Blockbuster 1 TB www frenglish ru

Writing Skills work The writing sections in the fifth unit of each module have been carefully designed to ensure the systematic development of students' writing skills through the use of

Jenny Dooley-Virginia Evans Teachers Book

~

Teachers Book

1

~ Express Publishing

Contents Module 1

p 139

p 142

Resource Bank Photocopiable Material p 153

language presented in the Student's Book through avariety of exercises incorporating all four skills.

The Grammar Book provides further exploration ofthe grammar taught in each unit of the Student's Book,with detailed theory and practice After each five units

there is an Exploring Grammar section which revises the

grammar from the previous five units There are also

Revision sections which revise all the material covered

up to that point in the book At the back of the Grammar

Book there is a Progress Check Test section which

enables the teacher to assess students' progress at theend of each Revision section

Introduction for the Teacher

Blockbuster is a modular course in English for

absolute beginners and is aimed at students within the

category of A 1 (Basic User)

According to the European Framework of

Reference, students atlevel A 1 are able to understand

and use familiar everyday expressions and basic

vocabulary and phrases related to the world around

them (family, friends, home, etc) Students at this level

are able to introduce themselves and others and ask for

and give personal details

Blockbuster develops all four skills (listening,

speaking, reading and writing) through a variety of

communicative tasks, and systematically recycles key

language items Above all, it is designed to promote

active (activating all new vocabulary and structures in

meaningful, everyday situations), holistic (encouraging

the creative collective use of students' brains as well as

the linguistic analytical use of their brains) and humanistic

learning (acquiring and practising language through

pleasant tasks and topics paying attention to their needs,

feelings and desires)

The coursebook consists of nine modules of five

units each Each unit is designed to be taught in five

50-minute l essons. There is also a Culture Corner and

Curricular Cuts section, as well as a Self-Check section

and Pairwork Activities at the end of each module

COURSE COMPONENTS

Student's Book

The Student's Book is the main component of the

course Each unit is based on a single theme and the

topics covered are of general interest All modules

follow the same basic structure (see Elements of the

Coursebook, below)

• Optional units

The course includes three units aimed to be done

before certain celebrations (Christmas, Carnival and

Easter)

Workbook & Grammar Book

The Workbook &Grammar Book is in full colour

The Workbook contains units corresponding to

those in the Student's Book It can be used either in

class or for homework upon completion of the relevant

unit in the Student's Book It aims to consolidate the

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My Language Portfo l io

My Language Portfolio contains material to be used

in a variety of tactile tasks throughout the course Thismaterial is printed on pages which students may thencut out and file in their individual Language Portfolios(seeStudents' Language Portfolios, below)

Teacher ' s Book

The Teacher's Book contains detailed Teacher'snotes, which provide:

• objectives of each unit in a clear and concise way

• step-by-step lesson plans and suggestions on how

to present the material

• a full Key to the exercises in the Student's Book andWorkbook &Grammar Book

• tapescripts of all listening material

• My Language Portfolio guidelines

• instructions & key to board games

• a full key to the Test BookletThe photocopiable material is:

• evaluation sheets (seeEvaluation, below):

• Formative Evaluation Chart

• Student's Self-Assessment Forms

• Progress Report Cards

• Resource Bank Material with Extension Activities

of difficulty The tests facilitate the assessment of students'progress and enable the teacher to pinpoint students'specific strengths and weaknesses

There is also a MidTerm Test as well as an Exit Test

The Exit Test covers all the material learned at this level

and can be used as an effective assessment test for

those planning to move on to the next level

• 45 Unit Tests which facilitate the assessment of

students' progress per unit

• an audio CD/cassette which contains all the

recorded material

Class Audio COs or Cassettes

The Class Audio COs or Cassettes contain all the

recorded material which accompanies the course

Student's Audio CD or Cassette

The Student's Audio CD or Cassette contains the

recorded dialogues and the main texts in the Culture

Corner and Curricular Cuts sections of the Student's

Book, and may be used for the purposes of homework,

preparation and practice

Multimedia CD-ROM

The multimedia CD-ROM is based on the material

presented in the coursebook Using state-of-the-art

visual, sound and graphic effects, the engaging,

interactive tasks and games provide fully autonomous

practice and consolidation of learning in all four skills

ELEMENTS OF A MODULE

Each five-unit module starts with a module

presentation spread to familiarise students with the

language and patterns in the module The module

presentation pages also whet students' appetites by

familiarising them with some of the text types, pictures

and activities found in the coming module Each

module contains the sections described below

Vocabulary

Vocabulary is introduced in a functional and

meaningful context, and is practised through a variety of

exercises such as picture word association and

completing set phrases in order to help students use

everyday English correctly

Reading

Dialogues

Throughout each module there are situational

dialogues set in a variety of everyday contexts in order

to familiarise students with natural language There are

also dialogues presenting useful expressions so that

students can practise everyday English

Texts

Throughout each module there is a wide variety ofreading texts such as e-mails, text messages, letters,articles, songs, etc which allow skills such as readingfor gist and reading for specific information to besystematically practised

Exploring Grammar

The grammar items taught in each module are firstpresented in context, then highlighted and clarified bymeans of clear, concise theory boxes Specificexercises and activities methodically reinforce students'understanding and mastery of each item

Listening tasks

Students develop their listening skills through avariety of tasks which employ the vocabulary andgrammar practised in the module in realistic contexts.This reinforces students' understanding of the languagetaught in the module Many tasks included in theStudent's Book are multi-sensory, enabling students topractise all four language skills as they complete the task

Speaking practice

Controlled speaking activities have been carefullydesigned to allow students guided practice beforeleading them to less structured speaking activities Atthe end of each Self-Check section there areinstructions for a pairwork activity which providesextensive oral practice of the vocabulary and grammarstructures presented throughout the module Theactivity cards for the pairwork activities are at the back

of the Student's Book

Pronunciation

Pronunciation activities help students to recognisethe various sounds of the English language, distinguishbetween them and reproduce them correctly

Everyday English

These sections provide practice in real-lifecommunication skills and promote active learning.Standard expressions and language structuresassociated with realistic situations are presentedthrough everyday situations and students are given theopportunity to fully activate the language taught

Songs

In each module there is aSongtime! section containing

a song connected to the theme of the module as well asrelated tasks Listening to lively, high quality songs is ahumanistic activity which lowers the students' affective

These sections use the format of a team competition to

consolidate learning of vocabulary, expressions and

grammar presented in the module Games enable

students to use new language in an enjoyable way and

promote humanistic learning

Study Skills

Brief tips, explanations and reminders, at various

points throughout each unit, help students to develop

strategies which improve holistic learning skills and

enable students to become autonomous learners of the

English language

Writing

Skills work

The writing sections (in the fifth unit of each module)

have been carefully designed to ensure the systematic

development of students' writing skills through the use

of all four language skills

A model text is presented and thoroughly analysed,

followed by guided practice of the language to be used

The final task is based on this model text and follows the

structured outline provided

Further Writing Practice

There are writing activities throughout the modules,

based on realistic types and styles of writing, such as

letters, descriptions, notes, postcards and articles

These progress from short sentences to paragraphs

and finally to full texts, allowing students to gradually

build up their writing skills

Culture Corner section

At the end of each module in the Student's Book,

there is a Culture Corner section In these interesting

and informative pages, students are provided with

cultural information and read about aspects of English

speaking countries which are thematically linked to the

module The section also contains related tasks and

creative projects, such as making a poster, which give

students the chance to process the information they

have learnt and compare it to the culture of their own

country

Curricular Cuts section

At the end of each module inthe Student's Book,

there is a Curricular Cuts section This section enables

students to link the theme of the module to a subject on

their school curriculum, thus helping them to

contextualise the language they have learnt by relating

it to their own personal frame of reference The

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Curricular Cuts sections contain lively and creativetasks which stimulate students and allow them toconsolidate the language they have learnt throughoutthe module

Self-Check sections

These sections appear at the end of each module,and reinforce students' understanding of the topics,vocabulary and structures that have been presented Amarking scheme allows students to evaluate their ownprogress and identify their strengths and weaknessesbefore completing the Module Test Answers areprovided at the back of the Student's Book for students

to assess themselves

Students can record their progress on the Student'sSelf-Assessment Forms at the back of the Teacher's Bookand they can then be filed in the Students' LanguagePortfolios These forms are photocopiable material

SUGGESTED TEACHING TECHNIQUES

A - Present ing new vocabulary

Much of the new vocabulary in Blockbuster ispresented through pictures, and students are asked tomatch the pictures to listed words Vocabulary is alwayspresented in context, and emphasis is placed oncollocations and word association, since memorisingnew words is easier when they are presented in lexicalsets

Further techniques that you may use to introducenew vocabulary include:

• Miming. Mime the word to be introduced Forinstance, to present sing, pretend you are singingand ask students to guess the meaning of the word

• Synonyms , opposites , paraphrasing and giving definitions Examples:

- Present store by giving a synonym: A store is a

shop

- Present tall by giving its opposite: He isn't short,

he's tall

- Present weekend by paraphrasing it: I don' t work

at the weekend I don ' t work on Saturday and Sunday

- Present garage by giving a definition: A garage is the place next to the house where we put our car.

• Context Place vocabulary items in context withexamples which make understanding easier andmore complete For instance, introduce the words city

and town by referring to a city and a town in the

students' own country: Rome is a city, but Parma is a town

• Visual prompts Show photographs or drawings to

make understanding easier

• Use of (bilingual/monolingual) dictionary Encourage

students to guess the meaning of a word, then use

their dictionaries to check if their guess is correct

• Sketching Draw a simple sketch on the board to

illustrate the word(s) to be explained For instance:

tall

short

• Flashcards. Make Flashcards out of magazine or

newspaper pictures, photographs, ready drawings

and any other visual material which may serve as

vocabulary teaching tools

• Use of L 1 In a monolingual class,vocabulary can be

explained in the students' mother tongue, although

this method should be used only in moderation

Students also need to compare their mother tongue to

the English language to find similarities and/or

differences

The choice of technique depends on the type of

word or expression For example, it may be easier to

describe an action verb through miming, and not

through a synonym or definition

B • Writing (Skills work)

All writing tasks in Blockbuster have been carefully

designed to guide students closely in producing a

successful piece of writing

• Always read the model text provided and deal in

detail with the tasks that follow Students will then

have acquired the language necessary to cope with

the final writing task

• Make sure that students understand they are writing

for a purpose Go through the writing task in detail

so that students are fully aware of why they are

writing and who they are writing to

• Make sure that students follow the structured outline

they are provided with

• It would be advisable to complete the task orally in

class before assigning it as written homework

Students will then feel more confident about

producing a complete piece of writing on their own

C •Assigning homework

It is recommended that homework is regularlyassigned and routinely checked according to thespecific needs of the class

When assigning writing tasks, prepare students aswell as possible in advance This will help them avoiderrors and get maximum benefit from the task

Commonly assigned homework tasks include:

• Vocabulary. Students memorise the meaning ofwords and phrases

• Spelling Students learn the spelling of particularwords without memorising the text in which theyappear

• Reading aloud Assisted by the Student's Cassette

or CD, students practise at home in preparation forreading aloud in class

• Writing After thorough preparation in class, students

are asked to produce a complete piece of writing

D •Correcting students' work

All learners make errors; they are part of the process

of learning The way errors are dealt with depends onthe activity

• Oral accuracy In drill work correct students on the

spot, either by providing the correct answer andasking them to repeat it,or by indicating the error butallowing students to correct it.Alternatively, indicatethe error and ask other students to correct it

• Oral fluency In pairwork or free speaking activitiesallow students to finish the task without interruption,but make a note of the errors made and correct themafterwards

• Written work Do not over-correct; focus on errors

that are directly related to the point of the exercise.When giving feedback you may write the mostcommon errors on the board and help the class tocorrect them

Remember that praising students and rewardinggood work is of great importance Post written work on

a notice board in the classroom or school, or give'reward' stickers Praise effort as well as success

E • Class organisation

• Open pairs The class focuses its attention on two

students doing the assigned task together Use thistechnique to provide an example of how the taskshould be done

• Closed pairs Pairs of students work together on a

task or activity, while the teacher moves around theclassroom offering assistance and suggestions.Ensure the task is clearly understood before closedpairwork begins

Stages in pairwork:

- Organise students into pairs

- Set the task and time limit

- Rehearse the task in open pairs

- Ask students to do the task in closed pairs

- Go around the class and help students

- Pairs report back to the class

• Groupwork. Groups of three or more students work

together on a task or activity.Class projects or roleplay

are often most easily done in groups Again, ensure

students clearly understand the task in advance

• Rolling questions. A student answers a question,

then proceeds to ask a question directed at the next

student in turn This continues around the class

F -Using the Student's Cassette or Audio CD

All dialogues and texts in the Culture Corner and

Curricular Cuts sections are recorded on the Student's

Cassette or CD Students have the chance to listen to

these recordings at home as many times as they want

in order to improve their pronunciation and intonation

The suggested stages of such self-access study are:

• The student listens to the recording and follows the

lines in the text or dialogue

• The student listens to the recording with pauses

after each sentence or exchange The student

repeats as many times as needed, tying to imitate

the speaker's pronunciation and intonation

• The student listens to the recording again, then

reads aloud

STUDENTS' LANGUAGE PORTFOLIOS

At the beginning of the course, students should be

asked to obtain a suitable folder, or sectioned

document wallet, which they will bring to each lesson

and which will hold their personal Language Portfolio

This will be used to store not only the material cut

out of the printed supplement, My Language Portfolio,

but also a wide variety of other documents and material

In practice, Language Portfolios may include

projects or other written work; computer diskettes with

work or drawings completed inside or outside the class;

video cassettes with the students' favourite story,filmed

performances of songs, school plays, etc; Evaluation

Sheets and reports from teachers; various realia or

pictures; and so on In short, it is a collection of what the

learners want to keep as evidence of what they are

learning through the medium ofthe English language

This Language Portfolio is the student's property It

is a tool to accompany the students' language learning

throughout the course and issuitable for documenting

their learning both inside and outside the classroom.The main emphasis is on the process of learning, sothat while compiling their Language Portfolios, learnersdevelop the skill of working independently

The aim of the language Portfolio is to develop thelearners' autonomy However, they should be guided at

first on how to organise their work, keep records,access their own information, etc Learners at this level

are usually willing to experiment and try new things, but

at the same time, can be discouraged if they are notsure what isrequired of them Once a routine has beenestablished and learners begin to develop theirautonomy, they can be given more responsibility andfreedom Learners will still appreciate feedback andappraisal, though, so itis important that their efforts aremonitored and facilitated

F i rst Steps

It is suggested that work on the Laguage Portfolio isstarted afew weeks into the course once students havemade some progress in the English Language At thislevel a letter can be sent home to parents to inform themthat the students will need a folder, plastic envelopes,etc At the beginning of the first session, ask the students

to turn to page three of their Language Portfolio Gothrough the letter together, making sure that the studentshave a thorough understanding of the concept of theLanguage Portfolio Encourage them to ask questionsabout anything they do not understand Then, give thestudents some time to arrange their Language Portfolio

Go around, providing any necessary help

Once the students have arranged their language

Portfolio, go through each page together, commenting

on the layout and pictures, and giving a briefexplanation of the content of each page Spend sometime going through the Language Biography section,

providing any necessary help Once this has beencompleted, encourage the students to do the activities

inthe Dossier section.

How to approach each section I) Language Passport

Read out the introductory paragraph as the students

follow silently Answer any questions they may have.Each time they are given something for this section,remind them to make a record and file it in theappropriate section of their Language Portfolio

- All about me: Students fill in their personal

information and record their exposure to the

English language

- How I learn : Go through the section along with

students, providing any necessary help The

purpose of this section is for both students and

teacher to be able to determine each students

individual learning style (i.e visual , auditory ,

tactile/kinaesthetic) and needs

My World of English: By updating the record,

students get a sense of achievement in the target

language

Now I can : Students have the opportunity to

assess their own learning If a student moves to

a new school his/her teacher will also be able to

gauge this student's level

Future Plans :Students record their intentions and

ambitions concerning their improvement in the

target language

Ill) Dossier

The activities have been designed to reinforce the

language covered in each module They can be

done upon completion of each module or at a time

convenient to the teacher, provided that students

have covered the corresponding module

It is suggested that teachers participate in the

activities by bringing in a completed version of an

activity to be presented Students need to be

motivated and inspired, and the following is a

suggestion on how to approach each activity: Every

time students present an activity, give them due

praise and attention, reward them with stickers, etc

In general, make them feel that they have done

something special; in this way, all the class will be

encouraged to do likewise

TYPES OF LEARNING STYLES

Experienced teachers will be aware that some of their

students learn best by listening to new information, some

prefer to read about it, whereas other students need to

do something with the new information There is no

absolute 'best' method of learning; these are all valid

learning styles, as different people learn in different ways

Consequently, a coursebook should offer a variety of

exercises and material which stimulate all types of

learning styles in order to help the learners learn

according to their personal learning styles

• V i sual Learners need to see the teacher's body

the content of the lesson They think in pictures andlearn best fom visual displays, including diagrams,illustrations, transparencies, videos, flashcards andhand-outs

• Auditory Learners learn best through verbalexplanations, discussions, talking things through andlistening to what others have to say Writteninformation may have little meaning until it is heard.They often benefit from reading a text aloud and using

a tape recorder

• Tactile / Kinaesthetic Learners learn best through ahands-on approach, actively exploring the physicalworld around them.T ey may find it hard to sit still forlong periods and may become distracted by theirneed for activity and exploration These learnersexpress themselves through movement They have agood sense of balance and eye-hand co-ordination

By interacting with the space around them, they areable to remember and process information Involvethem in role play, pairwork and other classroomactivities

EVALUATION

Evaluation is an essential part in the learningprocess It helps the learners recognise their progress inthe target language, how much they have achieved andwhat areas need further practice The learners' attitudetowards their own learning experience is positivelyinfluenced as they participate in the whole process.Evaluation also allows teachers to reflect on the validity

of their teaching practices and the types of materialbeing used

The process is divided into three parts: Initial

Evaluation at the beginning of the course, Formative

Evaluation, which is done on a day-to-day basis, and

Cumulative Evaluation, upon finishing a module

Initial Evaluation

This evaluation centres mainly on the students'reports from the previous school year Theteacher canassess the students' level,work already covered, workwhich needs to be covered, strengths/weaknesses, etc

Formative Evaluation

Any exercise a student does can be used for thistype of evaluation The results are then recorded on the

students' Formative Evaluation Chart.

Make as many photocopies as you need andcomplete the charts as indicated Write the names ofthe activities you are going to evaluate (e.g dialogues ,

the help of the following code, using colours if you wish.

c (competence - green): the student has a full

understanding of the task and responds

appropriately

w (working on - yellow): the student has an

understanding of the task butthe response is not fully

accurate

n (non- c ompetence - red): the student does not

understand the task and is unable to respond

appropriately

Cumulative Evaluation

Cumulative evaluation takes into account the work

the students have done throughout the module as well

as their participation and attitude The instruments of

evaluation are:

• Student's Self-Assessment Forms: After the students

have completed the Self-Check section of each

module, they fill out the photocopiable

Self-Assessment Form, giving their subjective opinion of

their own performance This learning-to-Iearn

technique enables the students to develop

awareness of their progress The Self-Assessment

Form should be kept in their Language Portfolio for

future reference The Self-Assessment Forms are

printed at the back of the Teacher's Book

• Progr es s Report Cards: After students complete each

module and take the corresponding test, photocopy

the respective Progress Report Card from the

Teacher's Book and fi out a card for each student

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The students sh uld keep these cards in theirLanguage Portfolio for future reference

• Student Evaluati o Sheet: After students have

completed the Module Test the teach r corrects itand records their progress on this sheet, which isprinted in the Test Booklet The sheet - to ether withthe corresponding Module Test if the te ch rwishes - is given to students for them tofile in theirLanguage Portfolio

People & Pets

OVERVIEW OF THE MODULE

Thetwo introductory pages of the module are designed

to visually summarise its themes and stimulate Ss'

interest in the nextfive units

Module 1 focuses on two main themes: People & Pe t s.

Unit 1 teaches Ss how to greet one another, and how to

introduce themselves and others Unit 2 looks at the

alphabet, colours, school objects and numbers Music is

used in Songtime! at the end of the unit to consolidate

understanding Unit 3 is the first to feature the Exploring

Grammar section presenting the verb 'to be" in the

affirmative Unit 4revises and expands on thevocabulary

ofgreetings introduced in Unit 1 through discussing pets

and their ages Unit 5 deals with family members and

includes the Now I can box, eatured at the end of every

five units,which serves to remind Ss of the skills they have

learned in the module The five units are followed by

Culture Corner which gives information on a British sports

celebrity and Curricular Cuts which focuses on primary

and secondary colours, providing a cross-curricular lnk

with Art The module closes with Self-Check 1 which

provides consolidation andrevision oftheitems coveredin

the module plus a pairwork activit

( Look at Mo d ule 1 )

• Draw Ss' attention to the title and explain that the

module is about People & Pets Look through the

pictures with the students and explain that these

pictures have been taken from Units 1 to 5 Explain

thatthe pictures summarise the topics discussed in

the next five units e.g family, friends, school,

colours and pets, and that Ss are going to learn

about these subjects

• Allow Ss, in pairs, 3-5 minutes to find the pictures

and write the page numbers in the boxes Check

Ss' answers around the class

Go through the objectives of the module with the Ss

Explain that inthe next five units they will learn how to

do all thetasks listed

Objectives / }- - ,

\

Vocabulary: names

Reading: dialogues (reading for gist)

Listening: dialogues (listening for gist)

Speaking: greeting people; introducing people

• Draw Ss' attention to the title of the unit, 'Hel lo! '

Elicit when we saythis (to greet someone, when we

meet people, etc)

• Ask Ss to look at the pictures on pages 6 and 7 Ask

questions to set the scene: Where are these people?

What are they doing? Do you think they know each

other? What do you think t hey are saying to each other?

1 a) Learning about names

• Explain the task

• Read out the names one at atime Ssrepeat,

chorally and individually Ask Ssto say which

names are for boys and which are for girls

• Write the names under the appropriate

columns (Boys, Girls) on the board Ss copy

them into their notebooks

• Allow time for Ss to think up more names

Write the new names on the board under the

appropriate columns

ANSWER KEY

Boys: Bob, Bill , Paul , Steve ( Jim , John)

Girls: Helen, Laura , Jenny , Mary , Ann (Pat , Lyn)

b) • Ss can write the names of their friends and

members oftheir family Check Ss'answers

2 As ing someone's name

• Look at Ss Pointto yourself and say: M y name ' s

Pedro Look ata S Ask: What' s y our name? and

point to him/her Elicit the meaning of the

question

• Choose two Ssto read out the example Then,

Ssin closed pairs, actout similar exchanges

• Monitor the pairs Ask various pair to act out

their dialogues in front of the class

1 2

LISTENING

3 a) Learning to greet and introduce peo le

Ask Ss what they say in their own language whenthey meet someone Ask if Ss know any of thesegreetings inEnglish, other than 'Hello' (e.g.Hi!

• Play the audio cassette/CD Ss listen andrepeat, first chorally, then individually

• Help Ss translate the phrases Present thesentences one by one either miming ordrawing or associating it with a picture orsituation

e.g Tell Ss that your two hands are twopeople - John and Mary

John says, "Nice to meet you Mary."Mary answers, "Nice to meet you too."Shake hands

b) Memory game

• Divide the class intotwo teams, A and B

• Allow one minute for Ss to look again at thephrases in Ex 3a Ss then close their booksand, in teams, try to remember as manysentences as possible Each correctsentence gets 1 point The team with themost points is the winner

e.g Team AS1: My name's Steve

Team BS1: Niceto meet you etc

4 Matching dialogues to pictures

• Refer Ss to the pictures (1-4) on pages 6 and 7.Elicit that the people in the pictures are greetingeach other Begin with picture 1and ask them tosuggest what conversation might be takingplace Continue, eliciting suggestions for the rest

Hello , Mary How are you?

Hello , Susan I ' m fine , thanks etc

• Explain the task Make sure that Ss understandthat one picture does not match Play the audiocassette/CD twice if necessary Check Ss'answers

READING

5 Reading for specific in formation

• Explain the task Ss work in pairs Allow Ss two

minutes to do the task Check Ss'answers

ANSWER KEY

Know each other - Laura and Paul, Laura and

Helen , Bill and Ann

Meeting for the first time - Steve and Jenny

6 Learning cor r ec t pronuncia ti on / intonatio n

• Put Ss into pairs Play the audio cassette/CD for

Ex 4 once more Ask Ss to listen carefully for

• Ask Ss to look again at Ex 3a Play the audio

cassette/CD if necessary for Ss to improve

pronunciation/intonation

• Make sure Ss have fully understood the

exact meanings ofthe phrases Ask Ss if the

sentences would be used to begin a

conversation or if they are responses (1 and

3 could begin a conversation, while 2, 4, 5

and 6 are responses)

• Focus on the first phrase (My name ' s Steve)

with Ss

• Ask Ss what someone would say in

response to this sentence (Pleased to meet

you , Nice to meet you , etc).

• Then ask Ss what question someone might

have asked in order to receive this sentence

as a response (What ' s your name? ).

• Ss work in pairs Allow time for Ss to think

about the other phrases, and what the other

speaker might say

• Check Ss' answers and correct where

necessary

SUGGESTED ANSWER KEY

• A: Wha t' s your name?

B: Myname ' s Steve.

• A : P l eased / Nice to mee t you

B: Nice t o meet you , too.

• A: How are you ?

B: Fine , thank you.

• A: Ho w are you?

B: F i ne And y ou?

• A: P l eased t o meet you.

B: Please d to meet you , too.

• A: Ho w are you ( today)?

B: Not bad , thanks

b) • Put Ss into pairs Appoint one S to initiateand one to respond Ask pairs to practise

their dialogues

• Select pairs to act out their dialogues in front

ofthe class

• Monitor and make any necessary corrections

SUGGESTE ANSWER KEY

A : Hi! Myname ' s Bob Bob Green.

B: Hi! I ' m Anne Jones

A: Nice to meet you, Anne

B: Nice to meet you , t oo

A : I s this your first day at school?

B: Yes.

A : Hello , Jane, How are you?

B: Fine And you?

A : OK This is myfriend Peter.

B: Pleased t o mee t you , Peter.

C: Pleased t o meet you , too

A: Hi , JiII

B: H i Tom How are you today?

A : Not bad, thanks.

Wo r k oo k U nit 1 (Optional)

Letters, colours & numbers

Li stening: the alphabet colours; numbers;

listening for specific information; song

S peaking: spelling names; talking about colours;

revising cardinal numbers

• Check Ss'homework from the previous unit

• Play the Memory Game as described in Unit

Ex.3b

• Refer Ss to the title ofthe unit Tell them that they

will be learning about letters, colours and numbers

in English

VOCABULAR Y

1 L a rning the al p habe t

• Play the audio cassette/CD while Ss listen and

follow the letters Ss repeat chorally

• With books closed, ask Ss to listen while you

play the audio cassette/CD upto a cert in point

Stop the audio cassette/CD and askthe class to

continue until the end

• Alternatively, go round the class asking for the

lettersinsequ nce (e.g.S1:A,S2:S , S3:C,etc)

2 L earn i ng about ca p i a l l et t e r s

• Explainthe task Allow Sstwo minutes to dothe

exercise Check Ss'answers onthe board

ANSWER KEY

Qq , fe ,Rr , H h, 00, Bb, Gg , S s, J Pp , Aa , Yy ,

K k,n ,Vu , n ,Nn ,Xx, Dd , Tt , Vv , Mm , Cc , Zz , LI

3 Learning to spe ll

• Go through the example with Ss Point out at

this stage that words containing double lett rs

are spelled outas in the example, ( double P ).

• Elicit answers from students Make sure Ss say

'double I ' and ' doub l e 0 'inballoo n, and ' do ubl e

g 'inegg.

14

• E xt ension : Write various words on the boardand ask individual Ss to spell them out loud.Then ask Ss how they spell their names inEnglish, giving help where necessary

4 L ear n ing the names of co l ours

• Ask Ss to look at the illustration of the hot-airballoon Play the audio cassette/CD, pausing for

Ss to repeat,first chorally,then individually

• Ask Ss to close their books Point to objectsaroun the room and say 'What colour is

t his/that? ' inorder to check that Ss have learnedthe colours Try to include all the colours in theexercise

• Ask Sstotellyou their favourite colours

5 a) Matc hi n colours to c lassroom Objects

• Present the new words: book , eraser , ruler, schoolbag , pencil sharpener and pencil byreading them aloud and asking Ss to repeat

• Explain the task and do the first one with Ss

• Allow time for Ss to do the exercise Check

ANSW E R K E

2 A: What ' s t his?

B: It ' s an eraser * A: What colour is it?

c) • Ss act out more dialogues using otherobjects inthe classroom

Letters, Colours & Numbers

6 Learning to count from 1 to 20

• Play the audio cassette/CD Ss listen a d

repeat, first chorally, then individually

• Consolidation : Write random numbers on the

board and ask Ssto callo t hat number

e.g T writes 18

Ss say the word, 'eighteen'

• Extension: Ask Ss to stand in a line or if space

permits,a circle Tell one S to begin and ask the

others to continue reciting the numbers inorder

Depending on the number of Ss, the sequ nce

can be started again once Ssreach 20( e i gh t ee n,

nineteen , t wenty , - one , -two , -three, etc )

LIST ENIN G

7 L i stening for numbers/ na mes

• Explain the task Ask Ss to look atthe pictures

and try to guess where they expect to write a

name or a number Play the audio cassette/CD

Ss do the exercise

• Check Ss' answers Encourage Ssto give their

answers in full sentences

ANSWER K EY

TAPESCRIPT

1 W oman: Hello , Tom Is th i s your f riend ?

B oy : Yes.His name is Ped r o

W oman : That ' s anice name How do you spell it?

B oy: P-£-D-R-O

W oma n : P-£-D-R-O I see

2 Woman: How old are you , Tom?

B oy : I ' m seven

W oman: Seven? Really?

B oy: Yes It's my birthday today.

W oman: Great! Happy b i rthday , Tom !

3 Woman: W ha t are t hese , Tom?

Boy: Oh, th ese a r e my pencils I' ve go t t e

blue , g r een , w h it e , grey , red , o r ange , yellow , pink

• Allow Ss some time to read silently and matchthe words/phrases in the son to theappropriate colours in thepicture

ANSWER KEY

Th esky is blu e

Thegrass i s g r een.

T h e c l ouds are w hit e or g r e y.

Th e fl o wers a r e r ed , o range , blue , pink a nd yell o w

• Ifthey wish, Ss can sing along to the song as it

is playe o ce more

Workbook Unit 2 (Optional)

What's this?

Objectives

Grammar: a/an; subject pronouns; the verb 'to be'

(affirmative)

Reading: a short text (for specific information)

Listening: a monologue (for specific information)

Writing: a short text about yourself

GRAMMAR

1 The indefinite article

• Draw Ss' attention to the pictures and their

descriptions Read out the items one by one Ask

Ss which words are preceded by a and which by

an.

• Go through the theory box with Ss Elicit the

answers (1-a; 2-an).

2 a) Practising a and an

• Ss say the correct word (a / an)

• Check answers and have individual Ss read

out the noun phrases

b) • Go through the example with Ss, referring

them back to the theory box if necessary

• Ss, in pairs, act out similar dialogues Ask

various pairs to act out their dialogues in

front of the class

3 Introducing subject pronouns

• Ss close their books Present the subjectpronouns

• Point to yourself and say: I.Then write it on theboard

• Point to a S and say: you. Then write it on theboard

• Point to a male S and say: he Then write it onthe board Explain that we usehe for a boy or aman

• Point to a female S and say: she Then write it

on the board Explain that we use she for a girl

or a woman

• Point to a Ss' notebook and say:it. Then write it

on the board Explain that we useitfor objects

• Go close to some Ss,point to them and yourselfand say: we. Then write it on the board

• Point to a group of Ss opposite you and say:

you. Then write it on the board

• Point to a group of Ss far from you and say:

they. Then write it on the board

• Help Ss to translate the pronouns into their ownlanguage

4 Using pronouns correctly

• Read item 1 aloud Allow Ss three minutes to dothe exercise Check Ss'answers while individual

Ss read out their completed sentences

What's this?

• Extension: Point to Ss and things in class Ss, in

teams, say the correct pronoun Each correct

answer gets 1 point The team with the most

points is the winner

e.g Teacher: (touches Zina)

Team A S1: she

Teacher: (touches a school bag)

Team B S1: it etc

5 Consolidating pronouns

Read aloud item 1 emphasising the word they

Allow Ss two minutes to do the exercise Check Ss'

answers while individual Ss read out their

completed sentences

IANSWER KEY

6 a) Learning the verb ' tobe'

• Ss close their books Present the present

simple affirmative of the verb to be Say,then

write on the board: / am David Underline I

am, then write the contracted form of I am:

I ' m David

• Point to a S Say: You are Tim Then write it

on the board, followed by the contracted

form, You ' re T i m.

• Point to a male Sfar from you Say:H e is Jim

(He's Jim). Then write it on the board

• Point to a female S Say: She is He/en (She's

Helen) Then write it on the board Continue

with all forms

• Ss open their books and study the table

Explain that we mainly use the full form in

writing, whereas we mainly use the sh rt

form in speaking

• Refer Ss back to Ex 5 and allow time for

them to fill in the missing words Check Ss'

answers

IANSWER KEY

• Tell Ss to translate the table into their own

language in order to check understanding

b) • Explain thetask

• Allow Ss two minutes to complete items 2-10

Check Ss' a swers on the b ard while Ssread out their completed sentences

Reinforce this by asking Ss to write down the

correct forms (He is , They are , etc).

READING & LISTENING

7 a) Using the verb 'to be'

Ss look at the visual prompts Explain that the

girl s called Jenny T en invite Ssto guess how

old sh is Play the audio cassette/CD while Ss

read the text

IANSWER KEY sev e nteen

b) Allow Ss two minutes to do the exercise Check

Ss' a swers on the board while Ss read out their

Set 1: on each card, write sing lar and plural

nouns ( e g Ma r ia an d D a vid , The cat, P aul , T h pencil , My s i s t e My ha t, Eg gs , H o r ses , e t c ).

Set2:o eachcard, write either i s or are.

Set 3: on each card, write colours or ages ( e g.

b lue , brown , nin e teen , tw e lv e , e tc)

(the colours and ages you choose will depend

on the n uns you haveused for set 1)

What's this?

• Put Ss into pairs and give a pack of cards to

each pair

Set a time limit and ask Ss to form as many

sentences as possible using the cards they

have

e·g·~M-a-ria-a-n-d-D-a-v-id-1I are I I twelve

The cat I I is I I white

Objectives )} -,

\

Reading:short texts (reading for specific information)

Listening: picture sets and dialogue (listening for

specific information)

Speaking: talking about animals; introducing and

greeting people; asking about age

Communication: introducing yourself/others;

greeting people; asking about age

Pronunciation: /II, /i

Writing: a short text about you and your pet

• Read out the title of the unit Ask Ss what it means

Go through the headings in this unit and explain any

unfamiliar terms

• Refer Ss to the pictures on page 12and ask them

what they think the pictures show (four people and

their pets). Ask Ss if any of them have pets

READING

1 a) Matching people to their pets

• Ask Ss to say what kind of animals are shown

in the pictures at the bottom of the page

• Ask them which their favourite animal (of the

fourw shown) is

Workbook Unit 3 (Optional)

b) Play the audio cassette/CD Ss listen and follow

in their books Check Ss' answers

2 Reading for specific information

Allow Ss two minutes to read silently, then say theages ofthe animals

ANSWER KEY Parrot - 3 years old Dog - 5 years old

Goldfish - 2years old Cat - 4years old

3 Presenting information in sentences

• Choose one student to read the example aloud.Then, Ss do the exercise orally in class

2 This is Jim ' s dog , Rex He is yellow He is five years old.

3 This is George ' s goldfish, Jaws He is orange.

He is two years old.

4 This is Kate ' s cat , Fluffy He is grey He is four years old

ANSWER KEY

LI STENING

4 L istening f or specific information

• Explain the task Ask Ss to go through the

pictures and identify the objects, numbers and

colours they see Read out questions 1-4

• Play the audio cassette/CD Ss tick the correct

1 Which is Sally ' s pet?

A: Is this mouse Sally ' s pet?

B: No Sally ' s pet isn ' tamouse.

A : Oh Is itaparrot?

B: No Sally ' s pet isacat.

2 Which i s Ann ' s hat?

A: Is Ann's hat red?

B: No , it isn 't

A : Oh Is it blue , then?

B: No It ' s green Ann ' s hat is green.

3 How old is Don?

A : Is Don fourteen today?

B: No He ' s not fourteen!

A : How old is he , t hen? Ten?

B: No Don is twelve He ' s twelve today.

4 What colour is Bob's T - shirt?

A : Is Bob ' s T - shirt yellow and blue?

B: No It ' s not yellow and blue

A: Is i t red and blue?

B: No It's just yellow His T - shirt is yellow

E ERY DA Y ENGLISH

5 a) L ea rn ing h ow to gree t people , i n troduce

y ourse l f and ask about age.

• Play the audio cassette/CD Ss listen and

repeat in pairs

• Ss,in pairs, practise the dialogues

• Select various pairs to act out the dialogues

in front of the class Pay attention to

pronunciation/intonation

Meet my_P_e_t_ 4

b) Ss, in closed pairs, act out similar dialogues

Check Ss' answers, then ask some pairs to act

out their dialogues in front of the class

SUGGESTED ANSWER KEY

A: Hello My name ' s Ran Foster Wha t' s you r name?

B: My name ' s Ray Lewis

A: How do you spell that? L - O-U - /-S?

B: No , L-E- W-/ -S

A: And ho w old are you , Ray ?

B: I'm ten And you?

A: I ' m t w elve.

A: H i , He/en.

B: Hi , Vicky A: Goodbye , Sue

B : Bye, Mark Seeyou.

6 a) Listen i ng f o r i ndivi d ual soun d

• Play the audio cassette/CD Ss listen and

repeat, either chorally or individually

b) • Play the audio cassette/CD Ss listen and

tick Check Ss'answers

• Play the audio cassette/CD again Ss listeand repeat either ch rally or individually

7 Explain the task Do the exercise orally in class and

then assign it as written HW.IfSs do not have a pet,

they can cut a picture out of a magazine and use their

imagination

(Ss 'own answe r s )

Workbook Unit 4 (Optional )

Meet my Family

Objectives

Vocabulary: family members

Listening:a dialogue (listening for specific

information)

Speaking: talking about your family; asking fori

giving personal information

Reading: a letter (using capital letters)

Writing :a letter to a pen friend about yourself, your

family and your pet

• Read out the title of the unit Ask Ss how it is

different from the title of the previous unit (In the last

unit Ss were invited to 'Meet my pet' ) Go through

the headings in this unit and explain any unfamiliar

terms

VOCABULARY

Refer Ss to the pictures on page 14 and ask them what

they think the pictures show (a girl and her family) Go

through the pictures and present words for family

members Ss can translate them in their own language

LISTENING

1 a) Listening for specific information

Play the audio cassette/CD Ss listen and

answer the question Check Ss'answers

ANSWER KEY

(Mary's brother's name) is Alex.

TAPESCRIPT

Sam: Hey, Mary Is this apicture of your family?

Mary: Yes This is my dad His name is David.

Sam: And is this your mum?

Mary: Yes Her name is Tracey.

Sam: What's your sister's name?

Mary: Mysister's name is Ann and mybrother's name is

Alex.

b) Explain that the pictures show Mary and her

family Read the first item aloud Ss repeat after

you Allow Ss two to three minutes to complete

dialogues 2-4 Check Ss' answers asking

various pairs to read out their answers

20

4 B: brother

A : his name? B: His name is Alex.

2 Finding information by asking questions

• Read out the example Focus Ss' attention on's(after Mary) Explain that this is the genitive form

- it shows possession Point out that this's isdifferent from's after Who('s) or He('s). Elicitfrom Ss that this's is the short form of is

• Explain the task Ss, in turn, ask and answerrolling questions

SUGGESTED ANSWER KEY

S3: Mary's mum Who's Ann?

S4: She's Mary's sister Who 's Alex?

S5: He's Mary's brother.

3 Presenting information about family members

Allow Ss three to four minutes to complete the table.Check Ss'answers round the class,then help individual

Ss to talk about themselves and their families

SUGGESTED ANSWER KEY

mum (name): Mary

dad (name): John

brother (name, age): Victor, 8

sister (name, age): Angela, 12 I'm Jane I'm ten years old My mum is Mary and

my dad is John My brother , Victor, is eight years old and my sister, Angela, is twelve years old.

Study Skills

• Go through the Study Skills box with Ss Explain that

languages have got similarities as well as differencesbetween them Point out that it is very helpful tccompare your native language to the Englishlanquaqe

in order to find any similarities/ differences This carhelp a learner learn the English language better

• Go through the theory box, showing Ss the varioususes of capital letters in English and drawing attentior

to any differences with Ss'own language

R EADING

4 a) Using capital le t ters

Allow Ss time to read the letter Elicit from Ss

that there are no capital letters

b) Make the first three corrections with Ss, referring

them back to the theory box for explanations Ss

work in pairs Allow Ss two minutes to complete the

task,before checking Ss'answers

AN SW E R K EY

Dear Carlos ,

Hello! My name's Helen I ' m twelve years old

T his is a picture of me and my fam i ly Th i s is my

mum , Anne , and m y dad , De r e k My b r other , Ga ry,

i s ten yea r s old.

My pet rabbit , Hoppy , is white She is e i ght

5 Wr iting a letter to a pen f r iend

• Explain the task,then Ss use their answers from

i s a picture of me and my fami l y This is my mum, Mary , and this i s my dad , John My sister , Angela , is twelve yea r s old and my brother , Vic t o r , is e i g t years old My pe t mouse , Guffy , s grey He i s tw o yea r s old

Tha t' s a ll about me What abou t you?

Love , Jane

• Gothrough the N o w I can box a d remind Ss

that these arethe skilsthey have learned inthismodule For each bullet point, prompt Ss withquestions such as' How do you spell your name?'

etc.Correct any mistakes,referring Ss back to the

relevantunits/exercises if necessary

Wor k book U n i t 5 (Opt i ona l)

Ob j ect i ves

R eading: a short text (reading for gist)

L is t ening: a monologue (listening for gist)

Wr iting: a short paragraph about a famous sports

person from Ss'own country

1 • Ask Ss to look at the picture and identify the

man Refer them to the title in Ex 2 to check

their answers

•

• Go through the Study Skills box Explain that

the pictures and the title of atext help them get

anidea of what the text is about

• Ask Ss if they know anything about DavidBeckham

• Explain the task.Allow Sstwo minutes to do theexercise

ANSWER KEY

1 David 8eckham 3 He isafamous foo t balle r

2 London , England 4 Yes , he i s

Culture Corner 1: F a mous Sports People

•

• Play the audio cassette/CD Ss listen and check

their answers in Ex 1

• Play the audio cassette/CD for Ex.2again Ss

open their books, listen and follow the lines

Then, choose some Ss to read out the text

3 Explain the task Allow Ss three minutes to do the

exercise Check Ss' a swers

(Ss'own answers)

Curricular Cuts 1: (Art) Colours

Obj e ct i v s , } -.

Vo cabula ry : colours

Spe aki n g: about colours

1 Ask Ssto look atthe wheels Explain that there are

warm colours (colours which ca excite us and

tend tomake usthink ofwarmth) andco l d colo u rs

(colours that make us think of cool and peaceful

things, like winter skies and still ponds) Ss name

the colours in each wheel

ANS W ER K EY

W a rm co lo ur s: red , y ello w, o r a ge , brown

Cold colours: blu e, g r een , p u rp le

2 • Explain that there are some colours in painting

which cannot be made by mixing other colours

together They are called primary colours Ask

NOT E : Black and white can also not be made

by mixing together other colours As they aren'tused in colour mixing to create colours, they areexcluded from colour mixing

• Ss dothe exercise Check Ss'answers

Secondaryc ol o ur s : orange , purple , green

ANSWER KE Y

• As an extension, ask Ss to look back at thewheels and say which colours are primary andwhich are secondary

3 Ask Ss to look at the pictures and say whlctcolo rs are inthem

Curricular Cuts 1: (Art) Colours

•

ANSWER KEY

In the first picture I can see blue, green and

purple These are cold colours I can also see

red, yellow and orange These are warm

colours There are more cold colours.

In the second picture I can see red, yellow,

brown and orange These are warm colours I

can also see blue and green These are cold

colours There are more warm colours.

4 Ask Ss to collect pictures and bring them to class

In pairs, Ss discuss the colours in the pictures

(Ss' own answers)

so that they have further practice oncolours

SUGGESTED ANSWERS KEY

• A : What's her name?

B: Jane What's her last name?

A : Philips.

B: How do you spell that?

A: P-H-I-L-I-P-S How old is she?

B: She's 16 What ' s her pet?

A : A cat

• A : What's his name?

B: Bill What ' s his last name?

A: Newton

B: How do you spell that?

A: N-E-W-T-O-N How old is he?

B: 18 What ' s his favourite colour?

A: Red.

OVERVIEW OF THE MODULE

Module 2 focuses on people, places, nationalities and jobs

Around the World Unit 6 teaches language for asking for

information about people and introduces countries Unit 7

expands on numbers and countries and develops the

theme with nationalities The Exploring Grammar section in

Unit 8 presents the negative and interrogative of the verb 'to

be', and students learn to use 'There is' and 'There are'

Music is used at the end of the unit in Songtime! to

consolidate the students'understanding In Unit 9, students

revise greetings and practise their pronunciation In Unit 10,

students learn about the order of adjectives in the context of

describing cities and inNow Ican Ss are reminded of the

skills they have learned in the previous five units Culture

Corner and Curricular Cuts continue the theme of the

module focusing on European capital cities and provide a

cross-curricular link with Geography The module closes

with Self-Check 2 which provides consolidation and

revision of the items covered in the module plus a pairwork

activity

Before you start

Gothrough the questions and remind Ss that they learnt

how to answer these questions in Module one Ss can

work in pairs asking and answering the questions

Check Ss' answers Refer Ss back to the relevant

units/exercises if necessary

C Look at Module 2 )

• Draw Ss' attention to the title Around the World and

explain that the module is about people, places,

nationalities and jobs around the world Look

through the pictures with Ss and tell them that they

have been taken from Units 6 to 10 Explain that the

pictures summarise the topics discussed in the

next five units; e.g jobs and sights and cities

around the world, and that Ss are going to learn

about these subjects

• Allow Ss 3-5 minutes to find the pictures and write

the page numbers in the boxes Check Ss answers

around the class

24

Around the World

ANSWER KEY

• pie 1 Unit 6 pie 2 Unit 9 pie 3 Unit 10

pie 4 Unit 8 pie. 5 Unit 7

flags postcards

2628

What's your job?

Objectives

Vocabulary: jobs; countries

R eading: dialogues (reading for specific

information)

Listening: dialogues (listening for gist)

Speaking: talking about people's jobs and country

of origin

1 Learning about jobs

• Read out the title.EliciVExplain what it means.Tell

the Ss 'I'm Dere k I'm a teacher' What's my job?

Elicit answer from Ss (teacher)

• Ask Ss to look at the pictures Read the prompts

aloud Ss repeat the countries after you chorally

• Read out the jobs listed Ask Ss: Who ' s a

teacher? (Rosa) Who ' s anurse? (G/enda) etc Ss

match the people to the jobs Ss translate the

Go through the Study Skills box Point out that Ss

can easily remember new words if they associate

them with pictures Ask Ss to cover the list of jobs in

Ex 1 Ask questions What's Rosa's job? (She' s a

teacher) etc

STENING

2 a) • Play the audio cassette/CD Ss listen and

repeat, first chorally, then individually

Present these sentences by giving examples

or by miming

e.g Can I help you? (Pretend that sb has

knocked at the classroom door Open the

door and ask if you can help them

• Ask Ss to explain the sentences in their own

language, in order to check understanding

b) Memo r y Game

• Divide the class into two teams, A and B

• Allow one minute for Ss to look again at thesentences in Ex 2a Ss then close their booksand in teams try to remember as manysentences as possible Each correct sentencegets 1 point.The team with the most points isthe winner

e.g Team A S1: Can I help you?

Team BS1: How old are you? etc

3 Listening for gist

Explain the task Read the choices aloud Play theaudio cassette/CD Ss listen and circle the correctanswer Check Ss'answers

READING

4 Reading for specific information

• Read out questio s (1-4) and explain themeaning of any unknown words

• Allow Ss three to four minutes to read thedialogues silently and answer the questions

• Check Ss' answers by asking individual Ss toanswer the questions

e.g Good afternoon = When we visit sb in theafternoon (1-6pm) we greet him/her bysaying Good afternoon

5 Play the audio cassette/CD for Ex.3 again Ss listenand follow the lines Then, they take roles and readout the dialogues

What's your job?

SPEAKING

6 a) Understanding and checking meaning

• Explain the task and choose a student to help

you act out an example

e.g S: Can I help you?

T: Yes,please.I want to see the doctor

• Ss, in open pairs, complete the task Check

Ss' answers around the class

• A : Where are you from?

B: I'm from Greece.

• A: Let ' s hurry

B: Sure.

• A: Thanks for your help

B: You ' re welcome.

b) Learning to ask people about their jobs

Choose pairs of Ss to read out the example

ThenSs,in open pairs, act out similar dialogues

using the prompts

A NSWER KEY

2 A: Where's Hanna from?

B: She's from Germany

A: What ' s her job?

4 A: Where's Anita from?

B: She's from Norway.

A: What's her job?

B: She ' s areceptionist

5 A: Where ' s Maria from?

B: She ' s from Argentina.

A: What's her job?

B: She's avet

6 A: Where's Bob from?

B: He's from Ireland.

A: What's his job?

B: He's adoctor.

7 A: Where's Marco from?

B: He's from Italy.

A: What's his job?

B: He's ahairdresser

8 A: Where ' s John from?

B: He's from the USA

A: What's his job?

B: He ' s apilot.

9 A: Where's Glenda from?

B: She ' s from Angola.

A: What ' s her job?

B: She's anurse

Workbook Unit 6 (Optional)

READING & LISTENING

Where are you from?

Listening: a dialogue (listening for gist)

Speaking: talking about yourself & others (age,

nationalities, country of origin)

Writing: a poster of famous people from various

countries

• Play the Memory Game as described in Ex 2, Unit

6

VOCABULARY

1 Talking about countries & nationalities

• Read out the title Elicit/Explain its meaning

Say: I ' m Derek I'm from England Where am I

from? Elicit answer England Point to a S Ask:

Where are you from? S answers Repeat with

• Play the audio cassette/CD again with pauses for

Ss to repeat chorally or individually

• Consolidation: Say names of countries Ss, in

teams, say the corresponding nationality Each

correct answer gets 1 point The team with the

most points is the winner

e.g Teacher: China

TeamAS1: Chinese

Teacher: CanadaTeam B S1: Canadian etc

2 Reading for gist

Explain the task Allow Ss one minute to read thefirst three sentences Ss answer the questions.Check Ss' answers

ANSWER KEY

Mr Hammond is inaschool/classroom.

He isateacher.

3 • Explain the task

• Play the audio cassette/CD Ss listen and thenanswer the question Check Ss' answers

ANSWER KEY

Mr Hammond is American.

• Play the audio cassette/CD for Ex 3 again Sslisten and follow the lines Then, choose Ss(groups of four) to read the dialogue aloud

2 A : Where is Luisa from?

B: She's from Milan.

A: Milan? Where's that?

B: It ' s in Italy.

3 A: Where are Pedro and Rosa from?

B: They ' re fromSao Paulo.

A: SaoPaulo? Where ' s that?

B: It ' s in Brazil.

4 A: Where is Astrid from?

B: She ' s from Bergen A: Bergen? Where's that?

B: It ' s in Norway

5 A: Where is Lee from?

B: He's from Beijing.

A: Beijing? Where ' s that?

B: It ' s in China.

Where are you from?

Learning cardinal numbers

• Play the audio cassette/CD Ss listen and follow

the numbers Point out that we always use a

hyphen in numbers like twenty-five

• Play the audio cassette/CD with pauses for Ss

to repeat chorally or individually

twenty, then ask a S to say the next number

(twenty-one), then another S and so on

Continue up to a hundred

6 Learningto ask people their age and nationality

• Explain the task Read out the prompts

• Choose two Ss to read out the example Then Ss,

in open pairs,act out similar dialogues

7 Talking about yourself

• Explain the task Present yourself to the class

• Ss, one after the other, present themselves to

the class Ss have to say their names, ages and

nationalities

(Ss' own answers)

LISTENING

8 • Study Skills

Go through the Study Skills box Explain that when

we do a listening activity like the one in Ex 8 we first

read the questions to familiarise ourselves with what

we have to listen for Ss then look at the possible

answers (A-C)for each question

28

Explain the task Play the audio cassette/ CD

Ss listen and tick the correct picture If

necessary, play the audio cassette/CD twice.Check Ss'answers

TAPESCRIPT

1 Where ' s Stella from?

A: Hello, I'm Fay What's your name?

B: Stella - Stella Kennedy

A: Hi , Stella Are you French?

B: No , I ' m American.

A: Oh Are you from New York?

B: Yes, I am.

2 What's Paul's job?

A: Good morning , Mr Johnson

B: Good morning , Doctor

A: What ' s your first name , please , Mr Johnson?

A: Thank you And you're apilot?

B: No, I'm not I'm a vet

3 Which are Grace and Lily?

A: How old is your mother? Is she fifty-five?

B: No , she isn ' t Look This is my mother, Grace.

A: Oh She looks nice How old is she?

B: She's forty - one

A: And who is she?

B: She ' s Lily She's my sister.

A: Is she fifteen?

B: No , she isn ' t She ' s thirteen.

WRITING

9 The Celebrity Poster

Explain the task Elicit names of famous people

and write them on the board Ss do the exerciseorally in class, then in writing

(Ss ' own answers)

Workbook Unit 7 (Optional)

Nice people, nice places

. - - {c Objectives 'l -,

Vocabulary: places in a town

Reading: a song (reading for specificinformation)

Grammar: the verb 'to be'(negative interrogative

-short answers); there is - there are; some - any

Speaking: describing your neighbourhood

Listening: a song (listening for gist)

GRAMMAR

1 The verb 'to be' (negative)

• Ss close their books Present the present simple

negative form of the verb to be Say, then write on

the board: I am a teacher I am not apostman.

Underline the words 1am not Explain that this is

the negative form of the verb to be in the present

simple Write under the second sentence:I'm not a

po s tman Underline I'm not. Explain that this is the

short form of 1am not. Do the same to present all

persons in singular and plural

• Ss open their books, read out the theory table

and translate into their own language Then, Ss

complete the table

• Check Ss' answers around the class

IANSWER KEY

• Explain the task Ss read the sentences and

choose the correct words Check Ss' answers

around the class

2 The verb 'to be' (interrogative &short answers)

• Ss close their books Present the interrogative

form of the verb to be Say, then write on the

board: Am I a teacher? Underline Am I. Explain

that we form the interrogative form of the verb to

be by putting the verb before the subject

pronoun

• Answer the question on the board: Yes , I am.

Explain that this is a positive short answer

Explain that we form positive short answers with

yes, the appropriate personal pronoun and theverb in the affirmative

• Write on the board: AmIapostman? No , I ' m not.

Explain that we form a negative short answer with

no, the appropriate personal pronoun and theverb in the negative

• Ss open their books, read out the theory tableand translate into their own language Then,they complete the table Check Ss' answersaround the class

• Explain the task Allow Ss two minutes tocomplete the answers Check Ss' answersaround the class

ANSWER KEY

6 he isn't

SPEAKING'

3 Explain the task Go through the flags in thepictures and ask Ss to say which country they arefrom Choose two Ss to read out the example Ss,

in closed pairs, act out similar dialogues using thprompts Check Ss'answers around the class,theask some pairs to report back to the class

ANSWER KEY

2 A: Is Yang from Turkey?

B: No , he isn ' t He ' s from China.

3 A: Is Ricardo from Canada?

B: No , he isn't He ' s from Portugal.

4 A: Is Ross from Portugal?

B: No , he isn ' t He ' s from Canada.

5 A: Is Nina from China?

B: No , sheisn ' t. She'sfrom Greece

6 A: Is Ali from Germany?

B: No, he isn't He ' s from Turkey.

GamePlay the game as described in the Student's Book Choosejobs from those listed in Ex 1, p 22 (Student's Book)

Nice people, nice places

Learning about places in a town

• Ask Ss to look at the picture and say what they

can see (cinema, bank, supermarket , cafe, etc)

• Explain that the picture shows Paul's

neighbourhood Read out the words in the list,

one at a time Ss match the words to the

5 a) There is - There are

• Ss close their books Present there is/there

are Point to your table and say: There is a

table in the classroom. Then, write it on the

board Underline there is 8.Say: There isn't a

cat in the classroom. Then, write it on the

board Ask Ss: Is there a board in the

classroom? Write it on the board Elicit

answer from Ss: Yes , there is No , there isn ' t

Explain that in short answers, we do not

repeat the whole question Instead, we

answer using yes/no +subject +verb Say:

There are some desks in the classroom

There aren't any cats in the classroom Are

there any boards in the classroom? Yes , there

are /No , there aren ' t Then, write it on the

board Say that there are isthe plural form of

there is

• Ss open their books Read out the table Ask

Ss to say which of the sentences (1-4) are

true about Paul's neighbourhood (2 and 3),

then ask Ss to choose the correct answers to

the questions (5-6) (5 Yes , there is. 6 No ,

there aren ' t )

• Point to the words a, some and any Elicit from

Ss when we use each word (some in the plural

in the affirmative, any in the plural in the

negative and interrogative)

b) Read out the examples, then Ss make sentences

using the words in the list

ANSWER KEY

S3: There ' s astatue in Paul ' s neighbourhood.

S4: There ' s acanal in Paul ' s neighbourhood

S11 : There aresometrees in Paul's neighbourhood.

SPEAKING

6 • Choose a pair of Ss to read out the example Ss,

in closed pairs, act out similar dialogues As

some pairs to act out their dialogues in front ofthe class

SUGGESTED ANSWER KEY

A : Is there astatue in your neighbourhood?

B: Yes,there are etc

• As an extension, Ss can draw their friend'snelqhbourhood and present it to the class

7 a) Songtime!

• Ss cover the song on p.27

• Explain the task Allow Ss two minutes to dothe exercise

• Play the audio cassette/CD Ss listen andcheck their answers

• Play the audio cassette/CD again Ssuncover the song, listen and check If theywish play again for Ss to sing along

b) Allow Ss two minutes to read the song and findthe words Check Ss'answers

IANSWER KEY busy , pretty, lovely

Workbook Unit 8 (Optional)

Greetings from

:-c {\ Objectives Jt -,

Reading: postcards (reading for detailed

comprehension)

Listening: a monologue (listening for gist)

Speaking: talking about cities/countries

Communication: greetings; saying goodbye

Pronunciation: /s/,/

Writing: a postcard to a pen friend

I USTENING

1 Listening for the correct description

• Read out the title of the unit.Ask Ss to look at the

pictures and the texts on pp 28-29 Elicit what

the title means (When we send a postcard from

another country we often use this expression as

our opening remark)

• Explain the task Play the audio cassette/CD Ss

lsten and match Check Ss'answers

I A_~_S_:_E_R_K_E_Y_2 C 3_A 1

1 ' :u:ADING

2 Reading for detailed understand i ng

• Read the list of items aloud and explain the

meaning of any unknown words Allow Ss three

minutes to read the texts silently and do the

exercise Check Ss' answers around the class

ANSWER KEY

CB

6 A

• Play the audio cassette/CD for Ex 1 again Ss

lsten and follow the lines Then, individual Ss

read the texts aloud

f ?EAKING

L earning about cities

Explain the task, then read out the example Allow

Ss two minutes to complete the table Check Ss'

;: swers on the board, then Ss, in pairs, ask and

ANSWER KEY

what there city/country is/are

build i ngs , abig arch

opera house.

EVERYDAY ENGLISH

4 Learn i ng how to greet people

• Present Good morn i ng , Good a f ternoo n, G o d

• Draw these pictures on the board; one at atime

~~}cl~

~

~

12:00 am - 6:00 pmGood afternoon

8:00 -12:00 amGood morning

6:00 pm Good evening Good night

• Point out that the English use 'Good morning' togreet a person from 8 o'clock - 12 noon Use thedrawings to present the rest of the greetings Pointout that 'Good night' is used only when someonegoesto bed.Ask Ss to compare these greetings to

Greetings from •

a) Play the audio cassette/CD Ss listen and follow

the lines, then take roles and read out the

dialogues

b) Ss, in closed pairs, use the prompts to act out

similar dialogues Check Ss' answers round the

class, then ask some pairs to report back to the

class.Ss record their dialogues in pairs and add to

their language portfolios

ANSWER KEY

1 A: Good morning , Mr Smith

B: Good mor ning , Mrs Crown How are you

today?

A: I ' m v ery we ll, thank y ou.

2 A: Goo d evening, Mr Finch How a r e you

this e ven i ng?

B: Not bad - and you?

A : Pr e tty g o od, thank you.

3 A: Good nigh t, Lisa Sweet dre a ms

B: G ood night , Dad.

5 Learning how to say goodbye

• Allow Ss one minute to d the exercise Check

Ss' answers by askin Ss to read out the

dialogues

ANSWER KEY

1 Gary : You too See y ou on Monday.

2 Dad: Bye , Robb y.

• As anextension Ss inpairs, greet each other or

say goodbye

PRONUNCIATION

• Play the audio cassett /CD Ss listen and tick

Check Ss'answers

• Play the audio cassett /CD again with pauses

for Ss to check their a swers

e.g Where you are: Spain, Portugal, Italy,

Mexico, etcWhat you can see there: squares, oldbuildings, palaces, theatres, museums, etcYour opinion: it's great, it's fantastic, etc

• Ss do the exercise orally in class

(Ss ' own answers)

• Assig it as written HW

Wo rkbo ok Uni t 9 (O pt i ona l )

L i stening:a short descriptio ofa place - a

Grammar: adjectives

Speaking: describing a town

Writing: a short article about Prague

Study Skills

1 Li stening for gist

say two true sentences about Montreal

SUGGESTED ANSWER KE Y

Montreal is in Canada.

There are lots of museums in Montreal etc

ST ENING & READ I NG

2 Learning adjectives describing ci t ies

3 L ear n ing about a d jecti v es

board: It is a nice statue They are nice statues.

this is an adjective, elicitthe position ofadjectives

have pl ur al f o rm s ? (N o , they are the same in the sing u lar a n t he plura l) Say, then write on the

la g age

findthe adjectives Ask Ssto say which go before

nouns and whichare alone after the verb'to be'.

ANSWE R K EY

beau tiful - be f o r e noun mode rn - be f o r e no u friend ly - be f o r e noun

t all - before noun clea n - alone af t er verb 't o b '

bi g - be f ore n oun

n i ce - be f ore n un fantas ti c - alone afte r verb 't o be '

great - before noun

4 U s ing adjectives

askingSsto actout their exchanges

ANSW ER KEY

2 A : Th i s i s an old house

B : The house i s very o l d

3 A : This i sadirt y rive r B: The river is very dirty.

4 A : This i saquiet street.

M town

Describing places

• Tell Ss that the pictures show Prague, the

capital of the Czech Republic Ask Ss:I s ita

modern town? (No ) Give Ss further information

about Prague: It is located in the centre of the

Czech Republic.The Czech Republic is inthe

centre of Europe and borders Germany,

Austria, Slovakia and Poland 1.2 million

people live in Prague.There are many places

to seethere such asthe Prague Castle which

is the largest ancie t castle in the world

• Read thelist ofphrases aloud and explain the

meaning of anyunknown words Ss match th

pictures to the phrases Check Ss' answers,

thenindividual Ss talk about the pictures

IANSW E R KEY

b) Simulation

• Explain what a tour guide does (a person

who shows tourists around places such as

museums, etc

• Ss do the exercise Choose some Ss to

report back to the class

SUG G ESTED AN S WER KEY

The r e are beaut i ful old buildings and clean streets

T he r e i s a l so ab i g riv e r with l o t s o f b dges and lo t s

o f r ees The r e are lo t s o f f amous sta t ues , t oo.

34

WRITING

6 Writing a descriptive art i c l e of a p lace

• Go through the sentences in the example Pointout that there are three paragraphs The first twosentences are the introduction Elic its content(name of town, location, short description) Themain body starts with Th ere are Elicit what Sscan write there (the sentences they formed in

Ex 5b) The last sentence is the conclusion.Elicit its content (opinion of the place)

• Help Ssto complete thetask orally.Then, Ss dothe exercise in writing, either in class or at home

a d c l ean st r eets There is abig river with lots of

b dges T ere are lots of trees and there are famous sta t ues.

Prague i s a wonderful city It ' s a great place

fo r ahol i day.

• Gothrough theNow I can box and remind Ss

that these are the skills they have learned in thismodule For each bullet point, prompt Ss with

q estions such as ' What ' s your job? ' etc

Correct any mistakes, referring Ss back to therelevant units/exercises if necessary

W o r kb o ok U n i 1 0 (Opt i onal)

Culture Corner 2: Ca ital Cities

Objectives Jr -.

\

Reading: an article (reading for specific information)

Listening: a monologue (listening for specific

information)

Writing: a short article about the capital city

of your country

1 Matching words to pictures

• Ask Ss to look at the pictures

2 Reading for specific information

• Play the audio cassette/CD.Ss listen and follow the

text in their books Alternatively,Ss read the article

silently.Ss do the task Check Ss' answers Choose

two Ss to read out the article.

ANSWER KEY

The pictures show things to see in London.

A Buckingham Palace

B Trafalgar Square

C Tower Bridge, The River Thames

D A statue of Lord Nelson (Nelson ' s Column)

3 • Explain the task Allow Ss three minutes to do the exercise Ss can work in closed pairs.

(Ss' own answers)

Curricular Cuts 2: (Geography) European

Capitals

Geography Quiz

names of the countries Elicit that all these

countries are in Europe.

• Project: In groups, Ss can collect information

about other capital cities and make their own quiz.

• Alternatively Ss can visit the following sites and have more practice on capital cities.

http://www what-is-the-capital-of.com/

Self·Check 2 Pairwork Activity

• Explain the task Ss, in closed pairs, ask each other questions to find the differences Check Ss' answers, then ask some pairs to act out their dialogues in front of the class.

A: Is t here amuseum i n your pic t u r e?

B: Yes , there is Is there abank in your pic t ure?

A: No , there isn ' t Are there an y t rees in y our

picture?

B: Yes , there are Is the r eacafe in your p i cture?

A : Yes , there is Are there any benches in your

No Place Like HODle

OVERVIEW OF THE MODULE

Go through the objectives of the module with the Ss

Explain that in the next five units they will learn how to

d all the tasks listed Module 3 focuses on the rooms in

a house, types of houses, furniture and household

objects Students learn how to describe their homes

and talk about their personal possessions Units 11 and

1 present vocabulary for talking about furniture and

ousehold objects Prepositions of place are presented

Onthe context of describing a room in Unit 1 In

Ex p lor i ng Grammar in Unit 13 students learn the verb

ay e go t possessive adjectives, possessive case,

lurals and this - there, that - those Unit 14 discusses

types of homes and presents ordinal numbers as floor

umbers Music is used at the end of the unit in

o gtime! to consolidate students' understanding

C ul ture Corner and Curricula r Cuts both look at world

'arnous buildings providing a cross-curricular lnk with

Art and Design Self - Check 3 provides consolidation

and reivsion of the items covered in the module plus a

o irwork activity

B ef ore you start .

~ ad the questions aloud Ss can work in pairs asking

andanswering the questions Check Ss'answers

( Look at Module 3 )

• Draw Ss'attention to thetitle of the module,No Place

Like Home , and explain that it is an expression used

in English to talk about one's home Explainthatthe

module is related to homes Look throu h th

pictures with Ss Remind them they have been taken

from Units 11-15 and that the pictures summarise the

topics discussed in the next five units; e.g rooms,

furniture and types of homes and that Ss are going to

learn about these subjects

• Allow Ss 3-5 minutes to find the pictures and write

the page numbers in the boxes Check Ss'answers

around the class

Go through the objectives of the module with the Ss

Explain that in th next five units they wil learn how to

do all the tasks listed

Objectives

Vocabulary: rooms; furniture; household objects

R eading: dialogue (reading for specific

information)

Li ste n ing: dialogue (listening for gist)

Speak i ng : describing a room

W r i ting : a short paragraph about your living room

VO C A BU LA RY

1 Matching words to pictures

• Draw Ss'attention to the title of the unit.Say/Elicit

when we useit (to greet sb who visits us at home)

• Ask Ss to look at the pictures on pp 38-39 Read

out the title and elicit whatthe unit is about (rooms ,

furniture and household objects ) EliciVExplain that

the picture on p.38 shows a bedroom, and the

picture on p 39 shows a living room

a) • Read out the words in the list one by one Ss

repeat chorally while matching each word to

the appropriate number

b) • Read out the example, then Ss,one after the

othermake sentences using the prompts

Num b r 12i sacup board

Numb e r 1 i sacu rta i n Numb e r 1 i sasof a Numbe r 15i sacu shion Numbe r 16i s a n a r m c h i r.

Num b r 1 i sat a bl e Numbe r 18 i s t h fl oo r

• As an exte sio , Ss look at the pictures anddescribe what there isin each room

ANSWER KEY

• In the bedroom there is a bookcase , a

computer , abed , adesk etc

• In the living room there isasofa , afirep l ace,

atable etc

LI STEN I NG

2 a) • Play the audio cassette/CD with pauses Ss

listen and repeat, either chorally or individually

• Explain/Elicit the meaning of each sentence

by giving examples or miming

e.g Here I am (Hide under your desk Get out

of your hiding place and say:Here I am

• Ask Ss to translate the sentences into theirown language to check understanding

b) Memory Game

Play the memory game as described in Ex 2

Unit 6

3 Listening for gist

• Ss close their books Explain the task Read outthe question

• Play the audio cassette/CD Ss listen and saywhere Rachel is

• Check Ss'answers

AN SWER KE Y

Rachel is in her bedroom

EADING

4 Reading for specific information

Read out sentences 1-3 Allow Ss two minutes to read

the dialogue silently and mark the sentences (1-3) true

(T)or false (F) Check Ss' answers round the class

5 Learning correct pronunciation/intonation

• Help Ss explain the highlighted words Ss can

give an example, a synonym, mime, draw or

look up the words in their dictionaries

e.g poster =large picture (you stick) on a wall

• Play the audio cassette/CD for Ex 3 again Ss

listen and follow the lines, then take roles and

read the dialogues aloud

PEAKING

6 Understanding and checking meaning

• Explain the task and choose a student to help

you act out an example

(S: Sorry, where's that?

T: It's next to the living room.)

• Ss, in open pairs, complete the task Check Ss'

answers around the class

SUGGESTED ANSWER KEY

B: OK Thanks.

B: I'm in the kitchen.

• Explain the task Ss, in pairs, do the exercise

• Check Ss'answers around the class

12 Myhouse

Vocabulary: rooms; household objects

Reading : a dialogue (reading for gist)

Li stening: a dialogue (listening for gist)

G r ammar: prepositions ofplace

Speaking : describing a room using prepositions of

place

Wr it ing: drawing andlabelling a picture of your house

V OCABULARY

Read out the title Ask Ss to look at the pictures and

guess what the u it is about (rooms in a house)

1 a) Ma t ching words t o p i c t ures

• Read out the words in the list Ss repeat

chorally,then match the words to the pictures

• As an extension,Ss say where each person is

1 Lily is in the bed r oom

2 Petra is in the garden.

3 Miguel is in the bathroom

4 Carla and Ted are in the kitchen

5 Grace and Joy are i n the l i ving r oom

b) Choose two Ss to read out the example, then

Ss, in open pairs, ask a d answer questions

using prompts 2-5

ANSWER KEY

2 A: Is Petra in the bedroom?

B: No , she isn ' t She ' s in the garden.

3 A: Is Miguel i n t he living room?

B: No , he i sn ' t He ' s i n th e bathroom

4 A: Are Carla and Ted i n t he bathroom?

B: No , the y a r e n't Th ey 'r e in t he k itchen

5 A : Are G r ace and Joy i n t he garden?

B: No , they aren ' t They ' re i n the living room

40

Study Skills

DrawSs'a ention to the Study Skills box Point outthat itis easier to remember a word by connecting

it to the place you can find it

b ) Ss talk about what is in their house

2 a ) L e arning h ousehol d objects

• Explain that the pictures show household

objects Read out each prompt Ss repeat

a er yo

• Read out the example, then Ss make similar

sentences

SUGGESTED ANSWER KEY

There'sabedside cabinet in the bedroom.

There ' saward r obe in the bedroom There ' sabookcase in the living room / bedroom There ' sap i llo w in the bedroom.

There ' saTVin the living room / bedroom There ' sabath in the bathroom

There ' satap in the bathroom / kitchen There'sasink in the bathroom

There'satowel in the bathroom.

There ' safridge in the kitchen.

There ' sabed i n the bedroom

1 I

A SWER KEY

In my kitchen , there isasink ,a tap,a cooke r anda

fridge

In my bathroom , thereisabath ,atap,asink,andatowel

READING &L I STENING

3 a) Liste ni ng fo r specific info r mation

• Tell Ss to cover the dialogue, apart from the

first exchanqe Explain the task Allow S s

one minute to answer the question

• Check Ss'answers

ANSWER KEY John is the r e about the room for rent

• Students in pairs make guesses about wha:

could happen (e.g rent the room, not rent t

because he doesn ' t like it/it ' s expensive , etc

•