messages 2 teacher s book

Like + -ing Revision: Question forms Present simple: affirmative, negative, questions @ Expressions of frequency Everyday routines Link words ® /S//z/ and /1z/ Read a variety of short

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Cambridge University Press

978-0-521-61429-0 - Messages Teacher’s Book 2

Meredith Levy and Diana Goodey

CAMBRIDGE UNIVERSITY PRESS

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Frontmatter

More information

CAMBRIDGE UNIVERSITY PRESS

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo Cambridge University Press

The Edinburgh Building, Cambridge CB2 2RU, UK www.cambridge.org

Information on this title: www.cambridge.org/9780521614290

no reproduction of any part may take place without the written permission of Cambridge University Press

First published 2005 Reprinted 2006 Printed in the United Kingdom at the University Press, Cambridge

A catalogue record for this publication is available from the British Library

ISBN-13 978 0 521 61429 0 Teacher's Book ISBN-10 0 521 61429 5 Teacher's Book ISBN-13 978 0 521 54709 3 Student's Book ISBN-10 0 521 54709 1 Student’s Book ISBN-13 978 0 521 54710 9 Workbook with Audio CD ISBN-10 0 521 54710 5 Workbook with Audio CD ISBN-13 978 0 521 61430 6 Teacher's Resource Pack ISBN-10 0 521 61430 9 Teacher's Resource Pack ISBN-13 978 0 521 61431 3 Class Cassettes ISBN-10 0.521 61431 7 Class Cassettes ISBN-13 978 0 521 61432 0 Class Audio CDs ISBN-10 0 521 61432 5 Class Audio CDs

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7 Differences

8 Our incredible world Module 4 Review Module 5 A healthy future

9 Looking ahead

10 Some ketchup, please!

Module 5 Review Module 6 Looking back

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Frontmatter

More information

Pronunciation | Listening and Reading skills Communicative tasks

Unit 1 Getting started

Review Study skills: Using your book How’s it going?: Progress check Coursework: Life in Britain

Revision: be, there

is/are, can, have got,

live

Like + -ing Revision: Question

forms

Present simple:

affirmative, negative, questions

@ Expressions of

frequency Everyday routines

Link words

® /S//z/ and /1z/

Read a variety of short texts

Listen to different opinions

Read about a British teenager Story: Wild Flowers 1

Life and culture: | live in New York

Read about teenagers in the USA

Read about everyday routines

Listen to a song

Story: Wild Flowers 2 Life and culture: Making music

Write about your class

Exchange opinions

poll

Unit 3

Stories

Unit 4 Entertainment

and irregular verbs:

Which, How, etc

Listen and find the right picture

Read a text and guess the missing words

Read a poem

Story: Wild Flowers 3

Life and culture: The garden-

Listen and answer personal

questions

Read and order a story Listen to a song

Life and culture: Making

movies

How's it going?: Progress check Coursework: Biographies

Invent and talk about ‘a world record’

Write about a holiday

Write and ask questions for

a quiz

Talk about an amazing weekend

and present simple

on a map Read and listen to a rap Listen to short conversations at

a station

Life and culture: The Eco- Challenge Race

Read a short history text Listen to and identify sounds Story: Wild Flowers 6

Life and culture: The fitst Americans

Progress check CourseWwoi

Talk about life in the past

Talk and write about your town in the past

at a particular time

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good and bad Study skills: Recognising sentence patterns

How's it going?: Progress check

Life and culture: The longest road

in the world

3 pronouns ® Rhythm dri\: /2/ © Life and culture: Poem — Mum, Talk about people's possessions

Sa) Unit 8 © Superlatives ® How + adjective Listen to and complete a Talk about famous places

g Our © The future with + is it? conversation and things

Describe plans for a trip

® Share your opinions

Coursework: Superlative places!

Unit 9 Looking ahead

Unit 10 Some ketchup, please!

Important events

Future time expressions Iwi

Countable and © Food and drink uncountable nouns

Polite requests and

offers: I'd like , Could I have .,

Would you like

Life and culture: A basketball star

Listen for food vocabulary Read about an average person in the USA

Story: Swim! 4 Life and culture: Would you like

some waffles?

Write predictions about a friend

@ Ask and answer questions

about events in the future

Talk about future arrangements

= Unit 11 © Can/can't for Verbs of action Read notices Talk and write about rules at

= © Must/mustn'tfor —® /u/ and /ux/ © Read a book review © Write a letter asking for advice

S ® Should/shouldnft © Life and culture: A letter from ‘© Share your opinions about what

fey) Unit 12 © Revision: e Everyday materials @ Read about the environment Talk about a survey

8 Who cares? expressing Listen to an argument between Talk and write about recycling

= opinions, must, ® /œ/ and /e/ a teenager and her parents and the environment

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We hope that students will find Messages an enjoyable,

engaging course, with its clear signposting of aims, interesting

and motivating themes, and a wide range of rich resources

Teachers will also find it offers practical, easy-to-use material that can be adapted to mixed-ability classes Messages 1 is designed for students who have studied English previously at primary level, but includes revision of all basic structures

Messages 2 consolidates and builds on this

Course components

Student's Book

Six modules of two units each Module opening pages Extra exercises page with KET-style activities Extra readings on Life and Culture

Two continuous stories Wild Flowers and Swim!

Review sections at the end of every module, containing grammar and vocabulary summaries, consolidation exercises, study skills and a progress check

Full range of exercises, including more KET-style activities

Extension activities for stronger learners

Learning diary

Comprehensive grammar notes

CD with Workbook audio, pattern drills and animated tour of the Infoquests

Teacher's Book

® Step-by-step, easy-to-follow instructions

e Student's Book answers

e Background information on texts

e Guidelines for how and when to include supplementary material

Ideas for language games in the classroom

Tapescript for the Student’s Book audio

e Workbook answer key

A sense of purpose and achievement

In Messages, there are three levels at which students focus on

what they can do in English:

e The units are divided into three steps The step begins with

a description of the target language and the communicative

task(s) (Use what you know) which students will be able to

do, using that language Each step takes students through

a series of related activities, which lead them quickly from

‘input’ of new language to meaningful, communicative

‘output’ Short, carefully prepared and guided tasks ensure that even weaker students can enjoy a sense of success

e At the end of each module, students complete one part of

a portfolio of information entitled ‘My window on the world’

This is a continuous Coursework project, based on different aspects of the overall theme of the book (see below) and on the language of the preceding units Language is recycled and revised in the modules themselves and in the reviews, tests and additional material

e There is an overall purpose to each year's work Each book has its own theme, exemplified in the six Coursework tasks

In Book 2, the theme is ‘The world around you’ and, by the end of the year, students should be able to describe life in their country in simple English

Authentic and meaningful language learning

As in Messages 1, the language is simple and controlled, whilst

being as natural and realistic as possible, presented and practised in authentic contexts Students will continue to learn about their English-speaking counterparts, and about the

world around them

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Active, responsible learners

In the units, students engage actively with the material and use a range of cognitive skills such as guessing, deducing, comparing, matching, sequencing Students are asked to discover sentence patterns and grammar rules for themselves, to make their own

exercises and to ‘test a friend’ There are frequent opportunities for students to talk about themselves and their interests

In the reviews, a series of exercises and tasks help learners

to monitor what they can do In How’s it going? they make their own assessment of their grasp of the language points covered

This is reinforced when they complete the Learning diary in the

Workbook

Using Messages 2 You will find detailed suggestions for each activity in the unit notes that follow In general:

Module openers These two pages allow teachers to ‘set the scene’ for their students, concerning both the information and language content

of what will come in the module itself This helps to motivate students by creating interest and by showing them what they will

be able to do by the end of the module

The pages contain a selection of visuals from the coming units,

a list of what students will study in the module and what they will be able to do at the end of it, and a brief matching exercise

You may need to translate some of the language points for weaker classes, but encourage all classes to say as much

as they can about the pictures before they do the matching

exercise

With stronger classes, you may want to ask students to identify which language point each of the sentences relates to, or to supply similar sentences

Presentation

There is a wide variety of presentation texts and dialogues

They each present the new grammar point in a context which illustrates its concept and meaning, as well as providing plenty

of natural examples of it

Always begin by setting the scene (for example, by asking students to comment on the photos), so that learners can anticipate what they are about to hear

In some cases, students listen first with their books closed (or the text covered) This will enable them to focus on the sounds

of the language without being distracted — and sometimes

confused — by its written equivalent

Ask plenty of comprehension questions, and get students

to repeat the key sentences They should listen to/read

the conversation/text at least twice during this phase of the lesson

Key grammar Key grammar activities follow on from the Presentations and focus on the language within them Give students a few moments to look at the grammar box and reflect before they discuss and complete the examples and explanations orally

Write the completed sentences on the board; students can then copy them into their notebooks In some cases, students translate the examples and compare them with the mother tongue equivalent

Practice

The controlled practice exercises which always follow Key grammar sections can be done orally with the whole class, and then individually in writing

Students are often asked to then make their own ‘exercise’ and Test a friend Look at the example in the book with the whole class first, adding further examples on the board if necessary

This is an excellent opportunity for students to focus actively on

the new grammar and test their understanding It also gives you

a chance to monitor and deal with any difficulties they may have before you move on

For additional oral practice, there is a set of pattern drills in the Teacher's Resource Pack, with the corresponding audio on the Workbook CD Recommendations for when to use the pattern drills are made in the unit notes of the Teacher's Book We suggest you play the complete drill through at least once, before pausing for the students to respond each time You may prefer

to do the drills yourself, without the recorded version

Key vocabulary These are mostly matching activities, many of them with a time limit Some of the lexical groups recycle items which students know from primary school and/or Messages 1, as well as

introducing new words Students can work alone or in pairs, and

use their dictionaries for words they don’t know

The core vocabulary of each unit is practised further in the Workbook Encourage students to start their own vocabulary notebooks and to record new vocabulary in them

Key pronunciation Messages 2 further develops basic areas, such as stress in multi- syllable words and weak forms It also focuses on features such

as vowel sounds and intonation in sentences

The pronunciation activities are always linked to the language of

the unit

Speaking Students are encouraged to repeat key vocabulary and the key sentences of each presentation In addition, new language is practised in meaningful contexts that involve an element of

creativity on the part of the learner, with an emphasis on moving

from accuracy to fluency Students ask questions, share opinions, talk about themselves, their country and the environment around them

Speaking can also be encouraged by giving students the chance

to act out rough or reduced versions of some of the presentation dialogues, and also to engage in role plays The aim here should

be to reproduce the situation rather than the original conversation word for word Stronger students can work in

groups and act a slightly different conversation

Introduction ý

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Writing Writing is introduced gradually and is always carefully guided

There is a variety of task types, from sentences to an advert and

a simple story

For longer writing tasks, encourage students to first write a rough draft, then read through and check their work before writing a final version They could also check each others’ work from time

to time

Use what you know The Use what you know tasks at the end of each step enable students to use what they have learnt for an authentic, communicative purpose Many of these tasks can be prepared in writing and then done orally, or vice versa Students are always given examples to follow, and you will find a model answer where applicable in the notes that follow in this Teacher's Book

Some of the tasks can be prepared in class and then done for homework

Listening Attention to receptive skills is vital in the early stages of learning English, so there is an emphasis on providing abundant, varied input

Many learners find listening particularly difficult, so Messages 2

provides plenty of practice of this skill Students will listen to the presentation texts and dialogues, and have the chance to read them at the same time, and there is also a specific listening task

in each unit, covering a variety of different text types (for example, people talking, a radio programme, a telephone conversation etc.) These may include language which is slightly beyond the students’ productive level However, they are not expected to understand or reproduce everything they have heard

You should focus on the key sentences only Remember that learners may need to listen more than twice during these activities

Songs

The five songs have been written as an integral part of the book

—a musical form of listening comprehension They can be used for:

— global comprehension (Unit 12)

— teaching and practising vocabulary (Unit 2)

— teaching and practising vocabulary and grammar (Units 4, 5, 9 and 12)

Once the specific work on the songs has been done, students may enjoy singing them! The words are given on page 144 of the Student's Book

Reading There is a short reading task in each unit, covering a range of text types, for example: a newspaper article, a notice, a poem, a book review etc Students will usually read the text once for ‘gist’ and then move on to more detailed questions The texts develop

reading strategies such as skimming and scanning

Extra reading practice is provided through:

—an extra reading text with each unit, dealing with Life and culture in the English-speaking world

exploitation are given in the Teacher's Book

The listening and reading activities include a range of KET text types

Consolidation and testing

At the end of each unit, there is a page of extra exercises on the language of the unit, providing practice of KET-style tasks

At the end of every module, preceding work is pulled together

in the Review For each language point, students complete

a task showing what they can do This, together with the following vocabulary summary, prepares and leads them into the Coursework task

There is a model each time, written by the character Matt, for

you to study with the whole class Individual coursework can then be done at home over a period of a couple of weeks or so

At the end of the year, the student's Coursework comprises

a coherent and self-contained set of newsletters, based on

a clear model

In addition, the Review section includes work on study skills

to help students become more independent and effective learners, and a chance for students to assess their own progress

Further consolidation of the language in the modules can be achieved through the communicative activities and grammar worksheets from the Teacher's Resource Pack, which should be done at the end of each unit when all the work has been covered, and through the accompanying Infoquests on the web (see below)

Students’ progress can be more formally tested through the use

of the photocopiable module tests in the Teacher's Resource Pack, which examine grammar, vocabulary, reading, writing, listening and speaking, often through KET-style activities The

audio for the listening element of the tests can be found on the

class CDs/cassettes

Workbook

Workbook activities should, in the main, be done for homework, though they can be prepared in class with weaker students if

necessary, and you can also give stronger students the Extension

exercises if they finish earlier than their classmates Make sure you have covered the relevant part of the step before students begin the corresponding Workbook exercises

At the end of the unit, students complete their Learning diary

The Workbook answer key can be found on pages 108-116 of

the Teacher's Book

Infoquests Each module of the course is accompanied by an Infoquest, in which students are encouraged to find information on specially designed websites and to work co-operatively The websites are housed at http://www/cambridge.org/elt/messages/infoquest and are designed to reinforce the language of each module, and should therefore be done at the end of the module

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Classroom management

Creating an ‘English’ atmosphere

Use every opportunity to bring ‘the real world’ into the classroom:

maps, posters, magazines etc Encourage students to look for

examples of English ‘text’ outside the classroom: words from

Pop songs, instructions for a machine, English food packaging

in a supermarket etc

Use classroom instructions in English from the beginning, and get students to address you in English as much as possible

Making good progress

A wide variety of task types ensures regular changes of pace and activity, with frequent opportunities for students to work at their own level Work at a lively pace and have the courage to move

on even though students may not have learnt everything in a lesson perfectly Some of the activities include a time limit, to

encourage students to work quickly and to introduce a ‘game’

element

Dealing with classes of mixed ability There are a large number of personalised and open-ended

activities which allow students to respond in different ways,

depending on their ability The rubric do at least also enables

students to work at their own level Other activities (If you have

time Try this! and the Extension exercises in the Workbook) can also be used by pupils who finish early

Try to make sure you involve all the students For example, ask weaker students to suggest single words to describe a photo, while stronger students might think of a question to ask about it

When you ask a question, give everyone the chance to think of the answer before calling on individuals to do so When doing individual repetition, ask stronger students first, but be careful not to make this too obvious by always varying the order, and who you call on

Use the different skills of the students in as many ways as you can The student who hates speaking may enjoy writing vocabulary on the board, while another student may be good at

drawing, or making posters

Try to build an atmosphere in which students communicate with you and with each other in a respectful, courteous and good- humoured manner Never underestimate the importance of praise and encouragement: That's great! Well done! Good!

Explaining new words New vocabulary which arises other than in the Key vocabulary section can be explained using visual aids such as your own set of flash cards, pictures on the blackboard, mime, contextualised

examples or, if necessary, translation Encourage students to guess

the meaning of new words as well as using their dictionaries

Controlled oral repetition The key vocabulary and the key sentences can be reinforced through choral and individual repetition This helps students ‘get their tongues round’ the sounds of the new language When asking

a question, give everyone time to think of the answer before asking

an individual student by name When two or three individuals have responded, finish by getting the whole class to repeat

Get students to ask as well as answer questions Questions and answers can be drilled by dividing the class in two and getting

the groups to take it in turns to ask and answer, before moving

on to drilling with two individual students

When drilling words or sentences, you can beat the stress of words and sentences with your hand to show where the main stress is — exaggerate slightly if necessary You can also use your hand to show whether the sentence goes up or down at the end

With long sentences, use ‘back-chaining’:

half past ten

to bed at half past ten

! usually go to bed at half past ten

Pairwork

Getting students to work in pairs will greatly increase the amount

of English spoken in the classroom, even if some students may

use the mother tongue Walk round and listen whilst students are speaking Vary the pairings so that students do not always work

with the same partner Always give examples of what you want students to do and check that they understand the activity clearly

Group work Some of the activities in Messages 2 can be done in groups if you wish Ensure first that everyone is clear about what they are doing, then monitor their work and don’t let the activity drag on for too long Use mixed-ability groups and appoint a group leader

Correcting oral mistakes

When correcting students, be sensitive and realistic about what you can expect at their level Give them an opportunity to

correct their own or each others’ mistakes whenever possible

Focus on fluency rather than on accuracy when students are

engaging in communicative activities such as pairwork and

talking about themselves You can note down any important and recurring errors and go over them with the whole class at the end of the lesson

Try to focus on content as well as on accuracy, and respond accordingly if something is interesting

Correcting written work Make your corrections clear by indicating the type of error, for example, vocabulary, grammar, spelling etc Comment positively

on content where applicable, e.g This is very interesting, Carlos

Again, bear in mind the student’s level and the focus of the

activity, as you may not want to correct every mistake

Enjoy it

We hope that the material in Messages 2 will motivate the students and facilitate their learning, and that the way the material has been structured will make your job as straightforward and effective as possible Most of all, we hope it proves a rewarding experience for you and your students

ch

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Getting started

verbs: live, eat, etc

Đ There is/are Writing facts about the class:

1 Reading What do you know?

Chimpanzees have been taught to communicate using up to 240 hand signs from American Sign : Language, a visual language for the deaf : The Big Apple is a name for New York Its origin is uncertain, but it was probably first used, referring

to New York, in the saying ‘There are lots of : apples on the tree, but there’s only one big apple.’

Little Italy, Chinatown and El Barrio are all districts of Manhattan The population of El Barrio {also known as Spanish Harlem) is mainly from Latin America and Puerto Rico

Although coffee is also very popular, tea is still the favourite hot drink in Britain People usually drink it with milk and sometimes also with sugar

The tree known as General Sherman is the largest

of the giant sequoias in California’s Sequoia :

National Park It is named after a military :

commander in the American Civil War

@ @ Focus on each photo in turn and ask students what they can see Activate as much vocabulary as possible, writing words

‘on the board as students suggest them You can prompt them with questions, for example: Where is it? What is it?

However, don’t teach new words from the texts at this stage

@ You may want to explain that the Manchester Evening Gazette is the name of a local newspaper

See page 7 of the Introduction for ideas

on how to use the Module opening pages

e Set the time limit Ask students to read the texts themselves

and pick out unknown words In pairs, students find out what

they mean Encourage them to guess meanings wherever

possible by looking at the context and referring to the photos

e Drill the pronunciation of new words and check understanding

by inviting students to ask each other: What does mean?

@ Make sure that students say the numbers correctly You

could revise further by writing other numbers on the board

for the students to say

Ask students to match the sentence parts They can do this individually or in pairs

Answers

2e People in Britain drink a lot of tea

3g There are cheetahs in Africa and Asia

4i Owls have got powerful eyes

5h The red-kneed tarantula lives in Mexico

6d_ Penguins can’t fly

7j ‘General Sherman’ is a very tall tree

8b In New York you can hear Spanish, Italian and Chinese

9f Matt Long hasn’t got a mobile phone

10a Chimpanzees can understand sign language

Grammar revision Verbs

e Remind students of the difference between singular and plural forms, and elicit the full form of There's, can’t and haven't

@ Students work individually to complete the sentences, then check with the whole class

@ If fuller revision of the verb forms is needed, there are grammar tables and examples in the Module 1 Review

at the end of Unit 2

Answers

2 eat 3 have got,can’t 4 Theres 5 have got

6 is 7 are 8 Thereare 9 has got, lives

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As you check the answers, you can follow up with — There are girls/boys in the class

further questions, preparing for work on question — We have English classes in Room

Do you often eat pizza?

Can penguins swim?

What language do they speak in El Barrio?

How many legs have they got? (etc.)

Reading and speaking Facts and opinions

e Refer back to the texts in Exercise 1 Ask students which text expresses opinions (the letter in the newspaper)

Compare this with the other texts (the purpose is to

present information) Draw attention to the personal

approach of the letter and the language used for opinions (I want, | think, | don’t think)

e@ Invite students to read out and comment on some of the facts in the first five texts

Answers The first sentence is a fact The second sentence is

e Students can work individually or in pairs or small groups

to complete the sentences with factual information

e Choose different students to say their sentences to the class

Encourage others to comment: Yes, that’s right/true No, I don’t think that’s right/true | think

Example answers

2 There are million people in our country

3 We eat a lot of rice and pasta

4 Bats can’t see very well

5 Chicago is an American city

Speaking and writing Facts about us

e Look at the examples Ask students to substitute different information to make these sentences true about their class

@ Elicit some other ideas for the information they could provide For example:

Students write their own sentences giving factual information

If there isn’t enough time for students to design a poster in class, you could ask them to complete it for homework, adding illustrations as they choose Display the posters in the classroom and allow time for students to read each other's work

Vocabulary:

Expressing opinions Adjectives for opinions Communicative tasks: Understanding, asking for and expressing opinions

di

Key vocabulary Expressing opinions

e Ask students to look at the photos If they have studied Messages 1, ask them to say what they remember about the six young people For example: They live in Exeter Sadie is Joe's sister Lisa is Sadie’s best friend Ben is in their class

at school Jack lives next door to Sadie and Joe Mel is the singer in Joe’s band If they are new to the course, identify Ben and make it clear that the other five people are his friends

e Read out Ben’s words, or get a student to read them, and use the picture to demonstrate the meaning of giant (note that this word can be used as a noun or an adjective)

e Check that students understand the question What do you think of it? and ask them to repeat it Give special attention

to the intonation (only What and think are stressed) and to the /a/ sound of the unstressed do and of

e Read out the five opinions on Ben’s artwork Discuss whether they are positive, negative or somewhere in the middle, and ask students for their ideas about which photo(s) could match each opinion Don’t correct or confirm their answers at this stage

e (8D Play the recording Students listen and write the

e Explain that we can use either / don’t know or I’m not sure

when we haven't got a definite opinion

Tapescript/Answers

1 JOE: It's a bit strange I don’t like it very

much

ANSWER: That's Joe

2 SADIE: I don’t agree I really like it I think it’s

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3 JACK: I don’t think it’s funny I think it’s stupid!

ANSWER: That's Jack

4 MEL: I don’t know It’s OK, I suppose

ANSWER: That's Mel

5 LISA: I think it’s great I love it

ANSWER: That's Lisa

Ce Remind students of the verb agree (with someone)

and the use of don’t/doesn'’t for the negative form

of the present simple Ask students to complete the explanations

Answers the same; different

d_— @ Students read the sentences and write the missing names

Answers 2 Jack 3 Lisa 4 Mel

e Focus on the information in the Remember! box Emphasise

the use of / don’t think for negative opinions

2 Vocabulary revision Adjectives

e Read out the list of adjectives (including the examples in the lists) and ask students to repeat,

@ Working in pairs or individually, students complete the lists

You may want to add other adjectives for students to write

in the lists, for example: lovely, wonderful, fabulous, terrible, horrible

e You can test comprehension by inviting different students

to call out an adjective from the lists The rest of the students put on an appropriate face to express the feeling and turn their thumbs up (for a positive opinion) or down (for a negative one)

ae Ask the class: Look at Ben’s chicken What do you think

of it? and elicit a few different answers

e Say the model dialogue line by line and ask students

to repeat

Unit 1

e In pairs, students ask and answer about their own opinions

You can ask them to form new pairs and repeat the exercise with different partners

@ Ask the class to repeat the model dialogue about Beyoncé

@ Use your face (and the thumbs up/down gesture if

appropriate) to elicit other possible answers, for example:

| think she’s awful | don’t like her / | think she’s fantastic

! really like her

@ Invite two or three students to give their own opinions about Beyoncé (or about another singer who is likely to provoke strong views) Then choose a subject to ask about — for example, a famous man, a famous woman, a song, a football

team and elicit replies Make sure that students make

correct use of the object pronouns him, her, it and them

e In pairs, students choose their own subjects to ask about

Encourage them to respond to their partner's opinion as in 3a: | (don’t) agree | think he’s/she’s/it’s/ they're Walk around the class, giving help where necessary

Choose some students to ask and answer across the class

Invite others to agree or disagree with the replies

Listening and speaking it’s a bit strange

Wassily Kandinsky (1866-1944) was a Russian : painter who played a key role in the development

of abstract art His early paintings were inspired :

by music, his later ones were very geometric and : balanced compositions His painting in photo 1 ›

is called ‘Yellow, Red, Blue’

Phillip King was born in Tunisia in 1934 and arrived in England in 1945 He studied at Cambridge University and then studied sculpture at St Martin’s School of Art He has had many one-man exhibitions and is : President of the British Royal Academy of Art His : sculpture in photo 2 is called ‘Sun, Bird, Worm, House’ : Richard Niman was born in London and has been Ễ

an artist for over 40 years He says that his art is inspired by his boyhood fantasies that he shared with his younger brother His sculpture installation

in photo 3 is called ‘Head(s) in the Clouds’

e Look at the photos with the class Introduce or revise the words painting, poster and sculpture

e Tell students that they are going to hear Jack and Lisa

talking about the artworks in the photos

e ©&0 Play the recording, Students listen to get a general idea of whether the speakers agree,

Answer No, they haven't

e Ask students to make two columns and copy the example

Explain that for each picture they need to write one adjective used by Jack and one by Lisa

e_ CỔ Play the recording again Pause after each

conversation and give students time to write the adjectives

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1 LISA: What do you think of that painting, Jack? 3 Asking for and giving personal information

It’s by Wassily Kandinsky “50 0\ 0 VW Casesees SW gas RE 2001910006sci6esssseeeveree aise

JACK: Urm it’s a bit strange Ti, LISA: ‘Yes, Lagree, but it’s interesting 1 Key vocabulary Interests and activities

LISA: It’s called Sun, Bird, Worm, House exercise They should be familiar with most of the words in

LISA: I don’t agree I love it! I think it’s great © (C&D Play the recording Students listen and check their

3 JACK: Look at that I like it I think it’s really answers, and then repeat the words

LISA: T don’t think it’s funny I think it’s stupid 1 nswers using the Internet Compute rgarries meeting friends

Cc @ For each of the artworks in turn, ask: What do you think 2 athletics

e If possible, broaden the discussion so that students say 4

as much as they can about the pictures Encourage them

to identify images and to say what they can about shapes and colours Help them with new vocabulary if necessary

5 Speaking and writing An opinion poll elicit alternative expressions with verb + -ing (/ like doing

athletics, | like playing computer games)

e Ask students to suggest a famous person or TV using expressions from 1a

programme as the subject for an opinion poll Make sure

that this subject is familiar to everyone in the class Tell students that when they are voting on this subject they should raise their hands only once

e Ask two students to come to the front to carry out the poll Call for opinion adjectives to describe the subject

The first student writes them in a list on the board Then,

as he/she reads out each adjective, the second student counts the number of votes from the class The first student writes up the totals on the board

@ Students work individually to make a labelled pie chart

of the results and to write sentences as in the examples

@ Focus on the information in the Remember! box Point out

that other verbs of liking (for example, enjoy and hate)

follow the same pattern as Like

@ It is also possible to use Like followed by to + infinitive instead of the -ing form (for example, / like to swim) This

is especially common in American English However, we

suggest you don’t mention this to students at this stage, unless they ask

Ce Revise more vocabulary by inviting students to talk about other activities that they like/enjoy, Examples could include:

— (playing) football/ tennis/basketball/ cards

— playing the guitar, listening to music

— going to the theatre / the gym / a sports club

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Excerpt

More information

Practise the vocabulary like + -ing with a ‘chain’

activity Student A makes a sentence about something that he/she likes doing Student B reports on A’s statement and adds his/her own sentence about something that he/she doesn’t like doing The ‘chain’ continues, alternating between positive and negative sentences For example:

A: | like using the Internet

B: Sofia likes using the Internet | don’t like watching horror films

C: David doesn't like watching horror films | like

@ G&G Pattern drill: TRP, page 11 (Unit 1, Step 3)

Reading and speaking About Matt

e Remind students that Matt is the writer of the letter about mobile phones on page 6 in the Student’s Book

e Read out the questions or choose students to do so Elicit

possible replies that Matt could give

e Draw attention to the use of do in present simple questions Compare this with the inversion of subject and

verb in questions with can and is

@ Ask students to read the text themselves

@ Students use the information to answer the questions They could do this individually or in pairs

be Before students listen to the dialogue, make it clear that Matt's replies in the recording are not the only way of answering the questions If students have expressed the same information in different words, that’s fine

e GH Play the recording If students have slightly different answers, invite them to read out their own versions Check that they have responded appropriately to the questions

@ Students practise the dialogue in pairs

Tapescript/Answers

INTERVIEWER: Where do you live, Matt?

MATT: T live in Manchester

INT: Do you like football?

MATT: Yes, I do

INT: Have you got any other interests?

MATT: My main interests are astronomy and

athletics

INT: Can you run fast?

MATT: Yes [can run a hundred metres in 13

MATT: I enjoy watching programmes about

animals and I like horror films too

INT: Is there anything you don’t like?

MATT: Yes! I really hate mobile phones!

3 Writing

e Look at the examples with the class Point out that students should write questions asking for information about their new friend’s life Make it clear that there are several possible questions that they could make Ask for some different suggestions for question 2 (for example, Can you ride a bike? Can you swim?)

@ Ifyou feel that students need help with the question forms,

go through the other topics and elicit one or two example questions for each one

Example answers

3 Have you got any brothers and sisters?

4 Have you got a dog?

5 Do you like football?

6 What are your favourite subjects?

4 Speaking Interview a classmate

@ In pairs, students ask and answer Walk around the class, giving help where necessary

CHAPTER 1 LUild Flowers

Where’s Mr Roberts?

S Wild Flowers is the first of two stories, each of six

Ss chapters There is a chapter in each unit, but you

can begin the story whenever you feel it is most

*, appropriate For example, the narrative in Wild : Flowers is told in the past simple and you may

want to delay starting the story until students : have revised past simple forms in Units 3 and 4 : Alternatively, you could start earlier and use the

story as a way of previewing the past simple

@ Tell students that this is the first chapter of a continuing story Explain that wild flowers are flowers that grow naturally, without being planted or cultivated by human beings

e Look at the picture with the class Ask: Where are they?

(At school, in a classroom.) Point out Tom, the main character Ask students to say how he is feeling (upset, unhappy) and to suggest what they think could be happening Elicit or explain the meaning of accent, clever and head teacher Point out that head teacher is often shortened to head

e 50 Read out the chapter (or play the recording if you prefer) while students follow in their books

e O50 Read out the first half of the chapter again (or play

the recording if you prefer) while students follow in their

books Ask question 1 and elicit ideas from the class You

can direct them by asking more specific questions, for

example:

Trang 15

— What does he think of school? (He thinks it’s boring.)

— Does he enjoy history? (No.)

— What subject does he enjoy? (Science.) Ask question 2 Refer again to the pictures and ask students to identify Neesha and Miss Kay

For the second half of the chapter, you could choose

students to take the parts of Tom, Neesha and Miss Kay

and ask them to read out the text as a dialogue A third student can read the pieces of narration, or you could do this yourself

Ask question 3 Follow up by asking students to suggest

reasons why Mr Roberts doesn’t work at the school any

more Why is this a problem for Tom? Is there anything that he can do in this situation?

If you wish, you can ask students to write answers to

because he thinks Mr Roberts is a great teacher

2 Neesha is Tom’s best friend Mr Roberts is his science teacher Miss Kay is the head teacher

3 Because Mr Roberts isn’t there He doesn’t work at the

expressions using the same verbs, for example, play the piano, read a book, go skiing, meet my sister, use

a computer, watch television

Answers 2¢ 34a 4f 5c 6b

Look at the example and make sure the task is clear

If necessary, go through the questions orally with the class before they write

You could allow students to compare answers with a partner before you check with the whole class

Test understanding by asking: Who likes the book? Who hates it? Who isn’t sure?

Answers 2f 3a 4c 5e 6b

Ask students to practise the two dialogues in groups

of four (Tom, the history teacher, Miss Kay and Neesha), leaving out the narration Encourage them

to say the lines as expressively as they can and to

use their faces to show the characters’ feelings

You could choose a group to perform the dialogues for the class Encourage the others to add class reactions (laughter at Tom’s accent, expressions

of surprise/dismay at the news about Mr Roberts)

Extra exercises

6 Ask students to work on the translations in pairs or small

groups, and then discuss with the whole class

Extra reading

Life and Culture | live in New York

New York, America’s largest city, has attracted

a tremendous diversity of cultures Huge waves of

immigration from the late 1900s until the 1920s brought many thousands of people from Europe, especially Ireland, Germany, Italy and Eastern Europe

(in particular Poland) Migration continues today, with

The Extra exercises can be used flexibly as consolidation, either a rapid increase in numbers from Hispanic countries : during or at the end of the unit The teaching notes explain how and Asia Over 47 per cent of New Yorkers speak :

they can be exploited in class, but they can also be given as a language other than English at home :

homework, depending on time available Greenwich Village is in the lower part of Manhattan, :

with Washington Square at its centre Especially in the H

meaning of the words basketball, bat, ear, wild and dive 1940s and ’50s, it was a place of avant-garde artists,

musicians and writers, but its character has changed

with rising property prices

The Museum of Modem Art is on West 53 Street Other famous New York galleries include the Guggenheim Museum and the Metropolitan Museum of Art :

Trang 16

Excerpt

Moreinformation

Central Park is a huge green area in the heart of

Manhattan As well as rollerblading and swimming, people use the park for jogging, cycling, skating and

horse riding, and they hold concerts and sporting events

there

Broadway, a long avenue stretching the length of Manhattan, has given its name to the theatre area around Times Square The theatres here are particularly famous for big musical productions

e Ask students where New York is and establish that it’s

on the east coast of the USA If you have a map, show the location of the city

@ Ask the first question about New York and brainstorm with the class

e Focus on the photos and ask if students can give any information about these parts of New York Practise the pronunciation of Greenwich /‘grenitf/ and Broadway /#bratdweU

@_ lfstudents have friends or relatives in the USA, invite them to tell the class about these people If possible,

use your map to locate the places where they live

Task

@ Give students time to read the text themselves

e Read out each paragraph and explain or elicit the meaning of new words (for example, grade, sculptor,

@ Students re-read the text themselves and find the things

in the list

e@ Ask some other questions to test comprehension, for example:

— What's Tiffany's surname? (Morton.)

— How old is she? (14.)

— Which of her relatives comes from South America?

(Her aunt and uncle.)

— What nationality were her great-grandparents? (Irish.)

— Does Tiffany go the theatre in New York? (Yes, she does.)

= Does she think New York is dangerous? (No, she doesn't)

Answers

1 Greenwich Village or Broadway

2 Poland, Italy, Puerto Rico, Brazil

3 Art, rollerblading, swimming, going to the theatre

4 Sculptor, art teacher

Ask students to match the following:

American English British English

interested /'mntarestad/ /mtrastrd/

kilometre 'ke'lpmatar/ /'kipmi:ta/

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A slice of life

Grammar: Present simple

Communicative tasks:

Talking about daily life

Describing what people do

Presentation He lives in the Antarctic

Antarctica, lying south of the Antarctic Circle and

surrounding the South Pole, is the highest and coldest

continent on Earth Its base of rock is covered by a

huge ice cap which holds almost 70% of the world’s

fresh water Half of the surrounding ocean freezes over

in winter, so that the continent more than doubles in

size Summer — the time when this ice melts — is

short, but has lengthened from 60 to 90 days over

the last 50 years The average winter temperature in

Antarctica is -60°C and the lowest temperature ever

recorded, —89°C, was taken there It is completely

dark for 105 days a year

Very few animals can survive in this environment

There are no native mammals living in Antarctica

permanently, but seals and some sea birds (including

penguins) come to breed and there are whales and fish

in the surrounding ocean

Antarctica is very important to a global understanding

of the way the Earth works, and scientists from around

30 different countries are based there Their work

includes studying the effects of global warming on

the Antarctic ice cap, monitoring the hole in the ozone

layer and studying the different forms of life which

survive in this extreme environment

The British Antarctic Survey, based in Cambridge, is

the organisation that conducts all Britain's Antarctic

research programmes It has three stations in Antarctica

The Halley Research Station is the most isolated of

these It operates throughout the year, with up to 65

people there in summer and an average of 15 in winter

Skidoos are small vehicles on track wheels with a ski

at the front for steering A skidoo can carry one person

and tow a sledge,

ae Ask students to look at the map and the photos

Introduce the name Antarctica and explain that the

region is also known as the Antarctic

e Ask students to say what they can see in the photos

Elicit useful words (for example, plane, ship, boots, snow,

stars) and then prompt students to make sentences (for

example, He travels by plane He lives in a building on

the ice He wears warm clothes/boots.)

e Tell the class that they are going to listen to Nick, a British scientist in Antarctica Ask for ideas about the work that he might do there

e Read through the list of topics and make sure students

understand them Ask students to copy the list

‹Ổ Œ Play the recording With the text covered, students listen for the topics and tick the ones they hear Don’t correct or confirm their answers at this stage

e C&D Play the recording again Students listen and read,

checking their answers

@ Elicit or explain the meaning of climate, research and

fascinating Practise the pronunciation of these words

Emphasise the stress and draw attention to the silent

cin fascinating

Answers

He talks about work, food, travel, clothes, free time

and the weather, (He doesn’t talk about school.)

e Read out the questions and elicit full-sentence answers Make sure that students say the final s for the third person

singular form

e Students write their answers to the questions

@ Point out the use of does and doesn’t in question and negative forms Substitute other subjects in the sentences

to elicit verbs with do and don't, for example: 3 they — live (Where do they live?) 9 We — TV(We don’t watch TV.)

Answers

2 He studies the climate and the stars

3 He lives at the Halley Research Station

4 It arrives in March and October

5 He travels on a skidoo or he skis

6 Because it’s dark all the time

7 He wears special clothes and big boots

watches videos and he goes swimming and diving

9 No, he doesn’t

10 Yes, he does

Key grammar Present simple

@ Ask students to complete the sentences orally Remind them that the present simple is not used for actions happening at this moment, but for things that happen normally or regularly

e Point out that usually the third person singular ending is s, but for some words (for example, watch) the ending is es

e If fuller revision of the present simple is needed, there is

a more detailed grammar table and examples in the Module

1 Review at the end of this unit

A slice of life

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choosing the pronouns They complete the exercise orally

G&D Pattern drill: TRP, page 11 (Unit 2, Step 1)

e Ask students to write their own gap-fill sentence for their

partner to complete If they have time they could write

a few more of these

Students could write sentences with gaps left for

verbs Their partner has to think of the verb and

put it into the correct form

Try this!

Students can work in pairs or small groups to make

this word list Set a time limit and encourage them

to use dictionaries if they wish Then write up the

words in a list on the board They could include:

snow, ice, iceberg, blizzard, South Pole

penguins, seals, whales

scientists, explorers, tourists

Key pronunciation /s/ /z/ /1z/

e (8 Play the verbs in lists 1 and 2 and ask students to

repeat Practise the difference between the unvoiced /s/

and the voiced /z/

e © Play the verbs in list 3 and ask students to repeat

Draw attention to the es ending and remind students that

here the words have an extra syllable /1z/

e You may want to explain that this es ending with its /1z/

sound is for all verbs ending in /s/, /z/, /f/, /AJ/ and /o/,

few moments to think about which groups they belong to

in the correct groups and say the words

ÿ_ The distinction between /s/ and /z/ can be hard

| to hear To make it clearer, you can ask students

to practise the verbs in phrases or sentences where

~ they are followed by a vowel, for example:

| She works_in London He comes_on Sunday

She wears_old clothes

He travels_a lot

It lives_in Africa

It takes_an hour

He eats_oranges

| She likes_ice cream

He sits_in front of me The train arrives_at 8.30

Writing and speaking

e Look at the examples and elicit questions on the other topics in 1b For example:

When do you do your homework?

Do you eat meat?

What time do you get to school?

Do you like playing football?

e In pairs, students ask and answer

@ Choose students to report back about their partner Make

sure they use the s ending for the present simple verb forms

Writing Life in my country

® This exercise can be done in class or set for homework

Students should write a paragraph of at least four

and skating with my friends We also like going to the

cinema and playing computer games

Grammar: Frequency adverbs Vocabulary: Expressions of frequency

Talking about how often you do things

Writing a description of favourite pastimes

Presentation How often do you play?

e Ask students if they play computer games and to say

what their favourite game is Elicit or explain the

meaning of score, top score and beat

e Ask students to identify the girls in the photo (Sadie and

Lisa) Ask other questions about the photo, for example:

Trang 19

Where are they? (In Sadie’s bedroom.) What's in Lisa’s

hand? (A magazine.) What's Sadie thinking about?

(Playing a computer game.)

e Explain the meaning of questionnaire and read out the

title of the questionnaire in Lisa’s magazine Remind

students of the word addict and explain that if you are

an addict you are addicted to something and want to

do it all the time Ask: Do you think Sadie often plays

computer games? Is she an addict?

(HO Play the recording With books closed, students

listen to the dialogue

Yes, she is (She plays for a long time nearly every day

(0 Play the recording again while students listen and

read Pause to check their understanding of key words:

How often .?, every day, always, usually, etc Ask them

to guess the meaning of anxious and practise the

pronunciation: /‘ankfas/

‹ đủ Play the recording once again Pause and drill

questions and answers with frequency adverbs, for

example:

Do you play computer games every day?

How often do you play?

Five or six times a week, | suppose

Do you always try to beat your top score?

Usually, but not always

e You could also drill other useful expressions in the

dialogue, for example: No, of course | don’t Are you

sure? | think you've got a problem

e Look at the example sentence with students

e Students work individually to complete the exercise

Allow them to compare answers in pairs before you

check with the whole class

@ Invite students to discuss Lisa’s final statement: ‘I think

you've got a problem, Sadie.’ Ask if they agree with this

Are there dangers or problems for people who spend a

lot of time on their computers?

Answers

2 = True

3 True

4 False She plays five or six times a week

5 False She often plays for a long time

6 False She doesn’t always try / usually tries to beat

her top score

True

Key grammar Frequency adverbs

@ Students write the complete list of adverbs Point out

that they are listed in order of frequency

e Discuss the best translation for each adverb with the

class

Remind students that frequency adverbs normally go

before the main verb You could also remind them that

they go after the verb be (For example, He's often at the

sports club on Saturday afternoon I'm not usually late.)

Answers

usually often

e Read through the list of phrases and check that students

remember all the vocabulary

@ Students work individually to make their own sentences

e Ask a pair of students to read out the example dialogue

e In pairs, students take it in turns to ask and answer about the activities in 3a,

e You can follow up by asking other students to report on

the information they heard (Daniela sometimes argues

with her friends Karel never wears his socks in bed, etc.)

e C&D Pattern drill: TRP, page 11 (Unit 2, Step 2)

Key vocabulary Expressions of frequency

@ Read out the questions and ask students to repeat

e Go through the frequency expressions and ask students

to translate them into their language Say the expressions

and ask students to repeat

@ Make sure they understand that for all expressions with numbers above two, we use times (six times a week, 20

times a year, etc.)

e You may want to teach hardly ever

@ Students make their own questions with How often .?

and ask and answer in pairs

Speaking

e Students refer back to the dialogue in 1b In pairs, they take it in turns to ask the questions from Lisa’s questionnaire

@ Ask some students to report back about their partner

You could use information supplied by one of

the students to build up a short paragraph on the board For example: Federico isn’t a computer

addict He usually plays about four times a week,

He always tries to beat his top score, but he doesn’t feel anxious if he can't play

A slice of life «& y

Trang 20

a

Reading and speaking

Teenagers’ lifestyles

e Ask students to read the text individually and to note any

words they don’t know You could give them a few minutes

to discuss these in pairs, trying to remember or work out

the meanings together

e Read the text aloud Check students’ understanding of the

vocabulary and practise the pronunciation

e Discuss the question with the class Ask students to

suggest other activities that are popular in their country

and help with vocabulary as necessary Write the activities

‘on the board The list could include:

Sports: cycling, surfing, windsurfing, skiing, skating,

1 basketball, football, baseball, volleyball (also

sometimes swimming and bowling)

2 Any four of the following: watching sport, listening

to music, using the Internet, playing computer

games, reading books and magazines, playing cards and games, spending time with friends and families

3 Any four of the following: swimming, jogging,

football, baseball, rollerblading, tennis, volleyball (students may have different answers, depending

on the facilities available to them)

students that we use play with names of games You could

tell them that go -ing is used when we leave one place

and go to another to do an activity So we can say go

swimming or go jogging, but not go reading or go using

the Internet

e Students write sentences about their own pastimes

@ Ask some students to read out their sentences Follow up

with questions, for example: Where / When / How often

đo you .? Do you often after school? Do you usually

at the weekend?

You can use the information that students give

to play the ‘Information memory game’ (see Games,

page 107)

Writing and speaking Questionnaire

e Students copy out the table, substituting whichever

activities they like in the four columns

e Explain that the expression two or three times a week is

a special case Normally we would use twice, not two

times, but because here we're making a linking with

three, it’s normal to say two or three times

\ Unit 2

In pairs, students ask and answer

e Ask students to write about their partner You could encourage them to link information with and and but, for

example: David plays baseball about three times a week but he never goes jogging

Key vocabulary Everyday routines

@ Set the time limit and ask students to complete the matching task Most of these expressions will be familiar

to them, and they should be able to work out the

meaning of the new expressions, get dressed and get

4 have a shower 10 goto bed

5 get dressed 11 go to sleep

6 have a drink

Reading Matt’s routines

Look at the photo and ask Who's this boy? (Matt.) What time is it? (Half past seven.) Use the photo to teach alarm

clock and the verb ring

e Students read the text and work individually to identify

the three verbs

e Draw attention to the irregular form has (not haves) in the third person singular Remind students that we often use have with food and drink and for certain activities like have a shower (other examples: have a bath / a wash /

a swim / a good time),

Answers ting, listen, read

@ Focus on the information in the Remember! box Explain

that these link words are important to allow the reader to follow the order in which events happen

@ Point out that before and after can’t be used on their own

They are followed by a noun or pronoun (before school,

after lunch, after that) or by an action (After | get home, Before she goes to bed, .) Make it clear that then and

after that have the same meaning

Trang 21

e Students could work in pairs to find the true sentence

Ask them to say why the other sentences are false

When you check the answer, ask students to correct the

false sentences, for example:

1 Matt listens to the radio before he gets up

2 He has breakfast after he has a shower

3 He has some toast and then he gets ready for school

5 He reads before he goes to sleep

Answer Sentence 4

Listening Song

e (8D Tell students the title of the song (Monday

Morning) Then play the recording Let students simply

listen and get a sense of the rhythm and melody

e (BD Ask the question and play the song again

Answer No, they don't

e Explain the meaning of burn and remind students of the

expression .5 a mess, Explain that a bus pass is a card

that students can buy to travel free on the bus

e Give students time to look at lists A and B and to predict

how the words match

e (50 Play the song again while students listen for the

sentences They could compare answers in pairs before

you check with the whole class

144 of the Student's Book Play the song once more

and encourage them to sing along

Writing An average day

@ This exercise can be done in class or set for homework

e Encourage students to plan their work by making notes

first You could ask them to organise their notes under

two headings, Before school and After school, and to use

these to build up two paragraphs Advise them to put

activities into the order in which they happen and remind

them to use the link words from the Remember! box

e Collect the paragraphs to mark, and choose two or three

to read out in the next lesson

Example answer

My alarm clock rings at 7.15 and | always listen to the

radio before | get up Then | have a shower and get

dressed | usually have bread, fruit and coffee for breakfast

After that | get ready for school and | catch the bus at 8.20

| often play basketball with my friends after school

and | usually get home at about six o'clock | do my

homework in the evening and | sometimes watch TV

after that | get undressed and go to bed at about 10.30

that there is no danger of cheating

e Ask students questions to revise the first chapter of the

story, for example: Who's the main character? (Tom.)

What do you know about him? (He's a student He doesn’t usually like school but he really enjoys science.)

Who's his best friend? (Neesha.) Who's Mr Roberts? (He's

their science teacher.) In Chapter 1 was Mr Roberts at

school? (No, he wasn't.)

Focus on the first picture and ask: Where are they? (In

the science room/lab.) Ask students to identify Tom and

Miss Kay Tell them that the other woman is a teacher

called Mrs Price Use the picture to teach the verb hide and explain that the past form is irregular: hid

e Focus on the second picture and again ask: Where are they? (In the library.) Ask students to identify the girl (Neesha)

e CD Read out the chapter (or play the recording if you prefer) while students follow in their books Elicit or explain the meaning of key words (for example, find out,

exam paper, cupboard, office, terrible)

e Ask questions 1-3 and discuss them with the class

If you wish, you could ask students to write answers to the questions

@ Make sure students understand the issue about the exam

paper Ask: Did Mr Roberts write the science exam? (No,

he didn’t) Ask why a teacher might want to steal an exam paper (To prepare his students for the questions

in the exam and to get good results for his class.)

e Ask how Tom thinks the exam paper got into Mr Roberts’ desk What are some possible answers to Neesha’s

questions ‘Who? And why?’ What can Tom and Neesha

do about the situation?

Example answers

1 Because he wanted to find out more about

Mr Roberts, She opened her cupboard and found that the

science exam paper wasn’t there After that she found the paper in Mr Roberts’ desk

No, he doesn’t

Divide the class into pairs Ask students to practise reading the chapter as two dialogues (first Miss Kay and Mrs Price, then Tom and Neesha), leaving out the narration You could choose two pairs to perform the dialogues for the class

A slice of life (

Trang 22

Extra exercises

could substitute other subjects in each sentence

and elicit the correct present simple verb forms

Answers

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

ø When students have completed the exercise, they

could practise the dialogues in pairs

play baseball play cards

e Look at the example with the class and remind

students that adverbs of frequency go before the verb

Point out that they will need to pay attention to the

verb forms as well as to the position of the adverbs

Answers

2 I never read in bed

4 We don’t often wake up before 7 o'clock

5 Julie always drinks hot chocolate

6 Do you usually have a shower before breakfast?

7 Matt doesn’t usually burn his toast

o'clock and at nine o'clock and four o'clock, to elicit

once/ twice a day

Answers

2 everyday 3 twiceayear 4 four times a week

5 onceamonth 6 twice a day

Ask students to work on the translations in pairs or

small groups, and then discuss with the whole class

The National Children’s Orchestra is for children

between seven and thirteen years old There are actually five orchestras organised according to age, each with

beween 50 and 110 members The children live in at

residential schools/colleges for their week with the NCO

Lead in

e Ask students to say all the words they know for musical instruments in English If they have studied Messages 1, they might remember bass/lead guitar, drums, keyboard

and piano

e Depending on the instruments that students play or are interested in, you can teach other vocabulary here, for example: violin, cello, double bass, trumpet, saxophone,

clarinet, flute, recorder Write the words on the board and

practise the pronunciation You could group them under

the headings Strings, Woodwind, Brass and Percussion

e Elicit or explain the meaning of classical music and orchestra Give special attention to the stress and

pronunciation of orchestra: /‘a:kastra/

e Discuss with the students which instruments are normally used in pop music and which are more common in

classical music

e Give students time to read the text themselves

@ Read out each paragraph and explain or elicit the

meaning of new words (for example, training course,

Faster, have fun)

e [If you have a map of Britain, you can point out the locations of London, Birmingham and Liverpool

e Choose different students to read out the questions

@ Students re-read the text and answer the questions They

could compare answers in pairs before you check with

the whole class

Answers

Yes, they do

Pop and classical music

National Children’s Orchestra

They re under 14

Twice a year

They give a concert

Yes, they can

Trang 23

Module 1

RevieW „ 3.2 © Choose different students to ask and answer across the class

2 Has Matt got long hair?

Language summa No, he hasn't

There is/ are Yes, she has

4 Have you got an alarm clock?

[Students’ own answers.|

5 Have cheetahs got very powerful legs?

Yes, they have

6 Has Nick Bowen got an interesting job?

Yes, he has

e Students complete the sentences

e Draw attention to question 4 Explain that we use there

is ina list if the first thing is singular

Answers

1 There are 2 Thereis 3 There is

4 There is 5 There are 6 There are

can/can't © Check students’ understanding of the vocabulary, for

example: anorak, describe, ticket

2.1 | Answers @ Students work individually to fill in the pronouns

1 |Students’ own answers.|

4 can't

6 |Students” own answers.| like + “ing

@ Students make sentences about the activities in the list

getting

Answers

Yes, they can

4 Can penguins fly? 2 Where does she work?

No, they can’t 3 | don’t like spiders

Yes, he can 5 The ship comes in October

6 Can you play the piano? 6 Sadie doesn’t eat meat

3.1 © lfstudents aren't sure of the correct information for

questions 2, 3, 5 or 6, tell them to look back quickly at Frequency adverbs and expressions

the texts in Module 1 to find out of frequency

Answers 7.1 © Make sure that students remember the verbs cook

1 |Students own answers.| and dream

4 ‘(Stidents” own angwers] verb Point out that they also need to think about the

& “h ave go! k ° correct present simple verb form

Module 1 Review (

Trang 24

Answers

2 We don't often read magazines in our English lessons

Does Mike always cook the dinner?

| sometimes dream about school

Matt never goes rollerblading

Mel doesn’t usually walk to school

7.2 @ Students write their own sentences You might like

to give them the following list of words to make the

sentences with: wash my hair, travel by train, clean my

teeth, go to the cinema, read the newspaper, eat fruit

and vegetables

across the class

Study skills 1 Using your book

the Student’s Book and the way it is structured, so that

they can use it efficiently on their own

e Draw students’ attention to the ‘aims’ box at the beginning

of each step in a unit Point out that these show what they

will be learning in the exercises that follow and what they

can communicate with that language

e Emphasise the importance of going over the Student's

Book material when they have finished working on it

e Remind students of the wordlist and the list of irregular

verbs at the back of the book

@ Read through the questions and set the time limit Students

could work in pairs or small groups to find the information

e As you go through the answers, ask students to say how

they found the information Discuss the most efficient way

of finding what they want to know without leafing through

the book (The Map of the book on pages 2-3 is often a

good place to start For example, for question 4 the Map

shows that everyday routines are taught in Unit 2 From

here students can turn to Module 1 Review, which

provides tables and examples for the language taught

in Unit 2 Similarly, for question 6 the Map lists the title

‘Life in Britain’ for the Module 1 Coursework section.)

e For question 5 remind students that they can also check

their grammar by referring to the Grammar notes in the

@ Students look back at the exercises in the Language

summary and make their own assessment of how well they

understand and remember the different language points

Vocabulary

e Students test their memory of the words they have learnt

in the vocabulary categories

Test a friend

Look at the example questions and elicit the correct

answers

@ Students refer back to the texts in Units 1 and 2 and

write several questions to test their partner They then

ask and answer in pairs

@ The sentences listed here contain some common errors

Students read the example and then correct the other

two sentences

e Emphasise the importance of going back over their work

to check for errors when they finish a piece of writing

Answers

2 Sadie loves computer games

Your Workbook

e Students should complete the Learning diary when they

come to the end of each unit

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Coursework

My window on the world

Life in Britain

Students produce a newsletter about their country

Britain refers to the three mainland countries, England,

Scotland and Wales However the United Kingdom

also includes Northern Ireland See the Background

note on page 22 of the Messages 1 Teacher's Book

Over 4 million British people belong to ethnic

minorities, mostly living in cities In London almost

half of the population (47%) belong to ethnic minority

communities The largest groups are Asian and Afro-

Caribbean The Asian population comes mainly from

India, Pakistan and Bangladesh

The Houses of Parliament are in Westminster, London

National elections are held every four to five years and

the leader of the government is the prime minister

There is no president in the British political system

@ Start by asking students to have a quick look at all six

Coursework projects, pointing out that they will do one

at the end of every two units Explain that a newsletter

is a report on news and activities that is sent out

regularly to people The newsletters that students

produce will make an interesting collection of material

about their lives and interests Their imagined reader is

an English-speaking student of the same age

® These Coursework newsletters can be written and

illustrated by hand or designed on screen They should

be kept in a special Coursework portfolio Here are some

ideas on the ways they could be used:

— Hand-written newsletters can be photocopied or

scanned into a computer to be reproduced and given

out to all members of the class

— They can be designed on screen and sent

electronically to members of another English class

(or perhaps even to students in another school, if this

can be arranged)

— They can form a booklet, with pages stapled and

a cover designed by the student

— They can be designed as posters and displayed in the

classroom

— They can form the basis for a presentation to the

class

You may prefer to make a decision about the form the

projects will take, or you could discuss it with students

and allow them to decide

e Give students a few minutes to look at Matt's first

newsletter

e Ask students to say what they can see in the pictures

They should recognise London in the postcard and some

may be able to identify the River Thames (/temz/) and

the Houses of Parliament at Westminster Use the

pictures to teach some of the key words, for example:

ethnic groups, government, prime minister, gardening)

e Discuss each paragraph with the class, inviting students

to compare Britain with their country If they don’t have information on some points, discuss ways they could find

out

Ask students to think about the way Matt’s newsletter is organised Can they identify a topic for each paragraph?

(Example answers: paragraph 1: Britain's population,

2: the capital city, 3: school and working hours, 4: free time, 5: free time in Matt's family.)

Ask for other suggestions for topics, for example:

geography (rivers, mountains, beaches, etc.), other

important cities, food, native animals, tourist attractions Ask students to use some of these topics to plan their text They should write three or four short paragraphs and illustrate them as they wish

Set a time limit, allowing one to two weeks for work on

the project If students want to spend longer on this work, you could negotiate an extension of time Some

work may be done in class and some at home

Ask students to check their text before they write a final version and design their page Tell them to use Matt's

text as a model and remind them to look back at Units 1

and 2 if they need help with language

Module 1 Review

Trang 26

Module 2 - Answers

1d 2c 3a 4e 5b

_ S{ofies

Grammar: Past simple (affirmative): be and regular verbs

Vocabulary: Numbers and dates

Talking about when things happened in the past

Inventing a new world record

Key vocabulary Numbers and dates

ae If necessary, start with revision of smaller numbers

Play a few rounds of ‘Bingo’ (see Games, page 107), with students writing numbers from 1 to 30 in their grid For the second round of the game, you could say ordinal

numbers which students have to match with the cardinal numbers they have written in their grid

say them quietly to themselves Alternatively, they could work in pairs, helping each other to say the numbers correctly Don’t correct them at this stage if they make

mistakes

e Point out that in English there is a comma (not a full

stop) separating thousands in large numbers, and there

is a full stop (not a comma) in decimal numbers Remind students that when we say decimal numbers we use the word point

e Test comprehension by writing pairs of numbers on the

board (for example, 125.2 — 1,252) and asking Which is

bigger/ smaller?

@ Look at the dates, concentrating especially on the years

Point out that we say most years as a pair of numbers

(1999: nineteen / ninety-nine, 1802: eighteen / 0 two)

However, there are exceptions Write these up on the

board:

Centuries

1500 fifteen hundred

1900 nineteen hundred Numbers with 2000

2000 two thousand

2005 two thousand and five

2009 two thousand and nine

@ Write up a few more dates on the board Make sure students remember to use the and of when they say them

@ In pairs, students take it in turns to say and write numbers

Walk around the class, giving help where necessary

Key pronunciation 13 30 13th

e C&D Play the recording of the three numbers Students listen and repeat Emphasise the difference in stress

between thirteen /Os:'ti:n/ and thirty /'@szt1/

@ If students have trouble with the /0/ sound, tell them

to put their tongue between their teeth and say the words

e (3) Play the rest of the recording Students write the numbers

e Choose students to say the numbers Ask the class to repeat

Tapescript/Answers

180 2 16th 3 14 4 17th 550 619 Presentation He walked backwards

In 2003 the British schoolboy Seb Clover became the youngest person to sail solo across the Atlantic,

a journey of 4,345 km

The English Channel between England and France

is 17 km wide at its narrowest point

e Tell students that the pictures show events that really happened Ask them to say what they can see Use the pictures to teach key words, for example: sail, scorpion, glass cage, backwards

e Students read the sentences and work individually or in pairs to match them with the pictures

answers

e Elicit or explain the meaning of other key words in the

texts, for example: on his own, glass, minute, second, average If you have a map you could ask for volunteers

to point out the location of the Atlantic Ocean and the English Channel.

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e Ask students to repeat part-sentences from the text,

drawing attention to the past simple verbs For example:

He sailed across the Atlantic He was 15 years old She

lived in a glass cage

e Draw attention to the use of for + a period of time

Answers ic 2d 3a 4e 5b

@ Students check the texts and write True or False Remind

them to correct the false sentences

False He walked across the water

False His average speed was 6.4 kilometres an hour

OWN

Key grammar Past simple: was, were

@ Students look at the table and answer the question

Answers was, was, were

Practice

e Tell students to look carefully at the subject of each

sentence before they write the verb

e For question 4, remind students that we use be +

adjective (not have + noun) for hot and cold (He was

cold, We're hot) The same is true of hungry and thirsty

(I'm hungry, Are you thirsty?)

4 was 5 were 6 was, was

BB Pattern drill: TRP, page 11 (Unit 3, Step 1)

e Look at the examples and compare sentence 1 in 5a

Point out the difference between in + year and on + day

or date

@ Students ask and answer about their date of birth across

the class

Key grammar Past simple: regular verbs

@ Students work individually to complete the list Discuss

and complete the explanation with the class

e Drill the pronunciation of the past tense forms in the

table Point out that the ed ending is normally

pronounced /d/ or /t/, There is no extra syllable here

except when the verb already ends in a /d/ or /t/ sound

(for example, decided, hated )

e You could write up some verbs ending in vowel +

consonant and consonant + y to elicit the correct

spelling of the past tense forms For example, stop —

stopped, clap — clapped; try — tried, study — studied

Remind students that there is a note on spelling rules on page 143 of the Student's Book

1 sail 2 travel 3 walked 4 used

Regular verbs in the past simple end in ed

Practice

Christopher Columbus crossed the Atlantic and

sighted the coast of America on a voyage of

exploration from Spain in 1592

Phineas Fogg is the hero of the novel Around the World in Eighty Days by Jules Verne

The Antarctic explorer Robert Scott died with the four others in his party on their return from the South Pole in 1912

@ Elicit or provide information about Columbus, Phineas

Fogg, Romeo and Juliet, and Robert Scott

e Students complete the sentences with past simple verbs

You can practise the past simple with a ‘chain’

activity Write these verbs on the board: walk, sail,

play, paint, visit, phone, talk, stay, travel Start the

‘chain’ by making a statement about yesterday, using one of the verbs Make it something unlikely and amusing, for example: Yesterday | walked to school with David Beckham \nvite a student to report your

statement and add one of his/her own Continue the

chain with other students For example:

A: Yesterday Miss Jones walked to school with

David Beckham and | visited Madonna

B: Yesterday Antonio visited Madonna and |

travelled to the South Pole

C: Yesterday Nadia travelled to the South Pole and |

At the end, the class can try to remember all the things that people did

Stories (

Trang 28

Listening and speaking It’s a record!

e Students match the verbs with the pictures Ask them to

use these verbs in phrases describing the actions if they

can For example, live in a tree, play cards, stay under

e (GD Play the recording Students listen and identify the

picture for each sentence

Answers a3 b2 c4 d5 el

e Students work individually to write the sentences

Remind them to use for with time periods

Answers

2 He lived in a tree for 21 years

3 They played cards for 28 hours

4 She dived 160 metres

5 She stayed under water for three minutes and

26 seconds

e Look at the example Then work with the whole class

to build up another example on the board

@ Ask students to write about their own ‘record’

Alternatively, with weaker students you may prefer

to continue working with the whole class, building up

ideas into sentences on the board

e If students want to use irregular verbs, help them to

get the form right but don’t spend a lot of time on this

Irregular verbs are revised in Step 2

e Ask different students to read out their work

Ask the class to vote for the most interesting idea by

raising their hands

( ~ Unit 3

Grammar: Past simple (affirmative): irregular verbs Communicative tasks:

Talking about events in the past

Writing about a holiday

|) Key vocabulary Holidays

@ Introduce the topic with some holiday questions, for example: What do you like doing in the summer holidays?

Do you sometimes go away? Where do you go?

e Focus on the photos and ask: Who are the two boys?

(Jack and Matt.) Who are the two adults? (Matt's parents.)

e Œ Play the recording and ask students to repeat the words Note the stress on the first part of the compound nouns (sleeping bag, campsite, rucksack)

e Ask students to find the objects in the photos They will

be familiar with some of these words and should be able

to guess others from words they know or from similar words in their language

@ Check the answers

e Ask some questions about the photos, for example:

What did Jack take with him? (A bag, a sleeping bag and a rucksack.) Where did they stay? (At a campsite.)

Presentation We went to France

@ Ask students: What are some problems that can happen

when you go camping? Elicit a range of answers (for

example, problems with cold, wind, rain, snakes, spiders) ©&D Ask the question and play the recording Students

listen with their books closed

e Elicit or explain the meaning of as usual and hero

e Pause and drill sentences with past tense verbs, for

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e You could also drill other useful expressions in the text,

for example: Don’t move! You're a hero! We had a great

holiday

e Ask students to look at the sentences and say the

infinitive form of the verbs

e Students complete the sentences in 2b with the

correct names

Answers

2 Jack 3 MattandJack 4 Matt's parents

5 Matfsmum 6 Matt 7 Jack 8 Jack

9 Matt's parents

Key grammar Past simple: irregular verbs

@ Ask the class to say the past forms first

e Students copy and complete the table They can then

look back at Exercise 2 to check

@ Students work individually to complete the sentences

e You could point out that we can use catch and take as

well as get with public transport For example: / took the

train to Bristol We catch the bus to school

Answers

2 went 3 got 4 slept 5 went 6 had

e Elicit one or two examples from the class

@ Students make their own gapped sentences to exchange

in pairs

e © Pattern drill: TRP, page 12 (Unit 3, Step 2)

Reading Last summer

e Tell students to read through the text quickly, to get a

sense of what it is about Remind them of the meaning

of dolphin and make sure they remember that ate is the

irregular past form of eat

Students choose the correct alternatives from the list

e BD Play the recording Students listen and check their

@ This exercise can be done in class or set for homework

e You could work with the class to build up an example answer on the board Ask for suggestions in answer to

these questions:

— Where did you go?

— Where did you stay?

— What was the weather like?

— What did you do?

— Did you have a good time?

A ballad is a song or poem that tells a story Ballads

usually have a strong, simple rhythm and a regular thyming pattern

Santa Fe /,szenta'fe1/ is the capital of the state of

New Mexico, in the south of the USA

e Look at the title of the poem and explain the meaning of ballad

e Focus on the pictures Identify Billy and his brother Frank and ask students to say what they can about the events

Establish that the context is the American Wild West Write

key vocabulary on the board, including the new words steal (past simple: stole), judge, sheriff shoot (past simple: shot), dead and prison

@ (BO Ask the question and play the recording Students

listen and follow in their books

e After checking the answer to 1b, follow up with other questions: Did Frank go to prison? (No.) Who went to prison?

(Billy)

e & Play the recording again, pausing at the end of each

verse to check students’ understanding of the vocabulary

e Drill lines with negative past simple forms, for example:

— His parents weren't in love for long

~ His father didn't stay

— He didn’t go to school

— I didn't kill him!’ Billy said

— ‘T wasn’t even there!’

Stories 4 y

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@ Ask students to say which syllables are stressed in each

line Also ask them to find lines that rhyme at the end

Answer Billy's brother Frank

e Read out the sentences or choose students to do so

Make it clear to the class that they should write We

don’t know for a sentence if the information isn’t there

1 True 2 Wedontknow 3 False 4 True 5 True

6 False 7 True 8 We don’t know

With a confident class, you could ask students

to prepare a ‘performance’ of the ballad in small

groups The way they do this can be left for each

group to decide, but here are some ideas:

— They could take it in turns to read a verse

~ They could read the narration together, with

individuals reading the words said by Frank and

Billy

— One or two students could read the poem while

the others act out the events

Ask some of the groups to ‘perform’ the poem for

the class

Key grammar Past simple: negative

@ Students look at the table and answer the question

Elicit the full forms of the verbs Emphasise that we

don’t use any form of do with the verb be

Answers wasn’t, weren't

e Ask students to say which verb is regular (kill) and

which is irregular (go) Make sure they recognise that

the negative has the same form for both types of verb

Also remind them that this form remains the same for

all subjects (/, she, they, etc.)

Students choose the correct alternative for each

sentence Tell them to look back at the poem if they

aren't sure of any of the answers They can do this orally

and/or in writing

e [If further work on past simple verb forms is needed,

there are full grammar tables and exercises in the

Module 2 Review at the end of Unit 4

Unit 3

CHAPTER 3 LUild Flowers

Answers

Billy wasn’t a bad man

His mother and father weren't together for long

The horse didn’t belong to Frank

Frank killed the sheriff

Frank didn’t go to prison

The judge didn’t listen to Billy

e CED Pattern drill: TRP, page 12 (Unit 3, Step 3)

Speaking and writing Frank’s confession

e Make sure the situation is clear and explain the meaning

of confession

e Read out the example opening and make it clear that left is the irregular past form of leave Ask students to complete the last sentence (Billy and | didn’t go to school.)

@ Elicit ideas about how Frank might continue his story Alternatively, students could discuss this in pairs

They can start with the sentences in the example, and they can invent details that aren’t in the ballad if they wish

Example answer

Life wasn’t easy when | was young My father left when

| was three and Billy and | didn’t go to school | really wanted a horse but | didn’t have any money One day

| went to Judge Lee’s home and | stole his horse Then the sheriff arrived | didn’t want to go to prison, so

1 shot him | said, ‘Billy killed him,’ and everyone

believed me Billy went to prison He died there last year Now | can’t forget him and I'm really sorry

Don’t ask questions!

e Ask some questions to revise the previous chapter of the story For example:

— What was in Miss Kay’s cupboard? (The exam papers

from London.)

— The science paper wasn't there Where did she find it?

(In Mr Roberts’ desk.)

— What did Tom say about this? (Mr Roberts didn’t steal

the paper Someone put it in his desk.)

e Focus on the first picture and ask: Who’s this man, do you think? (Mr Roberts.) Where are they? (In/at Mr Roberts” house.) Is Mr Roberts feeling happy? (No.) Teach the word

unhappy

e Focus on the second picture and ask: Where is Tom now,

do you think? (At home.) Use the picture to teach the word bowl and ask students what they think Tom is looking for Tell them to check their ideas when they read and listen

to the story

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e (80 Read or play each section of the story again, Pause Answers 1b 2c 3a 4c 5b 6c

to elicit or explain the meaning of key words (for example,

notice board, text message, joke) and to discuss the

@ Ask students to recall or work out the infinitive forms of 1 wasn't, 2:were: 3 was 4 weren't: 5 were

the irregular verbs knew, told, wrote, sent, read and rang For read, emphasise the difference in pronunciation 6 weren't

between the infinitive /rizd/ and the past form /red/

e When discussing question 3, ask students to give some

examples of the short words that they use for texting in

e Remind students that the negative form is didn’t + infinitive

(not didn’t + past tense form)

@ lf they aren't sure about an irregular form, tell them to check

their language Write up U, WAN2C and YR on the board in the list of irregular verbs on page 142 if the Student's Book and ask students to work out where these would be used ~~~ 2 =~ n I

in the message sent to Tom (DO U WAN2C YR CAT AGAIN? Answers

2 got 3 travelled 4 didntstay 5 took

1 Because he didn’t take the exam paper, but the

head didn’t believe him She said he must leave

the school

2 Anotice Because he wanted to find out who put

the exam paper in Mr Roberts’ desk

3 Because his friends use short words when they

write text messages

4 Because she didn’t come home for her food and

because the text message said she was in danger

e If students need help with any of these words, tell them

to look back at Step 2 of the unit If they aren’t sure of the spelling, tell them to use the wordlist at the back of the book

You could do more work on text messaging

in English Explain these abbreviations:

Can students guess these?

e Ask students to work on the translations in pairs or small ILY (I love you)

WKEND (weekend)

NOL (no one)

THNQ _ (thank you) Life and Culture The garden-chair pilot

Ask them to try to work out these text messages

me tomorrow.) San Pedro is a port about 25 km from Los Angeles

2 DOU WAN2 HAVE A PIZZA 2NITE B4 THE FILM? and 6.5 km from the town of Long Beach

(Do you want to have a pizza tonight before the

3 GR8! THNX CUL8R :-) (Great! Thanks See you later.)

@ Tell the class that this is a true story about something

to discuss the order of the pictures

@ As students report their ideas, ask them to say what they can about the events shown in the pictures Use the pictures to teach some of the key words in the story,

for example: balloon, helium, gun and drop Make sure

e As you check the answers, you could elicit some example

sentences using the unused alternatives

Stories (

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students understand that helium gas is extremely light

e Give students time to read the text themselves

e Check the correct order of the pictures

e Read out the text, pausing to help with vocabulary and

to check comprehension Ask questions as you go, for example:

— What did Larry use to go up in the air? (Balloons filled with helium.)

— Why did he take a gun? (To shoot the balloons when

he wanted to come down.)

— Why was he surprised when the chair went up? (Because it went up very quickly.)

— Did he go high? (Yes, he went up to 3,500 metres.)

~ Was it dangerous? (Yes — he was close to planes

coming in to the airport.)

— How did he get down? (He shot some balloons before

he lost his gun.)

e Ask students to work in pairs, finding the verbs You could ask them to identify the irregular verbs and write

them with their infinitive forms

Answers

Verbs: lived, was, bought, filled, attached, had, took, planned, wanted, went, lost, stayed, began, closed, opened, started, shot, dropped, came, landed, said

= You could divide the text into three sections and

==) assign each section to a third of the class In pairs

or small groups, students write some true and some false statements about their section They

then join up with other pairs/groups, who listen

to their statements and decide if they are true

or false

e Focus again on the pictures With the text covered,

students use the vocabulary and the verbs that they have

learnt to retell the story They could do this either in

pairs or as a whole class

4 Unit 3

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Asking for / giving information about the past

Making a quiz about the past

Presentation What did they do?

The singer, songwriter and guitarist Bob Marley

(1945-1981) was born in St Ann in Jamaica With his

band the Wailers, he was the first to establish reggae

music in the international music scene

John Logie Baird, born in Scotland in 1888, was a

pioneer in the development of television He gave the

= first demonstration of a TV image in 1925 and by the

em time of his death in 1946 he had also produced three-

dimensional and colour television images

The first World Cup was held in Uruguay in 1930, with

only 13 countries taking part In the final Uruguay won

4-2 against Argentina

Spiderman made his first appearance in the American

Marvel comic books in 1962 In the story, a teenager

called Peter Parker is bitten by a radioactive spider

and develops extraordinary spider-like powers

J R R Tolkien (1892-1973) was professor of Anglo-

Saxon and of English language and literature at Oxford

University He published The Hobbit in 1937 and the

three volumes of The Lord of the Rings in 1954-1955

a You might want to start by quickly revising question words

Ask students to make present simple questions starting with

Who, When, Where, What, Which and Why, and elicit

appropriate answers

e (SD Tell students that they are going to listen to a set of

quiz questions about people and events in the past Play

the recording Students read and listen to the questions

and alternative answers

e You can help with new vocabulary (for example, invent,

take place, director, landscape, planet, radioactive, bite —

bit) or you can tell students to use dictionaries However,

ask them not to offer answers to the questions at this stage

be Set the time limit and ask students to choose their answers

and write them in their notebooks You could allow them

to compare and briefly discuss answers in pairs

€_ se Students look at the box at the bottom of the page to check

their answers and add up their scores

e G30 Play the recording again and ask students to repeat the

past simple questions and give the answers Pay attention to

the intonation, with the words was, were and did unstressed

Key grammar Past simple: questions

Remind students that all the questions are about people

and events in the past

Elicit the complete questions Then students copy and

complete the table Make sure they recognise that we

never use any part of do with the verb be Compare

present simple questions with is/are

Emphasise that after did the main verb is in the infinitive form (not What did Baird invented?) Again, compare the present simple

Make it clear that did is used for all subjects

Look at the two examples with the class Ask students

to identify the verb in question 1 (come) and point out that we must use did with this verb In question 2 the

verb needed is be, which stands on its own,

Students work individually and write the questions

Answers

Where did Bob Marley come from?

What were the names of the four Beatles?

When did the first World Cup take place?

Why did Hollywood become famous?

Who was J.R.R Tolkien?

How did Spiderman know that his friends were

Because it was the centre of the film industry

He was a writer He wrote The Lord of the Rings

He had special powers (‘Spider sense’ told him

when danger was near.)

9 The Harry Potter books

Entertainment 4

Trang 34

You could choose one of the questions in 3a and get the class to help you build up a paragraph of information on the board For example:

The names of the Beatles were John Lennon, Paul

McCartney, George Harrison and Ringo Starr They

came from Liverpool and they were a very famous

pop group John, Paul and George were guitarists and Ringo played the drums John and Paul wrote

a lot of their songs John died in 1980 when

a man shot him in New York

e Students write their own ‘skeleton’ question as in 3a

They then ask and answer in pairs

e Inthe given examples, Who is only used with was or

were However, some students might think of Who

questions with other verbs, for example: Who did you

see on the bus this morning?

Note that the question form Who invented .? Who

won .?is not included here

Listening Questions about you

e Look at the three topics with the class Point out that

they should listen to the whole recording to identify the

general topic

Tapescript

1 What time did you get up this morning?

What did you have for breakfast?

How did you travel to school?

Where did you go when you arrived at school?

What did you do after that?

e (BD Play the recording again Pause at the end of each

question to give students time to write their answers

@ Ask students to say the questions Then ask individuals

to give their answers

e Students write full sentences about their morning

Try this!

When students have written the names, they could

use them as the basis for a game of ‘Twenty questions”

(see Games, page 107)

e Look at the example and invite students to give some

alternative questions (for example, What did you do on

Saturday afternoon?) Make it clear that there are various

possible questions that they could write for all the

answers in this exercise

2 What did you have for breakfast this morning?

When did the football match start?

How did you come to school yesterday?

When did you have an art lesson?

Where did you buy those shoes?

® In pairs, students ask and answer

Speaking A class quiz

e Work with the class to gather suggestions for types of questions that they could ask Some other examples:

— When was born?

— When/Where did die?

— When did become (president, a writer, a professional

tennis player)?

— What was ’s first film/book/job?

— How old was when he/she .?

— Who was .’s husband/wife?

— How many children did have?

e You could ask students to do a bit of research at home

to prepare their questions and to check the answers

e In turn, students read out their question(s) and everyone

in the class (including the questioner) writes answers

@ Students give the correct answers to their questions and everyone scores a point for each correct answer

Grammar: Past simple: questions and short answers

Vocabulary: Jobs

Asking and answering about the past Writing an interview with a star

Presentation Did you meet the stars?

Rings were directed by Peter Jackson and shot in

~~ in 2001 and the others followed in the succeeding

two years Photo 3 on this page shows the characters Frodo Baggins and Sam Gamgee being

filmed on location Jim Henson was the creator of The Muppets and

his multimedia company has produced fantasy

creatures for a great number of films and TV series

® Introduce the phrase the film industry and ask students

to name some of the jobs that exist in this industry

Which jobs do they think would be the most interesting?

@ Ask students to focus on the photos Point out Clare and ask them to guess what her job is Ask about the film in

the photo and invite students to give information about

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a

b

the scene and characters shown if they can Use the

photos to teach director, film studio, animation and New

Zealand Write these and other key words on the board

(ED Ask the question and play the recording With books

closed, students listen for the answer

Answer She wants to be a film director

e Read through the list of questions Ask students what

kind of answer they can expect from each one Make it

clear that most of them will be followed by a Yes or No

answer, but those with a Wh- question word require

information instead

e Look at the example with the class Ask students to pick

out a part of Clare’s answer that shows the question was

about her early life (‘When | was 11’)

e Students read the interview and fit in the other questions

e CD Play the recording again Students listen and check

their answers

@ Encourage students to use the context to work out the

meaning of unknown words (for example, manager,

assistant, lucky, experience)

e Drill the Yes/No questions and the short answers, Pay

attention to the stress, showing that the word did is

unstressed in the question form but stressed in the short

answer Yes, | did

Past simple: questions and short answers a

@ Students complete the sentences orally, then in writing

e Point out that if the question starts with Was or Were,

the short answer also uses a form of the verb be If the

question starts with Did, the answer also uses did b

Compare this with the present simple

@ Tell students to write the answers, looking back at the

interview to check the information

e As you check the answers you could add a few other

questions, mixing Yes/No questions with Wh- questions

For example:

— Did Clare have a dream when she was at school? (Yes,

she did.) What was it? (She wanted to be a film director.)

2 Yes, she did 3 Yes, she was

5 No, they didn’t

4 Yes, she did

e (3D Pattern drill: TR, page 12 (Unit 4, Step 2)

e Point out the change of subject in the example sentences

(from Clare/she to you and /) before students start the

role play

Play a version of ‘Twenty questions’ (see Games,

the board Invite different students to adopt the role

of a character in one of these films The others ask Yes/No questions in the simple past to guess the character's identity For example: Were you the hero

of the film? Did you live in .? Were you in love with ? Did you have/wear .?

Speaking

e Choose two students to read out the dialogue Practise

the first three lines with the class, paying special attention

to the intonation

e In pairs, students say the dialogue They then exchange roles and repeat

@ Use the examples to elicit some ideas, for example:

| played football for Real Madrid | had dinner with

Beyoncé Encourage students to use their imagination

and think big!

Key vocabulary Jobs

e You could start by asking students to suggest words they already know for names of jobs If they run out of ideas, prompt them with clues, for example: Someone who flies a plane? Someone who makes pictures? The list could include teacher, footballer, singer, actor/actress, director, dancer, pilot, scientist, explorer, painter, sculptor, doctor, dentist

Read out the list of words in the exercise and ask students

to match them with the pictures They should be able

to guess most of these by association with words they

already know or with similar words in their language

answers

e (2 Play the recording again and ask the class to repeat

Give special attention to the pronunciation of

Entertainment (

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secretary: /,sekratri/ (You may also want to tell the

class that in American English the pronunciation is

/ sekrateri/.) Point out again that compound nouns

usually have the stress on the first word (shop assistant,

disc jockey, taxi driven

Tell students that in normal speech disc jockey is usually

shortened to DJ You may want to mention that the word

Jockey on its own refers to a rider in horse racing

Tapescript/Answers

1 shop assistant 2 mechanic 3 waitress

4 taxi driver 5 disc jockey 6 builder

7 farmer 8 secretary

Make it clear that the people saying these sentences are

the people in the pictures

Read out the sentences Elicit or explain the meaning

of new words (serve, racing car cow, organise, meeting,

report) and ask students to give the infinitive form of

the irregular verbs sold (sell) and bought (buy) Practise

the pronunciation of bought: /ba:t/

Students complete the exercise individually or in pairs

Point out that when we're telling/asking someone about

a job we normally use a For example: /’m a waitress

(Not /’m waitress.) Are you a mechanic? (Not Are you

mechanic? For the answers in 5b, the is used because

we're talking about particular people in these jobs and

we know who they are (= the people in the pictures)

You could also tell the class that when we want to find

out what someone’s job is, the usual question is What

do you do?

Answers

2 The shop assistant 3 The builder 4 The waitress

5 The mechanic 6 The farmer 7 The secretary

8 The disc jockey

Ask students to think of jobs (the new ones they

have learnt in this unit and others that they know)

and invite volunteers to act them out for the class

The other students have to guess what the job is:

You're a disc jockey You're an actress (etc.)

You can make this into a team game Write the

jobs on slips of paper and put them in a bag Set

a time limit of 1 minute In turn, members of each

team take a piece of paper from the bag and act

out the job for their team to guess Record the

times and add them up at the end The team with

the lowest time total is the winner

\ Unit 4

Writing and speaking An interview

e Ask students to offer some ideas for people they could interview (for example, film stars, pop stars, sports stars,

TV celebrities) and to suggest some questions that the interviewer could ask They can use some of the questions in the interview with Clare Burgess, but

encourage them to think of others as well, for example:

— When did you start (playing the guitar)?

— Did you (play football) at school?

— How did you learn to (drive)?

— When did you first (appear on TV)?

— What did you do after that?

@ Give students time to plan, write and practise their

interviews in pairs, using a maximum of five questions

Encourage them to ask you or to use their dictionaries

for any extra vocabulary that they need Walk around

the class giving help as necessary

e Ask some pairs to perform their interviews for the class

With a small class, you may be able to arrange for pairs to record their interviews on a cassette recorder Replay the recordings to the class and ask one or two questions about each interview

If there are mistakes, especially in past tense question forms, you could pause here and there

to elicit corrections, but don’t try to pick up every

error The important thing is for students to

manage to communicate effectively, not to make perfect grammatical sentences

Vocabulary: Past time expressions

Communicative task: Saying when things happened

in the past

Key vocabulary Past time expressions

e Read out the list of time expressions and ask students

to repeat

e Discuss the translations with the class

Remind students that we use in with months and years

but on with days/dates

Write a pair of sentences on the board to demonstrate

the difference between for and ago, for example:

She worked in a film studio for ten years

ten years ago

Make sure students recognise that for ten years refers to

a period of time while ten years ago refers to a specific

time in the past

e Ask students to list the expressions and number them 1-10 in order of time They could do this individually

or in pairs

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a

@ Draw a timeline on the board, finishing with Now at the

right-hand end As students tell you the times in order,

mark them on the line

e You could say a few other times and ask for volunteers

to come to the board and write them on the timeline

For example: yesterday morning, three weeks ago, last

year, in May, ten minutes ago

e Draw special attention to the expressions yesterday

morning/afternoon/ evening — but last night

Tapescript/Answers

1 in 1989 2 ten years ago 3 two months ago

4 last week 5 on Saturday 6 yesterday

7 yesterday afternoon 8 yesterday evening

9 last night 10 this morning

Reading Look at her now!

e Look at the picture and ask students to say what they

can about the young woman Establish that she’s a

singer and that she’s appearing on TV

@ Tell students the name of the TV show (Tomorrow's

Stars) and ask them to guess what kind of programme it

is Invite comparisons with any popular TV talent quests

in their country, especially ones in which viewers vote

to decide the winning performer

e Read out the sentences or choose students to do so

Explain or elicit the meaning of record, the charts

(= listings of best-selling records) and vote

e Ask students to look carefully at the time expressions

and put the events in order

e (& Play the recording Students listen and check

Students write true answers to the questions, using past

time expressions

e Practise the questions with the class before they work

in pairs Give prompts (for example, Sport? Football

match?) to elicit the full questions

e In pairs, students ask and answer Encourage them to

give extra information in their replies, as in the example

e Ask different students to ask and answer the questions

across the class You could sometimes follow up with

other questions, for example: Did you enjoy it? Where

did you buy it? Did your team win?

Listening Song

e Remind students that Last night is the title of the singer's

number one record in Exercise 2

e Before they listen, explain the meaning of the expression

I don't mind (= ‘It’s OK, it’s not a problem’),

ÖỔ Œ Play the recording Let students simply listen and get a sense of the rhythm and melody and of what the

song is about

(8D Ask the question and play the song again

e Ask students if they can say anything about the situation What happened back in the past? What happened last night?

e 2D Read out the questions and play the song again

Pause at the end of each line to elicit the time expressions

and the verbs

e Ask students to turn to the song words on page 144 of the Student's Book and check their answers

e G8 Play the song once more and encourage the class to

sing along,

with the sound /t/ or /d/

e G&D Play the second part of the recording Students group the verbs according to the sound of their endings

a vowel, for example:

| looked_in the cupboard He stayed_at home

We talked_a lot They lived_in Mexico

Writing A visit to the cinema

e Ask different students to read out the questions and elicit a range of answers for each one

e Students use the questions to write a paragraph about

their last cinema visit or one of the other topics Remind

them to think carefully about their use of past simple verb forms This work can be done in class or set for homework

Entertainment (

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| went to the cinema on Saturday afternoon with

David We saw The Return of Spiderman \t was

exciting and we both really enjoyed it After the film

we had a hot chocolate at the café in George Street

and then we got the bus home

CHAPTER 4 LUiIld Flowers

Money or flowers?

Ask some questions to revise the events of the previous

chapter, for example:

— Mr Roberts said he didn’t steal the exam paper Did

Tom and Neesha believe him? (Yes, they did.)

— What question did Tom put on the notice board? (‘Did

you see anyone go into the science room?)

— Who sent him a text message after that? (We don't know.)

— What was the problem with Tom’s cat? (She didn't

come home.)

— What does Tom think happened to her? Why? (He thinks

someone took her Because someone wants to frighten

him/to stop him asking questions about Mr Roberts.)

To vary this approach, you could make some false

statements and ask students to correct them For

example:

— Someone stole the history exam paper

(Someone stole the science exam paper.)

— Miss Kay found the paper in Tom’s desk (She

found it in Mr Roberts’ desk.)

— Tom believed that Mr Roberts took the paper

(He didn’t believe this.)

— He put a question on the notice board It said:

‘Did you hear anything about the exam paper?’

(It said: ‘Did you see anyone go into the science

room on Wednesday?’)

— Tom got a phone call and someone said: ‘Don't

ask questions.’ (He got a text message.)

— Tom knew the text message was from a friend

(He knew it wasn’t from a friend.)

— His cat wasn’t hungry and didn’t eat her dinner

(His cat disappeared.)

Focus on the picture and ask: Who are these people?

Invite students to guess the identity of the man with

Miss Kay (her boyfriend) Ask: Where are they? and use

the picture to teach playing field Ask: What can you see

in the corner of the picture? (Wild flowers.)

C&D Read out the chapter (or play the recording if you

prefer) while students follow in their books

85 Read or play the first half of the chapter again

Check that students understand the meaning of notes

\ Unit 4

and project Ask: Who gave the class this project? (Mr Roberts.) Discuss question 1 with the class

CR Read or play the rest of the chapter Pause to

explain the word rare and elicit the meaning of drove Discuss questions 2 and 3 Ask: Who put the papers in

Mr Roberts’ desk? (Miss Kay.) Why? (Because Mr Roberts was interested in the flowers in the playing field Miss Kay wants to build houses there.)

2 Because rare wild flowers grow there

3 Because Miss Kay's boyfriend wants to buy the land and build houses on it Miss Kay can make

@ For question 2, remind students of the word minute

e Ask students to read out the whole sentence when they give their answers For questions 3 and 5, explain that it's possible to say one year/week ago, but more normal

to use 4

Answers

2 20 minutes ago 3 ayearago 4 five months ago

5 aweek ago 6 13 years ago 7 six days ago

8 an hour ago Look at the example with the class If your students are having any problems with question forms, go through the whole exercise orally before they write

Elicit example answers for each of these questions

Answers

2 Who was your favourite teacher last year?

Did they sell a lot of records last month?

Did Mel sing at the concert on Saturday?

When did you go to New Zealand?

Which film did Jack see last night?

Why did you put my shoes in the cupboard? Were Joe and his band on TV?

Did Matt run to school this morning?

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4

}

r

U

e Students choose the correct answer for each question

e You could elicit possible questions for some of the unused

1 shop assistant 2 farmer 3 waitress

e Ask students to work on the translations in pairs or small

Extra reading

Life and Culture Making movies

The Jazz Singer had a soundtrack of songs and short

pieces of dialogue It starred the popular singer AL

Jolson

Toy Story, directed by John Lasseter, was an animated

fantasy about a world in which toys have a life of their

own The film took four years to make

In the three films that make up The Lord of the Rings,

the hero Frodo and his companions are hobbits — short,

homely, human-like creatures with big ears and hairy

feet

Harry Potter and the Philosopher's Stone (2001) was

the first of the films based on J.K Rowling’s Harry Potter

books It was directed by Chris Columbus and starred

Daniel Radcliffe as Harry

Treasure Planet (2002) was an animated film from the

Disney studio It was based on Robert Louis Stevenson's

novel Treasure Island, but was set in outer space

An art director creates all the set designs and is largely

responsible for the ‘look’ of a film This work includes

making hundreds of sketches, illustrations and detailed

drawings of sets

Lead in

e Draw attention to the title and explain that movies is

another word for films

@ Start with a general class discussion of the students’ film

preferences

e Write up the names of the five films from the text

(The Jazz Singer, Toy Story, The Lord of the Rings, Harry

Potter and the Philosopher's Stone and Treasure Planet)

and ask students to say anything they know about them

Use this discussion to introduce some of the key words

in the text, for example image and create

— Where's Hollywood? (In the USA / Florida.)

— Who were the people who came to Hollywood in the

1920s? (People in the film industry.)

— When did they make Toy Story’? (in 1995.)

— What was the name of Harry Potter's owl? (Hedwig.)

e Read out the list and ask students to find the things in the text

e You could discuss the four jobs with the class Do students think they would be good at any of these jobs?

Answers

1 1895, 1927, 1995 Hollywood

Toy Story Harry Potter and the Philosopher's Stone

Actor, animal trainer, art director, director

Entertainment (

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odule 2

“Roview

Language summary

Dates

and of when we say a date (but not when we write it)

e To give some help with years, you could go through them

orally with the whole class before students write

Answers

The second of December two thousand and nine

The twenty-third of September nineteen ninety-eight

The fourth of August twelve o four

The tenth of July eighteen seventy-three

The nineteenth of February two thousand and one

dates are often written without th, st or rd after the

number (for example, 1 January, 30 March, etc.)

Past simple was/were

Answers

1 was 2 weren't 3 wasn’t, was 4 weren't, were

5 was, was 6 was, wasn't

2.2 s To check answers, name different students to ask and

answer across the class

Answers

2 Were they expensive? Yes, they were

3 Was it difficult? No, it wasn’t

4 Was it nice? Yes, it was

5 Were they interesting? No, they weren't

If students aren’t sure about any of the past verb forms,

tell them to check the list of irregular verbs on page

142 of the Student's Book

You could ask them to replace yesterday with other past time expressions

Answers

2 He had sandwiches for lunch yesterday

3 He walked to school yesterday,

4 He played his keyboard yesterday

5 It rained yesterday

6 She went to bed at ten yesterday

7 He saw Ben yesterday

8 She ran to work yesterday

9 We left the house at eight o'clock yesterday

10 He arrived at work at nine yesterday

Make it clear to students that they should use the same

verb in the second part of the sentence, but in the

negative form

Answers

2 didntsee 3 didftcome 4 didn’t work

5 didntgo 6 didntlike 7 didn’t enjoy

Students write the questions and then think about the answer for each one If they can’t remember some of this information, tell them to look back through the texts in Module 2

Choose different students to ask and answer across the

class

Answers

2 Did Clare want to be a film star?

No, she didn’t

3 Did the Romans live in England?

Yes, they did

4 Did Paul McCartney write the song Angels?

No, he didn’t

5 Did Matt and Jack go to France on holiday?

Yes, they did

7 Did Billy shoot the sheriff?

No, he didn’t

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