Friends 1 teacher 39 s book

Students’ Book contents Starting Point 4 In the classroom: classroom objects Classroom language « Articles s Colours this / that / these / those « Mon

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Patricia Wugglestone

www.longman.com

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Contents

Introduction

Course map

Students’ Book contents map

Description of Friends components

Key to symbols

Unit notes

Festival pages notes

Mini Plays notes

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Introduction

Welcome to Friends This introduction:

describes how the course functions for students

and teachers;

developed;

¢ describes the course and its components

We hope you will find it useful and enjoy working

with Friends!

Friends for Students

Friends is a four-level English course for upper

primary and lower secondary schoolchildren, taking

young learners from zero beginner to a pre-

intermediate level of English competency Students

in this age range are in the transitional period

between childhood and their teenage years They

are still developing intellectually and emotionally

and at their own individual pace Each level of

Friends addresses the learning needs and interests

of such students and has been specifically written

for their cognitive level

Friends 1 takes into consideration that children

between the ages of ten and eleven are very

receptive to visual, auditory and kinaesthetic cues

They need to be offered a wide variety of exercises

and activities in order to maintain their interest and

motivation It is also easier for them to learn the

language step by step All of these factors are

reflected in the design of Friends 1 Language is

introduced step by step which makes it easier for

students to understand and remember Songs and

games help students to practise grammar in a fun

way and ensure that they will not get bored during

their English lessons

Fun elements are also included in Friends 2 and

Friends 3 Friends also ‘grows’ with students in

terms of the vocabulary and topics exploited The

amount of cultural information is increased in

Friends 2 and Friends 3 to add more information to

the students’ knowledge of English-speaking

countries around the world

Friends for Teachers

Friends has been designed with busy teachers in

mind

Lesson preparation

The format of units in the Students’ Book

guarantees successful lessons Clear headings and

predictable exercise sequences make Friends very

easy to teach with little preparation by the teacher

Extension ideas and photocopiable activities in the

Teacher's Resource Book and the Activity Book

offer a flexibility to the basic pattern of the lesson

Festival pages and Culture and Reading Corners

provide extra material, which can be used as a

break during grammar-based lessons

The Activity Book offers further exercises for

homework As the exercises strongly reflect themes

and language from the Students’ Book input,

teachers don’t need to spend too much time on

explaining the homework tasks to their students

Evaluation and assessment

Teachers are now expected to monitor students’ progress and make regular assessments, which has

greatly increased an already heavy workload

Friends provides support for assessment in each

Teacher's Resource Book which contains

photocopiable tests Yet more tests are available in the Test Books The Test Books offer extra help with assessment by supplying ready-to-use charts

for keeping records of students’ grades

Dealing with mixed-ability classes

One of the most difficult issues teachers are faced

with are mixed-level classes Friends offers support with this problem For very able students, more

challenging exercises are included in the Activity

Book, and more complex test tasks in the Tests

Book Weaker students or students who have never studied any English before will benefit from the substantial amount of revision throughout Friends,

the Check Yourself tests and the initially slow pace

of the course Projects and the play will allow all students to contribute to the class, irrespective of their abilities Even the weakest students can

participate and enjoy a sense of real success

Friends has been designed for varied teaching

situations Students will range from zero beginners

to pupils who have had up to five years of English

in primary school For this reason Friends offers two possible entry points

Friends Starter entry is suitable for complete

beginners or students who have had a small

amount of exposure to English, perhaps through oral work or songs Friends 1 is a suitable entry point for students who have experienced a minimum of two years of primary English While these students are still very young, they can now

cope with the more difficult aspects of Friends 1 due to their previous exposure to the language The first half of Friends 1 covers the same grammatical

items as Friends Starter, but with a wider scope of knowledge and lexis; the second half introduces new language This dual entry system makes Friends a very flexible course, appropriate for

groups of students at varying levels

We hope you will find it useful and enjoy working with Friends!

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Introduction

Principles behind the course

1 Motivating students

Memorable materials

Language is made memorable through exciting and

memorable materials For this reason great care has

been taken in Friends to present language items in

distinct thematic unit types There are three such

unit types in Friends Starter, and four thematic unit

types in the other books of the series In this

introduction the different thematic units are called

strands

The common denominator of the four strands is

that they are all about friends There are friends

who learn together, those who experience crazy

adventures together, those who keep in touch

through a Friends’ Club and those whose friendship

grows through episodes of two stories It is the

friendship between the characters which makes

their lives interesting and ensures that Friends is

always very motivating for students

The four strands in Friends 1 are:

¢ The Londoners The first strand follows the lives

of a group of schoolfriends living in London

Students can identify with the Londoners, who are

of the same age as them Through this strand

students learn the language they need for everyday

situations Students also learn about life in Great

Britain

® Crazy Gang In the second strand, five cartoon

characters and a naughty cat allow language items

to be presented in a humorous context Students

always enjoy humour and the language is made

memorable to them through funny situations, songs

and jokes

for friends around the world The magazine is run

by two editors and features letters and interviews

from children all over the world Students can

identify with the lives of other children in the world

and learn the language presented in situations

common to all the children at a similar age

® Story Time In the fourth strand, two fiction

stories are used to introduce new language items

The first story is set in a legendary land of Norland

and the second one in a mysterious house in

Blackdown Wood As the students become involved

in the stories the new language items are imprinted

on their minds for easy recall

Fun in Friends

In addition to the four strands which make the

book very varied, Friends is bursting with new

ideas, activities and exercises which are so

interesting that students will be tempted to read the

book and do the exercises in advance! The book

has songs, chants, games, puzzles, projects, quizzes

and two plays to perform The very high quality of

photos, illustrations and audio material will add to

students’ motivation and desire to learn These

factors make Friends lively and inspiring, and in

such a rich context language is easier to remember

2 The three-step methodology

Each input unit is divided into three steps - Presentation, Comprehension and Practice These clear headings make the teaching sequence very easy to follow

The type of Presentation differs according to the strand It is either a photo story, a cartoon, a

magazine with letters and interviews or an episode

of a story Comprehension tasks are varied and include matching, multiple-choice exercises, true/false sentences and answering questions Practice sections progress from guided exercises to freer activities towards the end of the unit as students become more confident with the new language they are learning Activities exploit listening, reading, writing and speaking and thus as well as practising the new function or grammar item, they also practise the four skills

3 A strong grammatical syllabus

While Friends is a multi-syllabus course, covering communication, vocabulary and skills, special emphasis has been placed on the grammar syllabus Grammar is introduced methodologically and gradually It is always followed by thorough practice exercises This approach organises the framework of the language in the minds of the students

The Activity Book units offer the unique feature

of a Language Diary, which complements the Students’ Book units The difference is, however, that students are asked to complete the grammar paradigms they have learned They can use the Students’ Book for reference and check if they remember the new grammar

Finally, attention is also paid to exceptions to grammar rules and common mistakes for young learners Be careful boxes highlight potential grammatical errors Subsequent activities then help eradicate such mistakes in students’ work

4 Teaching vocabulary

Vocabulary is taught in a highly controlled manner New words are presented in the Presentation sections No new words are introduced in the Activity Book or in the Revision sections The very

few new words used in the Culture and Reading

Corners are introduced in the context of illustrations Numerous exercises in the input units, Revisions and the Activity Book help students to retain the new words

Study Skills boxes within the units introduce students to various ways of remembering new vocabulary

5 An emphasis on skills

The four skills of listening, speaking, reading and writing are all systematically treated throughout the input units, but there are also special sections in the Students’ Book (Culture Corners and Reading Corners) and in the Activity Book (Skills Corners) where the four skills are consolidated

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No new grammar items are presented in these units,

so students can focus on the skills themselves For

the same reason, the vocabulary in the Culture,

Reading and Skills Corners is carefully controlled

For further exposure to spoken and written

language outside the classroom, plenty of reading

and writing is provided in Friends to consolidate

oral work

6 Friends Reading Programme

Although all four skills are thoroughly developed in

Friends, there is special emphasis on reading

Reading is an especially important skill as it enables

students to become independent learners Through

reading, students learn new vocabulary and

spelling, recycle grammar and learn how to

structure written texts The Reading Programme in

Friends 1 has been developed in recognition of the

importance of reading and it consists of:

introduce students to fiction;

Readers to students;

reading Stickers are used for reading

comprehension to make reading an active task

The interest in the stories in the course encourages

students to have a positive attitude to reading

outside the classroom

7 Communication Programme

Speaking is the most difficult skill to teach and it

requires a lot of practice Friends offers step-by-step

speaking development, from very controlled

exercises which practise the language to less guided

activities and games A photocopiable speaking

activity is included for each unit, there are games in

Revision sections and there are projects in Culture

and Reading Corners In addition to all these

components, there are two plays which are

designed in such a way that all students in the class

can participate All of these activities require pair

work or group work They develop speaking as well

as communication skills They create an

environment for co-operation and friendship in the

classroom

8 Exposure to culture of English-

speaking countries

Skills practice in Friends is connected to

familiarisation with English-speaking countries

There are two Culture Corners in Friends Starter and

Friends 1, and four Culture Corners in Friends 2 and

Friends 3 They introduce students to the idea of

English being spoken in many countries, not just

Great Britain By introducing children from these

countries, students become familiar with the

lifestyle of their friends around the world

Introduction

9 Testing system Frequent testing and evaluation gives students a sense of achievement and prepares them for

difficult exams in the future It is also a source of information for teachers as to whether remedial

teaching is necessary The Friends testing system comprises:

¢ A and B Language tests in the Test Book;

¢ A and B Skills tests in the Test Book

Check Yourself tests and Check Tests test the same

material and are a short and quick way of assessing

students’ strong and weak points and can be more constructive in their feedback

10 Building confidence

Building confidence has also been given special consideration in Friends as it is a very important factor for young students who are just starting to learn a language

The input units all follow the same pattern so that students can quickly recognise and learn what

is expected of them Activities are as simple as possible to set up and rubrics are clear and short

This helps students to feel in control of their

learning and therefore confident

Most importantly, the expectations of the Friends

course are realistic for students of this age The

objectives of each unit are achievable and exercises

are manageable The number of new words

introduced is controlled to make them manageable

Nothing seems too difficult to understand to the students and their confidence is reinforced for successful learning

The components of the course

The components at each level are:

* a Students’ Book;

* an Activity Book;

a Teacher's Resource Book;

® a Test Book with a cassette

They have been very carefully planned to create a coherent system of materials catering to all of a

teacher's and a student’s needs The chart How

does Friends 1 Work?, on page 6, shows the links between the components of Friends 1

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How does Friends Work?

Resource Book Booklet

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Students’ Book contents

Starting Point 4 In the classroom: classroom objects Classroom language « Articles s Colours

this / that / these / those « Months

Cardinal and ordinal numbers

1 The Londoners | 8 London: favourite places in town to be: positive and negative

2 Crazy Gang 10 Describing people: nouns and to be: questions and short answers

adjectives

3 Friends’ Club 12 Countries and nationalities to be: Wh- questions

4 Story Time 14 The country of Norland: geography Possessive ’s: singular and plural

The Monster of of the country + there is / there are: positive

Norland 1

5 The Londoners | 18 Family members Possessive adjectives

6 Crazy Gang 20 Appearance and possessions have got: positive and negative

7 Friends’ Club 22 Pets have got: questions and short answers

Body parts

8 Story Time [24 - Mago’s room there is / there are questions and short

Norland 2

Culture Corner 28 The British Isles

9 The Londoners | 30 In the forest: rules and instructions Imperatives: positive and negative

10 Crazy Gang 32 Sports and musical instruments can (ability)

11 Friends’ Club 34 Time zones: telling the time can (revision)

The Monster of

Norland 3

Revision 3 38

13 The Londoners | 40 Portobello Market Present Simple: positive

14 Crazy Gang 42 School subjects Present Simple: negative

15 Friends’ Club 44 Healthy lifestyle: sport and exercise Present Simple: questions and short

answers ¢ Prepositions of time

Norland 4

Reading Corner 50 Flying Home by Stephen Rabley

17 The Londoners | 52 The seasons: weather Prepositions of time

18 Crazy Gang 54 A Picnic: food and drink Countable and uncountable nouns

* some and any

19 Friends’ Club 56 Healthy and unhealthy food How many? / How much?

20 Story Time 58 A quick way home: What’s the Why .? Because

Blackdown Wood 1

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Page Topic and vocabulary

Students’ Book contents

PRUETT tly

21 The Londoners | 62 Notting Hill Carnival Present Continuo!

positive and negative

answers

23 Friends’ Club 66 Jobs Present Simple and Present Continuous

+ Time expressions « want to be

24 Story Time 68 House Rules must / mustn't

The Mystery of

Blackdown Wood 2

Culture Corner 72 The United States of America

25 The Londoners | 74 A bus tour of London: famous places | Directions

in London

26 Crazy Gang 76 Magician’s show: describing objects | Possessive pronouns

Whose and Who's

27 Friends’ Club 78 Holidays: sports and leisure activities | like, love, hate + noun / -ing

28 Story Time 80 A strange house: furniture Question words

30 Crazy Gang 86 Travelling: transport Past Simple: positive (regular verbs)

31 Friends’ Club 88 Last weekend: wild animals Past Simple: negative (regular verbs)

and questions

32 Story Time 90 The secret room Present Simple, Present Continuous and

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Components

The Students’ Book

The Friends 1 Students’ Book contains eight

modules Each module consists of four input units,

where language items are introduced and practised

Each of the four input units is part of a distinct

strand The Londoners follows the everyday life of

four schoolfriends from London Crazy Gang

portrays a group of crazy cartoon characters and a

naughty cat in humorous situations Friends’ Club

presents letters and interviews with children all

over the world Story Time includes two stories:

The Monster of Norland and The Mystery of

Blackdown Wood Every module is followed by a

Revision unit, which recycles material from the

module Revision units are divided into Vocabulary,

Pronunciation, Grammar and Fun Time sections

Every second module is followed by a Reading

Corner or a Culture Corner - an integrated skills

unit in which all four skills are systematically

exploited

In addition to the above, the Students’ Book

contains:

* Starting Point to introduce students to

classroom language, colours, cardinal and

ordinal numbers, months and articles;

the regular pattern of input and revision units

The units are graded in language difficulty so

that they are appropriate to tackle at the right

time of the year;

¢ Two Plays for the end of the term and the end

of the year school performances;

the vocabulary of Friends 1

1 Specific features of the Students’

Book input units

Warm up

Most units in Friends 1 begin with a warm-up

activity, which introduces the main topic of the

unit to the students In The Londoners it’s often an

informative text about London or the Londoners’

lifestyles; in Friends’ Club it is an Editors’ Letter

introducing the main topic of the unit; and in Story

Time it’s Remember the story!, which summarises

previous episodes of the story

Presentation

The four thematic ‘strands’ expose students to a

variety of text types Target language is presented

in a meaningful and interesting context, making

learning a pleasurable experience The dialogues or

texts are always recorded and can be presented in a

variety of ways You may decide that students

should listen to them first with their books closed

- or that they should follow the text in the books It

is advisable to play the text twice or make students

WW

repeat the phrases of the dialogues so that they can read or act them out fluently

Beginning from Episode 2 of every story there are

short pre-reading tasks called Remember the story!

in the Story Time strand They concentrate on the content of the story rather than on the language, as their role is to motivate students to read on Ask weaker students to answer Remember the story! questions It will help them to see that they remember the vocabulary and the story and thus will build their confidence

Comprehension

Every input text is followed by a comprehension exercise which develops understanding It is a very important step which helps teachers see if students understood the text or dialogue and whether some words or phrases still need to be explained There

are several types of comprehension exercises -

questions, true/false sentences, multiple-choice and matching tasks

Language boxes

Language boxes focus on new language items introduced in the presentation texts and dialogues Language boxes usually follow the

comprehension exercises However, in some modules of the Students’ Book, there are examples

of Language boxes preceding comprehension exercises because students will need the new structure in order to answer the comprehension questions

In some units there are two Language boxes

Be Careful boxes These boxes highlight special difficulties in order to help students avoid certain language errors

Study Skills boxes

These boxes help students memorise vocabulary by providing them with various ways of retaining new words

Practice All Language or Be Careful boxes are followed by practice exercises Grammar exercises consolidate the target structure They also enable the teacher to see if students are able to manipulate the target language They start from very controlled practice, which is a comprehension of the box, and move on

to freer exercises at the end of the unit

The Practice exercises are varied and consist of listening, speaking and writing exercises They can

be done individually, in pairs or in groups

Listening exercises

Listening exercises play an important role in Friends As well as helping students to develop strategies to understand spoken discourse, they also help them to extend their knowledge and

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experience of the sound system, rhythm, intonation

and stress of English

There is a variety of listening exercises in

Friends, some of which check the general

comprehension of the text and some of which train

students to listen for specific information

Speaking exercises

The ability of learners at this stage to express

themselves fluently in spoken English can be

hindered by their lack of an extensive vocabulary

and incomplete knowledge of the English grammar

system

Most students will know little or no English at

the beginning of the course, so a lot of the early

speaking exercises are controlled Fluency materials

are introduced slowly in the course As students’

linguistic resources develop and their confidence

increases, the emphasis of speaking exercises

gradually changes from practice of the underlying

grammar or structure to freer oral expression in

communicative contexts

In addition to the speaking exercises in the

Students’ Book, in the Teacher’s Resource Book

there is a photocopiable communication activity to

go with each input unit The activity gives yet

another opportunity to recycle the vocabulary and

grammar introduced in the unit and build students’

confidence in speaking

Writing exercises

The writing exercises in the Students’ Book begin

with practice at sentence level This language has

usually been practised orally first Students then

progress to longer texts consisting of paragraphs

It is very likely that the written tasks will be used

for homework, but it is useful to do some writing

exercises in class so that you can monitor and help

students while they work

Songs and chants

The songs and chants focus on, or consolidate, new

language items They are often used for listening

activities, but they can also be sung and chanted by

the students The songs and chants in the input unit

are linked to the content or topic of the particular

unit in which they occur, so they can be a

meaningful and enjoyable part of the lesson for the

students

Book Revision units

Revising material very often is very important at

this young age Revision sections are after every

four input units in Friends 1

Vocabulary revision

Vocabulary exercises in the Revision sections

consolidate vocabulary from the whole module By

using various types of exercises (organising words

into sets according to topic, dealing with synonyms

and antonyms, selecting odd words), they help

students remember the vocabulary better

Components

Pronunciation revision

Pronunciation exercises are worthwhile activities

because clear, intelligible pronunciation can be achieved by young learners Exercises include thymes, tongue twisters and word repetition These exercises are designed to build in an awareness of individual sounds to prepare learners for the more

in-depth phonological work in the upper levels of

Friends They are also a nice break after vocabulary exercises and before the hard work awaiting

students in the grammar section

Grammar revision

Grammar sections consolidate the language from the input units The exercises are very varied and very often practise language through games and

activities

Fun time

After some hard work on grammar, students can

relax by playing a game and they will not even realise that this is, in fact, another way of practising the language they have just learned! Learning English can be great fun!

At the end of each Revision unit, after completing the relevant section in the Activity Book and Check Yourself test, teachers may wish to set one of the relevant photocopiable tests from the Teacher's

Resource Book

Book Culture and Reading Corners Both Culture and Reading Corners are a vehicle for skills practice The four skills are practised

thoroughly Grammar structures and vocabulary from previous input units are recycled and new

lexical items are controlled to enable students to

focus on skills development and increasing fluency

Culture Corners allow students to learn about and

engage in cultural topics through the medium of

English

Reading Corners introduce short stories to show students that they can read and understand quite long and complicated texts at their level

Students’ Book cassettes

The class cassettes contain all the recorded material from the Students’ Book This includes all

presentation texts, listening comprehension

exercises, pronunciation exercises, songs and

chants

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Components

Activity Book

The Activity Book exercises are intended to be used

for homework However, if time allows, they can be

done in class and treated as an additional revision

of the unit

Certain parts of the Activity Book, such as Skills

Corners, require the teacher’s guidance, particularly

when they are done for the first time They may

contain exercise types that have not been

introduced in the Students’ Book

Friends 1 Activity Book contains the following

sections:

Input units

The four double-page units in the Students’ Book

have corresponding double-page units in the

Activity Book Each unit in the Activity Book opens

with a Language Diary, which is a précis of a unit

in the Students’ Book and includes the following

sections:

* I can complete Grammar boxes to complete

Students should be able to complete these boxes

without referring to the Students’ Book

However, there is always the Students’ Book to

check in case of doubt

® I know these words New vocabulary for

students to remember from the unit They can

translate these words into their first language

The Language Diary should be treated as a personal

section which helps students to better remember

new language They should be allowed to complete

the boxes on their own It is also meant to help

them do the exercises that follow

The Language Diary is then followed by the

exercises organised in Vocabulary and Grammar

sections, which reflects the Students’ Book

Revisions

There is a Use your English exercise at the end of

each Revision section This is an exam-oriented type

of exercise, which is also quite difficult and could

be treated as an extra activity for better students

Check Yourself tests

Every cycle of four units is followed by a one-page

self-assessment test Through these regular tests

teachers can encourage students to evaluate their

own progress and understand what they need to

review On completion of the test, students evaluate

themselves using the key from the back of the

Activity Book Then they can use a sticker from the

stickers page at the back of the Activity Book to

mark the completion of a module

Please note that there are corresponding tests in

this Teacher’s Resource Book The Check Yourself

tests and the Teacher’s Resource Book tests are A

and B versions of the same test The tests in the

Activity Book should be treated as practice before

the ‘real’ test

Skills Corners

Every Check Yourself page is followed by a Skills

Corner page Its aim is to practise reading and

writing skills Stickers are used for reading

comprehension and for motivating writing Stickers

_H

are a very powerful tool at this age They are motivating and turn difficult tasks into memorable

and fun activities

Please note that the stickers are at the back of the

Activity Book

Friends 1 Quiz

The quiz at the back of the Activity Book is a summary of the material from the Students’ Book Students are expected to answer questions about

the characters and friends they have met in the

The tests allow teachers to keep a thorough and regular check on students’ progress and evaluate the need for remedial teaching As they test skills as well as grammar and vocabulary, they provide an opportunity to asses students’ progress in all areas

of language learning, including listening

Both the Skills tests and Language tests have two versions ~ A and B These two versions can be used

so that students sitting next to each other are not able to copy Alternatively, Test A can be used first

and Test B can be used to check improvement after

remedial teaching

The following sections are in the Test Book:

¢ Introduction which offers help with grading

students;

s Language Tests There are eight Tests A and eight

Tests B They revise each cycle of the Students’

Book;

B They revise every two cycles of the Students’

Book;

e Extra tasks There are eight extra tasks related to Language Tests and four extra tasks related to Skills Tests These tasks are meant to help teachers deal with mixed-level classes They can be given to the

very talented students who complete the tests earlier than the rest of the class and would like to get top grades;

Please note that the tests are accompanied by a

cassette

Key to symbols

> exercise recommended as group work SOP rrercise recommended as pair work

SB) Exercise recorded on class cassette

—- Refer to another component

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a Starting Point

Exercise 1

* Greet the class (Good morning/afternoon) and

encourage them to reply

* Then introduce yourself and ask Ss to introduce

themselves: What’s your name? How are you?

* Play the recording for Ss to listen and repeat

Check Ss’ comprehension by asking individuals to

translate the classroom expressions

Extension

* Ask Ss to cover the text in their books and

practise the expressions in pairs Ask pairs of Ss to

act out the dialogues for the whole class

) Exercise 2

the words They can compare answers in pairs

before checking answers by listening to the

recording

‘

| 2a,table 3p, poster 4b, apple 50, orange

‘ 6i,map 7c, chair 8n,rubbishbin 9d, desk

' 10m, pencil 11f,pen 121, felt-tip pen

' 43g, rubber 14k, book 15h, notebook

: school bag

Extension

recording again for them to repeat the words and

practise the pronunciation

Point to the objects in the picture and ask

individuals to name them

Language box a/an and plurals

Read out the sentences to the class Check that Ss

remember when to use a (before words beginning

with a consonant) and an (before words

beginning with a vowel) Remind Ss that no

article is needed in similar sentences in the plural

Exercise 3

Check Ss’ answers by asking individuals to read

out the sentences

Answers 2Ø 3an 4Ø 5a 6an

Extension

® Ss take turns to say sentences identifying objects

in the classroom, in their desks/school bags, etc Make sure Ss are holding/standing near the objects as they say This/These

Language box a/an/the

® Read out the pairs of sentences to the class and

check that Ss understand that the is used when

we know the specific object we are referring to

Exercise 4

wish, do the first set of sentences with the whole class

* Ss then complete the exercise working individually They can compare answers in pairs

before checking answers as a class

* Check Ss’ answers by asking individuals to read out the sentences

Answers

2Ø 3The 4the 5Ø 6Ø 7The 8the 9Ø 10Ø 1Ø 12Ø 13The 14the 15the 16 the 17a18a 19The 20the

listening to the recording

Answers

Language box this/that/these/those

after you

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Starting Point

* Check that Ss remember that this/these are used

when referring to things near to you and

that/those when referring to things further away

Exercise 6

* Ss complete the sentences about the pictures

the sentences and write the missing words on the

* Ss do the exercise working individually

* Check Ss’ answers by asking individuals to come

to the board, one at a time, and say and write the

numbers in the correct order

After checking Ss’ answers, ask the class to say

the numbers in the correct order and check their

pronunciation

Answers

twelve, thirteen, fourteen, fifteen, sixteen,

seventeen, eighteen, nineteen, twenty

Exercise 8

* Look at the example item with the class

* Ss work individually, matching the numbers with

the words

¢ Check Ss’ answers by asking individuals to write

the numbers on the board

Ss then listen to the recording and repeat the

* Read out the two numbers in the box to the class

Draw Ss’ attention to the pronunciation of the long

‘i’ in thirteen /i:/ and the short ‘i’ in thirty /1/

* Ss listen to the recording and circle the numbers

they hear Play the recording twice, if necessary

* Check Ss’ answers by playing the recording again,

pausing after each number and asking one of the

Ss to write the number on the board

* Look at the example item with the class

* Check Ss’ answers by asking individual Ss to say a

sequence and write the next number on the

The pairs then form groups of four and exchange sequences Each pair completes the fourth number

in each sequence and checks their answers

* Each group of four Ss then chooses two sequences

to write on the board for the rest of the class to

complete

Ss) Exercise 11

* Read out the first three items to the class

¢ Ss complete the table working individually They can compare answers in pairs before checking

answers as a class

* Check Ss’ answers by asking individuals to write

the missing numbers on the board and say them

* Ss then listen to the recording and repeat the

numbers

Answers four, six, seventh, eleven, thirteen, fourteenth,

twenty-one, twenty-second, twenty-three

After checking Ss’ answers, play the recording

again for them to listen and repeat

| 2 February, 3 March, 4April, 5 May, 6 June, ‘

! 7 July, 8 August, 9 September, 10 October, :

‘ ll November, 12 December !

EY Exercise 13

question and answer

* Elicit from the class a question and answer about

another month

Ss then work in pairs, taking turns to ask and

answer questions about the twelve months of the year Go round and monitor the activity, helping

and correcting where necessary

Language box dates

* Ask Ss to look at the dates in the box and draw

their attention to the way we say dates, i.e the

(number) of (month)

Extension

* Ask each S to say when his/her birthday is e.g

My birthday is the (number) of (month) Ss can find out if any of them share the same birthday

Trang 15

Starting Point Exercise 14

* Give Ss time to look through the dates before you

play the recording for them to number the dates

Play the recording twice, if necessary

pausing after each item for one of the Ss to write

the date on the board

¢ Then ask Ss to repeat the dates as you play the

recording again

2 31st July 3 11th February 4 3rd February :

5 22nd May 6 llth May 7 31st October :

E> Exercise 15

another example by dictating a different date (e.g

‘The tenth of May’) and asking one of the Ss to

write it on the board (‘10th May’)

* Give each S time to think of and write down three

dates

dates and write down their partner's dates Go

round and monitor the activity, helping and

correcting where necessary

* Ss in turn dictate one of their dates to the class to

write down

| 2desk 3map 4blackboard 5 school 6 notebook

| 7 chair, key word: teacher

| Exercise 2

‡ down: blue green grey black brown

| across: red orange yellow pink

| 21 - twenty-first 2- second 22 - twenty-second

| 3-third 33 -thirty-third 5 - fifth 11 - eleventh

| Exercise 8

2 29th February - the twenty-ninth of February

3 23rd December - the twenty-third of December

4 22nd April — the twenty-second of April

5 31st October - the thirty-first of October

15th March ~ the fifteenth of March

Exercise 9

What's this in English?

3 Can you repeat that, please?

4 How do you spell it?

Trang 16

Before class

groups of Ss in the class Cut up the copies

London sights, ask them to bring them to class so

that the rest of the class can see them (Exercise 1

Extension)

Presentation

Ss) Exercise 1

* Ask Ss to look at the pictures and, without

looking at the text, talk about the people and the

places, using English as much as possible

* Play the recording, pausing after each section to

ask Ss to point to the right pictures

Extension

If you or any of the Ss have brought pictures of

London sights to the lesson, show them to the

class and talk about the sights

Comprehension

Exercise 2

referring back to the text in Exercise 1

* When checking Ss’ answers, ask them to correct

the false statements

Answers

2# 3 4X (The Queen is a Londoner.)

5 X (Mark’s in the funny hat.) 6/7

7 X (The Londoners are on the bridge.)

Language box to be positive and negative

* Ask Ss to repeat the verb forms in the box after

you

Extension

Write on the board:

I'm I'm not

We're We aren't

® Say four sentences, e.g I’m a teacher I’m not from London We're at school We aren't on holiday

reading the sentences aloud

Answers

2are 3isn’t 4is Saren't 6am

Ss) Exercise 4

match the sentences with the pictures

Tapescript and answers

1 a, The Londoners are at the cinema

2 d, This is a library

3 e, The Natural History Museum is great!

4 b, Rob is in the park It's Hyde Park

5c, This train station is in London It’s big and old

Ss) Exercise 5

* Give Ss time to read through the sentences before

you play the recording

Play the first item on the recording and read the

example sentence to the class

Play the recording twice if necessary

Trang 17

| Answers Activity Book Answers

| 2in the park 3 next to the river Language Diary

4 at the train station 5 in the museum

am, 'm not, ‘re, are not, is, isn’t Exercise 1

* Ask one of the Ss to read out the example 6 nhan 2 pak

sentences 2 We're from London

¢ Explain that Ss have to write two sentences for 3 They're friends

each item The first should be false and the 4 He isn’t a Londoner

second true Point out that short verb forms are 5 I'm not ina library

used in this exercise 6 It’s the capital of Great Britain

* Check Ss’ answers by asking individuals to read 7 You aren’t in the photo

2 I'm not a student

2 Jenny and Vicki aren't at the cinema They're in the 4 She isn’t my friend

park 5 My favourite place isn’t my school

6 They aren’t on the bridge

7 You aren’t in the cinema

Exercise 4

2 My mother isn’t a queen

3 Mark isn’t in the museum He's next to the river

4 Vicki isn’t in the park She’s at the train station

5 Rob and Mark aren't next to the river They're in the

museum

3 My father isn’t a Londoner

4 My mother and father aren't from Great Britain

6 I'm not from London

® Read out the prompts to the class and elicit 7 London is the capital of Great Britain

suggestions for completing the sentences Exercise 5

* Ss then work individually, writing about 2are 3is 4isn’t Sis 6amnot 7am 8is

themselves Go round and monitor the activity, dis

Exercise 6 helping and correcting where necessary

sentences

Finally, ask individuals to read out their sentences

for the class to hear

Resource 1 (page 119)

Interaction: group work

Exercise type: responding to picture clues

Aim: to practise the use of to be

I’m Katrin And these are my friends: Karen and Hans

Hans is from Berlin Karen isn’t from Berlin, she is

from Bonn

I'm from Berlin Berlin is the capital of Germany My favourite city is Paris Paris is the capital of France

I'm Richard And these are my friends: Betty and Bob

Bob is from London Betty isn’t from London, she is from York

I'm from London London is the capital of Great Britain My favourite city is Warsaw Warsaw is the capital of Poland

Exercise 7

2 My name's Bill 3 London is a city

4 The town is big 5 He is a Londoner

6 Berlin is the capital of Germany

* Divide the class into teams

* Choose a leader for each team to stand in front of

the classroom and keep the cards in hats `

blackboard Player 1 in each line runs to the

leader of their group and chooses one card from

the hat The leader asks Where is/are ? and the

player answers, e.g He is in the palace or They

are in the park If the verb to be is used correctly,

the player runs back to his/her team If they make

a mistake, they must correct it If they can’t,

Player 2 is called to correct it They can’t run back

to their team until the sentence illustrated by the

card is used correctly

same way

¢ The cards which have been used are put aside

Trang 18

Before class

Make enough copies of Resource 2 (page 120) for

each pair of Ss in the class Cut up the copies

Presentation

Ss) Exercise 1

Play the recording once, without pausing, for Ss to

follow the text and look at the pictures while they

listen to get the general meaning of the story

¢ Then play the recording again, pausing after each

text to elicit or present the meaning of new

vocabulary, e.g pretty, handsome, twins

Comprehension

Exercise 2

Ss refer back to the picture story in Exercise 1 as

they read the sentences and circle the correct

words

* Check Ss’ answers by asking individuals to read

out the sentences

famous and ask Ss to repeat them after you Draw

Ss’ attention to the inverted order of subject and

verb in question forms Write a positive sentence

and a question on the board to illustrate the

answer

answer the questions Go round and monitor the activity

Answers

2 Is Fred a footballer? - Yes, he is

3 Is Popsy a pop star? - Yes, she is

4 Is Toffee naughty? - Yes, he is

5 Are the twins terrible? - Yes, they are

6 Is Matt a footballer? ~ No, he isn't

7 Are you a great singer? - Yes, | am./No, I'm not

* Ss complete the exercise working individually

answers as a Class

Answers

2 Fred is a handsome footballer

3 Bugsy and Dilly are the terrible twins

4 Toffee is a naughty cat

5 Matt is a clever boy

6 Dilly is a naughty girl

Exercise 5

character yourself (e.g Bugsy) Ss read out the example questions and ask more questions for you

to answer until they guess who you are thinking

of

Ss then work in pairs, taking turns to think of a

character and guess who their partner is thinking

of

Exercise 6

* Ask Ss to look at the pictures around the song and

identify the characters

* Ask the Ss to read the text of the song and guess the missing words

® Play the recording for Ss to listen and check their

answers

After checking their answers, Ss listen again and sing the song along with the recording

Answers

2twins 3 Toffee 4 Matt 5 Popsy

Trang 19

2 Crazy Gang Resource 2 (page 120)

Interaction: pair work

Exercise type: information gap

Aim: to practise to be - questions and short

answers

* Ss work in pairs: A and B They ask their partners

about the missing information and complete their

cards

Student A: Is Steve tall?

Student B: Yes, he is

* Some Ss report the information to the class

Are, Is, am, aren’t, isn’t '

Exercise 1 '

2clever 3terrible 4handsome 5 famous |

6 naughty 7 funny 8 pretty '

2handsome 3 naughty 4clever 5S terrible :

Exercise 3 '

2 Are they twins? 3 Is Dilly terrible? ì

4 Are we good singers? 5 Is Toffee a cat? Ì

6 Are Fred and Matt friends? Ị

1 Yes, I am / No, I'm not !

2 Yes, I am / No, I’m not 1

3 Yes, he/she is / No, he/she isn’t 1

4 Yes, I am / No, I'm not ì

5 Yes, we are / No, we aren't :

6 Yes, he/she is / No, he/she isn’t '

2 Is Popsy tall? No, she isn’t ;

3 Is Popsy a wonderful singer? Yes, she is '

4 Is Fred a good singer? No, he isn’t 1

5 Is Fred handsome? Yes, he is '

6 Are Fred and Popsy good friends? Yes, they are ‘

Exercise 6 :

2 Are Bugsy and Dilly wonderful singers? ‘

3 Popsy is a very good pop singer t

4 Popsy and Toffee are good friends !

5 Are you a famous pop star? !

2b 3b 4a Sb 6a }

Trang 20

Before class

Make enough copies of Resource 3 (page 120) for

each group of sixteen Ss in a class If necessary,

remove any number of rows from the resource to

match the number of Ss in your class and divide

your class into groups

Presentation

Exercise 1

Ally and Alex are the editors of the magazine

Encourage Ss to guess what editor means

* Ask Ss to look at the question before they read

and listen to the ‘editors’ letter’

Play the recording and elicit the answer

* Ask Ss to work in pairs, reading the ‘editors’

letter’ and discussing whether they would like to

join the Friends’ Club

Answer

Yes, it is

Exercise 2

* Ask Ss to look at the pictures of Ania and Silvio

and see if they can guess where they come from

and how old they are

Ss then listen to the recording and read the

dialogue Play the recording twice and then ask Ss

to close their books and tell you what they can

remember about Ania and Silvio

Language box 10 be questions

* Ask Ss to repeat the sentences in the box after

you Draw their attention to the inversion of

subject and verb in the question form and the addition of the question word

Comprehension Exercise 3

Ss then work in pairs, taking turns to ask and

answer the questions Go round and monitor the activity

¢ Then ask pairs of Ss to say the questions and answers for the class to hear

&e

Answers

2 Where 3 What 4How SIs 6 Are

¢ Play the recording again, pausing for Ss to repeat

the countries and nationalities

Trang 21

Check Ss’ answers by asking individuals to come

to the board and write the countries and

nationalities in two columns

Countries: Spain, China |

Nationalities: French, Russian

Play the recording again for Ss to sing along

Exercise 7

what information they need to listen for

after each text for Ss to complete the forms

Check Ss’ answers by asking individuals to write

the missing words on the board and say them

Tapescript

Narrator: One

Ally: Hi! What's your name?

Olga: My name's Olga

Ally: How old are you? ‘

Ally: Where are you from? :

Hi! I'm Hiroshi

How old are you?

I'm fourteen

Alex: Where are you from?

I'm from Japan I'm Japanese

Hiroshi:

Narrator: Three

Ally: What's your name?

Reiner: My name's Reiner

Ally: How old are you?

Reiner: _ I'm eleven years old

Ally: What nationality are you?

Reiner: I'm German

Narrator: Four

Lucas: —_Hi there! I'm Lucas

Alex: Hi, Lucas How old are you?

Lucas: I'm nine years old

Alex: Where are you from?

Lucas: _ I'm from Greece

| Answers

| Olga: ten, Russia

| Hiroshi: Japan, Japanese

Reiner: eleven, German

| Lucas: nine, Greece

Study Skills

that Ss understand what to do

Ss work individually, writing the nationality

adjectives in the four columns in their notebooks

Write the headings of the columns on the board

(-an, -ese, -ish, other) and ask individuals to come

and write a nationality in one of the columns and

to say it

¢ When all the nationality adjectives have been

written on the board, ask Ss to repeat them after

you to practise pronunciation

3 Friends’ Club

‘Answers -an: German, Russian -ese: Japanese -ish: Polish, Spanish other: French Extension

® Ask Ss to write the countries and nationalities in

their notebooks If Ss have vocabulary books, tell

them to write the countries and nationalities in a

separate page in their vocabulary books

‘a Exercise 8

answers, and elicit the second answer from the

Resource 3 (page

Interaction: pair work Exercise type: information gap Aim: to practise to be - specific questions; countries

and nationalities

¢ Teacher puts the four headings on board - Name,

Age, Country, Nationality - and elicits appropriate

questions Teacher gives instructions in Ss’ L1

on their cards and try to find a person whose

details are the same

Student: I am Anna I'm 15 years old I’m from

Poland I’m Polish

Activity Book Answers

2 French 3 Poland 4 Japan 5 Greek

6 Great Britain Exercise 3

2 Are Lee and Ben twelve years old? Yes, they are

3 Is Tamara Japanese? No, she isn’t

4 Are the twins from Great Britain? No, they aren't

5 Is Silvio from Italy? Yes, he is

6 Is Tamara ten years old? No, she isn't

Exercise 4

2 Where 3How 4 Where S How 6 Where Exercise 5

2 Are you ten years old? 3 Where are you from?

4 Who is this? 5 How old is he?

6 Is he from France/French?

Exercise 6

2 She is Polish 3 What nationality are you?

4 How old are you? 5 Where is she from?

6 Is Ben from China?

Trang 22

Before class

Make two copies of Resource 4 (page 121); one for

yourself, one for the class If necessary, remove any

number of pictures from the resource to match the

number of the Ss in your class Cut up the copies

Presentation

Exercise 1

® Ask Ss to tell you what sort of stories they like

(using their L1 if necessary) Find out how many

students like legends, mystery stories and stories

about history

® Ask Ss to look at the picture and talk about what

they can see, using English as much as possible

Use the picture to elicit or present key vocabulary

that is not in Exercise 2, e.g king, queen, prince,

Ss can work in pairs, matching the words and the

referring back to the text in Exercise 1

checking answers as a class

Check Ss’ answers by asking pairs of Ss to read

out the questions and answers

Answers

1 Yes, itis 2Balan 3 Bruno 4 The queen

5 Sixteen 6 A monster

Language box possessive ’s

at the pictures Draw their attention to the

position of the 's with singular and plural

subjects

Extension

Tell the class that you are going to write about

two students, Maria and Anna Write on the board:

Maria’s school bag = the student's school bag

Anna's books = the student's books Maria's and Anna’s desk = the students’ desk

with the possessor/subject (e.g Maria), not the

things that are possessed (e.g school bag, books,

desk)

Practice Exercise 4

Read the example item to the class and draw Ss’ attention to the position of the 's

Ss complete the exercise writing in the 's or s’

the sentences on the board so that you can check the position of the apostrophe

Answers

2 king’s name 3 dog's footprints 4 monster's tail

5 dogs’ tails 6 queen's children

¢ Then play the recording again for Ss to listen and

repeat the words

b

sounds Ss listen to the recording again and put

the words in the correct columns Play the recording twice if necessary

Answers

king: footprint, capital, prince

queen: green, clean, beach

Trang 23

down: big clean long

across: high small Exercise 3

2 The queen's name is Marisa

3 These are Jeremy's dogs

4 These are the dogs' tails '

their attention to the singular and plural nouns in

Extension

¢ Write on the board:

There a computer in the classroom

There three window's in the classroom

There a lot of students in the classroom

There .a teacher in the classroom

® Ask Ss to complete the sentences with is or are

5 These are Jessica’s footprints

6 The king’s name is Bruno

* Ask one of the Ss to read out the example 2 dogs’ 3 dogs’ 4 monster's

out the sentences There are mountains and two big lakes There is a

river There is a forest in Magic Land

Exercise 7 2is 3are 4twins' Son 6are 7 Rick’s

8 Nick’s 9 They 10 boys

Answers

2 There are 3 There is 4 There are 5 There are

6 There is There is

Exercise 7

sentences Ask the class if these sentences are true

about their own town Elicit one or two more

sentences about the students’ own town

¢ Ss work in pairs, writing sentences about their

town, using there is/are Go round and monitor

the activity, pointing out any mistakes for the Ss

to self-correct

out two of their sentences for the class to hear

The class can see how many different sentences

they have thought of

Resource 4 (page 12

Interaction: whole class

Exercise type: responding to picture clues

Aim: to practise possessives

Ss sit in a circle around a table Each S gets a card

with a picture Ss take turns and slowly put their

cards on the table face up so that all the Ss can

see them

one by one and show them to Ss Individual Ss

make sentences: This is Anna’s dog./These are

Joanna’s cats If they remember correctly, the

owner of the card says That's right, if not they say

That's wrong

Trang 24

Before class

the Fun Time activity In this activity, Ss have to

collect small objects to put in the bags, so you

might want to bring in some objects (e.g pens,

rulers, rubbers, small balls, toy cat/dog) yourself

to make sure Ss have sufficient objects to use

* Give Ss five or six minutes to look back at the

vocabulary and grammar in this module Tell them

that this Revision unit is not a formal test but it

will be helpful if they know where to find the

grammar structures and vocabulary if they need to

refer back to the lessons in the module

Vocabulary

Exercise 1

from the Ss the reason why city is the odd word

out (because the other three are buildings)

Ss complete the exercise working individually

They can compare and discuss their answers in

pairs before checking answers as a class

When checking answers, ask Ss to give reasons

for their choice

Answers

2 footballer 3 France 4 monster 5 dog 6 palace

Exercise 2

ask Ss to find another adjective written

horizontally (pretty)

Ss then complete the exercise working in pairs

Ss can check answers in groups of four, pointing

to the adjectives on the puzzle square

check their pronunciation

¢ Then play the recording three or four times for Ss

to listen and repeat the sentences Ask Ss to repeat chorally and individually so that you can

check the pronunciation of all them

Extension

Ask Ss to read the title of the Chinese film (Bridge

on the River Green) and ask them if they know

the title of a real film that is the same as this

except for one word (Bridge on the River Kwai)

Answers

can use to ask for information

Ss work in pairs, asking and answering questions

about the pictures in Exercise 4 Go round and monitor the activity, helping and correcting where

necessary

Exercise 6

between the pictures

Ss can do the exercise working in pairs and

writing down sentences about the differences

Answers

The other differences are:

one lake/two lakes one mountain/two mountains one bridge/three bridges one monster/two monsters

small footprints/big footprints

Trang 25

® Do the next item with the class and ask one of the

Ss to write the answer on the board so that you

can check the position of 's

*Ss complete the exercise working individually

the sentences on the board

pairs Each pair needs a paper, cloth or plastic bag

to put their objects in

objects they can use and, if you have brought

some of your own to the lesson, give out these,

too

tie up the bag

the contents of the bag and guess what the

objects are, using there is/there are

guesses were right

Activity Book Answers for Skills Corner 1 :

' 5 Tomek’s favourite story isn't about Robin Hood :

‘ Tomek’s favourite story is the story of the Wawel ‘

\ 6 Tomek's favourite place in Krakéw isn't the castle |

\ Tomek’s favourite place in Krakow is Planty !

Paragraph 1: Barbara is twelve years old She is from |

New York in the USA New York isn't the capital of ‘

the USA but it is a big city There is a famous place in ;

New York It is called Manhattan '

Paragraph 2: Barbara's favourite stories are the stories |

about American Indians Barbara's favourite place in

New York is Central Park It is a big park in the city

Paragraph 1: Jim and Tim are thirteen years old They

are from Nottingham in Great Britain Nottingham \

isn’t the capital of Great Britain but it is a big town i

There is a famous place in Nottingham It is called t

Paragraph 2: Jim and Tim's favourite story is the

legend of Robin Hood Jim and Tim’s favourite place ingham

im Check Yourself Units 1-4 - Activity Book

page 12

im Skills Corner 1 - Activity Book page 13

im Check Units 1-4 - Teacher's Book page 110

= Language Tests A/B Units 1-4 - Test Book

page 38

Trang 26

Before class

* Make enough copies of Resource 5 (page 122) for

each group of sixteen Ss Cut up the copies If

there are more than sixteen Ss in your class, make

another copy of the resource and give each S a

slip presenting one family Ask the Ss to think of

another member of the family and prepare their

description

* Ask Ss to bring photos of their own family (and

pets) to the lesson (Language Box: Extension)

Presentation

Exercise 1

* Ask Ss to look at the photos of Vicki's family in

the SB and guess (in their L1, if necessary) the

relationship between the people Use this

opportunity to introduce key vocabulary Ask Ss to

guess how old some of the people are Do not tell

the Ss the correct answers at this stage

As Ss listen and read for the first time, ask them

to identify Vicki’s brother and uncle

® Play the recording and check the answers (the

brother is the small boy in Picture 2 and the uncle

is the tall man in Picture 3)

Play the recording again, pausing it from time to

time, for Ss to identify the other people in the

photos

Play the recording again, pausing it appropriately

for Ss to repeat the family words, e.g brother,

Ss work individually, reading the text again and

completing the family tree If you wish, Ss can compare their answers in pairs before checking

answers as a whole class

Check Ss’ answers by asking one of them to draw

his/her tree on the board for the rest of the class

to look at and see if they agree

Answers

Doris/grandmother, Jil/mother, Bil/father,

Amy/sister, Martin/brother, Lee/uncle, Kay/aunt,

If some Ss find difficulty making the sound, tell

them to put their tongue in between their teeth

when they pronounce it Tell them also to put two

fingers lightly on the front of their throat (the

Adam's apple) and they should be able to feel the

vibration as they make a continuous /d/ sound

Ss first repeat the words as a whole, then in small

groups and individually

Extension

* Ask Ss to look back at the text in Exercise 1 and find sentences containing the words from Exercise

3 Individual Ss take turns to read out the

sentences Focus on correct pronunciation of the voiced ‘th’ sound /6/

Language box possessive adjectives

® Read through the table with the Ss Highlight the

possessive adjectives and check that Ss

understand them If you wish, have Ss match the

possessive adjectives with subject pronouns (I,

you, he, etc.)

® Ask Ss to look back at the đialogue in Exercise 1

and find and read out examples of possessive adjectives

Use some classroom objects (books, pens, rulers, etc.) to elicit sentences from Ss Say one or two sentences yourself to demonstrate the activity, e.g This is my/her ruler

Extension

® If Ss have brought photos of their family to class,

have them talk in pairs about them, asking and

answering questions as in the dialogue in Exercise

1 Go round and monitor the activity

Trang 27

Practice

Exercise 4

students to read each sentence carefully and to

look back at the family tree in Exercise 2 and the

dialogue in Exercise | to select the correct words

® Check Ss’ answers by asking individuals to read

out the sentences

Answers

2his 30ur 4your Sher 6its 7 their

Exercise 5

they do this exercise Read the example item with

the class

® Ss do the exercise working in pairs

Check Ss’ answers by asking pairs of Ss to read

| Answers

| 2Doris 3Lee 4Anna 5 Jill 6 Martin

Exercise 6

family tree cards If you have any S who, for

personal reasons, is unhappy about using his/her

own family, tell them to invent a family

Ss copy the family tree into their notebooks They

write their own name on the tree and fill in the

names of the other members of their family, e.g

brothers, mother, aunt, etc Tell Ss that they may

have to amend the family tree which is given in

their books to suit their own family

Exercise 7

they prepared in Exercise 6 They ask and answer

questions about each other’s families and

complete their partner’s family tree Go round and

monitor the activity, helping and correcting where

necessary

to compare them and check that they are correct

Exercise 8

Read out the example sentences to the class Ss

look back at Exercise 5 and see how the puzzle

sentences are written

¢Ss work individually, writing three or four puzzle

sentences about their own families

family trees from Exercises 6 and 7 as they take

turns to ask and answer questions about their

families Go round and monitor the activity

5 The Londoners

Resource 5 (page 122) Interaction: whole class Exercise type: using written clues to find members

of a fictional family Aim: to talk about family relationships

each S a slip presenting one family Ask the Ss to

think of another member of the family and prepare their description.)

the details on the cards

Ss must mingle with the others and ask questions

to identify the members of the family they belong

to Ask the Ss to ask as many questions as

possible to find out all the information about the people who they think may belong to their family

When the students find their families, ask them to present all the members to the rest of the class

your, her, our, their

Trang 28

CRAZY Gane

Before class

each group of three or four Ss

° If you have any picture dictionaries, bring them to

class for the Study Skills activity

Presentation

Exercise 1

people are and where they are Encourage them to

predict (in their L1 if necessary), what is

happening in the picture story

* Ask Ss to answer the question Is Fred's car new?

as they listen to and read the story the first time

Play the recording for Ss to listen and read and

then check Ss’ answer

Play the recording again, pausing it after each text

to check Ss’ comprehension

After Text 1, ask Ss to point to their own noses,

eyes and ears

After Text 2, ask Ss to translate nice, silly and

funny

After Text 3, ask Ss to point to something red and

something green

After Text 4, ask Ss: Is Fred’s computer new?

After Text 5, ask Ss: Who is the singer on the CD?

After Text 6, ask Ss: Is Fred’s car new and red?

English to read the story aloud to the class, each S

taking the part of one of the characters

class and individual practice repeating the model

Ss can then work in groups of five, reading the story aloud

Comprehension

Exercise 2

to find the information in the picture story in Exercise 1

* Ss complete the exercise working individually, circling the correct words

out the correct sentences If Ss disagree about any

of the answers, ask them to find the information

in the picture story and read it out

Answers

2blond 3old 4 green 5 new

Language box have got (positive and

negative)

with the class Draw Ss’ attention to the short verb forms

® Ask Ss to look back at the picture story and find

sentences with positive and negative forms of Rave got Ask individuals to read out the sentences they have found

Practice

Exercise 3

Tell Ss to refer back to the picture story in

Exercise 1 to find out accurate information so that

they can write ‘true’ sentences

complete the exercise working individually If you wish, Ss can compare answers in pairs before

——

Answers

1 has got 2 hasn’t/has not got, has got 3 have got

4has got 5 have got

members of their family have/haven't got, e.g My

brother hasn't got black hair

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Exercise 4

Ss look at the picture and identify the objects (a

new school bag, an old school bag, a computer, a

computer game, a CD, a CD player, a football)

Elicit from the class a sentence about Bugsy and

the new computer, e.g Bugsy has got a new

computer

Ss listen to the recording and match the people

with the things Play the recording twice, pausing

appropriately the second time for Ss to draw in

the lines

Who has got a football? Who has got a CD player?

‘ Tapescript

Bugsy and Dilly have got red school bags Dilly's bag

is nice and new Bugsy’s got an old school bag

Bugsy’s got a new computer but he hasn't got new

computer games Dilly's got new computer games

She's got Popsy’s new CD too She hasn't got a CD

player Bugsy's got a CD player He's got a new

Answers

Bugsy: a new computer, an old school bag, a CD

player, a new football

Dilly: a new school bag, a CD, new computer games

Exercise 5

® Read the prompts to the class and elicit possible

Positive and negative endings for the sentences

from the Ss

pairs, referring back to Exercise 4, discussing what

the twins have or haven't got and writing

sentences

out their sentences Ss can see how many

different sentences they have thought of

Study Skills

If you have any picture dictionaries, bring them to

the lesson and let Ss look at them before they

make their own picture dictionaries

Ss look at the Study Skills box and read the

vocabulary for the picture

* Ask Ss what else could be labelled on this picture

(e.g parts of the face)

Ask Ss to draw a picture of a face in their

notebooks and label it

Exercise 6

can guess who it is

Ss then read the second text silently to themselves

and work out who it is

take turns to read out sentences from the two

texts Draw Ss’ attention to the use of and (to join

two similar ideas) and the use of but (to join two

describing one of the Ss using sentences with

has/hasn't got and is/isn’t

to say

Ss then work in groups of four or five, taking turns to describe a classmate and to guess who it

is Go round and monitor the activity

After the group work, ask two or three of the Ss to

say their descriptions for the class to guess who it

Is

Exercise 8

Play the recording for Ss to listen and read the

text

complete the song

Answers

2'vegot 3'vegot 4's got Shave got 6 've got

Interaction: group work

Exercise type: describing pictures Aim: to practise has got, parts of the body and adjectives

® Divide the class into groups of three or four Ss

Give each group a copy of the resource material

Each of the Ss has to choose one of the girls from the pictures and prepare her description

descriptions and the other Ss in the group guess which girl has been described

Activity Book Answers

2 Bugsy and Dilly have got a computer ì

3 Bugsy and Dilly haven't got a CD player t

4 Popsy hasn’t got a computer :

5 Popsy has got a CD player '

6 Bugsy and Dilly have got computer games :

7 Popsy has got CDs 2 Exercise 6 i

3 My brother's got brown hair, too !

4 I've got long hair '

5 My brother's hair is short 1

7 He's got beautiful eyes ‘

9 And he’s got big ears! ý

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Before class

each S in the class

Ask Ss to bring in photos or drawings of their

pets If any of the Ss don’t have a pet, ask them to

bring in a picture of their favourite kind of animal

Presentation

Exercise 1

Read out the instruction and the four headings

(animals, countries, pets, places) to the class Tell

Ss that more than one heading may be correct

Ss work individually, reading the editors’ letter to

find out what is in the magazine and ticking (V)

the correct heading(s)

pictures of the three pets and guess which pet

Juan has got

find out what Juan's pet is Tell Ss not to worry

about understanding every word but to focus on

the answer to the question

with the verb in the question

* Ask Ss to look back at the dialogue and find and

read out examples of questions and short answers with have got

* Check Ss’ answers by asking pairs of Ss to ask

and answer the questions

Answers 2b 3a ác 5e

a new computer/a dictionary?

turns to ask questions with have got and to give short answers

Practice S) Exercise 4

discussing the answers

asking the class What's the answer to Question 1?

etc

Ss then listen to the recording and check their

answers

Ss to ask and answer each question

1 Have spiders got eight legs? - Yes, they have

2 Have birds got teeth? - No, they haven't

3 Have leaf insects got eyes? - Yes, they have

4 Have guinea pigs got tails? - No, they haven't

5 Have hedgehogs got ears? - Yes, they have.

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Exercise 5

¢ Ask two Ss to read out the example questions and

answers

Each S chooses a pet from Exercises 4 or 2

e In pairs, Ss ask and answer questions to find out

their partner's pet Go round and monitor the

activity

¢ The class can then ask questions of one or two of

the Ss to guess what their pets are

Be careful

Tell Ss that it is important to remember when to

use an apostrophe in it's and when not to use an

apostrophe

Read the sentences in the box to the class Elicit

the difference between the two uses of it’s

(absence of the verb is or has) and the use of its

(possessive adjective)

Exercise 6

check that they understand why family’s has an

apostrophe

correct places

come to the board and write a phrase from the

text, correctly punctuated Leave the correctly

punctuated letter on the board to be used again in

My family’s got a pet parrot It’s from Brazil It's got a

long tail Its tail is red It's beautiful and funny It’s

got a big head and small eyes Its name is Pip It’s

After checking Ss’ answers, write two more

sentences on the board and ask Ss if these

sentences need apostrophes:

Its eyes are black

Its favourite food is chocolate

(No, because its is a possessive adjective in both

sentences.)

Extension 2

the long forms They can compare answers in

Pairs, if you wish, before checking answers as a

class

* Check Ss’ answers by erasing the short forms in

the letter on the board and asking individual Ss to

write the long forms on the board

| Answers

My family has got a pet parrot It is from Brazil It has

| got a long tail Its tail is red It is beautiful and funny

It has got a big head and small eyes Its name is Pip

It is very clever

Extension 3

elf the Ss brought the pictures of their pets or

favourite animals to class, ask them to write short

descriptions of the animals

7 Friends’ Club

¢ Then put the Ss into groups of four Ask them to put the pictures of the animals on the desk and in turns read out the descriptions Other Ss in the group guess which animal is being described

Exercise type: asking questions in order to complete

a gap filling exercise Aim: to practise have got, has got - yes/no questions

Ss ask the teacher yes/no questions in order to complete the text

Ss: Has he got four dogs?

‘Activity Book Answers

2 Have your brothers got two dogs?

3 Has your sister got a cat?

4 Has your pet got four legs?

5 Have her parrots got long tails?

6 Has your uncle got a new pet?

Exercise 4 2d 3a 4e Se 6f

2 Has it got four legs? 3 Has Claudia got a pet?

4 Has Ken got a pet? 5 Have we got big noses?

6 Have I got a big nose?

Exercise S

2 It has got very big teeth

3 What pets has he got?

4 Has your cousin got a cat?

5 It’s got a long tail

6 Her dog has got very small ears

Exercise 6

2 Has it got four legs? 3 What colour is it?

4 Has it got big ears? 5 Has it got a short tail?

6 Has it got big eyes?

Exercise 7

My pet is small It’s got short legs It’s got a small

head and very big ears It’s got a long tail It’s black

and white It’s very beautiful and friendly It’s a dog

Its name’s Max

Exercise 8

2Her 3She 4’s STheir Gare 7 They 8 got

9his 10has her 12has 13 Its

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Before class

* Make a copy of Resource 8 (page 124) and cut it

up

Bring small objects (e.g a ball and a toy car) and

an empty box to demonstrate prepositions of place

(Language box: Prepositions)

Exercise 1

remember about the people in the story, the

monster and the lake

can think about the missing words

* Ss then work individually, filling in the gaps

out sentences in the text

time, ask them to identify two new characters in

the story (Rik and Mago)

Ss then listen and read the text again Ask

questions about Rik and Mago:

Where is Rik from?

Has he got long hair?

What colour is his hair?

What colour are his eyes?

Is Mago from Norland?

What colour is his hair?

Is it short or long?

Read the first sentence with the class, and ask Ss

to find the information in the text in Exercise 2, which proves that the sentence is false (Rik, the Prince of Bosland is here!)

Exercise 2

the false statements

Answers

2X 3V 4ý 5v

Language box there is/there are

(questions and short answers)

the short answers

Extension

¢ Write prompts on the board for Ss to make questions and give short answers, e.g Is/Are there (a computer/books/a dog/apples/four windows/ fish) in our classroom?

Practice Exercise 4

Ss work individually, reading the questions and

writing the answers, from the dialogue in Exercise

1 Yes, there are 2 Yes, there is 3 No, there isn't

4 Yes, there are 5 No, there isn’t 6 Yes, there are

Presentation

Exercise 5

® Ask Ss to look at the picture and say what they

can see, using English as much as possible Use the picture to present any new key vocabulary

As Ss listen and read the text the first time, ask

them what King Bruno sees in the glass ball (He sees two people behind the trees.)

Extension

Trang 33

ty

what the magic dust will do to the monster and

what will happen next

Language box prepositions

¢ If you have brought an empty box and some small

objects to the lesson, demonstrate the prepositions

(in, on, under, in front of, behind, near) with the

objects and the box, e.g The ball is on the box

Ss then look at the table and repeat the sentences

(beginning The glass ball is .) after you

Practice

Exercise 6

Read the example item to the class

Ss work in pairs, matching the questions and

answers They can practise reading the questions

and answers aloud in their pairs

questions and answers

=———————_—'

Answers

2ƒ 3e 4b 5a 6d

Exercise 7

to read out the example questions and answer and

give the answer to the second question (Where are

they?)

balls, bed, mice, table, desk, chairs, box Check

that Ss understand and can pronounce these

words

and answers about one or two of these objects

from the whole class before Ss ask and answer

questions in pairs

® Go round and monitor the pair activity

Exercise 8

¢ This exercise can be set for homework or done in

class, working individually

Read the example sentences to the class and elicit

possible endings for the second sentence

¢ Remind Ss to use the grammar practised in this

unit (there is/are and prepositions of place) in

their writing Tell Ss to write about five or six

sentences describing Mago’s room

their papers (e.g by underlining) and then ask

them to correct them

Ss can then work in small groups of three or four,

reading each other’s sentences and seeing how

many different sentences they wrote

8 Story Time Resource 8 (page 124)

Distribute the cards to the Ss and ask them to put

the cards in places indicated on your list Ss walk

around the classroom leaving sixteen cards at

different places

Tell the class to try to remember the position of the cards Then ask Ss to turn the cards over

* Divide the class into two teams Each member of

a team is given one strip of paper with clues

Is there a dog under the desk? A S from another team answers: Yes, there is or No, there isn’t

They turn over the card to check If the answer is correct, the team takes the card

¢ Teams take it in turns asking and answering

questions

¢ The team that collects most cards is the winner

Is there, there isn’t, there are

in, on, under, next to, behind, in front of Exercise 1

Places: lake river cave People: magician queen prince king

Things in a room: desk lamp bed table

Exercise 2 2in 30n 4infrontof 5 behind 6 under Exercise 3

Zon 3nextto 4in Snextto 6on

Exercise 4

2 No, there isn’t

4 No, there isn’t

6 No, there aren’t

Exercise 5

2 There are two dogs in Jeremy’s room

3 Is there a box in front of the rock?

4 There is a cave under the rock

5 Are there two children near the cave?

6 Is there a monster in the story?

Exercise 7

2 Their 3 They're 4His She’s 6his 7 Their

8 There

5 No, there isn’t

7 Yes, there is

Trang 34

Before class

Prepare a sufficient amount of papers for each S to

have a paper to write on and a paper to draw on for

‘Fun Time’ at the end of this unit

Exercise 1

Ss can do the exercise working in groups of three

or four, discussing the correct groups for the

words

the board Each of them writes one of the lists

under the appropriate heading (pets, family, face)

Ask the rest of the class if they agree with the

answers

say the words on the board

Answers

Family: grandmother, daughter, son, aunt

Pets: cat, rat, fish, spider

Face: nose, ears, eyes, hair

Exercise 2

using the circled word (sister)

circling the correct word

out the sentences

* Ask Ss to look at Sentence 3 in the exercise Elicit

sentences to end with city and town, e.g London

is a big city

¢ Then ask Ss to look at Sentence 5 in the exercise

Elicit sentences to end with uncle or son, e.g That

tall man is my mother’s brother He’s my uncle

them to feel the front of their throats as they make

the sound Then tell Ss to make the unvoiced ‘th’

/®/ sound and feel that there is no vibration at the

front of their throats because the air is flowing

freely out of the mouth

mother) and the words with the unvoiced ‘th’

sound /@/ in the second column (under mouth)

Ss listen to the recording and write the words in the correct columns Play the recording twice, if

necessary

out the words in columns Correct the pronunciation if necessary

Answers

/8/: father, brother, this, the, they, their, there /@/: thin, thirty, three, thank you, birthday, Thursday

recording Play the recording two or three times

for Ss to repeat the sentences

Ss can then work in pairs, taking turns to say the

sentences to each other

Exercise 4

Ask one of the Ss to read out the list of pronouns and possessive adjectives at the top of the

exercise

the gaps to give Ss time to guess the missing words

Ss then work individually, filling in the gaps

* Check Ss’ answers by asking individuals to read the sentences of the complete text

Answers

21 3they 4We Sit 6he 7his Sher 9 She

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Exercise 5

Read the example sentences to the class and let Ss

trace with their finger the line linking Helen and

the car

Ss do the exercise working in pairs, linking the

people and objects and writing sentences

out the sentences

Answers

2 No, she hasn't She's got a computer

3 No, he hasn't He's got a CD player

4 No, he hasn't He's got computer games

5 No, she hasn't She's got a CD

Exercise 6

® Ask Ss to look at the picture in Exercise 7 and tell

you what animals there are in the picture

Elicit the next question from the class

individually

out the questions

Answers

2 Are there? 3 Is there? 4 Is there?

5 Are there? 6 Is there?

Exercise 7

¢ Ask one of the Ss to read out the example answer

to the first question in Exercise 6

Ss work in pairs, looking at the picture and

answering the questions in Exercise 6

Check Ss’ answers by asking pairs to read out the

questions from Exercise 6 and the answers

Answers

2.No, there aren’t There are four rabbits in the box

3 No, there isn't There is a cat on the sofa

4 No, there isn't There is a box on the table

5 No, there aren't There are five spiders behind the

Each S needs a fairly large piece of paper Explain

to the class that they will draw an animal’s head,

body and legs on each piece of paper

First, each S draws and colours an animal's head

in the top third of his/her paper

Each S then folds the paper and hands it to

his/her neighbour

paper but draws and colours an animal’s body on

the middle third of the paper

S who draws and colours an animal’s legs

fourth S who opens the paper and looks at the

animal In turn, students show their papers to the

class and describe the ‘crazy’ animal that has

been drawn

Activity Book Answers for Skills Comer 2

Exercise 1 Steve: sticker of a boy in a red T-shirt

Mary: sticker of a blonde girl

Ann: sticker of a dark-haired woman

Jack: sticker of a red-haired man Lucy: sticker of a dog

Exercise 2

2 Where are you from?

3 What’s your mother’s name?

4 Have you got a brother?

5 How old is Mary?

6 Have you got a pet?

7 What's its name?

Trang 36

Before class

If you have a large wall map of the British Isles,

display it so that you can point to the different

countries on the map (Exercise 1)

*® Ask Ss to bring photographs of their favourite part

of their country to the lesson (Project)

* Ask Ss to bring recordings of music from their

favourite part of their country to the lesson

(Project)

Ls t-F-]

Exercise 1

® Ask Ss to look at the compass on the map and

translate the directions into their L1 Ask Ss to

repeat the directions after you: north, south, east,

west

the map in their books

If you have a large wall map of the British Isles,

display it and ask individual Ss to come out and

point on the map to Northern Ireland, the

Republic of Ireland, Scotland, Wales and England

If you haven't got a large wall map, ask Ss to

work in pairs, pointing to the different countries

on the map in their books

out the complete sentences

Answers

2north 3two 4is Sisn’t

Exercise 4

Ss listen to the recording and label the pictures

and asking individuals to say and write the labels

on the board

Girl: Is this man from Ireland?

Boy: No, he isn't He's from Scotland

Girl: People in Wales are famous for their songs |

think those men are from Wales

Boy: You're right

Gir: Where are these people from? '

Boy: They're from England '

a4lreland b 2 Wales

d 3 England

Exercise 5

* Ask two Ss to read out the example dialogue

®Give Ss time to choose a country from Exercise 1 and to think of its position in relation to other

Trang 37

Exercise 6

sentence

remind them to use there is/are when describing the features of their country

elicit similar sentences to describe the location of

the Ss’ own country

sentences they have all thought of

If you have a large class, give five or ten minutes

over several lessons for Ss to play their recordings and for the rest of the class to guess where the music is from.

Trang 38

the answer as they listen to the recording and

read the text Play the recording once and see if Ss

have got the correct answer (Epping Forest)

there any forests or parks in their area?

ask them what rules there are to obey in the

forest

® Play the recording for Ss to listen and read the

sentences

Play the recording again, pausing after each

section to check comprehension and for Ss to

repeat the sentences

out that the use of please makes the orders more

polite

Ss work individually, matching the signs and the

sentences They can then compare answers in

pairs before checking answers as a class

Extension

® Ask Ss to look back at the sentences in Exercise 2

and copy into their notebooks one positive and one negative imperative

read aloud their sentences

Practice

Exercise 4

pictures They can compare answers in pairs

before checking answers as a class

* Check Ss’ answers by asking individuals to write

the rules on the board

Answers

2 Don't ride bicycles

4 Don't swim in the lake

3 Don’t drop litter

5 Don’t play football

Extension

instructions and Team B to act them out

¢ Then play the recording for Team B to repeat the

instructions and Team A to act them out

Ss) Exercise 6

with the pictures

Play the recording for Ss to check their answers

Trang 39

9 The Londoners

1 a, Ready, steady, go!

| 2, Go under the tree Don’t touch it!

3b, Don’t stop! Run!

| 4e, Jump over the wall

5c, Walk across the river

6 d, Well done! Now stop and rest

Exercise 7

¢ Ask one of the Ss to read out the example

instructions

each group has to write positive and negative

instructions using the verbs in the list Tell the

groups to write about five or six instructions Go

round and monitor the activity, pointing out any

mistakes for Ss to correct

¢ The groups then come together and take turns to

give their list of instructions and to follow the

other team’s instructions

Exercise type: carrying out instructions

Aim: to practise imperatives

set of instructions

°A S from group A chooses one S from group B

and reads instructions for him or her

instructions and follows them Group B gets a

point if the S could follow the instructions

correctly

2stand 3look 4touch Ssit 6 listen 7 write '

8shout 9climb 10 jump ll run 12 read !

Exercise 2 '

2shout 3Stand 4Sit 5Look 6climb 7 Listen Ỷ

8Jump 9Run 10Read 11 touch 12 Write ‘

2 Don’t write in your books! Write in your notebooks! |

3 Don’t listen to the music! Listen to the teacher! ¡

4 Don’t look at the photos! Look at the signs! \

5 Don’t jump over the table! Jump over the wall! ‘

6 Don’t swim in the river! Swim in the lake! '

Exercise 5 '

2 Don’t listen to Mark’s friends! '

3 Don’t look at your books! ‘

4 Don’t run in the classroom! :

5 Don’t drop litter in the park! '

6 Don’t touch the ball! :

2 Don’t sit on the desk! '

3 Don’t run in the classroom! '

4 Don't stand on the desk! :

6 Don’t play! 4

8 Don’t drop litter on the floor! ;

9 Don’t go under the teacher's desk! !

Trang 40

¢ Ask Ss (in L1) if any of them have ever won a competition If so, what did they win?

¢ Play the recording for Ss to listen and read the text Pause the recording after each section so that you can check Ss’ comprehension of key

vocabulary, e.g prize, player, kick

Comprehension

Exercise 2

can compare their answers in pairs before

Check Ss’ answers by asking pairs of Ss to read out the questions and answers

Answers

1 What can you do? 2 Yes, there are 3 A horse

4 Fred 5 No, he isn’t 6 Matt

Language box an positive and negative

can questions and short answers

verb in questions

Practice

Exercise 3

@ Ask two of the Ss to read out the example

question and answer

Ss work individually, completing the sentences

with can or can’t They can compare their answers in pairs and practise reading the dialogues to each other

to listen and repeat the sentences

b Check that Ss understand that they have to tick (/) the column to match the pronunciation of can/can't that they hear

Play the recording twice for Ss to listen and tick the columns

one of the students to come and tick (V7) a

column on the board

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