Get ahead 2 teachers guide

Students listen to the audio and check their answers, then practice the conversation in pairs.. With weaker students, you could ask students to close their books and write key words and

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Activate your English with Get Ahead This 3-level course combines

a focus on grammar and vocabulary with a structured approach to

What’s in the Teacher’s Guide?

● Teaching notes next to the Student Book pages for easy reference

● Lots of optional activities for extra practice and classroom games

● Photocopiable worksheets for project work and extra reading

● Full audio script and Workbook answer key

What’s in the Teacher’s Resource Disc?

The Test Center provides the following range of tests as

ready-to-print PDFs and as editable documents to customize:

● Unit tests

● Speaking tests

● Exam Preparation: Listening

● Exam Preparation: Reading

● Exam Preparation: Writing

Photocopiable Worksheets and Extra Resources:

● Vocabulary and Grammar worksheets for

consolidation and extension

● Writing, Communication, Reading and Project

worksheets for extra activities for classwork or homework

● Unit-by-unit Workbook answer keys, audio scripts and wordlists

for reference or to make your own supplementary activities

Get Ahead provides everything you need for the classroom …

Full audio CD

iTools for digital

classroom presentations Visit the Teacher’s website for audio download and other resources

www.oup.com/elt/teacher/getahead

with Teacher’s Resource Disc Teacher’s Guide

2

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with Teacher’s Resource Disc

Sheila Dignen

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Great Clarendon Street, Oxford, ox2 6dp, United Kingdom

Oxford University Press is a department of the University of Oxford

It furthers the University’s objective of excellence in research, scholarship,

and education by publishing worldwide Oxford is a registered trade

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First published in 2013

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information only Oxford disclaims any responsibility for the materials

contained in any third party website referenced in this work

Photocopying

The Publisher grants permission for the photocopying of those pages marked

‘photocopiable’ according to the following conditions Individual purchasers

may make copies for their own use or for use by classes that they teach

School purchasers may make copies for use by staff and students, but this

permission does not extend to additional schools or branches

Under no circumstances may any part of this book be photocopied for resale

isbn: 978 0 19 413109 4 Teacher’s Guide

isbn: 978 0 19 413118 6 Teacher’s Resource Pack

isbn: 978 0 19 413124 7 Teacher’s Resource Disc

Printed in China

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acknowledgements

Illustrations by: Paul Fisher Johnson pp.94, KJA artists pp.101

The publisher would like to thank the following for their kind permission to reproduce

photographs and other copyright material: Getty Images pp.91 (young Mozart/

Imagno), 92 (possum/Julie Fletcher), 92 (weaver ants/Mark Moffett),

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Blue Jean Images), 96 (teen/Haddon Davies), 96 (stewardess/Blend Images),

96 (baby/Photodisc), 98 (astronaut/Photodisc), 98 (diver/Jeffrey Warrington),

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errors or omissions at the earliest possible opportunity.

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Introducing Get Ahead iv

Contents

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Introducing Get Ahead

Speaking

Through carefully staged and supported tasks, students have the opportunity to speak in every lesson In each unit

there is a Pronunciation activity focusing on difficulties

encountered by Asian learners.

Reading and writing

Through informative reading texts, Get Ahead encourages

students to develop their reading and critical thinking skills.

Get Ahead contains a variety of text types All texts are

carefully graded and aim to provide interesting information

in a realistic way More reading practice can also be found in this Teacher’s Guide on pages 90–101

Get Ahead devotes a page in every fourth unit to guided

writing Through model texts and carefully supported writing guides, all students will be able to produce their own writing in a variety of text types including postcards, e-mails and descriptions The Writing worksheets on the Teacher’s Resource Disc (TRCD) provide an extra page of Writing practice for each unit.

Competency standards in Get Ahead

PISA framework

PISA (The Program for International Student Assessment)

is an international framework aimed at evaluating the performance of students at the end of compulsory education across various subject areas, such as reading, mathematics and science The style of the reading assessment, which encourages critical thinking, is becoming increasingly influential in assessing students

In Get Ahead, students study a variety of text types Through the listening and Try it out activities which follow the reading

text, students are encouraged to interpret and reflect on the topic they have read These activities help to build skills needed for PISA-style assessment.

Common European Framework of Reference

The Common European Framework of Reference (CEFR) is

a description of linguistic competence at six levels: A1, A2, B1, B2, C1, C2 Each level describes what a learner should be able to achieve in terms of reading, listening, speaking and writing

Get Ahead level 2 corresponds to CEFR A1–2 (Beginner to

Elementary) This means that at the end of level 2, students will be able to:

• understand sentences and frequently used expressions related to areas of most immediate relevance (e.g very basic personal and family information, shopping, local geography, employment).

• communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.

• describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

Description of the course

Get Ahead is a three-level secondary course with

a step-by-step, four-skills approach that will

enable all your students to fulfil their potential

and gain the skills they need to communicate with

confidence in English.

Aims of the course

• To help students build and use a vocabulary of relevant

English words

• To develop a thorough understanding of English grammar

in practical, communicative contexts

• To develop effective speaking, listening, reading and

writing skills

• To teach natural, everyday English

• To develop an understanding of the real world outside the

classroom.

Get Ahead methodology

Each level has 12 units of six pages Each unit has three

lessons, which include a page of language presentation

followed by a ‘language in use’ exploitation page Each

lesson is self-contained so that, although the language is

carefully graded, you don’t have to review previous lessons

Each lesson provides 45 minutes of material, to suit the

average length of a lesson In order to increase flexibility,

each individual page can also be taught as separate,

individual lessons.

The principal focus of the course is to practice vocabulary

and grammar in communicative contexts Students are

more likely to learn and remember language if they are

encouraged to use it in a meaningful context In each lesson,

students are given the opportunity to use the new language

in carefully supported, productive Try it out activities.

Vocabulary

Get Ahead presents, practices and recycles topic-related

words in each unit The items have been selected for their

frequency, usefulness and relevance to the age group The

Vocabulary Builder at the back of the Student Book reviews

and extends the vocabulary from the unit.

Grammar

Each unit in Get Ahead contains a page of grammar

presentation and practice Each grammar presentation

includes opportunities for students to experience and

produce the language in a communicative context The

Grammar Builder at the back of the Student Book contains

further explanation and practice.

Listening

Each lesson in Get Ahead gives opportunities for students

to practice and develop their listening skills through natural

dialogues in a variety of contexts.

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Components of the course

The 104-page Student Book contains:

• Around the world; an engaging opening spread to get students thinking

about the global environment

• 12 main units

• three Review sections including a cumulative review of vocabulary, grammar and communication

• a 21-page reference section including: a Grammar Builder, a Vocabulary

Builder and an Irregular verbs list.

The 56-page Workbook contains:

• 12 units of additional practice

• a 5-page Extended Wordlist with phonetic transcriptions.

Teacher’s Resource Pack

The 120-page Teacher’s Guide contains:

• teaching notes and answer keys

• methodology of the course and teaching tips

• ideas for extra optional activities

• background notes, cultural information and language notes

• photocopiable ASEAN Project and

Reading to learn worksheets

• Workbook answer key, audio scripts and tracklist.

The Teacher’s Resource Disc contains:

• Unit tests

• Speaking tests

• Exam Preparation: Listening,

Reading, Writing tests

• Vocabulary and Grammar worksheets

• Writing, Communication pairwork, Reading to learn and ASEAN Project worksheets

• Workbook answer keys, audio scripts and wordlists

• The Class audio CDs contain all the listening material for the Student Book

for quick and easy use in the classroom The full audio is also available from www.oup/elt/getahead for teachers to conveniently access and for students

to download and review outside class.

• Workbook pages, with facility to switch between books

• additional resources, including Photocopiable worksheets and reference

materials.

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Teaching units

• The Unit aims summarize the language and skills

that students are going to study in the unit.

• The first Vocabulary set, which establishes the

topic of the unit, is presented and practiced.

• A final Try it out activity allows students to use the

new language in a productive, personalized or

creative way.

• The productive aim of the lesson is described by

the I can… statement.

• A reference to the Vocabulary Builder shows

where students can find additional vocabulary

review and extension activities.

• The Conversation practice page enables

students to use the language they have learned in

a realistic situation.

• Students make and perform their own version of

the model dialogue, substituting their own words

for the words in blue.

• The Pronunciation feature in each unit focuses

on an aspect of pronunciation which is difficult for

Asian learners.

• Some units practice the new vocabulary with

a Quiz Students ask and answer the questions

together and compare their answers Students

then make up more quiz questions.

• The Grammar pages present and practice the

target structures

• Students practice the grammar communicatively

through listening and productive Try it out

activities.

• A reference to the Grammar Builder shows

where students can find further grammar

explanations and practice activities.

• In the Conversation practice, students practice

the grammar they have learned through familiar

everyday expressions and phrases.

• Students listen and practice the model dialogue.

• They then listen to another parallel model

dialogue.

• The Conversation phrases enable students to

pick up useful, bite-sized language inputs.

• Students make and perform their own version

of the model dialogue, using the Conversation

phrases they have studied.

Student Book at a glance

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• The second Vocabulary page presents another

set of words related to the unit topic.

• The vocabulary is presented and practiced before

the students produce the new language through

the Try it out activity.

• The Reading practice page contains an

interesting and motivating text, which

contextualizes the vocabulary and recycles the

key language of the unit.

• The text is followed by a variety of comprehension

tasks.

• A listening activity demonstrates a model in which

the concepts of the text are interpreted.

• Following the listening model, students reflect

and evaluate the reading text, relating it to their

own situation and experience.

• In every fourth unit, the Writing practice page

contains a model text and a clear writing guide

to enable students to produce their own piece of

written work

• After every four units, there is a

cumulative Review of vocabulary,

grammar and communication

activities.

• The Grammar Builder reviews all

of the grammar points in the unit, with further grammar explanations and practice exercises to check and consolidate understanding of each grammar point.

• The Vocabulary Builder reviews

all of the vocabulary presented in

the Student Book unit The Words

to explore activity allows students to

extend their vocabulary.

• The Irregular verbs list provides a

quick reference to the simple past forms of irregular verbs.

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Teacher’s Resource Disc

A bank of photocopiable resources designed to provide further practice and assessment for your students and

to support your teaching.

Test Center

• Unit tests, designed to test knowledge of the

language learned in the unit through vocabulary, grammar and reading activities

• Mid-term and End-of-year test

• Exam preparation tests with activities in the style of

students’ final exams, including Listening, Reading and Writing tests for each unit.

• Speaking tests for each unit

• Teaching notes, audio scripts and answer keys.

Photocopiable worksheets

• Grammar and Vocabulary review worksheets for

each unit at two levels: Standard and Challenge

• Communication pairwork worksheets

• ASEAN Project worksheets, designed to increase

students’ knowledge and awareness of other countries in Asia The final task of the project gives students the opportunity to write about their own country.

• Reading to learn worksheets, designed to develop

students’ reading and critical thinking skills, in line with the PISA framework

• Writing worksheets

Extra resources

• Workbook answer keys, audio scripts and wordlists.

Practice and assessment

Workbook

• The Workbook provides extra practice of the language presented in the Student Book for students

to complete in class or at home.

• There is a page of Vocabulary and a page of

Grammar practice for each unit.

• The Conversation page provides extra practice of the Conversation phrases learned in the Student

Book.

• The Reading page provides additional reading

practice through motivating and relevant texts.

• Every fourth unit provides additional Writing

practice

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• When stronger students finish a speaking activity,

encourage them to invent more questions or a similar dialogue.

• Make a note of pronunciation mistakes and correct them

as a whole class after an activity has finished.

• Use the Communication pairwork worksheets on the

Teacher’s Resource Disc for more speaking practice.

Listening

• Ask students to read the task and predict the answers before listening

• With weaker students, pre-teach any vocabulary and

write it on the board.

• Play the audio a number of times Encourage students

to listen carefully for general understanding the first time The second time they should listen for specific information and make notes.

• With weaker students, you may want to prepare a

photocopy of the audio script for students to read while listening a third time, so that they can finish answering any questions they find difficult.

• With stronger students, adapt listening tasks to make

them more challenging For example, ask Wh- questions

instead of using true or false tasks and ask them to answer with complete sentences

board With weaker students, ask them to underline

any new vocabulary Make sure that students ask about vocabulary using appropriate expressions in English.

• Read through the reading task with students and make sure they understand the questions and what they have to do.

• Encourage weaker students to underline the part of the

text which contains the answers to the questions.

• Get stronger students to write some extra

comprehension questions to ask the rest of the class.

• If possible, use a session in the computer room for writing

Students often prefer to key in their work If they save their work you can ask them to correct and edit it

• Always make it very clear to your students that you will correct and assess their work This is important for students’

motivation

• It is motivating to display students’ written work on the walls

• Use the Writing worksheets on the Teacher’s Resource Disc

for more writing practice.

Mixed ability

• Most classes are made up of students with different

learning abilities As a teacher, you need to recognize

individual students’ abilities and differentiate the activities

you give them accordingly

• Throughout the teaching notes there are activity ideas

for weaker students, who need more reinforcement

and review, and for stronger students, who need

more challenge to enable them to learn language more

autonomously.

Vocabulary

• Make your vocabulary presentations as visual as possible

by using pictures from magazines or the Internet.

• With stronger students, brainstorm vocabulary before

getting students to open their books

• With stronger students, do any vocabulary exercises

orally, especially gap fills

• Teach students how to read phonetic symbols

Encourage them to use the phonetic transcription in the

Wordlist in the Workbook and in their dictionary as a

guide This will help encourage learner autonomy.

• Use the Vocabulary Builder at the back of the Student

Book to review and extend vocabulary.

Grammar

• Where possible, elicit a translation of the new grammar

structure from students at the end of each presentation.

• Leave a model sentence on the board for weaker

students to refer to when practicing grammar structures.

• Complete the first two sentences in a grammar exercise

with the whole class, so that students know exactly

what they have to do and so feel more confident With

stronger students, do all of the grammar exercises orally.

• Allow students to compare their answers.

• Let individual students correct their own mistakes by

giving a prompt to indicate the error, e.g Are you sure?

• Encourage peer correction among all the students by

using the prompt Can anyone help?

• Use the Grammar Builder at the back of the Student

Book to explain grammar rules more fully and for extra

practice.

Speaking

• Always greet your students in English at the beginning

and end of each class Review months and dates from

time to time by asking What’s the date today?

• Be prepared to accept one word answers from weaker

students as long as they are in English Encourage

stronger students to use complete sentences.

• With weaker students, practice dialogues as a class first

and leave some words on the board as prompts.

• Allow students to keep their books open during

dialogues, so that they can see the model dialogue.

• When students have to answer questions about

themselves, allow weaker students to write out their

answers first.

Teaching tips

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Around the

world

Warm-up

Point to the map and read out the title

of the unit, then ask students to close

their books Put them into pairs and give

them two minutes to write down as many

countries in English as they can When the

time is up, ask students to read out their

answers, and build up a list of countries on

the board With stronger students, you

could ask students to spell each country

as they read it out See which pair has the

most correct countries

1 Students match the countries with

the places on the map Don’t check

answers yet

2 Check that students understand capital

city Students match the capital cities

to the places on the map Don’t check

answers yet

3 $ 1•02 Play the audio for students to

check their answers to exercises 1 and

2 Play the audio again for students to

listen and repeat

ANSWERS

Exercise 1

1 South Korea 2 China 3 Cambodia

4 the Philippines 5 Malaysia

6 Indonesia

Exercise 2

a Beijing b Seoul c Manila

d Phnom Pen e Kuala Lumpur

f Jakarta

Vocabulary Builder page 96

Ask students to turn to the Vocabulary

Builder and match the countries with

the capital cities To make this activity

competitive, you could tell students not

to refer back to the activities on pages

4 and 5, and you could set a time limit

Check answers and see who got all the

answers right

ANSWERS

Brunei – Bandar Seri Begawan

Cambodia – Phnom Penh

Optional activity: Extra practice

Ask students to look at the map again

Point to each continent in turn and

ask: What’s the name of this continent?

Point to each ocean in turn and ask:

What’s the name of this ocean? Write

the names on the board Ask: What

other continents / oceans do you know?

Review the names of the continents

(North America, South America, Europe,

Asia, Africa, Australia, and Antarctica) and

the main oceans (Atlantic Ocean, Pacific

Ocean, Indian Ocean, and Arctic Ocean).

Optional activity: Game

Say: I’m from (Japan) I’m (Japanese)

Someone from (China) is … Elicit the

answer (Chinese) Ask students to

look in their dictionaries and find

the nationalities for the countries in exercise 1 Check answers with the class, and model pronunciation of the nationalities

Students work in pairs Ask them to write five more country names and the matching nationalities Tell students

to choose countries from different continents Students can use their dictionaries to help them Monitor and help while students are working

Pairs work with another pair and take turns to read out their countries The other pair must say the nationality Pairs get a point for each nationality they get right Students can repeat the activity with another pair for extra practice See which pair got the most points overall

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The Vocabulary Builder has a Words

to explore exercise on large numbers

Stronger students can do the exercise

in pairs With weaker students, do the

exercise with the class

ANSWERS

101: one hundred and one1,435: one thousand, four hundred thirty-five

1,600: one thousand six hundred400,500: four hundred thousand five hundred

650,000: six hundred and fifty thousand

1,000,000: one million

5 Read out the names of the cities on the

map and for each one ask: What country

is it in? Check that students understand east and west Students guess the

distances

6 $ 1•04 Play the audio for students to listen and check their answers Play the audio again for students to listen and repeat the numbers

ANSWERS

Seoul to Moscow – 6,610 km Beijing to New York – 10,992 kmManila to London – 6,672 km Kuala Lumpur to Paris – 10,421 km Jakarta to Sydney – 5,502 km

7 Students discuss in pairs which city they would like to visit and why Ask some students to tell the class about their partner

Tell students they are going to play a number dictation game Ask students individually to write down three more big numbers, in figures Tell them not to let anyone see what numbers they are writing Tell them they must be able to say the numbers they are writing

Students work in pairs and take it in turns to read out the numbers they have written, without letting their partner see the numbers When they have finished, they can compare their numbers Students get a point for each number they have written correctly Ask some students to come and write on the board one of the numbers that they did not dictate successfully Work out as

a class how to say each number

Further practiceVocabulary Builder page 96

Tell students they are going to prepare a

quiz for their classmates about countries

and capital cities Write some example

questions on the board:

Where is (Canada)?

What’s the capital of (Australia)?

What nationality is someone from

(America)?

Students work in pairs and prepare five

questions Monitor and help while they

are working Make sure they know the

answers to their questions Pairs work

with another pair to ask and answer

their questions They get a point for

each correct answer Students can

repeat the activity with two or three

different pairs See which pair got the

most points overall

4 C 1•03 Review numbers 1 to 30

by asking students to count around the class, with each student saying a number in turn Continue counting around the class in tens up to 100 Tell students they are going to learn how to say bigger numbers

Play the audio for students to listen and repeat the numbers

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1 This is fun!

Unit aims

Vocabulary: Fun activities Fun places

Grammar: Simple present verbs + -ing

form can / can’t

Conversation: What do you do in your

free time? Discussing likes and dislikes

Reading: A fun place to go

Ask individual students: What do you

usually do on the weekend? Build up a list of

activities on the board Prompt students

to use a variety of phrases: do homework,

watch TV, listen to music, go to the movies,

meet friends, read comic books.

Write fun on the board and teach the

meaning Point to the activities on the

board and ask: Which activities are fun?

1 $ 1•05 Students listen and repeat as

a class Play the audio again Pause after

each activity; ask a student to repeat,

then ask the class to repeat again

Mime playing the guitar, and ask: What

do I do on the weekend? Students choose

an activity to mime, then close their

books With weaker students, write the

fun activities or key words on the board,

e.g photos, music

Students take turns to do their mimes

Do more mimes yourself to make sure

that all the activities are practiced

2 $ 1•06 Read the sentences with the

class; check that students understand

usually, never and always Students

decide if the sentences are true or false

ANSWERS

1 True 2 True 3 False

$ 1•06 Write the following questions

on the board Stronger students can

answer them from memory, then listen

again to check With weaker students,

play the audio again for students to

listen and answer the questions

1 Who likes drawing? (Matt)

2 Who watches a lot of DVDs? (Sam)

3 Who listens to music every day? (Kate)

4 Who doesn’t like bowling? (Kate)

5 Who buys things online? (Sam)

6 Who doesn’t like computers? (Matt)

Point out the verbs play and go in

exercise 1 Refer students to the Vocabulary Builder on page 96; point

to the Words to explore exercise Read

through the words in the box and explain the meanings if necessary

Stronger students complete the

chart individually or in pairs Weaker

students complete the chart with the

class Students add the activities from page 6 to the chart, and brainstorm as a

class other activities with do, play and go.

ANSWERS

do: gymnastics, aerobics, judo

play: tennis, baseball, volleyball (basketball, the guitar)

go: bowling, skiing, swimming (shopping, online)

3 TRY IT OUT Read through the adverbs

of frequency and check students understand the meanings Point out their position before the verb in the sentences in exercise 2

Ask two students to read out the example question and answer Point

out the form Do you … for asking

questions Students ask and answer questions in pairs Ask some students to tell the class what their partner does

More practiceVocabulary Builder page 96

Workbook page 4

Unit 1 Vocabulary Worksheet, TRCD

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Write the following questions and key phrases on the board Include more

details for weaker students and fewer details for stronger students Ask

students to close their books Students work in new pairs to practice a new conversation with a different partner

What / do / free time?

I love … Great!

(What about) after school?

And on weekends?

What about you?

3 $ 1•08 PRONUNCIATION Model the

/oʊ/ sound on its own Play the audio for students to listen to the words

Play the audio again, pausing after each word for students to repeat and underline the /oʊ/ sound

ANSWERS

go bowling don’t photos

$ 1•09 Focus on the sentences Say

the first sentence and ask: Where are

the /oʊ/ sounds? Students work in pairs

to underline the /oʊ/ sounds in the sentences and practice saying them

Play the audio for students to listen and check, then play it again, pausing after each sentence for students to repeat

ANSWERS

1 Joe goes bowling

2 Don’t take photos

3 Is it OK to phone?

4 Those videos are old

Ask students to write three sentences about what they do in their free time, using words that contain /oʊ/ sounds

Monitor and help while students are working Students then work in pairs and take turns to read out their partner’s sentences Their partner should check that they are pronouncing the /oʊ/

sounds correctly Ask some students if any of their partner’s sentences are also true for them

More practiceUnit 1 Communication Worksheet, TRCD

Conversation practice

Lesson aims

Conversation: Asking and answering

questions about free time

What do you do in your

free time?

Warm-up

Ask individual students: What do you do on

the weekend? What do you do after school?

Do you sometimes (go bowling) on the

weekend? Review the vocabulary for fun

activities and build up a list on the board

1 $ 1•07 Check that students

understand free time Play the audio

Students listen and read Ask: Who likes

shopping?

ANSWER

Emi likes shopping

Check that students understand Great!

I love … and I don’t mind … Play the

audio again, pausing after each sentence for students to repeat Students practice the conversation in pairs

2 TRY IT OUT Point to the blue words

in exercise 1 and give an example

of how the first blue word could be

changed, e.g I love making videos With

weaker students, elicit a full model

for a possible new conversation line by line and write it on the board Students then work in pairs to make a new conversation Monitor and help while students are working Students then practice their conversations in their pairs Ask some pairs to perform their conversations for the class

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1 shopping 2 listening 3 taking

4 watching 5 making 6 going

4 $ 1•10 Students complete the conversation Students listen to the audio and check their answers, then practice the conversation in pairs

ANSWERS

1 listen 2 listening 3 playing

4 don’t like 5 going 6 do

7 watching

More practiceGrammar Builder page 84

Workbook page 5

Unit 1 Grammar Worksheet, TRCD

verbs + -ing form

3 Read out the examples to the class Point

out that after verbs such as like, hate and

prefer we use the -ing form of the verb

Grammar Builder page 84

Refer students to the Grammar Builder

on page 84 Make sure that students understand all the verbs expressing likes and dislikes

Weaker students could do the

exercise on verbs + -ing forms now, for

consolidation Stronger students could

do the exercise for homework

Read out the verbs in the box in

exercise 3 and for each one ask: What’s

the ‘-ing’ form? Point out the spelling

changes in shop – shopping, make –

making, and take – taking Students

complete the sentences in exercise 3

usually do after school? Write one or two

responses on the board Point to them

and ask: What does (Mika) do after school?

Write one or two he / she sentences on

the board Underline all the verbs and

ask: What form of the verb are they? (simple

present)

1 Read through the examples in the chart

with the class Students listen and repeat

Point out that the he / she / it forms add

-s in the affirmative, and use doesn’t

rather than don’t in the negative Point

out the word order in the questions

2 TRY IT OUT Look at the example

question with the class With weaker

students, do another example with the

whole class Students write the questions

Read out the first question and elicit

some possible answers, using short

answers Students ask and answer the

questions in pairs

ANSWERS

1 Do you listen to music?

2 Do you do homework every day?

3 Does your teacher give you a test

every class?

4 Does your class play basketball?

5 Does your mom watch TV every

evening?

6 Do you and your friends go online

every evening?

Refer students to the Grammar Builder

on page 84 Explain that we often use

the simple present with adverbs of

frequency Students complete the chart

with the correct adverbs of frequency

Check answers, then ask students

to write the sentences in exercise 2

Remind them that adverbs of frequency

come before the verb

ANSWERS

Exercise 1

1 always 2 usually 3 often

4 sometimes 5 almost never

6 never

Exercise 2

1 Our school is never open on Sundays

2 The students often have homework

3 Becky almost never plays computer

Trang 16

$ 1•12 Write the following gapped sentences on the board Ask students to complete the sentences from memory, then play the audio again for them to listen and check

1 Jiwon is swimming (into)

2 Paul can’t swimming (stand)

3 Paul is martial arts (a big fan of)

4 Jiwon isn’t judo (crazy about)

3 TRY IT OUT Read through the

conversation phrases with the class

Write What sports do you like playing?

on the board Elicit the next line of the conversation and write this on the board Continue in this way and build

up a model conversation on the board

Students work in pairs to make their own

conversation With weaker students,

leave the model on the board to help

students With stronger students,

remove the model from the board

Students practice their conversations

Ask stronger students to perform their

conversations for the class

POSSIBLE ANSWER

A: What sports do you like playing?

B: I’m crazy about soccer I think it’s a lot

of fun

A: Really? I’m not a big fan of soccer!

B: Oh What sports do you like?

A: I’m really into basketball

B: I don’t mind basketball, but I prefer swimming

Students work in different pairs and practice another conversation With

stronger students, students could

close their books and try to practice the conversation from memory Encourage them to use a range of different words and phrases for expressing likes and dislikes

With weaker students, you could ask

students to close their books and write key words and phrases on the board to help them practice the conversation, e.g

What / sports / you / like / playing?

crazy about not a big fan of really into don’t mind prefer

More practiceWorkbook page 6

Bring students’ ideas together in a list on the board Check that students understand

all the vocabulary Make sure that tennis,

table tennis, bike riding, swimming, and martial arts are on the list.

1 $ 1•11 Play the audio Students listen

and read Ask: Who likes table tennis?

ANSWER

Mike likes table tennis

Check that students understand I’m not

a big fan of … and I’m into … Play the

audio again, pausing after each sentence for students to repeat Students practice the conversation in pairs

2 $ 1•12 Play the audio Students

complete the chart With weaker

students, play the audio a second time

if necessary, then check answers

Ask individual students: What sports do

you like playing? What sports do you like

watching on TV? Write the sports that

students mention on the board

Students work in pairs Give them two

minutes to write as many sports as they

can They can use their dictionaries to

help them

Trang 17

I’m not _ (sure) _ idea (Good)

Encourage students to use these sentences in exercise 4

4 TRY IT OUT Allow weaker students

time to think about which places they want to go to and their reasons, and which places they don’t want to go to

Ask two students to read out the example dialogue Encourage them to expand the dialogue by giving reasons

Students work in pairs to discuss where they want to go Ask some pairs to tell the class which places they agreed on

Workbook page 7, exercise 1

alone Put students into groups of four to compare their sentences, then ask some students to read their sentences to the class Correct any errors as a class

3 $ 1•14 Students listen and check the places Kim and Tom decide to go to

ANSWERS

Kim and Tom decide to go to the bowling alley and the beach

$ 1•14 Write the following gapped sentences on the board Ask students to complete the sentences from memory, then play the audio again for them to listen and check

What _ the shopping mall? (about) Let’s _ to the sports center (go)

Ask: Where do you live? Do you like your

town? Why? What places are there in your

town? Elicit a few ideas, then students, in

pairs, write down five places in their town

Bring ideas together on the board, and

brainstorm more places in towns Places

could include: museum, sports center, park,

coffee shop, library, bookstore Ask: What’s

your favorite place? Why?

listen and read the names of the places

Play it again for them to listen and repeat

Ask students to choose three fun places

to test their partner Tell them they

should write the places as gapped

words, but should not gap more than

half the letters, e.g g _ _ e a _ _ a d _

Ask students to close their books

Students swap gapped words and try

to guess the places They get a point for

each place they guess correctly

The Grammar Builder has an exercise

practicing can / can’t With weaker

students, do this activity before

students do exercise 2 to help them to

understand and use can correctly With

stronger students do the activity after

exercise 2

ANSWERS

1 can’t 2 can 3 can 4 can’t

2 Read out the example sentence

Students write the remaining

sentences

ANSWERS

You can go bowling at the bowling alley

You can go swimming at the swimming

You can go shopping at the shopping mall

Ask students to write two more

sentences like the ones in exercise 2

about two of the other places in exercise

1, or other fun places in their town

Weaker students can work in pairs to

do this Stronger students can work

Trang 18

To help students practice scanning a text for specific information, write the following numbers on the board:

131 650 688 24

(Answers: The Tiger Sky Tower is 131 meters high The Jungle Trail is 650 meters long The Dragon Trail is 688 meters long There are 24 rides in the amusement park.)

3 $ 1•16 Play the audio Students listen and match the people and the places

ANSWERS

1 c 2 a 3 b

on the board Stronger students

can answer them from memory, then listen to the audio again to check

With weaker students, play the audio

again for them to listen and answer the questions Encourage students to write full-sentence answers

1 What can you do at Hermosa Beach?

(You can do watersports and play volleyball.)

2 What does Mika love doing? (She loves going bowling.)

3 Where is Golden Screen Multiplex?

What can you do there? (It’s in Kuala Lumpur You can watch 3D movies there.)

Before students do exercise 4, ask them

to look back at the brochure in exercise

1 and find three positive words for describing fun places Check answers, and check that students understand all the words (Answers: fun, amazing, unique, wonderful, exciting, new, great.) Encourage students to use positive words in their writing in exercise 4

4 TRY IT OUT Students write about a fun place that they know With weaker

students, brainstorm ideas with the

class about one or two places before students do the writing Monitor and help while students are working

Students work in pairs to tell a partner about their fun place Ask some students to tell the class what they learned from their partner

Reading to learn TG page 90

Unit 1 Writing Worksheet, TRCDAssessment

Unit Review, Speaking, Exam Preparation Tests, TRCD

ANSWER

You can go on the Skyride cable car and the Skyline Luge, you can visit the Tiger Sky Tower, the Universal Studios Amusement Park, Sentosa 4D Magix Multiplex and you can play volleyball on Sentosa Island

2 Read through the true / false sentences with the class Check that students

understand walk up the hill, fast and

watersports Students read the brochure

again and decide if the sentences are

true or false You could ask stronger

students to correct the false sentences.

Point to the pictures on page 11 and

ask: Is this a fun place? Would you like to

go there? What can you do there? Do you

sometimes go to places like this? Use the

pictures to teach tower, cable car, to drive,

a ride, and seat.

listen and read the brochure Ask: What

activities can you do on Sentosa Island?

Trang 19

Grammar: Present continuous Present

continuous with future meaning

Conversation: What are you doing right

now? Making arrangements

Reading: A music festival

Ask individual students: Do you like listening

to music? Who’s your favorite singer? What’s

your favorite band? What type of music do

you like? Why?

and repeat as a class Play the audio

again Pause after each word and ask a

student to repeat individually, then ask

the class to repeat again

and identify the eight types of music

To make this exercise more challenging

for stronger students, ask students to

close their books, so they can’t see the

pictures Write the types of music on

the board

ANSWERS

1 opera 2 heavy metal 3 traditional

4 hip-hop 5 rock 6 jazz 7 pop

8 classical

3 $ 1•19 Allow students time to

read the sentences Check that they

understand all the adjectives Play the

audio for students to listen and choose

the correct answers

ANSWERS

1 exciting 2 slow 3 beautiful

4 annoying

4 TRY IT OUT Students write sentences

about five types of music Monitor and

help while students are working Ask

some students to read their sentences

to the class See if other students have

similar sentences

Ask students to use the words in

exercise 4 to write a description of one

of the types of music in exercise 1, but

without saying which type of music it is

Give an example yourself: It’s very loud

People play in bands, and they play electric guitars and drums The people usually have long hair They wear jeans and T-shirts (Answer: heavy metal)

Monitor while students are working

When they are ready, ask them to close their books Students can work in small groups to read their descriptions to each other and guess the types of music

5 TRY IT OUT Ask two students to read

out the example dialogue Students work in pairs to talk about the types of

music they listen to Weaker students

could discuss two or three different

types of music Encourage stronger

students to discuss all the types of

music in exercise 1 Ask some students

to tell the class about the music their partner likes

Use the pictures in exercise 1 to teach vocabulary for musical instruments:

(electric) guitar, saxophone, cello, flute,

drum Put students into pairs and ask

them to use their dictionaries to find more words for musical instruments

Check answers and build up a list of instruments on the board Ask individual

students: Can you play an instrument?

What instrument can you play?

Workbook page 8

Trang 20

details for weaker students and fewer details for stronger students

Ask students to close their books and imagine it is the weekend and they are doing something fun Students work in new pairs to practice a new conversation with a different partner

What / you / doing?

I’m … What / you / up to?

sounds / fun I’m … next week you / like / come?

love / to

3 $ 1•21 PRONUNCIATION Read out

the word listen and point out that the

/t/ is not pronounced Explain that in English not all the letters in words are pronounced – some are silent

Play the audio for students to listen

to the words and underline the silent letters Play the audio again, pausing after each word for students to repeat

ANSWERS

listen talk write Wednesday Students work in pairs to underline the silent letters in the sentences and practice saying the sentences Play the audio for students to listen and check, then play it again, pausing after each sentence for students to repeat

ANSWERS

1 We would like to go bowling on Wednesday

2 We talked all night

3 Do you know the right answer?

Write the following words on the board:

eight exciting friend guitar school

Students work in pairs to identify the silent letters and then write a sentence using as many of the words

as they can Ask students to read out their sentences Check that they have identified the silent letters correctly See which pair has used the most words in

their sentence (Answers: eight exciting

friend guitar school

Lesson aims

Conversation: Talking about what you

are doing right now

What are you doing right

now?

Warm-up

Ask individual students: Do you like (playing

soccer)? Are you (playing soccer) now? What

are you doing now? Write on the board:

We’re studying English now Point to the

pictures and ask: What are they doing right

now? (They’re talking on the phone.)

and read Ask: Who’s listening to music?

ANSWER

May is listening to music

Check that students understand

concert and What are you up to? (=

What are you doing?) Play the audio

again, pausing after each sentence for students to repeat Students practice the conversation in pairs

2 TRY IT OUT Point to the blue words

in exercise 1 and give an example

of how the first blue word could be

changed e.g I’m cleaning my room With

weaker students, elicit a full model

for a possible new conversation line by line and write it on the board Students then work in pairs to make a new conversation Monitor and help while students are working Students then practice their conversations in their pairs Ask some pairs to perform their conversations for the class

Trang 21

3 Are we studying for the music exam after school?

4 Tom and Bob are going to the movies this evening

5 Where are you going tomorrow?

Exercise 4

1 are you doing 2 ’m doing 3 are going 4 ’m finishing 5 ’re meeting

6 ’m taking 7 ’s going

6 TRY IT OUT Students think about what

they are doing on Saturday and Sunday in each part of the day They ask and answer the questions in pairs Some students tell the class about their partner’s plans

Workbook page 9

5 Where are they meeting in the afternoon?

5 $ 1•23 Students listen and answer the questions with full sentences

ANSWERS

1 Ed is meeting Simon in the morning

2 Tina isn’t doing anything in the afternoon

3 Ed is going to the cafe in the evening

4 No, she isn’t (She’s going to Sandy’s house.)

5 They’re meeting outside the movie theater at two o’clock

Grammar: present continuous present

continuous with future meaning

Present continuous

Warm-up

Mime reading a book and ask: What am

I doing? Write on the board: I’m reading a

book Ask individual students to do a mime

and ask: What’s he / she doing? Write the

answers on the board Underline the verbs

and explain that they are in the present

continuous form, and we use this form to

talk about what we are doing right now

1 Read through the examples in the

chart with the class Students listen and

repeat

2 Look at the example answer with

the class With weaker students, do

another example with the whole class

Students complete the sentences

ANSWERS

1 is playing 2 Are, taking

3 isn’t watching 4 aren’t singing

5 Is, recording 6 are waiting

ANSWERS

Exercise 1

1 I’m sitting / not sitting in the

classroom

2 I’m talking / not talking on the phone

3 The teacher is / isn’t speaking to us

4 We are / aren’t listening to music

5 I’m using / not using a dictionary

6 I’m writing / not writing with a pen

Exercise 2

1 Is she watching a movie? No, she isn’t

2 Is he playing computer games? No,

5 Are you waiting for me? Yes, I am

6 Is it raining outside? Yes, it is

Present continuous with

future meaning

3 Read through the examples with

the class Ask: Are they about what’s

happening right now, or in the future?

Explain that we can use the present

continuous to talk about future plans

4 Students write the questions Ask some

students to read out their questions

ANSWERS

1 What is Ed doing in the morning?

2 What is Tina doing in the afternoon?

3 Where is Ed going in evening?

4 Is Tina going to the cafe?

Trang 22

on the board Ask students to answer the sentences from memory, then play the audio again for them to listen and check

1 Who is playing in the concert? (Anna’s brother’s band is playing.)

2 What is Kate wearing to the concert?

(She doesn’t know yet She wants to buy some new clothes at the mall.)

conversation phrases with the class

Write What are you doing this weekend?

on the board Elicit the next line of the conversation; write it on the board

Continue in this way and build up a model conversation on the board

Student pairs make their own

With stronger students, remove it.

POSSIBLE ANSWER

A: What are you doing this weekend?

B: Nothing much What are you doing?

A: I’m going swimming with some friends Do you want to come?

B: I’d love to What time are you going?

A: We’re meeting at the sports center

at 2:30

A: Great! See you there!

Ask students to write their own calendar, for Saturday, like the ones in exercise 2 Tell them to plan some fun activities, but also leave some time free

Demonstrate the activity by asking a

confident student: What are you doing

on Saturday morning / afternoon? When

the student answers Nothing much,

invite them to do an activity with you and make an arrangement

Students work in pairs to ask and answer questions about their plans, and try to make an arrangement with their partner

With stronger students, students

could close their books and have the conversation from memory With

weaker students, you could ask

students to close their books and write key words and phrases on the board to help them practice the conversation, e.g

What / do / this weekend?

want / come ?

and read Ask: Where are Kevin and Kim

going this weekend?

ANSWER

Kevin and Kim are going to the movies with Tom this weekend

Nothing much and See you there!

Play the audio again, pausing after key words and phrases for students

to repeat Students practice the conversation in pairs

2 $ 1•25 Allow students time to read the calendars Explain that these show Kate and Suebin’s plans for the weekend, but there is a mistake Play the audio

Students find and correct the mistake

Ask individual students: Do you sometimes

meet friends on the weekend? Where do

you usually meet? How do you arrange

how to meet? Do you phone / text them?

Encourage students to talk about their

own experiences

Read out the title of the lesson and explain

the meaning, if necessary Tell students

they are going to practice making

arrangements in English

Trang 23

If students have photos on their mobile phones, ask them to choose a photo that shows them on vacation, or hanging out with friends Students can show their photos to each other in pairs and describe them using the present

continuous, e.g This is me with my

friends We’re laughing and joking.

partners, then tell the class whose plans they like best

The Vocabulary Builder has a Words to

explore activity which shows people

at a music festival, introduces some verbs to do with meeting friends, and provides extra practice of the present continuous Do this in class with

weaker students Stronger students

could do it for homework

Ask students to turn to the Vocabulary Builder on page 97 Read out the list of verbs in the box Model pronunciation

and explain the meanings Ask weaker

students to choose five verbs to write

sentences with Stronger students can

write sentences using all the verbs Ask some students to read their sentences

to the class Correct any errors

Ask individual students: Where do you

usually go on vacation? When do you go?

Why do you go there? Where do you usually

stay? As students answer, build up a list of

useful vocabulary on the board

Ask: What do you usually pack when you

go on vacation? Ask students to write

down five things that they pack Students

compare their lists in pairs Ask some

students to read out their lists and add

these words to the vocabulary on the

board Elicit or teach common items for

taking on vacation, e.g passport, camera,

sunglasses, sunscreen, swimsuit, guidebook,

sleeping bag.

listen and read the words Play the audio

again for them to listen and repeat

Optional activity: Extra activity

Ask students to order the activities in

exercise 1 from the one they enjoy

most (1) to the one they enjoy least (8)

Students compare their answers in pairs

and discuss which things they enjoy

doing and which they don’t enjoy

2 $ 1•27 Read out the questions Play

the audio for students to listen and

answer the questions With weaker

students, pause the audio after each

speaker to give students time to write

their answers Stronger students can

listen to the whole audio and then

answer Play the audio a second time

if necessary, for students to complete

their answers

ANSWERS

Peter: 1 a long vacation 2 Europe

3 cheap backpackers’ hostels or sleeping

on the train 4 sleeping bags, few

clothes and cameras

Sunisa: 1 visiting relatives 2 Thailand

3 a hotel 4 an English dictionary

Shota: 1 studying 2 staying home

3 at home 4 nothing, as not going away

3 Students make notes on a vacation they

are planning Tell them they can talk

about their real plans, or they can plan

their ideal vacation Monitor and help

while students are working

4 TRY IT OUT Students talk about their

vacation plans in pairs Remind students

to use the present continuous to talk

about their plans Ask some students to

tell the class about their partner’s plans

Alternatively, students could repeat

the activity with two or three different

Trang 24

Write the following sentences on the board Students read the article again and

decide if they are true or false Stronger

students correct the false sentences.

1 No groups from Japan are performing this year (False Some big Japanese bands are playing.)

2 People can learn about natural energy

at the Atomic Cafe Festival (True)

3 The festival organizers clean up every day (False The festival-goers clean up.)

3 $ 1•29 Students listen Play it again so students can write their answers

ANSWERS

Emma: The event is called the Cowley Road Carnival It’s in Oxford It’s a street carnival

The Gees are performing It’s for one day

David: The event is called the Chicken Fried Steak Festival It’s in Houston, Texas It’s a food festival Texas Rain are performing It’s for three days

4 TRY IT OUT Allow students time to

prepare their ideas Monitor and help with vocabulary and ideas

Student pairs discuss their events Ask some students to tell the class about their partner’s event

In small groups, students plan a music festival for next summer As a class, brainstorm all the things they need to

think about, e.g What is the event called?

Where is it? When is it? Who is performing?

How long is it? How much are tickets? Where

do people stay? What kind of food is there?

Students plan their event Monitor and help while students are working Groups present their festival to the class in turn

The class vote for their favorite (Students cannot vote for their own festival!)

Students imagine that they are at a music

festival Choose a student and say: I’m

your friend I call you on your phone Have a

conversation in which you ask: Where are

you? What are you doing right now? Who’s performing right now? What are people around you doing?

Students work in pairs, one at a music festival, one calling They swap roles and practice again Ask some students to

report back Ask: Where is your partner?

What is he / she doing right now?

ANSWER

You can hear rock, pop and hip-hop

2 Check that students understand event and perform Students read the article

again and answer the questions Ask

stronger students to write

full-sentence answers Weaker students

can write short answers

ANSWERS

1 It’s called the Fuji Rock Festival

2 It’s in Naeba

3 It’s a music festival

4 Famous rock, pop and hip-hop groups are performing New groups are also performing

5 The festival lasts for three days

Point to the picture on page 17 and ask:

What can you see? What are the people

doing? Do you sometimes go to music

festivals? Would you like to go in the future?

Read the title of the article and explain

green (not harmful to the environment)

Pre-teach group, garbage, garbage bag and

recycle.

listen and read Ask: What kind of music

can you hear at the Fuji Rock Festival?

Trang 25

Read out the title of the unit and explain

that the phrase Mother Nature is a way of

refering to the natural world Read out

the title of the lesson and use the pictures

to explain the meaning of geographical

features.

Point to the pictures and ask: Which of

these things are there in your country? Which

things do you see when you go on vacation?

Students can say the words in English or

their own language, or they can point to

the pictures

1 $ 1•30 Play the audio Students repeat

as a class Make sure they understand

the meaning of all the words Play the

audio again Pause after each word and

ask a student to repeat individually,

On the board, draw a rough sketch

of some trees Ask: What is it? The first

student to say the correct word (forest)

gets a point Ask students in turn to draw

one of the geographical features on the

board The first student to say the correct

word gets a point To make it more

challenging for stronger students, play

the game with books closed

and match the descriptions with the

pictures

ANSWERS

1 c 2 b 3 a

$ 1•31 Write the following gapped

sentences on the board Stronger

students can complete them from

memory, then listen to the audio again

to check With weaker students, play

the audio again for students to listen and complete the sentences

1 There _ two islands (are)

2 The islands are in the _ of the ocean

Check that students understand the

sentences, and review the use of There

is / are Encourage students to use there

is / are and expressions such as in the distance, in the middle of and in front of

when they do exercise 3

3 TRY IT OUT Students work in pairs to

describe the pictures Monitor while

students are working, and note down any errors to correct in a feedback session at the end

Tell students they are going to describe

a natural place to a partner If they cannot think of a real place, they can imagine one Ask them to think of as many details as they can

Student pairs take turns to describe their places to each other They should say if it is a real or an imaginary place, and, if it is real, why it is important to them Ask some students to tell the class about their partner’s place

Workbook page 12

Trang 26

Students work in pairs to discuss their answers to the questions Ask some students which answers they think are correct, but don’t tell them the correct answers at this stage Tell them they will check their answers later.

2 Read through the list of names in the box Students listen and repeat Check that students understand all the words

Students use the words in the box to make some more quiz questions

ANSWERS

1 The Mississippi, The Thames

2 Siberia, Antarctica

3 TRY IT OUT Students work in their

pairs to guess the answers to their quiz questions Ask some students to read their questions to the class, and encourage students to discuss which answer they think is correct

4 $ 1•33 Play the audio for students to check all their answers Ask how many answers students got right, and ask:

Which answers do you find surprising?

Students work in pairs and write three more multiple-choice quiz questions like the ones in exercise 1 If students have access to the Internet, they can go online to check facts Monitor and help

while they are working With weaker

students, brainstorm some categories

that students could think about,

e.g highest waterfall, largest desert,

deepest ocean, smallest island / ocean, wettest place.

Ask students to swap questions with another pair and answer the other pair’s quiz They can check their answers with the other pair Ask pairs to keep a note

of how many questions they got right

They can then repeat this with two or three more pairs See which pair got the most questions right overall

Quiz

Lesson aims

A quiz about the natural world

What do you know about

the world?

Warm-up

Write on the board: mountain, island, lake,

forest, waterfall, river, ocean, desert Explain

desert if necessary.

Students work in pairs Tell them to write

down as quickly as they can the name of a

famous example of each of the things on

the board

Check students’ answers, then use the examples they have written to teach the

meaning of high, deep, large, wide, dry, and

hot by asking questions, e.g.

How high is (Mount Everest)?

How deep is (Lake Biwa)?

Which of these islands is larger?

How wide is the (Pacific Ocean)?

Is the (Atacama Desert) very dry?

Encourage students to speculate, but don’t worry if their answers aren’t correct

1 $ 1•32 Play the audio Students listen and read the quiz, and choose the correct answers

Ask two students to read out the example dialogue Point out that

we use I think so, too to agree with

someone

Trang 27

4 Look at the example question With

weaker students, point out that all the

questions use superlative adjectives

Students complete the questions

ANSWERS

1 What’s the most exciting place to visit?

2 Which is the most beautiful city?

3 Who’s the best sportsperson?

4 What’s the worst show on TV?

5 Who’s the most famous person?

6 Who’s the most popular singer?

5 TRY IT OUT Students ask and answer

the questions in pairs There are no right answers, so students should express their opinions

2 Lake Baikal is the deepest lake in Africa (F)

3 Bangkok is the hottest city in the world (T)

4 The Yangtze is the widest river in the world (F)

5 London is the wettest place in the world (F)

6 Seoul is the largest city in South Korea (T)

The Grammar Builder has some more basic practice of comparative and superlative forms

ANSWERS

Exercise 2

1 taller 2 bigger 3 more exciting

4 drier 5 longer 6 busier

Exercise 3

1 the largest 2 the tallest

3 the happiest 4 the most difficult

5 the most intelligent 6 the fastest

Ask: Which desert is larger – the Sahara

Desert or the Atacama Desert? Listen to

students’ answers, then write on the board:

The Sahara is larger than the Atacama Ask:

What’s the highest mountain in the world?

Write on the board: Mount Everest is the

highest mountain in the world Underline

the adjective in each sentence Explain that

we use comparative adjectives to compare

two things, and superlative adjectives to

compare more than two things

1 Read through the examples in the chart

with the class Point out the different

forms for short and long adjectives

The Grammar Builder has a more detailed

chart of comparative and superlative

adjectives Point out the spelling changes

for short adjectives, and the irregular

adjectives Tell students that bad is an

irregular adjective, with the forms worse

and worst Students should refer to this

chart to help them with the exercises

With weaker students, do exercise 1

in the Grammar Builder with the whole

class Stronger students could do this

exercise for homework

ANSWERS

1 nearer, nearest 2 easier, the easiest

3 more difficult, the most difficult

4 wider, the widest 5 happier, the

happiest 6 bigger, the biggest

7 wetter, the wettest 8 better, the

best 9 worse, the worst 10 more

expensive, the most expensive

11 more important, the most

important 12 higher, the highest

2 Read out the example answer; point

out the spelling change With weaker

students, read through the adjectives

in parentheses and ask about each one:

Short or long adjective? Regular or irregular?

ANSWERS

1 bigger 2 taller 3 better 4 more

beautiful 5 busier 6 worse

3 $ 1•34 Read out the example answer;

point out the use of the before the

superlative adjective Students write the

sentences and decide if they are true or

false Play the audio for students to check

ANSWERS

1 Mount Everest is the highest mountain

in the world (T)

Trang 28

$ 1•36 Write the following gapped sentences on the board Play the audio again for students to listen and complete them

1 I don’t _ so (think)

2 I _ with you (agree)

adjectives and conversation phrases and check that students understand them

Write Do you have any pets, (Saki)? on

the board Elicit the next line of the conversation and write this on the board Continue in this way and build

up a model conversation on the board

Students work in pairs to make their own

students With stronger students,

remove the model from the board

POSSIBLE ANSWER

A: Do you have any pets, Saki?

B: Yes, I have a rabbit, Fluffy He’s very friendly What about you?

A: I have a dog I think they’re the best pets

Elicit some ideas for other pets, either pets that students have, or exotic pets

(e.g snake, tarantula) Ask: Do you think

these are good pets? Why? Elicit or teach

some useful adjectives, e.g dangerous

Ask students to imagine that they have one of these pets

With stronger students, ask students

to close their books and have a conversation about their pets from

memory With weaker students, you

could write key words and phrases on the board to help them

gorgeous, cute, friendly, and independent

Play the audio again, pausing after each sentence for students to repeat

Students practice the conversation in pairs

2 $ 1•36 Ask students to look at the pictures of the animals in the box and check they understand them With

weaker students ask them to lsiten

and repeat Ask: Do you have any of these

animals as pets?

Allow students time to read the gapped sentences Make sure they understand

noisy, interesting and intelligent Play

the audio Students complete the sentences with the correct pets

ANSWERS

1 dogs 2 dogs, goldfish

3 dogs, goldfish 4 parrots 5 parrots

Ask individual students: Do you have a

pet? What do you think are the best pets?

Why? Ask other students: Do you agree

with (Kento)? Why? / Why not? Encourage

students to express their opinions and talk

about their own experiences

and read Ask: Who prefers dogs?

ANSWER

May prefers dogs

Trang 29

5 TRY IT OUT Students write a

description of an animal Remind them not to include the name of the animal

Monitor and help while students are working If students ask you for vocabulary that isn’t covered in the unit, note it down and teach it to the class before students move on to exercise 6

6 TRY IT OUT Students work in pairs

to read their descriptions and guess the animals Students can repeat the activity with two or three different partners for extra practice

ANSWERS

1 snake 2 penguin 3 whale

4 monkey

explore activity which includes more

vocabulary for describing animals This vocabulary will be useful for students

when they do exercise 5 Stronger

students can work in pairs and use

their dictionaries to check the meaning

of the words and complete the

sentences With weaker students, do

the exercise with the whole class, using the pictures and the sentences to teach the meaning of the new words Model pronunciation of the words

ANSWERS

1 feathers, beak 2 fur 3 scales

4 hair, horns 5 claws 6 skin

Ask: What animals can you keep as pets? As

students answer, build up a list of animals

on the board, and review all the animals

from page 21: cat, dog, goldfish, parrot,

rabbit, turtle Ask: What other animals do

you know? As students answer, add the

animals to the board Ask more questions

about each animal, e.g Where does it live? Is

it big? Is it friendly / dangerous? Tell students

that in this lesson they are going to learn

about animals

1 $ 1•37 Play the audio for students

to listen and read the words Play the

audio again for them to listen and

repeat

Write the following questions on the

board Ask students to look at the pictures

again and discuss the questions in pairs

Remind them to use phrases for agreeing

and disagreeing Ask pairs to report back

on whether they agreed or disagreed

1 Which animal is the cutest?

2 Which is the most interesting?

3 Which is the most intelligent?

4 Which is the most dangerous?

2 $ 1•38 PRONUNCIATION Model

the /ə/ sound on its own Check that

students understand tail, climb, and

trees Play the audio for students to

listen, then play it again, pausing after

each sentence for students to repeat

Students underline the /ə/ sounds in

each sentence

Play the audio again for students to

listen and check

ANSWERS

1 It’s a panda

2 It has a tail

3 It can climb trees

3 Check that students understand legs,

on land and underwater Students

complete the descriptions of the

animals

ANSWERS

1 snake 2 monkey 3 shark, whale

4 seal, crocodile, penguin

5 panda, monkey, tiger, snake

6 seal, shark, whale, crocodile, penguin

4 $ 1•39 Revise colors briefly by

pointing to some of the animals and

asking: What color is it? Check that

students understand long and to fly

Play the audio for students to listen to

the descriptions and name the animals

Trang 30

Write the following questions on the board Students read the brochure

and answer the questions Stronger

students write full-sentence answers.

1 How many people live in the park? (No people live in the park.)

2 What’s the coldest temperature in the park? (The coldest temperature is –50°C.)

3 Where can you see seals and walruses?

(You can see them on the beaches.)

4 What are sea parrots? (They are puffins.)

3 $ 1•41 Play the audio for students to listen and note down the animals

ANSWERS

You can see kangaroos, crocodiles, snakes, fish and parrots

Write the following sentences on the board Play the audio again for students

to decide if they are true or false Ask

stronger students to correct the false

sentences Check answers, and teach

the meaning of rare.

1 October is the warmest month (T)

2 You usually see kangaroos in the mountains (F – in the valleys)

3 You can see crocodiles in the rivers (F –

in the lakes)

4 There are lots of parrots in the forests

(F – there aren’t many parrots)

4 TRY IT OUT Student pairs write about a

national park in their part of the world

With weaker students, brainstorm the

names of some national parks with the class Choose one; brainstorm ideas about where it is, what the weather is like and what you can see there Use students’ ideas to build up a model text

on the board Students then choose a different national park, using the text on the board as a model for their writing

Monitor and help Students can swap texts and read their descriptions Ask:

Which national park would you like to visit? Why?

For homework, students find out about

a national park in a different part of the world They could download photos of the park and its animals They present

a short text on national parks to each other in small groups in the next class

for students to listen and read Students find the animals in the text

ANSWER

The animals are all in paragraphs 4 and 5

2 Check that students understand feet

Students read the article again and decide if the sentences are true or false

Ask stronger students to correct the

false sentences

ANSWERS

1 T

2 T

3 F (The park is cool in summer.)

4 F (The musk ox is the park’s largest animal.)

5 F (It has orange feet.)

Ask: Where can you see animals in your

country? Students will probably suggest

a zoo Ask: What about in a national

park? Write national park on the board

and explain the meaning Ask: Are there

many national parks in your country?

What animals can you see there? Do you

sometimes visit national parks?

1 $ 1•40 Point to the pictures and ask:

Where is this national park? Pre-teach

Greenland, Arctic and ice Play the audio

Trang 31

4 TV and

movies

Unit aims

Vocabulary: TV shows Movies

Grammar: Simple past Pronouns

Conversation: What did you watch last

night? Expressing disbelief

Writing: A movie review

usually do in the evenings? Do you watch

TV? What’s your favorite show? Why do

you like it? Encourage students to express

their opinions, and ask other students if

they agree

Point to the pictures and ask: Which of these

TV shows do you like? Which don’t you like?

Students say the words in English or their

own language, or point to the pictures

1 $ 1•42 Play the audio Students repeat

as a class Make sure students understand

the meaning of all the words Play it again

Pause after each word Ask a student to

repeat individually, then ask the class to

repeat again

Students choose five kinds of TV show

in exercise 1 and write the name of a

show they know for each one They

must remember what kind of show

each one is, but shouldn’t write it down

Students close their books With weaker

students, write the words for TV shows

on the board Student pairs read the

names of their shows to their partner

Their partner must say the kind of TV

show each one is, getting a point for

each correct answer Students repeat

the activity with another partner for

extra practice See who has the most

points at the end

2 $ 1•43 Check that students remember

often, sometimes and never Play the

audio Students complete the chart

$ 1•43 Point to the phrases in exercise

3 Ask: Which speaker uses these phrases?

What do they say? Play the audio again,

pausing for students to write down the phrases the speakers use (Answers:

Anna: I don’t mind watching the news I

can’t stand sports I’m a big fan of game shows David: I’m crazy about sports

Jenny: I don’t mind watching the news.)

Write three emoticons on the board:

J, K, L Students work in pairs to match the phrases to the correct

emoticon Ask stronger students

to add more words or phrases for expressing likes and dislikes (see answers in parentheses below) Tell students they are going to use these phrases in the next exercise

J: I’m a big fan of, I’m crazy about (I love, I

really like, I prefer)

K: I don’t mind (I’m not crazy about)

L: I can’t stand (I’m not a fan of, I hate, I

really don’t like)

3 Students write sentences using the

phrases in the box Stronger students

can use the extra verbs / phrases from the Extra practice activity Ask some students to read out their sentences, and correct any errors as a class

4 TRY IT OUT Check that students

understand both Pairs discuss which

shows they like / dislike Ask some to tell the class which shows they both like

Trang 32

working Students then practice their conversations in their pairs Ask some pairs to perform their conversations for the class.

Ask students to close their books and work in new pairs to practice a new conversation with a different partner

you / see / last night?

/eɪ/ sound on its own Play the audio for students to listen to the words Play the audio again, pausing after each word for students to repeat and underline the

/eɪ/ sound in each word

ANSWERS

great game entertaining

$ 1•46 Ask individual students to read out the sentences Students then work

in pairs to underline the /eɪ/ sounds and practice saying the sentences Play the audio for students to listen and check, then play it again, pausing after each sentence for students to repeat

ANSWERS

1 There’s a great show on at eight!

2 They make entertaining game shows

3 Jay can play soccer on Sunday

Write the following words on the board:

always, amazing, famous, game arcade, Saturday, snake, vacation

Students work in pairs to identify the

/eɪ/ sounds and then write a sentence using as many of the words as they can

Ask students to read out their sentences Check that they are pronouncing the /eɪ/ sounds correctly

See which pair has used the most words

in their sentence, and which sentence is

the most entertaining (Answers: always,

amazing, famous, game arcade, Saturday, snake, vacation)

More practiceCommunication worksheet, TRCD

Lesson aims

Conversation: Talking about TV shows

that you watched last night

What did you watch last

night?

Warm-up

With books closed, say: Last night I watched

a documentary on TV Write documentary

on the board and check that students

understand it Ask: What did you watch last

night? As students answer, write the words

for TV shows onto the board and review

them with the class Ask more questions to

review all the words for TV shows, e.g Who

watched the news? Did you watch a cartoon?

and read the conversation Ask: Who

watched a talent show last night?

ANSWER

Kate watched a talent show last night

entertaining and Sounds good Play the

audio again, pausing after key words and phrases for students to repeat

Students practice the conversation

in pairs

2 TRY IT OUT Point to the blue words in

exercise 1 and give an example of how the first blue word could be changed,

e.g talk show With weaker students,

elicit a full model for a possible new conversation line by line and write

it on the board Students then work

in pairs to make a new conversation

Monitor and help while students are

Trang 33

4 Read out the example question

Students complete the questions

Stronger students can add two more

questions to ask a partner Ask some students to read out their questions, and correct any errors

ANSWERS

1 Did, watch 2 Did, do 3 Did, read

4 Did, play 5 Did, go

5 TRY IT OUT Students ask and answer

the questions in pairs Ask some students to tell the class something they learned about their partner

3 $ 1•47 Read out the example answer and point out the word order in the question form Check that students

understand arrive, accident, and crash

Students complete the conversation

with the correct verbs forms Weaker

students could work in pairs to do

this Encourage all students to use the irregular verbs list on page 104 to help them

Play the audio for students to listen and check their answers Write the correct verb forms on the board for students to check their spellings

ANSWERS

1 Did you watch 2 happened

3 didn’t arrive 4 Did she have

5 crashed 6 did she forget

7 did you know 8 saw

Ask: What did you watch on TV last night?

Did you see that (cartoon)? As students

answer, write some sentences on the

board: I watched (the news) (Ken) watched

(a documentary) (Mai) didn’t see the cartoon

Underline the verbs and explain that they

are in the simple past Point out that the

verb form is the same in the I and he / she

forms

1 Read through the examples in the

chart with the class Students listen

and repeat Explain that watched is a

regular simple past form and went is

the irregular simple past of go Point out

that irregular verbs are different in the

affirmative form, but follow the same

rules as regular verbs in the negative

and question forms

2 Read out the example answer and

point out that like is a regular verb With

weaker students, read through the

verbs in parentheses and ask about

each one: Regular or irregular? Students

can refer to the irregular verbs list on

page 104 to check Students complete

the sentences with the correct simple

past forms

ANSWERS

1 liked 2 didn’t see 3 loved

4 didn’t win 5 sang

The Grammar Builder has additional

information and some basic practice

of simple past forms With weaker

students, review the spelling rules for

regular simple past forms: add -ed for

most verbs (watch – watched) and add

-d for verbs ending in -e (love – loved)

Ask students to turn to the irregular

verbs list on page 104, and tell them

they should refer to this to check

irregular forms Weaker students could

do exercises 1 and 2 now, for extra

practice Stronger students could do

them for homework

ANSWERS

Exercise 1

1 clapped 2 didn’t answer

3 interviewed 4 Did, write

5 watched

Exercise 2

1 had 2 did 3 played 4 met

5 drank 6 talked 7 left 8 walked

9 went

Trang 34

Conversation 1: picture b

Conversation 2: picture c

conversation phrases and check that students understand them Read through the situations and make sure that students understand everything

Write Guess what happened to me

yesterday? on the board Elicit the next

line of the conversation and write this

on the board Continue in this way and build up a model conversation on the board

Students work in pairs to make their

own conversation With weaker

students, leave the model on the

board to help students With stronger

students, remove the model from

the board

B: Are you serious?

A: Yes I promise you, it’s true! Do you want to come to the movies with me tonight? I’ll pay!

Ask students to think of their own

amazing situation With weaker

students, brainstorm some ideas

with the class first, e.g won $1,000

in a competition, met the president of the US, am going to play tennis for the national team

Students can work with a different partner and talk about their amazing situations To make it more challenging

for stronger students, ask them

to close their books and have the conversations from memory You could

ask weaker students to cover the

conversation in exercise 1 and only refer to the conversation phrases to help them

Students can repeat the activity with a different partner Ask students whose situation was the most amazing / entertaining

ANSWER

A TV reporter interviewed Keigo for a new talk show

downtown, TV reporter, interviewed,

and I promise Ask: What does Mika say

when she doesn’t believe Keigo? Compare

the phrases Mika uses to students’

suggestions on the board

Play the audio again, pausing after each sentence for students to repeat

Encourage them to copy the intonation

on the phrases for expressing disbelief

Students practice the conversation

in pairs

2 $ 1•49 Use picture b to teach score

a goal Play the audio Students listen

and match the conversations with the pictures

Say: I have some very exciting news I’m

going to (be in a Hollywood movie next year)

Add more details which gradually become

more unbelievable, until the class can see

that your news isn’t really true Ask: Do

you think it’s true? What do you say when

someone tells you a story like this? Write

students’ ideas on the board

and read Ask: What is Keigo’s exciting

news?

Trang 35

do the exercise with the whole class, using the matching task to explain the meaning of the extreme adjectives

ANSWERS

1 b 2 f 3 d 4 a 5 c 6 e

4 TRY IT OUT Ask two students to read

out the example dialogue Encourage them to expand the dialogue by giving reasons Students discuss movies in pairs Encourage them to use a range of phrases for expressing likes and dislikes, and a range of adjectives Ask some students to tell the class if they and their partner like the same movies

understand brilliant, clever and boring

Ask: Which movies do you think are

explore activity on extreme adjectives

This vocabulary will be useful for students when they do exercise 4

Explain that extreme adjectives are adjectives with a strong meaning

Stronger students can use their

dictionaries to check the meaning

of the adjectives and complete the

matching task With weaker students,

Ask: What’s your favorite movie? Why do you

like it? Ask students to make a list of their

top three movies Students compare their

answers in small groups Ask groups to tell

the class if any of the movies on their lists

were the same

Ask: Where do you usually watch movies – at

home or at the movie theater? Which do

you prefer? Why? Encourage students to

express their own opinions

listen and read the words Play the audio

again for them to listen and repeat

Ask students to look at their list of top

movies from the warm-up Ask them to

decide what kind of movies they are

Students can compare their answers

in pairs With the class, brainstorm an

example of each kind of movie

2 With weaker students, read through

the words in the box and check that

students understand them Model and

drill pronunciation Stronger students

can use their dictionaries to look up the

meaning of any words they don’t know

Students complete the sentences with

the correct words

ANSWERS

1 violent 2 funny 3 scary

4 imaginative 5 entertaining

6 exciting

Students work in pairs to discuss which

opinions they agree with Ask some

pairs to tell the class which opinions

they both agree with

listen and complete the chart Check

answers, then ask: Which person do you

agree with?

ANSWERS

Kento: J action, martial arts L horror

Joe: J science fiction, fantasy, action

L romantic comedies

Sue: J all types of movies, loves musicals

best L action

Point to the words in the box in exercise

2 Ask: Which of these words do the

speakers use? What other words do they

use to describe movies? Play the audio

again for students to note down the

words that each speaker uses Check

answers, and check that students

Trang 36

5 Her favorite actor was Anthony Daniels

6 The best part of the movie was the final battle

Write the following phrases on the board Ask students to read the review again and find the words that the writer uses to describe the things

1 the story (never boring)

2 the special effects (excellent, realistic)

3 the music (exciting)

4 the actors (very good)

5 Anthony Daniels (very funny)

6 the final battle (amazing)

7 the ending (interesting)

Check answers and brainstorm other words that could describe each of the

things, e.g brilliant, scary, entertaining.

3 Read the information on pronouns with the class Students find the pronouns in the review and decide what they refer to

ANSWERS

1 the story 2 the special effects

3 the music 4 the final battle

4 Students complete the sentences with the correct pronouns

ANSWERS

1 She 2 him 3 it 4 them

The Grammar Builder has another

exercise practicing pronouns Weaker

students could do this exercise now

Stronger students can do it for

6 TRY IT OUT Students write their review

With weaker students, choose a

movie that students know and, working with the whole class, brainstorm ideas and build up a review on the board

Students can then use this as a model for their own review

Encourage students to read through their work and make corrections

Students could also swap with a partner and suggest corrections

Students work in small groups to read each other’s reviews and say whether they agree or disagree Ask some students to tell the class whose reviews they agreed with

Unit 4 Writing Worksheet, TRCD

opportunity to teach actor, character, story,

ending, and special effects.

1 $ 1•52 Point to the picture and the

title of the movie Ask: Do you know this

movie? Do you like it? Pre-teach galaxy, robot and battle Play the audio for

students to listen and read

2 Check that students understand take

place Students read the review again

and answer the questions Ask stronger

students to write full-sentence

answers Weaker students can write

short answers

ANSWERS

1 It was a science fiction movie

2 It took place a long time ago in a away galaxy

far-3 She liked the story because it had lots

Tell students about a movie you have seen

recently Explain what it was about and

why you did / didn’t enjoy it

board: What was the last movie you saw?

What kind of movie was it? Did you enjoy it?

Why? / Why not? Students work in pairs to

discuss the questions Ask some students

to tell the class about their partner’s movie

Ask: What makes a good movie? Brainstorm

ideas with the class, and use the

Trang 37

Review Units 1–4

Lesson aims

Vocabulary and Grammar revision

Note

The Review pages bring together the

vocabulary, grammar and conversation

practice from four units They are

not intended to be a test, but an

opportunity to review and consolidate

language that students have studied

Work through the activities in class

Students can work in pairs, or work

individually and then compare their

answers in pairs before you do a class

check Take the opportunity to review

any areas of language that students

find difficult

Warm-up

Write the following headings on the

board: fun activities, fun places, types of

music, vacation plans, geographical features,

animals, TV shows, movies.

Give students two minutes to work

individually and write down as many

words for each category as they can After

two minutes, put students into pairs Give

them two minutes to compare their lists

and add their partner’s words to their lists

After two minutes, put pairs together into

groups of four to compare their lists and

add new words

Bring students’ ideas together on the

board Check that students understand all

the vocabulary See which group got the

most correct words

Vocabulary Builder pages 96–98

The Vocabulary Builder on pages 96–98

reviews all the vocabulary that students

have learned in Units 1–4 You could

ask students to revise and learn all the

vocabulary for homework, before you

do the review in class Alternatively,

get students to read through the

Vocabulary Builder pages in class,

after the warm-up, to check that they

understand all the vocabulary

Grammar Builder pages 84–87

The Grammar Builder on pages 84–87

reviews all the grammar that students

have studied in Units 1–4 Encourage

students to use the Grammar Builder to

help them with exercise A When you

check answers with the class, use the

Grammar Builder to review grammar

that students still find difficult

A Students read the sentences and choose the correct answers Allow students time to compare their answers

in pairs before you do a class check

ANSWERS

1 c 2 b 3 c 4 c 5 b 6 d

B Students read the conversations and choose the correct phrases Check answers, then students practice the conversations in pairs Encourage students to cover the answers as they practice each conversation, so they add the correct phrase from memory

ANSWERS

7 b 8 c 9 d 10 a

Students work in pairs They choose one

of the conversations in exercise B and

change some of the words Stronger

students can also add more lines, to

make the conversation longer You

could tell weaker students to find the

relevant conversation in their books to help them with language and ideas The relevant pages are: Q7 page 9, Q8 page

15, Q9 page 21, Q10 page 27

Monitor while students are working and encourage them to be creative in their conversations Students can practice their conversations in pairs Ask some pairs to perform their conversations for the class

Trang 38

Ask students to read Saki’s e-mail again

Ask: What questions does Saki ask her

new penfriend? Ask students to find and

underline the questions in Saki’s e-mail

Write them on the board:

Do you have a pet?

What do you like doing?

What music do you like?

What are you doing this summer?

Ask students to write a reply to Saki, answering her questions with information about themselves With

weaker students, write the following

sentence prompts on the board to help them:

My name’s …

I live in …

I have / don’t have …

I love … I’m into … This summer I’m …

Monitor and help while students are working and encourage them

to self-correct any errors that you see Encourage students to use the Vocabulary Builder to help with the

vocabulary that they need With weaker

students, review the form and use

of the simple present and present continuous before students start

When students have finished, they can swap e-mails with a partner and read each other’s work

More practiceTests, TRCD Vocabulary and Grammar Review, TRCD

C Students read the e-mail and choose

the correct answers With weaker

students, tell them that questions

11 and 12 relate to paragraph 2, and

question 13 to paragraph 3

ANSWERS

11 c 12 c 13 a

board Ask students to read the e-mail

again and answer the questions

1 Where does Saki live? (She lives in Kobe.)

2 What did she do last weekend? (She

stayed in and watched movies on TV.)

3 What is she doing this summer? (She’s

going to a rock festival, then she’s going

ANSWERS

14 a 15 c

Trang 39

Grammar: could / couldn’t

Conversation: What happened to you?

Say: Imagine you’re going on vacation next

week How do you feel? Are you happy /

excited? Write the adjectives on the board

Ask individual students to imagine other

situations and say how they feel, e.g You

have an important exam tomorrow Your

team lost an important game last night

You’re watching a horror movie How do

you feel? As students answer, write the

adjectives they use on the board

Point to the pictures in exercise 1 and ask:

Who passed an exam today? Who’s watching

a horror movie? Whose pet died today? Who’s

enjoying their free time? Students can answer

by saying the number of the pictures

1 $ 1•54 Students listen and repeat as

a class Make sure students understand

the meaning of all the words Play the

audio again Pause after each word and

ask a student to repeat individually,

Give students two minutes to study the

page and try to memorize it Then ask

them to close their books On the board,

write the numbers 1–9 in the same

pattern as they appear on the page

Point to number 6 Mime being scared;

say I’m scared Write scared next to number

6 on the board Ask individual students to

choose a number, mime that feeling, and

say the adjective See if, as a class, you can

fill in all the adjectives in the same order as

they appear on the page

and choose the correct adjectives

ANSWERS

1 thrilled 2 confused 3 scared

4 exhausted

3 TRY IT OUT With weaker students,

brainstorm some ideas for each of the

people before students work in pairs

Stronger students could also discuss

why they think each of the people has that particular feeling Ask pairs to tell the class their ideas

explore activity on -ed / -ing adjectives

Read through the example sentences and information with the class

Stronger students complete the chart

individually With weaker students,

complete the chart with the whole class, referring to the information and discussing why each answer is correct

ANSWERS

1 surprised 2 thrilling 3 relaxing

4 confused 5 exhaustingStudents work in pairs and write two

sentences using -ed adjectives and two using -ing adjectives Ask some students

to read their sentences to the class

Correct any errors as a class

Trang 40

conversations in their pairs Ask some pairs to perform their conversations for the class.

Ask students to close their books and work in new pairs to practice a new conversation with a different partner

What / happen / you?

I couldn’t … too bad

I was … you / have / a good time?

No way!

/θ/ sound on its own Play the audio for students to listen to the words Play the audio again, pausing after each word for students to repeat Students underline the /θ/ sound in each word

ANSWERS

thousand thrilled throw

4 $ 1•58 Students work in pairs to underline the /θ/ sounds and practice saying the sentences Play the audio for students to listen and check, then play

it again, pausing after each sentence for students to repeat

ANSWERS

1 We thanked him a thousand times

2 Theo thinks it’s thrilling

3 I went to the movie theater three times on Thursday

Write the following words on the board:

bath math north south tooth teeth thirteen thirsty think

Students work in pairs to look in their dictionaries and check the meanings of any words they don’t know They then write a sentence using as many of the words as they can

Ask students to read out their sentences Check that they are pronouncing the /θ/ sounds correctly

See which pair has used the most words

in their sentence, and which sentence is the most entertaining

Point to the injured boy in the picture and

ask: What do you think happened to him?

Can he play basketball? How do you think

he’s feeling? What do you think his friend is

saying to him?

and read the conversation Ask: How is

Bo feeling now?

ANSWER

Bo is surprised now

hurt and No way! (= used to express

disbelief ) Play the audio again, pausing after key words and phrases for students to repeat Students practice the conversation in pairs

situations in the boxes with the class and make sure students understand everything Point to the blue words and give an example of how the first one could be changed

With weaker students, elicit a full

model for a possible new conversation line by line and write it on the board This will help give them more confidence to then create their own conversation Students then work in pairs to make a new conversation

Monitor and help while students are working Students then practice their

Tiêu đề	Get Ahead 2 Teachers Guide
Tác giả	Sheila Dignen
Người hướng dẫn	Sheila Dignen
Trường học	Oxford University
Chuyên ngành	English Language Teaching
Thể loại	Teacher’s guide
Năm xuất bản	2013
Thành phố	Oxford

Định dạng
Số trang	121
Dung lượng	18,15 MB