Oxford english for life elementary teachers book pdf

TEACHER'S NOTES LESSON 4 Students learn and practise expressions for saying hello and goodbye.. TEACHER'S NOTES LESSON 6 Students learn and practise the verb to be.. TEACHER'S NOTES L

reassuring e x p e r i e n c e , o f f e r i n g e v e r y t h i n g n e e d e d for success

English for Life o f f e r s an easy, m a n a g e a b l e s y l l a b u s t h r o u g h :

English for Life has b e e n c r e a t e d b y Tom H u t c h i n s o n , t h e

i n t e r n a t i o n a l l y r e s p e c t e d a u t h o r o f Hotline, Lifelines, a n d Project

English H e has over 20 years' e x p e r i e n c e o f w r i t i n g courses t h a t

really w o r k in t h e c l a s s r o o m English for Life aims t o establish a

always k n o w w h e r e t h e y are a n d w h a t t h e y are l e a r n i n g

• The material is grouped in regular cycles of four lessons:

English for Life g i v e s t h e s t u d e n t s m a x i m u m s u p p o r t

• There's plenty of simple, confidence-building practice

Exercises r e g u l a r l y ask s t u d e n t s t o ' L i s t e n a n d r e p e a t ' a n d drills

r e l e v a n c e o f each lesson For e x a m p l e , a t E l e m e n t a r y l e v e l , Now

I can ask for and give directions (lesson 2 4 ) , Now I can respond

• English for Life r e c o g n i z e s t h e i n t e r n a t i o n a l use o f E n g l i s h T h e

t h e m e s and characters reflect situations that are m e a n i n g f u l

t o e v e r y o n e C o n t e x t s are c h o s e n f r o m a w i d e r a n g e o f

c o u n t r i e s , n o t j u s t t h e E n g l i s h - s p e a k i n g w o r l d

• The Engtish in the world feature looks at aspects of daily

life and English language use in a range of English-speaking

English for Life p r o v i d e s teachers w i t h this f l e x i b i l i t y in t w o w a y s :

• The quick and simple lessons, each with its own separate

• The Teacher's Book provides additional resources to use in

class, for h o m e w o r k , or t o t e s t y o u r s t u d e n t s ' progress

• For t e a c h e r s w h o w a n t t o t r y o u t e x t r a r e s o u r c e s , a d d i t i o n a l

a c t i v i t i e s a n d i d e a s are p r o v i d e d in t h e Teacher's B o o k v i a

short warm-up and follow-up activities and photocopiable

a c t i v i t i e s for e v e r y lesson T h e English for Life w e b s i t e

( w w w o u p c o m / e l t / e n g l i s h f o r l i f e ) p r o v i d e s f u r t h e r e x t e n s i o n

m a t e r i a l , f o r b o t h t e a c h e r s a n d s t u d e n t s

6

C o u r s e s y l l a b u s

T h e t i g h t l y s t r u c t u r e d s y l l a b u s o f English for Life g u i d e s s t u d e n t s

t h r o u g h t h e l a n g u a g e , a t a c o m f o r t a b l e a n d m a n a g e a b l e pace

G r a m m a r

T h e course has a carefully g r a d e d g r a m m a r s y l l a b u s G r a m m a r

lessons i n t r o d u c e new s t r u c t u r e s one a t a t i m e For e x a m p l e w i t h

t e n s e s , ' p o s i t i v e a n d n e g a t i v e s t a t e m e n t s ' are usually i n t r o d u c e d in

o n e lesson and t h e n ' q u e s t i o n s ' are i n t r o d u c e d in a s e p a r a t e lesson

T h e r e is also a g e n e r o u s o v e r l a p in s y l l a b u s c o v e r a g e b e t w e e n

levels in t h e course, so s t u d e n t s have p l e n t y o f o p p o r t u n i t y t o

revise w h a t t h e y k n o w a n d build t h e i r c o n f i d e n c e before m o v i n g

o n For e x a m p l e , t h o r o u g h revision is g i v e n t o basic tenses at t h e

b e g i n n i n g o f a n e w level b e f o r e p r o c e e d i n g t o n e w s t r u c t u r e s

V o c a b u l a r y

B e t w e e n 1 2 and 20 n e w w o r d s can be p r e s e n t e d in a V o c a b u l a r y

lesson f o r a c t i v e , p r o d u c t i v e use T h e lexical sets in English for

Life E l e m e n t a r y have b e e n chosen t o r e f l e c t basic n e e d s such as

everyday life (lesson 9 ) , furniture (lesson 2 5 ) , a n d clothes (lesson

5 7 ) , b u t also i n c l u d e v e r y f u n c t i o n a l t o p i c s such as places to

go (lesson 3 7 ) a n d at the post office (lesson 6 1 ) V o c a b u l a r y is

recycled in t h e Skills lessons w h e r e g r e a t care has b e e n t a k e n t h a t

reading a n d l i s t e n i n g t e x t s p r e s e n t a l i m i t e d n u m b e r o f n e w w o r d s

F u n c t i o n s

T h e f u n c t i o n a l s y l l a b u s is o r g a n i z e d t o s u p p o r t a n d g i v e m o r e

p r a c t i c e o f t h e g r a m m a r a n d v o c a b u l a r y p o i n t s t h a t s t u d e n t s

are l e a r n i n g S t u d e n t s learn key l a n g u a g e t o e n a b l e t h e m t o

m a n a g e s i m p l e c o m m u n i c a t i v e c o n t e x t s , such as ordering food and

drink (lesson 1 6 ) , making arrangements (lesson 4 0 ) , a n d giving

measurements (lesson 7 2 )

Skills w o r k

English for Life g i v e s s t u d e n t s r e g u l a r p r a c t i c e in r e a d i n g , w r i t i n g ,

l i s t e n i n g , a n d s p e a k i n g , in d e d i c a t e d Skills lessons T w o skills

are f o c u s e d on in a n y o n e lesson, e g Listen and speak, Read and

write, Listen and write, or Read and speak E a c h lesson is based

T h e s e f o c u s on t o p i c s such as families (lesson 1 9 ) a n d tipping

(lesson 5 6 ) T h e y can be used as a s p r i n g b o a r d f o r c r o s s - c u l t u r a l

c o m p a r i s o n , g i v i n g s t u d e n t s an o p p o r t u n i t y t o f i n d o u t m o r e

a b o u t each o t h e r a n d t h e E n g l i s h - s p e a k i n g w o r l d

T h e E n g l i s h f o r L i f e c o u r s e p a c k a g e

Each l e v e l o f English for Life p r o v i d e s 6 0 - 1 2 0 hours o f t e a c h i n g

m a t e r i a l T h i s c o n s i s t s o f 8 0 lessons d e s i g n e d t o last a t least 45

O n e page, o n e lesson, o n e focus

T h e f o r m a t o f English for Life lessons is s i m p l e a n d p r e d i c t a b l e ,

m a k i n g t h e m e a s y a n d reliable t o use E v e r y lesson m o v e s in t h e

• G r o u p s o f n e w w o r d s are i n t r o d u c e d m e a n i n g f u l l y a r o u n d a

p a r t i c u l a r t o p i c , such as family members (lesson 1 7 ) or school subjects (lesson 4 1 )

• T h e n e w v o c a b u l a r y is p r e s e n t e d t h r o u g h l a b e l l e d p i c t u r e s , ' p i c t u r e d i c t i o n a r y ' s t y l e A s t h e y w o r k t h r o u g h t h e c y c l e ,

s t u d e n t s can easily g o back a n d check n e w w o r d s in t h e ' p i c t u r e

• T h e exercises m o v e f r o m c o n t r o l l e d t o f r e e r , o f t e n e n d i n g w i t h

a Your life e x e r c i s e , w h i c h e n a b l e s learners t o p e r s o n a l i z e t h e

l a n g u a g e t h e y h a v e l e a r n e d

G r a m m a r

T h e G r a m m a r lesson is t h e second in each cycle o f 4 lessons I t

presents and practises new g r a m m a r in a clear a n d s t r u c t u r e d w a y

h e a d i n g a l w a y s makes i t clear w h i c h skills s t u d e n t s w i l l

p r a c t i s e , e g Read and write or Listen and speak

• R e a d i n g a n d l i s t e n i n g t e x t s are c a r e f u l l y g r a d e d for l e n g t h a n d

c o m p l e x i t y , t o ensure t h a t s t u d e n t s a r e n ' t d i s t r a c t e d by t o o

much i n f o r m a t i o n or l a n g u a g e t h e y d o n ' t n e e d

• R e a d i n g t e x t s are recorded on t h e class a u d i o c a s s e t t e s a n d

CDs, so y o u r s t u d e n t s can listen a n d read a t t h e same t i m e

are t i g h t l y c o n t r o l l e d a n d h a v e p l e n t y o f s u p p o r t This makes

t h e m easy t o run in class, a n d c o n f i d e n c e - b u i l d i n g f o r t h e

is used in t h e real w o r l d E n g l i s h f o r E v e r y d a y L i f e lessons

a l t e r n a t e b e t w e e n f u n c t i o n a l lessons such as giving directions

(lesson 2 4 ) , a n d an e p i s o d e o f t h e That's Life! s t o r y l i n e

Functional lessons

• T h e lessons f o c u s o n c o m m o n a c t i v i t i e s a n d s i t u a t i o n s in

e v e r y d a y life, such as making polite requests (lesson 3 2 ) , on the

telephone (lesson 6 4 ) , a n d checking in (lesson 8 0 )

• T h e s t o r y revises t h e l a n g u a g e o f t h e cycle a n d focuses on

u s e f u l phrases f o r social i n t e r a c t i o n in t h e Everyday expressions

b o x e s , such as suggestions (lesson 20) or talking about sad events

t h a t s t u d e n t s o f t e n f i n d d i f f i c u l t , such as word stress (lessons

3, 5, 33) a n d past participles (lesson 7 7 )

o f t o p i c s are c o v e r e d , such as foreign words in English (lesson

1 6 ) , working hours (lesson 3 5 ) , a n d medical signs (lesson 4 7 )

• An Irregular verb list, covering all of the essential verbs for a

p a r t i c u l a r level o f English for Life

• A P r o n u n c i a t i o n c h a r t w i t h all o f t h e s o u n d s o f E n g l i s h f o r easy r e f e r e n c e

• g u i d a n c e o n English for Life a n d t h e C E F

• w o r d l i s t s a n d English for Life s y l l a b u s d o c u m e n t s

• links t o t h e w o r l d o f O x f o r d o n l i n e resources for learning English

• Work t h r o u g h t h e examples for each o f t h e exercises on t h e board

Use t h e Class C a s s e t t e / CD t o check a n s w e r s Y o u m a y w a n t t o

P r e p a r e a list o f v o c a b u l a r y t h a t y o u w a n t t o revise

G o t h r o u g h t h e i t e m s t o check t h a t s t u d e n t s u n d e r s t a n d a n d k n o w

h o w t o p r o n o u n c e each o n e

A s k s t u d e n t s t o d r a w a 4 x 4 g r i d a n d t o w r i t e 1 6 w o r d s , o n e in each square

Call o u t w o r d s a t r a n d o m I f s t u d e n t s h a v e an i t e m in t h e i r g r i d ,

t h e y cross i t o f f

T h e w i n n e r is t h e f i r s t person t o cross o f f f o u r i t e m s in a r o w (across, d o w n , or d i a g o n a l l y ) a n d s h o u t ' B i n g o '

Guess W h a t (lesson 7 7 )

W r i t e o u t a s e l e c t i o n o f a c t i v i t i e s or w o r d s t h a t s t u d e n t s h a v e

l e a r n e d on pieces o f p a p e r e g run a marathon, drive a car, write

a letter, read a newspaper, drink a hot coffee, e t c Place t h e papers

in a pile a t t h e f r o n t o f t h e class

P u t s t u d e n t s in A / B t e a m s O n e s t u d e n t f r o m t e a m A c o m e s t o t h e

f r o n t a n d picks up a piece o f p a p e r , t h e n m i m e s t h e a c t i v i t y

T h e f i r s t t e a m has 30 seconds t o guess t h e a c t i v i t y or w o r d ( N o t e

t h a t i f y o u have w r i t t e n a p h r a s e , s t u d e n t s have t o guess t h e w h o l e

p h r a s e ) A w a r d a p o i n t for a correct guess I f t h e f i r s t t e a m d o e s n ' t guess correctly, ask t h e o t h e r t e a m Stick t o t h e t i m e limit for each phrase t o keep t h e g a m e m o v i n g quickly a n d s t u d e n t s i n v o l v e d

F o l l o w t h e i n s t r u c t i o n s for H a n g m a n (see a b o v e ) b u t use

s e n t e n c e s or a s h o r t t e x t i n s t e a d o f single w o r d s Each dash

r e p r e s e n t s a w o r d in t h e s e n t e n c e or t e x t

10

P u t s t u d e n t s i n t o t w o t e a m s T e a m s t a k e i t in t u r n s t o call o u t a

w o r d I f t h e w o r d occurs in o n e o f t h e s e n t e n c e s , w r i t e i t in t h e

c o r r e c t place, a n d g i v e t h e t e a m a p o i n t

C o n t i n u e u n t i l t h e t e x t is c o m p l e t e

N o u g h t s and Crosses (Lessons 30, 4 2 , 7 2 )

Draw a 3 x 3 grid on t h e board a n d w r i t e a w o r d in each square

D i v i d e s t u d e n t s i n t o t w o t e a m s - ' n o u g h t s ' ( 0 ) a n d 'crosses' ( X )

Teams t a k e i t in t u r n s t o choose a square a n d make up a s e n t e n c e

using t h e w o r d or phrase in t h a t square I f t h e s e n t e n c e is c o r r e c t ,

p u t a n o u g h t or a cross s y m b o l o v e r t h e w o r d in t h e square

T h e w i n n e r is t h e f i r s t t e a m t o g e t t h e i r s y m b o l in t h r e e squares

in a r o w ( d o w n , across, or d i a g o n a l l y )

Spelling Lines (lesson 7 1 )

W r i t e a list o f w o r d s t h a t s t u d e n t s have l e a r n e d , e g mountain,

h i l l , river, ocean, desert, c l i f f , f i e l d , island

A r r a n g e s t u d e n t s in t w o rows - A a n d B S a y a w o r d T h e f i r s t

person in Team A says t h e f i r s t l e t t e r o f t h e w o r d , t h e n e x t person

says t h e second letter T h e y c o n t i n u e , a l o n g t h e row, t o t h e end o f

t h e w o r d I f a t e a m makes a m i s t a k e t h e o t h e r t e a m has a chance

t o f i n i s h t h e w o r d a n d w i n t h e p o i n t

Vocabulary Snap (lessons 37, 6 1 , 7 5 )

P r e p a r e a list o f c o l l o c a t i o n s or phrases t o r e v i s e , e g play

words t o t h e board using one o f t h e letters f r o m chicken, for e x a m p l e

t h e y m i g h t use t h e c t o add cheese, or t h e i t o add ice cream

T e a m s score a p o i n t f o r each l e t t e r in t h e i r w o r d s , e g cheese =

a t t h e f r o n t o f each line, e g I went shopping with my mother on

Saturday T h e s t u d e n t s t h e n w h i s p e r t h e s e n t e n c e t o his / her

H o l d up each picture Elicit t h e t a r g e t v o c a b u l a r y and check

p r o n u n c i a t i o n Drill each v o c a b u l a r y i t e m as a class and individually

A n a l t e r n a t i v e t o t h i s is a ' d i s a p p e a r i n g drill' S t i c k f l a s h c a r d s in a line on t h e b o a r d E l i c i t a n d d r i l l each w o r d t h e n r e m o v e t h e f i r s t card S t u d e n t s say t h e w o r d s in o r d e r a g a i n , i n c l u d i n g t h e missing

A s k s t u d e n t s t o guess w h i c h is t h e o d d o n e o u t a n d say w h y For

e x a m p l e i f y o u r w o r d s are bus, t a x i , t r a i n , plane, bicycle t h e o d d

o n e o u t m i g h t be bicycle ( t h e o n l y o n e w i t h o u t an e n g i n e ) , or plane ( t h e o n l y o n e w i t h w i n g s ) A c c e p t a n y l o g i c a l a n s w e r s

Y o u can also p l a y t h i s g a m e w i t h :

• w o r d s b e g i n n i n g (or e n d i n g ) w i t h t h e s a m e l e t t e r , e g house, hand, hamburger, hair, apple C h o o s e l e t t e r s t h a t y o u r s t u d e n t s

regularly m i s s p e l l

• w o r d s w i t h t h e s a m e s o u n d , e g p l u r a l e n d i n g s : pens, cards, apples, keys, watches

S t u d e n t 2 Anna, Giorgio, Kamel

l a • E l i c i t / T e a c h : conference, advertising company

• A s k q u e s t i o n s a b o u t t h e p i c t u r e , e g Who can you see?

Where are they?

• A s k q u e s t i o n s a b o u t t h e p i c t u r e , e g Who can you see?

Where is Marie? What is she doing?

Man 2 Sorry What's your last name again?

Man 1 It's Kanu

Man 1 It's K - A - N - U Man 2 Oh yes, thank y o u Here's your badge

Man 1 Thank y o u

2 W o m a n Hello My name's Emily Winfield

Man Sorry Can y o u repeat your last name again, please?

W o m a n It's Winfield

Man H o w do y o u spell that?

W o m a n It's W - I - N - F - I - E - L - D Man Oh yes, thank y o u Here's your badge

W o m a n Thank y o u

Man 2 Sorry What's your last name again?

Man 1 It's Chagga

Man 2 How do y o u spell that?

Man 1 It's C - H - A - d o u b l e - G - A Man 2 Oh yes, here y o u are Here's your badge

TEACHER'S NOTES LESSON 2 Students learn and practise singular and plural nouns

Warm-up

• A r r a n g e t h e class i n a c i r c l e I n t r o d u c e y o u r s e l f t o t h e

s t u d e n t o n y o u r l e f t , e g

T e a c h e r Hi I'm (Maria)

Student 1 Pleased to meet you, Maria My name's (Samir)

Teacher Nice to meet you, too, Samir

1 a desk - three desks 4 a badge - three badges

3 a w i n d o w - three w i n d o w s 6 a box - three boxes

• E l i c i t / T e a c h t h a t w e u s u a l l y u s e this/these f o r t h i n g s t h a t are c l o s e t o us a n d that/those f o r t h i n g s t h a t a r e n ' t H o l d

u p t w o p e n s S a y : these H o l d u p / p o i n t t o d i f f e r e n t t h i n g s

in t h e c l a s s r o o m t o e l i c i t t h i s , t h a t , these, those

• N o m i n a t e a s t u d e n t H o l d u p y o u r p e n A s k : What's this (Omer)? E l i c i t : It's a pen P r a c t i s e w i t h d i f f e r e n t c l a s s r o o m

do you say 'Hello' in Spanish? U s e w o r d s a n d e x p r e s s i o n s t h a t

s t u d e n t s h a v e l e a r n e d in c l a s s , e g name, pleased to meet you, pen

• W r i t e : window on t h e b o a r d A s k : How do you say this word?

e g It's a thing you write w i t h

• S a y : Make a list of things in the classroom M o n i t o r

Follow-up

• P l a y a g a m e o f H a n g m a n ( s e e p a g e 1 0 )

• A r r a n g e s t u d e n t s in t w o g r o u p s a n d e x p l a i n t h e r u l e s o f

H a n g m a n P l a y t h e g a m e u s i n g a s e l e c t i o n o f w o r d s f r o m lessons 1 and 2

• O n c e s t u d e n t s u n d e r s t a n d t h e g a m e , p u t t h e m i n s m a l l e r

g r o u p s t o p l a y t o g e t h e r , a n d m o n i t o r

Resource activity pages 175 and 254

5 • F o c u s o n t h e p i c t u r e s D r i l l e a c h q u e s t i o n a n d a n s w e r

LESSON 3 Students learn cardinal numbers 0-100 and ordinal numbers {first, second, etc.), and practise asking where things are

4 G o o d morning This is City Radio It's on 99 FM

5 So, here's your key You're in Room 68

6 This is our bus - number t w e n t y - o n e

5 a • F o c u s o n t h e p i c t u r e E l i c i t / T e a c h : meeting, yoga, beginner

• A s k : Where is the meeting for new students? What floor is

Room 42 on? E l i c i t : In Room 42 On the fourth f l o o r

W o m a n Room 59 Where's t h a t , please?

R e c e p t i o n i s t It's on t h e fifth floor

M a n O h Thank y o u Where is t h a t , please?

R e c e p t i o n i s t It's on t h e first floor

TEACHER'S NOTES LESSON 4 Students learn and practise expressions for saying hello and goodbye

p i c t u r e 3: box, van, boss

p i c t u r e 4 : f i x (a computer), o f f e r , computer engineer,

p i c t u r e 1 : Where is the man? What is he doing? What does the

sign say? What is the woman's job?

p i c t u r e 2 : Where is the girl? What is she doing?

p i c t u r e 3: What is the man holding? Where is the van?

p i c t u r e 4 : How many people are in the cafe? What are they

doing?

p i c t u r e 5: What is the girt doing? Where is the man going?

• Play t h e a u d i o a g a i n A s k q u e s t i o n s a b o u t t h e t e x t t o c h e c k

c o m p r e h e n s i o n , e g

p i c t u r e 1 : What is the man's first name? What's his surname?

Is he from London? Where does he live? Is he married? What's

his wife's name? Whose Internet cafe is this?

p i c t u r e 2: What is the girl's f i r s t name?

p i c t u r e 3: What's Lucy's surname? Is she a student? What

does she do? Who is Olive?

picture 4 : Who is the man? What's his surname? Is he English?

What does he do? Is he married? Who is his girlfriend?

p i c t u r e 5: Who is the man? Where is he from? Where does he

work? Does he work with Sarah? What's Sarah's surname?

Is Sarah from the USA? Does Sarah work?

b • F o c u s on t h e n a m e s Drill each n a m e

• P u t s t u d e n t s in pairs S a y : Read the text again and match

the first names with the surnames

• Drill each e x p r e s s i o n as a class t h e n i n d i v i d u a l l y

• P u t s t u d e n t s in pairs S a y : Cover the text and write down expressions for saying 'hello'

F o l l o w - u p

• P r e p a r e a list o f w o r d s f r o m L e s s o n 1 t o 4 a n d m a r k t h e

n u m b e r o f s y l l a b l e s , e g

1 syllable: badge, spelt, desk, name, boss, wife

2 syllables: country, music, notebook, vowel, boyfriend, cafe

3 syllables: umbrella, company, computer, alphabet, Internet, magazine

Students learn a lexical set of countries and nationalities and say where people are from

Argentina I'm Argentinian I speak Spanish

• R e a d t h r o u g h p a r t 2 W r i t e : I'm from Poland I'm from Czech

She's from Poland

1 W o m a n Hi I'm Hiroko I'm from J a p a n

Man Pleased t o meet y o u , Hiroko My name's Pedro I'm

from Spain

W o m a n Nice t o meet y o u , t o o , Pedro

2 W o m a n Hello My name's I v a n a Man Nice t o meet y o u , I v a n a I'm J o s e Where are y o u from?

W o m a n I'm from t h e U S A A n d you?

Man I'm from Brazil

3 Man Hi My name's Sam I'm from Britain

W o m a n Pleased to meet y o u , Sam My name's Olga I'm from

Russia

4 W o m a n Hello My name's Maria

Man Nice to meet y o u , Maria I'm Bill Where are y o u from?

W o m a n I'm from I t a l y A n d you?

Man I'm from Australia

F o c u s o n t h e L a n g u a g e n o t e a n d read t h e e x a m p l e t o g e t h e r

A s k : When do we use a capital letter? E l i c i t : at the beginning

of a sentence N o t e t h a t w e a l s o use c a p i t a l l e t t e r s f o r

p e o p l e ' s n a m e s , f o r c o u n t r i e s , a n d c i t i e s R e p e a t w i t h full stops t o e l i c i t t h a t w e use t h e s e a t t h e e n d o f a s e n t e n c e

E l i c i t / T e a c h : famous, a l i v e , dead F o c u s o n t h e p i c t u r e s

C h e c k t h a t s t u d e n t s r e c o g n i z e t h e p e o p l e

Drill each s e n t e n c e W r i t e : Madonna is American, o n t h e b o a r d

P o i n t t o is A s k : Is Madonna alive or dead? E l i c i t : She's alive

R e p e a t w i t h Che Guevara was Argentinian E l i c i t : He's dead

1 Australia / Australian 2 China / Chinese 3 Britain / British

4 H u n g a r y / Hungarian 5 Poland / Polish 6 I t a l y / Italian

7 America / American 8 Canada / Canadian

b • P l a y t h e a u d i o a g a i n f o r s t u d e n t s t o l i s t e n a n d r e p e a t

• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can give someone's n a t i o n a l i t y

TEACHER'S NOTES LESSON 6 Students learn and practise the verb to be

p i c t u r e , e g Who can you see? Where are they?

• E l i c i t / T e a c h : o f f i c e , there, here, Brussels, today, assistant,

conference, g u y , Marketing, u n f o r t u n a t e l y

• P l a y a u d i o I - H l f o r s t u d e n t s t o r e a d a n d l i s t e n

• A s k q u e s t i o n s a b o u t t h e t e x t t o c h e c k c o m p r e h e n s i o n ,

e g Where is Paul Smith? Why are Paul and his assistant in

Brussels? Where does Tim work?

f o r m s ( i s , is not, are, are not)

• W r i t e : They's from I t a l y She is in Brussels not We arn't at

2 I'm his assistant

I'm not his assistant

1 You're new here

Are you new here?

2 She's on holiday

Is she on holiday?

3 They're in a m e e t i n g Are t h e y in a meeting?

He's her b o y f r i e n d

Is he her boyfriend? It's on t h e first floor

Is it on t h e first floor? They're from Poland Are t h e y from Poland?

6a F o c u s o n t h e c o n v e r s a t i o n s E l i c i t / T e a c h : mobile, seat, f r e e , help yourself

TEACHER'S NOTES LESSON 7 Students learn wh- questions with the verb to be and practise giving information about themselves

W a r m - u p

• P u t a t a r g e p i c t u r e o f a f a m o u s p e r s o n o n t h e b o a r d ( u s e

s o m e o n e t h a t s t u d e n t s w i l l r e c o g n i z e )

• E l i c i t as m a n y d e t a i l s as p o s s i b l e a b o u t t h e p e r s o n u s i n g

t h e s e c u e s o n t h e b o a r d , e g first name, surname, age,

nationality, married?, job, house?

1 • E l i c i t / T e a c h : customer, bank account, bank clerk, application

Clerk First, I need some i n f o r m a t i o n for t h e form So,

what's your title? Is it Mister?

C u s t o m e r Yes, it is

Clerk A n d what's your first name?

C u s t o m e r It's Teodor

Clerk Is t h a t T - H - E - 0 ?

C u s t o m e r N o , it isn't It's T - E - 0 - D - 0 - R Teodor

Clerk T h a n k y o u , and what's your surname?

C u s t o m e r It's 29 Wickham Street - That's W - I - C - K - H - A - M

Clerk A n d w h a t a b o u t an email address?

C u s t o m e r Yes It's t e o m a k k l , that's T - E - O - M - A - K - K - l at m a k k n e t

Clerk O K Thank y o u Now which

• F o c u s o n t h e L a n g u a g e n o t e D r i l l t h e e x a m p l e s as a class

a n d i n d i v i d u a l l y C h e c k p r o n u n c i a t i o n

• W r i t e : Is your name Teodor? o n t h e b o a r d E l i c i t p o s s i b l e

a n s w e r s , e g Yes, it is No, it isn't R e p e a t f o r e a c h q u e s t i o n

• P u t s t u d e n t s in p a i r s S a y : Write the bank clerk's questions for each heading ( R e m i n d s t u d e n t s t h a t t h e b a n k c l e r k

i n t w o c o l u m n s o n t h e b o a r d , e g f o r m a l : hotel, bank, shop,

i n f o r m a l : work, a p a r t y , the pub

• N o m i n a t e a s t u d e n t T e l l t h e m y o u are a h o t e l g u e s t a n d h e / s h e

is t h e r e c e p t i o n i s t S a y : Good morning My name's (Stefan B r u n )

E l i c i t : Good morning, (Mr Brun) R e p e a t w i t h a n o t h e r e x a m p l e

f r o m t h e list t o e l i c i t an e x a m p l e o f an i n f o r m a l i n t r o d u c t i o n

• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t Now I can give and ask for personal information

T E A C H E R ' S N O T E S L E S S O N 8 Students learn to talk about days and times

N o m i n a t e a s t u d e n t A s k : What's number 3, (Omer)? E l i c i t :

ten past eleven R e p e a t w i t h d i f f e r e n t t i m e s

2 • F o c u s o n t h e p i c t u r e s D r i l l : What's the time? as a class a n d

1 Thursday 2 quarter past one 3 Friday 4 t w e n t y t o nine

5 Mondays 6 half past nine, five o'clock 7 half past seven

B It's quarter past one

3 A When is our meeting?

B It's on Friday

4 A My a p p o i n t m e n t at t h e dentist's is t o d a y

B What time?

A T w e n t y t o nine

5 A Is Kate here today?

B No, she isn't here on Mondays

6 A Is t h e bank open today?

7 A What t i m e is t h e train?

B It's at half past seven

8 A Is t h e shop open today?

B N o , it's closed on Sundays

• C h e c k c o m p r e h e n s i o n A s k : What day is your English class?

E l i c i t : It's on ( M o n d a y ) A s k : What time is your English class?

E l i c i t : It's at (three o'clock)

TEACHER'S NOTES LESSON 9 Students learn a lexical set of daily activities and talk about their daily life

W a r m - u p

W r i t e a s e l e c t i o n o f t i m e s o n p i e c e s o f p a p e r , e g f i v e

o'clock on Monday evening, twenty past two on Friday morning,

quarter past three on Monday afternoon, e t c P r e p a r e o n e f o r

W r i t e : I watch TV in the evening, (usually) o n t h e b o a r d

P o i n t t o usually A s k : Where does this word go? E l i c i t :

between T and 'watch'

P u t s t u d e n t s i n pairs a n d t e l l t h e m t o r e a d t h e s e n t e n c e s

a n d p u t t h e a d v e r b s o f f r e q u e n c y in t h e c o r r e c t p l a c e

G o t h r o u g h t h e a n s w e r s as a c l a s s

1 I usually watch T V in t h e evening

2 I sometimes wake up at five o' clock

3 I always leave home at 7.30

4 I sometimes go shopping after work

5 I usually cook dinner

6 I always have coffee in the morning

E l i c i t / T e a c h : hairdresser, weekdays, salon, f r i e n d , open

A s k q u e s t i o n s a b o u t t h e p i c t u r e , e g How many people can you see? What are they doing?

1 half 2 breakfast 3 shower

6 have lunch 7 go for a drink

F o l l o w - u p

• G i v e s t u d e n t s o n e m i n u t e t o r e a d t h e t e x t f r o m e x e r c i s e 5

a g a i n

• P u t s t u d e n t s in p a i r s / s m a l l g r o u p s W r i t e t h e f o l l o w i n g

t i m e s o n t h e b o a r d : six o'clock, quarter past s i x , eight o'clock,

8.45, half past nine, 11 o'clock, half past one, f i v e , half past

T E A C H E R ' S N O T E S L E S S O N 10 Students learn and practise present simple statements

t w o w o r d s a n d m a k e a s e n t e n c e , e g I wake up at six o'clock

1 • E l i c i t / T e a c h : j o b , pub, clean, wash, glasses, l i k e , money

t e x t in e x e r c i s e 1 A s k : Which verbs are activities? E l i c i t :

clean, wash R e p e a t w i t h Which verbs are states? t o e l i c i t go,

have, work, like

3 a • W r i t e : I go to the pub at six o'clock, o n t h e b o a r d A s k :

What does John do at six o'clock? E l i c i t : He goes to the pub

1 He goes t o t h e pub at six o'clock 2 He usually has dinner there

3 He starts work at seven o'clock 4 He finishes work at half past

eleven 5 He lives near t h e pub 6 He always walks home

7 He watches T V for half an hour 8 Then he goes t o bed

1 She works in a cafe

She doesn't work in a cafe

2 I live near a shop

I don't live near a shop

3 T h e y drive t o work

They don't drive t o work

4 He finishes work at five

He doesn't finish work at five

5 We get up at seven o'clock

We don't get up at seven o'clock

6 He washes cars

He doesn't wash cars

5 • T e l l s t u d e n t s t o r e a d t h e t e x t i n e x e r c i s e 1 a g a i n W r i t e :

John goes/doesn't go to school o n t h e b o a r d A s k : Does John

go to school? E l i c i t : no a n d u n d e r l i n e doesn't go

• P u t s t u d e n t s i n p a i r s T e l l t h e m t o m a k e s e n t e n c e s a b o u t

J o h n u s i n g t h e v e r b s i n b r a c k e t s

• G o t h r o u g h t h e a n s w e r s as a c l a s s A s k d i f f e r e n t s t u d e n t s t o

s a y t h e s e n t e n c e s C h e c k p r o n u n c i a t i o n

1 doesn't go 2 has 3 doesn't work 4 doesn't clean

5 washes 6 doesn't go 7 goes 8 doesn't like

6 l A i i u m

• F o c u s o n t h e v e r b s i n t h e b o x S a y p o s i t i v e a n d n e g a t i v e

s e n t e n c e s a b o u t y o u r l i f e , e g I work in a school I don't go

to work in the evening

• T e l l s t u d e n t s t o w r i t e t h r e e p o s i t i v e a n d t h r e e n e g a t i v e

s e n t e n c e s a b o u t t h e i r l i f e M o n i t o r

• N o m i n a t e a s t u d e n t S a y : I work in a school What about you, ( K a t i a ) ? E l i c i t : I work in a school, t o o / I don't work in a school A s k t h e s a m e q u e s t i o n t o d i f f e r e n t s t u d e n t s

• R e p e a t w i t h a n e g a t i v e s e n t e n c e , e g I don't go to work in the evening E l i c i t : I don't go to work in the evening either /

I go to work in the evening

TEACHER'S NOTES LESSON 11 Students revise the present simple and write a paragraph about their everyday life

W a r m - u p

• W r i t e f i v e p r e s e n t s i m p l e s e n t e n c e s o n t h e b o a r d E a c h

s e n t e n c e s h o u l d c o n t a i n o n e m i s t a k e , e g She haves a

part-time job They doesn't go to school Wake they up at seven

o'clock I no like my job He doesn't works in an office

• P u t s t u d e n t s in s m a l l g r o u p s T e l l t h e m t o f i n d t h e m i s t a k e s

a n d r e w r i t e t h e s e n t e n c e s c o r r e c t l y ,

• G o t h r o u g h t h e a n s w e r s , w r i t i n g t h e m o n t h e b o a r d f o r

s t u d e n t s t o c h e c k

• E l i c i t t h e o p p o s i t e o f e a c h s e n t e n c e , e g She has a part-time

job / She doesn't have a part-time job

1 • F o c u s o n t h e p i c t u r e o f L i g a y a A s k : What's her name? How

old is she? Where does she live? E n c o u r a g e s t u d e n t s t o g u e s s

s o m e o f L i g a y a ' s d e t a i l s

• P l a y a u d i o > H I f o r s t u d e n t s t o r e a d a n d l i s t e n A s k :

What's Ligaya's job? E l i c i t : She's a teacher

• A s k q u e s t i o n s t o f i n d o u t i f y o u r s t u d e n t s k n o w a n y t h i n g

a b o u t t h e P h i l i p p i n e s , e g Where are the Philippines? What's

the capital city?

• E l i c i t / T e a c h k e y v o c a b u l a r y f o r e a c h p a r a g r a p h , e g

p a r a g r a p h 1 : elementary school, near, city centre, expensive,

t r a v e l , long time, t r a f f i c , summer

p a r a g r a p h 2 : normally, main road

f a l s e s t a t e m e n t s 3 , 4 , a n d 6 S a y : Make the statements true

• G o o v e r t h e a n s w e r s t o g e t h e r E l i c i t : She takes the bus to

work She likes her job She doesn't normally go to work on

• U s e t h e c u e s t o t e l l s t u d e n t s a b o u t y o u r e v e r y d a y l i f e , e g

S a y : My name is (Anna) and I live in ( L o n d o n )

• F o c u s o n t h e p u n c t u a t i o n u s e d in t h e p a t t e r n A s k : How do you begin and end a sentence? E l i c i t : Begin with a capital letter and end with a f u l l stop R e m i n d s t u d e n t s t o u s e

Follow-up

» F o c u s o n t h e t e x t in e x e r c i s e 1 T e l l s t u d e n t s t o t h i n k a b o u t

s o m e o n e t h e y k n o w , e g a f r i e n d or a r e l a t i v e A s k t h e m t o

w r i t e a p a r a g r a p h a b o u t t h a t p e r s o n

Resource activity pages 184 and 259

1 at quarter t o five 2 at six o'clock 3 at half past seven

4 at five o'clock 5 at five o'clock 6 after w o r k / b e f o r e she goes

home / o n Saturday 7 on Sunday morning 8 on Sunday a f t e r n o o n

33

TEACHER'S NOTES LESSON 12 Students revise the present simple and learn phrases for responding to things people say

W a r m - u p

• U s e t h e p i c t u r e s i n l e s s o n 4 t o r e v i s e t h e s t o r y t o d a t e A s k

q u e s t i o n s a b o u t t h e c h a r a c t e r s , e g Where does Ryan work?

What's his wife's name? Who is Lucy's boss? Where is Peter

from? What's Jordan's job? Is he married? What does Sarah do?

l a • P l a y a u d i o t o f a m i l i a r i z e s t u d e n t s w i t h h o w t h e s t o r y

d e v e l o p s a n d w i t h t h e c h a r a c t e r s ' v o i c e s

• E l i c i t / T e a c h k e y v o c a b u l a r y f o r e a c h p i c t u r e , e g

p i c t u r e 1 : coffee shop, customer, counter

p i c t u r e 2 : do j u d o , sport, go j o g g i n g , play tennis, stop

p i c t u r e 1 : How many people are there? Where are they? Who

is Ryan talking to?

p i c t u r e 2 : Who is Peter talking to? What is Cindy doing?

p i c t u r e 3 : Who is Ryan talking to? Is Peter arriving or

leaving?

p i c t u r e 4 : Who is Cindy talking to?

• F o c u s o n t h e q u e s t i o n A s k : Why does Peter come into The

Coffee Shop? P l a y t h e a u d i o a g a i n E l i c i t : To see Sarah

• A s k q u e s t i o n s a b o u t t h e t e x t t o c h e c k c o m p r e h e n s i o n , e g

p i c t u r e 1 : Who is Peter looking for? Is Sarah in the cafe? Does

Sarah usually come into the cafe? What time does she usually

come in?

p i c t u r e 2 : Where is Sarah? What sports does she do? When

does she go jogging? Does she do judo at the weekend?

p i c t u r e 3 : Why does Peter come into The Coffee Shop? Does he

always have a cup of coffee? Why does he want to see Sarah?

p i c t u r e 4 : Why does Cindy say 'Men!'? What do men never

notice?

2 • F o c u s o n t h e s e n t e n c e s W r i t e : It's 6.30/7.30 in the

evening, o n t h e b o a r d S a y : Read the t e x t What time is it?

E l i c i t : 6.30 a n d c i r c l e t h e c o r r e c t a n s w e r

• P u t s t u d e n t s in p a i r s S a y : Read the text again and choose

the correct answer

• G o o v e r t h e a n s w e r s as a c l a s s

1 6.30 2 Tuesday 3 sports centre 4 does j u d o

5 doesn't have 6 fancies

~ TEACHER'S NOTES LESSON 13 Students learn a lexical set of free-time activities and talk about what they do in their free time

W o m a n 1 My name's Maria What do I do in my free time? I go

s w i m m i n g and I play tennis I don't play a musical

i n s t r u m e n t , but I listen to music I like j a z z

M a n 1 My name's Dev Free time? Let me see I do karate and

I play t h e piano A n d I play computer games, t o o

W o m a n 2 My name's A n n a In my free t i m e I read books - novels

mostly I don't play any sports, b u t I do y o g a A n d I

go j o g g i n g Man 2 My name's Caspar I don't play any sports In my free t i m e I go t o t h e cinema or I watch TV I go t o restaurants w i t h my friends, t o o I love f o o d

1 • Elicit /Teach: free time

Maria: s w i m m i n g , tennis, listening t o music ( j a z z )

Dev: karate, play t h e piano, computer games

A n n a : read books (novels), y o g a , j o g g i n g

Caspar: go t o the cinema, watch TV, go to restaurants

b • W r i t e : Maria swimming She tennis and she music, o n t h e b o a r d P o i n t t o e a c h g a p A s k : What's this?

E l i c i t : goes, plays, listens to

• F o c u s o n t h e p i c t u r e s S a y : Write sentences about the activities that Dev, Anna, and Caspar do

• P u t s t u d e n t s i n p a i r s t o c o m p a r e t h e i r a n s w e r s

• G o t h r o u g h t h e a n s w e r s as a c l a s s A s k i n d i v i d u a l s t u d e n t s

t o r e a d o u t o n e s e n t e n c e e a c h C h e c k p r o n u n c i a t i o n

Dev does karate He plays t h e piano and he plays computer games

A n n a reads books She does yoga and she goes j o g g i n g Caspar goes t o the cinema and he watches TV He goes t o restaurants w i t h his friends

5 mam

• G o t h r o u g h t h e a c t i v i t i e s in e x e r c i s e 1 S a y t r u e s e n t e n c e s

a b o u t t h e t h i n g s t h a t y o u d o / d o n ' t d o , e g I play table tennis / I don't play f o o t b a l l

• A s k d i f f e r e n t s t u d e n t s t o s a y s e n t e n c e s a b o u t t h e i r f r e e

-t i m e a c -t i v i -t i e s S a y : I play -the piano Wha-t abou-t you, (Maria)? E l i c i t : I play the piano, t o o / I don't play the piano

• R e a d t h r o u g h t h e e x a m p l e s e n t e n c e s

• W r i t e : I play table tennis and f o o t b a l l I don't play the piano

or the v i o l i n I do karate, but I don't do yoga, o n t h e b o a r d

U n d e r l i n e and, or, but R e m i n d s t u d e n t s t h a t and c o n n e c t s

~ TEACHER'S NOTES LESSON 14 Students learn and practise present simple questions and ask each other about their free time

l a 1 F o c u s o n t h e p i c t u r e A s k : Who can you see? Where are they?

What can you see?

1 E l i c i t / T e a c h : sports centre, two or three times a week,

1 W r i t e : don't o n t h e b o a r d A s k : What's this? E l i c i t : do not

R e p e a t w i t h doesn't t o e l i c i t does not

2 You read a lot o f books

Do you read a lot of books?

3 She plays t h e violin

Does she play t h e violin?

T h e y listen t o music

Do t h e y listen to music?

He does y o g a Does he do yoga?

jogging every day? o n t h e b o a r d P o i n t t o t h e f i r s t g a p A s k :

What's this? E l i c i t : Do R e p e a t f o r t h e s e c o n d g a p ( g o )

T e l l s t u d e n t s t o u s e t h e c u e s t o m a k e q u e s t i o n s

G o t h r o u g h t h e q u e s t i o n s as a class A s k s t u d e n t s t o s a y o n e

q u e s t i o n e a c h C h e c k i n t o n a t i o n a n d p r o n u n c i a t i o n o f do

1 What do y o u do in your free time? 2 Do y o u like sport?

3 What kind o f music do y o u listen to? 4 Do y o u play a musical instrument? 5 What things do y o u read? 6 Where do y o u meet your friends? 7 Do y o u go t o t h e cinema every week?

8 Do y o u play computer games?

F o c u s o n t h e wh- q u e s t i o n s E l i c i t / E x p l a i n t h a t t h e s e

q u e s t i o n s ask f o r i n f o r m a t i o n G o t h r o u g h e a c h wh- q u e s t i o n

e l i c i t i n g p o s s i b l e a n s w e r s

S a y : Read the questions and write answers for you

N o m i n a t e i n d i v i d u a l s t u d e n t s A s k : What do you do in your free time? What things do you read?

P u t s t u d e n t s in pairs t o i n t e r v i e w e a c h o t h e r M o n i t o r

A s k d i f f e r e n t s t u d e n t s t o s a y a s e n t e n c e a b o u t t h e i r

p a r t n e r , e g (Manolo) likes sport

W r i t e : What he in free time? o n t h e b o a r d

P o i n t t o e a c h g a p A s k : What's this? E l i c i t : does, do, his

D J It's Wednesday a f t e r n o o n and this is the Ken Stevens

show on Radio 656 On the line now is Eddie Baker G o o d

a f t e r n o o n , Eddie

E d d i e Hello

D J Now, y o u w a n t a song for your w i f e , K a t h

E d d i e Yes, it's her birthday t o d a y

D J O K Well, Happy birthday, Kath Where do y o u work,

Eddie?

E d d i e I work in a shop - a supermarket

D J I see, and w h a t a b o u t Kath, where does she work?

E d d i e She works in a bank

D J A n d w h a t do you do in your free t i m e , Eddie?

E d d i e I go sailing

D J Does Kath go with you?

E d d i e N o , she doesn't She doesn't like sailing

D J So, w h a t does she do?

E d d i e She does j u d o

D J I see N o w w h a t do y o u do after work in t h e evening?

E d d i e I usually watch TV

D J O K What things do y o u and Kath watch?

E d d i e Oh, Kath doesn't like watching TV She reads books

D J So y o u like sailing, but Kath doesn't A n d y o u like

watching T V but she likes reading books What things do

E d d i e Oh yes, we both like listening t o music

D J Great What kind of music do you like?

E d d i e Well, I like rock music

D J Does Kath like rock music, too?

E d d i e Er no, she doesn't She likes opera

D J O K Well, thanks for t h a t , Eddie Here's a song for y o u and

K a t h I t isn't rock music or opera, but I hope you like i t Bye for now

E d d i e Thank y o u Bye

2 • E l i c i t / T e a c h : bank, supermarket, s a i l i n g , j u d o , TV, book,

Indian f o o d , I t a l i a n f o o d , opera, rock music W r i t e n e w w o r d s

1 Kath works in a bank, but Eddie works in a supermarket

2 Eddie likes sailing, but Kath likes j u d o

3 Eddie watches T V in the evening, but Kath reads books

4 Kath likes Indian f o o d , but Eddie likes Italian f o o d

5 Kath likes opera, but Eddie likes rock music

/ d / j o g g i n g , song, opera, sorry, rock, coffee

/ a o / y o g a , open, know, go, p h o n e , don't

3 • A s k s t u d e n t s t o s a y o n e s e n t e n c e e a c h C h e c k p r o n u n c i a t i o n

• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can talk about likes and dislikes

TEACHER'S NOTES LESSON 16 Students learn and practise expressions for ordering food and drink

W a r m - u p

• P l a y a g a m e o f W h i s p e r s ( s e e p a g e 1 1 ) w i t h s e n t e n c e s f r o m

L e s s o n s 1 3 t o 1 6 , e g

Where do you meet your friends? What kind of music do you

like listening to? We go jogging in the park every morning

My husband likes Indian f o o d , but I like I t a l i a n f o o d

• F o c u s o n t h e q u e s t i o n What does the customer buy? P l a y t h e

a u d i o a g a i n E l i c i t : two coffees and a cake

• A s k q u e s t i o n s a b o u t t h e t e x t t o c h e c k c o m p r e h e n s i o n , e g

Does the customer ask for large coffees? Does she want the

coffees to take out? How much does she pay?

Customer 1 : a tea, an espresso, t w o sandwiches, £ 1 0 6 0

Customer 2: an orange juice, a mineral water (sparkling), t w o

cakes, £9.20

A u d i o s c r i p t 1 6 3

1 A s s i s t a n t Yes, please?

C u s t o m e r A tea and an espresso, please

A s s i s t a n t To drink here or take out?

C u s t o m e r To take o u t , please

A s s i s t a n t A n y t h i n g else?

C u s t o m e r Yes, can I have t w o o f those sandwiches, please?

A s s i s t a n t Here y o u are Is t h a t everything?

A s s i s t a n t To drink here or take out?

C u s t o m e r To drink here, please

A s s i s t a n t A n y t h i n g else?

C u s t o m e r Yes, can I have t w o o f these cakes, please?

A s s i s t a n t Here y o u are Is t h a t everything?

e g a regular coffee, two hot chocolates, a still mineral water,

and four sandwiches

R e s o u r c e a c t i v i t y pages 189 and 261

R e v i e w a n d W o r d l i s t s Lessons 9 - 1 6 Student's Book pages 8 5 - 8 6

TEACHER'S NOTES LESSON 17 Students learn a lexical set of family members and talk about their family

W a r m - u p

• C o l l e c t i n d i v i d u a l p i c t u r e s o f w e l l - k n o w n p e o p l e a n d t h e i r

w e l l - k n o w n r e l a t i v e s , e g David and Victoria Beckham, Pablo

and Paloma Picasso, Enrique and Julio Iglesias, George W

Bush and George Bush senior, the Queen and Prince W i l l i a m

I n c l u d e a v a r i e t y o f r e l a t i o n s h i p s , e g mother and daughter,

grandmother and grandson, husband and w i f e , brother and

These are the grandparents, the man is the grandfather, the

woman is the grandmother, e t c

2 • W r i t e : Your mother's sister is your P o i n t t o t h e g a p

A s k : What's this? E l i c i t : aunt

• P u t s t u d e n t s in p a i r s T e l l t h e m t o l o o k a t t h e f a m i l y t r e e

a g a i n a n d c o m p l e t e t h e s e n t e n c e s

• G o t h r o u g h t h e a n s w e r s as a c l a s s A s k i n d i v i d u a l s t u d e n t s

t o r e a d s e n t e n c e s C h e c k p r o n u n c i a t i o n

1 aunt 2 grandparents 3 cousins 4 uncle 5 nephew

6 parents 7 niece 8 grandson

1 A n d r e w is Betty's husband B e t t y is Andrew's wife

2 Gavin is Elliott's nephew E l l i o t t is Gavin's uncle

3 Diana is Ian's a u n t Ian is Diana's nephew

4 Helen is Ian's cousin Ian is Helen's cousin

5 Gavin is Helen's brother Helen is Gavin's sister

6 B e t t y is Ian's grandmother Ian is Betty's grandson

7 Elliott is Jenny's father J e n n y is Elliott's daughter

8 Andrew is Helen's grandfather Helen is Andrew's granddaughter

b o a r d n e x t t o t h e r e l e v a n t w o r d , e g family member = niece, name = E m i l y

~ TEACHER'S NOTES LESSON 18 Students learn and practise have/has got and talk about possessions, families, and descriptions

W a r m - u p

• T e l l s t u d e n t s t o o r g a n i z e t h e m s e l v e s i n a l i n e , a c c o r d i n g t o

w h o ' s g o t t h e l a r g e s t f a m i l y

• A s k s t u d e n t s t o s a y h o w m a n y p e o p l e t h e r e are i n t h e i r

f a m i l y a n d w h o t h e y a r e , e g There are four people in my

f a m i l y : me, my brother Jaime, my f a t h e r , and my mother

l a • E l i c i t / T e a c h : not yet, drawer

• P l a y a u d i o B M I 1 f o r s t u d e n t s t o r e a d a n d l i s t e n

• F o c u s o n t h e f i r s t p i c t u r e A s k q u e s t i o n s a b o u t t h e p i c t u r e ,

e g Who can you see? Where are they? What's Jordan doing?

• P l a y t h e f i r s t p a r t o f t h e a u d i o ( t o in that drawer over there)

• A s k q u e s t i o n s a b o u t t h e t e x t , e g Who's got a sister? Has

Jordan got any nieces or nephews? Has Jordan got a picture of

his sister? What colour hair has Jordan's sister got?

b • A s k t w o s t u d e n t s t o r e a d t h e c o n v e r s a t i o n C h e c k

p r o n u n c i a t i o n

• P u t s t u d e n t s in pairs t o p r a c t i s e t h e c o n v e r s a t i o n M o n i t o r

I n a d d i t i o n t o p o s s e s s i o n s , f a m i l i e s , a n d d e s c r i p t i o n s ,

have/have got is u s e d t o t a l k a b o u t i l l n e s s e s (I've got

f l u ) a n d t i m e t a b l e d e v e n t s (I've got a meeting t o d a y )

Have c a n r e p l a c e have got i n e v e r y c a s e a n d is t h e m o r e

c o m m o n f o r m i n A m e r i c a n E n g l i s h

2 • F o c u s o n t h e t a b l e D r i l l t h e e x a m p l e s as a class a n d

i n d i v i d u a l l y C h e c k p r o n u n c i a t i o n

• F o c u s o n t h e rules o n S t u d e n t ' s B o o k p a g e 1 0 5

• W r i t e : I've got some photos, o n t h e b o a r d A s k : Is this about

possessions, f a m i l i e s , or descriptions? E l i c i t : possessions

R e p e a t w i t h We haven't got any children, a n d She hasn't got

brown hair, t o e l i c i t families a n d descriptions

1 Jordan's g o t a sister 2 He hasn't got any brothers

3 He's got some photos o f his family 4 His sister hasn't got

any children 5 Rachel's got long hair 6 Lucy hasn't got any

brothers or sisters

b • F o c u s o n t h e c u e s T e l l s t u d e n t s t r u e s e n t e n c e s a b o u t

y o u r s e l f a n d ask t h e m a b o u t t h e m s e l v e s , e g I've got a

brother, what about you, (Maria)? I haven't got any children,

s t u d e n t s w h e n t o u s e and, but, or

1 Have y o u got any cousins? Yes - Yes, I have

2 Has he got a brother? No - No, he hasn't

3 Has she got long hair? Yes - Yes, she has

4 Have y o u got a dog? No - No, I haven't

5 Has she got a boyfriend? Yes - Yes, she has

6 Have t h e y g o t any children? No - No, t h e y haven't

• A s k s t u d e n t s a b o u t t h e i r f i n d i n g s , e g Who's got a cat?

Resource activity pages 226 and 280

TEACHER'S NOTES LESSON 19 Students revise have/ has got and write about their families

1 • F o c u s o n t h e p i c t u r e o f L u i s A s k : How old is he? Who are

the people in the photo with him? e t c E n c o u r a g e s t u d e n t s t o

m a k e g u e s s e s a b o u t t h e p e o p l e in t h e p h o t o s

• P l a y a u d i o m i l t w i c e w h i l e s t u d e n t s r e a d t h e t e x t A s k :

Who are the people in the photographs?

• G o t h r o u g h t h e a n s w e r s t o g e t h e r

1 Luis, his w i f e , and their t w o children 2 his sister, her husband,

and their little girl 3 his brother, Manolo

1 t w o 2 Madrid 3 don't like 4 one brother 5 Only one, is

6 Canada 7 daughter 8 sports car

3 • F o c u s o n t h e L a n g u a g e n o t e D r i l l e a c h e x a m p l e as a class

a n d i n d i v i d u a l l y

• F o c u s o n t h e t a b l e o n S t u d e n t ' s B o o k p a g e 1 0 6

• A s k s t u d e n t s t o l o o k a t t h e t e x t a g a i n a n d u n d e r l i n e t h e

o b j e c t p r o n o u n s (us, them, her, me, h i m ) W r i t e t h e s e o n t h e

b o a r d a n d e l i c i t t h e s u b j e c t p r o n o u n (we, they, she, I , he)

4 • W r i t e : Tom is my best f r i e n d lives in London I phone

TEACHER'S NOTES LESSON 20 Students revise have got and learn phrases for making and responding to suggestions

p i c t u r e 1 : date, need, on my own

p i c t u r e 2 : noodles, chopsticks, wonderful, both

p i c t u r e 3 : auntie, all the time, back in Singapore, important

p i c t u r e 1 : How many people are there? Where are they? Who

is Sarah talking to?

p i c t u r e 2 a n d 3 : Where are Sarah and Jordan? What sort of

restaurant is it? What are they doing? What are they eating

with?

p i c t u r e 4 : Who is talking to Sarah and Jordan? What do you

think Jordan says? What do you think Peter says?

p i c t u r e 5 : Do you think Sarah likes Peter?

• F o c u s o n t h e q u e s t i o n Who is a nice guy? P l a y t h e a u d i o

a g a i n E l i c i t : Peter

• A s k q u e s t i o n s a b o u t t h e t e x t t o c h e c k c o m p r e h e n s i o n , e g

p i c t u r e 1 : What day is it? Has Jordan got a date with Lucy?

Where is Lucy? Who doesn't like her boss? What sort of food

does Jordan want to eat?

p i c t u r e 2 : Who makes good noodles? Is Sarah from a big

family? Are Sarah's brother and sister married?

p i c t u r e 3 : Is Sarah an aunt? Is Sarah married? Has Sarah got

a boyfriend? Who works with Sarah's father?

p i c t u r e 4 : Who is Peter at the restaurant with?

p i c t u r e 5 : Does Sarah like Peter? Does Jordan think Peter is a

nice guy?

2 • F o c u s o n t h e s e n t e n c e s W r i t e : hasn't got a date with

Lucy, on t h e b o a r d S a y : Read the t e x t Who hasn't got a date

with Lucy? E l i c i t : Jordan a n d w r i t e t h i s in t h e g a p

• T e l l s t u d e n t s t o r e a d t h e t e x t a g a i n a n d w r i t e t h e c o r r e c t

n a m e s in t h e g a p s

• P u t s t u d e n t s in p a i r s t o c o m p a r e t h e i r a n s w e r s

• G o o v e r t h e a n s w e r s as a c l a s s

1 J o r d a n 2 Lucy 3 J o r d a n and Sarah 4 Sarah's g r a n d m o t h e r

5 Sarah 6 Sarah's brother and sister 7 Sarah's parents 8 Peter

S

TEACHER'S NOTES LESSON 21 Students learn a lexical set of places in a town and talk about the area where they live

W a r m - u p

• W r i t e t e n a n a g r a m s o f p l a c e s t h a t s t u d e n t s h a v e l e a r n e d

i n p r e v i o u s l e s s o n s o n t h e b o a r d , e g tcyi ( c i t y ) , cnkas rba

(snack b a r ) , stauerrnta ( r e s t a u r a n t ) , nkba ( b a n k ) , feca ( c a f e ) ,

ortssp tercne (sports centre), lonsa ( s a l o n ) , bpu ( p u b ) , urchch

(church), psoh (shop)

\ / e g medicine, money, park a car, cross the road

• W r i t e : You take the train from here, o n t h e b o a r d A s k :

What's this place? E l i c i t : station

• P u t s t u d e n t s i n p a i r s t o c o m p l e t e t h e e x e r c i s e R e m i n d t h e m

t h a t t h e r e m a y be m o r e t h a n o n e p o s s i b l e a n s w e r f o r s o m e

o f t h e d e f i n i t i o n s

• G o t h r o u g h t h e a n s w e r s as a c l a s s

1 a station 2 a chemist's 3 a post office 4 a car park,

a street 5 a market 6 a hospital 7 a pedestrian crossing

8 a newsagent's 9 a hairdresser's 10 a bus stop

5 Excuse me H o w do I get to the post office?

She wants t h e post office

6 Excuse me H o w do I get t o t h e hospital?

• P o i n t t o t h e p l a c e s in t h e yes c o l u m n A s k : What places has

my area got? E l i c i t : You've got (some public t o i l e t s ) They're

1 Excuse me Is there a newsagent's near here?

She wants a newsagent's

2 Excuse me H o w do I get t o t h e market, please?

He wants the market

3 Excuse me Is there a chemist's near here?

She wants a chemist's

122

TEACHER'S NOTES LESSON 22 Students learn and practise there is/are and say what there is in a town

l a • F o c u s o n t h e p i c t u r e s A s k : Who /What can you see? What do

you think the man / woman is saying?

• E l i c i t / T e a c h : town centre, cash machine, over there, petrol

e g There's a teacher There are twelve students There isn't a

telephone There aren't any computers

W e u s e There is w i t h s i n g u l a r n o u n s a n d There are w i t h

Is there a bus stop near here?

6 any public toilets

Are there any public toilets near here?

1 There's 2 There are 3 There isn't 4 There are t w o

5 There aren't any 6 There's 7 There isn't 8 There's

b • F o c u s o n t h e m a p A s k q u e s t i o n s a b o u t t h i n g s t h a t

a r e / a r e n ' t o n t h e m a p t o e l i c i t s h o r t a n s w e r s , e g Is there a church? Is there a sports centre?

• G o t h r o u g h t h e e x a m p l e c o n v e r s a t i o n D r i l l e a c h l i n e as a class a n d i n d i v i d u a l l y

Follow-up

• C o l l e c t 2 0 p i c t u r e s or f l a s h c a r d s o f t h i n g s t h a t s t u d e n t s h a v e

l e a r n e d , e g a man, some women, a f o o t b a l l , a supermarket,

some shops, some chopsticks ( I f y o u d o n ' t h a v e a c c e s s t o

• T e l l s t u d e n t s t o l o o k a t t h e m a p A s k : What places can you

see? L i s t as m a n y p l a c e s as p o s s i b l e , e g church, cafe

• W r i t e : _ _ a church, o n t h e b o a r d T e l l s t u d e n t s t o l o o k a t

t h e m a p a n d c o m p l e t e t h e s e n t e n c e E l i c i t : There's D o t h e

s e c o n d e x a m p l e t o g e t h e r

• P u t s t u d e n t s i n pairs t o c o m p l e t e t h e e x e r c i s e

TEACHER'S NOTES LESSON 23 Students learn and practise prepositions of place, and describe their town

t h e p r e p o s i t i o n s o f p l a c e , e g Put the pencil on the corner

of the desk, put the book next to the pencil, put the coin

between the book and the pencil

• P u t s t u d e n t s in p a i r s t o p r a c t i s e

2 • A s k q u e s t i o n s a b o u t t h e m a p , e g Where is the town hall?

What is opposite the hotel?

A What's your t o w n like?

B Well, it's quite old There's a big square in t h e t o w n centre

It's called Town Hall Square, because t h e t o w n hall is there

Here, I've g o t a postcard of t h e square The Town Hall is t h e big

building at t h e end of t h e square

A Is there a market in the square?

B Yes, there is There's a market every Wednesday A n d once a

year there's a French market, t o o

A A French market?

B Yes, people from France come t o t h e t o w n and y o u can buy

French cheese and bread and things like t h a t

A T h a t sounds nice What are the o t h e r buildings in the square?

B Well, on one side o f the square there's a big hotel - t h e A n g e l

H o t e l There's a good restaurant at the h o t e l , and there's a club

in t h e cellar, t o o We usually go there on Saturday nights

A Uh huh

B Opposite t h e h o t e l there's a museum

A What kind o f museum is it?

B Oh, there are photographs and things a b o u t the t o w n there

N e x t t o t h e museum - between t h e museum and t h e t o w n hall

- there's a cafe When t h e weather's nice y o u can sit outside in

f r o n t of i t

A Where are t h e shops?

B O h , well, when y o u leave Town Hall Square, there's a post office

on t h e corner n e x t t o t h e hotel Then y o u come i n t o Penny

Street Most o f t h e shops are there There are clothes shops,

shoe shops, banks - the normal places It's a pedestrian street,

so there aren't any cars

• F o c u s o n t h e L a n g u a g e n o t e R e a d t h e f i r s t e x a m p l e

W r i t e : There's a bank It's on the corner, o n t h e b o a r d E l i c i t / E x p l a i n t h a t It in t h e s e c o n d s e n t e n c e r e f e r s t o the bank

• R e p e a t w i t h t h e s e c o n d s e n t e n c e t o e l i c i t t h a t they r e f e r s t o some shops

• W r i t e : 1 There's a hotel The hotel is called The Angel 2 There are two bookshops The bookshops are opposite the bank, o n

t h e b o a r d A s k s t u d e n t s t o r e w r i t e t h e s e n t e n c e s u s i n g It o r They E l i c i t : 1 There's a hotel It's called The Angel 2 There are two bookshops They're opposite the bank

• W r i t e t h e n a m e o f y o u r t o w n o r c i t y o n t h e b o a r d S a y : I'm from ( H u l l ) It's an old ( c i t y ) in the (north) of ( E n g l a n d ) I f

p o s s i b l e , u s e a m a p t o s h o w s t u d e n t s w h e r e y o u r t o w n is

a n d p o s t c a r d s / p i c t u r e s t o s h o w t h e m w h a t it's l i k e

• D r a w a s i m p l e m a p o f y o u r t o w n or c i t y c e n t r e T e l l s t u d e n t s

t o ask q u e s t i o n s t o f i n d o u t w h a t ' s t h e r e , e g Is there a museum? Is there a market? A s y o u a n s w e r , m a r k t h e p l a c e s

o n y o u r m a p a n d a d d n o t e s , e g museum (opposite bank), market (every Tuesday, S a t u r d a y )

F o l l o w - u p

• P r e p a r e a s i m p l e p i c t u r e d i c t a t i o n , e g Draw a street On

the corner of the street there's a big bookshop Next to the bookshop there's a cinema Between the theatre and the cinema, there's a l i t t l e newsagent's

T E A C H E R ' S N O T E S L E S S O N 2 4 Students learn and practise expressions for giving directions

W a r m - u p A u d i o s c r i p t 2 4 3

• P l a y a g a m e o f C a t e g o r i e s t o r e v i s e v o c a b u l a r y f r o m p r e v i o u s

l e s s o n s : places, months, days of the week, food and d r i n k ,

countries, n a t i o n a l i t i e s , free-time a c t i v i t i e s , daily a c t i v i t i e s

t h e p i c t u r e , e g Who can you see? Where are they? What can

you see? Repeat with the second picture

• E l i c i t / T e a c h : t r a f f i c l i g h t s , turn r i g h t , on the l e f t , go down,

t u r n i n g , go past

• F o c u s o n t h e c o n v e r s a t i o n s P l a y a u d i o t C T l f o r s t u d e n t s

t o r e a d a n d l i s t e n

• A s k q u e s t i o n s a b o u t t h e f i r s t t e x t t o c h e c k c o m p r e h e n s i o n ,

e g Where does the woman want to go? Where does she turn

right? Is the hotel on the left or the right?

t o t h e d i a g r a m s A s k : Which diagram is 'take the f i r s t turning

on the right'? Elicit: a

a Take t h e first t u r n i n g on t h e right, b Turn l e f t , c Go down

here, d Take t h e second turning on t h e l e f t , e Turn right,

f It's on t h e right, g Go p a s t h It's on t h e left

Thank y o u very much

Excuse me H o w do I get t o Black's Restaurant, please?

Black's Restaurant? Yes Turn left here Go past t h e post office and it's there on t h e l e f t It's b e t w e e n

t h e post office and a bank

Thank y o u very much

TEACHER'S NOTES LESSON 25 Students learn a lexical set of rooms and furniture and describe their home

t o p i c a r e a i n c l u d e : cooker (US = range / stove), bath (US =

t u b ) , sofa (US = couch), washbasin (US = handbasin)

• P u t s t u d e n t s i n A / B p a i r s S a y : Student A cover the picture

Student B ask questions A f t e r t w o m i n u t e s t e l l s t u d e n t s t o

c h a n g e r o l e s M o n i t o r

• F o c u s o n t h e L a n g u a g e n o t e D r i l l e a c h p r e p o s i t i o n o f p l a c e

as a class t h e n i n d i v i d u a l l y

• H o l d y o u r b o o k u p P u t i t o n y o u r d e s k A s k : Where's my

book? E l i c i t : It's on your desk M o v e y o u r b o o k a r o u n d t o

e l i c i t s e n t e n c e s w i t h i n , under, behind, in front o f

1 A Have y o u got the sandwiches?

B N o , I haven't They're in t h e fridge

A O K

2 A Where's t h e newspaper?

B I think it's in t h e living room

A Oh yes Here it is in f r o n t o f t h e TV Thanks

3 A Have y o u got any coffee?

B Yes, it's in t h e cupboard

A Which cupboard?

B O h , t h e cupboard n e x t t o t h e dishwasher

A O K Thanks

4 A Where are my keys?

B They're over there

B I don't know Sorry

A Oh, it's all r i g h t I've got it It's here, behind the curtain

A s k : Where are the sandwiches? E l i c i t : The sandwiches are in the f r i d g e , a n d w r i t e t h i s o n t h e b o a r d C h e c k p r o n u n c i a t i o n

P o i n t t o t h e t a b l e a n d t e l l s t u d e n t s t o w r i t e s e n t e n c e s f o r

e a c h t h i n g M o n i t o r

G o t h r o u g h t h e a n s w e r s as a c l a s s

1 The sandwiches are in the fridge 2 The newspaper is in front

of t h e TV 3 The coffee is in the cupboard 4 The keys are under the chair 5 The mobile is on the table 6 The bag is behind the curtain

it's u s e d in d i f f e r e n t w o r d s W r i t e : p a i n t , t r a i n , chair, wait

o n t h e b o a r d S a y t h e w o r d s A s k : Which word has a different sound? E l i c i t : chair E x p l a i n t h i s is t h e ' o d d o n e o u t '

Follow-up

• P u t s t u d e n t s i n A / B p a i r s

• T e l l A s t u d e n t s t h e y h a v e a cup, a book, an eraser T e l l B

s t u d e n t s t h e y h a v e an apple, a pen, a shoe T e l l s t u d e n t s "

~ TEACHER'S NOTES LESSON 26 Students learn and practise present continuous statements and questions

l a • E l i c i t / T e a c h : make, f o l l o w , instructions, easy, piece, put

• A s k q u e s t i o n s a b o u t t h e p i c t u r e s , e g Who can you see?

Where are they? What's Ryan doing?

• P l a y a u d i o F - M t l f o r s t u d e n t s t o r e a d a n d l i s t e n

• A s k q u e s t i o n s a b o u t t h e t e x t , e g What day is it? Is Ryan

making coffee? Who's talking to Ryan? What is Ryan making?

Is he following the instructions? Is it d i f f i c u l t ? What's wrong

with the desk?

• W r i t e : We in the garden, (sit) o n t h e b o a r d P o i n t t o

t h e v e r b A s k : What is this in the present continuous? E l i c i t :

1 're sitting 2 'm having 3 're running 4 's working

5 're playing 6 're travelling 7 's painting 8 're going

b • W r i t e : We're sitting in the garden, o n t h e b o a r d E l i c i t t h e

n e g a t i v e f o r m : We aren't sitting in the garden

• P u t s t u d e n t s in p a i r s P o i n t t o t h e s e n t e n c e s in e x e r c i s e

3 a S a y : Make the sentences negative M o n i t o r

• G o t h r o u g h t h e a n s w e r s as a c l a s s

1 aren't s i t t i n g 2 'm not having 3 aren't running

4 isn't working 5 aren't playing 6 aren't travelling

7 isn't painting 8 aren't going

4 • R e a d t h r o u g h t h e t a b l e D r i l l t h e e x a m p l e s as a class a n d

i n d i v i d u a l l y

• F o c u s o n t h e t a b l e o n S t u d e n t ' s B o o k p a g e 1 0 7

• N o m i n a t e i n d i v i d u a l s t u d e n t s A s k q u e s t i o n s a b o u t t h e t h i n g s

h a p p e n i n g in t h e c l a s s r o o m , e g Are you learning Russian?

Is Simone eating? Are we sitting in a classroom? Are Tomas and Elena talking? E l i c i t p o s i t i v e a n d n e g a t i v e s h o r t a n s w e r s

2 They're having lunch

Are t h e y having lunch?

3 You're working t o d a y Are y o u working today?

4 He's playing f o o t b a l l

Is he playing football?

5 You're listening to t h e radio

Are y o u listening t o t h e radio?

6 She's going t o t h e g y m

Is she going t o t h e gym?

6 • W r i t e : R y a n / m a k e / a desk o n t h e b o a r d S a y : Make a question E l i c i t : Is Ryan making a desk? T e l l s t u d e n t s t o

• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can talk about what people are doing

LESSON 27 Students revise the present continuous by reading a commentary and then describe their ideal room

e g What can you see? Who do you think the people in the

pictures are? Who lives in the house? E n c o u r a g e s t u d e n t s t o

p a r a g r a p h 4 : w a l l , f a v o u r i t e , colour, blue, put together

p a r a g r a p h 5 : t e x t , get on, put up

p a r a g r a p h 6 : keep, bedside table

p a r a g r a p h 7 : outside, upstairs, believe, surprise

• P l a y t h e a u d i o a g a i n w h i l e s t u d e n t s r e a d a n d l i s t e n

• A s k q u e s t i o n s a b o u t t h e t e x t t o c h e c k c o m p r e h e n s i o n ,

e g What day is it? Who are Marina and Andy? Who's going

to London? What are Rupert and Andy taking out of the

6 ) W r i t e : He lives in the house, o n t h e b o a r d A s k s t u d e n t s

t o c o r r e c t t h e s t a t e m e n t E l i c i t : He doesn't live in the

house / Phil and Tessa live in the house

• P u t s t u d e n t s in p a i r s P o i n t t o s t a t e m e n t s 3 , 5, a n d 6 a n d

t e l l s t u d e n t s t o m a k e t h e s e i n t o t r u e s t a t e m e n t s

• G o t h r o u g h t h e a n s w e r s as a c l a s s

1 A t 9.15 he's t a k i n g furniture out o f t h e bedroom

2 A t 1 0 3 0 he's having a rest

3 A t 1 2 3 0 he's painting t h e walls

4 A t 3 1 5 he's p u t t i n g up t h e new curtains

5 A t 4 0 0 he's p u t t i n g the furniture in the room

6 A t 4 1 5 he's waiting for Tessa and Phil

4 I f l W W f l l

• W r i t e : In my ideal room, there's o n t h e b o a r d A s k

s t u d e n t s t o g i v e e x a m p l e s o f f u r n i t u r e , e g a bed, a table, a big wardrobe G o t h r o u g h t h e t e x t e l i c i t i n g s e v e r a l e x a m p l e s

t o c h e c k c o m p r e h e n s i o n , e g What's a makeover programme?

Where are makeover programmes popular?

3 Tessa wants a new bedroom 5 They're keeping the old bed

6 Tessa likes t h e new bedroom

TEACHER'S NOTES LESSON 28 Students revise have got and learn phrases for making and responding to suggestions

W a r m - u p

• U s e t h e p i c t u r e s in l e s s o n 2 0 t o r e v i s e t h e s t o r y t o d a t e

A s k q u e s t i o n s a b o u t t h e c h a r a c t e r s a n d t h e s t o r y , e g Who

is Sarah talking to? Who is Jordan's g i r l f r i e n d ? Why isn't he

with her? Who goes for a meal with Jordan? What sort of a

restaurant are they in? Who do they meet at the restaurant?

Who does Peter fancy?

1 • P l a y a u d i o f - M K t o f a m i l i a r i z e s t u d e n t s w i t h h o w t h e s t o r y

d e v e l o p s a n d w i t h t h e c h a r a c t e r s ' v o i c e s

• E l i c i t / T e a c h k e y p h r a s e s a n d v o c a b u l a r y f o r e a c h p i c t u r e ,

e g

p i c t u r e 1 : van, D I Y , store, decorate, help

p i c t u r e 2: hold, CV, look for a j o b , give someone a hand

p i c t u r e 3 : annoyed, doing something

p i c t u r e 4 : jacket, customer, hotel, emergency, on c a l l ,

p i c t u r e 3 : Who is talking on the phone? Does he look happy?

p i c t u r e 4 : What is Jordan doing? Are Sarah and Peter going

with him?

p i c t u r e 5: Where is Jordan? Where are Sarah and Peter? Do

Peter and Sarah look happy? Why?

• F o c u s o n t h e q u e s t i o n Why are the people at Jordan's f l a t ?

P l a y t h e a u d i o a g a i n E l i c i t : They're helping him to decorate/

paint i t

• A s k q u e s t i o n s a b o u t t h e t e x t t o c h e c k c o m p r e h e n s i o n , e g

p i c t u r e 1 : Is Jordan going to work? Where is he going? Is he

decorating his bedroom? Is Sarah busy today?

p i c t u r e 2 : Why does Lucy need a CV? What are Jordan and

Peter doing at the moment? Whose phone rings?

p i c t u r e 3 : Who is Jordan speaking to?

p i c t u r e 4 : Who has a problem with their computers? Why is he

working on Saturday?

p i c t u r e 5: Are Sarah and Peter alone?

2 • F o c u s o n t h e q u e s t i o n s S a y : Read the t e x t Why is Jordan going to the DIY store? E l i c i t : To buy some paint

• S a y : Read the text again and answer the questions

• P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s

• G o o v e r t h e a n s w e r s as a c l a s s

1 To buy some paint 2 They're helping J o r d a n 3 She's w r i t i n g her CV 4 Raj 5 One of his customers has got a computer problem 6 Saturday

F o l l o w - u p

• W r i t e o u t p h r a s e s f r o m L e s s o n s 2 5 t o 2 8 o n a l a r g e p i e c e o f

p a p e r , e g Would you like some help? Let me give you a hand

That would be great Thanks a lot I don't believe i t What a surprise I'm doing something That's very good What's this for?

~ TEACHER'S NOTES LESSON 29 Students learn a lexical set of months and dates and practise giving dates

W a r m - u p

P r e p a r e s i x How many q u e s t i o n s , e g How many days

contain the letter's'? students are there in this class? minutes

are there in an hour? countries are there in Africa? hours are

there in a week? cents are there in a dollar?

A When's John's birthday?

B It's in February, but I don't know t h e date

A Have y o u got a date for your i n t e r v i e w , Kelly?

B Yes, I have It's on t h e t h i r t y - f i r s t o f A u g u s t

• A s k q u e s t i o n s t o e l i c i t m o n t h s , e g What month starts with

a J and ends with an 'e'? What month is before June and

after May? What's the fourth month?

v o c a b u l a r y , e g meeting, test, appointment, on h o l i d a y ,

away, wedding anniversary, interview

• W r i t e : The meeting is on o n t h e b o a r d S a y : Listen

What's the date? P l a y t h e f i r s t c o n v e r s a t i o n o n a u d i o S S I

• P o i n t t o t h e b o a r d A s k : What's today's date? E l i c i t t h e d a t e

R e p e a t w i t h next Tuesday's date / our next holiday

• P u t s t u d e n t s in p a i r s P o i n t t o t h e q u e s t i o n s S a y : Ask and answer the questions M o n i t o r

2 A When is our English test?

B I don't know t h e date, but it's in May

3 A When is your a p p o i n t m e n t at the dentist's, Kate?

B It's on t h e t w e n t i e t h o f September

4 A When are y o u on holiday, Tim?

B In J u l y

5 A Hello Is Helen there, please?

B No I'm sorry She's away until t h e seventh o f October

6 A When is your wedding anniversary, Simon?

B It's on t h e first o f December

• C o n t i n u e r e m o v i n g l i n e s u n t i l s t u d e n t s c a n s a y t h e

f r o m m e m o r y

Resource activity pages 226 and 280

117

TEACHER'S NOTES LESSON 30 Students learn can / can't and practise talking about abilities

W a r m - u p

P l a y N o u g h t s a n d C r o s s e s ( s e e p a g e 1 1 ) t o r e v i s e v o c a b u l a r y

P r e p a r e d e f i n i t i o n s f o r n i n e w o r d s t h a t s t u d e n t s h a v e l e a r n e d

i n p r e v i o u s l e s s o n s , e g a hot drink ( t e a ) , a language people

speak in Australia ( E n g l i s h ) , a sport with 22 players and a

ball ( f o o t b a l l ) , a room where you cook ( k i t c h e n ) , a musical

instrument you pick up and play with your fingers ( g u i t a r ) ,

something you drive to work in ( c a r ) , you can do this in the

sea or a pool ( s w i m ) , a day with nine letters (Wednesday), you

take photos with this (camera)

f o o t b a l l , I can't speak German R e p e a t w i t h He can play tennis

on Saturday, t o e l i c i t p o s s i b i l i t y , a n d You can park here, t o

2 play t h e guitar Can y o u play t h e guitar?

3 swim Can y o u swim?

drive Can y o u drive?

read this letter Can y o u read this letter? cook

Can y o u cook?

4 a • F o c u s o n t h e p i c t u r e s D r i l l t h e a c t i v i t y in e a c h p i c t u r e as a class a n d i n d i v i d u a l l y

e g I can introduce myself and spell my name, I can name

things in my classroom, I can talk about my everyday l i f e

TEACHER'S NOTES LESSON 31 Students use can / can't to talk about possibility, and practise making appointments

Warm-up

• W r i t e o u t t h e m o n t h s o f t h e y e a r b u t l e a v e a g a p f o r e a c h

vowel, e.g J _ ry, F br_ _ ry, M_rch, _pr_l, M_y

• G i v e s t u d e n t s o n e m i n u t e t o w r i t e t h e m i s s i n g v o w e l s

1 • A s k q u e s t i o n s a b o u t t h e p i c t u r e , e g What are they doing?

What do you think the woman's job is?

1 William Dean, Thursday, 22 J u n e , 1 0 1 5

2 Mary S c o t t , Tuesday, 1 September, 3.00

A u d i o s c r i p t 3 1 1

1 S e c r e t a r y G o o d a f t e r n o o n Mr Kelly's office

Caller Hello It's William Dean Can I make an

a p p o i n t m e n t w i t h Mr Kelly, please?

S e c r e t a r y Yes, certainly Can y o u come on Monday the

n i n e t e e n t h o f J u n e at half past three?

Caller No, I'm sorry I can't make t h a t I'm at a

conference

S e c r e t a r y Well, can y o u come on Thursday the t w e n t y - s e c o n d

o f J u n e at quarter past ten?

Caller Yes, that's fine

S e c r e t a r y O K , so that's Thursday t h e t w e n t y - s e c o n d of J u n e

at quarter past t e n Caller Thank you G o o d b y e

Caller Yes, that's fine

S e c r e t a r y O K , so that's Tuesday the first o f September at 3

e l i c i t t h e p r e p o s i t i o n s ( a t , i n , at, on, on)

• A s k q u e s t i o n s t o e l i c i t t i m e e x p r e s s i o n s , e g What time do you get up? When is your birthday? E l i c i t f u l l s e n t e n c e s , e g

I get up at 6.30, My birthday's in March

e x a m p l e s , e g to speak to a teacher/the headmaster

1 I can't swim 2 He can come on Monday 3 She can drive

4 I can't make t h a t 5 We can speak French

• F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can make an appointment

F o l l o w - u p

• P r e p a r e s e n t e n c e s u s i n g can,/can't t o s h o w a b i l i t y ,

p o s s i b i l i t y , a n d p e r m i s s i o n , e g Can he speak Arabic? You

can't, eat in the classroom Can you meet me tonight? You can park here

• P u t s t u d e n t s in t e a m s R e a d o u t a s e n t e n c e T e a m s c o m p e t e t o

d e c i d e i f t h e s e n t e n c e s are a b i l i t y , p o s s i b i l i t y , o r p e r m i s s i o n

Resource activity pages 204 and 269

73

T E A C H E R ' S N O T E S L E S S O N 3 2 Students learn and practise expressions for making requests

1 a radio 2 a spoon 3 a door 4 a sandwich

5 salt and pepper

A u d i o s c r i p t 3 2 3

1 A Can y o u turn t h e radio up, please? I can't hear it

B Sure There y o u go

A Thanks

2 A Can I have a n o t h e r spoon, please?

B Yes, o f course Here y o u are

A Thank y o u very much

3 A Could y o u close t h e door, please? I'm cold

B Yes, of course There y o u go

A Thank y o u

4 A Could I have a sandwich, please? I'm hungry

B Sure J u s t help yourself

A R i g h t , thanks

5 A Could y o u pass t h e salt and pepper, please?

B Sure There y o u are

A Thanks

F o c u s o n t h e E v e r y d a y e x p r e s s i o n s D r i l l e a c h o n e as a class a n d i n d i v i d u a l l y

G o t h r o u g h t h e p i c t u r e s e l i c i t i n g r e a s o n s w h y s t u d e n t s

m i g h t ask a b o u t e a c h , e g

a f o r k : to eat dinner

a spoon: to put sugar in your coffee

a knife: to cut a cake scissors: to cut a piece of paper

a driving licence: to check someone's identity

a sandwich: because you're hungry

a door: because you're hot/cold salt and pepper: to put on your dinner

a radio: because it's too loud/you can't hear it

EACHER'S NOTES LESSON 33 jobs Students learn a lexical set of jobs and duties, and talk about

A Do y o u enjoy your job?

B Yes, I do, but t h e hours are very long

A What do y o u do?

B I work for a sports company

A Oh, where do you work?

B I work in one of their factories

A What do y o u do there?

B I'm a manager

A Oh, r i g h t Do y o u like your job?

B No, not really, but I need t h e money

A Where do y o u work?

B I work for a newspaper company

A O h , really What do y o u do? Are y o u a reporter?

B No, I'm n o t I'm a lawyer

p i c t u r e s a n d ask What's this? M o n i t o r

2 • D r a w t w o c o l u m n s o n t h e b o a r d w i t h jobs a n d places to work

3 • W r i t e : drives a bus P o i n t t o t h e g a p A s k : Who drives a

bus? E l i c i t : A bus driver

1 a bus driver 2 a waiter 3 a chef 4 a nurse 5 a mechanic

6 a shop assistant 7 a d e n t i s t 8 a computer engineer

4 a • E l i c i t / T e a c h : children's home, long hours, security guard,

reporter, police dog

1 a nurse, in a children's home, yes, but t h e hours are very long

2 a manager, for a sports c o m p a n y / i n a f a c t o r y , no, but needs

B No, I don't I work in a children's home I look after the

children when they're ill

A u d i o s c r i p t 3 3 4 first syllable: lawyer, pilot, f a c t o r y , waiter second syllable: policeman, repair, a t t e n d a n t , mechanic, computer

F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now I can talk about jobs

TEACHER'S NOTES LESSON 34 what people are doing with what they usually do Students revise the present simple and continuous, and contrast

W a r m - u p

• W r i t e t h e f o l l o w i n g 1 5 w o r d s / p h r a s e s o n t h e b o a r d in

r a n d o m o r d e r : serve f o o d , nurse, o f f i c e , cook f o o d , f l i g h t

attendant, look after people, chef, restaurant, hospital, d r i v e ,

lawyer, mechanic, s e l l , school, sports centre

1 • A s k q u e s t i o n s a b o u t t h e p e o p l e , e g What can you see?

Who do you think the people in the pictures are? E n c o u r a g e

Marisol do? Where does she work? When does she usually

work? Why isn't she working today? What do Ahmed and Boris

do? Which city do they work in?

Even when students have successfully practised the

present simple and continuous in isolation, they will

often have difficulties deciding when to use each tense

This is particularly true if a student's own language is

non-inflected and uses different ways to express the

concept of time, e.g Chinese, Thai

3 She works in a shop

She isn't working in a shop at t h e m o m e n t

4 I teach Spanish

I'm not teaching Spanish at t h e m o m e n t

5 He sells computers

He isn't selling computers at t h e m o m e n t

6 They wash cars

T h e y aren't washing cars at t h e m o m e n t

4 a • A s k q u e s t i o n s a b o u t t h e p i c t u r e , e g Who can you see? What

is she wearing? Where is she standing? Who is she talking to?

• W r i t e : Sarah jogging every morning, (go) o n t h e

b o a r d P o i n t t o t h e g a p A s k : Is this present continuous or present simple? E l i c i t : present simple ( b e c a u s e it's a r e g u l a r

a c t i v i t y ) N o m i n a t e a s t u d e n t t o c o m p l e t e t h e s e n t e n c e

• R e p e a t w i t h At the moment she for her f r i e n d s , (wait)

t o e l i c i t : present continuous ( b e c a u s e it's an a c t i v i t y t h a t ' s

1 goes, 's w a i t i n g , 's t a l k i n g 2 's d r i v i n g , walks, 's raining

3 takes, 's w a t c h i n g 4 repair, aren't repairing, 're playing

5 work, 're having

• W r i t e : I every day o n t h e b o a r d P o i n t t o every day

A s k : Do we use the present simple or present continuous with 'every day'? E l i c i t : present simple R e p e a t w i t h e a c h

c o n t i n u o u s m i s t a k e , e g I works in a shop My sister has a

shower at the moment Does he listening to the radio now? My mother go shopping on Saturday Is they going to London? He

is speaking French and E n g l i s h