Dealing with mixed-level classes Placement tests in the Testing and Evaluation Programme Test Master Multi-ROM help you to place your students in groups according to their level, and all
Workbook Unit 2 Photocopiable resources 4, 5, 6 Testing and Evaluation Programme tests DVD-ROM Unit 2
Listening True/False: SB p.20, ex.4
Reading Understanding the main ideas: SB p.18, ex.2
Writing Greetings cards: SB p.21, ex.4
To support language learning, provide a written record of useful collocations drawn from the texts and encourage students to note them in their notebooks, linking theory to practice Core examples to capture include to catch a bus, to get a taxi, to have a shower, and to have lunch, helping learners use everyday English more confidently.
Now refer Ss to the questions in Exercise 3.
Answers 1 he/she/it form needs -s 2 doesn’t + verb, don’t + verb 3 goes, catches, finishes, writes, studies
Pre-teach by introducing facts and regular activities, then elicit examples of each to check understanding Emphasise the use of don’t/doesn’t in negatives and clarify that the third-person singular -s sits on the auxiliary (does) in present simple negatives and questions, not at the end of the main verb.
Optional grammar activity: draw a snake on the board and elicit the sound it makes to engage students and illustrate the concept When learners forget to add the third-person singular -s, point to the snake or imitate its hiss to prompt self-correction and reinforce correct usage in a lively, interactive classroom exercise.
Check: irregular, regular and remind Ss that have is irregular in its 3 rd person form.
4 Remind Ss that, for exercises such as this, you want them to write the full corrections in their notebooks.
Answers 2 Jill lives near Carol 3 3 4 Carol doesn’t catch a bus home from the club She gets a taxi
5 Young people don’t watch TV in Carol’s house They listen to music 6 3
Step five focuses on drilling the three sounds by pausing the CD after each of the first three verbs to drill them thoroughly and elicit the correct pronunciation Then continue drilling the remaining verbs from the CD, giving students time to write each word in the correct column during the exercise Finally, provide extra practice time for students to say the words again in pairs.
Answers /s/ writes, works, gets, likes, thinks, wants
/z/ goes, has, lives, sees, reads / i z/ catches, finishes, relaxes, watches
6 Remind Ss of the verbs from Exercise 3 and tell Ss they will come across these throughout the course
When learners encounter collocations with these verbs, they should record them as fixed phrases rather than as separate words to preserve meaning and natural usage Distinguish between 'go home' and 'get home': you go home when you leave a place such as work or school, and you get home when you arrive at your own home This understanding of verb collocations helps learners build accurate vocabulary and improve fluency in everyday English.
With a strong group, you could see if Ss can add more expressions to each group, e.g have supper, go swimming.
Answers 1 have a 2 go 3 get 4 have 5 go for a
Explain in this grammar unit that after the preposition "on" we need a day of the week; prepositions of time will be introduced later, so don’t go into them in detail yet Tell students that, for instance, if they never go to the cinema, it doesn’t matter what they write—they can give any answer, and it doesn’t have to be true.
To extend this classroom activity, organize students into groups of four and assign each member a number—1, 2, 3, or 4 In the first round, pairs 1 and 2 exchange information, as do pairs 3 and 4 Then rotate the pairings so that 1 teams up with 3 and 2 teams up with 4, increasing the challenge and encouraging collaborative communication as students share their knowledge with new partners.
They now tell each other about their first partner (i.e
1 tells 3 about 2, 3 tells 1 about 4, 2 tells 4 about 1 and
4 tells 2 about 3) Ss now go back to their original partner and tell them what they have just found out
Four students take part in a brief information-sharing activity: 1 tells 2 what they know about 4, 2 tells 1 what they know about 3, 3 tells 4 what they know about 2, and 4 tells 3 what they know about 1 After these four exchanges, they switch partners for a second round (1 with 3, and 2 with 4) In the second pairing, each student uses what they learned to tell their new partner about them, employing direct 'you' statements to describe the other person.
Resource 4: A day in the life of Bob
This section focuses on Present Simple question forms and adverbs of frequency.
Special difficulties: The auxiliary do/does is again strange for many Ss and not easily acquired
Correct where necessary and don’t get discouraged when Ss fail to use the correct form in fluency activities
Begin with a warm-up that reviews collocations through an odd-one-out exercise The teacher dictates groups of four words and asks students to identify the word that collocates with a different verb from the other three When a student identifies the odd one out, they should raise their hand Make sure students have their books closed so they can't refer back to previous pages.
English collocations with everyday nouns follow specific verb patterns Usually you say have lunch, have a shower, and have breakfast, but not have bed; you say go shopping, go out, and go on holiday, and you typically say go to work; you say go to bed and go to the cinema, while coffee is not used with go—instead we have coffee or drink coffee; you say get a taxi, get dressed, get up, and get a drink Knowing these patterns helps learners sound natural and improves SEO relevance for English learners.
1 Test Ss’ prior knowledge by asking them for the days of the week Correct and drill pronunciation
Then play the CD Encourage students to repeat the words they hear, paying particular attention to pronunciation.
Monday, Tuesday, Wednesday, Thursday, Friday,
Students check their understanding of bowling and disco They read through the calendar together and ask any vocabulary questions they have Then students work individually to tick the items they have completed, and finally they compare their answers in pairs.
3 Check the meaning of the words by asking Ss about the activities they ticked in Exercise 2 Ask them what they always, usually, often, sometimes and never do
Answers always, usually, often, sometimes, never
4 Elicit rules and the sentences Ss found to illustrate them and then elicit what is true for them, e.g
I always have a swimming lesson on Monday could be changed to I never have a swimming lesson on
5 Go through the example with Ss, then tell Ss to complete the rest of the sentences in pairs Remind them to refer to the rules in Exercise 4
Answers 2 I always have a shower in the morning
3 We usually go to bed late 4 He is usually tired after classes 5 She doesn’t often go to parties
6 They are sometimes late for school.
During the quiz activity, read the questions with students and address any questions they have Give students time to read all the sentences and predict who said each line before listening, then play the CD to check their answers.
Owen: Hey, Kate – there’s a quiz in your magazine,
‘How organised are you?’ Let’s do it.
Kate: You don’t need to do a quiz Owen, you’re always organised
Owen: Well, yes, I am But you aren’t!
Kate: I’m not so bad! I’m usually organised too.
Owen: You aren’t! You’re always late, you never know where your phone is – and you usually forget to do your homework!
Owen: Let’s do the quiz and find out First question:
‘Does your mum or dad wake you up in the morning?’
Kate: but not always What’s your answer?
Owen: My answer? A I always wake up at the same time Right, next question: ‘Do you have time for breakfast?’
Kate: Yes, I always eat breakfast I have a cup of coffee and some toast
Kate: What about you? Do you always eat breakfast?
Owen: Yes, I do Dad often cooks eggs in the morning
Now question three: ‘How often do you forget your school books?’
Owen: Answer the question! ‘How often do you forget your school books?’
Kate: OK, OK! I often forget my books Tick C.
Owen: C ‘I often forget my school books.’
Owen: A, of course Never I never forget my books
This is a good question: ‘How often are you late for school?’
Kate: Oh, I’m never late for school!
Owen: Yes, you are! You’re often late!
Kate: Not often, sometimes I’m sometimes late
Owen: OK So that’s B again I’m never late for school.
Kate: Huh! Another A for you!
Owen: Question five: ‘When do you do your homework?’
Kate: Well, I sometimes do it when I get home but
I often do it on the bus in the morning
Owen confirms the result is a B and notes that he always does his homework in the evening After listing the scores—B, A, C, B, B—three Bs in total, he concludes that you are normal and usually organised, but not always.
Kate: That’s OK – I like being normal What’s your score?
Kate: That’s not normal you really should try to …
Answers 1 Owen a Kate b 2 Owen a Kate a 3 Owen a Kate c 4 Owen a Kate b 5 Owen a Kate b
Seven students complete the table, with a clear emphasis that the third-person singular -s is on the auxiliary verb, not at the end of the main verb The lesson shows that in present simple questions and short answers the auxiliary carries the -s (for example, Does he pack his bag? Yes, he does.), while the main verb remains in its base form To practise short answer forms, ask more questions like Do you pack your bag in the morning or at night? Do you often miss the bus? This approach reinforces present simple rules and helps students build accuracy in question and answer constructions.
Do you sometimes lose your mobile phone? Do you often forget to do your homework? Then elicit questions from Ss so that they can practise the question forms.
Answers 1 Do 2 do 3 don’t 4 Does 5 does 6 doesn’t
8 Ss work in pairs to complete the quiz and discuss their answers Set a time limit so that Ss do not spend too much time on this.
9 You could play this as a board race with two Ss coming to the front Dictate the words from the book
During this classroom group activity, with the books closed, each team writes down all their sentences and, with the help of their groupmates, attempts to arrange them in the correct order on the board; the first group to complete the sequence earns a point.
Change the writers after each sentence Then Ss write all the sentences in their notebooks Finally, Ss ask and answer in pairs.
1 How often does your friend phone you?
2 Where do you do your homework?
3 Does your mother go shopping on Saturdays?
4 Do you eat your breakfast in bed?
5 When do you listen to music?
10 Go through number 1 as an example Once Ss have written the questions in full, they ask each other the questions Monitor during the activity and offer support as necessary.
Answers 2 How often do you do sport? 3 When do you watch TV? 4 What do you usually do after school?
5 Does your mum (or dad) drive you to school?
6 Do you dance at parties?
Workbook Unit 3 Photocopiable resources 7, 8, 9 Testing and Evaluation Programme tests DVD-ROM Unit 3 listening Multiple choice: SB p.29, ex.3
Writing An email: SB p.31, ex.4
In the Students’ Book, pages 24–25, the focus is on asking and answering short questions with “Have you got…?”, such as “Have you got a pen?”, “Have you got a bag?”, and “Have you got a brother or sister?” The activity asks the teacher to elicit questions from the students and have them answer in the same pattern The answer key highlights common forms and contractions, including ’s, haven’t, Have, have, Has, and has.
In an exercise like this, play the CD before eliciting feedback so students can self-correct without others noticing their mistakes Providing feedback after the listening ensures that all students finish the activity with the correct answers: 1 Have you got, 2 I've got, 3 Have you got.
4 have 5 haven’t 6 Has she got 7 hasn’t 8 ’s got
Elicit other uses of have for actions, e.g have a shower, have lunch, have dinner, etc.
7 Look at sentence 1 Ask Ss if this is possession or action (action) Ask: What word could replace
‘have’? (eat) Now ask whether it should take got
Practice activity: look at two example sentences using them and determine for whom the statement “I always have …” is true and for whom “I don’t always have …” is true Learners should realize they don’t need to write both forms—just the one that applies to them Possible responses include “I’ve got” or “I haven’t got” and “has” or “doesn’t have,” depending on the subject and context.
4 always has/doesn’t always have 5 ’ve got/haven’t got
6 often have/don’t often have
To teach question forms, elicit all question forms in open class before students write them down As students write, monitor and correct where necessary, then have them do pair work After the activity, students ask and answer in open class, with corrections to short answer forms where needed Examples include: "Do you always have a sandwich for breakfast?" and "Do you have a computer in your bedroom?"
3 Does your mum have lunch at home every day?
4 Does your best friend always have a shower in the morning? 5 Do you have a mobile phone? 6 Do you often have parties in the summer? addiTional PRacTicE: Photocopiable resources
This section focuses on describing people’s appearance.
Special difficulties arise with the use of to be for adjectives and to have for nouns, which can be confusing when a sentence includes both, as in He has got big, blue eyes versus His eyes are big and blue When teaching adjective order, teachers should emphasize that English rarely stacks many adjectives in a single sentence; as a general rule, three adjectives are usually enough, and more than three should be avoided to keep natural syntax.
Warm-up Review of to have and other structures Throw the question (advanced) Ss have now learnt three major structures: to be, to have and the Present
Students write three yes/no questions, each in a different question form, and then play a fast-paced classroom game: one student throws a ball to a partner and asks one of their questions, while the catcher must decide which short answer form to reply with The exercise works best as a team game, with a point deduction for hesitation or incorrect answers Although coming up with the correct short answer is challenging, the activity is lots of fun, especially as the pace quickens.
1 Whether or not you do the activity above, allow Ss time to discuss the pictures before finding the mistakes in the texts.
She’s middle-aged and she’s attractive She’s got short, straight, blonde hair and blue eyes She’s intelligent and kind.
She’s young and she’s tall and slim She’s got blue eyes and long, fair hair She’s confident and easy-going
He’s young, good-looking and he’s got long, dark hair
He’s got brown eyes He isn’t shy – he’s confident And he isn’t hard-working, he’s very lazy. answers 1 short hair (not medium-length) 2 young
(not old) 3 dark hair (not blonde)
Turn this into an interactive classroom game: have students close their books, reproduce the table on the board, and begin placing the underlined words into four columns without revealing what each column represents When a student thinks they know the category, they raise their hand but stay quiet; the teacher then reads the next word aloud and the student identifies its column If correct, write the word in that column; if not, invite another student to guess and place the word in the correct column after a brief discussion At the end of the activity, elicit from the class what the four columns stand for, drill all the categories, and allow students to make a written record of the results.
A black eye is a bruise around the eye, usually caused by a hit When describing a person, eye color can be blue or brown, hair length can be medium-length or long and straight, and hair color options include blonde or fair Appearance can range from young to middle-aged or old, and from tall and slim to attractive or good-looking.
Personality intelligent, kind, confident, easy-going, shy, hard-working, lazy
3 When eliciting answers, tell Ss that we use tall to describe a person’s height but long to describe hair
The opposite of both words is short. answers long – short, quiet – lively, young – old, fair
– dark, confident – shy, easy-going – serious, thin – fat, lazy – hard-working, attractive – ugly, tall – short
4 Elicit answers and give Ss the rules:
We use to be when we use adjectives to describe the subject, e.g He is tall
We use have got when we use adjectives to describe an object, e.g She has got long, blonde hair. answers 1 She is 2 She has
Students elicit additional sentences using both to be and have got from Exercise 1, then write new sentences about three people in their notebooks For example: Anna’s pretty; she’s got blue eyes Holly’s young and attractive; she’s got pretty eyes Rowan’s good-looking; he’s got dark hair.
When using the Mind the trap! activity with students, make sure they understand they don’t need to use all adjectives at once; restricting descriptions to two or three adjectives is more effective For practice, students can find examples in Exercise 1: 1 medium-length, straight, blonde; 2 long, fair; 3 long, blonde.
Point out to Ss that, where adjectives are separated by and they don’t need to be written in the same order, e.g She is young and pretty.
6 Ss work individually and compare their answers in pairs before checking in open class. answers 1 long, fair 2 good-looking, middle-aged
3 small, green 4 beautiful, big, brown 5 short, dark, wavy
Descriptions should be collected anonymously to protect writers’ privacy and prevent embarrassment When gathering descriptions to read aloud, you should screen them and reject any that are offensive or could cause embarrassment, ensuring the final selections are respectful and suitable for presentation.
This section allows Ss to use the language of descriptions as well as likes and dislikes It also introduces a number of new structures useful for describing people.
Special difficulties arise from potential confusion among the phrases "he likes," "he looks like," and "he is like." Provide a clear presentation of each phrase’s meaning and usage, and elicit examples of all three in an open-class session so that students are fully clear about the distinctions and can use them correctly in context.
Warm-up activity: a quick speaking exercise in which students practice describing people They stand up, mingle, and pair off with the nearest partner on a signal; without explanation, they are told to stand back to back and not look at each other Each student then tries to describe their partner, saying things like "You are tall" or "You have blue eyes," while the teacher monitors for errors When the descriptions are finished, corrections are elicited and discussed, and the students sit down to conclude the exercise.
Ss if their partners were accurate in their descriptions or not and, if not, elicit what mistakes were made
1 Think Back! Elicit ideas in open class after the pairwork and see who came up with the best vocabulary.
Possible answers From left: The girl is quite short
One girl has long, straight, dark hair, while a tall, good-looking boy stands beside her with short blonde hair Another girl is pretty, with long red hair worn up, and the girl on the right features long, wavy blonde hair pulled into a ponytail.
2 Tell Ss to note down the vocabulary that told them who was who and, when eliciting the answers, also elicit the reasons for their choice.
Friend: That’s a lovely photo of you, Joanna.
Joanna: Thanks It’s of my last holiday in Scotland in
Joanna: That’s Robert! He’s my brother.
Friend: Really?! He doesn’t look like you.
Joanna: No, he looks like my dad They’re both tall and thin and very good-looking And they’ve both got beautiful blonde hair and green eyes.
Joanna: As a person, you mean? Oh, he’s like my mum – they’re both really friendly and confident!
Friend: Has he got a girlfriend then?
Joanna: Yeah, Kerry That’s her on the left …
Friend: Oh right She’s very pretty …
Friend: Yeah … And is this your sister?
Joanna: Who? The girl on my left?
Joanna: No, that’s Polly – my best friend from college
We’ve got a lot in common We both like music and camping! But I like dancing and she doesn’t.
Friend: Is she good at playing tennis, like you?
Joanna: Yes, she is We both love tennis But she’s very lively and friendly and I’m a bit shy I’m like my dad
Really quiet and … Friend: Quiet?! You …?! answers 1 Kerry 2 Robert 3 Joanna 4 Polly
During a board presentation, all students stay focused on you as you clarify the new structures and elicit examples Have students close their books and work through the Speak Out box line by line, writing the sentences on the board and inviting personal responses: Who do you look like? Do you look like your father? Are you like your mother? Why or why not? At the end, give students a written record of the three similar structures for them to copy.
(Enjoy) I like …ing I don’t like …ing Do you like …ing?
(Appearance) I look like … I don’t look like … Do you look like …?
(Personality) I am like … I’m not like … Are you like …?
Finally, Ss open their books and do the task given.
Ask Ss what other words follow the same pattern of coming before the main verb but after the verb to be (adverbs of frequency).
4 Tell Ss to only complete what they are sure of Ss compare ideas in pairs before doing the listening
After the listening, elicit feedback. answers 1 look like 2 looks like; both 3 both; hair; eyes 4 both 5 doesn’t 6 good
5 Allow Ss time to complete the sentences and monitor closely to help with vocabulary or ideas After the pairwork, elicit sentences in open class and correct where necessary.