answer with the class Then check for any difficulties with new vocabulary

• Check the answers with the class Ask students

to pick out words, dates and phrases that helped them to link paragraphs A-D with the relevant part of the article For example, When I was at school (paragraph D) links with As a child in the first paragraph of the article

Answers

OPTIONAL ACTIVITY

Word challenge

Write new words from Exercises 1 and 3 on slips of paper

and put them into a bag or box Divide the class into two

teams, A and B A student from team A selects a word

and reads it out Team B has a maximum of two minutes

in which to make up a sentence using that word and to

write it on the board Team B then selects a word for

Team A, and so the game continues Award two points

for each sentence, one point for correct grammar and

one point for the correct spelling of the word

W O R D LIST

Remind students that the words for this unit are

listed on page 85 of the Workbook

1 Robbie was very popular at school

2 Robbie Left Take That in 1995

3 Take That had eight Number One singles in four

4 Robbie made I've been expecting you after Life

thru a lens

• A ilesi riplion nl",i superstar

SONG I only wanna be with you

N e w words

career lour dance ask turn

BACKGROUND INFORMATION

The Latin pop star Ricky Martin (born Enrique Martin

Morales) became a professional singer at the age of 13

and went on to become an international superstar His

song La Copa de la Vida was the official song of the

World Cup in 1998 After making four

Spanish-language albums, he recorded his first English Spanish-language

album (entitled Ricky Martin) in 1999 ^

Exercise 1, page 14

• Look at the photo Ask students if they

recognize the singer {Ricky Martin). Ask a few

students if they like Ricky Martin Why? / Why

not?

• Tell students that Joanna has written about

Ricky Martin because he is her favourite

superstar Ask students: What is a superstar?

( A star who is known and tremendously popular

all over the world.)

• Read the questions with the class Check for any

difficulties with new vocabulary (for example:

nationality, career, successful)

• Students read the text individually and answer

the questions You could ask them to compare

answers in pairs

• Check the answers with the class

Answers

1 He was b o r n in San Juan

2 He's Puerto Rican

3 (Answer depends on t h e present date He was b o r n

in December, 1971.)

4 His career began w h e n he j o i n e d t h e g r o u p

||§JllfjlS

5 His most famous song is Livin' La Vida Loca

6 She wants t o g o t o a Ricky M a r t i n concert

BACKGROUND INFORMATION The American tennis player Venus Williams has w o n

many professional singles titles (Wimbledon, the US Open, Olympic gold) and several doubles titles with her sister Serena

The actor Jackie Chan was born in Hong Kong He trained for a career with the Peking Opera, excelling in martial arts, before becoming a stunt man and then a popular kung-fu actor

The Cuban singer Gloria Estefan began her career in

the group Miami Sound Machine, originally singing in

Spanish In 1989 she went solo, producing albums in both Spanish and English

Mel Gibson, the Australian actor, has starred in many

successful films, including Mad Max, Lethal Weapon and Braveheart

The American tennis player Pete Sampras has

dominated male tennis since the early 1990s, winning the Australian Open, Wimbledon and the IJS Open several times

v y

Exercise 2, page 14 " 8

• Look at the photos (A-E) with the class Ask:

Why are they famous? ( A Venus Williams

-tennis player; B Gloria Estefan - singer; C Jackie

Chan - kung fu actor; D Mel Gibson - actor;

E Pete Sampras - tennis player.)

• Tell students they are going to listen to four speakers talking about their favourite superstars For each speaker, they have to identify the star and write the correct letter (A-E) in the box Point out that one star is not described

• Play the first speaker on the cassette Ask students who the speaker is talking about

( C - Jackie Chan) A s k : How do you know? a n d

elicit words from the recording such as film star, Hong Kong, karate, e t c )

• Play the three other speakers on the cassette, pausing after each one Students match the speakers with the superstars

• Play the cassette a second time Students check their answers

• Check the answers with the class

Answers

1 C 2 D 3 B 4 A

Tapescript

1 Mehmet

Hello, I'm M e h m e t I ' m t e n , a n d I c o m e f r o m A n k a r a ,

Turkey M y f a v o u r i t e superstar is a f i l m star He's m a l e , a n d

he comes f r o m China - H o n g K o n g I t h i n k I ' m n o t sure

A n y w a y , he's a real e x p e r t in m a r t i a l arts - k a r a t e a n d k u n g

f i l m s But n o w h e lives in C a l i f o r n i a a n d he's a b i g

H o l l y w o o d star I love all his f i l m s , b u t my f a v o u r i t e is

Braveheart It's a s t o r y a b o u t Scotland, a n d it's v e r y

r o m a n t i c M y superstar's n a m e i s

3 Maria

Hi I ' m M a r i a I ' m e l e v e n years o l d , a n d I c o m e f r o m

Thessaloniki in Greece M y f a v o u r i t e superstar is f e m a l e ,

a n d she's a singer She w a s b o r n i n Cuba, i n 1959, b u t she

lives in t h e States n o w , so I s u p p o s e she's A m e r i c a n She's

my f a v o u r i t e superstar because she's a f a n t a s t i c p e r f o r m e r

a n d a g r e a t singer Yes, m y f a v o u r i t e superstar i s

4 Eddie

Hi M y n a m e is Eddie I ' m eleven, a n d I c o m e f r o m Los

A n g e l e s , C a l i f o r n i a , USA W e l l , it's d i f f i c u l t , because t h e r e

are t w o p e o p l e , t w o superstars I like t h e m b o t h O n e is

On the board, write the names of the four speakers

from the recording in Exercise 2: Mehmet, Yvonne,

Maria, Eddie Ask students to listen again and match

the names with the following statements

1 This person's favourite film is 'Braveheart' (Yvonne)

2 This person talks about two superstars (Eddie)

3 This person wants to be a good fighter (Mehmet)

4 This person is from Thessaloniki (Maria)

Exercise 3, page 14

• Explain that students are going to ask a partner

about his or her favourite pop star Read the

questions with the class and give them a few

minutes to think about their answers

• Demonstrate the activity with a confident

student

• In pairs, students ask and answer the questions

Go around and listen, correcting as necessary

• Ask two or three students to report back to the

class, for example: Irini's favourite pop star is

Travis He's British and he's .(etc.)

when

WRITING TIP!, page 15

• Read the WRITING TIP! with the class

Emphasize that the event in the when clause happened just before the other event

• Check that students understand by saying some sentence openings and eliciting a number of suitable endings For example:

When Ilooked through the window,

When the door opened,

My friend smiled when

We were frightened when

• Remind students that using linking words such

as when will make their written work sound more interesting

punctuation

• Check the answers with the class Ask individual students to rewrite the sentences on the board

w h e n he w a s y o u n g e r His career b e g a n in 1984 w h e n he j o i n e d t h e L a t i n

A m e r i c a n boy g r o u p Menudo

W h e n he j o i n e d t h e L a t i n A m e r i c a n boy g r o u p

Menudo i n 1984, his career b e g a n

Exercise 5, page 15

• Look at the example with the class

• Students write pairs of sentences with when

They will need to think about which event came first, to be sure they are putting when in the correct position

• Check the answers with the class

Answers

1 W h e n she was 18, she j o i n e d a band

She j o i n e d a b a n d w h e n she was 18

2 W h e n t h e b a n d b r o k e up, she w e n t solo

She w e n t solo w h e n t h e b a n d b r o k e up

3 W h e n she became famous, she w e n t o n tour

She w e n t o n t o u r w h e n she became famous

4 W h e n she w e n t t o New York, she m e t Ricky M a r t i n

She m e t Ricky M a r t i n w h e n she w e n t t o New York

Exercise 6, page 15

• Explain to students that they are going to write

about their favourite superstar Read through

the writing guide with them and check that they

understand what information they are being

asked for

• Choose a famous musician, actor or sports star

that all the students are likely to know about

Ask them for facts about this person's life Invite

each student who offers a fact to come and

write it on the board, for example: She was born

in Argentina He started playing football when

he was eight years old

• In class or at home, students write about their

favourite superstar, using the writing guide and

the model text to help them Ask them to try to

link some events with when and remind them to

check their work carefully when they have

finished

• Divide the class into pairs Ask them to

exchange their written work and read about

their partner's superstar Encourage them to

comment and discuss

• Take in the work to correct

I only wanna be with you

Exercise 1, page 15 * *

• Ask students to look at the title and the picture and say what type of song they think it is (a love song/romantic song)

• Go through the verbs in the box and read out the song Check for any difficulties with new vocabulary Ask students to make some predictions about where the verbs will go

• Play the cassette Students complete the song with the verbs from the box Ask them if they like the song Why? / Why not?

• Play the cassette a second time Students listen

to the song and check their answers

• Check the answers with the class

• Read through the expressions with the class

• Students work with a partner to find the expressions in the song and decide how to translate them into their own language

• Check the answers with the class

Exercise 3, page 15

• Tell students that wanna and lovin' are both short forms which are commonly found in pop songs Point out that wanna is two words joined together and that the apostrophe in lovin'

indicates a missing letter Ask students to say how we write them in formal English

• Check the answers with the class

Answers

w a n n a = w a n t t o lovin' = loving

OPTIONAL ACTIVITY

Dictation

Tell students that they are going to hear a passage

about a classical concert Read the passage once slowly

for students to listen, a second time with pauses for

students to listen and write, and a third time at a more

normal reading speed for students to check their work

Ask students to exchange their work with a partner

Write the passage on the board for students to check

their partner's work

I went to a fantastic classical concert yesterday I didn't

use to like classical music, but then my grandma bought

me some CDs for my birthday I really enjoyed listening

to them When my dad found out, he got tickets for the

concert hall It was great to sit in the audience and see

the orchestra and the conductor

What were you doing here?

soap cartoon chat show sports programme

en\ ironmcnlal disaster water remote control

chemical sofa sweet ship kill escape

prefer shut poisonous short lie quiet, Max

I'his one's m\ favourite Thai's too bad

STORY SUMMARY

It's the day after the explosion which turned the bay

red On the black boat, Candy is watching TV Her

companion Max isn't very happy because Candy is

watching a soap and he wants to watch something

else As Max zaps through the channels with the

remote control, the News comes on Sarah, Alex and

Lee are being interviewed about the incident in the bay

and the poisonous chemical which caused an

environmental disaster Candy and Max smile as they

listen - it was them!

• Tell students to look at the first picture Ask:

Where are these two people? (On a boat.) What

are they doing? (The woman is watching TV, the

man is walking around the boat.) There was a

boat in the first story - can you remember what

happened? (There was an explosion near the

boat.)

• Play the cassette Students listen and read

• A s k : What are their names? (Candy and Max.)

What are they talking about in part 2? (TV

programmes.) Who are having an interview on

TV? (Sarah, Alex and Lee.) What do you think the

last sentence means? (Max and Candy put the

chemical into the sea.)

• Explain any new vocabulary

5 He was happy because t h e i r plan was w o r k i n g (He

a n d Candy p u t t h e chemical in t h e sea.)

Exercise 2, page 17

• Look at the example with the class and draw attention to the pronoun in bold type Ask students to find the sentence in the story and then help them to make the link with Candy in the previous sentence

• Ask students to say who or what the pronouns refer to Tell them to find each sentence in the story and then look back

• Check the answers with the class

1 Candy 2 Candy 3 Candy

• Ask students to translate the expressions into their own language

• Students practise reading the two conversations in groups of three Go around the class helping with pronunciation If there is time, students can swap parts and read again

• Ask a few groups to read out the conversations while the others listen You could ask some groups to act out the conversations in front of the class

Pronunciati

Exercise 4, page 17

• Read the definitions with the class and check

that students understand them

• Ask students to match the words from the text

with the correct definitions Look at the example first

• Check the answers with the class

Answers

Expressing preferences

Exercise 5, page 17

• Look at the TV guide with the class and explain

or elicit the meaning of channel. Read out the names of the programmes and explain any new vocabulary

• Ask students some questions about the

programmes, for example: What time is Tim and Harry on? What channel? What's on channel 2 at this time? Which would you prefer to watch?

Check that students understand the meaning of

prefer

• Look at the conversation with the class Focus

o n t h e u s e o f I'd like to a n d I'd prefer to a n d

point out that these are expressing what someone wants to do at some time in the future

You could contrast this with I like and J prefer

for general likes and preferences, for example:

I like (watching) the news but my friend prefers (watching) sports programmes

• Play the cassette, pausing after each sentence

Students listen and repeat

• In pairs, students have a similar conversation

about other programmes in the TV guide

• Ask one or two pairs to act out their

conversation in front of the class

T V or cinema?

Photocopy the listing of tonight's programmes from a

TV guide and hand it out Ask students to discuss it in

groups of three or four Tell them that they don't have

to translate the programme names into English, but

they must use English for their discussion Ask them to

try to agree about what they will watch on TV tonight

The sounds Isl and /J/

• Draw students' attention to the spellings usually

associated with the sounds f/s/ = s and /jV = sti),

but tell them that /JV can also be spelt differently (for example, station, musician)

• Ask students to read words 1-4 Play them on the cassette, pausing after each word Students listen, repeat and write the correct sound

• Ask students to compare answers with a partner Then check the answers with the class Answers

OPTIONAL ACTIVITY

A tongue twister

Write the following tongue twister on the board: She

sells sea shells on the sea shore Read it aloud and

explain any new words Say it again, breaking it up into separate phrases, and ask students to repeat Then ask them to say the tongue twister in pairs They should say it slowly at first and then get faster and faster

unit 2 34

MisMSliKSIW

GRAMMAR

• Past continuous (affirmative and nutjalive)

• Past c onlinuous (intcrror|ati\e and short

• Past (.onlinuous and past simple

• Prepositions ol'place

N e w w o r d s

e.\am fridge gel dressed sleep ring travel

break in shine bcaulilul

Students complete the sentences with verbs in the past continuous Tell them refer back to the table in Exercise 1 if necessary

Check the answers with the class

Past continuous (affirmative and

negative)

Exercise 1, page 18

• On the board, draw a clock-face with the hands

set at one o'clock Write the following sentences

from the presentation story under the heading

Past continuous: Candy was lying on the sofa

She was eating sweets

• A s k : Did Candy start eating sweets before one

o'clock? (Yes.) Did she stop eating sweets at one

o'clock? (No.) Explain that we use the past

continuous to express a past action which was

in progress for a period of time

• Draw attention to the form: was + -ing Rub out

She was in the second sentence on the board

and replace She with They. Ask students what

verb they think comes next (were)

• Ask students to study the table, and check that

there are no difficulties Ask how we form the

negative of the past continuous (wasn't/weren't

+ -ing)

LEARN THIS!, page 18

• Briefly remind students of the spelling rules for

the -ing form

• Say the following verbs in turn: play, run, smile,

speak, sit, drive, dance, stop. Ask individual

students to come to the board and write the -ing

form

Exercise 2, page 18

• Look at the picture with the class Ask what time

they think it is and establish that it's night time

-perhaps about nine o'clock) Ask students what

the boy in the picture was doing at that time last

night and refer them to the example

• Tell the class what you were doing at that time,

for example: At nine o'clock last night I was

reading a book. Ask a few students to say what

they were doing

Exercise 3, page 18

• Ask students to study the table Ask them how

we form the interrogative form of the past continuous (was/were + subject + -ing) and write the structure on the board

• Ask a few students: Were you watching television at ten o'clock last night? to elicit Yes, I was and No, I wasn't. Write the short answers

on the board and draw students' attention to the form

Exercise 4, page 18

• Look at the picture and tell students that this scene was happening at a time in the past Read

the example with the class Ask: Was Dan

wearing a blue T-shirt? (No, he wasn't.) Was he wearing jeans? (Yes, he was.)

• Students put the words in the correct order to make questions, referring back to the table in Exercise 3 if necessary They then answer the questions using short answers

• Check the answers with the class Ask pairs of students to ask and answer across the class Answers

1 Was Dan d r i n k i n g w a t e r ?

No, he wasn't

2 W e r e Clare a n d Rebecca r e a d i n g comics?

Yes, t h e y w e r e

3 Was Clare w e a r i n g trainers?

Yes, she was

4 Was M a r t i n w a t c h i n g TV?

Ipl^^^^^^npSB^^H^^ffi^^^MsfiiiHMB

5 W e r e M a r t i n a n d Kate s i t t i n g o n chairs?

No, t h e y w e r e n ' t

6 Was Toby listening t o music?

7 W e r e Clare a n d Rebecca s i t t i n g o n t h e table?

No, t h e y w e r e n ' t

Exercise 5, page 18

• Read the questions with the class

• Divide the class into pairs Students ask and

answer the questions in their book, and then

continue with their own questions about

different times yesterday

Past continuous and past simple

LEARN THIS!, page 19

• Read the information and the examples with the

class Concentrate on the second example and

contrast the use of the past continuous with the

use of the past simple Point out the conjunction

while. Tell students that while is often used with

the past continuous and when with the past

simple

• Tell the class something (true or made-up) about

your journey to school today, using the two

tenses, for example: While I was walking to the

station today, it started to rain I missed my train

while I was waiting to buy a ticket. Ask students

if anything happened to them on their journey

to school Elicit several different answers and

write them on the board

Exercise 6, page 19

• Look at first sentence of the text with the verb

went circled Ask why we use the past simple

here and not the past continuous (It's a

completed action). Do a further example with

the class if necessary

• Ask students to read the rest of the story and

choose the correct verbs

• Check the answers with the class

• Read through the example with the class Point

out the word when, which often signals the use

of the past simple Ask which word often goes

with the past continuous (while)

• Explain that we can change the word order

without changing the meaning: When I got up

this morning, it wasn't raining

• Ask students to complete the sentences with the

correct form of the verbs Do the first one

together as a further example

• Check the answers with the class

Where's the book/ruler (etc.)? Elicit or teach: It's

on the desk/in the bag (etc.)

• Tell the class that the dog in the pictures is called Winston Look at the first picture and the example with the class

• Students complete the sentences on their own

or in pairs

• Play the cassette Students listen and check their answers

• Check the answers with the class

• Play the cassette a second time, pausing after each answer Students listen and repeat the answers

• Students ask and answer similar questions in pairs

^OPTIONAL ACTIVITY

A memory game

Bring five or six objects into class (for example, a magazine, a cup, an apple, a lemon, a pair of sunglasses and a watch) Teach or revise the words for the objects, and arrange them on your desk Ask:

Where's the magazine?, etc Elicit sentences with

prepositions of place Then cover the objects with a cloth Ask students again where things are This time they have to answer from memory For a second round

of the game, rearrange the objects in different positions and allow less time for the students to look at them before you cover them

GRAMMAR HELP

Refer students to the Grammar help on page 124

Answers

1 W e r e y o u sleeping 5 Did y o u pass

2 w e r e d r i v i n g 6 did she visit

3 was w a i t i n g 7 was shining

behind between in inlronlol' nexl lo on

opposile under coinedv police drama

qui/ show documentary music programme

de\elopmenl illness character reality IV

winner competition housemate viewer

happen understand identify with share

| recent original

' •

Television programmes

Exercise 1, p a g e 20 4

• Ask students: Do you have a TV in your room ?

Did you watch TV last night? How many hours of

TV do you watch every day? What programmes

did you watch last night?

• Read through the types of programme in the

box Practise pronunciation but don't explain

the meanings of any new words at this stage

• Look at the first picture with the class Ask:

What's the girl doing? (She's singing) and elicit

the type of programme ( m u s i c programme)

• Students work with a partner to complete the

matching exercise If some of the vocabulary is

difficult to recognize or deduce, ask them to

guess or use a dictionary

• Play the cassette Students listen and correct

their answers if necessary

• Check the answers with the class

• Explain that students are going to listen to

extracts from six television programmes They

need to decide what types of programme they

are

• Play the cassette Pause after the first extract

and establish that this is from a news

programme

• Play the cassette, pausing after each extract

Students listen and write the correct programme

• Ask students to compare answers with a partner Then play the cassette a second time

• Check the answers with the class

Contestant Um, e r is it Milan?

Compere Oh, dear! That's n o t t h e correct answer,

I ' m a f r a i d

4 A n d n o w t h i s w e e k ' s N u m b e r 1 It's t h e i r f i r s t single a n d it's b r i l l i a n t ! It's 929!

• Ask one or two students the question

• Students ask and answer in pairs

• Ask several students to tell the class about the programmes their partner likes and dislikes

c h a t s h o w

n e w s p r o g r a m m e

Exercise 5, page 20

• Read the example conversation with the class

Draw attention to the question What's on?,

meaning What's on TV?

• Divide the class into pairs Students take it in

turns to ask each other about their TV guide

• Go around the class to check pronunciation

WORD LIST

Remind students that the words for this unit are

listed on pages 85-6 of the Workbook

Exercise 3, page 21

• Explain that some of these sentences are true and some are false Look at the example with the class Ask students to find the correct information in the article

• Read the six sentences with the class and check that students understand them You could do the first one together as a further example

• On their own or in pairs, students decide whether the sentences are true or false and correct the ones that are false

• Check the answers with the class

TV soaps

BACKGROUND INFORMATION

Britain has several popular soaps: Coronation Street

(set in the north of England) and EastEnders (set in

London's East End) are the most famous As well as

British series, British TV also shows many American and

Australian soaps Recently there has been a trend

towards 'docusoaps' which show people like police

officers or hotel staff in their everyday working lives

Other 'reality TV' programmes, such as Big Brother and

Survivor, have filmed how groups of people react while

living under difficult conditions

Exercise 1, page 21

• Tell students they are going to read about soap

operas ('soaps') Ask them to name two popular

TV soaps Ask a few questions about each one,

for example: When is it on ? Who watches it? Is it

produced in this country?

• Ask students if they like TV soaps Encourage

them to express their opinions, giving reasons

for their answers

Exercise 2, page 21

• Read the paragraph headings with the class and

check that students understand them Ask what

kind of answer they might expect for each

question

• Ask students to read the article quickly and

choose the best heading for each paragraph

Point out that there is one extra heading Tell

students not to worry about unknown words at

this stage

• Check the answers with the class Then go over

any difficult vocabulary

Answers

1 False They usually come f r o m t w o or t h r e e

2 False There are t w o or t h r e e stories at t h e same

IBBtipH^wwi^^S^^B^^SpKSS^wftiB

6 False Viewers i d e n t i f y w i t h t h e problems o f t h e characters

^OPTIONAL ACTIVITY

Guess the soap opera

In pairs, students write a brief description of a soap opera, without giving the title or any of the names of

the characters For example: It's about two families

who live in the same street The boy in one family is in love with the girl in the other family One student

from each pair reads out the description for the rest of the class to guess the title

Answers

1 C 2 E 3 D 4 A

scries episode supermarket mo\ie

Iront row show screen idol

Exercise 1, page 22

• Tell the class they are going to read an essay by

a girl called Gemma about her favourite TV

series Check that they understand the meaning

of series

• Read through the questions under the pictures

Explain any difficult words, for example, episode

• Ask students to read the text and answer the

questions

• Check the answers with the class Check for any

difficulties with the text Ask if the students

watch Pokemon and, if so, what they think of it

I l l p i ^ S ^ ^ ^ ^ ^ g j ^ ^ ^ K ^ ^ B ^ ^ B s s i ^ s

2 It's a c a r t o o n

3 Ash a n d Pikachu

4 T h e f i r s t episode

5 Because t h a t w a s w h e n Ash m e t Pikachu

TI' I 11 T'" r ir i i rrri i 1 ILL'"i-V 1 y v fJV : • ^ ^ ^ 51" ^ E r

Exercise 2, page 22

• Tell students they are going to listen to four speakers talking about TV programmes Read the five sentences with the class and point out that there is one extra sentence

• Play the cassette, pausing after the first speaker

Elicit the correct answer and ask students to write the letter (E) in the box

• Play the cassette and pause after each speaker

Students listen and match the speakers with the sentences

• Check the answers with the class

Tapescript Speaker 1

W e l l , m y f a m i l y , m y p a r e n t s a n d m y sister, t h e y l i k e soaps,

b u t I t h i n k t h e y ' r e a w f u l M y t w o f a v o u r i t e t y p e s o f

p r o g r a m m e ? W e l l , f i r s t , I l o v e sports p r o g r a m m e s - all sports are really g o o d A n d my o t h e r f a v o u r i t e s are

t r y t o w a t c h it I like d e t e c t i v e stories a n d q u i z shows, b u t

t h e y a r e n ' t really m y f a v o u r i t e s , because I really l i k e soaps

So, m y t w o f a v o u r i t e s a r e d o c u m e n t a r i e s a n d soaps

Speaker 3

Well, in Greece soaps a n d sports are t h e f a v o u r i t e s f o r a lot

o f people Soaps a n d sports p r o g r a m m e s are really, really popular But n o t w i t h me M y f a v o u r i t e p r o g r a m m e s are q u i z shows a n d p r o g r a m m e s a b o u t science f i c t i o n I love science

f i c t i o n p r o g r a m m e s like The XFiles, t h e y ' r e really g r e a t

• Look at the model conversation with the class

Demonstrate by thinking of a programme yourself Announce the day and time and invite the class to work out what the programme is

• In pairs, students take it in turns to guess their partner's programme If there is time, they could each think of a different programme and repeat the activity

^BACKGROUND INFORMATION

Pokemon, short for 'pocket monster', is the general

name given to the creatures who live in the Pokemon

universe There are 250 types of Pokemon and each

type has a different name The Pokemon characters are

the stars of video games for Nintendo's Game Boy,

trading cards, a film and a television cartoon series

Word order: place and time

WRITING TIP!, page 23

• Read the WRITING TIP! with the class

• Write the headings Place and Time on the

board Elicit three or four places and times and

write them under the headings Write the

sentence beginning I met Robbie Williams on

the board Ask students to suggest different

endings, using a place and time from the list

1 I stay at h o m e most evenings

2 Gemma watches TV in her b e d r o o m at n i g h t

3 My sister walks t o school in t h e m o r n i n g

4 Tim isn't s i t t i n g o n a chair n o w

5 They ate pizza at Rob's house last n i g h t

6 W e w e n t s w i m m i n g at t h e sports centre at t h e

7 My b r o t h e r isn't g o i n g t o t h e cinema this evening

8 My m u m goes t o t h e s u p e r m a r k e t every w e e k e n d

Exercise 5, page 23

• Explain to students that they are going to write

about their favourite TV series and episode

Read through the writing guide with them

• In class or at home, students write their

description, using the writing guide and the

model text to help them Remind them to check

their work when they have finished

• Divide the class into pairs Ask them to read

each other's written work and encourage them

to comment and discuss

• Take in the work to correct

Screen idol

Exercise 1, page 23 ' *

-• Look at the song title and the picture with the class Ask students what they think the song is about

• Ask students to read the song and try to guess the correct order of the lines in the two verses Tell them to look carefully at the punctuation at the end of each line

• Students compare answers with a partner

• Play the cassette Students listen to the song, check their predictions and put the lines in the correct order Ask students if they like the song Why?/Why not?

• Play the cassette a second time Students listen

to the song and check their answers

• Check the answers with the class

Tell students that they are going to hear a passage

about watching TV Read the passage once slowly for

students to listen, a second time with pauses for

students to listen and write, and a third time at a more

normal reading speed for students to check their work

Ask students to exchange their work with a partner

Write the passage on the board for students to check

their partner's work

It was raining yesterday, so I stayed at home I did my

homework and then decided to watch my favourite

soap opera While I was watching it, I ate some

chocolate After that, I decided to watch a

documentary about an environmental disaster, but it

was really boring so I watched a comedy programme

I was laughing when I went to bed

Exercise 3, page 23

• Look at the example Explain that movie means the same as film (movie is the American word;

film is the British word)

• Students match the words from the song on the left with their meanings on the right

• Check the answers with the class

Answers

2 a line o f seats 3 p e r f o r m a n c e 4 f i l m s t a r