Click on starter teacher book

This is a useful guide for practice full problems of english, you can easy to learn and understand all of issues of related english full problems. The more you study, the more you like it for sure because if its values.

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Published by Express Publishing

Liberty House, New Greenham Park, Newbury,

Design and Illustration © Express Publishing, 2002

stored in a retrieval system, or transmitted in any form, or by any

means, electronic, photocopying or otherwise, without the prior

written permission of the publishers

Kimberly Baker, Timothy Forster, Steven Gibbs, Eric Simmons, Christine Little and Eric Taylor We would also like to thank

those institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluable in the production of the book Special thanks to Lauren, Alex, Andy, Nadia and Chris

The authors and publishers wish to thank the following, who have kindly given permission for the use of copyright material: © girlheayen for the article on pp 66-67; © The Body Shop for the article on pp 66-67

Colour Illustrations: Nathan, Chris

Music Compositions & Arrangement by Ted and Taz © Express Publishing, 2002

While every effort has been made to trace all the copyright holders, if any have been inadvertently overlooked the publishers will be pleased to make the necessary arrangements at the first opportunity.

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Teacher’s Book Virginia Evans - Neil O’Sullivan

Z=<®

Express Publishing

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plurals; irregular plurals;

this/these; that/those; the

~ verb have got; possessive adjectives; possessive case;

CONSOLDATION 6 (pp 68-69}

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m 111 WRITING LISTENING & SPEAKING

telling the time;

describing animals

People and types of an article about a famous listening for specific information; filling in talking about free-time

Pronunciation: /a/

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Introduction to the Teacher

Click on Starter is a modular course in English for absolute

beginners

The coursebook consists of three modules of two units each

Each unit is designed to be taught in five 50-minute lessons

There is a Consolidation section at the end of each unit, and

three SelfAssessment sections, one at the end of each

module Click on Starter may be covered in a total of about

30 teaching hours

Course Components

Student's Book

The Student's Book is the main component of the course Each

unit is based on a single theme and the topics covered are of

general interest All units follow the same basic structure (see

Elements of the Coursebook, below)

Teacher's Book

This Teacher's Book contains detailed Teacher's Notes, fully

interleaved with the corresponding pages of the Student's

Book These provide step-by-step lesson plans and

suggestions about how to present the material, as well as a

full Key to the exercises in the Student's Book and tapescripts

of the listening material

Test Booklet

The Test Booklet contains six tests, each in two equivalent

versions to ensure result reliability, especially with larger

classes Students sitting next to each other work on different

tests, but are tested in the same language areas The tests

facilitate the assessment of students’ progress and enable the

teacher to pinpoint students’ specific weaknesses There is

also an Exit Test which covers all the material learned at this

level and can be used as an effective assessment test for

those planning to move on to the next level

Class Audio CDs or Cassettes

The Class Audio CDs or Cassettes contain all the recorded

material which accompanies the course This includes the

dialogues and texts in the Listening and Reading sections, as

well as model dialogues and the material for all listening and

pronunciation tasks

Student's Audio CD or Cassette

The Student's Audio CD or Cassette contains the recorded

dialogues and the main texts in the Listening and Reading

sections of the Student's Book, for the purposes of homework

and preparation

Elements of the Coursebook

listening and Reading

Each unit includes two Listening and Reading sections

dialogues in a variety of everyday contexts Students are

made familiar with natural, everyday language

The second Listening and Reading text presents meaningful articles on cross-cultural topics

In this way, students practise simple everyday communication

Skills such as reading for gist, reading for specific information

| and so on are also practised, and vocabulary is introduced

in a functional and meaningful context

Vocabulary

Vocabulary is practised through a variety of exercises The

| teaching of collocations, in particular, helps students to remember vocabulary items as part of set expressions Grammar

listening tasks and Speaking practice

of tasks which employ the vocabulary and grammar

practised in the unit, thus reinforcing understanding of the

language taught in the unit

* Controlled speaking activities have been carefully designed to allow students guided practice before leading them to less structured speaking activities

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Communication

These sections provide practice in reallife communication

skills Standard expressions and language structures

associated with realistic situations are extensively presented

Games

These sections use the format of a team competition to

consolidate learning of vocabulary and phrases presented in

the unit

Reading texts

These texts practise specific reading skills while providing a

model text for the writing task which follows

Writing

The writing sections have been carefully designed to ensure

the systematic development of students’ writing skills

e A model text is presented and thoroughly analysed,

followed by guided practice of the language to be used

® The finol task is based on the model text and follows the

structured outline provided

¢ All writing activities are based on realistic types and styles

of writing, such as letters, descriptions and articles

SelfAssessment sections

These follow every second unit, and reinforce students’

understanding of the topics, vocabulary and structures that

have been presented

¢ The material has been designed to help students revise a

variety of language items and ensure that these have been

truly mastered

¢ Each section concludes with an entertaining song which

practises the language items presented in the preceding

units

® A marking scheme allows students to evaluate their own

progress and identify their weaknesses

Pairwork Activities

Students are given controlled speaking practice by means of

an ‘information gap’ activity based on visual prompts

SUGGESTED TEACHING TECHNIQUES

A - Presenting new vocabulary

Much of the new vocabulary in Click on Starter is presented

through pictures Students are asked to match the pictures to

listed words (see Student's Book Unit 1, p 6, Ex 1)

Vocabulary is always presented in context, and emphasis is placed on collocations, since memorising new words is easier when they are presented in lexical sets (see Student's Book Unit 2, p 21, Ex 19)

Further techniques that you may use to introduce new

vocabulary include:

¢ Miming Mime the word you want to introduce For instance, to present the verb sing, pretend you are singing

and ask students to guess the meaning of the word

¢ Synonyms, opposites, paraphrasing and _ giving definitions Examples:

- present the word sfore by giving a synonym:

“A store is a shop.”

- present the word sad by giving its opposite:

“He isn't happy, he’s sad.”

- present the word weekend by paraphrasing it:

"| don't work at the weekend | don't work on Saturday and Sunday.”

- present the word garage by giving a definition:

“A garage is the place next to the house where we put our car.”

¢ Example By placing vocabulary items in context, examples make understanding easier and more complete For instance, introduce the words city and town by

referring to a city and a town in the students’ own country:

“Rome is a city, but Parma is a town.”

¢ Visual prompts Show photographs or drawings to make understanding easier

¢ Use of dictionary Encourage students to guess the meaning of a word, then use their dictionaries to check if their guess is correct

illustrate the word or words you want to explain For instance:

tall

short

e Flashcards Flashcards made out of magazine or

newspaper pictures, photographs, ready drawings and any other visual material may serve as vocabulary

teaching tools

e Use of L1 In a monolingual class, you may explain

vocabulary in the students’ mother tongue, although this

method should be employed only in moderation

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may occasionally refer to a bilingual dictionary

The choice of technique depends on the type of word or

expression For example, you may find it easier to describe

an action verb through miming, and not through a synonym

or definition

B - Choral and individual repetition

Repetition will ensure that students are confident with the

sound and pronunciation of the lexical items and structures

being taught

them to repeat individually Repeating chorally will help

students then feel confident enough to perform the task on

their own

C- listening and Reading

You may ask students to listen and read for a variety of

purposes:

¢ listening and reading for gist Ask students to read or

listen to get the gist of a dialogue or text Take care to

ensure that students are aware of the precise objective of

the task, and reassure them that they do not need to

understand everything they hear or read in order to

complete the task satisfactorily

Listening and reading for detail Ask students to read or

listen for specific information Take care to clarify the

precise objective of the task, so that students do not

unnecessarily attempt global listening or reading

D - Speaking

Speaking activities are initially controlled, allowing for

guided practice Students are then led to less structured

speaking activities

E- Writing

All writing tasks in Click on Starter have been carefully

designed to guide students closely in producing a successful

piece of writing

with the fasks that follow Students will then have acquired

the language necessary to cope with the final writing task

purpose Go through the writing task in detail so that

students are fully aware of why they are writing and who

they are writing to

are provided with

® It would be advisable to complete the task orally in class

before assigning it as written homework Students will then feel more confident about producing a complete piece of writing on their own

F - Assigning homework

lt is strongly recommended that homework is regularly assigned and routinely checked Irrespective of the suggested homework sections in the Teacher's Notes, you should feel free to assign tasks which will serve the specific needs of your

class

When assigning writing tasks, prepare students as wel) as possible in advance This will help them avoid errors and get maximum benefit from the task

Commonly assigned tasks include:

¢ Vocabulary Students memorise the meaning of words

and phrases

¢ Reading aloud Assisted by the Student's Cassette or CD,

students practise at home in preparation for reading aloud

® Oral accuracy Correct students on the spot, either by providing the correct answer and asking them to repeat it,

or by indicating the error but allowing students to correct

it Alternatively, indicate the error and ask other students

fo correct it

* Oral fluency Allow students to finish the task without interruption, but make a note of the errors made and

correct them afterwards

directly related to the point of the exercise When giving feedback you may write the most common errors on the board and help the class to correct them

Remember that praising students and rewarding good work is

of great importance Post good written work on a

noticeboard in the classroom or school, or give ‘reward’

stickers Praise effort as well as success

H - Class organisation

doing the assigned task together Use this technique when

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you want your students to provide an example of how the

task should be done

activity, while you move around the classroom offering

assistance and suggestions Ensure the task is clearly

understood before closed pairwork begins

- Set students in pairs

- Set the task and time limit

- Reheorse the task in open pairs

- Ask students to do the task in closed pairs

- Go around the class and help students

- Open pairs report back to the class

*® Groupwork Groups of three or more students work

together on a task or activity Class projects or roleplay

are offen most easily done in groups Again, ensure

students clearly understand the task in advance

* Rolling questions Students ask and answer questions, one

after the other, usually assisted by prompts

| - Using the Student's Cassette or Audio CD

Dialogues and texts are recorded on the Student's Cassette or

CD Students thus have the chance to listen to these

recordings at home as many times as they want in order to

improve their pronunciation and intonation The suggested

~The student listens to the recording and follows the lines in

the text or dialogue

- The student listens to the recording with pauses after each sentence or exchange The student repeats as many times

as needed, trying to imitate the speaker's pronunciation

T teacher S(s) _ students)

HW homework L1 students’ mother tongue

Ex exercise

plpl e.g for example pagel)

ie that is etc etcetera

sb somebody sth something

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Listening: listening for specific information; understanding

gist; multiple choice listening

Speaking: talking about your family; asking for/giving

personal information;

Communication: introducing yourself/others; greeting

people

Pronunciation: /i/, /i:/

Grammar: a/an; subject pronouns; the verb “fo be”

a} ¢ Read aloud the title of the unit Ask Ss to say when

we say this (fo greet someone)

County Pet Contest” on the banner.) What do you

think the people are doing there? etc

¢ Read aloud the items in the list, one at a time Ss repeat, chorally and individually Allow Ss three

minutes to match the words to the numbers Check Ss’ answers by asking individual Ss to make sentences, as in the example below

e.g Number 10 is a cat ete

ANSWER KEY

bị Choose two Ss to read out the example Ss ask and

answer in open pairs, as in the example

e.g What's your name? (Say: I’m David My name's David Point to a S and ask: What's your name?| etc

b} Memory Game

Ask Ss to look at Ex 2 again for one minute Ss then

close their books and, in teams, try to remember as

many sentences as possible Each correct sentence gets 1 point The team with the most points is the

winner

e.g Team ASI: What's this?

Team BS]: How are you? etc With adult classes you can ask your Ss fo say as many sentences as possible,

® Read sentences 1 to 4 aloud Play the cassette Ss

listen and mark true (T) or false (F}

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4 © Explain the task Allow Ss two fo three minutes fo read

the dialogues and do the exercise Check Ss’

answers

ANSWER KEY Jake - parrot liz - cot Eva - horse

e Help Ss explain the words in bold Ss can give a

synonym, an example, mime or explain the words in Seeks

e.g twelve = 12 (write number on board, hold up ten

fingers plus two, ec)

5 Play the cassette for Ex 3 again Ss listen and follow the

lines then, in pairs, read out the dialogues

6 e Ask Ss to identify the peaple from the dialogues in the

picture

Choose fwo Ss and practise dialogue C Ss, in pairs, act out similar dialogues Check Ss’ answers round the class, then ask some pairs to act out their dialogues in

front of the class

ANSWER KEY

A: Hi, Bob How are A: Hi, Billy How are

B: I'm fine, thanks, Ruby B: I'm fine, thanks, Sue

B: I's my snake, Monty B: l's my mouse, Mickey

A: Hi, Dan How are A: Hi, Tom How are

B: I'mfine, thanks, liz B: I’m fine, thanks, Eva

B: I's my chimp, Fred B: If› my dog, Rufus

Reading aloud: dialogues A - C |p 7) (Point out that

Ss practise reading aloud using the S's cassette/

audio CD.) Dictation: sentences in Ex 2 (p 6)

Ss memorise any five sentences from Ex 3 (p 7]

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7 Play the cassette Ss listen and follow the letters, then ® A: What's your name, please?

B: (S’s own answer)

ANSWER KEY

10 © Play the cassette with pauses for Ss to listen and

Qa, Fe, Rr, Hh, Oo, Bb, Gg, Ss, jj, Pp, Aa, Yy, Kk, repeat, first chorally then individually

FF, Uu, li, Nn, Xx, Dd, Tt, W, Mm, Cc, Zz, ll © Ask Ss to close their books Use objects in the

Ss have learnt the colours

° Asan extension, write words on the board and ask Ss © Ss talk about their favourite colours {Ss’ own answers)

to read each letter Point out that if a word contains

double consonants/vowels (00, gg, pp, etc), these are spelt aloud by saying double ~

e.g Ĩ: (writes on the board) hat bot Heed ot a a age

T: |wriles on the board) dog

$2 De T: (writes on the board) apple

ee eee

9 aj Play the cassette Ss listen and follow the lines, then

take roles and read the dialogue aloud

b) Explain that Ss need to replace the words in bold in the

dialogue using the prompts given Choose two Ss to

model the first example, then Ss act out the dialogues

in closed pairs Check Ss’ answers, then ask some pairs to act out their dialogues in front of the class

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1Ì g} * Preseni the new words hot, coat, shoe, shirt, dress,

T-shirt to Ss by reading each word aloud Ss listen

bị Choose two Ss to read the dialogue aloud Ss, in open

pairs, act out similar dialogues

ANSWER KEY

2 A: What is it? 5 A: What is it?

A: What colour is A: What colour is

3 A: What is it? 6 A: What is it?

B: It's a shoe B: It's a Fshirt

A: What colour is A: What colour is

Ss close their books Write numbers on the board

Individual Ss read them aloud

e.g T: (writes on the board) 18 S]: eighteen

T: (writes on the board) 7

$2: seven elc

telling his Ss the seat number each one is sitting in

while at the theatre

Check Ss’ answers on the board

Okay, everybody, we'll be at the theatre soon, so listen for your

seat numbers Jake, you're in row A, seat number five

Sorry, sir What seat number?

Row A, seat number five

Thank you, sir

Emma, you're in row B, seat number seven

Sorry, sir, where did you say?

| said SEVEN!

What about me, sir?

Oh yes, Sam let me see

thirteen

€ 13, righi

And Becky, you're in row D, in seat twenty

D 20 —thanks, sir!

you're in row C, seat number

bị Choose two Ss to read the example aloud, then Ss, in open pairs, act out similar dialogues

ANSWER KEY A: What's your seat number, Emma?

14 © Read out the example, then Ss fill in the correct number

¢ Check Ss‘ answers on the board

Copy: cardinal numbers 1-20 Ex 12 (p 9)

Vocabulary: cardinal numbers 1-20 Ex 12 (p 9) Reading aloud: dialogue in Ex 9a [p 8) Dictation: cardinal numbers 1-20 Ex 12 (p 9)

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¢ Ss, in pairs, act out the dialogue in Ex 11b [p 9)

a) * Explain that the pictures show Mary and her family

Read the prompts aloud Ss repeat after you

* Choose two Ss to read out dialogue 1 Allow Ss two to three minutes to complete dialogues 2-4

Check Ss’ answers by asking Ss to read out the

| B: name is Ann B: His name is Alex

SUGGESTED ANSWER KEY

S3: Mary’s mum Who is Ann?

S4: She's Mary's sister Who is Alex?

Ss close their books Write on the board: an egg ~ a

hat Explain that a/an are indefinite articles, and elicit

when we use each Ask: What do we use before egg:

a or an? (An) What does egg start with: a vowel or a

consonant? (Vowel.] Do the same lo present a

Ss open their books Read the theory box aloud, then

Ss do Ex 16 Read items 2-8 aloud, one ata time Ss

fill in a/an Check Ss’ answers, then individual Ss read

out the complete noun phrases

Choose two Ss to read the example aloud, then Ss, in open pairs, act out similar dialogues

| ANSWER KEY

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110)

18

19

Ss close their books Present the subject pronouns

Point fo yourself Say: / Then write it on the board

Point to a S and say: you Then write it on the board

Point to a male S and say: he Then write it on the

board Explain that we use he for a boy or a man

board Explain that we use she for a girl or a woman

board Explain that we use it for objects

say: we Then write it on the board

¢ Point to.a group of Ss opposite you and say: you Then

write it on the board

Check Ss’ answers while individual Ss read out their

¢ Allow Ss two minutes to underline the correct pronoun

® Ss close their books Present the present simple

affirmative of the verb to be Say, then write on the

board: | am David Underline | am, then write the

contracted form of | am: I'm David

it on the board

Jim) Then write it on the board

¢ Point to a female S Say: She is Helen (She’s Helen]

Then write it on the board Continue with all forms

we mainly use the full form in writing, whereas we

mainly use the short form in speaking

Ss’ answers on the board while Ss read out their

20 © Allow Ss two minutes to do the exercise Check Ss’

answers on the board while Ss read out their completed sentences

Reading aloud: Ex 15a (p 10}

Dictation: same as for copy

Speaking: Ex 15b (p 10)

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&

Lesson 4 (pp 12-13)

* Check Ss’ HW (10)

21 © Explain the task Read out questions 1-4

1 Which is Sally's pet?

A: b this mouse Sally's pet?

B: No Sally's pet isn’t a mouse

A: Oh Is ita parrot?

B: No Sally's pet is a cat

2 Which is Anne s hai?

A: Is Ann’s hat red?

B: No, it isn’t :

A: Oh Is it blue, then?

B: No It’s green Ann’s hat is green:

3 How old is Don?

A: Is Don fourteen today?

B: No He's not fourteen!

A: How old is he, then? Ten?

B: No Don is twelve He's twelve today

4 What colour is Bob's Tshirt?

A: {s Bob's Tshirt yellow and blue?

B: No It’s not yellow and blue

A: Is it red and blue? `

B: No I's just yellow His T-shirt is yellow

22 a) Play the cassette Ss listen and repeat, then, in pairs,

read the dialogues aloud

b) Ss, in closed pairs, act out similar dialogues using the

prompts Check Ss’ answers, then ask some pairs to

act out their dialogues in front of the class

ANSWER KEY

A: Hello My name’s Ron Foster What's your name?

B: My name's Ray lewis

A: How do you spell that? L-O-U4S?

B: No, LEWES

A: Hi, Helen

B: Hi, Vicky Who is this?

A: This is my sister, Mary

B: Hello, Mary How are you?

C: I'm fine, thanks

246 Read out the incomplete table

¢ Play the cassette Ss listen and fill in the missing words

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the lines, then individual Ss read out the short texts

26 Read the example aloud, then Ss do the exercise orally in

This is Jane's dog, Shep He is brown He is

27 =» Read out the theory table, then do the first two lines of

the letter with Ss

* Allow Ss two minutes to do the rest Check Ss’

Hello! My name’s lisa I'm twelve years old

This is a picture of me and my family This is my

mum, Anne, and my dad, Derek My brother, Gary, is

fourteen years old

My pet rabbit, Cindy, is white She is eight years

28 -Allow Ss three to four minutes to complete the table Check

Ss’ answers round the class, then help individual Ss to talk

about themselves and their families

brother (name, age): Victor, 8

sister — (name, age): Angela, 12

pet fanimal, name): mouse, Gulfy

(colour, age}: grey, two

I'm Helen I'm ten years old My mum is Mary and

my dad is John My brother, Victor, is eight years old and my sister, Angela, is twelve years old My pet mouse, Gulfy, is grey He is two years old

Hello! My name’s Helen I'm ten years old This is

a picture of me and my family This is my mum, Mary, and this is my dad, John My sister, Angela, is

ake years old and my brother, Victor, is ten years old, My pet mouse, Gufty, is grey He is two years old

That's all about me What about you?

Check Ss’ performance, then ask some pairs to act out

their dialogues in front of the class

¢ A: What's her name?

: Jane What's her last name?

2 Philips

How do you spell that?

» P-H-I-I P-S How old is she?

: She's 16 What's her pet?

: A cat

: What's his name?

: Bill What's his last name?

: Newton

How dbo you spell that?

> N-E-W-I-O-N How old is he?

> 18 What's his favourite colour?

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LF)

SiN ALK fH] [LR

1 dd How old are you?

2 colour Red is my favourite colour

5 years old | am fourteen years old

6 who Who is he?

7 dod My dad's name is Chris

8 lastname — What's your last name?

9 spell How do you spell that?

11 brother My brother is ten years old

13 sister My sister is two years old

14 shoe The shoe is black

Write three words which take ‘a’ and three

which take ‘an’ (Suggesied Answers]

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—

7 Match the questions to the answers

[6I1C] What's your last name? F Mary

What's your favourite colour?|G_ It's a snake

8 Write he, she, it or they

10 In pairs, do the activity Student A looks at

page 73 Student B looks at page 76 Ask questions to complete the cards

11 © Listen and fill in the words Listen again and sing

And so is the bus

The colours of the rainbow are Red, 3) orange, yellow, green, 4) blue, indigo and violet

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Vocabulary: jobs; countries; nationalities; cardinal

numbers (21-100); places in a town

Reading: reading for gist; reading for specific information Listening: listening for specific information; matching;

multiple choice listening

Speaking: describing your neighbourhood; talking about

people Communication: greetings; saying goodbye

a headache and that you are at a doctor's wai room talking to the receptionist Say: I'm Mr Har I've got a terrible headache | want io see the doctor.) etc

Memory Game Ask Ss to look at the sentences in Ex 2 for two minutes

Ss then close their books and, in teams, try fo

sử [3); there is — there are; adjectives remember as many sentences as possible Each correct

eg leam A S]: Plegse si! down

3oks Lesson 1 [pp 1ó - 17) Team BS1: Thankyou — etc

With adult classes you can ask your $s to say as many

1 © Ask Ss to look at the pictures Read the prompts aloud sentences as possible

Ss repeat the countries after you chorally

pictures

(Ron.] Who's a nurse? [Rosa] etc Ss match the people

fo the jobs

ANSWER KEY

in open pairs, act out similar dialogues using the

prompts

ANSWER KEY

A: Where's Barry from? A: Where’s Clara from?

B: He's from England —_B: She's from Brazil

A: What's his job? A: What's her job?

B: He's a postman B: She's a hairdresser

A: Where's Rosa from? A: Where’s Ron from?

B: She's from Thailand B: He’s from the USA

A: What's her job? A: What's his job?

B: She's a nurse B: He’s a teacher

A: Where’s Mae from? A: Where's Omar from?

B: She’s from China B: He's from Turkey

A: What's her job? A: What's his job?

B: She's a receptionist B: He's a student

A: Where's Ashraf from?

B: He’s from India

A: What's his job?

16)

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3 Explain the losk Red the choices aloud Play the cassette

Ss listen and circle the correct answer Check Ss’ answers

A © Read out questions (1-6) and explain the meaning of

any unknown words

¢ Allow Ss three to four minutes fo read the dialogues silently and answer the questions

the questions

ANSWER KEY

¢ Help Ss explain the words in bold Ss can give a

synonym, an example, mime or look up the word in

their dictionaries

e.g Good afternoon = When we visit sb in the

afternoon we greet him/her by saying Good afternoon

parcel = big box / package

5 Play the cassette for Ex 3 again Ss listen and follow the

lines, then take roles and read out the dialogues

Suggested Homework

Copy: dialogue C in Ex 4 {p 17]

Vocabulary: words in Ex 1 (p 16}, Ex 2 (p 16)

Reading aloud: dialogues A - C (p 17)

Dictation: same as Vocabulary

Act out: first four exchanges from dialogues A or C

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Play the cassette Ss listen and follow

* Play the cassette with pauses for Ss to repeat chorally

or individually

¢ Start a counting chain Say fwenty, then ask a S fo say

the next number (twenty-one}, then another S and so

‘on Continue up to a hundred

¢ Allow Ss two minutes to do the exercise

¢ Read out the lists Ss match the countries fo the nationalities

* Play the cassette again with pauses for Ss to repeat

e Asan extension, say names of countries Ss, in teams,

say the corresponding nationality Each correct answer

gets 1 point The team with the most points is the winner

Team A S1: Chinese

T Canada

® Explain the task Play the cassette Ss listen and write

the cities Check Ss’ answers on the board

* Choose two Ss to read out the example Ss, in open

pairs, act out similar dialogues

Her name is luisa

Where is she from?

She's from Milan

Who are they?

Their names are Pedro & Rosa

Where are they from?

They're from Sao Paulo

Her name's Astrid

Where is she from?

She’s from Bergen

Her name’s Kimiko

Where is she from?

She’s from Nara

Her name's luisa

Where is she from?

She's from Milan

Milan? How do you spell that?

Milan That's M-I-L-A-N

|s that in Spain?

No, it's in Htaly

Who are they?

His name’s Pedro and her name's Rosa

Where are they from?

They're from Sao Paulo

From Sao Paulo? How do you spell that?

S-A-O P-A-U-1L-O It's two words

Where js it?

Its in Brazil

Hello My name's Asirid

Where are you from?

I'm from Bergen

Bergen? How do you a Bergen?

it's B-E-R-G-£-—

Is that in Norway?

Yes, it is

Who's she?

Her name's Kimiko

Is she from Japan?

Yes, she is She's from Nara

Nara?

Yes, Nara That's N-A-R-A

18(T)

Trang 23

3 theyaren't Z she is 1] she isn’t |

A: How old is he? A: How old is he?

B: He's Italian 8: He’s American

A: What nationality B: They are thirty- 4 Dictation: ten words from Ex 6, 7 |p 18) |

are they?

B: They're Japanese

11 © Ss close their books Present the present simple

negative form of the verb to be Say, then write on the board: | am a teacher | am not a postman Underline the words / am not Explain that this is the negative form of the verb to be in the present simple Write

under the second sentence: I’m not a postman

Underline I’m not Explain that this is the short form of |

am not Do the same to present all persons in singular

12 * Ss close their books Present the present simple form of

the verb to be Say, then write on the board: Am | a

teacher? Underline Am 1 Explain that we form the interrogative form of the verb to be by putting the verb before the subject pronoun

¢ Answer the question on the board: Yes, | am Explain

that this is a positive short answer Explain that we form

positive short answers with yes, a personal pronoun

and the verb in the affirmative

Explain that we form a negative short answer with no,

a personal pronoun and the verb in the negative

do Ex 12 Check Ss’ answers around the class

19(T)

Trang 24

15

Lesson 3 (pp 20-21)

Check Ss’ HW (10')

Explain the task Allow Ss two minutes to do the exercise

Check Ss’ answers around the class

Explain the task Choose two Ss to read out the example

Ss, in closed pairs, act out similar dialogues using the

prompts Check Ss’ answers around the class, then ask

some pairs fo report back to the class

ANSWER KEY

2 A: Is Yang from Turkey?

No, he isn’t He’s from China

Is Ricardo from Canada?

No, he isn’t He's from Portugal

Is Ross from Greece?

No, he isn’t, He’s from Canada

No, she isn’t She's from Greece

Is Ali from Italy?

No, he isn't, He’s from Turkey

Explain the task Play the cassetie, Ss listen and tick the

correct picture Check Ss’ answers

1 Where's Stella from?

Hello, I'm Fay What's your name?

Stella — Stella Kennedy

Hi, Stella, Are you French?

No, I'm American

Oh Are you from New York?

Yes, lam

What Paul's job?

Good moming, Mr Johnson

Good morning, Doctor

What's your first name, please, Mr Johnson?

Paul

Thank you And you're a pilot?

No, I'm not I'm a vet

m>B>

pick ones are Grace and lily?

How old is your mother? Is she fifty-five?

No, she isn’t, look This is my mother, Grace

Oh, She's nice How old is she?

She's fortyone

And who is she?

She's lily She’s my sister

Is she fifteen?

No, she isn't She's ihirleen

Ss close their books Say, then write on the board: an

egg - lwo eggs Underline eggs Explain that we add -

s to most nouns lo form their plural

As an extension say/write words on the board Ss say

the word in the plural

eg T hai S1: hats T: dog

$2: dogs etc Allow Ss two minutes to do the exercise Check Ss’ answers on the board

ANSWER KEY

Ss close their books Present there is/there are Point to your table and say: There is a table in the classroom Then, write it on the blackboard Underline there is a Say: There isn'ta cat in the classroom Then, write it on the blackboard Ask Ss: Is there a blackboard in the classroom? \Write it on the board Elicit answer from

Ss: Yes, there is./No, there isn’t Explain that in short

answers we do not repeat the whole question Instead,

we answer using yes/no + subject + verb Say: There are some desks in the classroom There aren't any cats

in the classroom Are there any blackboards in the classroom? Yes, there are./No, there aren't Then, write it on the board Say that there are is the plural form of there is, then underline the words some and

any Elicit from Ss when we use each word (some in

the plural in the affirmative, any in the plural in the negative and interrogative)

Ss open their books Read out the table Ask Ss to give

further examples

200)

Trang 25

210)

17 © Ask Ss to look at the picture and say what they can

18 Choose a pair of Ss to read out the example Ss, in pairs

act out similar dialogues

19

see (Cine Planet, Peter's restaurant, Jim's café etc]

Explain that the picture shows Paul’s neighbourhood

Read out the words in the list, one at a time Ss match

the words to the numbers

Read out the examples, then Ss make sentences using

the words in the list

ANSWER KEY

S3: Theres a statue in Paul's neighbourhood

S4: There’s a canal in Paul's neighbourhood

55: There are some blocks of flats in Paul's

neighbourhood

S6: There's a bank in Paul's neighbourhood

57: There’s a cinema in Paul's neighbourhood

S8: There’s a calé in Paul's neighbourhood

S9: There's a square in Paul's neighbourhood

S10: There's a supermarket in Paul's

Is there a statue in your neighbourhood?

No, there isn’t

Is there a canal in your neighbourhood?

No, there isn’t

Are there any blocks of flats in your neighbourhood?

Ss close their books Say, then write on the board: It is

a nice statue They are nice statues Underline nice in

both sentences Explain that this is an adjective, and

elicit the position of adjectives in a sentence (before

nouns) Ask: Do adjectives have plural forms? (No,

they are the same in the singular and the plural) Say, then write on the board: The statue is nice Explain that

adjectives can be used alone after the verb to be

Ss open their books Read out the theory jable, then

read out the example in Ex 19

Ss make sentences and say them aloud in the

classroom

ANSWER KEY

2 This is an old house The house is old

3 This is a dirty river The river is dirly

4 This is a quiet street The street is quiet

5 This is a noisy city The city is noisy

6 This is a modern building The building is modern

Suggested Homework

Copy: theory tables (p 20)

Vocabulary: words listed in Ex 17 (p 21)

Dictation: same as Vocabulary

Speaking: Ex 18 Íp 21)

17

Trang 26

2] © Read the list of items aloud and explain the meaning of

any unknown words Allow Ss three minutes to read the texts silently and do the exercise Check Ss’ answers

around the class

ANSWER KEY

sentences to be underlined:

There is a big arch, too

There are lots of beautiful palaces in Bangkok

There is a very big theatre in Mexico City, too

* a big theatre - Mexico City

lots of schools - Barcelona lots of museums — Mexico City lots of palaces — Bangkok

lots of old buildings — Barcelona

a big arch — Barcelona

the lines, then individual Ss read the texts aloud

22 Explain the task, then read out the example Allow Ss two

minutes to complete the table Check Ss’ answers on the

board, then Ss, in pairs, ask and answer questions, as in

Rosita| 25 | vet | Barcelona, schools, old

Spain buildings, a big arch

Pranee 27 | nurse | Bangkok, | beautiful palaces

Thailand

Pedro | 35 }eacher |Mexico City) lots of museums,

Mexico fiatues, a big theatre

B: She's from Barcelona, Spain

A: What is there in her city?

B: There are schools, old buildings and a big arch

23 a) Play the cassette Ss listen and follow the lines, then

take roles and read out the dialogues

b} Ss, in closed pairs, use the prompts to act out similar dialogues Check Ss’ answers round the class, then ask some pairs to report back to the class

ANSWER KEY

1 A: Good morning, doctor

B: Good moriigs Mss Crown How are you

toda’

>I'm Na ll, thank you

: Good evening, Mr Finch How are you this

evening?

Not bad — and you?

Pretty good, thank you

Good Gone lisa Sweet dreams

Good night, Dad

22(T)

Trang 27

24 Allow Ss one minute to do the exercise Check Ss’ answers

Prague is a beautiful city in the Czech Republic It’s an

There are lots of churches, castles, museums and

Prague is a wonderlul city It's a great place for a

25 Play the cassette Ss listen and tick Check Ss’ answers holiday

Play the cassette again with pauses for Ss to repeat, either

Suggested Homework

chorally or individually

Copy: any two texts from Ex 21 (p 22)

Reading aloud: Ex 21 (p 22) Dictation: same as for Copy

Act out: Ex 23 [p 22)

26 Explain the task Allow Ss two minutes to do the exercise

Check Ss’ answers by asking individual Ss to read out the

completed text

27 a} Read the list of phrases aloud and explain the meaning SUGGESTED ANSWER KEY

of any unknown words Ss match the pictures to the

phrases Check Ss’ answers, then individual Ss talk A: |s there a museum in your picture?

A: No, there isn’t Are there any trees in your picture?

B: Yes, there are Are there any cafés in your picture?

picture?

Prague has got lots of churches, castles, museums and

beautiful old buildings! There are clean streets and big

squares with nice cafés and restaurants There is also a big

river with lots of bridges and lots of trees and parks There

are lots of famous statues, foo

b) Help individual Ss to complete the task orally Then, Ss

do the exercise in writing, either in class or at home

23(T)

Trang 28

b) What nationality are you?

3 a) Write the numbers in words

BOCES 62

sixty-two

eighteen '@ —_ seventyfour tyfive YO eighty

b) How old are you? How old is your - mum?

- dad? - brother? - sister? - friend?

clean beach # dir

old building # mod

quiet street « no i

Write a sentence for each word/phrase

job What's your job?

old How old are you?

teacher Who is your teacher?

where from Where are you from?

nationality What nationality are you?

clean You must clean your room

fine I'm fine, thank you

street This street is always busy

lots of There are lots of apples in the

fridge

vet A vet is someone who looks

after animals

neighbourhood | live in a quiet neighbourhood

Write the plurals

Trang 29

8 Write ‘m, is, ‘s, are, ‘re, ‘m not, isn’t or

aren't

: ls Dijon in America?

: No, it isn’t It's in France

: Are Tony and Mary from England?

: No, they aren't They're from America

: Where is Mae from?

: She's from China

: How are you today, Jeff?

I'm fine, thank you

- Is there a café in your neighbourhood?

Yes, there is

: How old is Peter?

He's forty-one years old

7 A: Are you a receptionist?

No, I’m not I'm a teacher

8 A: Are they from Spain?

No, they aren't They're from Portugal

: Where is Chuck from?

He's from America

: Where are you from, Stella?

I'm from Italy

Q Look at the picture Ask and answer

questions, as in the example (See p 85)

A: Is there a bank on

Apple Street?

B: Yes, there is

2 any blocks of flats?

Q Answer about yourself (Suggested Answers|

What's your name? Lucy Mitchell Where are you from? Essex, England What nationality are you? British What is there in your neighbourhood? a cinema, a

bank and a restaurant Pairwork Activity

In pairs, do the activity Student A looks at page 73 Student B looks at page 76 Ask questions to find the differences between the

\) two pictures

1 2 © Read and fill in the correct words Listen

and check, then sing the song

own is very beautiful

@ people there are good And there are lots of lovely things

y neighbourhood

e’s a park in my neighbourhood

bi gandclean

e are trees in my neighbourhood

veryt.a | | and green

e are cars in my neighbourhood

te modern and they’ren e w

’re black and white andr_e d and brown

› are houses in my neighbourhood si

are birds in my neighbourhood

dogs and cats beautiful are good

Trang 30

3 Write the nationalities

1 Britain British 5 Turkey Turkish

2 Portugal Portuguese 6 Italy Italian

8 marks

A Fillin the correct word from the list

e friendly © neighbourhood ® dirty ® sleep

* years ® pet ¢ how ® new

Nick is twenty years old

Hello, John How are you?

This river is dirty

Mr Brown is our new teacher

There's a statue in Sam's neighbourhood

Good night, Mary Sleep well

Montreal is a nice city with friendly people

His pet dog, Rufus, is five years old

1 James is 27 years old It/He is a teacher

2 Pinky and Perky are fish They/It are my pets

3 My name is Jenny J/He am six

4 Tina is my sister We/You are twins

5 This is Fiona He/She is my friend

5 marks

Trang 31

Fill in is, are, ‘m not, isn’t or aren‘t

A: Excuse me 1) Are you Mr Jones?

No, | 2) ‘m not

: 1) Is Franco from Italy?

No, he 2) isn’t He 3) is from Spain

: 1) Are Tom and Bill doctors?

No, they 2} aren't They 3) are vets

: Anna 1) is from Italy

B: No, she 2) isn’t She 3} is from England and

Fill in the missing sentences Then, read out

the dialogues in pairs

@ This is my sister © What's your name

A: Hello I'm Martin 1) What's your name?

B: My name's Pedro

A: 2) How do you spell that?

B: P- E-D-R-O Who's this?

A: Oh, sorry 3} This is my sister, Rosa

¢ How are you ® Not bad

A: Good morning, Tom 1) How are you?

B: I'm fine, thanks — and you?

A: 2) Not bad, thank you

There are three children | am Simon and | am ten My

brother, Stuart, is fourteen years old Mary is my sister

and she is sixteen years old We are all students Muffy is

my pet dog She is small and white she is four years old

We are from London in England London is a huge city

with lots of cars on the streets Our neighbourhood is nice

and quiet There is a big park with lots of trees, and a

small square with some shops and a café

Where are the Johnsons from? London, England

ls there a big park in their neighbourhood?

Yes, there is 10 marks

20 marks TOTAL: 100 marks

270)

Trang 32

Objectives

Vocabulary: ordinal numbers; types of homes, rooms;

household objects

Reading: reading for gist; reading for specific information

listening: listening for specific information; filling in missing

information

Speaking: describing rooms in your house; describing a

building from notes

Communication: addresses

Pronunciation: /s/, /z/, /iz/

Grammar: plurals; irregular plurals; this/these - that/those;

have gol, possessive adjectives; possessive case; preposi-

fions of place

Writing: a letter to a friend, describing your house

Lesson 1 (pp 28-29)

a) * Ask Ss to look af the pictures on pp 28-29 Read

out the title and elicit from Ss what the unit is about (descriptions of houses) Elicit from/Explain to Ss

that the picture on p 28 shows a bedroom, and the picture on p 29 shows a living foom

® Read out the listed words one by one Ss repeat

chorally while matching each word to the number

ANSWER KEY

acupboard 12 afireplace 11 qdolls houseZ

Number 2 is a wall Number 10 is a lamp

Number 3 is a desk Number 111 is a fireplace

Number 4 is a cushion | Number 12 is a cup-

Number 5 is a chair board,

Number 6 is a bed Number 13 is a vase

Number 7 is a doll’s Number 14 is an arm-

Number 8 is a mirror Number 15 is a table

Number 9 is a curtain Number 16 is a sola

S4: A sofa What is there in the living room?

S5: A lamp What is there in the living room?

S6: A cupboard What is there in the living room?

S7: Avase efc

¢ Asan extension, Ss look at the pictures and describe

® In the bedroom there is a window, a doll’s house, a chair, a desk elc

® In the living room there is a sofa, a fireplace, a mirror elC

either chorally or individually

ing examples, miming or in Ss’ L1

e.g Here | am (Hide under your desk Get out of your hiding place and say: Here | am.) b} Memory Game

Ask Ss to look at the sentences for one minute Ss close

their books and, in teams, try to remember as many

sentences as possible Each correct sentence gets Ì point The team with the most points is the winner

e.g Team ASI: Sorry, where's that?

Team BS]: Come in, please etc Explain the task Read sentences | to 6

Play the cassette, twice if necessary, for Ss to underline the correct word

Trang 33

4 Read out sentences | to 6 Allow Ss two minutes to read

"the dialogues {A - C) silently and mark the sentences (1 - 6)

true (1) or false (F] Check Ss’ answers round the class

ANSWER KEY

example, a synonym, mime, draw or look up the words

in their dictionaries

e.g poster = large picture [you stick} on a wall

* Play the cassette for Ex 3 again Ss listen and follow

the lines, then take roles and read the dialogues aloud

6 Choose two Ss to read out the example Ss, in closed

pairs, do the exercise aloud Check Ss’ answers round the

class, then choose some pairs to act out the dialogues in

front of the class

Has Rachel got a mirror in her bedroom?

No, she hasn’t

Has Adam got a sola in his living room?

Yes, he has

Has Rachel got a lamp in her bedroom?

Yes, she has

Has Adam got a vase in his living room?

Yes, he has etc

1 Copy: first two exchanges from dialogue B |p 29)

2 Vocabulary: words listed in Ex 1a (p 28)

3 Reading aloud: any of the dialogues A - C (p 29)

(Point out that Ss practise reading aloud using the S's cassette /audio CD.)

4 Dictation: any ten of the words listed in Ex la

Ip 28)

5 Speaking: Ex 6 [p 29)

29(T)

Trang 34

ER

the order Ss, in teams, say the corresponding ordinal 3 noisy eee

with the most points is the winner

Team A S1: sixth

T: eight

Allow Ss two minutes to do the exercise Check Ss’

answers on the board

ANSWER KEY

floor that is level or almost level with the ground out side, lift = elevator; sth that carries people up and

down inside a tall building)

¢ Explain that the picture shows people living in a tall block of flats Ask: How many floors are there in the

block of flats? (11) Ask Ss to read out the name/

number of each floor

Read out the example

Ss, in open pairs, do the exercise aloud

ANSWER KEY

2 A: Is Samantha on the fifth floor?

B: No, she isn’t She’s on the second floor

3 A: Is Martha on the second floor?

B: No, she isn’t She’s on the fourth floor

4 A: Are Ben and Ellen on the ninth floor?

B: No, they aren't They're on the sixth floor

5 A: Is Sam on the seventh floor?

B: No, he isn’t He’s on the eighth floor

6 A: Is Emma on the sixth floor?

B: No, she isn’t She’s on the tenth floor

bị

30(T)

Trang 35

31(T)

ñ ¡ng Bn Hines

then match the words to the pictures

ANSWER KEY

Lily is in the bedroom

Petra is in the garden

Carla and Ted are in the kitchen

Grace and Tim are in the living room

Donald is in the bathroom

2 A: Is Petra in the bedroom?

B: No, she isn’t She’s in the garden

3 A: Are Carla and Ted in the garden?

B: No, they aren't They're in the kitchen

4 A: Are Grace and Tim in the bathroom?

B: No, they aren't They're in the living room

5 A: Is Donald in the living room?

B: No, he isn’t He’s in the bathroom

advertisement for a house for rent

Read out the incomplete advertisement

Play the cassette Ss listen and fill in the missing words

ANSWER KEY

e Asan extension you can ask Ss to write a similar adver-

tisement for their own house

Tapescript

There's an ad here for a house fo rent

Really? What does it say?

Well, it's quite big — the ad says it's got four bedrooms

Four bedrooms? Great! :

Yes it's got a living room, a dining room and a big kitchen

Good — we need a big kitchen

| know I's got two bathrooms

Two bathrooms? What else has it got?

Well, it's also got a garage and a garden

That sounds very nice Where is it?

I's on a quiet road near the beach

How much is the rent?

Read out each prompt Ss repeat after you

fences

There's a sink in the kitchen

There's a pillow in the bedroom

There's a TV in the living room/bedroom

There’s a wardrobe in the bedroom

There's a bath in the bathroom

There's a fridge in the kitchen

There’s a bookcase in the living room/bedroom

There’s a bed in the bedroom

There’s a bedside cabinet in the bedroom

There's a tap in the bathroom/kitchen

There's a dishwasher in the kitchen

There's a towel in the bathroom

Choose two Ss to read out the example Ss, in closed pairs, ask and answer questions about their houses

Check Ss’ answers around the class, then ask some

pairs fo act out their dialogues in front of the class

A: No, there isn’t Is there a pillow in your bath-

room?

No, there isn’t Is there a TV in your bedroom?

Yes, there is Is there a wardrobe in your dining

room?

No, there isn’t Is there a bath in your bathroom?

Yes, there is Is there a fridge in your kitchen?

Yes, there is Is there a bookcase in your living

room?

No, there isn’t Is there a bed in your bedroom?

Copy: any text in Ex 10 (p 30)

Voeabulary: Ex 7 (p 30), Ex 13a [p 31)

Reading aloud: Ex 10 (p 30}

Dictation: any words from Ex 7 (p 30} & Ex 13a

Ip 31)

Speaking: Ex 9a (p 30} or Ex 13b (p 31}

Trang 36

1 and 2 in Ex 16 Allow Ss two minutes to do the exercise, Check Ss’ answers by asking individual Ss to

e.g chair — chairs

* Read aloud the examples in the table and focus Ss’ atten-

* (p 32} Irregular Plurals: Read out the theory table for irreg- the verb have got Show your book to Ss and say: /

singular Ss say the relevant plural form form the contracted type Repeat the same to present

14 Explain the task, then allow Ss two minutes to do the exer- $2: I've got a pen elc

cise Check Ss’ answers on the board

ANSWER KEY

15 Explain the task, then allow Ss two minutes to do the exer-

cise Check Ss’ answers on the board

ANSWER KEY

Point to a chair close to you and say: This is a chair

Then write it on the board Point to a chair far away

from you and say: That is a chair, too Then write it.on

use for things near us? {this/these) What do we use

for things far away from us? (that/those)

¢ As an extension, point to various things in the class-

room Ss, in teams, make sentences using this/these — that/those Each correct sentence gets | point The

team with the most points is the winner

e.g Teacher: (points to the blackboard, standing

next to it) Team A S1: This is a blackboard

Teacher: [points to the window far away from

him/her) Team B S2: That is a window elc

320)

Trang 37

33)

haven't got a pen Write the negative form on the board and underline haven't got Give examples in all persons

Point to a S and ask: Has Tim got a book? Answer: Yes,

he has Take his book and ask again: Has Tim got a book now? Answer: No, he hasn’ Write these on the board

and underline Has got {interrogative), Yes, he has/No,

he hasn† Explain that the last wo sentences are short answers Elicit from Ss how short answers are formed

(Yes/No + appropriate personal pronoun + have/has}

¢ Ss open their books Read out the tables

open pairs, do the rest of the exercise aloud in class

ANSWER KEY

Has Doug got a dog?

No, he hasn †

Have they got bicycles?

Yes, they have

Have you got a big house?

No, | haven't

Have we got an umbrella?

Yes, we have

Has lynn got a sister?

No, she hasn't

Has Jim got a camera?

18 a) Explain the task Ss identify the objects in the pictures

Play the cassette twice if necessary Ss listen and tick (V) or cross out (x) accordingly Check Ss’ answers

Janet: Melanie! Where are you?

Melanie: Hi, Janet! I'm in here

Janet: Hi, Melanie This isn’t your bedroom, is if?

Melanie: No — it's my brother Steve’s bedroom

Janet: It's great oh, and Steve's got a phone in his bedroom

Melanie: Yes, but he hasn't got a CD player, like | have

Janet: Mm has he got a 1V?

Melanie: No, he hasn't — he’s got a radio, though Come, let's go to my

bedroom Here we are What do you think of it?

Janet: It's lovely, Melanie

Melanie: Thanks See — I've got a phone as well, and I've got a CD

player

Janet: That's great, Have you got a radio?

Melanie: No, | haven't | don’t listen to the radio Cliff and Carl have

got a radio in their bedroom They've got a TV, too

Janet: Really?

Melanie: Yes, but they haven't got a phone in their room, and they

“haven't gota CD player, either Well, what do you want to do?

¢ Melanie has got a telephone and a CD player in her’

bedroom She hasn't got a television or a radio

¢ Cliff and Carl have got a television and a radio in their bedroom They haven't got a telephone or a CD player

¢ Asan extension, Ss can say what they have got in their bedrooms

e.g I've got a television and a radio in my bedroom

| haven't got a telephone or a CD player

19 Ss close their books Present the possessive adjectives

Point to yourself Say: | am a teacher Then write it on the board Underline the word | Say: This is my pen

Then write it on the board Underline the word my

Explain that my is a possessive adjective, i.e a word which goes before a noun and shows possession

*® Point toa male S Say: You are Tony Then write it on the board Underline the word you Point to Tony's pencil Say:

This is your pencil Then write it on the board Underline the word your Present the rest of the possessive adjectives in the same way

Ss Write this sentence on the board: This is my notebook Point to various Ss Ss should replace my with the appropriate possessive adjective

e.g TT: (point toa male S)

S1:_ This is his notebook

T: [point to a female S)

$2: This is her notebook etc

fences

ANSWER KEY

20 Read out the theory table, then do Ex 20 with your Ss

ANSWER KEY This is Mr Brown's house It’s his house

This is the girls’ bedroom It’s their bedroom

This is Helen’s guitar It's her guitar

This is the boys’ radio It's their radio

This is Mrs Greene’s desk It’s her desk

This is John’s car It’s his car

Reading aloud: Ex 16 (p 32]

Dictation: the verb “have got”

Trang 38

desk, then ask and answer: Where's my notebook?

ess trữ I's on the desk Put your notebook in your bag, : :

then ask and answer: Where's my notebook? It's in

my bag etc Present the rest of the prepositions of

place in the same way Then, put your notebook in

various places in the classroom and ask Ss to tell you its location

¢ Ss open their books Ss look at the drawings, then

Ss to read out their sentences

b) Explain the task, then allow Ss two minutes to do the

exercise Play the cassette Ss listen and check their answers

ANSWER KEY

B: 22 Gold Street, leeds

B 188 AP

¢) Ss, in closed pairs, do the exercise Check Ss’ answers

round the class, then ask some pairs to report back to

the class

ANSWER KEY

A: What's your name?

B: Paula Smith

A: And what's your address?

B: 3 Abbott Road, london

A: And your postcode is?

By Choose two Ss to read out the example, then Ss ask

and answer rolling questions

_ SUGGESTED ANSWER KEY

S3: Yes, there are They're under the table Is there a book in Jim’s bedroom?

S4: Yes, there is It's on the floor behind the cap Is

\ there a basketball in Jim's bedroom?

| S5: Yes, there is It's next to the bed Is there a pil'

Play the game as described in the Student's Book

lope, then Ss do item B Check Ss’ answers on the board

ANSWER KEY

Miss Paula Smith

3 Abbott Road london

Trang 39

350)

23 Ask Ss to look at the picture in Ex 24 Explain that the picture

7

26

shows Buckingham Palace in london, England Ask Ss if they

know who lives there [the Queen and her family) Explain the

task Read out sentences 1 lo 4 Play the cassette Ss listen

and underline accordingly Check Ss’ answers

ANSWER KEY: 1 famous 2 london 3 home 4 600

1 Yes, itis 2 It’s grey 3A flag

4 (They have got) beautiful old furniture, expensive

paintings and red carpets

5 (There is) a garden with a small lake (and some

elicit answers and fill in the table

e.g What is the name of the building? (Bucking- ham Palace]

Where is it? {in London, England)

Why is it famous? (Because the Queen of England and her family live there.)

How many rooms has it got? (600) etc

¢ Ss copy the completed table in their notebooks, then use the notes to talk about the palace

Name: Buckingham Palace

Where it is: london, England

Why it's famous: the home of the Queen of England

and her famil Rooms and what's in them: 600, old furniture, expensive

paintings, red carpets

Behind the palace: garden, small lake, some statues

Buckingham Palace is in london, England It is the home of |

the Queen of England and her family There are 600 rooms

in the palace Many of the rooms have got old furniture,

expensive paintings and red carpets Behind the palace

there is a garden with a small lake and some statues

¢ Asan extension, play the cassette for Ex 23 again Ss

listen and follow the lines, then read from the aricle

Explain that -s at the end of plural nouns can be pro-

nounced in three different ways (/s/, /iz/ or /z/) Play

the cassette Ss listen and tick accordingly Check Ss’

answers Play the cassette again with pauses for Ss to

The letter is about Gail's new house

the same time, write the headings on the board

Help Ss to make notes about themselves by doing the same about yourself on the board

® Ss around the class use their notes to talk about their homes

Where: busy street Floors: two

Rooms on ground floor: three, kitchen, living room, bathroom

Rooms upstairs: three bedrooms, two bathrooms

My bedroom: huge bed, blue carpet, desk, wardrobe, iwo chairs

b) After Ss have done the exercise aloud in class, assign

the letter as written HW

Dear louise,

How are you? I'm writing to tell you about my new house

My house is on a busy street If is in the town centre It

has got two floors On the ground floor, there is a large kitchen, a big living room with modern furniture an bathroom Upstairs, there are three bedrooms and two

small bathrooms

My bedroom is fantastic I've got a huge bed and a blue carpet on the floor I've also got a desk, a wardrobe and two chairs My room has a beautiful

view of the park

Well that's all for now | hope you can visit me soon

Vocabulary: words in bold Ex 24a (p 35)

Reading aloud: Ex 24a [p 35)

Act out: Ex 22b (p 34) Speaking: Ex 21b |p 34) Writing: Ex 27b |p 35)

some pairs fo act out their dialogues in front of the class

SUGGESTED ANSWER KEY A: |s there a bed in the bedroom?

B: Yes, there is It's next to the desk Is there a desk

Trang 40

Consolidotion 3

] a) Where can you find each of these? Write

sentences, as in the example

There is a bed in the bedroom

There is a fireplace in the dining room/living room

There is a treehouse in the garden

There is a bath in the bathroom There is a fridge in the kitchen

There is a sofa in the living room

b) What is there in your bedroom?

Write the plurals

chair > chairs 6 toy = toys box — boxes 7 tooth — teeth life — lives 8 glass > glasses

Write a sentence for each word/phrase

flat My flat is on the first floor

sixth floor | live in a flat

kitchen My flat is on the sixth floor

upstairs The fridge is in the kitchen

under My shoes are under the bed

desk There is a desk in my room

next to The armchair is next to the

fireplace

How many rooms are there in your house?

for rent This house is for rent

4 Write this is, these are, that is or those are

This is a sofa and those are armchairs

a se

This is an umbrella and those are books

This is a pen and those are notebooks

6 Fill in the correct possessive adjective

We have got a new house It’s our house

You have got a red bicycle It's your bicycle

| have got a new TV It’s my TV

Sue has got a black dog It’s her dog

Harry and Ben have got a big boat It's thei

boat

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