english plus 2 teachers book

Exercise 3 o Remind students to read the sentences carefully before they decid~ which form to use, to check they understand the context.. o Check answers by asking individual students

• With books closed, write the word family on the board

Unit summar y Ask individual students: How many people are there in your r- - - - ; - - - ·_,;;, _ _-_'.::,I~: I family? Who are they' Elicit words for family members and

I can

talk ab9ut my f~mily

exchange personal information

talk about schoolwork

talk about school

Vocabulary

Core voca~u~ry:

Famiy: aunt, brother, child, cousin, daughter, father,

grandson, husband, morher, nephew, niece, parent, partner,

sister, son, twin, uncle, wife

-Sch ol: English exercise, French exam, geography book ,

history notes, ICT homework, maths teacher, music room,

PE clas~cienc~ !E !!oratory, etc _ _ _ _ _ _ '

write them on the board

Exercise 1 ~ 1.02

• In a weaker class, students use their dictionaries to check the meaning of the words, then match them In a stronger class, students can try to do this in pairs from memory

• Once students have listened to the CD and checked their answers, model and drill the pronunciation of any words which are new to students

iI!U"1§9ij*'

father 2 brother 3 uncle 4 grandfather

S h sband 6 son 7 grandson 8 nephew

there - is, _ there - are

Social and civic competences: Asking about families

children 2 sons 3 daughters 4 brothers

5 grandmother 6 sisters 7 mother 8 husband's

Exercise 3

• Encourage students to give reasons for their choice of word that does not match

./ (;1~ "i'''J*L' grandmother (he oth rs are male)

2 nephew (the others are female)

3 dau hter (the others are adults)

• Read through the key phrases and check understanding

• Model and drill pronunciation of the questions if necessary

• When students have asked and answered in pairs, ask some students to report back to the class on their partner's family

In a stronger class, get students to ask further questions

Optional activity: Vocabulary Ask students to write three sentences about their family: two true and one false Students walk around the room, reading their sentences to other students The other student guesses which sentence is false

Social and civic competences This activity wil help your students to interact with other students in the class in a cooperative manner

I More practice Wor.kbook page 4

Aims

o Learn and practise the use of be + subject pronouns to ask

and answer questions and give personal information

o Learn and practise the use of the possessive s to talk

about possessions

Warm-up (2-3 minutes)

o With books closed, ask a student: How old are you?Write

the question on the board and underline are

o Elicit the answer (I'm fourteen.) and write it on the board

Underline the verb 'm

o Ask another student: How old is ?Write the answer on

the board (He / She is fourteen.) and underline the verb is

o Focus on the underlined verbs and elicit that they are all

forms of the verb be

Exercise 1

o When students have completed the table, check answers,

then model and drill pronunciation of the sentences

1 is 't 2 Is

contracted forms of be in affirmative sentences when we

use a pronoun When we use a noun, we often use the full

form of be: They're in France My cousins are in France Hes

English The teacher is English

We always use full forms in questions: 15 he fourteen? Are

they happy'

Exercise 2

o Clarify that students should write each sentence in three

forms Students complete the sentences individually In a

weaker class, this could be pairwork

're 2 's 3 'm 4 are S 're

1 You aren't in my class

2 It isn't a nice day

3 I'm not fourteen years old

4 Your cousins aren't in France

S We aren't partners

1 Are you in my class'

2 Is it a nice day?

3 Are you fourteen years old'

4 Are your cousins in France?

S Are we partners?

Exercise 3

o Remind students to read the sentences carefully before

they decid~ which form to use, to check they understand

the context Point out that they also need to work out

which subject pronoun is needed to complete the gaps

o Check answers by asking individual students to read out

o Students write their questions, then ask and a swer

o Walk around the class monitoring accuracy

cousin) and My cousins' house (more than one cousin) sound the same

Possessive s is only used for people and animals, but not for objects: the boys leg NOT file re o IE', 1t:9

For objects, we often use a compound noun (the door handle) or we can use of (the rap of the box)

Exercise 6

o Remind students to think about whether the '5 refers to one person or more

I like Keira's hair

2 Is tha David and Julie's moth r?

1 It's my grandmother's birthday

4 My parents' car isn't here

S What are your friends' names?

Exercise 7

o Tell students to read through all the sentence halves before they start to match them

o Check answers before students ask and answer in pairs

lb How old are you?

2h Where are you from?

31 Wh 's your favourite singer'

4 When's your birthday'

SdWhat time's the next class'

6 a What are your parents' names?

7c How are you today?

8e What's your phone number'

Finished?

o Refer fast finishers to the Finished? activity Students can

write their paragraphs and swap with another fast finisher

to check each other's work for accuracy

o Alternatively, students can write a paragraph about someone else in the class This could be turned into a game,

with the class having to guess who is being described

I More practice

Workbook page S

language focus reference and practice, Workbook page 72

Starter unit 41

Aims

• Practise forming compound nouns to do with school

• Use compound nouns to talk about schoolwork

Warm-up (2-3 minutes)

• With books closed, ask students what their favourite

subjects are at school Elicit some words for school

subjects and write them on the board

• Ask students what words they know that are related to

schoolwork Elicit a few nouns such as exam and teacher

and write them on the board

• Point out that the nouns on the board can be combined

to make compound nouns, e.g maths teacher

Exercise 1

• Look at the pictures with the class and discuss what

students can see

• Allow students time to read through the list of nouns,

then check understanding by asking for translations

• Look at the example with the class and make sure

students understand that they must form compound

nouns to match each picture

• While checking answers with the class, point out that the

stress in compound nouns usually falls on the first word

Drill pronunciation of the compound nouns if necessary

• In a weaker class, write examples on the board such as

geography / science / homework teacher As a class activity

ask students to identify the word that cannot be used to

make a compound noun with teacher (homework) Do one

or two more examples in preparation for exercise 2

• In a stronger ciass, ask students to think about other

possible compound nouns that can be formed from the

words in the box, e.g geography / French / English class

1 scie nce class

2 maths exercise

• Once students have chosen the correct words, ask them

to compare their answers in pairs before you check with

• Read through the key phrases with the class Model and

drill pronunciation of the questions if necessary

• Look at the example with the class before asking students

to ask and answer the questions in pairs

4 2 Starter u nit

• In a weaker ciass , help students to write their questions before they ask and answer They can use these for support as they are talking

• Walk around the class and listen as students work Help with pronunciation and check they are using the key phrases correctly

• In a stronger class , encourage students to adapt the key phrases further by changing other words in the questions, using compound nouns related to school, e.g Hove we got

o history exam today?

• Ask some pairs to perform individual questions and answers for the class

Optional activity: Vocabulary

Ask students to work in pairs and write three more questions using the key phrases in exercise 3 and the

Students can then work in groups of four to ask and

Communicative competence, Sense of initiative and entrepreneurship

This activity will help to improve your students' speaking skills It will also help to encourage teamwork

in the classroom

Optional activity: Vocabulary

Divide the class into two teams and tell students they are going to play a vocabulary game

With books closed, ask students to work individually and write three sentences about school using compound nouns Tell them to try to use compound nouns that they think other students will not use

Ask individual students from each team to read out one of their sentences in turn If a student has used a compound noun correctly, award a point and write the compou d noun on the board Tell students that when a particular compound noun has been used once, it cannot be used again in the game

Continue asking students to read out their sentences until students have no different compound nouns to offer The team with the most points is the winner

competences

This activity will help to improve your students'writing and speaking skills It will also help them to interact with other students in a cooperative manner

I More practice Workbook pag e 6

I

I

Aims

• Le arn affirmative, negat i ve and question forms of have gOT

• Learn aff i rmative, negative and question f orms of there is,

[here are

• Use there 15, there are to ask and answer questions about

schoo l

Warm-up (2 minutes)

o l'llth books c l osed, ask ind i vidual students Whar classes

have you got raday'

• E licit answers and wr i te have got on the board

• E li c it tha t we use have got to t alk abou t possessions and

[ell s tudents that we can a l so use I [ to talk about school

Exercise 1

• In a stronger class, ask students to comp l ete the tab l es

i ndividually In a weaker class, offer support by doing

thiS act i vity as a cla ss on the board

o Check answers by asking ind i vidual students to read out

sentences from the t ab l e

1 've 2 hasn't got 3 haven't got 4 Have

LANGUAGE NOTE We use has got, not havegor, for third

I person singu l ar forms: He, gor marhslOday NOT I le ild,e

i ~N ilwrAs ",My

I We do not use do/does with have gor to form negat i ves

I agor? d questions: NOT DOjoU hdoe<Joci I haven't gar NOT I tia,,'rAd,e flOL Hove you

In short answers, we use have/has, not hovegor/has got:

Have you got a geography exam today' Yes, I ha v eNOT

L

Exercise 2

• Students work ind i vidually to order th e sentences

• Ask students to check the i r answers in pairs before you

check with the class

1 My sister hasll't got hIstory classes

2 H as the teacher got our books'

3 Wh{lt exercises have we got for homework?

4 Our school has got a good science laboratory

5 I haven't got your ICT notes

Exercise 3

• f1 ead the task and look at t he examp le with the cl ass

Demonstra te how the question I S form e d by using a

co rnbination of ideas from each of the boxes Point out

t ha t there w ill be ma n y possible combinatiolls

• Elicit one or two more questions from the class

o Students write the i r questions illdiv l d ua lly, then check

answers in pairs

o Go round and list en as s tudents ask a nd answer the ir

q upsti ons in p i rs He l p w ith pronunciati on and check

th ey ar e using be and have got correctl y

Students' own anS'NE-'rs

Exercise 4

• Write on the boa rd' There one an teacher at thiS

• Elicit t he missing words, t hen elicit other sentences us i ng

rhere is, there are from the class

o Stude n ts copy and complete (he (abl e Individually, th en check the ir answers In pairs before you check w ith the c l ass

';1~ l.'iW*f1

1 { H t' 2 is 3 b LANGUAGE NOTE We use there is w it h s i ngula r nouns and

we use there are with plura l nouns

The word order i n the question forms is: Is rhereon exam'

The short answers are: Yes, [here is / are No, (here isn't / aren't

f!HJOi~'mif.1

1 Is there 2 there aren ' t 3 There are 4 Is there

5 There is 6 there isn't 7 there are 8 Are there Exercise 6

o Po in t ou t that thiS exercise brrngs together both language poin t s from the lesson, so students should think ca r efu lly about which in formation is miss i ng

o Students ask and answer the questions i n parrs Clarify tha there is a mixture of Yes/ No and Wh-questions, so

t heir answers shou ld r enect this Th e y w i ll need to give

ei t her the correct s h ort answer form, or th e in formation request e d Go round and listen as students talk, checking they are using the target language correctly

I'

":I,l," ",

talk about my possessions

talk about school rules

talk about habits and facts

talk about my free time

ask and answer about free-time activities

ask for and give opinions

write about my likes and dislikes

Vocabulary

Core vocabulary:

Everyday objects: bag, bus pass, clothes, ID card, Jewellery,

key, key ring, lap top, make-up, mobile phone, money, mp3

player, purse, sunglo55es, ticket, watch, wallet

Free-time activities: colleer things, ga cycling, go shopping,

go s.wimming, go (0 [he cinema, listen to music, meet

friends, play computer games, play in a band, play sport,

read magazines and books, surf the internet, rake photos,

Present simple: questions

Capital letters and punctuation

English Plus Options

Extra listening and speaking: Joining a club (page 88)

Curriculum extra: Technology: Advertising (page 96)

Culture: Pocket money (page 104)

Vocabulary puzzles: Everyday objects, Free-time activities

(page 112)

Key competences

Learning to learn: Scanning (page 8)

Social and Civic competences: Your things, your character

(page 9), I don't go out Without (page 10)

Cultural awareness and expression: I don't go our

without (page 10)

Digital competence: Writing an internet profile (page 15)

Start thinking Read the questions with the class and elicit answers from

individual students Encourage students to guess the answers they do not already know, and use their suggestions

to start a class diSCUSSIon Alternatively, ask students to find

the information online before the class, or during the class if you have access to the internet

fJ~~1V,*~}

1 Students' own answe r s

2 A Inon<lstery is u pla ce where monks (relig ious men) live

3 Stude n ts' own answers

Aims

• Learn vocabulary for everyday objects

• Do a questionnaire about personal possessions

Warm-up (3 minutes)

• With books closed, ask students to work in pairs and write down in English the things that they usually have in their bag or in their pockets

• Once students have discussed in pairs, elicit ideas from the class and write them on the board

'iU"iW*;'

a mobile phone b ticket (bus pass d wallet

e clothes f mp3 player 9 money h keys

i ID carcl j bag

Exercise 2

• Refer students to the words in the box In a stronger class , ask if anyone knows the translation of the words

Students then use their dictionaries to check the

meanings of the werds in the box

• Once students have finished, ask individual students to

read out their sentences to check the answers

1 laptop 2 watch 3 purse 4 key ring 5 sunglasses

6 jewellery 7 make-up

Exercise 3

• Allow students time to read through the questionnaire, and check that they understand the meaning of the adjectives senrimenral, sensible, Irendy, organized, disorganized, careful

• Students can use a dictionary to check the meanings Ask

for translations to check understandina

Exercise 4

• Students work in pairs to do the questionnaire, then read

the key Ask individual students if they agree with their

results

• In a weaker class , ask how many students came into

each group: Q, b or c Divide the class into these groups

and ask them to dicuss, in their own language if necessary,

why they agree or disagree with the key Then ask each

student to prouduce a sentence starting '/ think l omll

don't think I am, "., because " : Write this sentence on the

board for support

• In a stronger class, ask students to discuss with their

partner their reasons for agreeing or disagreeing with the

key Go around the room monitoring their discussions

E xercise 5

• Students work individually to write sentences about

themselves and their partner

• Ask some students to read out their sentences to the class

Students' own answers

E xercise 6

• Students can now use the new vocabulary in context by

asking and answering with a partner

• In a weaker class , encourage students to write the

questions they want to ask before they start their

conversations

Students' own answers

Finished?

• Refer fast finishers to the Finished' activity

• Encourage them to use as many of the new words

as possible in their sentences Reminq them to use

adjectives to describe the personality!of the person they

have chosen to write about, and verbs to describe what

they do

• Once students have Anished, they can compare their

ideas with another fast Anisher They could also produce a

mini-prOject as an extension activity for homework, using

photos of the person

1!1~F.iW#*'

Students' own answers

To practise or revise the vocabulary set in a fun way, do the follOWing activity Divide the class into two teams Ask one student from each team to be the team captain The two captains should come to the front of the class and, without showing it to their classmates, write on a piece of paper a list of six everyday objects from exercises

1 and 2

Explain to the teams that each captain has six everyday objects in their bag, and their team mates must guess the objects one by one

With books closed, ask individual students from Arst one team then another to ask their captain about what is in their bag, e.g Have you got a lap top in your bag' Are there any keys In your bag' Only accept questions if they are correctly formed

If the answer is yes, write that object on the board If

the answer is no, move on to the next question but do

not write the object on the board, so students have to remember which objects their team mates have asked about

The first team to guess all six objects wins the game

Social and civic competences, Learning to learn

This activity will help your students to work in a cooperative manner It will also help them to be aware

of their own ability to learn a foreign language

I More practice Workbook page 8 Tests

five"minute test, Test Bank MultlROM

,~ R,~~DI NG • People's possessions " ' > ' ~

Aims

• Read about young people and their possessions

• Read for general meaning and specific information

• Talk about rules at school

Warm-up (2-3 minutes)

• Ask individual students: What do you a/ways have in your

bag? What possessions are important to you?

• Elicit ideas from the class, and ask students if they think

they have a lot of possessions

Background

Buddhism is a religion based on the teachings of

Siddhartha Gautama Buddhists believe that life should

be as simple as possible, and people should try to be

unselfish and not concerned with material possessions

Buddhists live very simple lives and spend time each day

praying and meditating

Buddhism originated in Nepal, but there are now

Buddhists all over the world

Exercise 1

• Students use their dictionaries to check the meaning o

the words in the list

• Ask students to work in pairs to guess which possessions

belong to each person

• Ask for ideas, but do not confirm or deny answers at this

stage

Exercise 2

• Allow students time to read the Study strategy, then ask

them to identify the key words in the question in exercise

1 (possessions, Phra Pachak Laura)

• Tell students to scan the text, following the instructions

in the Study strategy box Th'1Y do not need to worry

about the blue words at this st~ge

Phra Pachak 2 Laura 3 Phra Pachak 4 Laura

5 Phra Pac ak

Exercise 3 iSll.04

• Explain that students are now going to study the text in

more detail

• Allow them time to read the sentences before they hear

the text again Point out that some sentences are true

and some are false, and that they will need to supply the

correct information where necessa r y

• Play the CD so that students can listen as they read

• Ask students to compare their answers in pairs, then check

answ~ r s with the class

• In a stronger class , ask students if they would like to live

with fewer or more possessions Ask if the rules for Laura

and Phra Pachak seem strict

• In a weaker class , ask how Laura's school rules compare

• Now focus students on the blue words in the text and

ask thern to choose the correct one to complete each

sen ten c

• Check understanding of the phrases, for example,

by asking students to translate them into their own language

• Point out that all the phrases are followed by an infinitive '!1~~ffi ~ * '

• Ask students to prepare their answers to the questions

individually In a weaker class, ask students to make notes before they have their conversations In a stronger class, ask students to write two or three more questions

on the same topic for their partner

• After students have asked and answered the questions, ask some students to report back on their partner's

answers

Students' own ans w ers

Optional activity: Vocabulary

Ask students to imagine that they live in the monastery

with Phra Pachak Ask them to write a description of a

typical day, beginning: f usual/yget up at Students

could work in pairs if you think they will find it too difficult

This activity will help students to express their own

creativity in an appropriate way It will also help them to

appreciate and accept cultural differences

Workbook page 12

• Write these gapped sentences on the board :

A monk _ _ wIth almost no possessions The head teacher

_ _ ask the teacher how many classes we go ro

• Refer students back to the texts on page 10 to complete

the sentences: A monk lives with almost no possessions The

head teacher doesn't ask the teacher how many classes we

yoto

• Elic i t that the v e rbs are in t he present simple f orm

• Elicit or explain that we use the present simple to talk

about things th a t happen regularly or are always true

• Point out that t h e word pool contains different elements

which a r e needed in the sentences

L ANGUAGE NOTE In the he/she/it form of the present

simple affirmative, we add -5 to the verb:

H e needs 0 cor N O T lie Me t! Cl 6ji

In the n egative form , the he/she/it form uses doe sn't :

He d oesn't need 0 cor NOT i ie 00"'( "eet! Cl 6ji

In the negative, we do not add -5 to make the he/she/it

fo r m: He doesn' t need a cor NOT i le elBem'( " eeel, Cl Etl I

• Ask students t o comp l ete the rules by using the sentences

in exe r cise 1 for reference

1 fac t s, r o t in es 2 d on't 3 does n 't

• Focus on the exa m ple, and do a nother exampl e with the

class if necessa r y

• R e m ind stude nts to use the correc t verb form, affi rmative

or negative, to make the sentence true for them

• In a weaker class, ask students to compare answers

befo r e checking with the cl a ss I n a stronger class , check

a nswe r s, t h en e x tend the ac t ivity by asking stud e nts to

c a ll o u t ot h er v erbs and p ut them into affi r ma ti ve and

negative p r esen t simple sen t ences

I (don' t ) like jewellery

2 My pare n ts ( d n 't) u se a laptop

3 I ( d on't) co ll ect c in ema tickets

4 We (don't) wear jeans at school

5 Our teachers (d on't) give us lots of home work

6 I fdon't) tudv Frenc h

7 My bes t friends (don't) live nea r me

8 We (don't) star t schoo l at 8.30 a.m

~~~'1'~l~i~l

verbs: consonant + -y:

• Ask students to read through the text quickly without worrying about the gaps, and ask What is a nomad? Elicit the answer (a nomad is 0 person who travels about rather than living in one place)

• Once stu d nt s have co m pl et e d the t ex t , c h ck answers, paying clos e attention to s p elling

1 live 2 k eeps 3 does n ' t go 4 helps

Students' own answers

Finished?

• Refer fast finishers to the Finished? activity Ask them to try to use as many words f r om the unit as they can when descr ib ing their possessions

Students' own answers

I More practice

Workbook page 9

l a nguage focus r e f e ren c e and practice , W o rk bo o k page 74

Tests

I L

,- ! ~

Aims

• Learn verbs about free-time activities

• Listen to a podcast about metal detecting

• Listen for general meaning and specific details

• Write personal sentences about free t im e using adverbs

of frequency,

Warm-up (2-3 minutes)

• Write the words free-time activities on the board

• Ask students what they understand by these words, then

ask them to say what their favourite activities are

• Ask students if they have a lo t of free time, or not enough

Elicit some ideas

Exercise 1 ~ 1.05

• Tell students to read t hrough the options and try to guess

as many as they can, before they lis ten and check

• Check the answers and ask around the class to find out

how many activities the s t udents guessed correctly

e~"i@ij;41

3 computer games 10 swimming

Exercise 2 ~ 1.06 Tapescript page 149

• Look at the photo with the class and ask students to

identify the activity (meral detecting) They can answer in

their own language

• Explain t hat students are going to listen to a girl ta l king

about this act i vity,

• Te l l students to read the questions and all the options

carefu lly before t hey l isten to ihe pod cast

• Play the CD, At the end, allow students to compare

answers in pairs before you check with the class,

1 b 2 c 3 c 4 a

Exercise 3

• Focus students on the diagram, and demonstrate th e

fixed sequence of the adverbs of frequency,

• Check answers, then ask about the position of the

adverbs

• In a stronger class , elicit ideas about the rules from the

students as a class discussion

• In a weaker class, rem ind students that there is a

distinction between the verbs be, hove gor and other

verbs Write these verbs as sub- headings on the board

and w r ite an example for each form, underlining the

adverb of frequency in each one Elicit the rules, then

write these on the board for students to copy into their

notebooks

48 Unit 1

1 e 2 a 3 d 4 f 5 b 6 c The rules for the position of adverbs of frequency are:

Before most verbs: He nev er lo ses things

After the ve rb be: She is a/ways late

Between have and gat: I'v e a/ways got my mobile phone in my

3 My friends and I watch DVDs

4 I have got a mobile phone with me

5 I am late for class,

6 My friends and I go cycli ng

Exercise 5

• In a weaker class , ask students to make notes about their ideas before they talk with their partner In a stronger class , ask students to read the example carefully, then close their books before they start to t alk

• Go ro un d and lis ten as students are working Check they

are forming the present simple correctly, and putting the adverbs of frequency in the correct place for the verb

• Ask one or two pairs to perform their exchanges for the class

Students' own answers

I Workbook More practice page 9

language focus reference and practice, Workbook page 74 Optional activity: Vocabulary

To practise the new vocabulary, tell students they are going to test each other

Tell students to choose five freeOtime activities from exercise 1 Tell them to write a sentence using each of these, making sure that they spell them correctly

In pairs and with books closed, they should now test each other by reading out their sentences to their partner,

leaving out the verb in the activity phrase, Their partner must give the missing verb and spell i t Tell students they should give their partner one point if they give the correct verb and another point for the the correct spelling

Learning to learn, Social and civic competences

This activity will help your students to evaluate their

work It will also help them to interact with other students in a cooperative manner,

I More p r actice Workbook page 10

Aims

• Learn the question forms of the presen t simple

• W r ite questions using the p r esent simple

Warm-up (2 minutes)

• Refer students back to the photo on page 12 Ask students

wha t questions they can ask about Jus t ine

• Elicit some ques t ions, and write the correct versions of all

ideas o n the board

Exercise 1 ~ 1.07

• Look at the example dia l ogue, then ask students to

complete the r ema i ning items

• Check answers by asking pairs of s t udents to perform the

mini-dialogues for the class

LANGUAGE NOTE In present simple quest i ons, we use do

for fi r st and second persons: 00 you collect comics' Where

do they live'

But we use does for he/she/it Where does he live? NOT

V/MO e tfe; he live?

I n question forms, we do not add - 5 to the main verb in

the he/she/it form: Does he live in London? NO T DB" hE

/i~(j ill Leil00fl?

Exercise 2

• Remind students to check the subject of the question

carefu ll y before they complete th e question

• Once stude n ts have finished, ask indiv i dual students to

r ead out their completed sentences to check answers

• Students ask and answer i n pairs I n a stronger class, tell

them th at they can invent informa tion for the answers if

they like, as long as t he q uestions and answers are formed

correc t ly You could also re f er a stronger class back to

the verbs associated with free-t i me act ivi t ies on page 12

and ask students to form their own questions

Students' own "answers

Exercise 4 ~ 1.08

• Explain tha t this exercise covers Wh-question forms,

so students shou l d think abou t t he information t hat is

supplied in the a nswer in order to choose the correct word for each gap

• In a weaker class , you may need to revise the meaning

of Wh-question words Do this by writing the following

words on the board and ask i ng studen t s to ma t ch them

to the Wh -words: place, person, time , reason, object

• Pl a y the CD Students li sten and check their answers

• If you want to extend the ac t ivi t y, ask students to repeat

the questions and answers in pa i rs

When

2 Why

3 Where

4 Who Exercise 5

• Go through the example with t he class and ask students

to explain th e reason for c h oos in g why to comple t e this ques t ion (the answer gives a reason for an ac t ivity)

• Students wr i te questions from the prompts individually

You can chec k answers by asking pairs o f students to as k

and answer the questions t'~,"1'i9 * ~1

1 What d o you re a d in your free time?

2 Why do you study English'

3 When do you and you r friends p l ay sport'

4 What do you do at the weekend'

5 Where does your best friend meet you'

6 Who do you go to the cinema with?

Exercise 6

• Read the task and the examp l e wi t h the c l ass

• In a weaker class, check unders t anding of all the

questions and question words f r om exercise 5 Allow

students time to prepare their own answers before they

ask and answer with t heir partner

Stude n ts ' own answers

Finished?

• Refer fast finishers to the Finished' activity

• Remind them to use a mixture of Yes / No and Wh

Tests

flve-mlnlltf' It'',!, T('s[ Bank MuluROM

Unit 1 49

,

-"I- ~~' J ;;.-." i

Aims

Warm-up (2-3 minutes)

of things they like to buy

Exercise 1

where the friends are Ask them to explain the reasons for

their answers

In a clothes shop

Exercise 2 is) 1.09

speakers' opinions of the clothes)

the class for their ideas

Shaun likes the red T-shirt, but Leah doesn't like it Leah likes

the hat, but Shaun doesn't like it

Exercise 3

• In a weaker class , draw a table on the board, with two

answers, write each phrase in the appropriate column

into their books

• In a stronger class , ask if students can give you any more

might also like to discuss which phrases are really positive

and which are not quite as positive

a positive b negative c negative d negative

e pos iti ve

Exercise 4 is) 1.09

not to worry about the blue words at this stage, but just

to complete the gapped phrases Remind them that they

them to complete it from memory if they can

dialogues of this length

Stude nt s' own answers

Exercise 6

expressions in the main dialogue Ask students to work

replaced by another item of clothing

together and looking at two or three things They can include more information than in exercise S above, and

they are using the key phrases correctly, and help with

pronunciation

Aims

• Study a model imernet profile

• Learn about capital letters and punc t uat i on

• Write an intern et profile

• Write inrerne r profile on the board and elicit or explain that

it is a description of yourself that you put on the internet

in order to meet new friends

• Ask stud ents who has an inte rnet profile, and what

information is in it

Exercise 1

• Stude nts re ad the profile, then answe r the qu estions In a

weaker class, do this together as a class activity

'J~~;W*t

1 happy, sentimental, disorganized

2 musIC, manga, Japanese things

3 magazines and music blags

4 by installt messenger

Exercise 2

• Read through the key phrases with the class

• Ask students to find the key phrases i n the profile and

translate them into t heir own language

• Ask s t udents to think about the part o speech that

fol lows each phrase Confirm that they can all be fo llowed

by either a noun o r verb + -in9

• In a weaker class, provide further e xa mp l es on the board

of the k e y phrases followed by both parts of speech In a

stronger class, ask students to think of more examples

and write these on the boa rd

1 re ally 2 not I about 3 big fan 4 bothered abou t

Exercise 3

• Students write their sentences individually, using each of

the key phrases and information that is true for them

• Ask some students to read their sentenc es to the class

Swdents' own Jllswers

Exercise 4

• Read the task with the class and m ake sure that students

understand the terms conrrQctions, lists and names

• Students wo rk individually to complete the rules

• Check answers by writ ing th e incorrect ve rsions on the

board Ask students to tell you how to correct them

Ensure students have all noted the correct final versions

f!H!O.i"'J3i~1

1 My name's Leo Jnd Ilive in Cardiff

2 I'IT\ really mto German and Flench

3 I love watching football, tennis, rugby and motor racing on TV

Exercise 6

• Read the task with the class Students think and plan t heir

in ternet profi l es indiVidually

• Refe r students back to the adjectives on page 9 if they need ideas for adjectives to describe themselves

• Students write their internet profiles This can be set for homework

• Tell students to check t heir work, and check they have

used capital letters and punctuation correctly

Workbook page 13

Progress review

The Progress review is d esigned to giv e students the chance

to r evise the main vocabulary and grammar points from t he unit as well as some of the key phrases It provides students with a r ecord of wha t they have learnt and it also helps you and them to identify areas that need more work

• Be f ore students do the Prog r ess review, te ll the m to look

back at the main vo cabular y and g r ammar seer ions of t he unit to remind them of what they have studied

• Stud ents then do the P r ogress review

• Check answ ers with th e class and ask students to

complete the persona l eva l uat i on They choose the symbol which reflects how they feel about their performance in t his unit

"

J

U n it 1 S1

I J

5 I go to the cinema with my parents

6 I listen to music at school

Exercise 5

1 Do you like rock music?

2 Do your friends wear sunglasses?

3 Does your teacher use a l aptop in ! ciass?

4 Do you live in Europe?

5 Do your friends li ve near you?

6 Do you carry an ID card at school'

Students' own answers

Optional activity: Consolidation

Refer students back to the picture of Phra Pachak on page

10 and the text about Ali Ahmadi on page 11

For homework, ask students to look online and find information about someone who lives in a different culture and has some interesting possessions Tell them

t o find some facts about the person and their possessions, and to write a short profile of the person Te ll them to find

a picture of the person and their possessions if possible Remind students that they should use the present simple

to talk about the person's everyday life, and verbs + - fng to talk about the person's likes and dislikes

In the next lesson, students can show their pictures and read their profiles to the class as a mini-presentation

Dig ital competence, Social imd civic competences This activity will give students an opportunity to tuse digital learning resources It will also help thern in the • appreciation and acceptance of cultural and behavioral differences

-Tests

Unit 1 test, Test Bank MultiROM

Exercise 1

• Tell students that they are gOing to do a project about

co l lect i ons

• Read the t i t l e w i th the ciass, and exp l ain that t h is

co ll ection has been made i n order to be opened in 2 00

Ask studen ts why they think this wo ul d be in teresting

(lr will show people in rhe furufe whar our Irves are like roday.)

• Allow s tudents time to read th e text then ask them to

match t he photos and the texts

f.M~i)~3*'

l D 2 C 3 A 4 8

Exercise 2

• If you are using c l ass time to prepare projects, it IS an idea l

opportunity to promote construct i ve group work

• Go through the steps in the project check li st I f students

find it hard to think of items to collect brainstorm ideas as

a c l ass and wr i te these on the board

• In a weaker class, he l p students with the structure of

their work For example, get them to think about why an

object is important, what it is used for, when it is us ed,

ete In a stronger class, encourage them to fo llow the

same reasoning, but allow students to lead t he discussion

A strong student can suggest an object while other

students question why i t is important, ete T his will help

students to fam il i arize themselves with appropriate

vocabulary

• Students will need time to find photos, so ask them to

do this outside school and br ing the photos in Students

can write the texts for homework as well, or you could set

as i de time for project work in a later lesson

• See page 26 i n this Teacher's Book for further ideas on

sett i ng up prJect work

g! ~i5 l i ~*'

Students' own answers

Exercise 3

• Set as i de time in class for students to present their work

and discuss th eir ideas

• See page 33 in this Teacher's Book fo r ideas about how

students can assess their work

Optional activity: Consolidation

P lay a game to consolidate students' unders ta nd i ng of the vocabu l ary and grammar i n the Sta r er unit and Unit 1 Write these gapped sentences on the board

lIike _ _ (-ing)

I hare _ _ ( ing)

I'mrnto

I often after school

Ask students to copy the ga pped sentences, then look bac k through the Starter unit and Uni t 1 and complete the sentences so that they are true for them, not a ll owing other students to see what they are wr i ting

Ask one student to come to the front of the class Te ll them to choose one of their gapped sentences on the boa r d and read it out, with the gap, for example I'm into

Th e class must uess the gap by ask i ng questions, for examp l e:

Are you into sport'

No, I'm not

Are you into music?

Yes, lam

The student who guesses the correct answers gets a point and is the next to come out and be questioned Allow a maxi mum of twenty questions for students to guess, the n

if the class has not guessed the correct answer, ask the

st udent to revea l their answer, and award them a bonus point You can either give this student another turn, or choose the next student to come out and be questioned

Communicative competence, Social and civic competences

This activity will help your students to develop their communication skills by helping them to understand the way language is structured It will also help them to interact with other students in the class in a cooperative manner

Unit 1 53

!

I

H

Unit summary

Communication

I can

describe the place where I live

understand adverts and postcards

describe what is happening

talk about helping at home

contrast present actions with routines

make requests and compromises

describe my ideal home

Vocabulary

Core vocabulary:

At home: armchair, bath, bathroom, bed, bedroom,

bookcase, chOir , chest of drawers, cupboard, desk, dining

room, kirchen, lamp, living (oom, microwave, mirror, picture,

shower, sofa, rable, wardrobe, washing machine

Housework: clean {he car I the floor Iyour room, clear {he

rable, do rh e ironing I shoppmg I vacuuming I washing-up,

make breakfast Ilunch I dinner Iyour bed, rake rhedog for 0

walk, rake our rhe rubbish, {idy your room

Build your vocabulary: Describing buildings

Language focus

Present continuous: affirmative and negative

Present contin uous: quest io ns

Present s imple and present continuous

and, bur, because

English Plus Options

Extra listening and speaking Finding things (page 89)

Currrculum extra Language and literature: Poetry

(page 97)

Culture: Homes in Bmain (page 105)

Vocabulary puzzles: At home; Homework (page 113)

Key comp ete nc es

Cultural awareness and expression: Famous people's

homes (page 20)

Lealning to learn: Finding spelling rules (page 21)

SOCial and civic competence5 Are you helpful around the

answers they do not already know, and use their suggestions

to start a class discussion Alternatively, ask students to find the Information online before the class, or during the class if

you have access to the internet

'J ~ ~1'19 3 *'

Students olf ; m an<;' st'r'i

Aims

• Learn vocabulary for furnitu r e

o Learn and use prepositions of place

o Play a memory game about furniture

o Learn key phrases for finding things

Warm-up (3-4 minutes)

o With books closed, write the words Furnirure and Rooms

on the board and check that students understand them

o Ask students to work in pairs and write down as many

English words as they can under the two headings

o Elicit some words from the cla55 and write them all the board under the COrrect heading

Exercise 1

o Students check the meanings in their dictionaries

o Students can work in pairs to decide which things are

not in the photo Allow them a few minutes to study

the photo carefully, as it is designed to test the students'

observational skills

o Check answers with the class In a weaker class , if students have missed any of the items in the picture, help them by pOinting out where the items are In a stronger class , encourage students to correct any wrong answers

given by their classmates, by explaining in English where the items are in the photo

o Model and drill pronunciation of all the words in the box

if necessary

' JniW3it:t The item s not in th e ph oto ani , 1 l U p o ufd , () b th , a s m ver and J ward ro be

E xercise 2

o Focus students on the groups of words, and explain that

in each group there is one item that does not belong in

Exercise 3 is)1.l6

• Students complete the sentences with the prepositions

They will need to study the photo carefully again In a

weaker class , allow them to work in pairs

• Play the CD for students to listen and check

• Check that students understand the prepositions by

asking some more questions about objects in the picture,

for example, What is on the table? What is next to the sofa?

• Allow students time to read the sentences carefully

Explain that they should amend th e bold words in orde r

to produce the co rr ect versions

• In a stronger class , you could ask students to write more

fa l se sentences about the picture and give these to their

partner to cor r ect

• Tell students to read the questions carefully before they

match In a weaker class , point out that they should

think about the number of items in the question, and

whether the question is asking about the presence or the

location of an object !

• Demonstrate the key phrases by asking a confident

student one or two questions and eliciting the answers

• Read the instructions for the memory game with the class,

and check the class understands these Explain that they

should study the photo carefully in order to write their

own questions, and also to help them r emember as much

as they can when they come to answer their partner's

questions

• Students write their questions individually, then ask and

answer with a partner Go round and monitor for accuracy

• Once they have finished, find out how many students

were able to answer all their partner's questions correctly

tH~i'Jg3*'

1 d 2 a 3 c 4 b

Finished?

• Refer fast finishers to the Finished? activity

• Studen ts can write their anagrams, then give them to another fast fin i sher to solve

Optional activity: Vocabulary

Play a game to practise the vocabulary

Ask students to choose three of the words from exercise

1 and write clues for them Do a few exa mples with the class firs!, for example, you put books on this (bookcase),

you con look at yourself in this (mirror)

When students have written thei r clues, ask them to

move around the classroom reading their clues to other

students They should tr y t o guess the words from other students' clues Tell them they should award themselves one point each time they guess a word correctly

The winne r is the student with the most points

and civic competences

This activity will help your students to develop initiatives and take decisions when planning and carrying out tasks It will also help them to work in a cooperative manner

Optional activity: Vocabulary

To practise or revise th e vocabulary set in a fun way, ask

students to work individually and draw a room plan,

including five objects from exercise 1 Tell them not to show their partner their plan

In pairs, students take it in turns to ask yes! no questions

to identify the ir partner's room, then find out what objects are in the room and where they are For example, 15 it 0 kitchen? Is there a microwave anywhere? 15 the microwave on the table?

Ask some students to report back on their partner's room

Cultural awareness and expression, Social and

civic competences

This activity will help your students to express their own creativity It will also help them to work in a cooperative manner

I Mo r e pr a ctice

Workbook page 16

Tests F"e-mmute test, Test Bank MulliROM

U n i t 2 55

Aims

o Read an advert and a postcard about a celebrity home

o Read for general meaning and specific information

o Talk about houses

Warm-up (2-3 minutes)

o Ask individual students: Where do you live? Describe your

hou se Is your house big 1

o Elicit some answers from the class, then ask: Do you know

any v ery big houses 1 Who lives in them?

Exercise 1

o Ask the question to the class and elicit ideas If students

find this difficur brainstorm features which might be

found in a famous person's house, such as swimming

pools, cinema rooms, big gardens, ete Use L 1 if necessary,

and write suitable ideas on the board

o Ask students to explain the reasons for their choices

Stude n ts own a swers

Exercise 2

o Tell students to look at the advert and the photo to

find the answer to the question Point out that at this

stage, they only need to scan the text for the specific

information, and they do not need to understand every

word

A three-hour tour of celebrities'homes in Los Angeles in a

Cadillac car

Exercise 3 ~ 1.17

o Focus students on the postcard image and explain that it

shows the house of a celebrity Ask for ideas about who

the celebrity might be

,)

o Tell students to read the sente1ces carefully and to think

about whether they are true orfalse as they listen

True

2 False The tours start from your hotel

3 False They give you drinks in the car

4 FalseJen is on the tour

S False Je 's dad organized the tour

6 True

Exercise 4

o Refer students to the blue words in the text and ask them

to match these to the definitions

o Encourage them to work out the meaning from the

context of the text In a weaker class, allow students to

do this in pairs In a stronger class, once students have

finished, ask them to write new sentences containing

words 1-5 You can then ask them to read these out, to

ensure they have used the words correctly

o Ask some students to report back on their discussion

t l~~WJ@* ,

St u de n ts' ow n a swers

Optional activity: Reading

Dictate these questions to the class, or write them on the board Ask students to read the texts again and answer the questions in their own words

1 How many celebrity homes does the tour visit?

2 What do you need to take on the tour?

3 Why is Jen on the tour?

4 Where is Britney at the moment'

With books closed, dictate these sentences to the class Ask students to write them down, paying particular

attention to capital letters and apostrophes

1 We don't use a bus

2 We give tours of Los Angeles in a classic Cadillac car

3 It's my mum's birthday present

4 There's a big balcony

5 It looks like a traditional Mediterranean villa

Ask students to compare their answers in pairs, then check answers with the class by asking individual students

to come out and write a sentence on the board

Remind students that we use capital letters for names, countries and nationalities, and we use apostrophes for contractions and the possessive s

Learning to learn, Social and civic competences

This activity will help students to evaluate their work It

will also help them to work in a cooperative manner

I More practice Workbook page 20

• Refer students back to the text on page 20 and ask : Where

Is Jen sitting at the moment' Whar is Brltn ey doing in Europe?

Who! is she looking for in London?

• Elicit the answers and w r i te them on the boa rd Underline

the verb forms

• E licit or explain that these sentences use th e present

contin uous bec ause the actions a re happening now

Exercise 1

• Read through the se ntences with the clas s, an d ask them

to complete t he gaps individually

• Stud e nt s then choose the correct w ord s in the rule s

1 ' re having 2 ' m si tting 3 isn't li vi ng 4 i s looking

Rules

actions in progress 2 be

LANGUAGE NOTE In the present continuous affirmative , we

add -Ing to the main ve rb: Hes eatin g NOT H&et1t or

Het-etili

We need to have the correct form o f be before th e -ing

form of the verb: I'm eating NOT f-ecffltlg

I n the nega ti e form, we use 'm not, isn 't , aren't + -ing: He

isn't ea t ing NOT I le ooOI1't edjl,,!!

Exercise 2

• Students read the texts on page 20 ag ain and find mo r e

exampl es Ask Individual students to r ead these out

1 We're doing a tour of celebrity homes

2 Britney i sn't Sitting outside

Exercise 3

• Ask students to work in pa i r s to write the -ing forms

• Check answ ers with the class and elic it the rules

• Focus on the ve r bs have a nd live Point out that for verbs

e d ing in -e, we delete the -e and add -ing: having NOT

this rule by looking at the ex amples

• Focus on the picture and the example Elicit that we

u se the present cont inuo us becau se these things are happening now (in the picture)

• Stud ents com p l ete the sen ten ces with the correc t form of the verb s Rem ind students to th i nk a bout the s pel li ng of the -ing forms as well as the correct form of the ve rb be

• In a weaker class , do t he exercise orally first as a class activity

whole-t'~ 1t.;9A3i;i

2 is describ i n g 6 isn't raining

3 are listening 7 are taking

4 i s running 8 is cl imbin g

Exercise 6

• Read th e examp le exchang e with th e class a d elic i t one

mo re examp le from the cla ss

• Studen t s write their sentences ind i vidually

• Ask stud ents to read thei r senten ces to each other in pair s and say whether th ey a re true or false Che c k th a they are able to form the correct ve rsi ons of any that are i nco rrect

• Ask some students to read the ir senten ce s to th e class and ask the class to say wh e ther th ey are corre c t or n t

Students' own answers

Finished?

• Re fe r fast finishers to the Finished' ac ti vity Encourage them to loo k through their books to find i nt eresting photos t o descr ibe

• Students can write t hei r sen t ences, then compare with

ano t her fast finisher

St ud ents' own answe rs

i ,

'rr

I I1

,I

I1

• Learn expressions for housework

• Do a questionnaire on being helpful at home

• Listen to a conversation about the quest i onnaire

• Listen for general meaning and specific details

Warm-up (2 minutes)

• Write the word housework on the board

• Elicit or explain the meaning, and ask students what

things they do to help at home They can discuss this in

their own language

Exercise 1 ~ 1.19

• Read through the table with the c l ass and make sure

students understand the verbs in the headings

• Students check the meaning of the words in the box, then

use them to complete the table

• Play the CD for students to check their answers

• Model and drill the pronunciation of any words that a r e

new to students

dear: the table

make: your bed, breakfast, lunch, dinner

do: the ironing, the shopping, the vacuuming, the washing up

tidy: your room

dean: the car, the fioor, your room

take: the dog for a walk, out the rubbish

Exercise 2

• Read the title of the quest i onna i re and the questions

under the title with the class

• If students do not understand the word helpful, refer them

back to the housework phrases and ask if they think these

help other people at home Ask some individual students

if they thi ~ k they are very helpful or not very he l pful

• Students can complete the qu'estionnaire in pa i rs and

compare t elr scores

• Ask students what they learned about their partner Ask

if they agree w i th their own scores In a stronger class ,

encourage students to give reasons

Students' own answers

Ex ercise 3 i§l1.20 Ta pescript page 149

• Allow students t i me to read the question before listening

b

Ex ercise 4 i§> 1.20

• Allow students t i me to read the quest i ons and a ll the

opti o ns

• Play the CD aga i n and ask stud e nts to ans w er the

questions ind i vidually, then compare the i r ans w ers in

Students' own answers

Optional activity : Vocabulary

To practise the new vocabulary, ask students to write a

short paragraph about the housework they do at home, using the expressions in exercise 1 Tell them most of the

things they write should be true, but they should include one thing that is not true

Ask some students to read their paragraphs to the class

and ask the class to guess which part is not true

T his is a good opportunity to revise the form o the

present simple, so make sure that students use the present simple correctly, and correct any mistakes that students make

This activity will help your students improve their 1

communication skills by helping them to understand 1

the way language is structured It will also help them to '

-Opt i onal act i vity: Listening

Dictate these sentences to the class

Play the recording again and ask students to decide if they

a r e true or false

Megan always makes her bed

2 She sometimes tidies her room

3 Jack likes it when his mum tidies his room

4 Megan isn't very good at cooking

5 Megan helps with the cleaning

This activ i ty will h elp your students improve the i r listening skills

~ ~NGUA~E FO~US • Present continuo~s~ qu:~ti , ?n~ , e P!~sentsimple «'T~::\ :'~;'; >

;;:'." ,' .' and present contmuo u h ' ::' ,"; ' " , '.'~.' "

can contrast present actions with routines;", ;" _~~ , ~:, ~::;, c~ ';.~.~~,' " r c • ~,,\ ~ •• ~,; 7

"-:-~" " " • • " " , , ; • T ' ';~*':'; ::~-,r ,:",~,'o-'~' ", •.• : ' ~ : ~ , !>'.:- " ,,~

Aims

cont i nuous

• Ask students to think back to the listening on page 22 Ask

if they can remember the Arst question that Megan asked

Jack (What are you reading.~ Elicit that this i s the question

Exercise 1

ask them to explain what made them choose each one

Cla rify that the subject pronouns should correspond in

deduce the rules

1 b 2 c 3 a

Rules

LANGUAGE NOTE In present continuous questions, we use

am, is, are before the subject, rather than do / does: Are you

watching TV! NOT DaJab "dfthi!1§ TV'

Students must remember to use the ·ing form of the verb

for all persons: Is he going to bed! NOT Is he ga re bai' or Ir

he §t>e5 re bed?

Exercise 2

• Clarify that these are all question forfns and that students

need to put the words in the correct order

• In a weaker class , warn students that some of these use

allow them to discover this as they do the exercise

e~'"W*fl

1 15 the teacher Sitting in a chair'

3 Are your parents working?

5 Are you enjoying the lesson?

6 Who i s talking to your teacher'

E xercise 3

quest i ons ' correctly i n exercise 2, ask them to work i n pa i rs

They ask the questions and supply answers that are true

f or them, or invent information to fit

Students' own answers

Exercise 4

rules in pairs

1 present simple 2 present continuous

Rules

present continuous 2 presen simple

LANGUAGE NOTE We use the present simple, not the

repeatedly: I get up at seven o'clock every day NOT ffrr gEtt'n§ bp arseve" ddeck eve!} e!ay

With adverbs of frequency, we use the present simple: She

never goes swimming NOT She's neot! §a;"g s"'''''''il1§

We use the present continuous, not the present simple, for things that are happening now : I'm watching TV at the moment NOT I "dfth T\'ar the mamfl1t

Exercise 5

• Ask students to explain thei r choice of tense when you check answers

Exercise 6

from the whole class

have formed the questions correctly and chosen the correct tense In a stronger class , students can do this activity without writing questions Arst

to give answe r s that are true for them

Students' own answers

Finished?

• Refer fast finishers to the Finished! activ i ty Ask them to

with another fast Anisher to guess the identities

Students' own answers

I More practice

Workbook page 19 Language focus reference and practice, Workbook page 76

Te s t s

F,.,,·mlnule Iesl.lest Bank MulnROM

Unit 2 59

Aims

• listen to a conversation about making compromises

• Learn key phrases for making requests and compromises

• Practise making compromises

Warm-up (2-3 minutes)

• Ask students if their parents sometimes ask them to tidy

their bedroom

• Ask if they do it immediately or if they want to do it later

• Ask what usually happens in this situation

• Elicit or teach the expression make compromises

Exercise 1

• Students look at the photo and guess what Leah's mum

is saying In a stronger class , ask students to think about

how Leah and her mum are feeling, using the photo

Students' own answers

Exercise 2 ~ 1.21

• Explain that students are going to listen to the

conversation between Leah and her mum to find out

what Leah's mum wants Leah to do

tl1UfJ9#*'

She wants Leah to tidy her room

Exercise 3

• Students read the key phrases then find them in the

dialogue in order to identify who says each one

• You can ask them to translate the phrases into their own

language to check understanding

1 Mum 2 Leah 3 Leah 4 Leah 5 Mum

E xe rcise 4 ~ 1.22

• Refer students back to the key ~h rases and point out that

some of the words are bold Ask why this might be and

elicit that these words are stressed in the sentences

• Play the CD Students listen and repeat the phrases using

the correct stress and intonation

• Ask if students know why certain words are stressed

e~~iW#*<a

We stress words that carry the most meaning in a sentence

E xe rcise 5 ~ 1.23

• Allow students time to read through the sentences

• Play the CD, pausing after each sentence for students to

mark the stressed words

• Play the CD again and ask students to repeat the

sentences, emphasizing the stresses

• Students work in pairs to practise the dialogue

• Ask some students to perform their dialogues for the class

• Encourage them to use the correct stress and intonation

Exercise 7

• Students work in pairs and invent mini-dialogues using

the prompts given and the key phrases In a weaker class , create these mini-dialogues as a whole-class activity, writing the sentences as prompts on the board

• Ask some students to perform their dialogues for the class

• Encourage them to use the correct stress and intonation

Students' own answers

Exercise 8

• Refer students back to the dialogue in exercise 1 and focus them on the blue words Demonstrate how they can invent a new dialogue by changing these words

Do one or two examples if necessary

• Students write new dialogues in pairs, then practise them

• Ask some students to perform their dialogues for the class

• Encourage students to use the correct stress and

intonation to make their dialogues sound realistic

St ud ents' ow n answers

Optional activity: Speaking

Ask students to work individually and write three requests

that a parent might make, and three excuses a teenager

might make The excuses should be as creative as possible Put students into groups of four Tell them to take it in turns to read out one of their requests The other members

of the group should offer one of their excuses The group should decide which is the best excuse for that request

Tell students they can use each of their excuses only once When students have read out all their requests and excuses, ask each group to choose one of the requests and write it into a dialogue, using some of the excuses

their group offered Tell them they can base their dialogue

on the dialogue in exercise 1

Ask two students from each group to perform their dialogue for the class The class could vote for the best one

Communicative competence, Social and civic

compet en ces

This activity will help students understand that discourse must be adapted to suit different contexts It will also help them to work in a cooperative manner

I More practice Communication: Pairwork, T eache r 's Photocopiable Resources

page 209

Tests

Speaking test 2, Test BJnk MulliROM

r

Aims

• <;llIclya model description of an ideal home

• Leam how to use and, bur and becaJse

• W ri te a description of an ideal home

• Ask s tuclents for some ideas about their idea l h ome G iv e

ideal home is very big Qnd rherel Q swimming pool il1 rhe

garden

Exercise 1

• Refer students to the model text Point out that t he

paragraphs are labelled, but do not ask them to read the

text at this stage

u nderstand them before read ing the text quickly and

ma t chi ng the paragraphs to the topics

E1~Li~9*f"

E xer cise 2

• Ask students to find the key phrases in the model text and

complete them In a weaker class , ask students to do this

in pairs

• In a stronger class , once they have found the key

phrases, ask students to substitute (he nouns so they can

1 It''' neclr 2 I£'s also got 3 can see 4 There's

5 f,lVounte roorn 6 like bE'ing

E xe rcise 3

pOSition and meal1lng of the blue words carefully

• In a weak e r cl ass , provide more examples of sentence

parts for students to link using and, but and because In a

stronger cl ass , ask them to give you further examples of

sentences using these words

tJ~F-i',fJ*f1

1 hut 2 and 3 bl.cau,>,'

E xerc i se 4

Tell students to read the sentences carefully to check they

understdnd the context before completing them with the

• Read the task with the class Students think and p l an their

by brainstorming Ideas for different features o f a house

• Students write their descriptions This can be set for

they have used cOIrect spe llings and punctuation, used

Optional activity: Writing

individually and write one sentence using each Te ll them they can use ideas from the model text, and they should

and, burQl' because Their partner must write down each sentence and complete it with the correct word

thei r partner any spelling mistakes they have made

Communicative competence

This activi ty will help your students to enr i ch thei r

communication skills by helping them to understand the way language is structured

I More practice

Workbook page 21 End -of -unit activities Progress review

with a r ecord of what they have learnt, and it also helps you

• Before students do the Progress review, tell them to look back at the main vocabulary and language focus sections

of the uni t to remind them of what they have studied

• Students then do the Progress review

• Check answers with the class and ask students to

complete the persona l evaluation They choose the symbol which reflects how they feel about their performance in thiS unit

Vocabulary

Exercise 1

shower (the others are rooms)

2 view (the others are objects)

3 window (the others are objects)

4 mirror (the others are fo sitting on)

s microwave (the others belong in the bathroom)

6 washing machine (t e others belong in the bedroom)

4 Are the children listening to music?

No, they aren't

S Is the girl working'

Yes, she is

Exercise 5

makes, doesn't tidy

2 Are watching, 'm not enjoying it

3 h lp/m making

4 are staying, visit

62 Unit 2

Communication Exercise 6

True

2 False Ellen's brother is talking to his best friend, Steve Dunton

3 False Daisy thinks Steve Dunton is really nice

4 False Ellen's brother is in the dining room

CUMUI:.ATlVE REVIEW Starter Unit 2

I',,,"" I ) cU!"",,,,,,~, ,~, lfw' I"~""'" J,~I , ! ono '.'

,I> ,,' ~ (~,I>o., ,I.r/

Exercise 2 51 [.}~ T~riplP"9~ ISO

· , , ', ' Th'Y'." ."~k' ", '" , ,/'., •• 1 ~ ,d~' >q I,: 1"-' poer",.:'! ' '" AI., ><I oM

,ho I , ""'[11.1('''1,1, ", ~ pKrul"l''' AI."" he,' ~

• A<I ,h'fI' le ~,~"",n r"'" , h<Jo;,' vr _,"",'!tlt'}, bo "",,· (1\01,

• In W'uh (lIISS, J'J< 'l\.l<Jerll> If !Il€'y "",od !o Ii\.,m

(:,'" ~dl"'l J [I"", : 11<' In J stronger clu ~'"

·.n t-<", ,,, "'P" ,.' '"ucf1 '" they(dl I"~n '" ~:wy

< I ~ I" ho on I><-.o v.n ""Ne" ' 4 wrlll.· ,, "-'<11 A dr.d

1I"'<J\IIo.~ ,.",,·,·.lIt s

• !'It-t)U,,Io,,I,' thJt rhe prOlllDl1 'I~" " <UI"iJ""'t"'" ut d'<'(t kl"'lW(W ('" ,~,)/o ,I dnd ""Iru, loor)', I", rlOf!1\J1

l oon

• '>Il'rlt'nll "" 11"" ,lOt", to I\.IVC J ~o" w , 't"~ • (0)("

lho'y ",-<on l d~"t "',th the (."Io."",." ,Ilk IhI'm to IWdP

mh Go ,oomd m<l I,,,,.,, J~ t~'Y ,' W'''''! I ~~fl w,th

P'{~""" "loon .ond ch<'-l th<'\I '!uIl;WII "1 It • P"""I'h

< 01 -11)/

• y"" c<J<.d.:J '", ( OO~ IX IWO p.Iir\ 10 p<~f'lm !twv

"'('on'loI the ~I.o'!

cko\(ribe krings and tvenlS

underst.Jnd a leo! Koout P'!OIlIt' WITh good rroerror

t.Jlk aboull»$l ~IS'" my hie

!<Ilk aboullmpo<1il1l ~ ~1S

tllk Jboot PM! ~1S

IJlk about expef~~ 0'l1N! p.I~l

~(ibfl'" ewnt In the n.i'it

~"/IJoo, _ "r~ r>:M! a cNld, if<lm to rI,M!

I<toYe lie ' iI!\It cl "., 'to at>IX~ coonuy JIG,I a

"'

-Past ",!'lI)It

~

-TIme e>:p<eI'~ and 090

~ IO\!!; thee were

English P lus Opl ; ons

Ex.tm listl'lling and speaking An~' In The p.m

Key comp e tence!

Cull\1f;JJ oJWlren!"; ~ and expr/!'S\.iOO; 'M!o's Whol(p.>q<> 32)

le.>rning 10 lown: Led''''''9 1"C9UL,ir Vl'Ibs [p.!9<' ~])

I tiln describe feeling ~nd events ' '

Start thinking

Read the Que"i'ions with the NIl and eIiot ~wetl from

n::1ividw1 Itudent<-Encoofaqe S1ud1!rltS to~\!N­

a""""" ~ do not already know, and use lhe~ WC}9I!'SUorn

to start a c\a<;, di :UWOIl A1tematively ~ m.denn 10 find

the inIOrm.Joon on beIbre the am 0< duOr>g !he daiS if

)QU t- n <lCU"iS to !M "'tI."met

• Le n IIOC<IbuIaty for fecli"'.ll ¥Id ~I!s

• T~l k about fe.e!irlg~

Warm-up (3-4 minutes)

• With books c to.e.i a,k stOOer1tS tthl'yCOll1 ~

their fir,1 dilY at ",hoot

• Ask 'tudems wr t they did arod wh<lt thongs happened

AA whJt it WJ' like and r.ow till!)' (~It, They <:<In dlloCU,

this on II Jt fi r l~ but clk,t a, many WO<'ds in E"'.IlIsh as possible Wrrte these 011 the board

• F;rx! out r.ow many students enjoyed t ~r fi st db)' at

«:hool and r.ow many did not enjoy 11 "si< those who

enJO)'!'d it to think ~ posrtr t ad,c<:tllll'l and thoK- no did not to thirlk d ""9"tfYe oo;ectives Wllle theie onltoe board '" >ep<lfate Ot"9O'

Engfrsh HcM-r.-v.-r -.::ourage th@-mtogvP\oII"Ilpieanswers

to the questions d thl'y (an

("'"t "1,'1 Stuo nt,' o\,,rn M15~

Exercise 2 (it 1.31

• AUow students time to IooIr at the photO' and rT\oltch

• If they do not \:.now the odje<:tiw-s, encourage them to

make gu",<;('5 based on th<' r.ouns they rKognlle

• On<:e $1001'''1\ h.We mJI~ me photos ,od lhe

JodjeCI'ves, check am",""" b)' c.J1I1"'] OUt ~ numbet and

.""'9 kif the COffe<::t pIv w

• 5nd!"nl, read Ihfouqh thfo SotIlI('I'IC1'S MId clloo\.(' lhe

{o"eel word< 10 (ompIe<e Ihtm Encou'''')l' \Iude<>t' 10

th.,k ,IbouI tr.e conl\:l<t9"t'" by the :encl'S beIote

chot:>lioq ther, om~,

• ~eild lhe tIllc 10 the QUi.! Wllh the c!om ¥id chec'

IJnOe"t3I'!{ling, ,o.,k how ITIiIny It~ntl tnin~ Thl'y haw a

good " mory

• Stoxlc"tl do the qUI] In a \liNk dIU , ttwy (.m wo, in

DJ"S, In a "'ong clan, J>k lhem to 'Ml<I< individually

and '0 use dkt"",,,,y 10 look up any words lhey cIo not

""'"

• Ofoe~ $I,,,je"" h<t\o'e itdde<J U!l t l\eu" "CIf",- ~Ik .,tlow:l\.lolll

w!lich CJleQCIfV they C.vn!' ,nIO: a, b CIf c, Wl1iCh wal

lhe most common ute<}CIfY among the I!~mll Ask

stude<'lts wr.cthe, they iJQll!f' Wllh rh I<ey CIf r>O!

• 5tuder>a tn(' wh.,I, Iht-y h.M> If.m! in the 11'> , to wulp

In 'of'n~ero: fhl'y C¥! wr,l@tn.send'V>dWllylhero

(omp.l<t ¥IVM"I'\ ""rn ~ P<'rtr1(" ,

• In INNI< cl ••• )'01.1 couk:I wr,te SU9'~\I', •• ,~ for

C~I"'9 the Q.l1X on Ihl' txt >rd on no p,vtoCular Older

for <100('1'11' 10 !)'of' M \O.JIlI»1 who ~ tho>jl wor1<

• I.u <[ronge< dass, ,lIt 1oI'.l(IM>t' to W'~ some oIddIIiOn.Il

U sentt"1l/"1'S dt'l£,bng fI;'t'I "']\ ¥id ",,",IS

t'lWIIM

Sludm~' "",n n\Wf'f\

Finished?

• ~Je, fast 'inl,h 10 lhe I ",;!hed! oKt""!)'

• En""Uf"'l'" >HJ(lo.'nllto ~1VI.'Il1 rCd>Oft1 for lhe w.)y Iho':<

PM,*, ",e fto,e!irog

• Once they h.Ivc lini\l'lfd t~ deK"pliO'l\ Ih<>y (an IW.'P

tll, work with _moth('!' tJ,t I.n,,"'~ 10 (ompJre Ih' ir

id<>;}\ 'i'll ttwy (I" doJ< lhw I~" Ir)l~ t<J Q'!M\ which

,*"<lto th~y dlo~_ It",,, (jrscull wtll'1n , thPy 19ftof' or

<li~ ~lr 'o '

WMfW

Student" nwn an, "

PI.:ry rrvrne gJl"l"le to lYacti<l' the Io'OtolbuL.vy on Pi><}'! 28 lodoolorrs!fdte I~ .lCIMty m.~ 0<11' 01 rhl> adJE'CTrIIe\

yourself ¥Id """ 'Ioo nl'< 10 guess - hoeh one it I~

All t.1udent'i to C<'>n'Ir' to lhe front 01 rhl> (I;rs •• n lurn ¥Id mime ""'" of the itdjeCtives, ~ O!M ,tuder'tll muo;t guess whoch .ldje(t~ th!oy ~~ m.m.ng

/'J1l"J.N M many studenl' as pos\obIf 10 h.we ~ IL.n aT miming

SoKial and ~ivic ~ompejflKlH This <>CtivrTy wiU help yo<JI stude<>1I inter;>Ct with <:rthf<

t.1udents in the dI" in HX'I,,"," J trYf rn.snnet'

la pr""ti5e or rN>Ie the >'OCJbukuy set ,n i fun w"y dlVldo!

In ems i,,!o lWO teams M one mriem from e<ICh leam

t<J be me ledm Capldln,

The twtl CJPt~ ir ' ,hook! come to th(> fronl of the (t,m

"M , wit hoot ,1lcMtiJ><J lheir (!aI'ofl'\,lIe1, "" ill' one of the Jodjecti"'" from ,,<('<cile :2 on a poec:e of p;!pe<,

b p!');n to the team, that "iICh captain I\oIS chosen an Jdjl'Ctr""'" aoo Ilxir team m.JI(",! mllS\ gu~>s what It 1\

With boo:JI<\ closed a,k lodi.odual \tU<J<,nt, from fi"1 one

le.m then itflOIher 10 as!< thc< (ap'ain Y<.'I" I No Queslkinl aboo: the itdje(ti"",, they ~ chos.en fO! e ,mpjc, /0, rr

jX>l.i!,W' CO>)'OOJ ff'e! >Od' Only oKCl'P! qvellion if Thfy afe (Clfr.-clly klfm<.-d

'Nhen the II'.m m.l1!'S 9""" (Clfte<:IIy, the I~m WIJlI ill point Ano!he< leMll ,,"'" '00 (OmeHO the front dod

repeal' the "'I""IV·

When ~ has I1.ld • lum~! choosong an adjeCtM.'

the leam ,th !he rnr:>St poinl' wins ~ '}lme SoKial and civic competences Communj",tI~

comp~tence Thi> oKtivrty W.n help your Sludenll to inle<aa with

O(her <!Udenrs in the cms in ~ cooperative "",.-.ner k

win al", enrich their commonicillion rJUHs by ~prng

them 10 under";tand m t.tru<;tU.e 01 the Iang~

I Mort practl(t

W.rbook~ 24 Tests

Uoill is

r ~~ADING Remember this! " ,

~ lun und sbnd ~ tut ~ boutpeople with good memories - ' ,

Aims

• Re.Jd about PfOPIe WIth ~ good memOn6

• Rt<.Id for 'J('f'Cf~ ITII!,wl,"9 ¥"od ~of" io1formahon

• rdlk~bout memory

Warm-up (2-1 minutes)

• 'Mm booIos; dosed oJSk wxlents to :.-k indrvidwlly ¥"od

wrtedown oJS rl\lny obje(lS on ttlt photOS as !hey can

remember ftOm rh@QUlZonr»qe29

• SeI mic! tmelim,t of one rronutedlld thenwewho h.Is

~be<ed rh@mosL

[tit ~nrnc:J Tell snJ(lents they art' goong !Cl rt'ad ~

some people with ~ good ~iH

Background

Stephen Wiltshire Is unusual III rhal he could 00{ speak

as d)'OU"9 <:Md ¥Od was d~ w~h autism , He was

sent to a special school and ~ r ned [0 tOllk i lile "9<' of

nine He star t ed d r awing wh!n he wJS stiJ • clliki and

was encOUf¥)<'d by NI te.xhers He has slnr::e been to art

colle<}e arod graduated with a degree, He has pu~ished

seve<al books of NS drJWloo;ls

Exercise 1

• Do Ihe ldlk as a fun w.ty 10 t~ .Iudems' memo.-~

• Firod oo! now m.:J1l)' ~vdcnts coold rcmcmre h.J~ cf tn"

r'lYmbers Could anyone remember ;Ill of [hem 1

Exercise 2 S 132

• Re.Jd the utte of the leXI With ItIt am and ask ~udeolS

whJt they think the lext 11 bo! about

• Then read the Lirsk oIOd <lardy th.:It mrclents sOOukllislen

for Iou djfl~t ~ Poiol out INIStudtnlS de 001

need IQ o.IncIrf'sl¥Od everyt~ 11\ !he I~.t dtlhrs St¥Jl'

• O'1r::e slI,rclems ' -rt'ad olfId'rstened [0 me lexl efodt

¥!<wen to the QUeII"",s

Exercise 3

• Tell ~Il(Ief1IS to rwd t!vovcjl all the <,eruenc:es befono

(eac!inq lhe le" aga.n more carefully [0 decide whetllef

the 'E1ltmcel are tfUe 01 fJk,e,

4 FAlse H r<,<it~ 100,000 d"Jitl of III In 16 hours

S FJlse lie W~I World Memory <h~mpion elghl lime<

66 Unitl

Exercise 4

• Once~ It owfoond ~ p!vases , the lext ¥Od

compiered the tenc~ ast jnd~ to read OUf the sentenc", 10 check answers

• A\J< sludents la trY 10 WOIk OUt ~ rneanorogl frem the

context Check o.onr.Ief'sW"dng by askong ~uOeots !Cl Irarn!ate them ,1O their own ~ 01 irI a "ront"'"

cY." .tsl them to put l1li.''''''';1 ,nto new sentences

• Students GK! ask.rod nsweflhe qo.oestO:>ns in p.Ws

• II.ll< ~ stlJdents 10 report back Of! tlt~ ir Pi' rt r >er~

,nw"e" arid opinico">~ In a Itronger d~ n .limi t the lime

for P<l"work drod then open up J~ a dasl discumlOll

Erxou' ¥-students to give as rTlJll)' Cx.:ompicl as po!l l bic,

'm"'~l·p,

S ,"""" I I' own an,

_,-Optional activity: Reading

Oic'ate thes.e q!Je'lO:>ns 10 the class Ask sl :kms to read the '""I ~'n and an<wet ~ questions

1 Who~hundremofb • "ldongs'

l Who woo ""-"""'Y cOfl"\P'-'tiIoons'

3 Who<Aflonlyremem~r sixo< sevennu~l

4 Who woA:;ed for ""I""" hou" to break re<:ord1

I Mu.e praclice

Workbook 1'-'90 211

•

Aims

• lCJrn w(lj Jrld were!o tai" 1Dout the Pdll

• IJII< "boUI the PJlt US"'<l wo, Jr>d were

W"rm-up (2 minutes)

• AS, sn."je1ll\ to think aoo."t hovv they were """ling

yt'<1e,day lalt w el<, Jnd llIt mo<lth, As, for odN, 000.",

'petolre "'m ('-at hJppetli.od Jrod , Isk 'tWenll to >ay

whethellhey (elt hJpp)' , I.)(J, excitN PlC

• Encou'age 'tudem, to use the adje<:ti",-'" f,om Me 28 it

lhey (In, lot example, nerVC;;5, iotleiy (l!' i<Kky,

• Expl.lin to the cia" that the~ are going to 1<'J1n how to

de,nib!' eV"fm in the P<''',

he,c;se 1

• f.xpld<n thJlltu<h'111 ",e cr; ir MJ senlt'fl(t'<;n 'Qnl~'l to

dol'CiU(e (he 'ule~

• Ollce "lKk',m h""" wmplewd tl,., rule> che<;k ,,,",,wetS

by J<k"'9 $t~dent, to read tr.:m oot

• In J we~ k er cI"oo, erl>Ule Itudc,,,, ""de<\t.lrld ,hq, ' ",

11 ((l!' the first a.-.d (hird pe,son, J.-.d were;<; for the ,es! In

,I 'tr"n9~' cla ask stlJd~ml to fiOO more SCI'1tcnee,

",o~<J was, "",,{t, "",re Of we,.,,'r in the le,,_

WE use '" for I, M, sh~, ,I "rid ,.,~e fa<

'lw , IIwy I lW' h<1PIY !hey_re h<1iJfJ'1, NO! 11 kJ '"l)

~';11

In qlJe>tiorl fQ(m~ we put '''''', wete betore the \ulJje<:t:

\\Icve they /ate' NOT fI " , "t>t 101 '

w,,,-1 We,e DVDs popuLI! in tggOl No, 1Io'')IWNen't,

4 Wc,~ Rober! PJnin\.Ol1 J d Kr;,t"n SleWJIl in tl, fwiligh'

film" y~\ , th~y wMe

5 Wo< I " " Iooot in 200]' y~" I wo<, / No, I ",,,o't

3

Exercise 4

• Rt«ni.-.d >tlJd~nl< to 'ead dj! lhe option< b!'tOle they 'IJ r !

to compl~ l e tl , Que",(),,,, hltoul¥jC them to <)iw 0\ much inbmat O<l i~ tr.:;r In,W\'f\ ,'I'; lIry c.ln_ .- mWj ~ ,!o'

1 Wh<-nw.l' 2 \'I,'reyou 1 Wh"tw~t" 4 \\IhJl"'",

S Wherew",e S!udent>' own n,W<'I',

« 'M M , "

Whe<l/l'lhJli """"'re WJ' )'OUr t." "",,,11

Whc", W<'I~ you "t"" ~~~ ro d' What IWI>et~ wa, )'00' Ilorrl<'wor' 1

WI)o,~ ~re you ," !e"n od"";n the morning'

Who """e your first teachers) Wh"t wo, the ~J th er like y",wwy 1 Wooe w." )'OUr fil" $(1'I00I'

Wh.,." w~, you, la" visit to the d""li'"

Wh , I What I WlIcr wet'e yoor Im e'Jm,' Sludeot>' own ,I >~'~

FinishEd?

• Met' fast finishers to the fini,I",,!., dCtMty [nw."",/",

Them to think cl d fdmouS person tlx')' kf)()V; 3 Io! 0/

infor""""'" ,'bout \0 lh l1lrry Cd" p'\'f);lre 'l"'-"tbrl, orxf

In\W<'r<

• Studem, CJn the<! wo,k Wllh Jrl(tll>et' f~\t fini<her to a<'

"00 a~'wr-r (he;, <lUil Q\J~"iom

Opti o n oitl oit(tivity: loitnguoitge

Won, book< da<ed , dictate these >enWrIC<'S to the P.1USC 0' couqh to IndiGIte" (;JP,

ctJI>-,, _ _ in d helicoptet' fa< twenty minul'"

2 lIi' p«:wres _ periOXt, t;K.Jt 11, , _'P vPry &lJlled_

3 H" Fn<)li>t1 ~""m\ _ NSY " It ~ ' th 1t

4 It J rl'<.ord, A" ,wdent> to cQOl'rkte the sentl'f1(", lht~ l (11e\.< ttwir

I M o r~ pra(tice

Wor\b •• ~ pogo 2, Wn~ go I",", "foloncoond pr.,ti " W,r\b,o~ ?Jgo 18 Tests

,

Aims

• li<le<> to "'-'Iail< arolt events in Ihe lives 0/ farnou<;

-• Li\le<l for ~al meani"') and lre<if.:;derails

• With b<x>ksdo~, a,k mrden t> to ""mea few famou,

""""ts on the board

• A\k \t~t\ wl"-'r OIher impc.-t~nl things c~n happen \Cl

• Student, ch-oow the corrl'Ct word, to complete the

phrase! In 3 wuker class, er'ICourage them to 'lues, il

they are oot ,ure, or to campilre ideas with partner

• I'l3y the CD lor >lUd<!-n1S to check thei' anlwet's

from rhe fust tome they lisrl'Oed, tl>ey Can comp;"le it r'\()W

than ooe word

• P~ly the (0 "9<lin "nd a',k \1UOO-m to complete the

• Check a",wers by a,king one or two pairs to ~'fctm their

• In a stronger claso, alk >tt.dent, to think of more life

new vocdbulary for cXJmp;" WOO! 0I]f' can (l<'OpIe vote '

Optional activity: Vocabulary

To pr.)(tise the vocabulary set in a lun way, ask st~l\ to

definitely want to <kl before they d,e tWf.'-r1ty, dnd thfee

thir>g\lhey definitely <kl not want to <kl Ask them to write thest' down, but n<lt Jllow anyone ehe to see, P~t llLKfem, into pa'" 3nd ask them to now gUl'ss whkh

'"< thing\ the" partner wrote down Tejl them 10 ,mire Ihen ,mlwet', d<:wn

gu"""" with the" partner, own answers

Ask )Om stLKfents to report b"d ()(I whJI toor part"'"

wantS M1d does not want to do, and whe t ~ ,hey

Socl.1 and (i¥kwm~t n<u

This acwily wm help your students \0 work in a

cooperati e manrler

Optional activity: Listening

oc'Cide whether the <enter<:'" are true or false

, Kilte MOl) left !oCnoo a1 eigh1C'en,

, Se""", W.U-",m) Ilane<! playing I""nil when ,ne lell

""""

check the" on"""",

• Rl'fe-r studentl b¥\ 10 ~ Il'<lding I"" or> p.I<'jI' 30 and

,y,k them 10 fll'ld 1"''''" 01 ,H "",,,!MO MId 1'IeQoI'''''''

fo/mo; ohhi' 1'-'" ~ 'I<J

• flirit _b 10"'" dnd wr t~ them or> I bo.Ird A ~

,'~!' wll.tl do/fu< " tho'Y "'>I~ ~ beI eoen II~

,It ,,"', MId W lorm\ Hk.,1 de~>, bul do not

~ "" pI_.~'.n lhi\ \lJ<}e

Exe«iS<.' 1

• (lri<£ Ituc\M1t< 1\ mpi d w>d (ompI~t;od 1~ t.rl>l<'

check Jrwwt'<'; ,.,nh the tt.l$~

'!MRc'9uk.de'),n I'l"''' il'dfr>r.'d

1"''9ular: 001-b<>u9ht gel QC\, QC went

t>e<:0IIl<' beume

IAIfG U AG , N T! 1~~ 1 ~1\1 1'"'1"" ,"IrrT\,lliVl' fmms <lfe the

",m~ TOf all pt'I'<OI'l; ; f it'.'I , If)(> Irl', 'M' Mr, elc

In the P'<1 ~mple '''''Jolti", foIm WC use J,I"'I JOO the

.,finil;"'" fO'rT\ of!he ~b, rIOt the 1",,1 ",pIc 101",

W,1rdn'I~1d>ooI NOT )( do::!", h~ ,.)oo/

In Quesl.:>n fotm\ Jid CO<T1('~ tx>for(> lhe lubj<'Ct • rld """

u e I infll1itive form 0111>0> ve<b ncx lhe P<l~tlll11pk!

"m [),:I)'/J'J

1.11' «hoo/I NOT 1b j & d ' "' " "

Did Ihqltt1l'l- hooI! NOI f»(J,h., It ' K.' "

I PTonulKiation: Put tense - ed tndings

w_,.,.~

, • .t.in9 ' pog.1S7

Exert;se 2

• Studo!nIHomp",~ lhe """t'!'< , lOdivo::lwlly Ir'I J

wuk~ cia d "', Q,-,,'>l>om • -t ~> ~ hoI!> (!.>sI

• Go throurj'l \hi> ;mtruc:tons :11 In, <la" All< Iludenl~ 10

<orr9<"I~ th<~ tJsk oIIld en'''M'''}!' l1>efY110 (()!1UtlOl' 10 do thi\ '" ~ requi.I' I.!ngwqP I ning S"dl~

herds 6

~

w.n_won dr_ -d,l'W

• To prepilre,.1I< \tuder'tts to ,eold the text I"'ough Q"'dly,

.nd ., 1: Whal lW' [/>za/;oelh B.\:Kh<'t'l1 job! EIoc1l the Jnll'/Cf

(SI", 'N(l< <1 00c1,,",),

" I@iUO'l m,,",

• Sruden" e,l ind;"'idually to foIm tho' Cl_licw",

[nrou''''1'' them to ""'~ notes.llx:ol.ll rho' <lIl~ to

t~ QU!"ltoor6 JS well using ~ II1torrruuon

• Studen" <Ilk and an~1'/Cf in """"-Go rouoo oIIld r'Sten .a!

they "'PIJII,;og p.JyIn<) ~1t" I;oo to '''9 , !tld "It'9ul;V

L.n9"'~ ' 1<><., 1""'(0 ,od pro,I;«, Wo,kbook ""~ 11

• Point OUt to '>IuOPrl!stholllh4'<e.ve IW09'lp! in e.xh

the w:>rd ago and compietf !hP OIhef gap WIth (Of""t

"*,,,,;,,"on lot lhe tWy

• Ched answers by a~ng studfnu to e.ld OUt the

(om~~, In ,) _ , d pttIYi<I! mort'

UI~ following the rno:><IeI r:J the ~,S<!

, "m!1 f)

1 1>1."')0 I ( ) ago 1 IIoor\ ago 4 W.;>go S ago

W~ pUI ago .llhe tnd of , lime eopr!'Ssioft

We am.lyS liS<! ago aftef a lime

~.",,,,,,,,,,, not before 11:

W<' a,,~ 'L4I)dayr ogo ~1 ~\~ ~"""'d»0' '' 0 rJq"

"" J'('Oft 01]0 we wem 10 [",nee ~T '\10 ,""cc ,co • III

10 IIle e )u ~ ~ne ard 6p1.lon 11131 itudcnlt need 10

• Refer 'tLJdenli b.)( 1; 10 the didloglle In e><e<ci~ L

• T u mdenls 10 CM""}e Ihe bhJe word! and ond de tOO

own ide<lS from """,d"" S

• Wl>1e ,tudent, are prKtis<ng th@~ d~ go around

the etasl moo,t<lfin9 for KC\lfOKY

• A:J;: some <tudents to ~ theif dlJlocj~ fOf the daiS tJMMol,

Studfonts' own ""'

Optional activity: Speaking

M~ <tudents to work In po>IfS ¥>d omagne ~ I, the i'rsl db)'

back at school after m """met' hoIodJylo

Mk tt- to prepare ~ in which they a~ each

0Iher about thel, hoIid.Jyi.llemind them 10 U~ <lS "'¥lY

of tile ~ pIv<lSe5 a, poss<~

Monitor ~rd t ip srudent, wttl~ they are ~ and pr :nsing tIleO' diaIogo.>elo

Ask """" pa'" to Il"ffotm theo dialogU@'\ 10< I~ cia,s

Communiut,ve <ompet~nce SCKi.l.nd civic

(ompet ~ nce

This K1Mty ,.;11 ht-Ip develop nvdents' speJking sIolls

11 will ~I", ~p them inter :t WIth <ltner s!udcnt~ In ~

• "',k "ut1 ,,~ 10~""".""" rnemoo.>bk' o:lM M>rn t~

p.'l,t I!!JO'I'>!Ofrn odros ¥Id ,"<: It>em 00 thl> bo.ord

I ' W ,'IO""

l ( l d J "~ S b

"'·"ilt, b l ·a . l d 4{

Exercise 1

• ~u<Ien\\ ,omt:*'(~ (t ""*-"<(>0, In ~ - k cLa" , ,1

'0_ , pKtl_·~rn:e ",lull ,n 11 n'.I~~' ,1"""10

wr ' P rh!-~te dlfum.a!OVf' 01 OP4J1M.' lot'fI!ence for

l~ ; , iK\N;ty,.,i1l ~pyou.'t~I' Impr(M' t ~I'

",,,Hen commu"""uon ,",11,

I MOle p,aclke

Wo.tboo t pog<./9 L'"9">90 I.ull rtl ' P'¥I~, Wo,kMoIo: pogo n

Progre" review

'h: Pr(>:j''''' ,,-.; w -<iry¥<! 10 'IV<: stlJ(jo'NI tl-o(' ~h.Jn(~

10""';'" Ih(, m"", \<OC.Ibullly .,nd 9!KfI'n,y pofl11\ kom the UnoI ~ _ a, '>()I'r'Ie oi tho'> n,y phr :,-'ll"",n<lt-\ ,u.o_,,,,,

""tl> a record of what mey haw _nt ~rld .t dho ~ you

.00 m.,m TO ;oem:fy dr.,aHhdl n~ ~ wor<

• Bet " "uoent, do the ~,fN _ _ 10'11 ,hem 10 look back 01 tI'e <ruin vocolbulary Joo gI.11TVT1ol' lol'(lonS oilho'>

UP I '0 ~ them ot what tho>y ruv ,t",J :l

• ~udcm, ,""" do m., ~, "' •• 'N_

• lhKl< ""' , WIth the d " drd J'>k \,~de<'" to

{om~eme p!'I'lOOiIl 'on Thtyc.hooletilp

,yr"bol "hie!> reflect, how they 1eI.'I,tboo : tl"';,

p<"for", r>ee ;" Ihi' u'"t

• RI:>>dtl>"I.l<lwl!>thecLN

• Stutrn1< monk ~rld plan lr.e.r p.Ir"'l'.1opIu ind~lfy, In ~

_aker cl >, "'"'n i,>::IlviduJi ItuOMlllO tK.'Co<ie wh.n

c " I th\'1 <ll'e QOlI", 10 ",rot., .boI.o, In ~ Slronge, duo

Jjlow student\ (0 u\(' a d iffe'e~t m('fflOIJI:>e 1!YeI1: to

Tl1"", nr1 ,I'p li<t I1 t~fI" IllOIT\elhln~ p.l,IICylJ/ tI,"Y "'Jr1I

tolkK,jbe,

• '>IU{!e<1t\ write t~r pJra9',]pl1" ThiS C.l" tX' ""t for

-~,

• I" '.!OJdo.'Il t ~ to 'h~, k 111,;, work, Jrld (nKk th<!y hdVi:'

IJ'.-d P.llt ~mpl~ loon'! IInk,"'J "",,(1\ dM aqc corre<.tly,

t ,

I' I1

.,.,"'''''' ~ ''~ 1:",1'\'

Uflit J 11

Optional activity: Consolidation

, Rele< m.dent' back to P"9" 32

inf",""tOO about anod>er f.vnous perwn, Ask them to download a phoro of trot perwn when they we<!' VOVIlQ, and W'fite a few >ente<w::~ olbout the (~I(>t)<,ty '" ""9 OUI tiK-pet<OfI', "''''''

Rem,nd Students th.Jt t~ l.houId use t~ p.I<t s.mpoe to

Lllk <>bout the P""OfI~ ~ in 1h@P<lSI_

",ad the" >entenu'S to the~s ¥Id O!her students c""

try 10'1""" who the famoo~ people ~"'_

OigiUol ~ompet<tnc Convnunkali" (om",,!.na

This ar::IMry will ~pose)'JUI Sludo!ntS to I 'J"9I! cA

resour<;"" and ~ of WI~"9-1t will also ~p 10

,N<! .01:>00, rhe h.story 01 famous pi,Kẹ

'-Iy wh.lt J\lỊ'lppe M·lCj IM mominq

IJlk About pi,KPS "'1~ world

"""- r a $torỵobour J v.o<k:! tr'p

lJlk Jboot ~"9l'XPl'f1""1Cl?ị

"";IP about a fescue

VO(abutary

Core \oOC~b u i<l ' y '

Prepositions: mõmen t : c limb 00wt\ ,IImo up cyck

' /lrw<jh foil oIf.jump In(ajumpOUI of iul>'p <:M:f lun

arool>ị1 run tnro, ,,,,m Q(lOIt W()lk urlQ/'1

G<.og,.pniu l features: deser r 10#1 Iorr>r lake mounram~

"'~ fJO/<'.IM!f IlÍJ, w' li<>y

Build)'OU, IIOCabul.ry: D.:l<~1s

English Plus Opllons

Exl'~ 1i<11"1'1O-ig and speaking: DftcToons (pq ~1)

Cwo:ulum _ ern~ ,"'.tI 'I<:.oen(e ~oeaIlorm.mons

(!,lilYI("' Adventure \POIts """" Z('.)l.md (~ IOn

Voo:~ •• ry ~: Pr~JOIIS rT'O\Iement

Geogrophk;>! fI:",ũ (p.tqe 115)

-Key competences

SocịlI and cMc compet@ÍIC~ Dar~s QUit (p.>C)l' 39)

Cutl u,;,I ilWillenl')S ¥-.:I e xpres.iOll D.l~ 01 Niagara

-'"

Lc." ,in9 10 ~"m; IJl,Ir") the rŨ1 boxes (p.);ẹ.; '."; II

N

VOCABULARỴ Prepositions: movement

Start thinking

Read tt>e ~!ions ,1Il the cLass.md ~tt ""~ ~ Hom

rId",idUJI studenl< ElI(ouraqe stvde<IlS !O qu<'Ss I""

JrnWl'lS tt- y do no{ 3Iready !:now ~nd u* It"", ~oons

la ~ta !T a eLm disc",,,,,,," Alt"""'!Ĩ .sk \Iudenl~ la find

~ inlormaDOJ'O onl,,,,, beIoIt> ~ ~s or dUIIÍII tho> dm ~

you h.M' ",cess !O I"" int"'ne!

• l-"<lm verboi ¥od ~('p09I>O<\lO 01 """"-'ffil'flt

• 00 ~ quIZ about daredevils

• Ask student> to name wme iIC;IMtle-s !hJ! ar dange<oUS

then "'" Iluden( ithe)' woukJ dare to do t~ th '''9~

• flOcit or ,pain the meaning 01 rJaff'/kVt/ AĨ If arryor'lf'

think< hellhe" d dặ.ọ.'VIỊ

,w·waf)

1 up 1 down J iruo • Km< S through

' around 7 ""'" • undet ' off

• While med,,"'J dn,,,,,,,,, to the quOz encoó''9C <1vd<.'fltS

to expLlin how they m.:>do:> (he<1 <hor<;es.ln ~ weak ••

cl prompt lherrtJ,lOOhbmfil"MHar~" 5.000

'C iI rot> oor

,tlff1H ;1

£)Iercise 4

• No: rt'(~~ stW ",!> b I\~ ro I'tIo! po< 'u~ ,0 < 'dCI\.<· 1

.,,", them to .\->" ' " Ih<>m "'Q ~ w.n + pr, f>O'., 1 ()<,

:"-"P""loOm A·.I '''J'~ "" I" "" 1 lho1 WIll',,,, ~'''''''" Iy

-.J, hc)(ro,<> the b.-\1 '"!'flU''' Of' '0 ,o",piMP rhPm

", • <t -.d ,lw' a(l"'~y, J\~ ,,,,,j""l< 10 ," • !too J)/'.'J)W"OTIlo

.nj _bo; in (t' ~, ' omt~"",oc<", J>XI ", , ' tlI''''

" -.;"" Ill wuke cia ,w,It"'" m)~ r'l'f'(j 10 "'''le

• l!eold rh'''''''I!' the "'\I p!w.,,", fn' m""'~j JM "',ponrl "Q

!(, ~(IOO), u~n lhal rhfo wq<)I">:.or1< ~~ QI"""

• ~tW"f", pur wh." I~ h.:ow 11>""'1 r1O prO(,<:"

by com l ~'~""J .he ~ "f ph,,) ~ wl,h lho' ",~bl drx!

pr"P<>l,hO"~

• I t)" weak~f <lau , ~I~ ',1",1'" 1\ I() ""'l~ 'hi" 1Cf'1~r>Cel

I>«()O'~ tr -y 'fl"~k In d It.onger cla , ~IIO'W 1h<~n to

Optional activit y: Vocabulary

Te P''-,i'<' Ill<> '>'OGIb!A.Jry.'~ 'I r.o ," h •.• l' Ih ldl~Ulhl>mlhE-ytvwlr rn ) I I }

""""",be< ~S much 'nform.n"" "II~"-"f'

A, 'ludPoI~ 10 (fo<,eo lhet, 1:>or:N<" I""" , ~t .",11""'"

'1 1.,"" A, "udo;-nlS 10 woil< in polo" J'><.I I .,,~ l~e'"

You could ~ J lim1-limit on 11'1;'; 'H'~ '" w<'Il SO r~d'

11>toy I\ lW to wor' J<}iI'n'l dll' do< k

9 ""hot do "\1nl motore< lim rh)'

10 I'll", \!, rf'(ooj dhuncel

'0 " - "

,\,.10; pailS 01 Sl"""n" 10 ~ I"'~ .",'"," h

dflO!he< p l" ~,."" tt- ,n , '~

'''''''' in Iht' qu<t on p.></<' } ,_ .~" II ;' ,;"

"" ,j " " " poim for """h co"",-I " ""

(omm"nica\;Y~ compelenu, Soc t ~ nd (ivic wmpel"'C ~ '

Hli, aa,vlly will help)'OU, ~lXk"l' It, Imp'""" 11, i, 'c;d""1 llil"-It ",11 "'''' heip lhPm to work It, J

(oope<~l"'" mJnot"<,

Tests

I

Alms

• l'If-01d aixlul Noag,Jra F~I'>

• ReJd lot gencroll me.l1WlCj ~11d ~PII'C"-iNormalo:x'1

W rm-up (2 minulei)

• With books ~ Wf,te Mcqoro fQ/II on ~ oo d and

o>l.k !oIuc:lMts w~t !hey know oIbout It

• E Iidt ~, Itw>n onk ~ Oa~ things ~ do at

NW9'Ird F.lIIs Bor;rl srudents' ~s bu! 00 nor: ar;a!1l{ or

reject al"!)l dl this SI.)ge

Background

N~ ra Falls ilfe on rile bordef btrween ~ and lhe

USA Al1hovgh !hey ~e not ~Ilcularl)' hlgtl, lhey art'

e>Cte(l(oonaily WIde, E~ from the f aDs Is (ION uled in ~

I O I B I E 4

Exercise ]

• Ask "udenll \0 fNd The lext agaOl .nd decidt whethM

the mPf'lCft iI<C Irue or false They torrect the fal~ 001">

I Hecoo ked e<Jgs

) HHlimboed down " ,ope

4 Sn~w'-"' I ~lher.II' l n.b.I"toI

5 forty m,nu,"'>

Communiull competence Thl; activrty will ~)'OU' Slr rde<>ts 10 impro.oe their

stv<!y s k ~1s

' Mort practice WorIrboM ","!If)6

• ' '!h txx,l.< c >'>O!d "1(' 00 !I\(> OW'<i: 11d0l'f mvtlM<'

, , ""'<)'<""9 ,/1,,1tJ<)h ,lit tor.-.l Or J Iooy hnP on

It<P bo.Irrl ,1> In .~tQW In Iht' mddlc 01 I1 A, "udeo'I"

!o K-I ., , wt-< h IWl <lI tho' 'I('(l1('IXl' (In tlO!' If'PIl~{<'d

t'I' ,~" inog , ",«),"hno,) """'K h PJlT by

Ne -thfo Pd" cO'" nuou~ '''''t' Pd'; "",,plo< for '

.KT"", 11 ptIXj~, m tl"o> PJ'~""''''''' "",iIwq(l(lO'[, rht<

'If wt;- ,ht<I.oN!· ,,' dEi,." ,, ',, 'le'

Ex ,.< i ,~ 2

• Rrlfo< Wo- "OP-l<Il' , ,tl'l(>)!,.(lf'ru,8c:d.lOtuldmc

l' 'Iinq ru~ which , ,U hr<p,hem , hle!two "/form\

IJ;Wm·f)

"l j ru' ,

Exercise 3

~ GIn g",-'" "IIJI ,I " bo; t ~ml ",1"'1 lhe "\,j" ~

(104f1(j EIN;:~ Of c'pio"\ ll\J1 AI.!", Robo>rt I"nb, "'-"Y t,ill

bu<ld""I> wi!i\()\lt ~ " ~!y f'<lYiplrwmr,

• '>Nd",m p<Xt , Y'>''''l the "'-'W I ~ 10 wr I~ about

~"'-w, 1""( _<' h.Jppo.Yl""l , ,'rlIl)r , Iht·W'''''''' t",,~

• Po;nt ()(Jt th.1IThey wn "'" Nh." Ih!>.;~ rmJ""" or

""9"1""" tonm oiTht> W'fb to mJ"" ,r" ,,~'" I'IK' 10'

• p t;>, fan fi isMn 'o!twofi f\o>1' 'mlv

• <,t~t< GIll wr,(, u ,;, ,I"""" ,hen amp''''' '~I'<Tl ,(h

Aim~

• u.~m words tor geog,all/'lo:.:~1 fe.l1""~

• l~"" 10 HonverlOllion about a dangtfous jou"~

• li:Ilen lot general mN""""J alld speO(oc details

~ Wnlt about pl.Jce1 "")OJ( COl.W1uy

• With books clOSfd.~)j< Sludenllo t ~ are liII'j f , ~

n'IOUnta,,·"G, lakts Of ",""s In ~, counHy

• 51udenls tiled the meoll'l<l'l9 c:J the wor<h the boo: d

nf!'C~ry It>en ~ them 10 complete the pl.\(e ~

• PLl)I the CD lot ~ludPn!l 10 thf<k I~' ~ rn ,

• Model and dr I lilt I)tQrMJnc'dl>Ol'l of.11)' words 1h.J13Ol'

• Do lhe firs! se<1ten(e WIth the dasus ~n example

• StlJdems wo<k in P<lirs 10 complelt lilt ~Ien(es In a

weakf!1' ,"'ss )'OfJ could otfef support by gi"'"9 troe fust

lene< of the answer eiKh t'me In 6 ftro gf!1' clan I

~ a'e any QUl'itlons I~ do not know ~I ff them le>

r ~ e tt'fi.JI Of lhe lnte<net to !\od OUIthe ans","",s

lJ ;bW."

ExeKi~ 3 S 2.05 T~riJK ~ t SO

• fxplaon to lIudents NI they ate goong to illen 10 a

~"on bet""""" lWO 'l"ts about d.!""9

advemu,,"-• TfII students 10 fI.'oId "" tilt opIOOflS bcbe they listen

• $tuck.onts WI;te clLIe'S aborJ t <]eO<) r Jph" 1 ICJtures

Encourage stlJ(l(onts t(l dc-sc"oo Il\<!m aco."ateiy bUI nol

to re-.-e.ll the" Identity SO t ""t tN-,r P<lrtner has to g\less

71 UIIiU

• While student, "re '''''wog eKh OIlier I'YJrk wOund lhe

'CX>'l\ m:JrlItOf''''l lOt ac;uJf<>ey

,~,

1m1i'lj ,t,

Stud.-nu·.-n -

Optional activity: Vocabulary

You can romd ~ S by playinq TWl'f"Ity ~S

with The dMs.1O po-actJI.I> the ¥OC.tIbuIary fA 9«'9'ilI)hoC,)I

I&! t Uf~

To demcrnwate !hi> rN! tl'M II\JdeonU th<lt you a'e

: thinking ~boul J famous9"Q9fapt-.;c.l' ~~ture ~e

I in I~ world Ask Iludents 10 a\.k you ~ I NoQUl'Sf-'OflS to

I for>:l QUI wholl " , tor e<a m~.IlJr Q ,,~11J ~ <) mour>/()J(I'

StIldl'nIS Co>n then laj(e Mns to th.,k d a g«>grapllic.ll

iNlure which th<! cl.:t\, n"" to gUHS

compcetence •

This activity will help st~ts ~ I~ r II st~l"'l

-.d Spe.l ~ m9 skills It will ~ 1 50 help them to wo,k In a coope r Jtiveman~

Optional activity: Listening

[);elate these ""'ten:::es 10 the claIr

t The '1,15' ~t Ufe ' '' tr ied In Go-eerlland

2 Em,1y ~I through thl' oce

3 The lempe<alUfe w.lS some"""" Wde9'~ on t~

<AA

Ask students to 1M'>fk in P<I~I Jnd Try 10 detidt loom

memory if !he "",,,.,,,,, a.e lrue Ot I • Play The

~ooi''''l again ~ 10 '*-SludenlS 1(1 check Ihe"

~-, ,,,,,,' u ,

1 TIUt'

1 f.I l I ~ fell th""'9h the OCt

1 F."" I1 w.lS 'OfTretomes 40 degfees

• F ~ _licK! ~nd dil'nbo-d the Anf:Ies

CommunlatIY, competanq

This activity wit ~lp)'OOl studentS deveIop~,