Total English Plus Supplementary materials

Supplementary materials : Elementary, PreIntermediate, Intermediate, UpperIntermediateIncluding: Excersice and answer key for 4 partsquyển sách tổng hợp 4 trình độ, bao gồm các bài tập và đáp án, các bài có kèm teachers notes

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Total English

Supplementary Materials

Elementary Pre-Intermediate Intermediate Upper-Intermediate

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Total English

Supplementary Materials

Elementary

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Total English Supplementary Materials

Elementary

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TEACHER’S NOTES:

Do you know…?

Aim: to practise and consolidate key vocabulary from unit 1; jobs, family words and countries/nationalities This worksheet is designed as a warmer to be used with unit 1

Time: 30 minutes maximum

Materials: photocopies of the worksheet for each student

1 To warm students up for the game, ask them to shout out the names of jobs, countries and family words that they can remember from unit 1

2 Explain that you are going to call out a letter from the alphabet and they have to try and fill in a job/family word/country/nationality starting with that letter For each word they get, they get five points

3 Call out the following letters: A, S, B, P, C

A - Artist, architect, aunt, Australian/Australia, America/American

S - Student, secretary, shop assistant, sister, son, stepbrother,

Spain/Spanish

B - Bank clerk, brother, best friend, Britain/British, Brazil/Brazilian

P - Police Officer, parents, Poland/Polish

C - Computer programmer, children, cousins, China

4 Go through all the letters and get students to call out their words, and

then add up their total score If the winner seems very confident, ask them

to spell out some of the words they filled in

5 Finally ask students to swap with their partner and check the spellings of

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all the words - a final consolidation and check on accuracy

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Hello, my name’s…

1 Look at the following dialogue and correct the underlined mistakes

Maria: Hello, my name (1) Maria What’s your name?

Tom: Hello Maria My name are (2) Tom

Maria: Where is (3) you from Tom?

Tom: I (4) from London Where are you from?

Maria: I’m from Spain I live with my parents and my brother

Tom: How old are (5) your brother?

Maria: He (6) 15 How old are you?

Tom: I (7) 18 I live with my cousin, Jane

Maria: How old is he (8)?

Tom: She’s 20 and she (9) a student at the university

Maria: Are you a student Tom?

Tom: Yes, I am Are you a student?

Maria: No I not (10) a student I’m a nurse

Tom: See you tomorrow Maria

Maria: Yes, goodbye Tom

2 Imagine you are meeting your favourite pop star, sportsperson or actor/actress Ask them questions about their family, nationality and job Use the above corrected dialogue to help you and the words in the box below

job nationality age country of origin

parents brothers sisters age of relatives

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Hello, my name’s…

Aim: to practice verb to be in context of exchanging information about

family, where you are from and jobs This worksheet is designed to

be used in conjunction with unit 1.1

Time: 40 minutes

Materials: photocopies of the worksheet for each student

1 Get students to read through the dialogue first Then ask them to correct the mistakes

Answers: 1 ’s 2 is 3 are 4 ’m 5 is 6 ’s 7 ’m 8 she 9 ’s 10 ’m

accent (if possible) of their chosen person

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Tell me…!

1 Write the correct question using the prompts and the answers provided

Who/he ? He’s Tom Cruise

What/it ? It’s a handbag

Where/from ? They’re from Italy

What/job ? She’s my English teacher

Where/you ? I’m from Japan

What/job ? He’s a doctor

Where/he ? He’s from Brazil

Who/they ? They’re my parents

2 Fill in the gaps below with a partner

3 Draw some things or people you know in the boxes below

4 Work in groups Show your pictures and look at your classmates Who

are they? Where are they from? What is it? Ask and answer

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Tell me…!

Aim: to practice subject pronouns and positive forms of to be with Wh-

questions This worksheet is designed to be used in conjunction with unit 1.2

1 Students can either complete the exercise in pairs or alone Check answers

Answers: 1 Who is he? 2 What is it? 3 Where are they from?

4 What’s her job? 5 Where are you from? 6 What’s his job?

7 Where is he from? 8 Who are they?

2 Again students can work together or with a partner Check answers

Answers: 1 I’m 2 He’s 3 They’re 4 She’s 5 We’re 6 You’re 7 It’s

8 I’m

3 Ask the students to draw three people or things that they like/are important

to them Draw your example on the board (don’t worry about being a great artist!) e.g

Encourage students to ask you questions using the prompts in Ex 1

4 Ask students to work in groups of three or four and compare pictures

Encourage them to use the questions; What is it? Who is it? Monitor and help students with vocabulary when needed

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Who is Mr Green?

1 Peter Green is 32 and is from England His telephone number is 0208 444

6890 and his mobile number is 08882 689567 He is a journalist Look at the form below, and correct the information that is wrong:

E.g.: His surname isn’t Blue, it’s Green

2 Rewrite the following sentences using the negative form of to be

6 He’s from France

7 They’re shop assistants

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8 I’m unemployed

Who is Mr Green?

Aim: to consolidate negative forms of verb to be This worksheet is

designed to be used in conjunction with unit 1.3

1 Ask students to identify the incorrect information by reading the small paragraph at the top of the page and then correcting the information

on the form using negative forms of to be If necessary, do the first

one with the students to give them an example: He isn’t 24, he’s 32

If necessary, tell your students they have to find six mistakes

Answers: 1 He isn’t 26, he’s 32 2 He isn’t from Australia, he’s from

England 3 He isn’t Australian, he’s English 4 His home number isn’t

0208 435 6890, it’s 0208 444 6890 5 His mobile number isn’t 07772

689567, it’s 08882 689567 6 He isn’t a doctor, he’s a journalist

2 Elicit negative forms in the present simple and, if necessary, write these examples on the board Then instruct students to work in pairs

to change the affirmative statements into negatives

Answers: 1 I’m not 50 2 She isn’t my cousin 3 They aren’t his

parents 4 We aren’t students 5 You aren’t a journalist 6 He isn’t

from France 7 They aren’t shop assistants 8 I’m not unemployed

3 Follow up activity: if there’s time, get the class to write six sentences

in the affirmative of to be, and give them to their partner to write in

the negative You can monitor this as a free activity for the students

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Elementary

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Find the word!

1 Look at the words below from unit 2, and then find them in the word search! The words go up and down in these directions: ,,,,,

2 Quick quiz!

Now look at the words above again Can you write a sentence for each

one? E.g I go to a restaurant every weekend

beach pool restaurant eat work sleep open clean meet

swim bag book car lamp watch desk sell dry go

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Find the word!

Aim: This fun warmer can be used to consolidate key vocabulary from

unit 2, first by searching in the word searcher and then using the words to make sentences in part 2

1 Check that all students understand how a word search works and then

do the first one with them Create some excitement by giving setting

a time limit of ten minutes to see if they can find all the words in time

2 There are seventeen words remaining, and at this point students could work in pairs to create the seventeen sentences Monitor their work, and correct all the grammar mistakes If there are any spelling

mistakes just underline them and get the students to double check either against the words above or in unit 2 of the Students’ Book

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Mix and match

1 Rewrite the following mixed up words to form ten verbs:

2 Now use the verbs above to fill in the gaps of the following sentences

to complete the crossword

1 He _ _ _ _ _ at the café every Saturday

2 Fiona _ _ _ _ _ _ her hair every evening

3 I _ _ _ _ under water in the sea

4 They _ _ _ _ _ TV every evening

5 What do you _ _ in the afternoon?

6 I _ _ _ _ an interesting job

7 Matt _ _ _ _ _ _ the house every weekend

8 We _ _ _ _ _ work at 8am

9 She _ _ _ _ _ his work

10 What time do you _ _ _ breakfast?

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Mix and match

Aim: to practice present simple and use of subject pronouns: I/you/

he/she/it/we/they and verb vocabulary This worksheet is designed

to be used in conjunction with unit 2.1

1 Tell students they have to unscramble the anagrams as quickly as they can To help them understand what an anagram is put up an

example, kmea _ _ _ _, on the board and demonstrate how it

becomes ‘make’

Answers: 1 do 2 start 3 swim 4 like 5 eat 6 wash 7 have

8 work 9 watch 10 clean

2 Ask students to fill in the crossword by completing the sentences

To encourage peer correction ask the students to compare their

answers at the end, then elicit the correct sentences

Answers: 1 (down) works 2 (down) washes 3 (across) swim

4 (down) watch 5 (across) do 6 (down) have 7 (down) cleans

8 (across) start 9 (across) likes 10 (across) eat

3 Suggested extra activity: If time, get students in pairs to find five new words each from unit 2 and make anagrams for each other to work out

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Quick quizzes

1 He, she, it quick quiz!

Quickly fill in the table below with the correct form of the present

simple for he/she/it Write full sentences

2 Noun plurals quick quiz!

The plurals below are spelt incorrectly Read them and then write the

3 Look at your verb sentences from Ex 1 again Now try and make the

sentences longer using ten of the words from Ex 2 You can change the sentences if you want

Verb: Sentence using he/she/it

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Quick quizzes

Aim: to consolidate 3rd person present simple and noun plurals This

worksheet is designed to be used in conjunction with unit 2.2

1 Monitor the sentences the students write and encourage faster ones to make the sentences as comprehensive as possible

Answers: watches, goes, carries, has, does, organizes, finishes,

washes, dries

2 Ask the students to imagine they are a teacher correcting the

spellings Encourage them to work on their own initially as they will have a chance to work together in the final part

Answers: 1 books 2 pictures 3 watches 4 knives 5 men 6 diaries

7 addresses 8 people 9 scarves 10 cities 11 children 12 classes

3 The aim here is to get students to look back at their original sentences and try to incorporate more words using the noun plurals and to build their confidence sentence building Ask students to complete the task and go around the class monitoring Ask them to exchange their

papers with a partner and encourage them to peer correct Give

prompts to students who need them

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Day by day

1 Look back at unit 2 questions using what, when, where, do and does using

the present simple to ask about daily routines Now choose your own

question in the present simple for each of these and fill in the questions in the box below

2 Find four other students in the room and ask each student your five

questions about their daily routine Write the answers in the chart above

3 When you have completed the information, read it carefully Now write

sentences to describe the answers each student gave you Then give it to

Student A Student B Student C Student D What ?

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your partner who will check it through for you

Day by day

Aim: to consolidate can do - talking and writing about daily routines

This worksheet is designed to be used in conjunction with unit 2.3

1 This is designed to be a free activity where students receive no

prompts as to how to write the questions, but encourage them to refer

to the Students’ Book and Workbook if they need to Monitor each student to check that their questions are correct, and then get them

up and about the class asking questions - the more practice the better!

2 They then have to write up their results in the 3rd person plural Again monitor this, and encourage students to check each others work at the end If time is going well, and you have a confident class, ask some students to read out their results and get the rest of class to respond with any questions they may have

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Elementary

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Vocabulary Quiz

1 Answer the following questions with your partner

1 Which days of the week are missing below? Write them in the spaces Sunday, Monday, Tuesday, _ _ _ _ _ _ _ _ _, Thursday,

2 Correct the following phrases:

1 I go run every weekend

2 We go swim on Fridays

3 I go lunch at a restaurant on Saturdays

4 She goes shop as often as possible!

5 He listens music most mornings before work

6 I read newspaper on the way to work every morning

3 Unscramble the following new verbs from unit 3

go for a walk go running listen to the radio go to the gym

read a book see a film watch a DVD/video ride a bike

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Vocabulary Quiz

Aim: to consolidate new vocabulary (days of the week, verbs, do + noun

for activities, play + noun for games) from unit 3; to improve

accuracy and confidence using the vocabulary

Materials: photocopies of the worksheet for each student group

1 Students in pairs or threes fill in the missing information

Answers: 1 Wednesday and Saturday 2 aerobics, judo and yoga

3 play computer games, football, tennis

2 Ask the students to imagine they are a teacher correcting the phrases

If necessary, do an example on the board to help For example:

‘English I teacher am a’ becomes ‘I am an English teacher’

Answers: 1 I go running every weekend 2 We go swimming on Fridays

3 I have lunch at a restaurant on Fridays 4 She goes shopping as often as possible 5 He listens to music most mornings before work

6 I read a newspaper on the way to work every morning

3 Check students understand the concept of ‘unscrambling’ before

asking them to complete the exercise Again, if necessary elicit an

example or write one on the board E.g ‘hatec’ becomes ‘teach’

Answers: dance, sing, swim, cook, sunbathe, skateboard

4 Encourage students to be as creative as they like using all language

associated with present simple/can/can’t so far Monitor closely and

supply new vocabulary on individual basis if necessary

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Do they / don’t they?

1 Use the following text to write sentences in the negative:

1 Pete/play football/Sundays

2 Jane/go gym/Mondays

3 Mum/sunbathe/holidays

4 Tom/read book/on the way to work

5 Why/go swimming/Harri/ at the weekends

6 She/meet her friends/before school

7 Paul/drive his car/to work

8 I/have lunch at home/during the week

2 Now look at the following sentences and put them into the correct order

1 doesn’t like she TV watching

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Do they / don’t they?

Aim: to practice accuracy with present simple negative through sentence

building and sentence order This worksheet is designed to be used

in conjunction with unit 3.1

1 Elicit the present simple negative forms of do and direct students to

part 1 Students can work in pairs.

Answers: 1 Pete doesn’t play football on Sundays 2 Jane doesn’t go

to the gym on Mondays 3 Mum doesn’t sunbathe on holidays

4 Tom doesn’t read a book on the way to work 5 Why doesn’t Harri go

swimming at the weekends? 6 She doesn’t meet her friends before school

7 Paul doesn’t drive his car to work 8 I don’t have lunch at home during

the week

2 Check students understand the concept of ‘unscrambling’ before

asking them to work out what these words are If necessary elicit an

example or write one on the board E.g ‘swimming doesn’t sea he in

like the’ becomes ‘he doesn’t like swimming in the sea’

Answers: 1 She doesn’t like watching TV 2 He doesn’t sing in the

bath 3 They don’t play computer games at school 4 I don’t listen to

the news in the mornings 5 Why don’t we see a film this evening?

6 She doesn’t have dinner at restaurants because it’s too expensive

7 Why don’t we go to the cinema on Saturday night? 8 He doesn’t like

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things they don’t like doing

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The interviewer

1 Look at the table below You are going to interview other students

and fill in the table below using can/can’t

E.g Student A: Can you …? Student B: Yes/No I can/can’t …

2 For each of the questions, choose an interesting answer and write it

Student 1 Student 2 Student 3 Student 4 Swim 100m?

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down so you have nine sentences with can or can’t

The interviewer

Aim: to practice can and can’t in question and answer form in a fun way

through an oral and written activity This worksheet is designed to

be used in conjunction with unit 3.2

1 After the thorough practice of student book, workbook and teacher’s resource book, this is a freer activity involving the whole class getting

up and quizzing each other to reinforce can and can’t Encourage

students to move around the classroom to get a variety of answers

2 Ask students to choose an interesting answer for each of the

questions, and write it down so they have nine complete sentences

with can or can’t

3 Direct the students to swap their written sentences with their

partner’s and ask them to check them for accuracy Monitor carefully and be ready to help with corrections if required This will help you select a few good sentences which you can ask the students to read out to the whole class Encourage the students to listen and

encourage more questions if possible!

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Why don’t we…?

1 a List three ways of making a suggestion to do something:

4 Look at the information below You are on the telephone to your partner

a In pairs decide who is A and who is B Then plan your conversation:

b Read your dialogue out together

5 Choose ten numbers from unit 3 and write them down Read them out to your partner and ask them to write down each number as you read it

Student A:

• phones student B

• suggest doing something tomorrow

• suggest another activity

• suggest a place to meet

• finish the conversation

Student B:

• answers the phone

• you don't like that activity

• agree and say you like this

• agree and suggest a time

• say goodbye

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Why don’t we…?

Aim: to provide freer practice of making suggestions and speaking on

the phone, and to revise numbers; hearing them and quickly writing them down This worksheet is designed to be used in conjunction with unit 3.3

1 Students focus on vocabulary and sentence building Ask them to look

at the number of spaces allocated to help them fill in the start of the phrase They should then complete the rest in their own words

Possible answers:

a 1 Let's go to the cinema 2 Why don't we have lunch on Saturday?

3 How about a takeaway meal on Friday?

b 1 Hello, can I speak to Lucy?

c 1 Can I leave a message please?

2 Students work in pairs and prepare a dialogue for the situation

explained in the boxes The conversations can be based on unit 3.3 (Workbook page 21) and students should know that there are no set answers as long as they follow the guidelines and the suggestions are grammatically correct Whilst monitoring this, encourage students to peer-correct their work If time is going well, and you have a confident class, ask some students to read out their conversations

3 Always good to keep practising numbers - this has been done already

in the unit, hence here the students choose their own numbers to test each other You could call some out yourself to the whole class if

there's time at the end

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Elementary

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Memory time

1 In unit 4 you have learnt over fifty new words! Can you remember them all and fill in the table below?

2 a What is the opposite of happy?

b What is the opposite of healthy?

c What type of container can you buy crisps in? (2 possible answers)

d What type of container can you buy cola in? (2 possible answers)

e Which statements are True (T) and which ones are False (F)?

1 cereal is countable

2 bananas are uncountable

3 beef / lamb is uncountable

4 eggs are uncountable

2 What is your favourite food and drink from the table above?

3 Correct the following words:

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Memory time

Aim: to consolidate new vocabulary from unit 4

1 Students can do this either alone or in pairs Students fill in the

missing information If necessary, give them prompts to the words with only one letter clue if they need them (Students’ Book, page 43 has the vocabulary list)

Answers:

Food: burger, pizza, salad, butter, cheese, milk, apple, banana,

potato, carrot, chicken, tuna

Drinks: cola, coffee, tea, milk, water, orange juice

Money: cheque, coin, receipt, note, credit card

Adjectives: fun, happy, healthy, hungry, thirsty, tired

2 Students converse with each other to swap information here They can ask more than one person

Answers: 2 a unhappy b unhealthy c bag or packet d can/bottle e

1 F 2 F 3 T 4 F 5 F

3 Ask the students to imagine they are a teacher correcting the

spellings Check answers with the whole class

Answers: 1 tuna 2 sandwich 3 pineapple 4 vegetable 5 biscuit

6 fruit

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Meet the Greens

1 a Read the passage below:

b For each underlined item (1–12), write a question using How

much or how many? E.g How many apples do they buy?

2 The Green family are very healthy, and all their friends love eating

dinner at their house They have some friends who eat unhealthy food

and want some advice on a healthy breakfast, lunch and dinner Fill in

the table below with some healthy food suggestions:

3 Work in pairs One of you is a Mrs Green and the other is the friend Mrs Green gives the friend advice on what to eat using the table above and the friend asks questions about how much to eat of various foods Mrs Green

The Green family live in the country in England They are a very healthy family, and every Thursday they go shopping at the local market They buy 20 apples (1) and 20 oranges (2) for the children's school packed lunches Usually they also buy lots of lovely bread (3) for everyone's sandwiches at lunchtime If the fish van is there, they buy 2kg of fresh white fish (4) to make a delicious fish pie They don't eat much read meat, but they love chicken They always buy 500g of chicken (5) for Sunday lunch

There is a fantastic stall for cereal, breakfast food and snacks They always buy one large packet of cereal (6), 5 cartons of orange juice (7) and 2 packets of tea (8) Everyone likes omelettes, so they buy 12 eggs (9) The children eat biscuits after school, so Mrs Green gets 3 packets of biscuits (10) Last of all, they buy their favourite fruits: 2 pineapples (11) and 12 bananas (12)

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also gives some advice about how sport can help keep you healthy

Meet the Greens!

Aim: to consolidate How much/How many without any prompts, and to

write and talk about healthy eating/diet This worksheet is

designed to be used in conjunction with unit 4.1 and/or unit 4.2

1 Check students remember the concept of countable and uncountable

nouns and if necessary give an example of a related question E.g a

can of coke would be How many cans do they buy? Students can

work in pairs.

Answers: 1 How many apples do they buy? 2 How many oranges do

they buy? 3 How much bread do they buy? 4 How much fish do they

buy? 5 How much chicken do they buy? 6 How much cereal do they

buy? 7 How much orange juice do they buy? 8 How much tea do they buy? 9 How many eggs do they buy? 10 How many biscuits do they

buy? 11 How many pineapples do they buy? 12 How many bananas do they buy?

2 This is an extension of the unit 4.2 in the Students’ Book which talks about diet and lifestyle Students devise a healthy eating plan using all the new food vocabulary from unit 4

3 Students work in pairs in a roleplay activity to act out advice giving

on diet and lifestyle, using the information produced in Ex 2 If

necessary, refer them to the Students’ Book, page 39 during the planning stage

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Object pronouns quiz!

1 Quickly write the correct object pronouns in the table below

Subject pronoun Object pronoun

3 Correct the underlined mistakes in the dialogue below:

Tom: I really love pizza, Maria Do you like him (1)?

Maria: No, I don't like her (2) I love pasta - do you like pasta, Tom?

Tom: Yes, I love him (3) too, but I only like him (4) with tomato sauce

Maria: OK Why don't us (5) go to an Italian restaurant with my friends?

Tom: Great idea Your friends are great I really like they (6)

Maria: Good Meet we (7) at 8 o'clock this evening at my house?

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Tom: That's a good time for I (8) I like eating at 8 See you then Bye!

Object pronouns quiz!

Aim: to consolidate new grammar point: object pronouns by writing

sentences using them and correcting mistakes This worksheet is designed to be used at the end of unit 4.2 as an introduction to unit 4.3

1 After the thorough practice in the Students’ Book, Workbook and Teacher’s Resource Book, this is a quick activity to reinforce the structure of object pronouns Set a short time limit to ensure that this is a quick activity

Answers: me, him, her, it, us, you, them

2 The aim here is to get students to start writing sentences without prompts and a little longer than before Get them to think of a theme for each sentence (maybe food!), and then write the sentence

Monitor as they work and encourage use of monolingual dictionaries

if they need to

3 After revising the object pronouns in Ex 1, this should be

straightforward for the students If they are particularly good, they might want to go on to write one for each other and correct the

mistakes in their new dialogues

Answers: 1 it 2 it 3 it 4 it 5 we 6 them 7 us 8 me

Tiêu đề	Total English Plus Supplementary Materials
Trường học	Pearson Education
Chuyên ngành	English Language Teaching
Thể loại	Supplementary Materials
Năm xuất bản	2005

Định dạng
Số trang	566
Dung lượng	13,07 MB