Grammar: present simpleVocabulary: family members, matching verbs and nouns Grammar: presentcontinuous Vocabulary: relationship-elated words, opposites Grammar: presentsimple and present
Trang 1FREE SAMPLE COpy
NOT FORSALE
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Trang 2rcl'NEW EDITIONS
English Language Teaching
Trang 3Lesson Page Lesson Page
The Shooting Stars Episode 4 64 The Shooting Stars Episode 8
Key to extra activities for early finishers 139
Key to photocopiable material for Star Words 141
Extra activities for early finishers 142
Photocopiable material for Star Words 152
Photocopiable material for plays 156
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Trang 4Grammar: present simple
Vocabulary: family members, matching verbs and nouns
Grammar: presentcontinuous
Vocabulary: relationship-elated words, opposites
Grammar: presentsimple and present continuous
Vocabulary: adjectives, matching statements and responses
Grammar: stative verbs
Vocabulary: relationship-related words, synonyms
Grammar: pastsimple
Vocabulary: odd o e out,confusin words
Review 1(Lessons 1-5) &Writing 1
The Shooting Stars Episode 1
6 8
10 12 14
Education
16 18
present perfect simple - afirmativeadjectives
present perfect simple - negative, question, short answersodd one out
Unusual lessons
Learning languages
Review 2 (Lessons 6-1 ) &Writing 2
The Shooting Stars Episode 2
30 32
Grammar: pastsimple and present p rect simple,have been and have gone 34
Vocabulary: confusin words
Vocabulary: home-related words, text-related words
Grammar: present continuo s (withfuture meaning), be going to 38
Vocabulary: confusing words
Vocabulary: word groups
Vocabulary: text-related words, phrasalverbs
Review 3 (Lessons 11-15) &Writing 3
The Shooting Stars Episode 3
44 46 Towns and Cities
Vocabulary: town-related words,text-related verbs
Grammar: mustn't a d don't have to
Vocabulary: odd oneout,confusin words
Grammar: relative clauses
Vocabulary : town-related words, people
Grammar: countable and unco ntable nouns
Vocabulary: archaeology-related words
Review 4 (Lessons 1 -20) &Writing 4
The Shooting Stars Episode 4
48
50 52
54
56 58 60
Trang 5Lesson Page
The Natural World
2 Dangers of the sea Grammar: past perfectsimple, soand because 68
Free Time
Health and the Body
Vocabulary: health-related words, odd one out
Vocabulary: co fusing words, aiments
Vocabulary: exercise e uipment, text-related words
Vocabulary: accident-related words, confusing words
Vocabulary: text-related words, textrelatedverbs
Travel and Holidays
36 Going on holiday
37 Family holidays
38 Horrible hotels!
39 The best way to trave l
40 Summer holiday fun!
gerunds andinfinitives
p ssessions, confusin words
passivevoice (presentsimple)
odd oneo t p rasal verbs
104 106 108 110 112
Review 8 (Lessons 36-40) & Writing 8
The Shooting Stars Episode 8
Projects
Plays
114 116
118 122
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Trang 6Course Components
Super Star 2 Student ' s Book
The Student ' s Book conta i ns
Super Star 2 Teacher's Book
The Teacher ' s Book contains
Trang 7• extra activities for early finishers * (including photocopiable materials).
• suggestions for homework
•teaching tips
•tasks which exploit the Star Word vocabulary lists (including photocopiable materials)
»detailed lesson plans for the reviews, including how to revise the lexical and grammar items
presented in each cycle (Vocabulary and grammar can be revised together before students do any
tasks, or separately,before students do the respective section.)
»clear and concise notes on each topic-related project
»detailed lesson plans for the episodes, including extra comprehension questions, episode
summaries and extra class activities
»practical advice on how to put on the end-of-term plays, including guidance on rehearsals,stage
management, choosing the cast and making costumes and props(including photocopiable materials)
»tapescripts for the listening tasks
<,
»keys to the Workbook and the Test Book
*These activitiescan alsobe used asextr homework or for revisionpurposes
The Workbook practises and consolidates vocabulary and grammar presented in each lesson of the
Student's Book Its clear and simple format, and the fact that care has been taken to ensure that only
vocabulary and grammar presented in the Student's Book are tested, means that it can be used by
students at home as well as in class
The Workbook contains
»40 two-page lessons consisting of three vocabulary and three grammar tasks
»a wide variety of stimulating and enjoyable tasks, including word banks, spell checks, anagrams,
crosswords, word searches and picture-based tasks
»8 word searches containing topic-related Star Words from each cycle
The Test Book provides a variety of vocabulary, grammar, reading and writing tasks to test students'
progress at regular intervals.The materials contained in each test reflect the content of the Student's Book
The Test Book contains
»8 three-page tests, one for each topic-related cycle in the Student's Book
»a four-page end-of-year test
»a score sheet to record the test results
The Class Cassettes/COs contain recordings of the listening tasks,the episodes (including the songs)
and the plays
The Student's COs contain recordings of the reading texts,the episodes (including the songs) and the
plays Students can be asked to listen to the reading texts and the episodes at home after the relevant
lessons to get used to hearing English spoken by native speakers They should use the recordings of
the plays to help them learn their lines
Professional actors are used in all recordings to ensure clarity and accurate intonation and pronunciation
www.frenglish.ru
Trang 8I ead·in
• If students are familiar with Super Star 1Student ' s Book , ask
the following questions to see what they can remember
about the story of the Shooting Stars
1 Who are the members of the Shooting Stars? (Bradley
Simmonds, Ken Ling, Emily Teal and Elizabeth Evans)
2 How did their parents help them? (Lizzie's dad designed
theirclothesfor the competition, Emily's mum helped Rox
the dog when she ate Lizzie's microphone, and Ken's dad
took themto the local competition in the fire engine
3 Howmany parts ofthe competition did they play in?(four
th school competition,the local competition, the third part
of the competition at the Royal Albert Hall andthen the final
4 Where did the fin l competition take place? (The Royal
Albert Hall)
5 How did they lose their song for the final? (One of the
BlackCobras (another band) stole their song
6 Where did they find a new song? (in an old chest in a
secret room at the Royal Albert Hall)
• If students aren't familiar withSuper Star 1Student ' s Book , tell
them that after every five lessons inSuper Star 2 there is an
episode ofa story,andthat thisfeaturesthe Shooting Stars
• Explain thatthese pages introduce the Shooting Stars,then
readthe summary in order to give them the main details of
what happened inthe storyinSuper Star 1.
The Shooting Stars story
T ree school frie ds, Emily,Ken and Brad,decided to form a
band and enter a Teen Stars competition at their school They
asked Lizzie,a new student, to be their singer.They met aft r
school in Lizzie's garden an they chose the n me Shooting
Stars for the band.The four of them worked hard andpractised
inKen's garage.On the night of the competition, Brad went to a
taekwo do exam Hegot hisnew belt b th didn't havetime
to change hisclothes for the competition and he played in his
taekwon d clothes The Shooting Starswo thecompetition
Hi everyone ! ' m Bradley Simmonds , but my f r iends ca ll me Brad
I ' m fifte e n years ol d and I ' m a gu ita r p l a yer I n a b d le d the
S h ooting Stars La st year w e won t heT een St arscom petit io n ! have tae kwon do lessons and I love a r I live with my mum
My dad lives and woOOi in the United States ,
b ut I see him every summer My mum is a dance teacher and t h at ' s how I metliz z ie , the singer o f t he Sho o g S ta r s - s h e g oe s to my
mum's dance school My best friend is Ken - t he drummer
01 the Shooting Stars Last year f or my birthday , my lrieoos gave me a surprise - {hey got me a new guitar This i s my naughty dog , Frodo.
re a l y en jo y iM ydo g , Roxy , tr ie d t o ea t ll l e' s
micro p hone l as t ye a r b ef o r e a com p etition E m ily's mum is a vet and she helped Aoxy! My d ad is a fireman and he helps us when we need to get somewhere quickly My little b r o t her, Kim, likes to r ide in the fire engine t oo ! My m u m is a om p ter pro r am r a d t h at 's
w hy I know a lo t ab ou t co mp u t ers.
Lizzie's father, Mr Evans, designed their clothes for the localcompetition - the next part ofthe competition Rox ,Ken's dog,tried to eat Lizzie's microphone and hurt her mouth Emily'smum, Mrs Teal,came to help Roxy because she is a vet.Lizzietook Emily,Ken and Brad to the theatre where hermother singsand they borrowed a microphone from her.Mr Evans broughtthem the new clothes for the competition The Shooting Starswent o Emily's football match before the local competition, butEmilyfella d hurt herleg Ken asked his fatherto take them tothe theatre in the fire engine They arrived at six o'clock andwonthe local competition
When the Shooting Stars were on a train to London, Emily andLiz iesan theirn wsong for the finalto Ken and Brad,but a boycalled Raymond heard it When they arrived,Lizzie's aunt tookthem to the Royal Albert Hall and they met the otherbands.Theyalso metRaymond, heboy onthe train,and his band, he BlackCobras.Emilylost her bag with their new song for thefinalin it.Inthe dressingroom at the Royal Albert Hall,the Sh otingStars gotreadyto play Emily was unhappy about her bag but theyall tried
to relax The Shooting Stars played their song, a d the BlackCobras sang next They played the song thatwasinEmily's bagand the Shooting Starswere angry.The Sh otingStarsand theBlackCobras won the third part of the competitio
Raymond told the Shooting Starsthat hestole eirsong because
he wanted to be famous and their songwasbe er thanhis Then
he loc ed them inthe dressing ro m Uz ie rememb red the
tapdo rs in her mum's theatre She found a tr p oor in thedressing room and the Shooting Starsfollowed a tunnel into a
Trang 9Hel l o , I 'm E m ily Teal ' m fo u rtee n yea r s o l d a n d I really t ove m u sic ! pla y t h e keyb o ard and wr it
s ngs f or the Shoot in g Sta r s My best fr i e , L izzie.
sings lorthe band In m y free ti m I play in th e g ir ls '
footbal l team at scho ol So m i mes i t ' s di cult an d l ast year I hur t m y f o t i n a match B u l real l y joy it - i
he l ps me forget a bo ut s chool w o rk! My mu m is a et an d
my dad is a repo r ter fo rG e fiel d News He is v e ry bu s this year ! M y i ste r Audr e , i s seventeen a nd it i s r l ast y ea r
a t sch oo l W e 've got three c at s and a p arr o t c d Chi cken
Lots of people th i nk i t ' s a stra ng e m e b ut I like it!
Hi e v eryone , my n a me is Elizabeth Ev a ns , but
everyone caUs me Lizz t e ' m fi fteen years ol d
and I sing i n the Shoot i ng Stars moved to
Greenf i eld last year M y first year at Greenfield
School was fantast i c! I me t m y best fr i end E mHy ,
there Also , my band won a competition a n d we m ade a
CO and a video c l ip - it was ou r pr i ze ! My pare n ts help e
the Shooting Sta r s a lot My dad i s a clothes desig n er a n
he made us great costumes for the competiti o n last y ear ; My
mum is an opera singer and she gave me a mi cr o ph o ne m
her theatre when Roxy med to eat mine! My sis t e r s , Jenny and
Lynn, are twins They are seventeen and a r e friends wit h
Emily ' ssislerAud r ey.
SUP E RSTAA2 1.·EHTliESIiOOTi'/GSlARS
The characters
the class
• When they have all finished reading, explain the meanings of
any words which the students have not learnt before or which
they have forgotten Then ask the following questions
1 How old is Brad? (fifteen)
2 What does he play in the band? (the guitar)
3 What are his hobbies? (tae kwon do and art)
school.)
5 What birthday present did his friends give him? (a guitar)
6 What is his dog's name? (Frodo)
• Ask a student to read out the paragraph about Ken to the class
1 Where does Ken live? (in England)
2 Who is Ken's best friend? (Brad)
microphone.)
4 What are his parents' jobs? (His dad is a fireman and his
mum is a computer programmer.)
6 What does Ken know a lot about? (computers)
questions
1 What does Emily do in the Shooting Stars? (She plays thekeyboard and writes songs.)
2 Which sport does Emily play? (football)
3 How did Emily hurt her foot last year? (in a football match)
6 Why do people think Chicken is a strange name? (Chicken
is a parrot.)
1 When did Lizzie come to live in Greenfield? (last year)
3 What prize did the band win? (They made a CD and a videoclip.)
4 How did her dad help the band? (He made the costumes.)
asking individual students to tell you what they have learntabout one of the Shooting Stars
Extra class activity
Ask students to write a short paragraph to introduce themselves
Then ask them to read their paragraphs to the class
www.frenglish.ru
Trang 10Teaching tip
OReading
A
5 Fred ( ' ve got two children
6 Becky ( I live withmy parents
of the article
(Becky)
(Ingrid)
A
rDJDilyli~
nd twO y o unger brothers.loe ",:d ~~ a
I live with my rocrn a my k exactly the same T h y ~
M y b rothers are twin s t hey loo I 've got an older s er tOO b t
room, b ut I 've got m y o w n room She mo v ed h ou se last m o th she does n l ive with u s a ny mor e
R i c rd , aged 15 arerus I ha.••en't got I'm an only child and Ili-I~Wltht:: of friends but it isn't
an brothers or sist er s I 'le ~ bout their browers and th~ same My f~ends C~::P~~;IUcky My parents are ,OK.
rs but 1 dunk t hey ,th your parents.
~~eyo~ can' t talk about everythmg WI
B eck'( ag e 11 d gh t er M y da u ghte r
I 'v e got two c h ild ,r en -ab:~ " : n ~n: oa ~~ h is w ife h a e got :i fe
h asn 't got an y chIldr en, d h ' six mo n t hs o ld My
li ttl e gi r H er n am e is ess ~nan ~ often b ab ysit I real ly le e
and I live next do~r t o the
rrrt granddaughte r.
F re , ag e 68 _ n own I'm from
Icome from a big family butII::~~y ~um dad brother.
Ge rmany b ut I left h~me ~a:c~ ~ grandpa and grandma nve snd sister are in B erlin 1 la t iv e s often 1wan t to get
in B erlin toe I V i sith~~: in e f ut ure I wa nt t o ha • e a
ma r ie d a nd h c , girl an d a b o y.
ln grid, aged 23 : Wr i te the names Who
has got a baby in hiSl 1 lerfamil ( 1)
has got a sister? (3) (4) ""
lives with hif / her mum and dad? (6 )
ram17l81
Present Simple
Trang 11Complete the paragraph with !he Present Simple.
The Drakes ( 1 ) ( be ) a ver y h appy fam i y Thefat h er( 2 ) (n o t be l ver y seri o us and he o f en (3) ( make ) everyone l augh ! His w i f e a n d daug h lera l wa y ( 4 ) ( te l) eve ryon e else i n the fam i ly what 10 d o H i s s o (5 ) ( nolge l) ve ry
go o d marks at s choo l b ut h e ( 6 ) ( n t min d) The grandparents (7) ( help ) o t her peop l e w i th t he ir problems and Ihey often (8) ( bab y sit )
C o mplet e t h sen t ences wr t h the wo r d below
only child son wife
1 Craig hasn ' t g ot any bro t hers or sisters He ' s an
2 D ad is Gra n dpa's oldest
3 Mum has go t five b r others Grandma ' s go t i ve so n
a nd o n ly on e !
4 John i s 7 5 years ol d His is
five years old an d his name is Joh n too !
5 My m u m's got seven gran d ch i ldren My bab y gi n is
her young e st
6 My unc l e got m a rried last year His
Janet is very nice
: Look at the pictures and make Questions and short answers Write them in your notebook
o Look back at the a rt icle and match.
1 Ih e twins / o ok t he same 2 th e / s har room
My gra n dpa r ents ffve in a big house /
My cousins don ' t go to my school.
Does your mum complain a l ol?
vcs she doesJ No , she doesn ' t
With the Present S i m ple, w e of n use a dv er b
of f r equen cy and time express i o : always ,
usually , often , someti m es , ra r e l y , never ,
every day / w ee k/ monlh / year , at the weekend ,
on Mondays , et c.
BpeakiI19
A s k your partner Questions about hiS/her family.
Use the words below to help you.
come from a big small family have got a brother sister
s are a room
FAMIlYAIlDFRI E HDS USSClN 1
• Read through the rest of the grammar boxwith theclass and
explain all the grammar terms used
To make sure students remember the third person singular
forms, write the following sentences on the board and ask
students to find the correct answers
Do / Does she sharearoom ? (Does)
My parents don ' t / doesn't w ork at the w eekend (don't
'Do/Does you like dogs? ' ' No , I doesn't / don't ' (Do,don't
My cousin Sally don't / doesn ' t visit us v er y often. (doesn't
Where do / does you grandparents li v e? (do)
'What's the answer? ' 'I don't / doesn ' t kno w.' (don't
A
• Ask students to read the paragraph carefully to understand
the meaning, and find the subject in each sentence Remind
them to think about the spelling rules and the form ofthe third
•Tell students to read the prompts under the first picture and say
which word the verb is (look) Ask them to tell you the question
and then ask them whether the short answer is positive or
negative (negative).Ask them to tell you the short answer
•Ask for a volunteer to write the first question and short answer
on the board Correct any mistakes,then ask students to dothe rest of the exercise in pairs Check the answers as a class.Answers
1 Do the twins look the same? No,they don't
2 Do they share a room? Yes,they do
3 Does Susan like her cousin? No, she doesn't
4 Does Grandma drive a car? Yes,she does
• Explain that the names of the people in the box are Anne'srelatives Ask students to read the names and tell you whichare male(Clive,William) and which are female (Molly,Nicola)
•Tell students to read through the table, and explain that theyneed to write down the names and ages they hear
• Ask students to try to find all the answers to complete thetable the first time they listen Play the tape once, pausingafter Anne says the age of each person to allow time forstudents towrite the answers
•Ask them to check their answers as they listen again, thenplay the tape a second time without stopping Check theanswers as aclass (See page 124for tapescript
• Ask students to work in pairs to ask and answer questionsabout their families Explain that they can use the phrases inthe box,which were all in the article on page6,and anythingelse they can think of
• Tell them that they can look at the grammar boxif they can'tremember howto form questions and short answers in thePresent Simple
• Go round theclass while students are speaking to make surethey are using correct grammar and vocabulary
•Ask some students to tell the rest of the class about theirpartners' families
Star Words
• Tell students to read the list of Star Words silently and tofind and underline them in the lesson
• Ask students which of the words are nouns, and which of
the nouns are feminine (daughter, granddaughter, wife), masculine (grandson, son), or either (only child, relative) Ask them which words are verbs (babysit, complain, share).
• Ask students to write three sentences of their own usingeach of the verbs with at least one other Star Word ineach sentence
• This exercise can be set for homework
Extra activity for early finishers
VocabularySee photocopiable material on page 142
www.frenglish.ru
Trang 12replacing missing sentencestrue or false statementsdescribing what gets on your nerves
Lead·in
board and ask students to come up and write an affirmative
Then ask another student to write a question using the same
'eliding
A
Answer
birthday party.)
B
to look for clues about where to put the sentences which
have been removed Tell them to think about the general
and after the gaps
give reasons for each answer Check the answers as a class
Answers
1 b (The previous sentence tells us why Anita is angry with
Jenny.)
2 d (The previous paragraph says Jenny doesn't know what
3 c (Tony talks about Anita in the rest of the paragraph
4 a (The previous sentence mentions Susan and this
time with another girl)
A
~JJ' 7 0Agle'"
O1eading
oRead thee-rnejs When old Tooy meet Anita?
* ! , ,, J • ,.
s io }OC1an~ent
h r a t you r bi rt hday p ry l ast year Y o
didn't keep her secret , andthatwa s
wro n g_ Now she doe s n't t rustyouand she doesn't want to forgive you
H ow ar e you? I 'm w r ti ng to yo u e ca u se I've gal a problem with my f r ien d , Anita.
Do you remember h e r? We had a n argument last week and now she isn't talking to me We argued w i th each other because she asked me to keep a secret ,
bu ll didn' t(1) I don ' t thi n k she wants to be my frien d any more.
Why do n ' t you t r y ma k some n ew fiends? Ar e there an y ot h er n ic e e opl e
i n y o ur c l a ss? H o w about s u ee n ( 4 )
A ni is spe n i n lime w i t h a n t h er gi
D o b e jealous o f h r Yo u can d t h same thing.
(2)
N o w sh e's I gn ori n me an d s h 's
s pen d ing al l her time with ano t h r g irl.
T hey were r eally nasty to me yeste r day and told some lies about me I feel really miserable and I don ' t know what to do.
Anita ' s real l y getting on my nerves.
Don ' t worry , you ' ll find new friends Bul be sensible and always keep thei rsecr e ts!
F r iend s i p is important!
T ake care.
L e,
To ny Jenny
a Sh e 's akind f r iendly gir l
b I s a id I'm sor r y but she's still angry
c Iremember Anita
cl Can you help?
words are in the e-mails on page 8 and that they may already
Encourage students to bring dictionaries to class and
meaning of new words
Ask students to look at the e-mails again for words they know
Trang 13oComplete the sentences with the words below.
be jeajoua of get on my nerves
have an argument keep a secret
spend time with tell lies
1 Don ' t trust Robert Hecan'I • !
2 Don ' , Be honest!
3 Did you with your m um
abou t your me s y room?
w ee nd.
5 Myb r others becausethey
a r e very messy
6 Don't •.••.• your sister.You can
go to the party l oo.
oWrite the opposites Use the words below.
calm confident kind miserable sensibie
We use the P resentContinuous 10talk about
• things which ate in progress er the time of sp e aking.
• th i ngs Which are in progress around the time of
speaking or are temporary
DIn8I is ignoring his brother
They aren't talking 10 each other at the moment
Are you crying AngeIa? Yes I am No, Im not
With the Pr e nt CorJtinuous , we of t en use tim e
ex pr ession s : n w , at t h e m o m e nt , od a , h i s
mo rn g , et c
argumen t f o rg iv e f riendshi p Ignor e j ealous kin d It miserable s enSible trus t
fA IlYAt f tlFR( f /OSl ESSON2
olook at ne picture and complete the paragraph with the verbs below Use the Present Continuous
Ga r don's fam il ( 1) on his n er ves today His dad (2) dinner very well, and he (3) , badly atthe same time! His mum (4) Ioudly on the phone His brothers ( 5) nicely - they ( 6 ) _._ _ _ _ about a to Th aby ( 7 ) _ _ _ because ~ ' s h u ngry The dogs are hungry loo and they ( 8 ) Poor Gordon!
Q Complete the Questions and short answers with the Present Continuous
• M arK ( t alk) 1 y u?
yes
the twins • • ( argu ) ?
NO , ••• Joanne Ognore) you?
No,
you (watch)the programme about f r iendship?
Yes,
the boys (complain)?
Yes ,
Aisfening
listen to Jack and FlOnaand c i rcle T (true) Of F (false).
1 Jack is playing loud mus i c TIF
2 Fma likes the music T / F
3 Jac takesIhe letter TIF
o Ask students toreadthe cartoonsilently and tellyouwhy Jim
is unhappy (Tonicis listening to loud music atnight,and Jim
is trying to sleep)
o Ask students to read the grammar box and explain that the
example sentences show the a irmative, negative and
question forms of the Present Continuous Ask students to
read these again and tell you how we make the Present
Continuous (we use t o be and the main verb with - in g )
Remind them th t whe a verb e ds in-e, we take off the
-e before adding - i n (ignore- ignoring) Draw their attention
to the order of words inthequestion
• Remind students what the short answers areto the question
Are you crying , Ange/a? (Yes,I am.No, I'm not Writeh / no t
s leep , we / have an argument and it / rain? on the board and
ask individual students to make sentences using the Present
Continuous and these words
A
•Ask students to read the wh le paragraph silently and to
think about which words go in the gaps b fore they write
any answers
o Tell them to look atwhether the su ject before each gap is
singular or plural and remind themto think aboutthe spelling
rules forargue and get Remind them again that when averb
ends in - e , we take off the -e before adding -ing (ignore
-ignoring), and that we double the final consonant of
one-syllable verbs before adding - i ng (sit- sitting) _
o Check the answers as a class
o Askstu ents to do this exercise individualy.Tell them to look
back at the example in the grammar box if they don'tremember how to form questions
o Remin students that we don't use the main verb in short
answers - onlythe correctform ofto be
o Check the answers asa class
o Explain that studentswi h arabrother and sistertalking and
that they have to listen very carefully to decide whether e ch
statement is trueor false
o Askstudents to readall the statements beforethey listenso
they know exactly what information tolisten for
o Explain that students shouldanswer asmany questions astheycan thefirst timethey hearthe tape,then play the tape once
o Ask them to check their answers and also to try to answerany remaining questions as they listen again, then play thetape a secon time
o Check the answers as a class and, if necessary,explain why
2 and 5 are false (Seepage 124fortapescript
Answers 1 2F 3T 4T 5F
o Askstudents to workin pairs to tell each otherwhat gets on theirnerves about their family and friends,using the wordsin the box
o Point out that they should use the Present Simple because
they aretalking aboutthings which people often do
o Tell students to listen carefully to th ir partners, so that they
cantell th classwhattheir partners said
o Goround the classwhile stu ents are speaking tomake sure
they are using correct grammar and vocabulary
o Ask some students totell the restofthe class what gets on
their partner's n rves ab ut theirfamily and friends
St a r W ords
find and underline them in the lesson
to close their books
students to tell you the words
Answers
kind
friendship
trustsensible
forgiveignore
miserablelie
argumentjealous
VocabularySee photocopiable material on page 142
www.frenglish.ru
Trang 14Vocabulary:
present simple and present continuous
responses
nasty/kind, shy/confident, silly/sensible)
OReading
A
Answer 2 ( he always listens to classical music !
B
as a class
Answers
everyone ' 11b r ing the juice )
w eekend! )
mum wants you to turn down the music
He ' s cool!)
Wy cool cousin
tJReadin9
Read the dialogue What kind of
music does Marcus listen to?
eAnswer the ques t i ons Write your answers in your notebook
1 Wh o is M arcus?
2 How d o es M c us help Mrs S i mmonds?
3 How l ong i s M arcus stay i ng al Brad ' s house ?
4 Why does Ma r cus come into Brad's bedroom?
5 Wh y oes B ra d a e his mind about Marcus?
bf;abUJary
A
theythinkbad - tempered has a positive or negative meaning
Extra class activity
B
Trang 15St rWords
f A l Y AHD ff n E OS ussce 3
Match the stickers wr t hthe words.
Cl Match
1 Sorry t obother you.
2 What ' s the maner ?
3 Would you like a dr i nk?
4 Here you are.
e I don ' t feel well
Present Simple and Present Continuous
Present Simple
We use t he P r e sent Simpl e t o ta lk a bout
• perma n t sta les.
• things we o fte n do.
• g eneraJtruths
Wl lh the P re se n t Si ple v -e ofte n use adverbs of
f requency a d ti me expre s sio ns : always , usualy ,
often, somet mes, rarely, never every
day / week / monlh / year at h week d, on
Mondays, etc
Presen t Con l lnuous
We u se t he Pres ent C on t i n uou s t o talk abou t
• hings whic h ar e i n progre ss at th e t ime of s pea kin g
• hi ngs whic h are in p r ogress a fOund the tim e of
speaking Of a re temporary.
Witht he Pres e t Cont in ous, we often use t ime
expressions: now , el Ihe moment o y, his
morning et
o look back at the dialogue UnderlineaBthe adverbs
ot frequency and time expressions tor the Present Simple and circle a1llhe lime expressions for the Present Continuous
G C i rcle the co rr ect w o rds
1 M y brot h fs <loin IOOld I arm' l OOlding my b i <e w
2 Tl IT l lh e ms c do Y JIl! "'1 y cou s in s byIare tryInQ 10 wa tch
te l vi s ion.
3 Grandma isn ' t rude She always li stensI is list en ing
to people
4 We ' re really hungry 0 0 yo u cookIAre you coo k ing ?
5 A r l h r look sI is looking b ad -t empe r edf N e ry o m irg.
6 M y fne nd doesn't giveIisn't gr - ling m e pre s t s f te n
l ook at t he pic t ures wjth your partner and talk about Marcus Use these words 10 help you
I play 51eep tal _tch -I
At the w eekend Thi s we ek end
Present Simple and Present Continuous
A
Answers
Present Simple
Present Continuous
B
find and underline them in the lesson
• Ask students to tell you which Star Words are verbs
(admire, bother, mend, turn down) and which ones are
polite, rude, upset).
an adjective in each sentence This exercise can be setfor homework
Extra activity for early finishers
Reading
www.frenglish.ru
Trang 16sequencing picturesasking and answering questions about likesand dislikes
Lead · in
ask some students to read their paragraphs to the class
• If the Star Words exercise from Lesson 3 was set for
sentences to the class
or whether they know anything about it
(lReading
A
Janice thinks Black Beauty is a great book.
Answer It teaches us important lessons about friendship
B
explain the meanings if necessary
• Ask them to read the web page again carefully to find the
places where they find the answers
as a class
An swers
Ginger.)
Jerry Barker.)
of the web page
owners treat her very badly.)
him to cross a bridge but he knows something is wrong
driver Jerry Barker)
4 Who looks after Black Beauty? (Jerry Barker's family)
are lots of interesting characters.)
Reading level Ages 9·12
Rt 'Viewer : lan i ce NelL12, E d ilb gh, Sco tl a
I a m r ead the b oo kmo ck B e aut y,Thi s boo k i s a bo ut the life and a dv e ntures of an extraord i nary horse
calle d Bla ck B ea y.
1 l ove thi s book I think it teach es u s imp o rtant l essons a b ut f r iend s hip Black Beau t y's best friend is a
h r se ca ll ed G in g er I f e el s orr y f o r her b eca u se m t of h r o wn e r treat her ver y badly and s he is
un ha pp y Bl ac k B e aut y a l so s u f fer s- o n e of hi s o wner s di s lik es h r ses and is cru e l to him But Black
B ea y i s a l ways kind and gent l e t o ve ry o
B ck Be a ut y ha s m a y a d ve nture s 1 Co n l lik e be st i when he h e lp s o m e people in a st o rm They
wa nt m t o r oss a brid ge b u t Black B e aut y kn o w s so m e th i n i w r o ng and he r e fus es to m ov e.
M y f avo urit e h racter i th e c a dr ive r Jerry B ar k r He i s a goo d friend 10 B l a ck B e auty J e rr y never
loses h is te mp e r a nd hi s fa mil y ta ke s ca r e of Bl ac k Beaut y ver y w e ll
I be li eve m any chil d r e wi l ove th i s b oo k T h e s tory is e xcitin g and th ere m e lo ts o f i n t ere s in
ch ar acte r But f o r m e is g reat becau se it talk s a out t h e imp o rtan ce o f fri e ndship fIt Comple t ethe book card
• Check the answers as a class
Answers
1 take care of
2 have a chat
3 keep in touch
4 feel sorry for
5 lose his temper
B
about the meanings of the words Point out that some of the
Answers 1 c 2e 3d 4b Sa
rammar
Stative Verbs
Continuous (Present Simple)
Trang 17oComplete the se n tences with the words below.
fee l sorry tor have a chat keep in touch
lose his temper take care of
We do not usually use stativ verbs wih contn s
tenses Common stanve verbs are:
verbs of senses:
feel, he r see, smeD, Sound, taste
This soup s m e ls debcious
verbs of emotion:
dislike, hate ke love, n d, prefe w or
I o ve this book It· s about the in " lX:W1ance of fliendshIp
verbs of underslanding and opinion:
appear, believe, org l h pe, imagine, know mean,
remember, seem, hink, understan
I don ' l remcmbor Ja n e's phone number.
verbs of possessio :
b longto,own
00 you own this bernruful horse?
Look at the pictures and complete the se n tences with the Presen t Simple or the P resent Continuous.
to move
2 t • ••.•• • • • (know) S am He
( s tudy) in Par i s thisyear.
t h i s w e ek
4 o (su f fer) beca u se her arm
i s inju r e She (n eed ) help.
5 My s i sters (play ) the p i ano.
1
familiar with
the answers
Extra class activity
rstening
• Explain that students have to listen to the tape and write the
then play the tape once
Answers a2 b4 c5 d1 e3
be set for homework
Extra activity for earl, finishers
Reading
www.frenglish.ru
Trang 18describing pastactionswriting a paragraph about helping a friend
Lead·in
• If the Star Words exercise from Lesson 4 was set for homework,
askstudents to read some of their sentences to the class
• Askstudents what they think we mean byareal friend. See if
Lessons 2 to 4 Writeareal friend on the board,then write their
ideas under this.Writenot areal friend on the board,then ask
them to say what kind of person is not a real friend and write
their answers under it.Leave these words on the board and
add new vocabulary to this asit comes up in the lesson
A
• Ask students to read the two stories sile tly and then to
reasons for their answers
• Check the answers as a class
Answers
1 The ant and the dove (The tiny ant saved the dove's life .)
2 The bear and the travellers (Never travel with a selfish
person like Fred He left you on your own in an emergency!)
B
information they need tofind
•Tell them to read the stories again carefully to findthe answers,
and tounderline the places in the stories where they find them
• Check the answers as a class
Answers
1 no(I gave them abig shock T e bear came up to him )
2 no(He lay on the ground and pretended to be dead.)
3 no( it didn't attack him )
4 yes(A d ve decided to rescue it The dove dropped a
twig into the river.)
5 yes ( the ant bit his leg and the hunter missed.)
3 What kind of person did the bearthink Fred was? (selfish)
4 What did the ant do with th twig? (climbed onto itand
swam to the river bank)
5 Who wanted to shoot the dove? (a hunter)
A
•Tell students to think about which words in each group are
the same in some way
• Students can do this exercisein pairsto discusstheirchoices
• Check the answers as a class, asking students to give
reasons fortheir answers
f'1Re'8tJt/lg
Read tile sloriesand m~at~ch~tlW:!!'.m - ::: ;= ~ I
1 Utle frI ds can t diffIcult mome ts
2 Rea l mends s t ay Wlttl vou a
The bear and tire tmvee£ers
T w o l d men d , Fre d and B i ll , w ere on a journey together i n the mountains
Suddenly, they saw on e n ormous bear 11 gove th em 0 bi g h ock F r ee!
quickly c limbe d 0 tre e a nd then he hid in I h branche s B i ll d i dn' t hov ime
10 g el aw ay H e l a y o n t he g roun d a pr ete nded l a de a
T b r c o me u p 1 0 him a n j l cos ed 01 him B ill di d n't m ove The b e r
t o e him and sm e lt h i m , but i I drdn ' ctf a d; him It wen t o wo y o m him When 1 1was sa f e, F r ed climbed down the tree 'Who t d id t he b e ar
w s er in yo u r ear ? ' he ask e h i s fr ie nd ' He ga v e m e som e o od
a vice: r e pl ied Bm ' He s i d th i s : N eve r I rave l wi th 0 se l fI Sh p e rs o l ik e Fred H e l eft you on yo own In o n m e rg encyr
The ant and tire dove
One da y en an t tr ied 10 dri n s am e w a t er fr o m a r iYe r b t leM i n A dov e
fe l s orr y f or the anI bec au s it w as in dang er a nd dec ided 1 r e cue 1 1 The d ove d r oppe d 0 IWlg i nt o the ri v er The o nl d i rnb e on to the t wi g and swam 10 the ri v er bank It was glad 10 be ol i v and said Ihank you 10 the dove for i t s k i ndness
oWrite y es or no
1 D i d reo and B ~ fr i ghten the bea r?
2 Did Bitlla t asleep?
3 Did th bear hurt Bil l ?
4 Did the dove help the ant?
5 D i d t h ant bite the hunte r ?
Answers
1 gun (Atwig and abranch are parts of a tree.People use
2 hunter Adove and aneagle are birds Ahunter is a person
3 touch (Whisper andsh o ut are ways of talking Youtouch
something with your hand
means not alive any more
5 attack (You save or rescue someone in danger You
attack someone to hurt them.)
B
• Point out that some of these words appeared in the stories onpage 14 Tell students to look back at the stories and find the
words incontext if they aren't sure of the meanings
• Explain thatall the pairs of words are opposites and studentshave to decide which word matches the meaning of thesentence
• Ask students to do the exercise in pairs, but check theanswers as a class
Extra class activity
Ask students to choose 5 words from Vocabulary A and Band
to write anagrams of them in their notebooks Then tell them toswap their books with a partner to find the answers When theyhave finished ask individual students to write one anagram onthe board for the class to solve
Trang 19bf;abU/ary look back a t the stones and underline all the
aff i rma t ive irregular verbs in the Past Simple
How many are there?
Circle the od d one out.
(i) Complete the d < og u ewi t h the Past S i mp l e.
Usa: Vlhich sto (1 ) • you (prefer) ?
la I ( 2 ) ", ( not l i ke ) Theant and /he do v I (3 ) (enjoy) t story ab t the bear an the travellers more
Usa: Why?
lan: Because i (4) ( have) a better message
use: Wtlat(5) (be) hemessage?
lan: It ( 6 ) (s ) that real friends Ihink 0 others first
oCircle t he corr e ct words.
1 My best frie is ery shor In fact she's
tinyIenormous
2 Mycousin is very difficult ! easy - going She never
argues with ether people.
3 Thank you for your nastinessIkindness It was
an emergency and you wefe very helpful
and asked me to play footb L
5 The twins are selfIShI generous They never hin
of other people.
Look at the pictures with your partner and talk about what the s e people did fo r t heir friends Use these words to help you
be Qrateful tClf'9ive
Past Simple
We use the P a st Simple to t alk abou t
• hing s wh ich s t a rt ed a d f inishe d i n t he pas t
• t h ings i n the pa st •••• hich we re habits.
• hings wh i ch h a ppened on e afte r t he other in
Ok! you see your friend Jane lasl week?
wrnea paragraph in yo u r no t ebook about what you once did to help a friend.
rammar
When I was young, I played in the garden with my friends
The bear touched Bill , smelt him but it didn ' t attack him
Did you see your friend Jane last week? (Things which started
A
answers as a class
(Students should underline the following)The bear and the travellers
The ant and the dove
B
they are using correct grammar and vocabulary
• Ask one student from each pair to choose one of the four
friends
form on the board to help them think of ideas to write in their
Trang 20Revision strategies
• Explain to students that the exercises in this review are
revision of the material they have learnt so far Tell them that
it is not a test and that they should ask you about any
grammar or vocabulary items they are still not sure about
• Before students do the exercises, go through the points
below as a reminder of what has been covered in Lessons 1-5
Students can do the exercises individually, but check the
answers as a class If students have any difficulty
remembering words, tell them to look back at Lessons 1-5
Vocabulary revision
• As students which words they remember from Lesson 1 for
family members and check they remember the phrases have
rel ati v e Ask students for example sentences using some of
the words and phrases
• Make sure students can remember the phrases from Lessons
2 and 4 by writing the verbs on the board and asking
students to complete the phrases Write the words calm ,
students to tell you the opposites Leave the words on the
board for Writing 1
• Say the first halves of the matching statements from Lesson
3and ask students to give you suitable responses Ask them
to tell you why people might say these phrases
• Write the words bad-tempered , generous , hard-working,
one has a positive or negative meaning Ask them to tell you
a y other adjectives they can remember to describe people
from Lesson 5.Leave these words on the board too
• Check that students can remember the synonyms from
Lesson 4 by writing cruel , e x traordinary , gentle , marvellous
synonyms
students to put the words in pairs depending on their meaning
Grammar revision
• Check that students remember when to use the Present
Simple a d how to make the affirmative, negative and
questio forms, and short answers Ask students to tell you
some adverbs of frequency and time expressions which we
Present Continuous Ask them which adverbs or time
expressions we use with the Present Continuous
• Ask students to tell you the stative verbs they remember
which we don't usually use in the Present Continuous
• Write the words playand walkon the board and ask students
h w we make the affirmative Past Simple ofthese Then write
b , ha v e , say and see and ask students to tell you the Past
Simple affirmative, negative and question forms of these Ask
them what other iregular verbs they know
A
As students to match the adjectives with the pictures Point
out that these words were all Star Words in Lessons 2-5
oComplete ttie sentences with tile Present Simple
not bother n t share
4 lena a nd l ola a roo m - they've
001 one each Tara ' s dad •.• when she talks on t he phone a lot?
eCircle th~correct words.
1 I feel sor r y f or / about 61eMa bec a use n obody likes ne.
2 tesev gets / o n my nerves because she is ' t polIte.
3 Please turn u n erIdown the television It's too lo d!
4 My mu m still k eeps i n / at t ouc h w i t h som e o f h er o ld
1 weIvisitingIrelativesIare / our
oCircle the odd one out 2 is n ' tho me/ K evi n / lea vi ng /l o y
3 easy-going bad-tempered calm
5 ps et m i s erable s en sib l e
6 extraordinary gen t le amaz in
3 ignoring / momentIOl iverIme / isI ltIe /at
4 mendingI 1 m yIgrands o ' sIamIbike
5 Kay/ wh isperin g /ea r ln/ is/her/?
grandchildren or children, but a wifeis a woman who ismarried to a man.)
2 trust (You shout or argue when you are angry, but you
3 bad-tempered (Easy-going and calm have got positive
4 attack (Take care ofand babysit both mean to look aftersomeone, but you attack someone to hurt them.)
5 sensible (You are upset or miserable when you areunhappy, but you are sensible when you make the rightchoice.)
6 gentle ( E x trao rdi na rya d amazingmean unusual and very
Trang 21GCi r cle the correct answers.
1 There i a horrib l e sm e lbecause D a
oCo m plete the paragraph wnh the Present Simp l e r
the Present Continuous My Grandma
M y r an dm a i s s ix t y -t h ree years o l d I'm
Hel e n ot t en (1) (fee l ) l onely because
she ( 2) (be ) an on l y ch il d She really
(3) ( dis l ike) summe r holidays at
hom e be c aus e h e never (4) (k no
wha t to do This year , however , Helen and her parents
uncl e H e (7) (own ) a big beautiful
ho u se by the se a The hol id ay i s marvellous and Helen
GThe words in bold are wrong Write the correct words.
1 C her y! ci d n't we n t 1 0 the party
2 h nk you ! You s ve my l i fe!
3 Di d y ou r esc u ed anyone?
4 Lau r a uys a hor s e last year.
5 I n ot k no w t h t Bri a was M r Brown ' s son!
6 Wh a ldidyou s id ?
E
Remind students to read the gapped sentences first so they
u derstand the meanings before they try to find the missing
Ask students to read the sentences carefully to understand the
meanings and find the subject in each one Remind them to
think about the spelling rules for the third person singular
Tell students to think about which words make verbs in the
Present Continuous, then to find the subject of the sentence
Point out that two of the sentences also have time expressions
a d that one of the sentences is a question
Answers
1 We are visiting our relatives
2 Kevin isn't leaving home today
3 Oliveris ignoring me at the moment
4 I am mending my grandson's bike
5 Is Kay whispering in her ear?
C
Point out that most of the answers are adverbs offrequency or
time expressions and tell students to choose the one which
matches the verb tense
Answers 1a 2a 3a 4a 5b
DAsk students to read the whole paragraph carefully to
understand the meaning Point out that some of the verbs are
stative and tell them to look back at Lessons 3 and 4 to
remember the uses of the Present Simple and the Present
• As this is the first exercise of this type in the Student's Book,
explain that the verbs in bold are grammatically wrong a d
that students have to write them in the correct form
• Tell them to read each sentence carefully to find out whether
the verb is affirmative, negative or a question, and whichtense matches the meaning
• Ask a few students to read the paragraph aloud to checkthe answers as a class
• Read each question to the class and ask students to look
at the description in Writing A to see how the writeranswered each question about her grandma Ask them ifthey can think of other adjectives to replace any of theanswers Then tell them to use the questions as a plan fortheir own descriptions using vocabulary and grammarfrom Lessons 1-5
• This can be set for homework Make sure the writing task
is corrected and feedback is given before students doTest 1
Your students are no w ready to prepare for Test 1 in the Test Book They should revise the grammar and Star Words presented in Lessons 1-5, and Review 1.
NOTE
See page 23 for project instructions
www.frenglish.ru
Trang 22• Go over any mistakes students made inTest 1 and make sure
they understand the points they got wrong Ifthere are still
any areas of confusion, tell students to look back at the
relevant lesson and go over the points again with them
• Explain that this is the first episode of a story that runs
thro ghout the Student's Book There is an episode of the
story after every five-lesson review and it features the
Sho ting Stars, the children who the students read about at
th beginning of their books
• Ask students what they can remember about the four
members of the Shooting Stars Forexample, they may recall
h w old the children are, what instruments they play, what
other hobbies they have got and what their parents d Tell
students to look back at pages 4-5 of the Student's Book if
neces ary (See summary below.)
Meet the Shooting Stars summary
Role in guitarplayer drummer keyboard singer
writes songsHobbies tae kwon do, computers footb ll
Pets dog (Frodo) dog(Roxy) 3 cats,
parrot(Chicken)
• Ask students if they can remember what each character says
about last year (See summary below.) Remind students to
look b ck at pages 4-5 of the Student's Book if necessary
What happenedlast year
Brad ThHis friebandendws gaonvtehhimTeenanStew garscouitamprforetitihios bn.irth ay.
Emily's mum helped Roxy wh nsh tried to eatLizzie's
microphone
Shehurth rf otina footbalmatch
She moved to Greenfeld nd met her best friend,Emily
Her bandwona competit nand madea CDand a video clip
2 Where's my guita r ? I need to ca r ry
my guitar to my music less o n.
3 T he stage a t h e conc e r didn't wor k
wel l and we couldn't hear anything!
4 I like the of this song, but 1don 't l i ke the music.
5 I've got a about a concer t on Sa t ur d ay
in the park Would y o u like to come?
oAn er the Qu stions Write your answers in
y ur noteb k.
18
1 Where do the Shooting Stars re a d about the
starving children of Africa?
2 Whosponsors a child?
3 WhO has the idea for the concert?
4 Where will the Shooting Stars meet tomorrow?
5 Where will they have the concert?
The story
• Ask students to look at the pictures and to read the story silently
asthey listen Play the tape to the end of the episode and ask
why the children are writing new songs (T ey decide to have a
charity concert to help the starving children of Africa.)
• After students have listened to and read the story, ask them
to read it aloud Allocate the roles of Ken, Brad, Lizzie andEmily to four students for Boxes 2-4 and to another four
students for Boxes 5-7 Ask one student to play the part ofthenarrator in Boxes 1 and 8 If necessary, repeat the story withdifferent students playing the parts until every student hasplayed a role
2 Ken's mum (Ke says, My mum sponsors achild.)
3 Brad (Brad says, Do you remember the charity concert
4 at Ken's house (Ken says, Le t 's meet at my house
5 in the park (Lizzie says, Let ' s have it in the park )
Trang 234 Are there charity concerts I n your country?
5 Who sings at these concerts?
1 Emily the concert i s a bri ni ant idea.
2 Marcus • Brad with h i s computer at the m omen t
3 I to my fr i e ' s party last night It was great l
4 Sally and Kim H•••• • •••• • ••• • ••• •• classical music They listen to
enough food and water for a year? (£200)
got? (nine)
equipment)
e
that students can read them again in context to understan
tense to use
check the answers as a class
Ask students to work in pairs to think of another group of
NOTE
permission to use the photos
Project 1Family
o Start by writing a list on the board of all the words forrelatives that students can remember
o Ask students to read the paragraphs on the poster aboutrelatives Then ask them to write short paragraphs likethese about themselves and their relatives Remind them
to use the family-related words they have learnt
o Provide glue and card, and tell students to stick thepictures of their relatives on the card to make their ownposter Ask them to cut out the sentences which theyhave written and to stick these beside the pictures
o Ask students to show their posters to the class and readthem out
o Stick their posters on the classroom wall
www.frenglish.ru
Trang 24replacing missing sentences
country at that time, and what they think was better or worse
about them than schools now
OReading
A
very strict (Teachers were very strict and they used to
B
clues about where to put the sentences which have been
the gaps
2 d (The previous sentence tells us why it was cold.)
of the article
English)
oComplete the art i cle with the sentences below.
a They use d 10 p u t books o n the i r heads to p ractise walking.
b This was bec a use they u sed to wo r k.
e This was a hat w lt h t h e lette r 0 o n i t.
d T his m eant i was very cold in t he class r o ms.
group belong together and then to add the words from the box
• Check the answers as a class
Answers
2 absent (not here)
told to do)
4 properly (in the right way)
ranJnJaf
Used to
use used to to talk about situations which existed in the past
• Ask students to look back at the article on page 20 and circle
Trang 25Complete the word groups.
absent classes college
We use us t o to talk about
• things which happened otten in the past but don't
happen now.
• situations which existed In the pas! but don't e i st
now.
Affirmative Negative
I used 1 study 1didn't use to study
you used to study you didn't use to study
he/she/it used to sludy he/s frt didn't u se to study
we used to study we didn't use to study
you used to study you didn't use to study
they used t o study they didn't use 10 Sludy
Question
Did! use to study?
Did you use 1 study?
Did he/she/it use to study?
Did we use 10 study?
Did you use to study?
Did they use to study?
Yes, you did.
Yes , they did.
No I didn't
No , you didn't
No, he/s fl didn 't ,
No , we didn't
No, you didn't
No they olon't
oLook at the picture and complete the paragraph with the verbs in brackets Use theaf irmative or n gativ form of used 10
My gra n dfathe r (1) (be) a teache r i n
pupil s, o l y y o ung c hi n The chi l dren in his clas
(3) (wear) uniforms My grandfather
wa s s tr t and his pu pi l s (4) ( be )
ve ry o ed ie n t They like i m , h wever, and some t imes
they ( 5 ) (give ) him presents.
G Write qu tions using u sed 10 in your notebook.
Th ask your teacher Ihe Questions.
1 you ! wea r a sc ool uniform
2 your fri e nds! at en he s e schoo l
3 your te chers! punish you
4 you! go to co l ege or university
5 your teachers / give you a lot of homework
o Ask students to read the whole paragraph and look at the
picture silently and to think about whether the answers will
use the affirmative or negative form of used to
o Remind them to think about how used to changes in the
negative
o Check the answers as a class
Answers
1 usedto be
2 didn't use to teach
3 didn't use to wear
4 us.edto be
5 used to give
B
o Do the first question together as an example to make sure
students understand how to form questions Give your own
answer to the question
o Ask students to do the rest of the exercise individually
o Check the answers as a class by asking different students to
read out each question and giving your personal answer to
each one in turn
Answers
1 Did you use to wear a school uniform?
2 Did your friends use to attend the same school?
3 Did your teachers use to punish you?
4 Did you use to go to college or university?
5 Did your teachers use to give you a lot of homework?
Ask students to think of three things they used to do in the pastbut don't do now and three things they didn't use to do but they
do now Tellthem to write them in their notebooks, then asksome students to read out some of their sentences
Ask students to tell you how their teachers punish them whenthey don't do their homework, or are naughty in class
•Ask students to write one paragraph about Victorian schoolsand another about modern schools Point out that they canuse the ideas they talked about in Speaking and the promptsgiven in the Student's Book
• This exercise can be set for homework
St a r Words
• Ask students to read the list of Star Words silently and tofind and underline them in the lesson
• Ask them to look at the words again and then to close
page 152
ReadingSee photocopiable material on page 143
*
*
www.frenglish.ru
Trang 26sequencing pictures
asking and answering questions using pastcontinuous
I.ead·in
• If the writing exercise from Lesson 6 was set for homework,
ask some students to read their paragraphs to the class
• Check that students remember the Star Words from Lesson
6 by reading out each definition from the photocopiable
exercise and asking for volunteers to come and write each
answer on the board
ding
A
• Checkthe answer as a class
a new teacher ( ' I ' m Miss Collins - your new teacher.1
B
• Ask students to read the story carefully again to decide
whether the sentences are true or false,and to underline the
places where they find their answers
• Ask students to do this exercise individually, but check the
answers as a class
Answers
2 F ( her family was eating breakfast, but Miranda wasn ' t
3 T (Autumn was Miranda ' s favourite time of year )
4 T (In the corridor she recognised the caretaker )
5 F (All the children stopped talking )
•Ask thefollowing questions to checkstudents' understanding
ofthe story
1 How did Miranda feel on herfirst day at school? (nervous)
2 How will Miranda get home from school? (She will walk
3 Who was in the playground? (children)
4 What did the children do at half past eight? (They went to
their classrooms
5 Where was Miranda's desk? (at the front of the classroom)
A
• Ask students if they know what phrasal verbs are and, if
necessary, tell them that these are verbs used with other
words (adverbs or prepositions) to give them a different
meaning Explain that it is important to learnthese, and the
best way to do this is to learn them in a model sentence that
helps them remember the meaning (see Extra class activity
below)
• Point out that all the phrasal verbs are in the story on page 22
and they can read them again in context if they are not sure
of the meanings
Miranda changed her skirt
Mirandahad a big breakfast
It was Miranda's lavouriteseason.
Mirandasaw the care t a er inside the school.
The children made a 101of noise when they saw Miranda
• Ask students to do the exercise in pairs, but check theanswers as a class
Ask students to write down some short, memorable modelsentences using the phrasal verbs in Vocabulary A.Ask some
students to read their sentences to the class Tell students towrite down their favourite modelsentence foreach phrasal verband to learn these sentences to help them remember themeanings ofthe verbs.Ask students if they can remember anyother phrasal verbs from the previous lessons
Teaching tip
Encourage students to create a phrasal verb file in whichthey list the phrasal verbs in alphabetical order, with adefinition and an example sentence for each one
B
• Ask students to complete the exercise individually by
matching the stickers from the back of their books to thenouns
• Point out that some of the nouns appear in the story on page
22 and that students can read the words in context to helpthem understand the meanings Ask them what they think
sports) and who the h ad teacher is at their school
• Check that students have put the correct stickers besideeach word
Trang 27Question S ort answer s Was I wa vin g? Yes , I was N o , wa sn ' t Were you wa vi ng ? Yes , you we r e No , yo w e r e ' t Was ha / sha /i t w a v ing? Yes , h e/ sh e Mwa s No , he J sh e Mw as
W e r e we wav in g Yes , we we r e No, w e w ere n ' t
W a r e y o w a vi ng ? Yes , yo u w ere No , y o u w ere n 't
W ere t h ey wa v ing ? Yes,t he y w ere N o , they we r e n' t
Ocr n pl e m e sentences wi t h t he phrasal
ver b s below,
find out get up go in pick up put on
1 y ourha ls- it ' ll be co l d today ,
2 D i d yo u which b us go e t o school?
3 P l ea s e kn o ck o n the cl a r o m door befo r e you
look back at t he story and undenine all the examples
of the Past Continuous How many are there
foo t ball on th e l a yin g ld at 1\'10 o ' c lo ck ?
4 I "" " ( nOl ra in) w h en the c hildre n
(wa l k) to sch oo l yo u ( liste n)
oMatch the st i cke r s with the words
Past Con t inuous
We use the Past Continuous
• 10lalk abou t actions which were in progress at a
particular time i n the past
• 10talk abou t two or more act i ons whlch were i n
prog r ess at the same time in the past
• for setting the scene of a story
Aff inna t lve N egative
I w as waving I wasn't waving
you were wa v ing you weren't waving
he/she! l Iwas waving he / sherllwasn't w aving
we were waving we weren ' t wav i ng
you were waving you weren't waving
they were wav in they weren't w av i ng
•Ask students to read the cartoon silently and to tell you when
Tonic studied French (last night) and whether he did this for
one moment or for a period of time (a period of time) Explain
that Jim asks the question in the Past Continuous because he
is asking about what Tonic did for a period of time and not
just at one specific time in the past
•Explain that we form the Past Continuous with was/were and
the main verb with -ing Remind students of the spelling rules
they learnt for adding -ing in the Present Continuous.
A
•Point out that students only have to find and underline the
verbs in the Past Continuous
•Ask students to do the exercise individually Check the
• Ask students to use the correct form of the verb to match the
subject of each sentence and to remember the spelling rules
before adding -ing to the main verb Tell them to look at the
tables in the grammar boxif they aren't sure how to form the
•Explain that students have to listen to the dialogue between
a boy (Dan)and his mother and write the numbers 1-5 next
to the letters a-e to put the pictures in the correct order
• Tell them that each of the pictures is about something whichhappened in Dan's classroom Ask them to look carefully ateach picture first
• Then tell them to listen for clues which go with the pictures,
then play the tape once without stopping
•Ask students to check their answers and write any that theymissed as they listen again,then play the tape a second time.Check the answers as a class (See page 124 for tapescript
Answers a2 b c5 d1 e3
• Ask students to work in pairs to ask and answer questionsabout what they were doing last Monday at each of the timesshown Do the first question and answer as a classto makesure that students remember how to form questions in thePast Continuous Remind them thatAM means morning and
PM means any time after 12 o'clock midday
•Go round the class while students are speaking to make surethey are using correct grammar and vocabulary
•Ask some students to tell the class some of the things thattheir partner was doing
Extra activity for early finishers
ReadingAsk students to think about their first day at a new school and
to write a few sentences in their notebooks about how they feltand what they did Ask some students to read their sentences
to the rest of the class
www.frenglish.ru
Trang 28A
Answers
lake , .)
3 A (We're staying in wooden huts )
B
Answers
which ones they would like to try
oWrife the letters.
W h ich paragraph talks a bo u t
G r eg's f a vourite activity?
the leachers at the camp?
(3)
• Tell students to read the gapped sentences first so they
Past Simple and Past Continuous
which tenses Jim uses in his question (Past Continuous
to show that what Tonic was doing began before the time
:>
x
Trang 29Complete t he sentences with the words below.
b I~ogy co u rse instructor project tal i ll :
1 Vanessa i s s t udyi n at u n i v ers i y
She knows a lo t about plan t s and anima ls.
2 Someone gave a.; about nature
l aslweek at our school
3 My mum w a ts t o do a cookery
an d l earn h ow t o m ake c le ssert s
4 Barry te a ch peop l e ow 1 d r i ve He ' s a d r ivi n
5 I need to f i nd out more in f o rmation fo r my science
about wasps.
Past Simple and Past Continuous
Past Slmplo
We use the Past Simple to talk about
• th gs which started a f nished in the past
• things in the past which were habi t s.
• things which h e ed one after the o t her in
the past
Peet Continuous
We use the Past Contin u ous
• to talk about ectcoe wh i ch were in p r ogress
at a particular time in Ihe past
• to lalk about two ormoreactions which were
in progress at the same time in the ast
• for setting the scene of a story.
We use the Past Continuous and the Past
Simple together when
• one action i n the past Interrupts another
action in the past
• we tell a story in the past
We were cleaning our hut when we heard a
""'
When they arrived at camp It was raining
oComplete the sentences with the Past Simple or the Past Continuous.
G e rge • •.•• ( phone ) you
w h i e you •• .• ( do ) your b iol ogy
T da y w as a h nib l e ay We (1) • for
a n ice w a lk in t he lore s t w i h M , ss l ee Wh il e she
Complete this paragraph about the picture inSpeaking
Write the paragraph in your notebook.
Wh e M iss l ee took
Simple after when because this talks about a specific time.
Then explain that we often use the Past Continuous after
while because this talks about the period of time when an
I hurt my leg on the board for students to see how a sentence
using while and the Past Simple is formed.
Give students a small test on irregular verbs from the irregular
A
• Remind students that for Past Continuous answers they have
Past Simple form is the same for all subjects
Answers
2 were walking, saw
3 arrived, was sleeping
B
sentences before they write any answers
list of irregular verbs on page 128 to find the Past Simple form
given in the Past Continuous
• Go round the class while students are speaking to make surethey are using correct grammar and vocabulary
the people was doing
paragraph about what the people were doing Remind them
to use the beginning given in their books
ReadingSee photocopiable material on page 143
www.frenglish.ru
Trang 30• If the writing exercise from Lesson 8 was set for homework,
ask some students to read their paragraphs to the class
• If the Star Words exercise from Lesson 8 was set for
homework, ask some students to read out their sentences
• Ask students to look at page 26 and tell you what kind of
unusual lessons they think the lesson is about
(JReading
A
•Ask students to read the interview silently to find out who
Roger Maverick is Remind them to give reasons for their
answer
• Check the answer as a class
( you'reaspecial kind of teacher./How long have you been
a magician?/I have worked as a professional magician .
B
• Ask students to read the questions first to see what
information they need to find
•Tell them to read the interview again carefully to find the
answers Ask them to underline the places in the interview
where they find them
• Students can do the exercise individually Check the answers
as a class
Answers
1 two years (I have taught magic tricks to children for two
years )
2 It takes a long time to learn the tricks.(A magician must be
patient because it takesalong time to learn the tricks.)
3 1995 (I have worked as a professional magician since
1995.)
4 They did some brilliant tricks (They went on stage and
they did some brillient tricks.)
5 at the school (We've already arranged our next show It's
going to take place at the school )
• Ask the following questions to check students' understanding
of the interview
1 What is the presenter's name? (Mike)
2 Why have children become interested in magic? (They
want to impress their friends.)
3 When is the next show? (on Saturday 22nd September at
7pm)
4 Where can you get tickets for the next show? (from the
school)
ocabu/ary
• Ask students to look at the pictures and to match them to the
descriptions Point out that most of these words appear in the
interview on page 26
UnusuDI
lessDns flReading
oRead the interview What IS Roger Maverick?
1 How long has Roger been a teacher at th M a erick School of Magic?
• Ask students to do this exercise in pairs, but check theanswers as a class
Extra class activity
Ask students to talk to a partner about a situation when theyhave been clumsy, patient, successful or worried
rammar
Present Perfect Simple - Affirmative, Just, Already
•Ask students to read the cartoon silently and tell you whatthey think Tonic wants to do (a trick using a special box tomake people think that he's cutting Jim in half) Ask themwhether they think Jim is telling the truth (he isn't; he doesn'twant Tonic to cut him in half)
• Read the grammar boxto the class Ask students to turn topage 128 to look atthe list of irregular verbs Explain that
the Present Perfect Simple is made with have / has and the
past participle and point out that this is in the third column
on the table
• Write these examples on the board to show the differencebetween the uses of Past Simple and Present Perfect Simplefor things that happened in the past
Harry Houdini did a lot of magic tricks (He was a magician,but he is dead now so he can't do any more tricks
Uncle Harry has done a lot of magic tricks (He is still alive
and he can do more tricks
A
• Explain that students should use the prompts to makesentences in the Present Perfect Simple
Trang 31Present Perfect Simple
We u se Ihe Present Perfect S i mp l e 10 talk abo u t
• somet ti wh i ch has j u st f in is hed,
• someth in g wh happened in the past an d i s sml
important now ,
• someth i ng whic h happened in the pa s t bu twe
• some t h in g which s tart ed in the pa st but has no t
finished ,
We form the Pr e sent P erfect Simple w i th h v e / h s
a nd the past part i cip l e of t he main verb
The past part ici p l es of regu l a r ver bs are t h same
as th ei r Past S i mp l e affi r ma tiv e f orms
F r a lis t of the past part ici es o f irregu lar verbs.
see page 128
Affirmati v e
I have ( v e) finished
you have (you ' ve) fini s hed
he / she f has (he 's / she's l rt ' s ) f in i s h ed
we have ( we ' v e) fin i shed
you have ( y o ' Ve) fn i shed
th e y h ave ( the y'v e ) f ir n s he d
Just
We can use lust w i th the Present Per f ect Simp l e h
means very recently
I 've I U I nrusnee my homework ~ finished it two
mi n t es ago )
Star Words
Already
We can use alr e ad y w i th the P r esent Perfec t S i mp l e
It m e ans at a t i m e before n ow'
MaO!: has already read that book He r ea d i t l ast y e at)
In a n af f ir m ive se nten c e , j u st and a lr e y us u lly
c o m e afte r h ve l ha s and b f ore th e st parti ci l e
Make sentences with the Present Perfect Simple, Wri t e them m your notebook
1 mma and Chris / just do / a card trick
2 the ma iCianIjust ask / a Question
3 the children / already star !h e exam
4 1 / impressIthe audience
5 weIrrangeIa perrorrnarce
For and Si n ce
We use fo r with the P resent Perfect Simple when we talk about a period of lime.
I 've known Jenny for six years
We use sin c e with the Pres ent P er l e ct S i m e w en
we ta l k ab o t a spec ifi c po i n lln ti me
I've known Jenny ~nce 2000.
; Complete the paragraph WIth for or s in c Adam and wio have been friends { l many year They've known each other 2 ) 1999.
They go to the same school and they've been in Mrs Walker ' s class ( 3 ) six months They don't usually concentrate, but she ' s atient with them, Mrs Walker has worked at their chool (4) 1997 ,
but she ' s been a teacher (5) _ she was 22 years old.
Talk about what
• you ha just done in class
• you have already learnt in English this ar
• subjects you have studied at home th i s wee
ums y c encennate Impres s m agICian paften l p erformance ptoud successful
E UC A l O tl USSON 11
27
o Point out that they need to find out what the subjectis in each
sentence to decide whether to use have or has with the past
participle Remind them of the position of just and already
between have / has and the past participle
o Ask them to look at the verbs in the prompts and tell you
which one is irregular (do) Tell them to look at the list of
irregular verbs on page 128 to find the past participle of do
(done) to make sure they understand how to use the table
o Ask students to do the exercise individually Check the
answers as a class
Answers
1 Emma and Chris have just done a card trick
2 The magician has just asked a question
3 The children have already started the exam
4 I have impressed the audience
5 We have arranged a performance
Teaching tip
Students will find it easier to learn the Past Simple and
Present Perfect Simple forms of irregular verbs if they study
a small number at a time rather than trying to rememberthe
whole list in one go Suggest that they learn ten of these
verbs at a time and continue giving them short tests on
these in the following lessons Remind them throughout
the year to revise these verbs
For and Since
•Read the grammar box to the class
•Point out that we use the Present Perfect Simple to talk about
something that has happened during the time referred to in
the phrase beginning with for / since.
o Write a few more examples on the board of phrasesthat go
with for (three minutes/weeks/days,a long time,a few months)
and since (last week/month/year, their first performance, I
passed my exam)
B
o Ask students to read the whole paragraph silently and tothink about whether the words after the gaps are describing
a period of time or a specific point in time
o Tell themthey can look back at the examples in the grammar
box and on the board to help them decide whether for or
since goes with the phrase after each gap
o Students can do the exercise individually, but check theanswers as a class
o Ask students to try to find all the answers to complete thetable the first time they listen Play the tape once, pausingafter each answer is said to allow time for students to writethe answers
o Ask them to check their answers as they listen again, thenplay the tape a second time without stopping Check theanswers as a class (See page 124 for tapescript
o Go round the class while students are speaking to make surethey are using correct grammar and vocabulary
o Ask some students to tell the rest of the class what theirpartner has done
them to tell you which Star Words are verbs (arrange,
concentrate, impress) , which are nouns (audience, magician, performance) and which are adjectives
(clumsy, patient, proud, successful)
• Ask individual students to choose one of the Star Wordsand to describe it using their own words The rest of theclass should try to guess the word The student whoguesses correctly has the next turn
GrammarSee photocopiable material on page 144
www.frenglish.ru
Trang 32Grammar: present perfect simple - negative, question,
short answersodd one out
OReading
A
Language Now will send new students
B
Language Now? (22)
choices
ZeaTning languages
L a n age N o wha s the an s we r W i thL a ng u a ge N o w , i has neve r b e en eeste r tol ear n 0
f oreign language Ourlanguage courses include everything ou need - books, ccssettes
an d CD- R OMs We h a ven't fo rg o t e n any t hing! The xe rcis es are d ear an d easyt o
u ndersto n d You don' n ed toat t end a c l ass - y canstudyinthecom f ort ofyour ow n
home Ouro l in e tuto r c anh l p with yo ur problems Yo can contact them whenever you want, d ay or night.
O c our se s h ve ha d f an t a st i c r e s u l f or p eo p l e f a l l ag e s H e r e are so m e com m e nt s from
Sue Woltt ts ttged 27, Guili!fwd
I l < Sd to - W n tMt "Russian is; ho t to - Ium t Thw I sow tk Mw tt fM"Uuu]WUJB
Nowand rtle eukd.to try.1N : u v ' the eontt fL r e nt!lt bI ltIeM~iro
""RltSsiDJ\ I'w ~It umed ~ trqI to - ""Rw;siD rwct 1 l lM "I 1h I really \ J rlU\ted to - leam ""RW;SUul ,
om! / Ju , gWllJI' Nf>W has II Ul I' k ~ tUoom eMM true!
CIuutesH(lI " riS(l - fl , ttged.48,~h
_ :~~\~::e~ :~ti:~::?n~~:oC~a~:;e~~~on~::d a S ~ ~ ~ : ra:a ~: :u , ~i : i : '' 'ii1 i; ~~~ ' : e ' 1Isendyouyour f i~t le s sonfree.
( l ) Complete the e - to r ms below.
Answers
Extra class activity
Ask students to see how many of the odd words they can
ramma r
answers
Trang 33Has Joann " " been late for a lesson?
Colin has "" " ead a book in Italian.
Have the qirts finished their project ? Have you """"""" forgotten to o y homewDfk
Nck hasn't finishe the exercis ".
Circle the odd one out.
oComplete the sentences with the Present Perfect Simple.
yet?
2 W e ".""." " " (not have) a PEclass y t
3 the class (study) " "." " hard?
" ••• ••• 1 •• ••••• " • • •• • (pass) heFrench test?
6 My ontine Mor." (not reply) o my
e - mai yet
Present Perfect Simple
NegatJve
J h a ve not (haven ' t) fini s hed
you have not (haven ' fni sh
he fs he [ 1t has not (hasn·t ) finished
we h a ve not (haven ' l) f n i shed
you have not ( haven 't) fn i shed
they have (h aven ' l) fn i shed
E ver , Never end Yet
We u s e v er in questions with t h Present P erfect
Simpl e to ask about things that have happened s o
far i n s omeone ' s li fe.
Have you ever studied G e rman ?
We use n ve r in aff i rmative sentences wi t h the
Pr e s e nt P erfect Simple 10 t a about th i ngs mat
haven' , happened so f a r in s omeone ' sli t e N v e r
giv es Ih e affirmative se nt ence a n egative me a nin g.
Kim has n ver had French lessons
We can use y e t w ith the P r ese n t P erfec t Si mp l e ,
It m ean s unti l n
It' s nine o'clock a I haven' don my homework yet
Have you got the results 01 your science les! yet?
Ev e r a n eve r come be f or e the p ast pa rt i c ipl e
Y et c ome s at the end o f th e s en t ence
try to remember the past participles of the irregular verbs
to each sentence Tell them that they should try to find all the
answers
play the tape a second time without stopping Check the
about learning English or another foreign language Tell them
and anything else they can think of
they are using correct grammar and vocabulary
• Ask some pairs to repeat their dialogues in front of the class
Reading
www.frenglish.ru
Trang 34Revision strategies
• Explain to students that the exercises in this review are revision
of the material they havelearnt from Lessons 6-10 Remind
them that it is not a test and that they should ask you about any
grammar or vocabulary items they are still not sure about
• Before students do the exercises,go through the points below
as a reminderof what has been coveredin Lessons6-10.Students
can do the exercises individually,but check the answers as a
class If students have any difficulty remembering words tell
them to look back at Lessons 6-10
Vocabulary revision
• Write absent, classes, c o llege, PE, obedient and properly on the
board and ask students to add the school-related words they
remember from Lesson 6 to form groups with these words
• Ask students what the remaining four Star Words in Lesson 6
are and ask them what they mean
• Ask students what phrasal verbs they remember with f i nd ,
• Check that students remember the words for people and
things in schools from Lesson 7 See if they can give you a
sentence using both recognise and wave.
• Write biology , course, hut , instructor , luckily, nature , project ,
ask studentsto callout each word as soon as they know it
• Ask students to tell you what adjectives they remember to
describe people from Lesson 9 Ask them to give you an
example of something each type of person might do Then
write arrange, audience , concentrate , impress , magician and
sentences using one of the verbs and one of the nouns
•Write the Star Words from Lesson 10 on the board and ask
students to say which are verbs, nouns and adjectives
Grammar revision
•Write used to on the board and ask students to give their own
example sentence about someone in their family using used
negative and question forms, and short answers
Continuous and when to use it.Write The sun was shini ng
yesterday on the board and ask students why we use Past
Continuous to say this.Ask them how we make thistense
• Check that students understand the difference between the
uses of the Past Simple and the Past Continuous and how to
use these tenses together Write I was studying at university
in their own words why this sentence uses the two tenses
Ask them to give you another sentence using both tenses
• Ask students which words we often use with the Present
Perfect Simple and ask them to make sentences using each
of these words Check thatthey know howto make allforms
of the Present Perfect Simple
A
• Ask students to find three words from the boxto match each
heading
• If students have any difficulty remembering the meanings of
the words,tell them to look back at Lessons 6-10to find them
caretaker college corridor dictation exercise instructor project tutor university
oComplete the sentences with the correct form of
G C i r cle the correct w or d s.
1 Maira • (go) to Everoreen School
1 Susan can ' t concentrateIpunish property in c l a s.
2 h e ch i klren d on 't get upIpick up ea r ty in the sch holidays
3 H a r ry wa s very proud! wor r i e wren h e gOI an A
in biolo
4 Didyou know t h at Julie i s f luenl ! absent in R u ss i an?
5 Bo drops h i s pencil all the time - he ' s very
cl um sy/o d i ent
o look at the pictures and complete the sentences With the veus below Use th e Past C o ntinuous
eat drink lie not play not watk watch
e Complete the sentences w i th the wo r ds be l ow
arrange attend communicate Improve include recognise
lves on ycur streett
3 At eight o ' clock, Da l sy ; 10school
- s e was on the bus.
5 At halfpast o , Daisy and her friends in the playground because they had
a French test
6 At t our o'c l ock, D a i s TV
Answers
11dictation
Trang 35(1 ) Thanks for yoor e-mel m fine I've had
a really good week.
Cl) Complete the dialogue with the Present Perfect
Simple.
On Monday, Mr Cox, the PE teacher,chose me I Of the school basketball team ( 2 ) I also got a goo d mark form ybiology project Mrs WIn ters g ave
G ea r g : Jake ( 4 ) (not g o) 10 scho l
yet l ook, he r e he comes now.
Jake : Mum I ( 5 ) _ (lose) my bag.
Can you help me find it?
M u m : Oh no!
( 3 ) T el l m e you r news in your next e - maf
Write back soon
(4) .
Sean
f) Circle the correct words
1 Our teacher hasn't g iven us our school reports
a l r e dy/y et
2 I have j ust / ever sen t an e-mej to my anline Mor.
3 he he a t e h er at my schoo l has neverIyet h ad a
conversation w it h me.
4 Mrs Jones h a ta ug hl h er e forIsince te n ye a r s
5 i ll h as neverJl ready r ea d th a t b ook a bo u t
m a ic i a ns and it really i mp r e d h im.
A
whether to choose the Past Simple or Past Continuous in
o
• Tell them to read Sean's e-mail carefully and to look forclues about where to put the sentences which have beenremoved Tell them to think about the general meaning ofthe parts of the e-mail where the gaps are, and to decide
if the missing sentences make sense with whatever isbefore and after the gaps
Answers
and in the third paragraph he closes the letter by
B
• Tell students to read Sean's e-mail again and to checkwhere the three phrases occur Ask them how manyparagraphs are in the e-mail and what each one tells us.Write a paragraph plan on the board:
1st paragraph Thank Sean for his e-mail and ask how
he is
2nd paragraph Tell Sean your main news, then give
details about it
3rd paragraph Ask Sean to write back to you
• Tell students that they can begin their e-mail with Hi, Hello
or Dear before Sean's name Then they can end it in the
same way as Sean's e-mail
• This can be set for homework Make sure the writing task iscorrected and feedback is given before students do Test 2
NOTE
www.frenglish.ru
Trang 36• Go over any mistakes students madein Test2 and make sure
they understand the points they got wrong If there are still
any areas of confusion, tell students to look back at the
relevant lesson and go over thepoints again with them
• As students what they remember about Episode 1 (See
summary below
• If students have trouble remembering what happened in
Episode 1,askthem the following questions
1 Who did the children read about in the newspaper? (the
concert)
(leaflets)
4 Whowil givethem stage equipment? (Lizzie's mum)
5 Whatdothey need to writeforthe concert? (newsongs)
Brad's dog, Frodo, brings the newspaper inside from the
gardenand makes Brad's guitar casedirty Lizzie picks up
talkabout waysto help them Bradremembers the charity
have one They decide to meet at Ken's house to make
leaflets and find a place to have the concert Lizzie says
they can borrow stage equipment from her mum's theatre
and havethe concert in the park The Shooting Stars write
Uz : z : e : ma r s gre a t Mum Thanks Oh , mere ' s
some t h i ng e l se too can you p ho n the
c n and ask ab ou t the park ?
MrsEv a s: Of c erse I can, L i zz i e Y ' re a lucky gi o
ka v e a mother l ike m e !
eKen: Oh,not
E mlly : What ' s w r ong? What are y o u sh ou ting
ab o ut , Ken?
Ken : T h i s computer used 10wo r k real l y wel l
I don' kno w h at ' s wrongl
I 've l ea rned a lot T h ere ' s a l o t t o l e arn
I 've a l w ays k ow n t h t ov e m ake s t h wo rld tu
An 've (5) a l ot o f ri en d , yo u see
A I this time 0 1 my li fe
I 'm get t in g re a dy to g o i n to t he w orl d
I 've become a yo u ng woma n , not a l tle girl 0 /
And I ' ve grown u p (6) and free. - J
~
I h ve n ever been 1 0 F rance an d I ha v en' t seen Spain
My friend has been to L ondon It r ained and ra i ned
I 7) flown acros s E urope down 1 0 Italy
T here are so many things I want to do
I ' ve already made a (8) • • Have yoo made one too?
H ave I fOOJO t tenanyt h ing? No! Now come w ith me
I used to play with toys on the floor ,
Now I ' m not a little (1) any more fII •
Since I was smaU I h a ve wante d to be si x teen
And now I ' m ( 2 ) , I have f oun d
T hat I ' ve l anded , bo1h (3) 00 lIle ground
32 I haven110st my l ove of l i te and I have built new <Yearns
-The story
• Ask students to look at the pictures and to read the storysilently as they listen Play the tape to the end of the episode
a d askwhose favourite song they sing (Emily's)
• Afterstudents have listened to and read the story,ask them toread it aloud Allocate the roles of Ken, Lizzie,Brad,Emily,thenarrator and Mrs Evans to six students for Boxes 1-4 and theroles of Ken, Emily,Lizzie and Mrs Ling to another four studentsfor Boxes 5-8,Ask one student to play the part of the narrator in
Boxes 1 and 4 If necessary, repeat the story with differentstudents playing the parts until every student has played a role
•Ask students if they remember Emily's song from last yearandifthey think Emily's favourite song will be a good one
• Explain that students are going to listen to the Shooting
Stars'song again andfil in the missing words.Tell them that
you will play the song twice
• Before theylsten,askstudentsto readthrough the song andsee ifthey can remember any of the missing words fromwhen they heard it in the story.Ask them to think about what
kinds of words might go in the gaps For example, the firstword is likely to be a noun for some kind of person because
it comes after an article and an adjective and Lizzie is singingabout what she used to be
• Playthe song once and see how many words students havemanaged to find
• Play the song again, Remind students to check the answersthey have written and to try to find the others
•Ask students to sing the song together and play it one moretime for them to sing along
Trang 37I '
ng t he so n g list for the c onc ert
Bra d I S dr e m ing about h is f u tu r e
B r a d; I h ave woo e d very hard for t h i s award Tha n
you 10 a my fans lor g i v in g m e th i s award !
t or me a t you r offICe? I w an t to give them
out at scho o l t o morrow.
M Ung : Of course I c an K en 11bring them to
yo u tomorrow at lunch t ime.
IGLet'stal~
oCirc~ T (true) 0< F lse)
2 Uzzie talked to her mum abou t the leaflets last nighl TIF
3 M r s E va n wil l as k t h o unci l abo ut the s t ag e equ ip ent T / F
4 T r eis a pro bl em w i h K en ' scomp u ter TIF
5 Mr s Ung will bring the le a fletsto school i n the morning TIF
1 Do you dream about your future?
2 What do you dream about doing?
•Ask students to read each sentence carefully to decide
whether it is true or false
•Tell them to read the storyagain to helpthem decide and to
underline the places in the story wh re they find their
answers
•Ask them to do the exercise individ ally, then check the
answers as a class
Answers
1 T (Ken says, These leaflets must be perfect! )
2 F (Lizzie says, ' m phoning about t he stage equ ip me n t
we talked about it last n i ght
3 F(Lizzie asks,Can you phone the council an d a s k abou t
the park?)
4 T (Ken says, This computer used to w ork really w ell I
don't know what ' s wrong.)
5 F (Mrs Ling says, I ' ll bring them to you tomorrow at
2 What is Brad dreaming that he has won? (an award)
3 What is Emily writing for the concert? (the song list)
4 Whose mum is going to print the leaflets?(Ken's)
Askstudents to work insmall groups to discuss their answers
to the questions, encouraging them to give reasons for their
answers to 3 and4 Letthem discuss their answers asa class
to share their ideas and opinio s
Extra class activity
when and where the concert will take place Alternatively,yocould discuss ideas as a class and write everyone'ssuggestions on the board
NOTE
Students aren w ready to do Project 2on page 118.Explain
that they will be making an adver for afun co rse.Tell them to
activities Alternatively, they could draw pictures of the
activities They will need to bring their pictures to the nextlesson
Scissors, large sheets ofcard and glue are needed for students
to make adve sinProject2.You mightalso lke tobring some
magazines or newspap rs for stud nts who forget to bring
• Ask them to write sentences under the pictures to tellpeople what they can do on the course Remind them to
words such as attend, biology, college, course, exercise, fluent, improve, instructor, nature, online, recite, talk, tutor and university.
• Askstudents to showtheir adverts to the class and read them
out Have avote tofind which course students think isthe
Trang 38Grammar: past simple and present perfect simple,have
been and have gone
confusing wordscomprehension questionscomparing pictures of what happened/whathas happened
writing two paragraphs comparing pictures
• Explain that this lesson begins with an interview with a girl
from Bosnia who has moved to Scotland Ask students if they
know where these countries are and to point them out on a
map if there is one in the classroom
(lReading
A
• Ask students to read the interview silently to find out how
Anna felt when she moved to another country
• Check the answer as a class
Answer sad and confused ( I felt sad and confused
B
• Ask students to read the questions first to see what
information they need to look for
• Tell them to read the interview again carefully to find the
answers Ask them to underline the places in the interview
where they find them
• Students can do the exercise individually Check the answers
as a class
Answers
1 Glasgow (I ' ve lived in Glasgow for seven years
2 at school ( but I learnt it quickly at school.)
3 her friends ( said goodbye to my friends I missed
4 They didn't speak English (They didn ' t speak English ,
5 like a foreigner ( but I feel like a foreigner there now )
•Ask the following questions to check students' understanding
of the interview
1 How old is Anna now? (twelve years old)
2 Did Anna speak English when she moved to Scotland?
(No,she didn't
3 Has Anna lived in the same house since she came to
Scotland? (No - she moved house last year.)
4 Why does Anna go back to Bosnia? (to see her relatives)
• Point out that most of the words appeared in the interview on
page 34 Tell students to look back at the interview to find the
words in context if they aren't sure about the meanings
• Ask students to do the exercise in pairs, but check the
Past Simple and Present Perfect Simple
• Tell students to read the cartoon silently Then ask them torefer tothe revision of uses of the Past Simple and PresentPerfect Simple in the grammar box Askthem why Jim usesthe different tenses - We ' ve lived here (Present Perfect
Simple: something which started in the past but has notfinished) since you were a baby (Past Simple: things whichstarted and finished in the past)
• Remind students of the time expressions we often use with
the Present Perfect Simple Remind them that ever means at
any time, never means not at any time and yet means until
now Also remind them that we use the Present Perfect
Simple with ever , never and yet because we don't know
exactly when something happened in the past
A
• Do the first sentence together with the class as an example
Askthem to find the time expression (in 2002) and to lookback at the grammar box to see which tense to use (Past
Simple) Then askwhether go is a regular or irregular verb
(irregular) Remind them to use the list of irregular verbs onpage 128 whenever necessary
• Ask students to do the rest of the exercise individually,
referring back to the grammar boxif they need to.Check theanswers as a class
Trang 39Circle the correct words
1 Many neighboursIforei!jners visit my COUlltry every year
2 My brot h er rentsIhires a Hat i n the city cem r e.
3 Joe 's got an Ame r i c an voiceIaccentbeca use h use d
t o l iv e in New Y o r k
4 D onna ' s b r o t he r l ives in A u st r ali a a nd she r eally
misses / loses h im
5 I ' ve lived in M a nchester fOf f ive years , but I' m
actuaDyI definitely from Germany.
6 Th a nk you Y o ' ve m a de me f ee l confusedIwelcome
Past Simple and Present Perfect Simple
Past Simpte
W e e t h e P a t S imp le t o ta lk ab o ut
• hi n s whi ch s t art ed a nd fin is h ed in t he past
• h ings in the p st wh i c h w e r e hab i t s
• h ings wh i ch happ e ned one a er t h th er in th e ast.
W it h th e P a st S i mple , w e ofte n use ti m e Xpf e ss io n s:
yest e r da y , last week / mon t h i yea r ten days ago , i n
1 992 , et
P r esent Perfec t Simple
W e u s t h P re s ent Perfect Simple 10ta lk ab o t
• som e t h i n whi c h has j ust f i n is h ed
• somet hing which hap pene d i n th e past and is s till
i m p or t en t n w.
• s m e th ing w h ic h appened in e pas t, but we d on',
know or mi nd ex actly w hen
• so m hing w hic h s t a r ted in th e pas t but has n o! f i n ishod.
Wi t h the Pre s ent P e r ec t S im p le, w e o f en use time
ex p r es slens: for , si n ce , j u t alre a dy , y t ev er , never
oC o mp lete t he se nt en s w ith the Pa s t Simple or
P resent Pe r fect Simple.
1 Philip (go) to live i n Ge r many in 2002
but he ' s from England orig i nally.
2 _ you e v er ( live)in a fore i gn country?
3 We ju s t (mov e ) ho u se, a we ' re
t yi n g to se tt l e In.
6 I • giv e ) z my phone n u mber yesterday
Have be e and HCIV@gone
We use h ave b e en t o say that some o ' Nef1t
I have b Ie n to Am.1ca III WdS tar.as.icl
W e se h ave gone t o s a y t h t so meo ne we nt
somewhere a nd i s st l th re.
Penny ISO t hOme She has gen t 10 WOI'k
GCircle the correct words
1 ' Have you beenIgonet o J ane t 's n ew fla t ? '
' No Wh a t ' s I li ke? '
2 ' It ' s very Quie t' ' That's because t i le ch il dren have beenI gone to school '
3 I ha v beenIgonet o ondon three times a nd
I ' d like t o go again this year
4 My s i ster has beenjgone to sta y w ith o r
c usins S h ' n be back n e xt week
5 My best frien d has been / gone t o Aus t ra fl
She ' s v i sit i ng her s i ster
look at the two pictures with your partner and talk :
about what happened last week and what has happened today Use the words below to help you
feel sad give some nowers mab friends (with) meet the rntiahb0W ' 8
move 'lOI nee 0 v CV'Odbye
Write two paragraphs in your notebook about the
pictures in Speaking Use t h e Past Simple and the Present Perfect Simple
actually confused deflnitety foreigner nelghbOar Oflgulalr rent setUe III welcome
t(lJ , IfS LfSSOl r 1 3
Have been and Have gone
B
o Go round theclass while students are speaking to makesure
the class
to perform their dialogues in fro t of the class
• Ask students to write one paragraph about what happened
• Ask them to look at the list of Star Words again and then
to close their books
• Write the following anagrams on the board and askstudents to tell you the words
Trang 40A
picture shows the ghosts at Blackfern House
B
1 15th(15th - 17th N o vember)
for two nights )
A
D o ou b elie v e in ho s ts? Ar you een on unu s u a l ex p e r e n ces "
A re you b r ave enough to s t ay a t a h a unte d hou s e for the w ee k e nd?
T hen come and stay at Blac l dem H o se
The r e are many strange stones about this house Many D80ple have heard l he gh o st of i ts fir s t o w ner , S i r Wll l iam Blackfe m in the hal l
and the ce l lar at nigh t Nob o knows what he died o f Some vi s i tor s
have seen t h e ghost of A n ne Sugden Othe r s have hea r d her v oice
fr o m the chimneys and the roof A n ne was a pretty , young se rvant at Blackfem House hundreds of years ago Acc o rding to loc a l s tories ,
Lady B lackfem m urd ered A n ne b ec a use she w as jealous o f h er S he pus he d her a n she fell ou t of her b edroom win w.
Is the house real l y h a unte d ? C om e a nd see fo r yo ur sel f
On this exc i ng weekend t ip , you wi l l have the cha n ce to s t ay i n
o e of Bl ackfem House ' s luxurious bedrooms The price o f the weekend i ncludes accomm o a t o f or two nights and bre a kf a st There will also be a tour of t he house by i ts owner , S i r Harry
B l ackfem He will give a talk abo u t the history of h i s fam i ly home and provide more informa t ion about its ghos t s !
The pr ice of t he weekend is £20 0 p er person Book b e f ore 30th Sep te m b e r Cor a be t ter offer - t here wi l be a 10 % d i sco u t for e arly
b ook in g s P one 080 0 5 7 3449 to b oo k , or visi us a t our w eb si e:
w w s ar ywee k e n ds.co u k.
We promise this will be a weekend yo u ll never forget!
Complet e the notes.
[ o l ·· ···· · ··· · ··· · · ··
Extra class activity
of keep in touch, bel o ng to, time of y e ar , on s tage, and in the
comfort of on the board withoutthe prepositionsand ask individual
B