Solutions elementary teacher''''s book

A fivelevel general English course for 1419 yearolds, who are alsopreparing for the schoolleaving exam.A fivelevel general English course for 1419 yearolds, who are alsopreparing for the schoolleaving exam.

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I Elementary Teacher's Book

Marta Umifiska, Caroline Krantz

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UN IVERS ITY J' RF.SS

Great Clare nd on Street Oxford OX2 G n p

Oxford University Pres s is a de partment of th e University of Oxford.

It furthers the University's objective ofexcellence in research, scholarship and ed uc ation by publishing worl dwi de in

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OXfORD and OXFORD ENGLISH are registered trade marks of

Oxford University Pressinthe UK and in certain other countries

o Oxford University Press 2008

The moral rights ofthe authorhavebeen asserted

Database right Oxford Uni versity Press (m aker )

First publi shed 2008

1012: 2011uno 2009 2008

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All righ ts re served No part of this publication may be re produced, sto red in a re tri eva l system , or transmitted in any form or by any mea n s with out th e prior pe rmission in wri ting of Oxford Un iversity Press (wit h the so le exceptio n of phot ocop ying carried out und er the conditions stated

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under terms agreed with the appropriate reprograph ics rights org an izat ion

En qu iries conc e rni ng re produ cti on outside the sco pe of th e above shou ld

bese n t to the ELTRights Department Oxford University Press, a t he

ad dress above

You must not circulate this book in any other binding or cover

and you must impose th is same condition on anyacqutrer

Under no circumstan ces m ay any part of this bookbepho tocopied for resa le Any websites referred to in th is pu blicati on a re in the pu blic domain and their addresses are provided by Oxford University Press for in formatio n only Oxford University Press disc laim s any responsibi lity for the content ISBN: 9780 19 455 1625

Printed in Spain by UnigrafS.L

Thepublisher and authorswouldliketo extend their specialthanks to EmmaWa tkins

for thepartsheplaytdIndt'Vt'loping thematerial.

Thepublisher andtheauthorswouldUketothank the authorafDyslexia:a gu ide for teachers: K a ta rzyn a Bogda no wicz

Thepublisherwouldllkt to thankthe foUuwingfor theirpermissiontowephotographs:

Foto lia p123 (all but Steve, je nny, Joshua ); Getty Image s pp 125 (Wayne Roo ne YlJo hn Peters ); lstock p123.

illustr ationsby:Claude BordeleaujAgent 002 p1 33; Dylan Gibson p 127; David Oakley/Amos Design Ltd pp 124,126 , 134

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(jet retJdy for your eJ(tJ/ff 5 & 6 66

LtJlf1utJ1e RI!'VIM tJlfd Skills Roulfd-up 5-6 77

(jet retJdy for your eJ(tJ/ff 9 & 10 108

LtJlf1utJ1e RI!'VIM tJlfd Skt/I$ Roulfd-up 9-10 119

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A note from the authors

Ourworko Solut ionsbeganinthe springof 2005 witha

researchtrip.We travelle dfromcity to city with colleagues from

Ox ford Un iversity P ress v isiting schools wa tching l essons a nd

tal kin gtoteachersandstudents.T heinformat ion we gathered

on thattrip,and many subseque nttripsacross Centra land

East ern Eu rope,gaveus valua bleinsig hts into wha tsecondary

students and teac herswant from a new book These became

ou r guiding pr inciples while writingSolutions Most peop le we

spoke to asked for:

• a clear focus on exam topics and tasks

• easy- to-followlesso ns wh ich a lways h ave a c lear out co me

• pie nty ofsupport for speakingandwrit ing

• plentyof ext ra practice material

In respo nse, we designed a bo ok which has a crystal -clear

structure: one lesson in the book = one lesson in the

c lassroom We i ncluded twe nty pages o f ext ra vocabu lary a nd

gramma r practice within the Student's Book itself to provide

morefl exibility Wei ncludedtens pecific les sons to p repare

st uden ts fortheschool-leaving exam , andensuredthatthe

book as a whole correspo nd s tothe sylla bus topi csrequired in

this exam And we recognised the difficu lties that students

natu rally have wit hspeakingandwrit ing ,andtherefore

e nsuredth at th ese act ivitiesa re a lways we ll pre pared and we ll

su pported Achi evable activities are essential for motivation!

O ur re search trip s a lso ta ught us th at n o two sc hools or cl asses

are ident i cal.Thatis whySo lutionsisdesigned tobe flexible

There are five levels (Elementary, Pre-intermediate,

Intermediate Upper-intermediate, Advanced) so that you can

choose the one which best fits your students' needs.

So lutionshas benefited from collaboration with teachers with

e xten sive e xperi ence o f tea ching 1 4-1 9 y ear a ids an d of

preparing students for their sc hool-leavingexam We would like

to thank MartaUrninskafor sharing her expe rtisein writing the

procedu ralnote s in theTeacher' sBook.Cult uraland language

notes s well as the photocop iable supplements in the

Teacher' sBook were provided byCarolineKrantz

We are confident thatSolutionswillbe easyto use , both for

students and for teachers We hope it will also be interesting,

eng aging and stimulating!

TimFall a and PauiA Davies

The components of

the course

The Student's Book

The Student's Bookcontains:

• an Introduction unit to revise the basics

• 10 topic-based units,each covering7lessons

• 5L anguage R eview / Skills Round-upsections, providing a

language test of the pre vious two units and a cumulative

skills-based review

• 10 Getreadyfor your examlessons providingtypical tasks

and preparation for the students' final exam

• 1 V ocabularyBuil derswith practice and exte nsion options

• 10 GrammarBuilders containing gra mmar reference and

further exerci ses

• ti boxe s throu ghout giving advice on specific sk ills and

howbest to approach differenttask types in allfourmain

skills

Y ou will find more details o pages 5 - 7 in the section 'A tour of

theStudent's Book'

Three cl ass audio CDs

"The three audio CD'S (onta in a\\ the \iste ning mato:- ::.

Student 'sBook

The Workbook

TheWorkbook mirrors and reinforces thecontentof the

Student's Book.It offers:

• further practice,lesson-by-lessonof thematerial taugh: class

• additional exam tasks with support for students and teac hers

• Challenge! exercisesto stretch strongerstudents

• wr iting guides to provide a clearstructural framework for

• a Wordlist whichcontains the vocab ularyactivated in the

Stude nt'sBook units

Proced ural no tes, transcriptsand keys for the Workbook ca n be easilyfou ndon the SolutionsT each er's Website at

www.oup.com/elt/teacher/solutions

T he MultiROM

T heMultiROMis anint eractiveself-st udy tooithathas been

designed to givegu idance,practice, support and conso lidation

of thelanguage and skillstaught in theStude nt'sB ook T he

MultiROM is divided into units and lessons corres pondingwith

those ofthe Student's Book

• every grammar lesson in the bookis exte nsively practised and is accompan ied by a simple exp lanation

• all target vocabulary is consolidated with crossword, word sea rch, andgap-fillactivities

• one exam-type listeningactivity per uni t s includ ed so that students are able to pract ise listening at their own pace

• speakin g and writing sections help students improve these skills outside of the classroom

• an audio C D eleme nt is included, with all the exam listening

tasksfrom the Workbook,whichcan be playedon a CDplayer

The T eacher's Book

T heTeacher' s Book givesfull proceduralnotesfor thewholecourse,includ ing ideas for tacklingmixed-ability teaching.In

addition, it offe rs:

• optionalactivities throughout for greater flexibil ity

• structu redspeakingtasks to getstudentstalki ngconfl dentiy

• usef ul tips and strategies to improve students ' exam technique

• a teacher'sguide to dyslexia in the classroo m

• 20 pho tocopiable pages to recycle and activate the language of each unit in a fun, communicative contextTest B ank Multi ROM

A separate resource MultiROM contains:

• unittests

• mid-year and end-of-year progress tests

• short tests

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Solutions and the exam

S olutionsElementary is int ended toint roduce studentsto the

tasktypes and format of the basic level of the school·leaving

exam.The emphasis ison preparationand familiarisation,

helpingst ude nts to build good study habits andexam

strate gies.Typicalexam requirements are reflected throughout

thecourse inthe choice of topics.task-types,textsand

grammarstruc tures In addition to this.Solutionsoffersa

comprehensive rangeof examsupport:

Studen t ' s Book

The Student's Bookincludesten exam -specificlessons

designedto familiarisestudentswith the task-types and

req ui rements of theirfinal exam.Thelessons provide strategies

and examtechniquesaswell as the language neededfor

studentsto be able totackle examtaskswith confidence

WorkbookThe Workbook provides furthe rpract icefor both the oralandthe writtenexam.Work inclass canbefoll owedup withWorkbook tasks done as homework

Thelist enin gmaterial forthe Workbook listening tasks is

availableo theMultiROM

Teacher's BookThe exam lessonsin theStudent's Book areaccompaniedbyfullprocedura lnotes withadvice andtipsforexam preparat ion

A tour of the Student's Book

Therearetenmainunits in theStudent's Book.Eachunithas seven lessons (A-G).Each lesson provides

material for oneclassroomlesson of approximately 45minutes

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Lesson A - Vocabulary and listening

• The unit menu statesthe mainlanguage andskillsto be

taught

• Everylesson has an explicitlearning objective begin ni ng

'I can '

• lessonA introduces the topicof the unit.presentsthe

mainvocabulary set, and practisesit throughlisten ing

and other activities

, This lesson links to the Vocabulary Builder at heback of

the book.whichprovides extrapracticeandextension

• There areclear grammartables

• L ook out!boxes appearwherever necessary and helpstudents to avoid commonerrors

• This lesson links to the Grammar Buil der attheback of thebook whichprovid es extrapract iceandgrammar reference

Introduction r

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Less on C- Culture

• les on Ch s areadingtext whichprovidescultura l

informat ionabout Britain.theUSA or otherEngl

ish-speakingcountries

• Studentsare encouragedtomake cultu ral comparisons

• New vocabul ary is clearlypresented in boxes whereverit

the structures

• Lea rn t h is !boxespresentkey informationin aclear and

conciseform

• Thislesso link tothe G rammar Builde rat the backofth

bookwhichprovidesextrapracticea dgrammarreference

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:::: :-::: -::.::-:- - _- - _.,~ - - ,~

• Lesson Econtainsthe mainreadingtext of the unit

• I occupiestwo pages thoughi is stilldesignedforo e

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Lesson F - E veryday English

• LessonF presents afunct io nal dialo gue

• Thelessonalways includeslisteni ngpract ice

• Ext ra vocabulary is presente d.i necessary

• Studentsfollow aclear guidewhenthey producetheir

owndialogue

• Useful functionalphrases are taught and practi sed

• The step-by-stepapproachof'presentat ion, practice and

product io n'issuitable for mixed-abil ityclassesandoffers

achievablegoals

Lesson G - Writ ing

• Lesso n G focuses onwrit ingand normally involvesoneofthe texttypesrequire d fo r thestudents'final exam

• The iessonalwaysbeginsbylooki ngatamodel text ortextsandst udyi ngthe structure and formal

• Studentslearnand practiseusefu lphrases

• Thereis aclearwritingguide forthestudent sto producetheir owntext

• This supported approachto writi ngincreasesstudents 'lingui sti c confi dence

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Getready f or y our exam

• There are tenG readyforyour examlessons(twoafter

unit sI,3,5, 7 and 9) which focu s on exams ills and

preparation

• Thelessonsincl ude examtasks for readi ng.speakingand

listen ing

• Each lessoninclud esactivities toprepare stude nt s for the

exam tasks and provid e themwit h thelanguageand skills

they need todothemsuccessfu lly

• Theselessonsalsorecycle the lang uage from theprevious

two unitsandlinkwiththe topics

• Thereare five two-pagereviews(aft erunits2.4,6 8 and 10)

• Thefirst lesson of eachreviewis aLang uage Rev iewof theprecedin g two unit s

• There are exercisesfocusingonvocab lary,grammarandfunctions

• Themarksalwaystotal 50, soi is easy to monitor progressthrough the book

• The second lesson ofeach reviewis aSk ill s Ro und-up

whic h coversall theprecedi ngunits ofthebook

• Thelessonincludespractice of all fou r skills: listen in g,read ing.writ ingand speak ing

• Thematerial is entre aroundaHungar ianboycalledMarton,whois living and workinginBritain

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Tips and ideas

T eaching v ocabulary

Vocabulary notebooks

Enc ourage yours tudents to record new wo rds i n a n otebook

They can group wordsaccording to the topic or bypart of

s peech Te ll t hem to w rite a translation and a n examp le

s entence that shows t h e word in co ntext.

Vocabularydoesn'tjust appearon Vocabularypages,You can

ask studentsto make a list of allthe verbsthat appear ina

Gr ammar s ection , or to c hoosefi ve usefu l wo rds from a r eading

t ext and learn them

Learning phras es

W e o ften l earn w ords in i solation, bu t a vocabu lary item can

be more t han one word,e.g.surf the Internet, h ave a shower.

Make student s aware of th is and encourag e t hem to r ecord

phr ases a s w elt a s individual words.

Revision

Regularly r evise previous ly learn ed set so f vocab ulary.Here are

t wo games y ou could try in cla ss:

• Odd o ne ou t Gi ve f our words , either orally or w ritten on

the board.Studentssaywhich is the odd one out You can

c hoose three words from one vocabu lary set a nd one word

f rom a different set (a re lati vely easytask) or f our words

fromthe sameset, e.g.kind , confident , rude, friend ly,where

r udei s the o dd one out as it 's the on ly word wit h negative

co nnotations.

• Word tennis This game can be playedto revise wordsets

Call o ut words i n the set, and nomi nate a student to answer.

The student must respond with anotherword in t he set.

Continue around the cl ass

Students mu st not repeatany previous wo rds For example,

T he co ncept i s i mporta n D o n ot r ush from t he p rese ntation

tothe practice before the studentshave fUllyabsorbed the

m e n in g of thenew l anguage Yo u can c heck that t hey t ruly

u nd e rst a nd a n ew s tructu re by :

• asking them to t ranslate exa mples int o the ir ow n l anguage.

• talking about thepractice activities as youdo them, asking

students to explai n the ir an swers.

• l ooking b eyond incor rect a nswers: they m ay be care less

e rrors or they may b e th e result o f a m isunderstanding.

• contrasting new s tructures w ith fo rms t hat th ey alr eady

know in Engli sh a nd i n th eir o wn l anguage.

Practi ce

Pr actice makes perfect Lea rning a n ew s tructure i s n ot e asy,

an d students n eed plentyo f p ractice U se t he ext ra activ ities in

theGrammar Buildersand on the MultiROM

Progression

Mec hanical p ract i ce should come be fore pe rsona lised practice.

T his all ows s tudents to masterthe basic form a nd use first ,

witho ut havingto thinkabout what they are trying to expressat

the sa me time.

Teaching reading

Predicting content

Be f ore r eading the te xt, ask s tudents to look at the pictu re a nd

te you wh at t hey ca n s ee or w hat is happening Yo u can also

d iscuss t he t itle an d t opic w ith them.

- - - ; ; Int roducti on

Deali ng with difficultvocabulary

H ere a re s ome idea s:

• Pre-teach vocabulary Anticipate w hich w ords stud ents wilt

havedifficulty with Put them on the board before you read

the textwiththe class and pre-teach them You can combinethis with apredict ion activitybyputti ng a iist of words on

the boa rd and ask ing st udents to guess which oneswill not appea r in the text F or examp le , for th e text about kung fu on

page 22 of the Student's Book,listthese words:

training practise kicki ng b lond e fight

grandmother da ng erous

Ask studentsto look atthe pict ures an tell youwhichtwowords theyare not goingto find inthetext (grandmother

andb londe) At the sametime,check that theyunderstand

the othe r five w ords.

• Hav ing rea d t hrough the text on ce, te ll st udents to write

downthreeor four words from thetextthattheydon'tunderstand.Then askthem to callout thewords You can

th en exp lain or t ranslate them.

• Rat her t han i mmediately ex plaining d ifficult vocabulary,

ask stude ntsto identify the partof speechof thewordthey

don't know Know ing the pa rt o f sp eech s ometimes helps them to guess the mea ning.

• Afterworking on a tex t, ask s tudents t o cho ose fou r or fi ve

new wordsfrom the textthat theywouldliketo learnandto

w rit e t hese i n t heir voc abulary notebooks.

T eaching listening

Pre-li st ening

This is an im portant s tage Li stening to s omething ' cold' is not

e asy, so prepa re th e student s we ll F ocus on teach ing r ather

t han on testi ng Her e are so me t hings y ou ca n do:

• T ell the s tudents in broad t erm s w hat they are goingto hear

(e.g.a boy and girl makin garrangements to go out)

• Predict th e c ontent I t here's a pictur e, ask students to

look at the picture andtell youwhat they cansee orwhat is

happening

• Pre -teach vocabu lary P ut n ew v ocabulary on the board and

pre-teachit.Translatingthewords is perfectl y acceptable

• Readthroughtheexercisecarefullyand slowly before the

s tudents li sten En sure th at t he s tudents understand both

th e task a nd all t he voc abulary in t he e xercise (You can

check thattheyunderstand the taskby asking a student to

explain itin their ownlanguage.)

Familiar procedure

It i sn't eas y to li sten, read th e e xercise a nd write t he answers all at t he sa me tim e Ta ke so me p ress ure o ff the stud ents

bytelling themyou' llpiaythe recordinga numberoftimes,

and thattheyshouldn'tworry iftheydon't getthe answers

immediately.Tell students not owriteanythi ngthefirst time

Ensu re that t he stu dents under stand tha t th e text i n Le sson G

servesas a mo del for t heir own wr iting

Preparation

Encou rage you r s tudents t o bra instorm id eas an d m ake notes, eit her alone or in pair s, before they att empt t o w rite a composit ion

Draft

Tellthem to prepare a roughdraft of the composition before

they wr ite ou t the final vers ion.

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Encouragethem to read through theircomposit ioncarefuliy

and check it for spelling mistakes and grammatical errors

Correction

E sta blish a set of marks that you use to correct students'

written work For example :

sp indicates a spelling mi st ake

w indicates a missing word

gr indicates a grammatical erro r

v indi cates a le xical error

wo indicates i n cor ect wor d order

Selfcorrection

Con s ider indicating bu t not correcting mistakes, and asking

students totryto correct them

Tea ching speak ing

Confi de nce building

Be awarethat speaking isachalie nge formoststudents.Buil d

their confidence and they will speak more; undermine it and

they wili be silent This means:

• encou rage and praise your students when they speak.

• do not over -co rrect or interrupt.

• ask ot her students to be quiet and attentive white a

classmate s peaks.

• listen andreactwhena st udent speaks, wit h phrasesiike

'Really?' or 'That's interesting'.

Prep arati on

Aliow students timeto prepare their ideasbeforeasking them

to speak T his means theywillno t have to search for ideas at

the same t ime as trying to express them

Sup port

H elp st udents to prepare their ideas: make suggestion s

andprovide usefulwords.Ailowthem toworkin pairs,if

appro priate.

Cho ra ldri ll i ng

Li sten a nd repeat activities, which the class doestogether,

can helptobuild confidencebecausethestudents feelless

exp osed T hey are also a good chance to pra ctise wor d stress

and i ntonation.

Teaching m ixed ability cl asses

Teaching mixed ability classes is demanding an d c an be v ery

fru strating Th ere are no easy so lutions, but here are some

ideasthat may help

Prep aratio n

T ryto anticipate problems and prepare in advance Draw up

a listof thefive strongest students in the class and the five

weakest Think about howthey willcope inthe nextlesson

Whichgroupislikelyto posemore of a problem- the st ronger

stud ents because they'll finishquickly and get bored, orthe

slowerstude ntsbecausetheywon't be able to keep up?Think

howyou will attempt to dealwit h this.The Teacher' sBook

i ncludes id eas and sugge stion s for activities and fillers for

different abil it ies,

Indepe nd en t learnin g

T here is the tem ptat ion in class to give most of your attention

t o t he h igher-level students s they are more responsive and

they keep thelesson moving.But whichofyourstudentscan

b est w ork on their own or in pairs ? I t' s often the stronger ones,

so co nsider spending more time in class with the weaker ones ,

and findingthingsto keepthefast-fl nlshers occupiedwhil e the

to k eep a diary in E nglish o r work on a project T he y ca n turn

to these whenev er they are wa iting for the rest of t he clas s to finish an activity

C orrecting mistakes

Howmuch we correctshould depend on thepurpose of the

activity The key que stion is: is the activitydesigned to impro ve

acc uracyor fluency?

Accu racy

With co ntrolled grammar and vocabulary activities, where

the emphasis is onthe accurateproductionof a particular

language point, it's best to co rrect aU mistakes, and to do so immediatelyyou hear them You want your students to master the forms now and no t repeat the mistake in later wor k

Fluency

With activities such asrol e-playor freergrammar exerci ses it may be better not to int errupt and correct every mistake you hear The i mportant mistakesto correct in these cases are those that cause a breakdown in communication We shouldn't show interest only in the language ; we should also be asking our selves, ' How well did the students commun i cate?' During the activity you c an make a note of any ser i ous grammat ical

and lexicai errorsand put them on the board at the end of the

activity.Youcan thengo through them with the wholeclass

Selfcorrect ion

Give stude nts a chance to correct themsel ves beforeyousupply the correct ve rsion.

Modelling

When you correct an indiv idual studenta lway s ask h im or her

to repeat the answ er afteryou correctly

Peercorre ct io n

Yo u can invol ve the rest of the class i n the process of cor rection Ask:I sthat answer correet?Youcan do t his when the stud ent has gi ven a correct answer as weU as when the

a nswer is incorrect.

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==, Speaking· introdu cingy ourself

Writing a descript ion o f a friend or f amily m ember

Usten ln s hort d ialogues

Spea klng: i ntrodu cing yourself

Top ic: people

• Playthe numbersforst ude nts to list en to.then modelthe

pro nunciation for them t o r ep eat i n groups o f3 -4n umbers

(e.g.1,2,3- 4.5 6, etc.) Withaweaker class.displ ay the

nu mbers w ritt en a s w ords on the bo ard OHPora poster

a n d have st udents p ractise in pa irs

"in.ijniill T o do the lesson in3 minu t e , ha ve onl y a few

pairs actout their di alogues in ex ercise 1 2.

Transcript1.04

1.2.3.4 5.6.7.8 9.1 0 11.1 13 14.15.16.17.1 8 19 20

21.22 23 30.40.50

Lead-in 4-5minutes

• If thisis you rfirst lesson with this class askeveryone to take

a pie ce of pap er a nd wr ite d own a s m any En glish w ords as

theycan r emember i n o ne minu te If s ome s tudents seem at

a loss.pointout thatthey might.forexample.know titl es of

songs inEngli sh.Share ideasas aclass.askingeach student

to r e d out a wor d from t heir list.They mu s t not r epe at a w o r d

thathas alreadybeensaid

Exercise 7 page4

n umbers in ord er t o r epe at th em W ith a stronger class ,

see howquicklythey can doi (yo u maywishto repeat the

a ctiv i ty a fe w time s , fast er ea c h t ime ) Y ou can a lso d ecide

t hat an yone w ho m akes a m istake h as to p ay a f orf eit, f or

ex ample, sa y the nam e o f a n En gli sh s o ng, s ay t he name of

three cou ntries wher e En gl i sh i sspoken ,etc.

• Draw students'attenton to thephoto.Askthequesti on in the

book andhelp wit hcomprehensionif necessary.by saying

for exa mple:How o ld i s he / s he? R {teen sixteen s eventeen.

eighte en?Youcould w rite the numbers on the boa rd a s ou

speak.Studentsguessthe ages of the people inthe photo

• Playtherecordin g twice.thenask studentsiftheyneed

to listen again.Playit again if requi red.Finally playthe

r ecording to check , pau sing after e very n ame h a s be en

spelledand writi ngit on theboard

• After playingthedialogue ask:So, how old i s B en? H ow ol d

is Fran cesca ? Youca n a sk a few s tudents:H ow o ld are yo u?

• P lay the re cord ing tw ice, paus ing after each name If

stud ents h aven't w ritten a t he n ames, p l ay t he re cord i ng

a s man y t imes as they n eed Finall y w rite th e names O n t h e

board.saying eachletteraloud as youwrite it

• Playthe alphabetfor studentstolistento.then mod eli

forthem to repeatin groups of2-4letters.St ude ntsrepeat

chorall y andindivid ually

• P o i n t ou t he e asily confused G a ndJ a nd sugge st s ome

abbreviat ion s which thestudents mayknow and w chmay

b e u sed a s mne mon ics: f or e x ample O Jo rGPS

Exercise 5 page 4

• Student sthink of the name sofup to threefamouspeopl e

They can writethem down if they wish.(Spelli ng out wit ho ut

seeingthe wordis extremelydifficultfor visual learner s!)As

they s pe ll the name s o ut, ci r culate a n d mo nitor I f s omeon e

ca nnot gu ess a n ame, t heir part ner h a s to spell it aga i n,

loudly clearlyand slow ly.The otherperson canwrite ifIt

helpsthem

He llo M y n ame's Abd ullah N ice t o me e t you.

HiAbdullah.N i c to mee t y ou to o ' m Ka thar i ne That 's

K -A - T -H -A- R-I-N-E H ow doy ou spell yo u r nam e ?

A-B-D-U-L·L·A·H

Ho w o l d a re you , Ab dullah ?

I 'm 1 7 H owald are you ?

I'm1

He llo My na me's Sio bhan W hat'syourname?

Dafydd Niceto meetyou

N ic e t o mee t you too.

H ow d o you s pell your name , Si obhan?

$-I·O- S-H-A- N Ho w d o yo u sp ell y our n ame?

D -A-F-Y-D-D H ow ald are yo u, S iobhan?

Trang 12

• Dr aw s tudents' atte ntion to the photo Sa y s ometh i ng li ke :

See - thi si sBen from le ssonA.Students r ead the te xt a nd

an swer the que stion s Ch eck a nswe rs with the w hole cl ass.

• Rem in d studen ts thatbei s the i nfin i tive As k them t o do

the tasks.When checking, askfor equivalentsof the forms

In the st udents' own language.Point out the shortanswers

an d empha sise that the y are u sed a l o

• Lead-in 2minutes

• As k a fe w st udents the que stion:Ho w oldafeyou ?Thisi s

r evision of the p rev iousl esson, but it will a l so l ead in i nto this

l esson After a few students ha ve to ld y ou their age , name

afew studentsandsay:So, you are16.And he is15.She i s

a lso15.They o re15.Explainthattoday's lesson willbe on

Exe rcise 1 1 page4

• Stud ents w ork o n their dial ogues In a s tronger class

encou rage th em to try wi thout w rit in g the di a logues o ut in

full Heipthem practise the phrases,butdon'tinsistifthey

find ithard to do everyt hing orally

Exe rcise 12 page 4

• Dep ending o t ime a nd on s tudents' pat ience, ha ve 3 - 5

pai rs act out their di alogues in fron t of the cla ss Choose pairs

whospeakfairly ioudly andclearly.Givefeedback:praise

good per formances and cor rect a fe w mistake s ( especia ll

conce rning pronu nciat io n or the l anguage from th is le sson).

Exercise 10 page 4 "1.06

• Work on t he pron unciationof theque stion s Play ea ch

o ne seve ral t imes and as k tudents t o rep eat c horally a nd

individually,paying attenti on tothefollowing feat ures:

Ea ch q uestion is one t one u nit, w hich mean s it should

be pro nounced 'lik e o ne w ord', wi thout s topp i ng:

'Howo/dareyou? '(it is no t ne cessary to teach student s t he

term 't one u nit').

In each ques tion the re i s a stre ssed w ord - th e one t hat

ca rries the key m eaning:W hat's yo ur nam e ? How old a re

yo u?Practise th e q uestion intonation

You m ay also p oint out that the se ntence s t r ess i nHow

old Ofe you?cha nges when the s econd person as ks the

q uestion :How old a re y ou? I'm 16 Howold areYQ!! ?

LANGUAGE NOTE - USAGE

Contra ctions(short forms) ofthe verbto be a represent ed

here andused througho utSolutio ns.Pointout to studentsthatcont racti ons arealmost aiwayspreferred in fluentspeech and informa lwriti ngand that the use ofthe full

form sou nds u nnatural.

• Mak e s ure s tud e nts unde rstand w hat they h ave t o do :

c om ple te the sen tences s o that the y are tr ue ab out th em.

Helpwit h any language that needs expla ining (for exampl e:

b ag, yellow, col d , h ungry ).

• Go ov er answ ers with th e w hole cl ass W here tw o diffe rent

answ ers a re p ossible, try to fi nd stud ents wi th d ifferent

a nswers a nd a sk t hem both to r ead th eir sente nces.

: OPTIO N AL ACTIVITY

*:Askstudentsto say the alphabetaround the class f t

':provestoo easyandnobody makes any mistakes,ask

:them to saythe alphabet backwards.Whoever makes •

*a mistake (gives the wrong letter or pronounces it

~Incorrectly) must pay aforfelt.The realactivityis doingthe

'" forfeits,so make sure there " are qui te a few H ere are some

•~ideas for what students have to do forforfeits:

:1 Say three Engl ish names used bymen/ wom en

: 2 Say the nameof a countryinEngli sh

: 3*Say thenames oftWOcities in Britain

::4' Say two titles of songs in English

· 5 'Say the title of a'fiImin English

• Lesson outcome

Eli cit:intro ductionsorsaying helloorsa ying h ow o ld you a re

Askstude nt storepeat the alphabet and count rom 1 to 20

Draw s tudents' atten tion to the l esson sta tement:J ean

introduc e mys elf.

Gram mar: be,possess ives , p ronouns

Readi ng: a sho rt p ersona l p rofile

Speaki ng: asking a nd a nswering a bout p ersonal i nformat i on

'-iI,.ljuM'" T odot he l esson in 30 min utes, do exe rcises 2

and6as0class If y ou ore short of t ime, you cou ld splitthe

questions in exe rcise5 ,so th at eac h s tudent in a pair answe rs

half of the questi ons.

• E xplaint hirstyand any othe r unknown v ocabu l ary In a

s tronger clas s, refe r stude nts to the tab le i n e xercise 2, a nd

as k th em to l ook at how quest ions a re formed In a weaker

class, talk throughthe structuretogether, and do the first

one or two question s a a clas s Studen ts do the ta sk indi vidua lly and compare answers i n p airs C heck an swe rs

with thewhole class

KEY

1 Areyou 15 yearsold?

2 IsRonaldinhoyour favourite footballer?

3 I s our tea cher in the classroom ?

4 Are w e from Hunga ry?

5 I s Juli a Robert s y ou r f avourite actres s?

6 Are youthirsty?

7 Are yo ur f rien ds at home ?

Introduction Unit ~

Trang 13

• E xplain wha t po ssessive a djectives a re Y ou c n a sk a fe w

s tudents Q uestions li ke : s thi s yourpen ? No it is n't?Oh, is

lookbackat the textin exerci se1and fillIn the table

individ ually.Checkwith thewhole class

• D o t he fir st two or thr ee q uest i ons i n o p en p airs (two

stud ent s askand answerand therestof the group listen s)

Exercise 1 page6 "1.07

• T ell s tudentst hey a reg oing toh earac on v rsat ion b etween

and askthem toreadthe task.Play the recordin gonce

Allo w amom ent f or ev eryone to fin ish a nswering and th en

l ead-in 4-5mi nut es

• Ifyou'vego t a si ster o r br other, sh ow th e clas s hi s/her

photo andsay:Thi s is my s is ter.Askstudentsaround the

cl as s :Hav e y ou gotasis ter? Ha ve you got a bro ther?Report

the stude nts' answers tothe class.Ifyouh aven'tgotan y

siblings,y oucan start by talk ing about your dog, cat,bike,

etc.Finally, writeon the board:have gotandsaythisis the

Dialogue:They've got alovely house,Have you got brothersor

blueeyes,but hehasn' tgot fairh ir.Havetheygotchildren?

Tabl e:

1 has

2 have

aweaker class, go through the dialoguetogetherfirst,and

und erline the e xamples a s a cl ass.

board, or displaythe completedcharto an OHP

different.Which one? Whenstudentsanswer(he / she /i t has ) ,

you may chooseto tell them thatthey willlater find thata lot,

are marker s That' s a map of Bri tain Tho se are p osters.

• Studentsread theLearn t his!box Check understandin gby

eliciting some examplesfromthe class.Ask stude nt swhy

they haveusedthi s , that , hese,ort hose - Isth e abj ect

clo seorfurther a way? I ther e o ne obj ect or more t han one ?

withthe whole class

beproducedbyputti ngthe tip of the tongue against or even

between the teeth

• Read the exampleand do thefirst two sent enceswit hthe

whole classasa model Withastrongclass, youcan dothe

vocabulary firstanddo a fewexampl estogether

lesson outcome

demo nstrat i ve pronoun s,bu t acce pt a ny an swer that refer s to

Gramma r:h ave got

Vocabulary: p ersona l appe aran ce

Speaking: talk ing about w h at people h ave g ot a nd w hat peopl e

looklike

Writing: a hortde script ion of a family membe r

don't know very well(otherwisethey are likelytoknow the

answers to all the questionsthey ask),butthisneedsto be

ha ndled se nsit iv e ly S ome o f the q uestions ar e abou t q uite

e xpensiv po ssessions , a nd i i s imp ortant t hat nobod y

abouttheirmaterialstat us fyou thinkthis islikelyto be aproblem,tellst udents that theydon't have to tellthe truth,

theysho uld focuson practis ing the language

L,:ul;J"'" T o do the les son in 3 minu tes set exercis e 7 a nd

p ossibly ex ercise3a s homewor k

12 / Introduction Unit

Trang 14

• Infor m theclassof th lessontopic.ItwouLd be good to

haveacalenda rwiththe namesof the daysand monthsin

Englishon the wall inyourclassroom

• Ask studentsto open theirbooks and look atthe cloc s

student sto listen,and then again, pausing afte reachtime

• Make sure everyoneund ersta ndswhattheyhavetodo

eachtime.Askastudent to writ eeach time ontheboard

• Youmay wishto specify thenum ber of questi on s eachp i r

should ask, forexample, one abo uteach person inthe

room,or one witheach word,ora tota lof 10

Putthese exampl eson the board:

He 's got lo ng, b lack ha ir S he's g ot s hort , cu rly hair H e' s

got straight, fa ir hair Now ask studen ts toputthesethree

hair )

pai rs Circulate and monitor, help withse tence-building

and pronunciat io n Finall y, aska few stude nts tod scri be

the photosto thewholeciass Givefeedb ack:prai se good

sentences correcterrorsin targetlanguag ( has gota d the

Heis/She is x yearsold (LessonB)

He'sgot/She 'sgot (the featu reslisted inexercise5)

• Tell studentsi is also possibl e to say:H er e yes a re bl ue.

His hairisl ang and dark (Point out thath airisnotplura l

- in Englishit is seenas one subs tance,onemass of

something.)

• If the writingis set as homework,you may enco urage

students toinclud ea photo wit hthed scription

Lesson outcome

Ask students:W hat ha ve w e to/k ed abo ut to day ?Elicit:h ave

gotandappearance.Ask everyone to say oneword they

learnedfrom thelesson.Drawstudents' attentionto the lesso n

Transcript 1.09fouro'clockquarter to eight

fivepast ten

5

6

G

LANGUAGE NOTE - SAYING THE TIME

thewordmi nutesmust be added, e.g,It's twaminutes

p ast tennotIt's twa past ten.

• Allowamoment for students to read theinstructions, he

dialogue andthewords inthe box.Make sure everyone

understandswhattheyhaveto do.Check answ ers bygetting

apair of confidentstudentsto readout thedialogue

LESSON SUMMARy • • • • •

VocabuLary: ime, days, months, seasons

FunctionalEnglish:asking for andtelling thetme

wr,UUjJlj 1 T o do the lesso n i n30m inutes, s et ex e rcise10a

• Write the date on the board,firstasnumbers,thenas

fifteen th o f S eptember tw o th ousand and ni ne

• Read aloudwhat you havewritte n

• Writethe time, first as numbers,then as words,e.g

1 10 - Itisten past ten.

• Firstpractis ereadi ngthedial oguefrom exercise3 in open

pairsseveral i mes(twostud entssitt ingindifferentplaces

Introduction Unit ~

Trang 15

5 Thursday

6 Friday

7 Saturday

mayplay the recordingagain.When you feelst udents have

ha d suffi cient pronun ciation pract ice, as k them t o talk ab out

the ti mes i n th is exe rcise Circu late an d monitor.

• Ask stu dents tolookat the taskandread theinstructions

Askthem to pickout afew wordswhicharedaysofthe week

and a fe w wh ich a re m onths.

• Student s wo rkon t he exe rcise inpatrs.Itvouha v a

c alendar w ith t hose wor ds in English e ncourage th em

t o walk up toi tan d us eita a re source You m ay wan t

toint roduceacertain condi tio n: theycan walkup to the

calendar,but they mustnot taketheir note book swith them

Instead they must rememb er as muchas they can and then

go backtotheirdesksand write itdown

Exercise 6 page7 "1.11

• When everyonehasfinished exercise5,playthepart of

the recordi ng with thedaysof theweek Play itthrough for

s tudents t o che ck the ir a nswers, and then a gain , p a us in g

a fter each i tem f or th em to repeat Pointoutth e sil ent lette rs

i nWedn esdayand practise the pronu n ciation o fTh ursday.

• Repeatthesame procedurewith thenamesofthe months

Point outespecialiy the pronunciation of theA uinA ugust

- not /ao/but/0: /.

• St udents ma y a sk and a nswer th e questions w ith the

cl assmatestheya re s itt ingw ith,or y ouma ya skthemt o

s tand up and a sk ea ch qu est i on o f a d iff erent per son.

Lesson outcome

Ask stude nts:Whathav e we t alked a bout to day?Elicit:ti me

orda ys of the wee k, mo nth s a nd s easons A sk sev en stude nts

to say thedays of the week inorder, then twelveto say the

m onths i n o rder Dra w s tudents' attent ion to t he l es son

statement:Icona sk th e t ime a nd ta lk abo ut t he m onths of t h

• G ive s tudents a minute or tw o to l ook at t he pi ctures Then

a sk them t o match the p ictures w i th the se asons

KEY

1 spri ng 2 summ er 3 a utumn 4 w inter

• P lay the re cor ding and c heckstudents' a nswers to

e xercise 7 Then stude nts repeatthe seas ons c horally an d

individually,P ay sp ecial attention to t he pron unciation o f

theAuinautumn - not/ao/but /0: / ,just asinAugu st.

• Students d iscuss the mo nths and seaso ns i n pa irs Check

with the whole class

OPTIONAL ACTIVITY - MONTHS AND SEASONS

You maybringfour bigphotos showing the fourseasons

(cut outof calendars)and attach them to the boardwith

magnet s After e xercis e 8, a sk four students to come a nd

writ e thenamesofthe seasons on the board under the

photos.Afterexercise 9, ask 12 studentsOnturns- four

atatime)to come to the boardandwritethenames of

the monthsunder the namesof the seasons.The students

t hen re turn t o t heir sea ts Discu ss th e ans wers o n t he

b oard w ith th e cl ass - a re th ey a ccurate?

" 1 1 Introduction Unit

Trang 16

Family and friends

&4 *: ~~U:lary f? mlly possessive's p luraln oun.fo rms• everyday a ctivi ties

.-pre sent sim ple affirma tive andne gative

ft" ldn$ ta lkmg aboutramilyand fri ends i ntroducing fr iends ta lkinga bout etV~a yact ivitIes '

• a n i nformaHetter

p ages 8 :"" 14

LESSON SUMMARy • • • • ~

Voc abulary: f amily m embers

Li stening: d es cription of a s ocial ne twork

Grammar : pos sessive 's sin gular an d pl u ra l

Speak ing: t a l king abo ut famil y and f riend s

Top ic : family l ife and r el a tio ns hi p s

• W rite on t he boa rd:my uncl e's w ife.Ask:Who's my uncle's

w ife ?ho ping t o e licit:Y our a untorAunt.

• Allowami nute fo r s tudents to s tudy th eL earn th is!box

W ith a weaker class , w r i e on the b oard:m y d ad's c aran d

my parents' ca r,pointto theapostro phe inthedifferent

po s ition s, an d s ay:s ingular - pl ural.

• Studentscompietethe puzzles.Checkwiththewholeclass

F o r mo re p ractice of family v ocabulary an d p oss es s ive 's , go to :

Vocab ula ry 8uild er(part 1): Student'sBookpage 128

LANGUAGE NOTE - POSSESSIVE'S

• faname ends ins ,it ispossible to add 'sor just an

-apostroph e,e.g.Chartes' sisterorC harles's siste r.In both

casesthe pronunciationisl rtJ.

• Wit h a weaker class specify:Write2o r3m ore q uestions.

• W ith a strongerclass, yo u ca n pro vide amod elliketh is:

W ho is my fa the r's gra nddaughter's mother?(a swer:

yo u - f or a girt; oryourwi fe - for a boy; oryou r sister,o r

y our brot her's w ife )or :W ho i s m y so n 's brother' s mo ther ?

(answer:y ou - for agirl; oryou r w ife - for ab y)

• Yo u m ay sta rt w ith the w hol e cl ass - tw o or thr ee s tudents ask a que stion eac h , th e wh ol e class a nswers After t h at, studen ts ask and answ er in p a ir s

A: aun t co usin, daughter, grandda ughter, gra ndmoth er,

m other, n ie ce, si ste r, wi fe

8: brother,cousin,father,grandfathe r,grandson,husband,

ne phew, son, uncle

c ousinis in bo th gro ups

• Stud ents fill i n the chartin dividuall y or in pa irs If possible ,

d ictionaries should be a va ilable.

• E licit the f ac t tha t the w ordcou sini s the sa me f or b oys a nd

girls

Lead-in 2minutes

• W ith book s cl osed, i nform the class of the lesson objec tives

by saying:Tad ay's top icisfamily Writefamilya theboard

Ask:Do y ou k now any words for mem bers of t he family !

p eople in the fam ily?If students don't understand,prompt

st udents s ay an t he board around the wordfamily

,n,13IMII1 T o d o th e J esson i n3 m inutes, set Vocabu lary

Bui lder (p art1) exe rcise4 ashomework Limit the numbe r of

questions in exer cise6 to 2 - 3and set exercise8a s hom ework

tao ( e erci s e9w ill t hen pro videamethod of ch ecking that

p iece of h omework i n t he n ext lesson ).

• Dr aw s tud en t s atte ntion to L aura' s n etwork Th e ' ME ' i n t he

m iddle i s L aura; s he h as classi fied th e pe ople in h er life int o

t hree d ifferent c ategorie s : sc hool, f amily, f ree t ime.

• W hen s tu d e n ts have i dentified th e categ ories in th e pi cture,

y ou mayw i sh to a sk t hem:W ould yo ur c at ego r ies be th e same o r diff eren t?H elp s t ud e n ts to pu t th eir id eas into

w ords Pla y t he r ecording.

4 husband

5 a unt

6 grandson

• P lay t he rec ording on ce, pau s ing a ft er each i tem fo r s tudents

t o r epeat cho rally and i ndi v idually Poin t out that t he fi nal- r

i nmoth er , f ather, s ister,et c i s co mpletel y s il n t, at l east i n

Br itish E nglish ( S tudents are l ikely to ha ve s ome e x perience

of A merican English pro nunciation from film s, etc ).

• I s tudents' p ronunciation needs corre cting, r epeat the

wo rds y ourse l f a s m an y t imes as i s neces sary, so th at they

h a e a model to im itate.

Exer cise 3 page8 "1.14

• Playthe words for st udents to hear.You can aiso model the

pro nunciation y ourse lf Aska f e w s tudent s t o re peat.

KEY

g randmothe r husband s o uncle bro the r g randso n

• Play t he re cording on ce for s tudents t o c h eck the i r an swers;

then playit againand have themre eatthe words

individu lly Pay allention to the pronunciation ofI A!.

11 3 That'sJane's skateboard

4 J ohn is at hi s cou si ns' h ouse.

5 Have you gotMark' sMP3 player?

6 Thedog' sball is underthe tree

7 What'sMaria'sphone number?

8 Wh ere a r e t he s tudents' b ooks?

Trang 17

For wor k on pl ural forms of nouns, goto:

Vocabulary8uilder (part 2):Student'sBook page 128

• If t he cl ass a re arti stic, y ou m ay wis h t o p rovide t hem w ith

large size paper,allowmoretime and possibl y displaythe

r esults on t he wa lls f time 's s hort, th i s exercise can be

done athome

Materials:Oneco pyofthe worksheet per pair ofstuden ts(Teacher' sBook page123)

• If necessary,brieflyrevise fami lyvocabularyby drawinga

family tree on the board and elicit ing t he w ords t o de scri be

the relat ionsh ipbetween thefamily members

• Divide students intopairsandhand out theworksheets Ask

them to s it so that they can 't s ee t heir p artner's wor kshee t.

Students fi ll i n t he m iss i ng names an d ag es i n th e famil y

t ree by aski ng and answer ing ques tions in pa irs

• Demonstratethe activityby takingthe partof Studen t Band aski nge.g.Who's Tony's father ?StudentA:He's Pete r

Student B:Howald is he? Student A: He's 74.

• T ell studen ts to ask all their q uestions i n r e l ation t o T ony

When they havefini shed they can look at heirpartne r's

w orksheet to check thei r a nswers.

• N exta skstudentsto drawtheirownf amilyt reea nd t hen ta lk

thei r pa rtner t hrough i giv ing ext ra i nformation, for exa mple ,

Adam' s my brather He's19.He stud ies at university

LESSO N SUMMAR Y Gramma r: p resent si mple: affirm ative

"iUIliU Todothelesson in30minutes r ead the text

in exercise1a loud with studen ts fo llowing it i n the ir bo oks ,

do exerci se4 asa class, and set th e Grammar Bu ilder as homework.

family : Mark and Lucy:Sam

Hi! I 'm La ura I've got one bro ther, and hisname is Sam haven't

got a siste r , b ut I've go t t wo co usins - M ark a nd L ucy O ur house

is n ear t he ce ntre of t own ' m a student a t W h ites ide Secondary

Sc hool It's OK M y f avou r ite teac hers ar e M r B aker a nd M iss B la i r,

an d m y bes tf r iend sa re Tina, P eteandA my A my h as gota cousin

- J ake He's re ally nice ! My h obbies a re vo lleyball and m usic I 'm in

a voll eyball t eam O ur two best pla yers a re Janice an d H annah I'm

also i n a m usic group wi th two fr iends, B ob and Mo ll y.

• P rovide a m odel fi rst Pu t 3-4 n ames o f real peop le from

yo urow n n etworkontheboard a ndencouragestudents to

as k:Who's ?Wr ite the n ames you r family a nd friends use

normall y, to showst udentsthat there's no need for artificial

Engli sh namesjust because you'respeaking English

• W henever st udent s do an acti v ity i n w hich they s cribble a

few words w hich are on ly i mp ortant to this o ne exercise ,

try t o provide scrap p aper, a nd t rain t hem not to put su ch

i rrelevant notes in th eir note books T he n otebook should be

a r esource and co ntain info rm ation of l asting v l ue.

Ask studen ts:W hat have we talked about today?Elicit: fa mily

A sk :Ca n y ou g ivemes ome wo rds forfamilymembers?P raise

th e s tudents w ho co me up w ith the mor e s ophist icate d ones,

s uch a scous in , ni ece, g randfa t her ,e tc Draw a ttention to th e

iessonstate ment : I can talk abo ut people I meet regu lar ly.

7 2 Th e e pot atoes and tomat oes ared elicious po tato, t omato

3 W he re a re tho se m en a nd women f rom? man, woman

4 She'sgotbigeyes, and beautiful, white teeth eye,tooth

5 Th ec h ild r~.!l'sdic tionaries are i n the classroo m child ,

dictionary

6 H ave you go t n ephews an dn iec ~ ?nephew, niece

7 The glassesare onthe,,-helvesin thekitchen.glass,shelf

B 1 babie s 4 keys 7 child ren

2 feet 5 sandwic hes

3 watches 6 knives

Exer cise 1 page 9

• D raw st udents' atte ntion to t he pict ureofTheSi mpso ns

Elic itsomenames of hisfamilymembers

KEY

H i s dad's n ame i s H omer H is m um's n ame i s Marg e H e ' s got

two sisterscalled Lisa andMaggie

L ead-in 2-3 minutes

• Wri te on the boa rd:present , past, future Ask if st uden ts

knowwhat t hese wo rds mean (Ac cept answers in the

students' ownlanguage.)

• WritethesentenceIlive in(insertthen ameofyourto wn !

city/village).Ask:Is this present , past or future? After

e licitingp resent,erasepastandfuturefrom t he b oa r d, so

that what'sleft is: present - I liv e in (town) Add theword

simpleafterpresen tand s ay: Today , we'regoingtolearn a

tense called the present simple

• As s tu d en t s r ead, m onitor t o see w hether t hey're co ping well with the text Does everyone u nderstandla zy, classm ates, pow er station,an dstudies hard?I f some stude nts d not

know these words,maybeothers do andcanexplain/

transla tethem.Wit haweaker class, be preparedto explainthe vocabularyyourself(e.g, If you don 't like work, you 're

lazy Daniel, Marta, Eva and so on are your cl assmates

- people in the same class).With astronger class,ask

s tu d ents to use t heir dict ionaries.

Trang 18

• Draw students' atte ntion to the ta ble Yo u ma y w ish to

mention tha t English verbs are quit e e asy i n on e w ay, as

many forms are the same: /work, you work, w e wo rk.A sk

stud ents to look f or the th ird pe rson si ngular i n the te xt a nd

see whether it is t he same too.

• Afterchecking thispart ofthe exercise, readtheboxthat

outlines the use of t he presen t simpl e Qu ote s entences

from the text a exam ples: Eleven m illion Am ericans w atch

it every week.(something that happensregul ariy); The

Simpsons liv e in Springfield(somethingthatis alwaystrue)

KEY

works

• S tudents work i ndi vid ually Fast fini shers wr ite on e mor e

sentence said byamember of the Simpson famil y Theycan

read their se n tences al oud a nd t he w hole class g uesses the

pers on wh o says the s entence Check a nswers as a class.

• Pointout tostudents that some of the formsused will be

thethirdperson singular,e.g.(elicit:)lives,and otherswil t

be other forms,e.g.(elicit :)we ga o

• A s s tudents do the e xercise, mo n itor a nd make s ure the y

und erstandne xt doorandg et up Be p repared to explain

• AsktwostudentsIn turn to read thetextaloud Help with

pronunciati on, e specially o f the pre sent s imple thi rd person

f orm s:liv es, g oes,etc.

For further practice of the present simp l e (affirma tive), go to:

Grammar Builder1B:Student's Book page108

• Model t he a ctiv ity Ha ve one true and on e fal se s entence

aboutyourself oramember ofyour familyprepared.Read

y our se ntences to the w hole cla ss a nd ask:Is thi s tr ue?

S tudents then w ork on their own sentences

• Fast finishers w rite mo re s entences.

KEY

3 g oes 6 likes

3 2 My brother loves pizza

3 We go toschoolby bike

4 My classmates l ike m e.

5 His gran dmother s peaks F rench.

6 My cou sins and I play foot bail

7 My friend 's aun t ives in NewYo rk.

• Students repeat the third person formsind ividually Make

sure they di fferentiate b etweenl siine.g.lik esan dIzJi ne.g

plays.Explain that the syllabl eIzIis addedaft erI s/,/zI,/ II ,

I tl lafterwhichl s iwouid bedifficult toeither pronoun ce or

hear

• Play the recording 2- 3 t imes, de pending on st udents'

respon se.

• T he table requi res them to differe ntiate b etween j ust t wo

categories:/ s /or/z/and/lz /.However,when they have

li tened, yo u maywa n t to ask them t o r epeat t he v erb

forms Insist on co rrect pronuncia t ionof th efi nal conso nant

/ s/and/z/or the flnalsyllab le/ Z/.

• S tudents talk in pa irs C i rculate and monitor

Lesson outcome

Ask st udents (in theirown language if necessary):What

tense hav e we loo ked a t t oday?t o el icit:The pres ent s imple

t ense Con duct a br ief d rill, usi ng ve rbs from t he l esson Dr aw students' attent ion to t he l esson s tatement : ca ntal kab out m y

family and fr iends

The Royal Family

LESSON SU M M A RY Readi ng : a t ext abo ut Queen Eliza beth II

liste ning: i nterv iews

Sp eaking: talk ingabout the B ritish R oya l Famil y

T opic : cult ure

""n"i ll 1 T o do t he l esson in 3 0 m inutes, a sk s tudents to

r ead th e te xt forthe {i rst tim e an d d o ex ercise2at h ome.

Lead-in 2min ut es

• Bef ore stu dents op en thei r book s, a sk them i f they kno w

a ny na mes o f Briti sh kin gs or queen s from hi story Then a sk

f or nam es o f c ontemporary members o f th e Ro yal Famil y and

anyt hingstudentsknowabout them

Exe rcise 1 page10

• St udents lookat thephoto sandd thetask.If theyfind it

i nteresting , y ou ca n a sk them t o dra w a famil y tree of the

t hree g enerationsof heRo ya l Famil y sho wn in the picture s.

Unit 1•Mynetwork po

Trang 19

• Studentsg through thetextagain.Let themcompare

a nswers in pa ir s, th en c heck w ith th e who le cl ass W hen check i ng, p ay a ttention to th e p ronunciation ofcentury

(weak vowel) andmonarch(li nalzk/).You canrein forcethe

wo rds b y as king q uestions a bout the s tudents' o wn co un try lik e:Can y ou g ive me the nam e of a famou s m onarch ? Do

yo u reme mber w hich c entury h e / she lived in ?

Exercise 5 page10 "1.1 9

• Before playin the recording,checkunders tand ingof the

stat ements a nd the task W ith a weakerclass ,r ead the

o i n i o ns wi t h the w hole c l ass.Ex pensivea ndmodernmay

n eed expla ining.

• Playthe recordingthroughonce Thenplay Speake rI only

a nd as k ho w man y o f th e op i nions lis ted i n t he task s he

e xpresses I f m ore t han a f ew s tudents ar e not s ure, p lay

SpeakerI agai n.Askastuden twhichopinionstheold lady

expressed.Foll ow thesame procedureforSpeakers2and3

KEY

1 at th e moment

2 p rince

KEY

They're abit boring.3

T he y' re v ery e xpe nsi ve 1

I like readingabout them 2

CULTURE NOTE - THE ROYAL FAMILY

Camilla Parker·Bowleshada relationshipwithPr ince J

Charlesformany yearsbeforemarrying him in April2005

ThemajorityoftheBritish public supported the marriage,

despit ePrincess Diana's great popularity

PrinceCharles, the Princ e of Wales,is the firstson

of Queen Eti zabeth II.Heisexpected tobecom ethe

nextBriti sh king.Heis wellknown for his interest in

arc hitecture a nd h is co ncern f or t heenviro nment

Diana, Prin cess ofWales,was thefirst wifeofPrince

Charles.Shewas the mo st popularmemberof the royal

familyandwas oftenreferred to asDi.She died ina car

accidentinParis whiletryingtoe scapephotographers

P rince Harry is the y ounger s ono fCharlesa nd Di ana He

is in the Briti sh army

I prince Philip, Duke of Edinburgh,is the Queen' s husband

Heis well·knownin Brita informaki ngjokesduring public

PrinceWllUamis thefirst child of Charlesand Diana.He

isthe secondinlineto theBritish throne.He stud iedArt

~ Histo ry at univers ityand thenchangedtoGeography He

joined his younger brother in the armyin2006

• Thi s m ay b e th e fi r st t im e so me o f the s tudents ha ve s een

a task o f hi s t ype, so ex p l a i n it to t hem , pointing o ut

e specia lly t hat the re is o e extra heading, w h i ch doe s n ot fit

an ywhere All ow s tudents to c o mpare a nsw e rs in pa i rs, then

go overthem wit h thewhole class If there areanywrong

a nswers , d iscuss w hy, for e xamp le ,Whyis0 The Quee n's

j ob' and n ot ' The Queen 's t ravels'?- Because on ly o ne

se ntence is about tra vels, an d the w h l e pa ragraph i s about

t In t Do y ou th in k the r oyal f am ily is i m p ortant?

W oman I mportant? N o! They 're v ery e xpensive.

I nt R eally?

Woman Y es.We s pend miiiionsof poun ds o n t hem And they

a ren't mod ern Th ey're o ld-fa hioned! I w a nt a republic!

W hat doyou t hink o f he royal f am ily?

l love t hem I likereading a bout the m in newspapers

a nd ma gazines

Soy ou th i nk t h e ' re imp ortant?

O h, yes, v ery i m port an t They h ave r eally inte res ting

li ves.

Wh at d o y ou thinkofther oya l amily?

Th ey're OK , su ppose

S o you d on't re ally like t hem.

W ell , I d on't m ind t hem T hey're a bit boring , b ut the y

• Stud ents r ead th e t ext more carefull y no w an d ans wer the

qu estions Do t he fi rst o ne a a cl ass The w ordc haritym ay

need ex plain i ng.

KEY

1 T

2 T

3 F PrincePhil ipisthe Queen's husband

4 FCamilla isCharles' s wife

5 FThe Queenmeetsthe Prime Minister everywe ek I

Tuesday

6 FShe goesto the horse racesin Mayand June

• If a s tudent s ays a s entence th at's t rue but i ncorre ct,

h elp them corr ect it I f a st udent says a s entence that's

c or r ect bu t a l se, a sk th e cl ass :Is th at true?a nd l e t t hem try to corre ct i t If a st udent says a se ntence w h i ch i s no t

ast atement of fact,butan opinio n(such as,They have

inte resting five s )a ccept it, but p oint o ut tha t it i s opi nion

Lesson outcome

Ask students:W hat hav e we ta lked a bout t oday?Elici t:the

Roy al Fa milyo rthe Q ueenork ings and qu eens.D raw s tudents' atte ntion to th e le sson statem ent:Ican und erstand i nformation

an d o pinions on the Roya l F amily.

""""~ Unit1•Mynetwork

Trang 20

5 Myparents don' twork in anoffic e.

6 You don't lik e co mputer g ames.

7 Tomand I don'twalk to school

a Kat harine doesn'tget up at fiveo'clock

F or fu rther pra ctice o f t he p resent simpl e, g o t o:

,UlhU i To do the lesson in 30 mi nutes, d on ' a sk stu dents

to write all12sentences i n exe rcise5 (2 -3a ffirmative and

2 -3 n egat i ve should be enough ) S et t he G rammar B uilder fo r

h omework.

LESSON SUMMARY

Grammar : present simple negative

listen ing: listening f or s pecific informati on (t rue / false)

Speaking : speaking about your hab its

• Draw students' attention to the photos Stude nts read and

match the names to thephotos Explainothlet ic:someo ne

who is fit andgood at sports, butnot necessarilymassive ly

m uscula r C he ck a nswers

• Find the first examp lewit h the whole class.Afterthat

studen ts co ntinue o t heir o wn Ci rculate and look ov er t heir

shou lders to see i f they're ge tting it ri ght W ith a wea ker

class , y ou m ay wa nt to c opy the tabl e o nto a tra nsparen cy or

w rite i t on th e b oard for s tudents to see a nd c heck

• P oint ou t or e licit t hat t he o nly d ifferent f orm i s th e third

pers o si ngular w ith- es,w hich is t he sa me a s the -s i n

aff irma tive se ntences.

Gram marBuilder1D:Stud ent' sBoo k page10 8

K EY

2 don 't 6 do esn't 9 doesn't

3 doe sn 't 7 don 't 10 don 't

4 don't

6 1 don't know 4 stay 7 doesn'twork

2 walk 5 hate s a doesn't listen

3 doesn'tlike 6 love

7 2 He doesn'twalktoschool Hegoestoschoolby bike

3 S he doesn 't l isten to musi c in he r bedro om She wa tches

1Vin her bedroom

4 Hedoesn' t get up earlyon Sundays.Hestays in bed onSundays

5 She teachesmaths.Shedoesn't eachEnglish

Exe rcise 4 page11 "1.20

• Point tothe photos Say:Thi s i s M ark Thi sisSally The y're

youareg ing to playtherecording straightthrough once,

then pla y i t a gain stopping t o c heck the ans wers.

Transcript 1.20

M ark My name's Mark I c o m e fr om Lon don, but Ilivein

Li verpool I ' m a st ude nt I stu dy F r enc h at Li verpool Univ ersity My hob b ies are basket ball a nd p layingth e

guitar.Ipl ay i n a b and a t u niv er sity I stu dy h ard du ring

the week At th e we ekends I wo rk in a r estaurant.

Sa ll Hi, I' mSally I 'm a st udent at Ca rdiff Uni versity, b ut I 'm

notfrom C a r diff M y fa mily co mes f rom London I stu dy

m edicin e I wa nt t o be a do ctor W hat a re m y hobb ies?

W e ll, I l ove s hopping I g o s hopping e very S aturday

m orn ing I als o like spo rt - I pla y tenn is I s ometimes w ork

i n a sho p on S aturdays.

2 Josh

lead-in 2 minutes

• Reca ll someth ing one of the stu dents s aid abou t th emselves

in exercise 10 i n less on lB Sta rt th is l esson b y say ing

somet hingcont rarytowhathe/she said ,e.g.if Pauisaid:

Iget up at seven ,say :Paul, y ou g et up at fiv e i s that t rue?

Whe n t he st udent r epliesn o,w rite on t he b oard a nd sa y:I

don 't get up ot five o 'clock Tellst udents that toda ythey'r e

going to st udythe negati veform of the presentsimple

2 We don't come from Lon don

3 Sara h does n't st udy scie nce

4 Mickdoesn' tplay ice hockey

• Do the fir st t hree sen tences as a cl ass Student s do the re st

indi vidually

• C heck as a class Pay a ttention to t he pr onunciat i on o f the se

words: s cience - thereisno / tJ/ ; icehockey- the final

soundis/i/ not /er/; computer- thest resson the second

syllable.Compute r gamesi s a t one unit, s tressed on t he firs t

word

• Read t he e xamples a nd do one or t wo s entences w ith t he

who le cl ass After that s tudents ca n co ntinue ind ividually.

• F ast fi nishers can al so w rite s entences c ontaining correct ed

i nformation,Ma rk doe sn't s tudy m aths He s tudies French

• Wi th a s tronger classy ou ma y n ot req uire all s tudents t o

write al110 sentences.Halfof the classcould doMarkand theotherhalfSally, oryou can just do 2-3 affirmati ve

s entences and the sa me number of n egative one s.

KEY

1 don't 2 does n't 3 don't 4 don't

KEY

He doesn'tstudymaths

He doesn't enjoy playingthe piano

Heplaysbasketball

He w orks in a r estaurant.

Sally doesn'tcome from Cardi ff

S he doe sn't li ve in London

S he s tudies med icine.

She enjoysshopping

She doesn'tplayvolleyball

She works in a shop

Trang 21

• Drawstudents 'attent ionto theph oto.S tudentsa nswert he

questions i n pa irs Discuss ques tion 1 as a class.

CULTURE NOTE - UK FAMILIES

The Paveyfamilyis obviouslyexcepti onallylarge.The

• averagefamily in the UK has 1.3 children.Thi sismuch

smaU er tha n i n mos t E urop ean c ountries.

KEY

1 F(She's a motherwith 15children.)

2 F(Her husband goes to work.)

3 T('Ilove my big family wantmore children!')

have you got?(If you know something aboutthe stude nt s'

families , it'sbesttoc hoosetwowhosesi t uatio n s r e very

different- an onlychild and one offour,forexample.)Ask:Isthat a good n um ber of brothers and si sters ?Then

announce the topic: Today we're going to t alk a bout family life At this point,show the big photoon page12

t he t ext quick ly first a nd a nswer the thr ee q uestions i n

exercise 2 Ask them to under linet hese ntences w herethey

fo und t he i nformation so t hey can just ify t heir an swers w ith

linesfrom the text.Check wit hthe whole class.askingfor

justification.

Ex ercise 3 page 13

• Ask studentsto read the Examtip first andcheckif theyhave understood by asking:So what sh ould y ou r ead {irst? When should you r ead the opti ons?Stud entsreadthetexta

second time and do th e task W it h a weaker class , y ou may ask them to underline th e re levant lin es in t he t ext C heck

answerswiththewhole class.

KEY

Lesson outcome

Ask students:What have we talked about today?Try toelicit:

to the content of the lesson Briefly practise the grammar

b y sa ying a few sentences i n the present simple and asking

s tudents fo r the negati ve forms Draw students' attention to the

le ssonstatement: I can saywhatsomeone does and doesn't do

• First stu dents wo rk i n pairs You may wish to put them i n

pairs with classmatesthey don'tnormally sit with,so that

they learn somet hing new about them.

• Thenstudentsreport back totheclass if your group is

big, this stage may take along time and students might

stop payingattention You may wishto ask students to tell

the class only the3-4most interesting thingsabout their

partner.

• Rem ind students that the present simple is used to speak

about regular activities and things that are true all the time.

With astronger class, ask studentstoproduceatleastthree

sentences each based on their own ideas

Notes for Photcopiable activity 1.2

Two cousins : Sonia and Suzy

Pairwork

Language : p resent si mple affirmat ive and n egative

Materials: One copy of worksheet 1.2 cut inhalf perpairof

students (Teacher'S Book page124)

• Dividestudents I nto pa irs G ive Students A worksheet A,

and Students B worksheet B.Tell studentsnot to show each

other the ir worksheets Demonstrate the activity by eliciting

one sentence about Son ia f rom worksheet A and one about

Suzy from works heet B , e.g.Sonia goes to Springtown

School in Oxford Suzy goes to Manchester High Schaal

• In pairs stu dents take i i n turns to make a sentence about

thecousins usi ng their pictures T ell st udents to w rite down

anythingthat they havein common.(Theydon'tsmoke, they

playtheguitar,they playtennis.)

• Share answers as a class Ask studen ts to tell you the

sentences they made about each cousin

Reading: a textaboutan unusual Family ; read ingFargistand for

specific information

Speak ing: speaking about home lifeandh ousehold duties

Vocabulary: everyday family activ ities

Topic : family lifeand rela tionships

• This is a veryimportantexercise , as it ca n ma ke students awareof theexistence and i m po rt anc e of co llocations

• Students lookfo r t he collocat io ns i n th e te xt a nd n ote

them downin thetable.When they' vefnished,read each

collocation aloud, taki ng care to p ronou nce it a s o ne tone unit , and ask a di fferent s tudent to r epeateacho ne As k

the students some q uestions, f or ex ample ,D o you cl ean

the house? Doyou cleanyour room?Whattim e d o yo ucome home from school? Who cooks dinner in y our house? D o you do the washing? Does yourmoth erorf ather driv e you

to school? What t ime do you get up? Do es y our mum g o

towork? Do yougo to the sup ermarket with yourmother

or father? Do you iron yourclothes?Do es your m um make

breakfast for yau?

L1 U" ij' 1I1 To do the lesson in 30 minutes, eitherask

students to read the text f or the first time at home, orkeep

exercises1and7short , and let students workin pairs for

exercises3and 4.

Lead-in 2 minutes

• Tellthe class:I've got_ brather(s) and _ sisterts)

Ask one or two students: How manybrothersand sisters

clean thehouse

come home cook d inner

Trang 22

1*");114 1 To do the le sson i n30min utes, do exerci ses 3

a nd7a s a clas s, a nd h ave fe wer pai rs pe rform their dia logues

i n e xercise10

• Ask st udents to read the dialogue and the words in the box

and see ifthey can fillin thegaps

• In a stronger class, encoura ge st udents t o do the e xercise

withoutlookingbackatthedialo gue firstand then check

Checkanswerswiththewhole class

• Ask st uden ts to lookat the photoat the top of page 14

Say:Thes e a re Ra chel, Mark and Susan Wh o a re they ?

(St udents.) Where are they ?(Atschool.)What do y ou think the y're s aying?(Acceptany answers.)Explain :I n fact Su san

(point to one of thegirlsin the photo)isane ws tudent.Tell

s tudents th ey are goingto hear a conver sa tion between the s tudents in the photo and to learn about introdu cing

people (Eit her explain'introduce'or ask :What's 'intradu ce /

i ntroducing?'- ac ce pt a translation )

Exercise 2 page 14 " 1.21

• Playtherecordingtwice - once without stop ping, hen

sto pping after each gap tocheck Withaweaker class,piay

the dialo gue as man y times a s the students need.

• Before student s read the dialogue in groups, pra ctise th e

pronunciatio nof key phrases.Model eachphraseyourself,

taking care to pronounce it slowly but veryfluentl y, as on e

tone unil.Ask a fewstudentstorepeatindivid uall y, thenthe

whole classchorally:

• Students write the ir sentences C irc ulate a nd m onito r

Correct se lected erro rs: m issing t hird pe rso n s ingular- 5 ,

and erro rs i n t he prod uctionof the c ollocations w hich are

t he focus of the exercise Wh en correcti ng, al wayswai t f or

a stude nt to finish the se ntence, point out the erro r and a sk

them to r epeat t he wh ole se ntence.

• Th e ga me c an b e pl ayed as a cl ass or , if t he class i s v ery

l arge , in s everal g roups T he s tudent w ho remembers the

l ongest ch ain o f a ctivities is t he w inner.

• I f th ere are pe rs istent e rrors o f pronunciati on or in the use of

t he co llocations, m ake a not e of t hem and c orrect t hem a s a

class whe n t he g ame i s ove r

• Ask studen ts to w rite out t he sentenc es in t heir n otebooks.

C ir culate and monitor Fast finishers ca n w rite tw o or t hree

more s entences

ADDITIONA L SPEAKING ACTIVITY

Preparation: Before the lesson,cut outa photograph

of two students (aged 20-someth ing),ortwo separate

photographs of students, froma youthmagazine.Mount

them on piecesof card

•~ Holdup the photosand introduce the characters:

ThisisRichard , Howald do you t hink he is?(Accept any

sensi ble answers.)Whatdoes he d o?(He'sastuden t.)

Whatdoes he study?(Accept anyideas.) ThisisMichae l.

Howaldishe?etc,Richard and M ichael s hare a flat.

They live together in t he same ap artment.

• Introduce the task by saying :What time doyouthink

Richard gets up? Whattime does Michael get up? Who

do you think cleans the flat? Whomak es breakfast ?

• Put students in pairs and tell them it is now their task to

Imagineand describe Richardand Michael' s habitsand

thedivision of housework in theirhousehold.Pointout

they can use thetext, the chartin exercise4and the

se ntences in exercise 5 asar esource.

• Students preparetheir ideas in writing(thiscanb

innote form) e.g Richard : gets up early, makes

breakfast, does the wash ing: Michael: etc

• Pairspresenttheir ideas to the whole class

• T ell studen ts they are going to hear two more dialogues.

Allow aminute to read the instructions and the statements

• S ay t hey will hear the recordingstwice ntroduce the fir st

dial oguebysaying:D ialogue1:Jenny , Alfieand Sam

Play the first dialoguethrough, hen playit a secondtime

pa using after each answerto c heck answ ers to questions

1-3.Follow the same procedure withthe second dialogue

• M ake s ure e veryo ne understandsneighbou r Point outthe

sa me(inthe same s treet, the same dance class) Youma y

dr aw attention to the phras edan ce cla ssand relate it to

s tudents' e xpe r ience by a sking :Who goesto adance cla ss ?

Doe s a nyone g o to a mu sic class? a drama class?et c.

Ask students: W hat have w e tal ked aboutl oday?Tryto elicit:

homeorfamily li feorth ings w e doathome ,butaccept all

answers re levant t o t he content of thele sson Ask :Whi ch

words or phra ses fram t oday do yo u t hink w illbe use fulto

yo u?Acc ept a ny le xical item s t hat a ppeared in the lesson, but

encou rage stu dents t o r ecall collo cations r ather than sing le

wo rds Draw st udents' at tention to the le son sta tement:Ic an

und erstand an article an d t alka bout e veryday activi ties

Functional E nglish : in troducin g peo ple

Listening : a dialogu e; c ompleting s entences

Speaking: introducing people

To pic: family life a nd re lationships

Trang 23

Exercise 6 page 14 " 1 22

therecordingwhitethey'redoin g it,stopping aftereach

relevantsentence.Chec answerswiththe whole class

Exercise 7 page 14

st rongstudent o dothefirst sentenceasa example

variousstudents to readthe two-li nedialogues in openpairs

An informal letter

LESSON SUMMARYWriting: a informal letter

Reading:an informalletter

Topic :familyl e and relationships

Exercise 1 page 15

o Askstudentstolook atthe letter and the photo What do

theyexpect thelett ertob about?Ask themto re d through

the letter quickly Were theirprediction sright?What kind of

information isincludedin the lett er?

wit hthewhole class,discussthestructureofaletter

Pointout thai eachp ragraphin Robbie'sletterisabout

somethingspecific,and explain thatthegeneral idea of a

paragrap is thati contai nsonepoinl orone topic

Exercise 10 page14

• Before st udents perform,read the speakingtipasa class

Dependingo timeand onst udents'patience,have3-6

dialogu eshave something interestingorfunnyabout them

Lead-in 2 minutes

le tter s ? Ho w o ften? W ho t o? Have you ever hadQpenfriend?

ask:Do you write e-mails? How often?Who to? Do you have

an e -mail f riend!) I youfin thatyourstudentshardlyever

write letters,youcanmake the topic relevant to them by

Lesson outcome

Askstudents:W hat didyoul earn ta da t aday? Elicit: T a

in troduce p eople Askstud entsto saysomep rases they

stat ement:I canintroduce people.

q uick ly as a class an d set t he writing as homework.

Fine, thanks.Rosie.thisismyfriend, Jane

Hi J ane.

H ello Rosie

Jane goesto thesame da nce class as me

Yes she is.Sheteaches Italian

Hi, enny Nice toseeyoutoo

• Reada danswerthequestionsasaclass.This maybe

st udentsandboosttheirconfi dence

• Explainto stud entsthat in th nextexercise they are goin g

to act outa conversation,butfirst they haveto prepare

thesentences intheexercise.Fast finishers canwrite

addi onalsentences, forexamp le:You li ve i n the sam e

stre et as '" Y ou go t o th e same drama class as .

Exercise 9 page 14

• Stude ntsworko the conversations Circulat e and monitor,

correct ing errorsanddoing litt lebis ofpronunciat ion

ofthe class.Ask st ronger student sifthey couldsaytheir

KEY

~ Unil 1oMy netw ork

Trang 24

• Students can w ork in pairs , or work in di v id ua ll y a nd th en

comp are answe rs in pa irs Check as a cl ass by h a vin g

indi vidual students write the n umbers o th e boa rd.

• E mphasise t hat s tudents m ust lea rn t his w riting ti p ! F i r s tly,

le tte rs (o re-rnails)are som eth ing t hat mos t p eople d o write

i n reallife,Secondl y, in m a ny exam s , candida tes a r e a sked

to wr ite letters , an d On e o f the first t h i ngs a n e xa m iner w ill

lo ok a t i s: Does it h ave an appropriate o pen i ng and e nding ?

endings:Hi , Alithe best , Yours, etc.

Exercis e 4 page1 "1.23

• Ask s tudents to lookat t he num bers i n th e box E x pl a i n o r

e lic it t hat o rdinal numbers are use d f or d ates.

• Pla y the recor ding f or s tudents t o l sten and th en again f or

s tudents to r epeat Pra ctise the p ron unciatio n u ntil s tudents

arecomfortable with it.Youmaywantto drili theordi nals,by

w riting a c ardinal numberon the b oa r d, and ask ing stude nts

t o sa y the o rdinal number.

: LAN GU AGE NOTE - - THE -21ST CENTURY

'In BritishEnglish2001is pronouncedtwo thou sand a nd

o ne,200 2ispronouncedtwa t housand and twa,etc

InAmerican Englis htheworda disnot used e.g.two

thousa nd one,ItIs predicted thatfrom2 10 the years

will be pronounced:twentyten , twe nty ele ven,etc (since

thisfoli owsthe sameformat asnineteen ei ghty, ei ghteen

twenty ,etc),alt hough nobodyknowsexactly whatwill I

• Model he firstquest ion forthestudentsbygiving yourdate

ofbirth(oroneof your famil y's ify ouprefertokeepyour

ow n p rivate)

• Studentsask andanswer about the differentdates Circulate

andmonitortomake sure theyare saying thedat esproperly,

• Sha re a f ew an swers as a cla ss b y aski ng th e que stions i n

o pen p airs across th e cl assroom

ALTERNATIVE WRITING TASK

Students chooseacelebrity that they knowsomething

a bout If the w ri t ng ta s is be ing don e fo r h omework, y ou

couldaskthemtodosomeresearch, f theyaredoing itin

class , th ey coul d work i n pair s or ma ke u p t he deta ils.

They writ eback to Robbie'sletteras the celebrity

• Beginwith:Thank y ou fo r y our letteran d for th e p hoto

• I n your a nswer m ention t he t hings R obbiewritesa bout,

forexample:I'vea lso got ,. , b utJh aven't got _, After

work1 _

• AskRobbieaquestio abouthimself

• l oo k b a k at t heL earn th is!b ox a nd th e a nswer s i n exercise

5 D o th e fir st o ne as a n ex ample f or t he cl ass, t hen a sk

stude ntstotry sayingthedates

• Play the recordingforthest udents to check, then play

i t again, p aus i ng aft er eac h dat e f or s tudents to r epeat

individually andchorally

Transcript 1.25

1 t he t wenty-first o f J anuary, two t housand and seven

2 t he ei ghth of Octobe r, n in e te e n ninety -five

3 t he fi fth o f May , twothousan d and t en

4 t he twenty-n i nth o f M arch, n ineteen hu ndred

5 t he t wenty-secon d o f Sep tembe r, two t housa nd a nd eight

6 th e fourth o f D ecem b er , twenty tw enty

• Allowabouttwo minutesforstude nts toreadthrough the

inst ructions andg id eli nes.Make sure theyunderstandwhat they areas edtowrite Gothroughthetopicsunde r

eac h pa ragra p If thewr iti ng is d n e i n clas s, circu late and

m onitor fyoun oti ce co mmon e rr ors, w ri te them o n t he

boardandaskthe classto correctthem.Askstudents to

proofre ad e ach oth er's fi r s t d raft s Hasa ll t h e i nf o r m ation

b e n i ncluded? A ret hereany er rors? Aft er p ee r co rrect io n students w r ite a seco nd d r aft a nd h and i t n

• Read theLearn this!box wit htheciass.Play th recording

f o r students to l is ten and w rite t he d ates.

how t os aydat es ,e tc D r aw s tude n ts ' a tten ti on to th e l esson

s tate m ent:I an wr ite an i nformal l etter t o a pe nfriend.

Tra nscript 1.24

1 th e thi rd o f Ma rch, t w o thou sa nd and si x

2 the n ineteenth o f Jul y , twot hou sand

3 t he fi rst o f A ugust , twen ty twen ty

4 Th e ei gh th of Ma y , n ineteenseventy-tw o

S The thi rty -first of October , tw o t housand and se ven

6 Th e f ourthofSeptember,nineteen n inety - five

Trang 25

• Students correcttheerrors in pairs Checkwith thewhole class

• DiscussAnna'stask wit h theclass.Did shespeakloudly and

clea rly, did s he g ive enou gh i nformation? Picko ut orelici t

g ood poi nts, like w hen s he g ives m ore i nforma t ion th an was

inthequestion (agesof brot hers andsisters) whichisgood

a lo ng a i t's r elevant.

TOPIC • • • ~

F amily l ife andrelation ships

Lead-in 2-5 minutes

• Explain to students thatthesepages helpthem practise

some examtasks so thatthey becomefamiliar with the

typ es of e xercises inschool-leavinge xams.

• Askst udents tobriefly summarisewhattheyhave covered

in thisunit Elicit introducin g p eople s aying ho w ol d peop le

ar e talking about family and frien ds.

And isyour sister at the s ame scho ol asyo u?

Yes s he i s, but,she isn 't in the sam e cla ss

T ell me so mething about you r broth er

H e isvery int eUige nt He ' s a t un iversity

Doe s he l ive at home, w ith yo u?

Yes, he do

Uh, h uh And doyou r pa rents wor k?

Yes My dad work i n an offic e in P rague And m y mum

works in su permarket.

OK, t hank yo u Anna.

• Students work on the task i ndividually and comp are a nswers

in pairs.Ask oneor two students to readthe completedtext

aloud.Helpwithintonation and pausing.The textis meant

asa modelforspeaking, so studentsshouldbe encouraged

not to read in nat, wooden voi ces!

• Askstudents to read the Speaking e xam task in e xercise

6 and the questions in exercise 4 Make sure e verybody

understands that theyare going to hear acandi dat e

attempti ng th e e xam task in e xercise 6 Playthe recordi ng

through on ce? then play i t ag ain, stop ping after each ans wer.

• Te ll st udents t hey ar e now going to talk i n the same way

a bout t heir f amilies, b ut fi rst they n eed t o p repare some

notes.A lotofhelpmaybe needed with parents'jobs - you

m ight choo se t o h ave a b ig d ictionary a round i n case s ome

of them are really unusual!

• S tudents go on to complete the sentences Circulate and

monitor Encourage them to use short forms e.g,My

mum's a nurse, to create more natural prompts for spoken

language In pairs, students read their sentences to e ach

other.finally, haveafew students read theirsentences to

• Read thespeaki ng tip toget herbeforestudentsd thetask

• One of thest udentswill have tob the examinerandask

the ques tions Y ou ma y pl ay th e rec ord i ng again fo r s tudents

t o wri te do wn the th ree qu estions as ked byt he ex aminer.

With astronger class,ask studentsto try to recallthe

quest ions beforelistening , then play therecording to check

Wit haweaker class.youmightsimplysu p ly the quest ions

by writ ingthem onthe board

• Studentsd theSpeakingexam taskin pairs.They can then

switc h r oles a nd do t he same task a ga in, or sw it ch roles to

dothe optionaltask

OPTIONAL ACTIVITY

Speaking:aninterview You and yourfriend are v isiting you r f riend in NewYo r k.

• I ntroduce y our frie nd.

• Say a fewwords about his /herfamily

• Say what youarepla nningto doin,New York:

(Thestudentstarts theconv ersatlon.)

• Readthe listening tipwithstudents Then look at the

sen tences in the li stening exa m task i n exercise 8 Al low

a mi nute or two for s tudents t o r ead the sen tences, the n

check understand ingby askingfor ideasaboutthe kindof

i nformation tha t m ight be m issing.

Examiner Hello, A nna.

Student Hello, Mrs Wil son.

Examiner Can you tell meabout y our famil y? Ha ve you got an y

brothers and sisters?

Yes, , ha ve 1gotasister anda brothe r.

I'msorry,Ican'thear youverywell.C an yo u sp eak u p?

Ye s, sorry get asi ster and a brot her Urn, mys ister i s 13,mybrothe r he i s 19.

KEY - Suggested answers

2 workplaces

"3 morning/afte rnoon

4 places

S hobbies, l eisurea ctivities

6 tra nsport: b us t rain, ca r

Trang 26

Eltistening: completingstatements

Exercise 8 page1 " 1 27

• Play therecording straigh tthroug h.Then ask if students

heard anythingthat matched their pred ictions

• Playth e recordingagain Studentslisten and compl ete the

s entences.

• C heck t heanswerswi th the class.

Transcript 1.27

My nam e i s Annabelle Green live in Watfo rd , a town n ear London

I'm a nurse, and I work in the hospital in the t own c entre M y aily

routine is quiteunusual, becaus e I work at night.' ge t up a t f our

o ' clock in the afternoon , and havebreak fast Then , I u sually go t o

town So metimes I go to the supe rm ar k et A fter t hat I g o h ome a nd

I watch televis ion or listen to music I go t o wo rk at t en o 'clock in

theevening I don't d rive, l t ake the bu s I s tart w orkat ten thirty,

and J fi nish at six o 'clock in t he mo rning I ( orn e h ome at a bout

s even o'clock , and I cook dinne r Afterd inner,l u sually cl ean t he

fl at , a nd d o s ome wa shing T henIlistent o t he news on the ra dio.

• Ask for ideas about whichwords couldbe usedtodescri bethe photos below and onpage 16.Eli citlang ha ir, dark hai r,

curlyhai r, glasses , blueIbrown eyes

• Ask students to read the firstparagraphanddiscusswhich isthe rightheadingfor it Do notgive the answerat his poi nt

• As k students to read the second parag raph a nd d iscuss

whichis the right headingfor it Repeat the procedu rewithparagraphs3, 4and5.Ask them to underlinethe parts of

thetextthat arerel evantto the answers

• Ask students toread the heading thatis left andcheckthat

it reallyis the odd oneout

• Finally,ask them toread the wholetext with headingsto see

i it feels right

• Allow up to10minutesfor the task

• C heck a s a class Ask st udents to a nswer the questions

posedin the headings,e.g.Why do ' fr iends' webs ites seem dangerou s? - Because it 's impossible to k now thot the information on a homepageistrue Perhaps the 16-yearold girl yo u talk to online is reallya so-vear -otam an.

Ask students:W hat did we talk a bout today ?Elicit: abo ut o

exam speak ing t ask / giv ing i nformation a bout yo urselfo r an y

othe r e l evantanswers,

TOPIC • • • :l

F am ily li fe and re lationships

• Read the listof adjectivesaloud sothatstudents know how

they are pronounced Students w ork wit h dic tionaries to find

out the meanings.Checkunderstanding eit hersimply by

eliciting t ranslations or b y ask ing q uestions s uch a :Geral d

gives money to poor peop le G erald i s ? o rM illie smiles a

l ot(mime) and alwaysseemshappy Millieis •?Then ask

everyoneindividually to choosethe threequalities they

consi der to be mo st important in a f riend Stu dents com pare

th eir cho ices i n small gro ups.

• Draw students'att ent ion to the text Askthem to read the

task.Pointout thattheyo lyneed to readthetext quickly

andnot verycarefu llyto dothe task

• S tudents r ead i ndiv id ually a nd c ompare answe rs i n pa irs.

Check withthewhole class

• Lead-in 2-3 minutes

• Intro duce thetopicbyaskingstud ent s:Ha ve y ou g ot

I nternet fri ends? How many? Whe re d the y li ve?Ho w ofte n

d you c h t with the m? H ow o ften do y ou e -mail t hem?W hat

do you chatande -maila bout? Do y ou m eet your Interne t

friends i nre al li fe?D o you w ant t o m eet them?

KEY

E Speaking: topic-based discussion

• Students do theSpeaki ng exam taskin pairs If possible,putstudentswith someone they don' t usually sitwith, so

th ey can descr ibe a pe rson w ho their partner d oes not k now.

Students taketurns to describea person and tolisten to the

de scrip tio n.

• Ci r culate and mo n i tor Ch eck that stude nts a re co rrectly

using a djectives t o d escribe appea ra nce and pe rsona lity.

I magine you are interviewing a f amous pe rsonf or yo ur

schoo l magaz ine

• Wor k i n pairs Choose a celeb rity a nd m ake notes a bout

threethings you wouldlike to findoutabout them

• Write your interview w ith a partne r

You could ask threeor fourpairstoperform their

i nterviews to the cl ass.

EiReading: matching headingswithparagraphs

• Ask students toreadtherubric and the six headings.Help

withanylanguage problems(e.g.seem, H ow d 'f riends'

web sites work, b est advic e) With aweakerclass, youmight

readtheheadingsaloudwiththe wholeclass

• Mak e s ure e veryone u nderstands t hat t here is o ne ex tra

heading.For example,you mightask:H ow m any h eadings

are there?How ma ny paragr aphs has the t ext got?

• Lesson outcome

Ask students:What have we done today?Eli cit:a read ing t ask

w ith heading sor equivalentand:speaking abo utafriendor

e quivalent E licit some i nformation a bout the tasks , e g how

m any he adings the re are in a reading ta sk (one mo re th an

the number of paragraphs),or what you havetodo when

des cribing a p erson

Gelready for your exam 2 ~

Trang 27

Free-time activities

-15 UNIT INCLUDES • • "6

"'''-Vocabulary.sports and hobbies•cojlccatlons,verb+ncune partsof the body

Grammar.presentsimplequestions· adverbsoffrequency- How o ften ?

•objectprono uns «noerarfves

Speaking~ an:inteM~w• talking aboutfree time expressi nglikesand dlslikes

lOi n,liil'''' To do the le sson i n 3 minut es, se t Vocabu lary

B uilder (part1) exe rcises 1a nd2as h omework a nd keep

exercises7a nd8brief.

Exercise 1 page18

3 N k- computergames

4 Rachel- gym nastic s

Transcript 1 29

1 Oliver Iloveallkinds:rock,ja zz,hip-hop,rap.Ilisten to

songs on thebusevery morning- I've gotan MP3

playerwi th 2000songso it.Myf a v ou rit ebandatthe

momentisKaiser Chiefs.Iplay theguitar, butI' m not

inaband.1just play athome- inmy bedroom!

2 Lauren ,don'tgotoshoolbyb ike- rgo by bus,withmy

broth er,Michael.We'vebothgotexpensivebikes

ride aSpanishbike lovei t.It'ssilve rand black

3 Nick I'vegota computer inmy room, and I use it a lot.1

visitchatrooms andchat about new games.It's really

interesting.Myfriendsand rmeet afterschoolevery

day andplay computer gamesfortwo or threehours

4 Rachel We on'tdoit atschool, butIgo toaclubnear my home

I go onThursdays, and rhave lessonsthere.t' s a difficult

sport,butIreally likeit My best riendgoes to the same

gymnastics club,so we have a good time together

For f urther p racti c e o f [re e-time ac tivities , go to :

VocabularyBuilder(partI):Studenl's Book page129

2 music 5 photo graphy 8 chess

3 films 6 books

dancing, ootba ll, ceskat ing,jogging,music, photo graphy,

rolle rbl ading, swimming

3 o yourown:athlet ics, books,comp ter games, cycling,films, gymnastic s,iceskati ng,jogging , music, photography,

4 ina team:basket ball,football, (students may wish to

Exercise 4 page18 "1.29

• Tellstuden tstheyare going tohearfourteena ers talking

most st udents have gottheanswers If not,playit agai n

I everyonehasgot answers1, 2,and3,but somepeople

are missin g4,playjustthat sectio nasecond time.Check

VocabuLary: ree-timeactiviti es

listening:short monologu es; listening forspeci fic information

Speaking: talking aboutlikes anddislikes

Topic:sportandleisure activiti es

Exercise 3 page18

stude ntscomeupwith unexpected answers(e.g.youcan

talking:Why ?/ W hy do you s ay that ? D o y ou play f ootball a t

home ? Where ? Who wi t h? Do yo u u se a no rmal fo otball ?etc

Exercise 2 page18 "1.28

• Playtherecordingonceforst uden ts to listen and checktheir

answers,then asecondtime, pausingaftereachitem and

aski ng students to repeat.Student slookupany unknown

pronunciationofcom puter game s(st ress onpuand the

wholephrasepranouncedaso neword),fa shion ( reduced

lead-in 2minutes

• Writefree timeon the board.Say onetrue sentence about

yourfree-timeact ivities,e.g,Ire ad a l ot i n my fre e time

or,Inmyf ree timeIwat ch film s on DVD.Writ e thenameof

said.Ask: Who e lse like s rea ding /films;' ?Addtwo or three

moresimple name sof popularacti vitie s whic hyou think

drawing For eachof themask: Who likes ?Then add the

wordactivities(andthe hyph enin free-time)tothe board

Say:Tod ay w e're g oing t o talk ab out free -time a ctivities

I

""' • ~ 26 ) Unit2• Free time

Trang 28

• Allow aminute or two for st udents to read the exe rcise a nd

see how many a nswe rs they c n reca ll wi thout li stening

again T hen play the r ecording once wit hout stopping and

check whethermoststudents have got all the answers.With

aw eaker class play i one more t ime pausi ng a fter eac h bit

of information relevant to the task

Lesson outcome

you le arned?Acce pt a ny releva nt a nswers Dr aw t he st udents'

Vocabulary 8uilder(part 2):Student'sBookpage 129

F or w ork o n v erb+no un collocations, go to :

Gramma r: p resent simp le questions

Lis ten ing : an interview; mat ching

• Askstudentstoclose theirbooks Explainthatthey are

goi ng to li sten to an interv iew w ith a teenage s nowboardi ng

st a r

• Pre-teachcompe tition.Ask st udents tolisten carefully to

• E licit t he name o f he sport in the p hoto

in,'aliil. To do t he l esson in 30 minu tes, s kip exercise 1

and set the Gramm arBu ild eras homework.

and ask: What do you think t od ay's l esson w ill be a bou t ?

t he exac t t opic i s :Ouestlo ns i n th e p resent s imple tens e.

Ask the classfor equivalentsof thequestionwordso the

board.Explain that presentsimple questions canbeginwit h

aquestion wordorDo/ D oes,andthat they willseeboth

f orms i n t his lesson

• Fo r this speaking activity, put st udents i n p airs o r groups of

t hree with other classmates t han t hose they u sually work

with - not theirbestfriends- sothatthey find out about

the likes and dislikes of someonethey don'tknowvery well

With a str onger class , each t he p hrasein common Wr ite

on the board: What have you got in common? Ask pairsto

decide if they could spendan afternoontogether!

• Students categorise the spo rts and ho bbies accor ding to

their likesand dislikes In astrongerclass,askthemto add

o ne more a ctiv ity to each grou p He lp w ith voca bulary.

• Set up the activity carefully, so that stude nts know exactly

what they need to do.Studentslist alltheact ivities from

exercise 1 i n a colum n, the n m ake f our ex tra co lumns f or

• Expla in they are goi ng to s tand u and i nterview everyone

inthe class to findouthowmuchtheylikethose activities

Elicitthe question thatthey willneed to ask:D o you lik e ?

(With aweaker class,putthe question ontheboard.)You

may alsomodelthe responses:Yes , r eally li ke it./ Yes, I

• Explain t hey have to markt he n umber o f respo n ses i n th e

appropriate co lumns so th at th ey c an l ater c ount t hem

When you' re confident everyone h as u nde rs tood w hat

they're supposedto do, give the signalfor everyoneto

s tand up and begin Mon itor t he activity

• When the survey i s completed , students retu rn t o t heir

seats to wri te it up All ow any i n-depth analysis i it see ms

to generate some d iscussion or writi ng i n En gli s h H elp

r esults in Engl ish.

• A llo w ami nute or tw o for s tudents to l ook at heL earntbi s!

bo x an d try t o c omp le te it, t hen rea d i t as a class

K EY

go: cy cling, rolle rblading, sw imming

do : athlet ics, gymnastics, k arate

Trang 29

• Read theLearn this !box as a class E licit tran s lations of

t he question words Make sure students writ e them down

un le sst he y clearly k now them.

• As students aska nd answer the que st ions from exe rcise

4,circulate and monit or.Chat tofastfinishers, asking

ad d ional q uestions o r mak ing comments.

• Tellstudentstheyare goingto hear the second part of the

int erview withJedBright in a moment.Askthem to readthe

i nstructions Students wo rk indivi duall y

l ANGUAGE NOTE- SHORT ANSWERS

Shortanswers(Yes , I do and No , d on' t)arediffi cult

fo r s tudents because th e auxiliariesdoanddo esar e

unfamilia r.However, it isimportant thattheydon'tomit

them sincethis will makethemsound abruptand impolit e

OPT IONAL ACTIVITY

In pairs.ask students to askthe five questions from •

exercise7, but give trueanswers aboutthemse lves:Model " :

the activityby askinga student with good pronunciatibnto

GrammarBuilder 2B:Student's Book page 110

F or fur ther pra ctice o f pr esent simple q uestions, go to :

3 Open answers

• Stud ents do the ma t ch in g task in pairs Check answers with the whole class, pa yi ng attent ion to pron unciation Then let students ask and a n swe r the questions

• Make sure studentswork with different partners than in the

p r eviouspairwork ex ercises, so they don't end up asking the same pe ople the same quest i ons Bo th partners write

quest ions(five each) on loose sheetsof paper

• P artne r s swap sheets and answer each other's quest ions.

Thentheypreparetoreadthe interviewsaloud They may

decidewhich of the two sets ofanswers theyfind bette r/

moreinteres ting/funn ier and choose to presen t those to the c l ass As students prepa re theinterv iews ,monitor their work sothat yo u can choose the bes t ones to be presented

tothewhole class:those thatarelinguistically the best

- especia lly where pronunciation is really clear - and the oneswith the funniest ideas.

2 1 Doyou like dancing?

2 Does your mum work?

3 Doesyo urbestfriend piay chess?

4 Doyou speak R uss ian ?

5 Do you and your fr iends g to the ci nema?

6 Doyou p l ay computer games?

• Aspair s actou t theirinte rviews, take notesof errors and

p ro vi defeedback I f a pa irmakea lot of errors, don't comment

on them all; focusonthe target language of the lesson

•

5 When

3 How

4 What

Exer cise 4 page19

• R ead the exampl e a loud Do sentence 2 as a cl ass (with

a wea ker class , do 2 and 3) then students continue

indiv idually.Checkwit h thewholeclass.I thereare errors,

expla i n one moretime:

• T he basic form of a question in English is:

auxili aryverb ('littlegrammaticalverb')+subject(t he

person)+'the restof theverb'

Or, tom ake itsimp ler, just for p re sent simple te n se:

Do/Does+subject (t he person)+infinitive

• Do,like allot herverbs,has-5on the end of the3" person

s ingular in the present sim ple tense:he, she, it does.When

you use this form in a question, fo r examp le (wr i te o the

board):D oes he play c h ess?youdon'tneed another-5on

the end of the main v r b (point to where there i s no - 5 after

p lay)because yo alreadyhavethe oneind oes.

KEY

1 Do you go snowboarding?

2 Do y ou r friend s like co m pute r games?

3 DoesWayneRooneyplayfootball?

4 Do you watcha lot of films?

5 Does your best frienddoat hletics?

6 Do you like dancing?

Exercise 8 " 1 31

• Playtherecordi ngthroughonce,then play it against opping

afte r each sen tence w ith a gap in i Ask stu d e n ts to r epeat

the ques tions as sing l e tone uni t s with the right i ntonation.

Use the recor ding o r yo urself as a mo del Point out the

preposi tion a t the end of a question i nWh o d you live with ?

KEY

1 Where

2 Who

Lesson outcome

Ask students: What d id w e d o tod ay?Try to elicit:quest ions,

but accept any response that shows a student learned someth i ng, even single ne w words Bri efly go ov er question words Dr aw students' attention to the lesson statement:I can

as k abo ut peo ple's h obbies an d i nterests.

Unit 2 •Free time

Trang 30

7 horse riding

3 AustralianRulesfootball

CULTURE NOTE - SPORTS

Australian Rules Football is the national sport of Australia

It is a cross between football and rugby

Cricket originated in England, but is very popular inAustralia, an'dthey often beat the English at it.The Ashes

is averyimport ant cricket competition in which the twonations play against each other

Hockeyis field hockey,which is played by boys and girls

at school

Netball is a game that is similar to basketball, but it is

often played bygirts and women The rules are different,

you arenot allowed to run with the ball as you do inbasketball,ithas to be passed as soon as it is caught

Netball is a non-contact sport

Notes for Photocopiable activity 2.1

Wayne Rooney Fact File

Pa irwork

language: present simple quest ions, quest ion words

Mater ials: one copy of the worksheet per p ai r of s tudents

(Teacher'sBook page 125)

• Ask the class whatthey knowaboutWayneRoo ney

• Di vide the class i nto two grou ps, A and B G ive ou t a c op y of

WorksheetA to the students ingroup A andWorksheetB to

the student s in grou p B St udents w ork in p airs w ith a nother

s tudent from the sa me group t o wr ite the qu estions t hat

the y w ill need to a sk s tudents i n th e ot her g roup i n orde r

to completetheirfact files.Goroundandcheck that the

q ues tions a re cor rectly formed

• A sk st udents t o form ne w pa irs so th at eac h s tudent w ith

works heet A is w orki ng w ith a st udent wi th Wo rks heet B.

T ey mustn 'tlook at each other'sworkshe ets.Stud ents take

i in turns to askthequestion s theyhave prepa red.They

w rite t he a nswers in t he spaces i n t heir w orks heets

• Whenthey have fin ishedtheycan look attheirpartn er' s

wo rks heet to check t he a nswer s.

Sport in Australia

LESSON SUMMARy • • • • M

Reading: a t ext abou t spo rts in Austra lia

Listening : a profile of I an Tho rpe, Aust ralian swim mer; true or f alse

Speaking : alking ab outs ports a nd s p ortsp eo p l e

Topic : s port and culture

,,*,.1;;1"'" T o do the le sson in30m inutes, do e xercise 6

quickly as a class , comb ining i t with exercise5 Y ou m ay also

a sk students to read the t ext forthe firs t time at home.

• St udents read the tex t W hen g oing ove r the an swers, you

ca n ask :I i t t he same in yourcou ntry (or di{fe rent) ?

KEY

1 Theylove spo rt

2 Bec ause the w eather is perfe ct and there are thou sands o f

b eaches.

3 Aust rali an Rulesfootb all ,rugby and cricket

4 netball, gymnast ics and horse rid ing

• Ask studentsif theyhaveheard ofIan Thorpe Tell themthey

ar e g oi ng t o hea r s ome informat ion a bo u t him ntrodu ce the

task and make sure stude ntsknowthey onlyneedtolisten

f or o ne p ie c o f inf ormation a t th i s po int.

• With books closed, ask students:Wh en you th ink ' Australia',

w hat do you th ink abo ut?Youmayfindyou haveto

expla in i n t he s tudents' own la nguage t hat you m ean fir st

a ssoci a tions As s tudents produc e t heir ass ociations, h elp

them wit hlanguage Finall y, say:T oday we areg oing t o t alk

abou t sport in A ustralia.

• It wouldbe goodtohave amap of Aust ralia o thewall for

thi s le sso n.

• The que stion a bo u t A ustralia, w hich fir st ca me up in t he

lea d n, i s now na rrowed down to cit ies a nd s portspeople

KEY

c

Ian T horpe i s a f amou s sw immer He' s fro m S ydney, in Austra lia.

H e does n't sw im i n c ompetit i ons no w but he's st ill very po pular in Aust ra lia An d he's a lso pop ular wit h m illions o f pe ople in o ther

co untries H e i s eryt all - n ea r ly two m etres - a nd h e ' s g ot very big feet

Sport is v erypop ular intan' sf amily H i s fa ther, Ke n, plays c ricket

a nd his s ist er, C h ris t na, i s al so a sw immer.

KEY - Sample answers

Cities: Sydne y,Melb ourne ,Pert h,Brisban e,Adelai de

Sportspeople: Ian Thorpe(swimming), Ueyton Hewitt,Mark

Philippousis (tennis), Shan eWarne(cricket),Cath yFreeman

(t rack athletics), Mike Oooh an, TroyBayliss (motorcycle racing)

I an T horp e is an Oly mpic cham pion H e's go t fi ve go ld m edals from

t he O lympic ga mes in 2000 a nd 200 4 H e also h olds two wor ld

• Drawstudents'attentionto the photos.Askiftheyknowthe

sports.Whenchecking, ask:Doe s anyo ne play r ugby? Do es

any one do a ny ma rtial arts ? Doesanyonego horse r iding?

• Play t he reco rding as man y t imes as stud ents need to li sten.

Check wit h the whole class

KEY

Unit 2.Free time ~

Trang 31

• T his exercise can be donetog ethe rw i h exe rci se 5 - wh en

c heck i ng the a nswers to 5 , a skwhyth e false one s re f alse

• Stud ents ag ree o n 'top fi ve' li sts of p opular s ports in gro ups

of 3- 5 Then h a e a class di scussion a nd s ee i ag ree men t is

possib le

lesson outcome

Askst udents:Wha t hav e we ta lked a bout today ?Elicit:

h a e l earned i n th e l ess on Dr aw studen ts' a ttention to the

les so n s t a te me n t I can t alk ab out popularsport s a nd a ctivities.

KEY

2 He' s got bigfeet

3 S he's a lso a sw i mmer

• D ra w student s' atten tion to the chart a n d make s ure

e veryo ne under stands i t s s upposed t o s ho w adv erbs i n orderof increa sing f requen cy With a w eaker class , y ou ma y

wantto dooneortwoadverbs (e.g.fir standlas t)wit hthe

whole class P l ay t he r ecording o nce for stu dents to li sten

andcheck.Then playI againand ask studentstorepeat

firstindivid ually,thenchorally.Say that thesewordsarethe

ad verbs of frequencythatarethe subject of today'slesso

KEY

bowli ng:Jacob

• In a s tronger cla ss , the re' s no need to c heck th is e xerci se by

r eading aloud ; j ust look ov er st udents ' s houlders as th ey're

doingit

• D raw s tu dents'att e ntiontothep ictu res and a sk a fe w

s tudents:Do yo u g bo wling in yourfree t m e ? D o y ou go

da ncing? How o {ten d o y ou go ? W ho do y ou g o wi th?

• P lay t he r ecording once Che ck an swe rs

• Wi th a stronger cl ass , a sk:What e lse does ja cob d o o n

footba ll practic e, does homework, plays ten nis, g oes o ut

w ith fr iends She watchesTv,c hecks e- mai/s , vi sits a chat

room, a nd goe s shopp ing. I f someone sa ys tha t Jacob

watches TV,poin t out that he says:I hardl y e ver w atch TV

-t he programmes ar e always boringa nd a sk: Sow hat d o yo u

think 'hardlyeve r ' me ans?Acc ept an y an swer th at's close in

m eaning, e.g.not much, not often, a lmost n ever, a lmost not,

the n ex pla in:' hardly ever ' means 'a /most n ever'(w rite on

the board:ha rdly ever~almost n ever)

•

• •

Put studentsin pairsor groupsof three.Make sure there

is som eone who's i n teres t e din sporti n e verygroup In

groups,ask studentstothinkof aEuropeansportsperson

What do theyknow about him/her?Write sent ences on the

boardordisplaythem onthe OHP, for example:

X isa (swimmer / footballer/ )from • (city / country?)

He/ She is•• years old

He/Sheis (tall/short/t hin/.•

He/Shehas got•.•(h ow man y?)medals

He/She is also interestedin

Askthe t eams t o w rite as m uch i n formation a s th ey c an

about t h eir sp o rt sperson , using some of the s tructures

on the board.Allow 3-4 minutes.Circulate and helpwith

language All groups read out theirprofiles

Adverbs offrequenc

G rammar/VocabuLary : ad verbs of fr equen cy

li stening : s hort m ono l ogues

Speaking : t a l king about h w o ften w e d o thing s

KEY

Jaco b: I a lwa ys ha ve f ootball practi ce on Sat urday morning.

I u sua lly do homework I sometimes pla y ten nis I

h ardl y everw atch TV T he programme s are a l ways

reallyboring.I alwaysgo out with friends.We oftengo

bowling.I'm usuallyinbed before midnight

Kirsty: I usuallyget up lat e.I never have breakfast I usually

check mye-rnalls.I never buya phone.They're always

v ery e xpensi v I alway s go d ancing I 'm oft en o ut u ntil

t wo o'clock

111'):114 T o do th e le sson i n 3 minu tes, do exe rcise 6

asa class an d sk ip exercise 9orset the G rammar Build eras

homework

lead-in 2 minutes

• Ask studentsto lookat hetitleof thelessonin the book:

Adver bs o{freq uency Writeiton the board.Askif anyone

k no ws t he e q iv alent offr equen c y.A sk if a nyone knows

adverbs - they probablywon't,so tell them the equivalent,

a nd make su re t hey u nderstand t he m ean in g E licit e ither

S ome exam p les i n th e st udents' own language or a gene ral

ex planation Once yo u ' re r eason ably con fident s tudents

understa ndwhatadverbs o{freque ncyare, proceed withthe

• Ask s tudents to lo ok b a k at t he s entences th ey unde rline d

in exe rcise 4 a nd try to co mplete t he rul es Allo w 1 - 2 minu tes, th en wr ite t hese example s on t h e board :

1somet imes play te nnis at th e spo rts centr e

Ialways go out with friends.

I'musually i n b ed befo r e midn ight

W r ite or unde rline the adverbs in one colou r a nd the v erbs

in a nother, so t hat th e ir r elative pos ition i s cl early vi s i bl e.

D i s cuss the pos itio n of adve rbs of f requ e n cy - afterbe,bu t before most ot her v erbs - using the ex amples a nd po inting

to thewords

30 '1 Unit 2 • Free time

Trang 32

a after

Exercis e 6 page 21

Students dothe restindividually, hen check asa class

KEY

3 Kir sty n ever ha s breakfast on Saturday morning.

4 Jaco b s ometimes p lays tennis on Saturd ay afternoon.

F or further practi ce o f a dverbs o f freq uency, go t o:

Grammar Builder20:Student's Book page 110

KEY

7 1 I 'm ne ver late for school.

2 Ialwaysspeak English in English class

3 I o ften do m y ho mework b efore d inner

4 I hardiy everreada bookin English

8 O pen answ ers

: LANGUA G E N O TE " VERB A ND NOUN

COMBINATIONS

-w hereotherlanguages use just a verbto expressan idea,

$Engl ishsometimes uses a combinationofverband noun,

e.g.have breakfast, go SWimming.Encouragest udentsto

-Exe rcise 7 page21

• Pre -teachrelativ esan d[ to do) the w as hing u p Ask student s

to readtheinstruct ions, then model thetask by asking

weekend?w hen the student respond s,Always, say:So, w rite

'always 'in c olumn 1.

hav e to a sk:H ow oft en do you do homework at t he weekend?

How oft en do you vi sit r elatives a t the weeke nd?

fou nd o ut a bout t heir partner

Le sson outcome

a t t his so phisticated te rm Ac cept an a nswer in the s tudents'

eli cited t hem all Dra w s tudents' a ttention t o the le ss on

sta tement:I can talkab out dai ly rou tines

Read ing : an interv iew; t rue or fa lse

Vocabulary:partsof the body

,n,la.ill. To do the lesso n in3 minutes , askstudentsto

r ead the text forthe fi rst time at home , and possibly do task 4

Lead -in 2minutes

• As k student s t o take pieces of s r ap pape r a nd w rite down

anynames of parts of thebody they know.Aliow 30-60

seconds.Ask everybody to readone word from the list until

there are no mo re n ew wo rds T ell them t hey are go ing to learn more names of parts o f he bo dy

• Pointto thephoto Ask:Whatsportisthis?Eiicit thename

of the sport, and confirm that wordusedinEngiishisyog a.

Ask st udents to label theparts of he body in the picture

Allow the use o f dictiona ries Mo nitor studen ts' prog ress

andstop after most ofthemhavefinished.Fast fini shers

can use the dictionaryto label a few moreparts ofthe body

KEY

4 head 9 fingers t4 k nees

Exercise 2 page 22 g 1.35

• Pla y the r ecording for t he s tudents to c heck t heir answers ,

andthenagainforthemto repeat Pay attentio nespecialiy

to the pronunciationofthe finalI v(notl si) ina rms, eyes.

ears, finge rs , legs, shouldersandtoes andtothereducedvowel1 01inthefinal syliables ins houldersandstomac h.

• Drawstudent s' attentionto thephotographs.Ask:Whatis

t his t ext about ?Elicit :k ung [u,or justmar tial arts Read the

introductory paragraph aloud Explainthat firstyou wantstudents toread thetextquicklyand do a simpletask Read

KEY

3 i s tru e

wil l moti vate yourstuden t s.

KEY

l egs, arms , stoma chs, ha nd s, feet

Unit2 •Free time P'

Trang 33

• E specia ll y w ith a weaker class, re mi nd st udents wh at t he

(questionword+)do /does+subj ect(th person) +infin it ive

answers a s cl as s.

Ask students:Would you like to t rain like D avid? W hy? / Why

not ?Tryto elicit some reasonswh yandsomew hy n ot

Then explain the meaning of the title:N o p ain , no ga in

(You can do this partinthe students'own language ifyou

think yourst udents will understandbelter.) Explai n that

itis a pro verb, and thatpain doesn't necessarily mean

physical pain,but effort,difficulty orsacrifice.Aski they

agreewit h thisstatement

• S t udents now r ead the text a s econd time , mor e ca refully,

a nd a nsw e r mo re deta iled q estions Mak e su re dic tiona ries

a re ava ilable A s partofvocabularywork , y ou c n ask a

sporty s tudent to d emonst ratep ress-ups!

• Whencheck ingthe answe rs,ask:Why? W hy not?and

With a strongerclass , ask for m o r e det ails, e.g D avid w ants

KEY

ADDITIONAL SPEAKING T ASK

Ask whic hstudentsinthe class do orhave donea

spo rtfairt y seriou slyand intensive ty t would be ideal

i there were no less than 50%of such students:each

of themcoutd thenwork with one less sporty partner.If

spor tspeople are sc arce , s tudents c an work i n groups of

th ree: o nesportsp erson and two interviewer s T he tas kis

-to pr epare an inte rview

• Groups decideIfthe interview willbe about the

spo rts pe rson's usualtrainin g routine and lifestyle,orabouta camp he/ shehasbeento In the latter case,

th eyh veto imagi nethathe/sheis titlat hecamp

Davi dand in exercise 7and decide whichof them will

• I nterviewers p repare some q uestionsoftheirow n T he

sportspersonhelpsthembysuggestingwhatwou ld beinterest ingto ask abo ut Remindthemthey canalso

lo ok for i nspir ation i n l esson 2C C ircu late and m onito r,

helping with vocab ul aryand checkingi question sare

grammat ically accurate

• I nterviewers as k the ir q uestions and th e portsperso n

answers.Monitorthis activityquiteclosely,helpin g

with langu age, but alsoseiecting the most attract

class I f t here ar e two in tervi ewers, make su re e ach of the m as ks s ome q uestions

• A f ew g roups act out t heir interv iews ' i n fr ont o f the

class Givefeed back onstrengt hsand weaknesses

KEY

2 What doeshestudyinChina?

3 Whatdo they/thekung fu stud nts have forbreak fastand

fordinner?/ What dothey eat?

4 Why does helike theafternoon s?

5 When do theyhave din ner?

CULTURE NOTE - KUNG FU fiGHTING

Kung FuFightingwas sungbyCart Dou glas, a Jama ican

" singer , in the 19705 Since then there have been several

remixes of the son g.

•

Le sson outcome

A sk student s:What h ave w e s tudied today?Acce pt a ny relevant

ans wers (i ncluding si ng l e w ords), but try to elicit:parts ofthe

body Ask e veryone t o clo se the ir boo ks and s ay o ne wordf ora

bod y part in turn ; t he y mustn 't re pe at w ords tha t ha ve a lready

b ee n sa id Dra w student s ' at t ent ion t o the l e son s tatement:I

c an unde rstand a m agazine a rticle a bout sp ort.

• T llstudentstheyare goin tolisten to a song aboutkungfu

• W i h a strongerclass,start with boo ks cl osed, as k tudents

to listen and try to hear s ome w ords o r ph rases P layt he

song once,ask for any words orp rases they heard,then

• Ask studentstoread thegapp edlyrics and the glossaryfirst,

then poin t out the task Piaythewholesong throu gh once,

the nplayit against opping aftereach gaptocheck

Listening: s hortd ialogue s; listeni ng for specific inf ormation

• With b ooks closed, ask a s tudent t he t wo q uestions wh ich

w ill app ear i n the d i alogue i n exe r cise 1 : Doy ou like music?

a nd,Who 's yo ur fa vourite si nger?Ask on e o r t wo othe r

student s:Do yo u like(t hesinger mentio nedbythe fi rst

st uden!)?Which s ing er do yo u lik e?andso on Say:Today

we a re going t o ta lk abou t li kes an d d islikes.

Trang 34

Grammar Builder 2F: Student's Bookpage 110

For fur ther prac tice o f o bject prono uns, go to:

KEY

Eminem

Volleyball

Vo lleyball ? R eally ? I hate v o ll ey b al l I t's so b oring!

Urgh.Athleticsisawful

A nd Ilikecy cling.

Yes ,Ilikecyclin g, too

Y es, i t s I' m r eally interes ted in fashio n.

A rmani.

Rea lly ? I d on't like A rmani clothe s.

W hat ga mes d o y ou like?

I loveTomb Raider

Rea lly? I can't sta nd i t.

Yea h, it's b rilliant

Charlie

G race

exampleo theboard,e.g.:Heisgr eat - I li ke him They are awful.- Iha te them

• Aska f ew s tudents t he qu estion i n th e example, W hat do

you t hink o f Robbi e Wi lliams?Elicit appropriate respon ses

Studentsthen proceedtotalkinpairs

stat ements Playthe dialogues once,stop pingafte r each

on e to c heck t he an swer.

Transcript 1.39 1

jenny

Jenny Chris Jenny

jeffKylieJeffKylie

Jeff

KyliejeffKylie

3

Grace Charlie Grac e Charlie Grace Chartie Grace

They'rebrillia nt

2 it

Exercise 1 page 24 " 1.3 7

great with enthu siasm ,They 're OK with a s hrug, etc

KEY

pro nunciation you rs elf.

CULTURE NOTE - CELEBRITIES

Av ril Lavigne i s a Ca nadian b orn sin ger s ong-writer no w

' Robbie Williams is on e o f Bri tain's m ost s uccessful s inger

Angelinaloll eisanAmerican actressfamous forherroie

"asLaraCroftinTom b R aider,and Mrs SmithInMr a nd Mrs

theirfavou ritehobbies.Point to thechartandthe prompts

students to w rite prom pts or n otes ra ther t han who le

d ialogues Circ ulate a nd moni tor

Trang 35

Grammar Builder 2G: Student's Book page 110

• Studentscan do the task individuallyandcheckwith their

partn ers, O r do it i n airs Go over a nswers wit h t he w hole cla ss.

• S t u dents re ad a nd wo rk out t he a nswers in di v iduall y Circu late

and help Aft erchecking the answerswith the who leclass,

ask: Wh ich club would you p refer to go to? With astrongerclass,th ediscussioncan go on:Why ? What k inds o ffilms do

For fur ther p ractice o f i mperatives, go to :

KEY

2 Play

3 Don' t stay

1 Thursdayat fou r o'clock T uesdayat sixo' clock

2 at Laur en ' s hou se i n Gin o's C afe

3 watch and talk abo ut D VDs play chess

4 mee t t o d ecide th e n ext 4 film s ha ve a co mpetition

• Se vera l pa ir s ac t out their c onversations Rem ind stud ents

to speak loudly and clearly.If they areexpre ssing st rong

o pinions encourag e t h em to sp eak with fe eli n g.

Lesson outcome

Ask st udents: W hat did we t alk about today ?Elicit :o pinions,

so meone / something ve ry mu ch? That y ou don't /ike so methin g?

phr ases as y ou c an; in sist on c orrect intonat ion Dra w s tudents'

attention to the le sson s tatement:Ic an e xpress m yli kesan d

di slikes.

Notes for Photocopiable act ivity 2.2

Your likes and d islikes

Pa irwork

Language: likes and dislikes,presentsimple (thirdperson)

Materia l s: one copy of the w orksheet p er s tudent(T eachers

Bookpage 126)

• Stu dentsw o r k ind i vidua ll to w rite the nameofs ometh ing

o r s omeone th at the y ei ther lo ve or h ate for each ca tegory

• Elici t the langu age from les son 2 Fe xercise 2 for e xpressing

likes anddislikes onto the board

• Demon strate the a ct i vity b y w riting o n the bo ard t he n ame

of a film, Elicitthe questio n:What do you t hink o f ? Answer

using t helanguage from Lesson 2F e.g.It's a wful- Ican't

s tand it!

• S tudents t ake it in turns to as k th eir pa rtners:What do y ou

• Conductan open classfeedback,askingstudentstotell the

class abo ut theirpartner,e.g Ania quite like s C oldplay.

Exercise 6 pag e 25

• Cir culate an d h elp w ith a ny s peci al vocab ulary E ncourage fast finish ers to in vent m ore i nformation t han the c hart requ ir es.

Exercise 5 page 25

• Th is c ould be done i n p airs Allow st udents to w ork wi th

so meone w ith s hared int erests D oing t his stage in pai rs

meansthewrit ingwill probabiy also be done together and

so w ill ha ve to b e don e in c lass.

Exercise 7 pag e 25

• I f student s i n v n te d a cl ub i n p airs, the w riting i s b etter

d onei n cl ass O therwise i t can b esetasho mework.Re mind

stu dents of th e r esources t hey've got : the two model

announ cemen ts, a nd p ossibly vocabu lary f rom t he res t of

un it 2 ( free-time activities ) En courage cr eative st udents t o

produ ce attra ctive po sters to p ut o n t he walls.

LESSON SUMMARY

Writin g: a n a nnouncement

R eading: an noun cements ; readin g f or s pecific in form ation

G ram mar : mperatives

Top ic: P eople

-,,;lUjjijil. T o do the l ess on in 30 m inutes set the wri ting

taska homewo rk With a weakerclas s, h ave the stu dents w rite

a d raft in class and a fini shed ver sion at h ome.

Lead-in 2- 3minutes

• Draw s tudents ' attention to the annou n cements on page 25

Say:We 'veg ot two announ cements here Wh at are the y for ?

hands who preferschess,andwho likesfiims

• Rnd out w hether any students go to clubs

KEY

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

Trang 36

~Lesson outcome

Ask students:What hav eweto/ked about t oday?Elicit:

i n an annou ncement Dra w t he s tudents' attention to t he

le sson stateme nt:Ica n wri te an ann ouncement for aclub

Point s Useful language

What even t ? Come t o

Acti vi ties Play _ _IDance_ _IListen

_ _ ISee_ _ IBuy

There will be

T ime IWhen?On_ _ at

Place IWhere? In/At

How to join ITickets? IPhone- - _ ?IJust

Hi! You 're early today.

Oh, hi, Dave H oWareyou?

Fine thanks.

Is the hotel busy to day?

Yes, i t is We've gottwenty newvisito rs from Spa in

They'reherefor a conference.(PHONE RINGS] Sorry,

Marton PiCKSUPPHDNElHello, reception?Yes, ofcourse.No problem.Goodbye.[REPLAC ESPHONE]

What's that? A newC D?

Yes - it's T he Scissor Sisters

Ohright Who?

The Scisso r Sisters Do you like music?

ves.! d o But I do n't know the Scisso r Sisters A re they good ?

I loethem ! Who's you r favourite s i n ger or b and?

I reallylike U2

Rea lly? Urgh I can 't stand them !

Na rrator Marton is a t his h ome in london H e lives there with fi ve

otheryoung peop le O ne of t hem is Anna, f rom Portugal.

Hi, Marton How areyou?

Oh, h i Anna I m fine, thanks.

Marton , this is mysister, Claudia

Hi Claudia Nice to meetyou.

Nice to meetyou too Where areyou from?

I'm from Misko lc.

In Hungary?

Yes It's i n the east of Hungary.

H ave you gota ny brot hers o r sis ters?

Yes, I have I've gottwo siste rs.

Rea lly ? Howald a re they?

They 're only 10 and 14 They li ve in Hungary with my

pa rents.

Oh , I see.So you're he re in England o n yo ur own Yes, that's r ight Whatabout y ou? Do you live in london ?

No, I don 't I live i n Portuga l.

Claudia is here on holiday Shewants to see london And see mysister!

Well , have a good ho liday L ondon is a great place ! Yes , I know M y sister l oves the shops

M arton

D ave Mart on Dave

M arton Dav e Marton Dav e

D ave Marton

D ave Marton Dave

Claud ia

M arton

Claudia

AnnaClaudia Marton Claudi a

Anna

M arton Anna Marton

C laudia

Ma rton

C laudia Marton

Claudia

Mart on Claudia Marton

1 paragraph1 - a aHungarian in the UK

paragraph2 - b peoplefromabroadin the UK

paragraph3 - bpeopl e from abroadin the UK

E!J!For further examtasks andpract ice, go10WorkbOOK

page 24 P rocedura l notes , t ranscripts a nd keys for t he

Workbookcan be foundon theSolut ionsTeacher's Websit ea'

www.oup.com/ell/teacherIsolut ions

3 1 basketball 3 gymnasti cs

2 com puter game s 4 i ce sk at in g

If th e p revious w ritingtaskwas done in class this one c an

b setfor homework Ask students to imagine theywant to

organise an event (this word will probably need explaining,

but it may beexptainedthrough the examples)- a party, a

disco, a concertfor people from school They are goingto

wr ite a n annou ncement about this event.

Withaweakerclass,you may wantto photocopythe table

below andhandi outto students.With a strongerclass

you mayshowthe tableon an OHPand discussthe points

o the board

5 2 Shedoesn't sitnextto Pete She sitsnextto Sue

3 Iplay the piano.I don't play theguitar

4 He doesn'tgo sw imming H e go es cycli ng.

5 Th ey come f rom France T he y don't co me from S pain.

6 She teaches musi c She doe sn't te ach s port.

7 He doesn'tspeakEnglish.He speaks It alian

6 1 Wheredo you live?f

2 Does he l ike sport ? c

3 What does she study? a

4 How do you get to school? d

5 Does she get up early?b

6 Do you kno w l uc as? e

7 2 She's hardlyeverlate forschool

3 I often play computergames

4 He n e er does h is home work o n the bus

5 It' s usuallycold in January

6 Schoolalwaysfinishesat quarterpast four

7 We sometimes h ave lun ch at school.

8 1 How 2 Whereare 3 Have you got

Trang 37

School subjects

m

.

i s UNIT I N CL U D E S • • • """,

V ocabulary sc hoolsubjects• i n t ilectassroomeprepo sit ions of pla ce

J) a rts ofa sc hool directionsecapltat.letters ~Grammar• bere is/there are have to

~ ~~ 'lI • ta lkinga bout su bjects andti metables describing'a classroom

• gMngdi rectionsWdttns' a description W"O ;JtKBOO K p ages 26 -32

L ESS O N SUMMARy

Vocabu LalY: s chool s ub j e t s clas s ro o m voc abu l ary

Lis tening: s hortdi alogues ; r ecogn i zing t he sit uatio n

S peaki ng : t a l ki n a b out th e s c h oo l t imetable

Topic: school

Art and designis a practical subject.Students learnart

skills andhave the opportunity toworkwith different

media,suchas photograp hy, pottery, fabrics, etc.It may

in clude an art h istory c omponent i n so mes hool s.

-F or fu r ther p rac ti ce of s chool su bjects, go to:

,n.ljlij 1 T dothe l esson i n3 min u tes , s kip e xercise 1 Vocabulary Builder (part 1): Student's Book page 130

Exercise 2 page 28 " 1 42

• P l ay t he r e cordi n onc e f or st udents to c heck t hei r a nswers

to e xerci se 1 Pla yi ta seco nd tim e , p a u si n afte r ea ch

i te m a nd a sking s t ud e n ts t o r epeat fi r st i n ivid u a lly, then

chorally

• I s tudents' pronu nciation need s co rrecting, k eep r epeating

thewordjphraseyourselfsothattheyhavea model

to imit ate P a partic ular a ttention t ot echno l ogya n

c hemistry.

Notillustrated:chemistry d signandtechnology(D.T

F re nch G erma n p ysica l e d ucat io n ( P E ) phy sics

1 M onday: L e ss o 1 is Sp anish L esson 2 is m usic L esson3

is P.E Le sso n 4 i s artanddesi gn Lesson 5 ; s French lesson

6 is I.C T L es s o n 7 is D T Le sson 8 is German.

Tu esday : L es s o 1 i s E n glish L esson 2 is maths Lesson 3 is geo gr a ph y Le sson 4 i s R E L esson 5 is history Lesson 6 is biol og y L e s on 7 is c hem is try L esson 8 is physi cs.

2 O pen ans we r s

• Expla in tha t s t ude nt s a r e goi ng t o hear seven s hort extracts

o f l e so ns and t hei r ta sk is to u nderstand w hat l esso n it i s

andwritethenameof the subjectinthe timetable (explain

timet abl e - t he s imp l es t w ay may be to point to the one

i n t h e b ok a n s ay so mething lik e:This is a timetable:

e ight fo rty -fi veton ine t hirty, moths Nine thirty-fivetoten

tw enty some thing else , may be English or biology That'sa

s chool timetab le.)Makesure everyone knows what they're

supposed todo Say youaregoing to playtherecording

twice Readt helisten ing tipaloud

• P la y th e reco rding o nce pa using very briefl y b etween the

e tra cts, so th a t s tu de n ts ca n w r ite dow n the ir answers The sec ond tim e s top afte r each extr act and check a nswers.

• Fi nall y, y o c an ask s tudents i they th ink th is is a good or a

b d timetable.Whydothey thinkso?

• S tudent s r ead th e i nstr uctions, t he b ox a nd the examp le To

m ake su re e ve ryone u nder sta nds what the exchange should

soundlke,aska student D o y ou li ke biology?After eliciting

a n a ns wer, a sk a n t her s tudent:W hat about you ? Do yo u

li ke b i olo g y ?A fter re ceiving a n a nswer , ask two s tudents

t o a k a n d a nsw er a b u t h e n ext s ubject i n t he box ,

chemistry Ask students to workin pairs,gothrough the

who le li st of subj ects i n exe rcise 1 and take turns to exp ress

a n o pi ni o on eac h ( unless it's a su b ject they don 't study.)

CULTURE NOTE - SUBJECTS

Thereare some points to note about subjectsin English

schools

R.E.:In th British systemRf,Includesknowledge about

ma ny d i fferent relig ions

Design and Technology variesindifferen tschools in

Britain.if the school hasthe facilities,it mayInclude

practicalskillssuch as woodwork, otherwise a school

may c ho o se to focusmoreo n the de sign e lemen t I t is

acreativesu ject butalsoinvolvesaspects of engineering

• Ask stu dents:H ow m any l essons have y ou got toda y? Wha t

les son d id y ou h a e b efore E nglish? W h Ile ssondoy ou

hav e nex t ? Is t oday a go a s choo l dayora ba d o ne? Why ?

a d announce:T oday we' re goi ng to t alk a bout sc hool

su bjects

• Chatwit hstudentsaboutwhichsubjectsthey studyat

school Especiallywithastronger class,you maytell

s tud en ts that w e a l so s ay totak eordoa su bj ect.

Unit 3• School life

Trang 38

Teacher OK, settle down Now,open yo ur booksat page 43.Let's

checkyour hom ework.QuestionI,So nia

• Forthisactivity,each stude ntneeds to sketchablank

timetable(of the kindagreedon forthe previousexercise)

on aloo se shee tofpap e r St ud entsworkinp irs

-preferably not withth irbestfriends,whomight be able to

guesstheircho ices of essons.They ask andanswer questi on s

asin theexample Emphasise thattheyshouldtryto write

down eachother'stimetableswithout looking atthem

For further practice of classroom voca bulary and prepositions of

4 notice board 10 books 1 bi n

4 Open answers

5 1 opposite 4 in front of 7 under

6 Open answersVocabulary Builder (part2):Student'sBook page 130

there is/there are

LESSON SUMMARy • • • • •

Grammar: there is / there are

Vocabulary:names of furnitureand objects;prepositionsofplace

Speaking: asking and answering questions aboutyour bed room;

sayingwherethings are

Lesson outcomeAsk stude nts:Wha t d id we t ai k about today?Elicit : school or

subjects.Ask everyo neto say one useful word theylearn ed

Acceptall answe rsmention inglexicalitem s whichap pearedin

thelesson.Draw stude nt s'att entio n to theless o nsta te me nt:

I can talk about my schoo l s ubjects.

• Ask stude nts totak e a loose sh eetof scrappape re c

andwrite down at ea stfv ethin gsthey cansee inthe

classroom.Allow 30-45 seconds.Ask 5-7studentstosay

oneword fromtheir list.Choose two ofthe wordstheygive

andwriteon the boa rd:

Th ereisa _ _ i n t his roo m.

There are i n th is ro om (pluralnounwit ha

number)

• Say:Today we aregoingtowork o n s entences like t hese,

with thereis /there are

"'Umiliili T o do the l esson i n30m inutes, d o exe rcises 6 and7as a class , a nd s et the Grammar Bu ilder as h omework.

Teacher Great!So, nowwe eedtwo teams

Jack Boysagainstgirls!

Teacher Asseyez-vous!

Belinda Thatmeans 'sitdown'

Teacher Merci,Belinda

Lesson7

Teache r Good.Now, add the red liq uid to the mixture.Just avery

small amount- one ortwomil lilitres.Andbe careful

because

Lesson5

Teacher OK,today's lessonis aboutAfrica Whatdo you know

about Africa.Jack?

• Before studentsstartwriting thetimetables,agreeon a

template: will the lesson startingand finishingtimesbe

thesame as in exercise5, or the same asin your schoo l?

Students write their dreamtimeta bles.As an optio na l

activity, yo u can alsoask everyone,orjus tfast finishers

to write a 'horror timetab le'- the worst timetab le for aday

they can imagine

Trang 39

It's in India

Exercise 2 page 29

• As s tudents read you ma y need to e xplai nn oticeboard,

larg e,and possib lym otivation.

Exercise 3 page29

• Completethetableasaclass Go through each ofthe

differentformson theblackboard Use translation s if

n ecessary

• Ask studentsto open theirbooks andlook at the photo

on page 29.Where do they thinkthisclassroom is? With a

strongerclass,getthe students to describewhat theyseein

thephoto

KEY

3 I s there a 7 Arethere any 11 Is there a

4 Is there a 8 Istherea 12 Is there a

S Are ther e an y 9 Are thereany 13 Are there any

6 I s t here a 10 Are thereany 14 Is the re a

• 8 efore ask i ng s tudents to do th e a ctivity, d emonstrate t he

me aning of t he prepo sitions in th e b ox us ing t he bin an d

yourdesk (or anotherpairof objects):Now the bin is under

my des k nowit's i n front o f the de sk no w it 'sonthe

de sk .You may repeatthe act ivitywiththe stude ntscalling

out the right prepo sit ions t he seco nd time.

• Do th e first 4- 6 s entences in o pen p airs; then l et st ude nts

do the rest in closedpairs

2 1 Th ere isn 't a co mputer in th e ro om

2 Therearen't 650studentsin the school

3 T here aren't two possi ble answers.

4 T here isn 't a t eacher i n th e cl assroom.

S Thereisn'ta tablenextto thedoor

6 Th ere aren't th ree pl ant s nea r th e w indow

7 Th ere aren't fi ve s he lves near the bo ard.

8 There isn'tabin under the desk

3 3 I s t here a not ice b oard? No, t here i sn't.

4 Are t here a ny stu dent s? Ye s, there are

S Is there aclock? Yes,there is

6 I s th ere a t able? No , there isn 't.

7 Are there a ny CD s ? No , there a ren't.

8 Arethereany bli nds? Yes, here are

Exercise 7 page 29

• If students did not do VocabularyBuilder(p rt2)in lesson

3A,itwouldb helpfulifdictionarieswere avail able

Circul ateand helpweaker studentsbuild thequestions

S Are there

5 There i sn 't anotlceboard

6 There i sn't a lV.

7 T here aren' t a ny sh elves

8 T here are fi e girl s

• Make surestudents understand thattheyare supposed

to maketruesentences about the photo Do thefirstthree

sentences as a class n a weaker class, you m ay wa nt t o do

t he w hole e xercise toge ther , bu t ma ke su re weak er stude nts

get a c hance to pro duce so me a nswe rs !

LANGUAGE NOTE - BOARD

I stu dents get confused,explainthatboardisag neral

t erm to d escribe eithe r abla ckboard.whi ch is w ritten o

withchalkorawhiteboard,whichiswritten onwit hink

thatcanbewashed off Anoticeboard(asin exercise 1),

as the n ame s uggests, h as post ers a nd not ices pi nned

Exercise 5 page29 " 1.44

• Play therecordi ngonce.Check if students are sure ofallthe

answers n ow If t hey a re n ot play i t agai n.

• Y ou m ay encour age st udents t o s ketch pl ans of their

bedrooms as they talk aboutthem.Startwith an outline

of he roomwith justthe window(s ) and the doormarked

Stud ent A asks :Ar e there any chairs in your bedroom?

S tudent 8 an swers:Yes, there is one chair in front ofmy

desk and the desk is next to the window ,at t he sa me t ime

drawingthe deskand the chair Whenthe plan of Stud ent

8 's bedro om is c omplete, Student B starts ask ing qu estions

a nd StudentA a nswers and draws Demonst rate h ow to

d the activityby sketchingthe outline ofyour bedroom or

st udyon the board and inviting studentstoaskquesti ons

Grammar Builder3B:Stude nt's Book page 112

For f urther practice onthereistth ereare,go to:

• Ask stud ents to r ead through the s entences in e xercise 4

a gain and ti ck t he ones tha t a re true for yourclassro o m Ask

themto readoutonly the one s that aretrue.Fastfinishersor

stro nger classe s ca n m od i fy the sentences that are fa lse to

m ake t hem tru e

Ask:W hat did we lea rn to day?Eli cit:t here is th ere o re

and /orprepositionsa nd / ornames offurnitu re.A sk ev eryone to

sa y o ne n ew word t hey l earned D raw t h e stu dent s' a ttention to

the le sson s ta t ement:Jcan describe what is in a room.

Notes for Photocop iable ac tivity 3 1

Spot the difference

Pairwork

L anguage:there i s , there are,pr epositions of pla ce, cl assroom

objects

M aterials: on e copy o f the wo rksheet p er pai r o f st udents

(Teacher's Book page12 7)

• Quick l y el icit t he v ocabulary f or o bject s in th e class room

andprepositi ons of place,bypoin tin g atthe objects

P' 3 1 Unit3•Schoollife

Trang 40

LANGUAGE AND CULTURE NOTE - SCHOOLS

Students often say publicschoolInstead ofstate schoo l.

a very exclusive private school Theterm started in the

nineteenth century to describe a school that was publicly

managed as opposed to privately owned by teachers.Themost famous public schools are Eton [irtan] (attended by

Princes William and Harry) and Harrow [hrercc], for boys

and Cheltenham ladles' College (tJelt,nom] and Roedean,

[raodim], for girls.The students often live at the school

during term time The schools put a strong emphasis on

discipline sport and religion,

In the USA, however.publicschoolis the same ass tate school.

Higher edu cation in stitutes thataren ot univ ers ities

may also be calledcoll eges e.g.the Oxford College of

furthe r Education These } nstitutions provide educa tion to students over16who may be d oingAS l evels or voca tiona l

qualifications.butalso for adultswhohavedecided tostudy later In life

Some public schoolsmay also callthemselvescolleges,

e.g.Eton College or Winchester College

• St udents r ead for de tail fast finishers m ayw rite corrected

v ersionsof hef alse s entences A llow s tudents to compare

a nswers i n pa irs, th en c heck w ith the w hole cl ass After

cauntry and if not what Is.With aweaker group,you might

• Tell s tudents t hey a re go ing to hear tw o t eenagers ta lking

Playthe recordin gonceand checkhowmany studentsknow

the answer.If fewerthan ahalfdo, playthe recor dingago

As k f or the r ight an swer

studentsto read the fiveheadings.Ask which two theythink

arethe extra ones that will not be used Students dothe

KEY

• Divide student s in to pair s a nd g ive out t he w orksheets Tell

students that they mu st not look at the ir partn er's pi cture.

Explain that theyboth havea picture of thesamescene

but there are sixdifferen ces Demonstr ate the a ctivity b y

dra wing attention to the e xample s entences and ask two

students to read them out.

• Students describe their pictures an d a sk que stions a bout

their partner's picture in orderto find th e diff eren ces W hen

theyfind a difference, they mark itwit hacross

• The activ ity continue s until most pair s have fo und the s ix

Exer cise 1 page30

• Exp lain the vocabulary in the c hart Stud ents c alculate h ow

many y ears of compulsory education t here ar e in Engl and.

11

In picture A the CD player is on the teache r'sdesk Inpict ureB

it's on a shelfnext to the board.

In picture A there is a TV In picture B there is n't a lV

I n picture A there are two boys nextto the compute r In B there

is a g irlnexttothecomputer

nearthe computer.

I n picture A there are no poste rs In picture B th ere are two

p osters.

• Writeschoolon the board A sk s tudents:I n y our c ountry,

of 'compulsory').How long do yo u have to go t o s chool? How

manyyears of schoo l are co mpulsory?Introduc e the t opic

of t he lesson by saying:Toda y we a re g oing to re ad a nd t alk

about school and education i n E ngland.

"'in.hUM To do the lesson in 3 minutes, as k s tudents t o

read th e textforthe first time and do exercise2at ho me.

Collegei n the Ame rica n school system means university.

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