Upstream beginner a1 teacher book

a fax message reading for specific information identiflTing the.. want to find e-friends Allow the 5s some time to read the texts main points of the text pairs, take turns to talk about

Published by Express Publishing

Liberty House, New Greenham Park, Newbury,

@ Virginia Evans & Jenny Dooley 2005

Design and lllustration @ Express Publishing, 2005

All rights reserved No part of this publication may be reproduced

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

means, electronic, photocopying or otherwise, without the prior

written oermission of the oublishers

The publishers grant permission for the photocopying of those pages marked photocopiable for classroom use

only School purchasers can make copies for the use of their staff and students only Individual teachers can make

copies for their own use or for the use of the students they teach, Under no circumstances may any part of this

book be photocopied for resale

A c k n o w l e d g e m e n t s

Authors' Acknowledgemehts

We would like to thank all the staff at Express Publishing who have contributed their skills to producing this book.

Thanks for their support ald patience are due in particular to: Meryl Philips (Editor in Chiefl, Julie Rich (senior editor);

Christina Stirling (editorial assistant); Alex Barton (senior production controller) and the Express Publishing design team;

and Emily Newtoo, Kevin Harris, Daniel Parker, Erica Thompson and limothy Forster We would also like to thank those

institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluable in the

oroduction of the book.

Photograph Acknowledgements

Unit4a: "fhe Royal Collection @ 2003, Her Majesty Queen Elizabeth ll" on p.37; Unit6b: Bancroft Arnesen Explore - ARCTIC

OCEAN @ 2005, w\rvwyourexpedition.com on p 59; CurriculorCutsT:@ CinetexUWvwu iml.gr; @ everet collectiorWvunru.iml,gr

on p 75; Unit9b:@African Conservation Experience - All Rights Reserved, ww\f/.conservationafrica.net on p 91.

Colour lllustrations: Stone, Chris, Terry Wilson

Music Compositions & Arrangement by Ted & Taz

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 arrahgements at the first opportunity.

F F F F F

-f ,

Ienchers Boolr

Yirginiu lYons-fenny Dooley

Introduction to the Teacher

for a flexibility of approach which makes it suitable for all

Students in this category can understand and usefamiliar, everyday expressions and basic vocabulary andexpressions related to their own personal, concreteworld They can communicate in simple exchanges,introduce themselves and ask and answer ouestions in

a simple, repetitive way Simple interaction is feasibleprovided the other person speaks clearly and slowlyand is prepared to assist

Student's BookThe Student's Book has been designed to appeal to aswell as involve the Ss in language learning lt consists

of five modules of two units each In each module, thestudents are thoroughly exposed to the new languageand, thus, achieve competency in the target language

at a faster pace Each module has its individual aimsand at the end of the module, students can record

t h e i r p r o g r e s s i n E n g l i s h The Student's Book begins with Let's Stort, anintroductory unit to familiarise the students with theEnglish alphabet and some very basic vocabulary andstructures Each unit is based on a single theme andcovers a wide variety of related topics AII units followthe same basic format (SeeTypical layout of a module)

WorkbookThe workbook is in full colour and consists of ten unitswhich compliment the theme and content of thecorresponding units in the Student's Book, and containelements specifically designed to extend andconsolidate learning through a wide variety of tasks

These are grouped in each unit as Vocobulary Practice,Reading, Listening, Speaking and Writing

An additional feature of the Workbook is the Grommar

in Use section in every unit All the grammatical

phenomena of the corresponding unit in the Student'sBook are fully exploited in this section Thus, theteacher can decide to work on it as a whole uooncompletion of the corresponding unit in the Student'sBook or cover it progressively

ln addition, through the Reader's Corner, the studentsare exposed to interesting multicultural and cross-curricular pieces of writing with the aim of broadening

t h e i r h o r i z o n s and providing insight into othertraditions and customs At the end of each unit, there

is the Progress Check section where the students canassess their progress

The Teacher's version of the Workbook is the same asthe Student's version, except that it has an overprintedanswer key to all the exercises

My Language PortfolioThe My Language Portfolio contains the materialwhich the students will use, along with any extramaterial given by the teacher; throughout the course.The My Language Portfolio has been designed to

s t i m u l a t e a n d s u p p o r t th e l e a r n i n g o f t h e E n g l i s hlanguage lts purpose is to help the students reflect on,realise their progress in and improve their language

l e a r n i n g The My Language Portfolio is the students' property lt

is a tool to accompany the students' language learning

t h r o u g h o u t t h e i r school life and is suitable for

d o c u m e n t i n g t h e i r l e a r n i n g b o t h i n s i d e a n d o u t s i d ethe classroom

In practice, Language Portfolios may include projects

or other examples of written work, computer diskettes(with work or drawings completed inside or outsroethe classroom), videocassettes (with the students'performances of songs, role plays, etc.), certificates,reports from teachers, or even a collection of obja-ts

or pictures lt is a collection of what the learners want

to keep as evidence of what they are learning through

t h e m e d i u m of the English language T h e m a i nemphasis is on the process of learning As a result,while compiling their Language Portfolios, the learnersdevelop the skill to work independently

How to make o Language PortfolioDuring the first lesson, explain to the students that theyshould bring in a folder, which they will have with them

at all times and in which they will keep their LanguagePortfolio For the next lesson, bring in self-adhesivelabels, write MyLonguagePoftfolio on them and help yourlearners stick them onto their folders Demonstrate howthey should store their material into their LanguagePortfolio and make sure they update them regularly (Forfurther information see pages | 69T-170T.)

I-tr

y

- I

)-tr

,L-tr E

tr E E F E E E E

r-

L-a

language patterns, additional activities (Optional

Reinforcement & Extension Activitiel as well as tapescripts

modules

The Formative Evaluation Chart: The teacher uses the

page 1 5 5T fo r fu rcher i nformation.)

The students file their Progress Report Cards in their

information.)

Test Booklet

Studentt CD/cassette

and intonation

opinions

Key featureslVocabulary

llReading

,/ oral reproduction where the Ss perform role

ill

information be anchored in their long-term memory.

VlPronunciation

There are tasks which develop the Ss' ability to recognise

English

VllWriting

VlllCulture Clips

Science, Art & Design and History ln this way, the English

jokes

through each study skill and make sure the 5s

XlllSongsheet

Optional Units: There are two optional un-rts,Hogmonay: The Scottish New Year! & Valentine's fuy

celebrations

do

E E E E E E E

E

E E D t

IV

A Word List

skills

module:

to:

a task

countries

learning styles as different people learn in different ways

learning styles in order to help the Ss learn according to

hand-outs

Auditory Learners

a tape recorder

V

Let's Start

In this introductory unit the 5s will

Module 1 (Units 1-2): Family and Friends

In this module the 5s will

read

a factfile about ltaly

listen to

languages

o a SOfl9

COMPETENCES

learn how to

cities, national ities)

ask for and offer helo

lel,lol and lel

DESCRIPTORSpractise

(Grammar) the Present Simple of the verb 'to be' question words

the verb 'have got' the verb 'can' possessrves(Lexical areas)

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

o introductions and greetings

o points of compass family members adjectives related to appearance and character sports and pastime activities

do a project about

o another country

o their family tree

w r i t e personal information (lnternet registration form)

o a letter to a pen-pal

o a Host Post entry a postcardThis module will develop the four skills through thefollowing activity types:

picture word association

m u l t i p l e m a t c h i n gpainl,rork activities, role play, monologues

- word order identification

- information gap activities

- reading for specific information (note taking, gapfil I in g, scan n in g, identifying correcVi ncorrectinformation)

- reading for gist

- answering open-ended questions

- listening for global understanding

- listening for specific information (identifyingcorrecVincorrect information)

- team workgamesCurricular Cuts (Geography): Around the UK!

read about the British Royal Family listen to a dialogue between two people visiting

B u c k i n g h a m P a l a c e talk and write about a famous familv in their owncountry

r!-+-.

ts

I-

t-F ts F

l >

:!bF

VI

take after?

The 5s will

song

Module 2 (Units 3-4): A Way of life

In this module the 5s will

read

a job quiz

new house

listen to

a song

COMPETENCES

learn how to

tell the time

S i m p l e

lanl and lovl

talk about location

DESCRIPTORSpractise

write

' a j o b a d

a fax message

reading for specific information (identiflTing the

read about cowboys

vll

The Ss will

how this can help attract customers

Module 3 (Uhits 5-6): Eat, Drink and Enjoy

In this module the Ss will

read

for breakfast

London

listen to

ordering

COMPETENCES

learn how to

order food

r talk about activities talk about clothes

lgl and ljl

DESCRIPTORSpractise

(Grammar)

somey'any should/shouldn't

write

a rectpe a postcard

team work

g a m e s

E E

rE

E E E E E E E E

E

tr

vlil

The Ss will

Module 4 (Units 7-8): All in the Past

In this module the Ss will

read

o an article about the early years of three famous

people

a poem about the Cheyenne way of life

r about Matulik talking about the Inuit way of life

in the past

people's web page entries about what they used

to do when they were children

an article about animals that lived on Earth a long

r two friends talking about their favourite soap

opera, the Northerners

o information about the Museum of Natural Historv

o information about two famous animals

a woman telling her friend about a very

embarrassing experience

e a SOn9

COMPETENCESlearn how to

o talk about life in the past

o talk about past habits

lel,lcJ and lal

show surpriseDESCRIPTORSpractise

picture word association

m u l t i p l e m a t c h i n g

- word order identification

- anticipation, prediction, brainstormingreading for gist

reading for specific information (intensive

r e a d i n g , g a p filling, n o t e ta k i n g , i d e n t i f u i n g

i n f o r m a t i o n , s c a n n i n g )

- answering open ended questions

l i s t e n i n g f o r g l o b a l u n d e r s t a n d i n glistening for specific information (identifyingcorrecVincorrect information, note taking)pairwork activities, role play, monologues

- team work

- games

IX

famous people in the 50s

Literature Corner: Black Beauty

T h e S s w i l l

read short extracts from the novel, BlackBeauty

talk about how to treat horses

prepare a 'For Sale' poster for Black Beauty

a dialogue between two friends who haven't

seen each other for vears

listen to

an interview i n w h i c h a S c i - F i a u t h o r t a l k s a b o u t

the future

information about an organisation offering

courses in different countries

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

a song about travelling

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

been to

a conversation between two friends who haven't

seen each other for vears

C O M P E T E N C E Slearn how to

make predictions a b o u t th e f u t u r e give information about personal plans and intentions distinguish b e t w e e n a n d p r o n o u n c e t h e s o u n d slel and lel

invite p e o p l e o u t i n E n g l i s h give information to people travelling to their country talk about personal experiences

distinguish b e t w e e n a n d p r o n o u n c e t h e s o u n d s

At and Al talk about personal c h a n g e s paylaccept compliments in EnglishDESCRIPTORS

practise

(Grammar) will be going to the Present C o n t i n u o u s ( f u t u r e m e a n i n g )

o musVmustn't can/can't should/shouldn't Present Perfect

o suoerlatives(Lexical areas) words related to life in the future' sports

sports e q u r p m e n t

o natural features words related to personal changes

do a project about

an organisation offering courses people v i s i t i n g t h e i r c o u n t r y a n d th e i n f o r m a t i o nthey need

w r i t e ads in magazines o f t h e f u t u r e an e-mail

a travel magazine article about their owntravelling experiences

a friendly letter

T h i s m o d u l e w i l l d e v e l o p t h e f o u r s k i l l s t h r o u g h t h efollowing activity types:

picture word association

- multiple m a t c h i n g

- anticipation, p r e d i c t i o n , b r a i n s t o r m i n g

- reading for gist

- reading for specific information (gap filling, note

t a k i n g , i d e n t i f y i n g i n f o r m a t i o n , s c a n n i n g )answering open ended questions

- listening f o r g l o b a l u n d e r s t a n d i n glistening for specific information (identifuingcorrecVincorrect information gap filling)

-ts

t+ A+

lLi

F

iF

F F

r=

E F F T= E F E F

tr;

F F t; tf

X

song

their own country

The Ss will

The Ss will

*-$-ii"ri"' u"'.

j+ 1pp +-o) ':

i e-friends, famous people all

I over the world

' f a m i l i e s ' host families camps

a l p h a b e t ; n u m b e r s ( 1 - 1 0 0 ) ; colours; classroom objects;

i n t e r n a t i o n a l E n g l i s h w o r d s countries & nationalities

sports; sports equipment

*oioi.onn teo *ilr'' triu"it i

r - Curricular Cuts: /n GoodShape! (Art&

i weather and i weather; seasons; months; i - a cartoon strip

UNIT 7

( p p 6 8 - 7 s )

related feelings adjectives related to feelrngs;

seasonal activities 1 activities; clothes clothes I

E€Wt€:i=- !

Self-Assessment Module 3 (pp 64-65) - Across the €urriculum 3 & Songsheet 3 (p.

' famous people : vocabulary related to ways of life : ways of life in the I in the past

I ' past habtts & iactivities

' extinct animals animal stars stofles

parts of the body; animals

Self-Assessment Module a (pp 8a-85) - Across the Curriculum 4 & Songsheet a (p 86)

c a m p a o s Culture Clip The British Royal Family

an entry to a song competrtron

an article on a mother-student

a quiz about the qualities of a police officer

- The Bancroft Arnesen Expedition

- Culture Clip I Love New York!

, - an article about extinct animals

I - an article about the first chimp in space

t - b e g i n n i n g s a n d e n d i n g s o f a s t o r y : - Literature Corner: BlackBeauty

, - an article about a typical day in the future

! - an article about gap year activities

i - Culture Clip The new Wembley Stadium

- an article about etiquette in various countnes

- a poster with personal experiences

- Curricular Cuts: A Rayof Sunshine (Science)

Grammar Check (pp 121-131)

O p t i o n a l U n i t s ( p p 107-1 ' 1 1 ) Pairwork Activities (pp 1 12-1 15) Word Perfect (pp 1 16-120)

E Jb-

D-ts F F F F F E F F E E

to be; question words

have got; can; possessive | - introducing one's

case/pronounVadjectives I family

| - deciding on whatpresents to buy for

a host family

presentsimple; like/love | - asong

+ -ing; prepositions of | - i{entifying time

spelling names; exchanging phonenumbers; classroom language

- completing aregistration form

- identifying thelanguage heard ontape

- completing shortexcnanges onintroductions &

d e s c r i b i n g p h y s i c a l a p p e a r a n c e ; | - a p o s t c a r dtalking about character; talking I Portfolio:afamilytree; onentryto about abilities; asking for and I a hostfamilies magazine; aoffering help I famousfamilyfromyour country

talking about daily routines; | - a job adexpressing preferences; talking I Portfolio: a song for a competition;

about school subjects; telling the I aparagraph aboutyourdailytime; talking about jobs I routine

there iVare; plurals; | - completing

prepositions of place; I information about

imperative I Windsor Castle

countable/uncountable | - finding what people

nouns; some/any; I are ordering

much/many/a lot of | - choosing the correct

talking about houses; talking about | - a fax messagelocation; giving directions I Portfolio: a paragraph obout your

house; a home exchange Iisting

talking about food preferences; | - a recipeordering food; giving advice; I Portfolio: a star menu; a shoppingpreparing food; talking about food I list

p r e s e n t c o n t i n u o u s ; | - asong

comparisons | - matching people to

ordinals; past simple | - sorting information

(regular verbs); I about a famous

prepositions of time; I person

talking about weather & seasons; | - a letter while on holidaytalking about how the weather I Portfolio:apostcard;aposterwithmakes usfeel; describingactions I fomilyactivities;anarticleabouthappening now; buying clothes; I yourtown/city

talking about dates of birth; talking | - a biography about the Cheyenne's way of life; I Portfolio: a factfile obout a famoustalking about past habits & activities I person;anentrytoawebsitewith

what you used to do as a child

had, could; past simple | - completing

(irregular verbs) | information about a

Museum of NaturalHistory/animal stars

simple future; be going | - completing

to; present continuous I information about

for future arrangements I an organisation

d e s c r i b i n g a n i m a l s ; n a r r a t i n g | - a s t o r yevents; showing surprise I Portfolio: o paragroph about an

extinct animal; o paragroph obout

on animal staL a'For Sale' poster for Black Beauty

making predictions about life in the | - an e-maifuture; talking about plans and I Portfolio: ads;a paragraph aboutintentions I an orgonisotion; a short

talking about travelling; talkingabout personal experiences andpersonal changes; paying/

accepting compliments in English

a letter giving newsPortfolio: a short poragraph givinginformation about your country; onarticle with your travel experiences

British - American Guide (p 132) lrregular Verbs (p 133) Grammar Reference Section (pp 134-141) Word List (pp 1 42- 1 51 )

3

Read the rubric and explain the task Go through

the exchanges with the Ss, and elicit any unknown

vocabulary The Ss, in pairs, take turns to ask and

answer Circulate and provide any necessary help

Ask some oairs of Ss to reoort back to the class

R e a d t h e i n s t r u c t i o n s a n d e x p l a i n t h e t a s k G o

t h r o u g h t h e a l p h a b e t a n d d o s o m e q u i c kchoral and/or individual repetition, if necessary,for correct nronunciation

Play the cassette/CD, pausing for the Ss to

r e p e a t , c h o r a l l y a n d / o r in d i v i d u a l l y P l a y th ecassette/CD a second time The Ss listen andfollow in their books Write letters at random

number? Thanks.; What's your favourite colour?

What's this? lt's an exercise book What's this in

activity; clarification questions)

o Prepare blank name tags, one for each student

Wait by the door, greet the Ss as they come inand hand them a name tag each Once they areall seated, introduce yourself to the Ss Say, thenwrite your name on the board: e.g.MynameisMsThompson fuk them to write their names on thetags and hand them back to you

Take the completed name tags and place them

i n a b a g T a k e a t a g o u t o f t h e b a g a n d c a l l o u tthe name written on it The student whosename it is comes to your desk to collect it

R e a d o u t t h e S s ' n a m e s E a c h s t u d e n t c o m e s

to your desk and picks his/her name tag Greet

t h e S s a s t h e y c o m e a n d e n c o u r a g e t h e m t ogreet you back

e.9 T JohnJohn: (Coming to collect his nome tog)

T Hello, John

John: Hello etc

E a lTocuil introducing numbers 0-9

r Present numbers 0-9 by writing them on

t h e b o a r d , o n e a t a t i m e , a n d s a y i n g t h e mThe Ss repeat, chorally and/or individually

S a y n u m b e r s 0 - 9 a t r a n d o m I n d i v i d u a l S s

c o m e t o t h e b o a r d a n d w r i t e th e m A s k th erest of the class for verification

Go through the instructions a n d m a k e s u r eeveryone understands the task Allow the

Ss some time to read and write the

n u m b e r s C h e c k t h e S s ' a n s w e r s Play the cassette/CD, twice if necessary.The

Ss repeat, chorally and/or individually Check

t h e S s ' p r o n u n c i a t i o n

r - - - - - 1

b lFocus ) l p r a c t i s i n g n u m b e r s , a s k i n g f o rpersonal information (names, telephone

n u m b e r s ) Read t h e i n s t r u c t i o n s a n d e x o l a i n t h e t a s k

G o t h r o u g h t h e e x c h a n g e s w i t h t h e S s a n d

e l i c i t a n y u n k n o w n v o c a b u l a r y E x p l a i n t h a t

t h e y h a v e to p e r f o r m s i m i l a r e x c h a n g e s i norder to complete the telephone list Allow

i m p r o v e t h e S s ' p r o n u n c i a t i o n Refer the 5s to the exercise box Play thecassette/CD, twice if necessary Pause for the Ss

to repeat, chorally and/or individually Check

t h e 5 s ' o r o n u n c i a t i o n

R e a d th e i n s t r u c t i o n s a n d t h e n u m b e r s a n dexplain the task

The Ss read silently and complete the task

C h e c k t h e S s ' a n s w e r s

R e a d t h e in s t r u c t i o n s a n d e x p l a i n t h e t a s kPlay the cassette/CD, twice if necessary The Sslisten and complete the task

C h e c k t h e S s ' a n s w e r s b y a s k i n g i n d i v i d u a l S s

to report back to the class

a a

4(r)

z a lFocus I introducing colours

Focus the Ss' attention on the colours palette

Point to each colour word and elicit whatthese words have in common (they are allcolours) Point to each colour and say theappropriate word The Ss repeat, chorallyand/or individually Check their pronunciation

Read the instructions and explain the task

The Ss read silently and complete the task

Check the Ss' answers

Ask individual Ss to point to and name thecolour of items in the classroom Ask the rest

of the class for verification

o Go near a student, point to him/her, say andwrite: Ihis is (Kelly) The Ss repeat after you

Underline the word in bold Stand far awayfrom a student, point to him/her, say andwrite: Ihat is (Mark) The Ss repeat after you

U n d e r l i n e t h e w o r d i n b o l d E l i c i V E x o l a i n t h e

u s e o f t h i s a n d th a t Read the instructions a n d t h e e x a m o l e a n d

e x p l a i n th e t a s k T h e 5 s , i n p a i r s , a s k a n d

a n s w e r a s i n t h e example Circulate andprovide any necessary help Ask some pairs of5s to report back to the class

Answer Key

2 A: What'sthis? 6 A: Whot'sthatTB: lt's an umbrella B: lt's a oen

rF

ilE IE E E E E E E E E E E

t

tr

E E

r

Read the rubric and the example and make sureeveryone understands the task The Ss, in pairs,ask and answer Circulate and provide anynecessary help Ask some pairs of Ss to reportback to the class

Suggested Answer Key

A: What's your favourite colour?

B: Orange What about you?

A: My favourite colour is green etc

c Go through the instructions and the example

and explain the task Allow the Ss some time tocomolete the task Check the Ss' answers

r=-.-.-:. l

lFocus >l introducing and practising This/That

-A/An & school related items

o Present the school items one at a time Point

to an exercise book and say: exercise book The

Ss repeat, chorally and/or individually Followthe same orocedure with'the rest of the words

by pointing to items in the classroom or by

d r a w i n g s i m p l e s k e t c h e s o n t h e b o a r d Say, then write: lt's apencil The Ss repeat after

y o u Underline t h e w o r d i n b o l d T h e n , s a y a n dwrite: /f3 an apple The Ss repeat after you

U n d e r l i n e t h e w o r d i n b o l d E l i c i V E x o l a i n t h euse of a before words beginning with aconsonant sound and an before words

b e g i n n i n g w i t h a v o w e l s o u n d

o Drill your 5s

e.g T umbrella51; an umbrella

T dictionary52: a dictionary etcSuggested cues; u m brel la, dictiona ry, apple, name,telephone, pencil, erase4 bag, etc

s(r)

Talk with youi friend.

What's your favourite colour?,

Read through slowly and explain any

possible

Study Skills box throughout the course

them to the class

6(r)

Mmdufie € {UmEts { & 2h f*mily & Fr€*nds

F" Bef*re yoax stant {Prer*qr.n[sit*s] A website (Unit 1 a, p 9)

information do you expect to find in the text? What dothey wont you to do in order to find out more? etcAmogazine orticle (Unit 2b, p.19)

class discussion, using the visual aids, irr order to

T What can you see in the picture? Where do you thinkthese people areT etc

Answer KeyAmap of theworld (Unit la, p.8)

T What does this mop show us?

S1: Theworld

T What else con you see on the map?

52: Pieces of paperwith countries on them

T Do you know ony of these? etc

Fammfiily & Frfiemds

Before you start

How do you spell your name?

Can you say four colours in English?

Look at Module 1 Find the page numbers for pictures 'l-4.

Find the unit and page number(s) for

a map of the world E f

a website f E

a TV guide E I

a magazine article I E adverts l] Il

o your country your family

countrY

o a

t a l k a b o u t a b i l i t i e sask for and offer help

practise .

the verb 'to be' possesstves question words

the verb 'can'

Gulture GliP: rne British RoYal F

r & J

Country: US iapitaicitY ashrngton D c

You can remember new words more easily by

, cornecting them with music, sounds, colours,

1 , , Listen and match the music extracts to

3 Can you find your country on the map?

What's the name of your country in English? Look it up in your dictionary.

Listen and complete the form Then,ask and answer about Hector

4

Extract 3 Extract 4

map with the capital cities Use: Ankara,

Now, talk with your partner

b

A:

a a

How old is he?

r Where is he from?

o Where exactly?

8

reSs: hect6rmex@efrrends,,com

to the colours in their country's flag Ask the Ss

_foiToi':f '!!: 4 Focdt completing a registration form

Friends on the Net

Objectives/Ta rgets: ta I ki n g a bout cou ntries;

Ski Il s i nvolved : read i n g for speci fic i n formation

=i:'::f::"_l:T::::I_

your country in English and the Ss look it up in the

answers

Tapescript

Hector: Rosa, can you help me fill in this registration form, pleose?

Rosa: Yes, of course let's see well, write your full name thot's Hector Mercado.

Hector: OK now my age seventeen Rosa: Good country is Mexico and city is Mexico City What's your user lD?

Hectot: Hectormex RAsa: Hectormex! Ha thot's a good one! Now put your password

in - but don't tell me!

Hector: Right And the last thing my e-mail oddress Finished!

Thotwas easy!

Roso: Yes you didn't really need my help!

Ask the Ss to look at the mao of the world

Point to and present the continents (America,Africa, Europe, Asia, Oceania) Ask if they canidentify some of the countries

Refer to the four countries and ask the Ss tolocate them on the map Ask the Ss if theyknow any traditional music from the countries

m e n t i o n e d Play the cassette/CD The Ss listen and matchthe music extracts to the countries Check the

S s ' a n s w e r s

T l

lFocus >l presenting countries and theircapital cities

Read the instructions and exolain the task

Read the capital cities and do some choraland/or individual repetition, if necessary topractise correct pronunciation

Refer the Ss to the mao Ask the Ss tocomplete the information using theappropriate capital cities from the list given

Check the Ss' answers

2 a

8(r)

Suggested Answer Key

A: What's his name?

want to find e-friends

Allow the 5s some time to read the texts

main points of the text

pairs, take turns to talk about the people

AnswerKey favourite singer is Robbie Williams

Jopan.Their favourite singer is Celine Dion

favourite singer is Britney Spears

8 lTocus t preparing an Internet registration form

o Ask the Ss to read the texts on page 9 and

My name's , I hope to make friends with you .)

Note: The Ss file their corrected pieces of writing intheir Lo nguage Portfolio (See I ntroducti on for fu rtherexplonation.)

cities

! *

- l-

l-ts

F b

3 Leo is Kim's friend T

-6 Listen and read Then, fill in the table

for each person.

7 Use the table in Ex 6 to talk about each person.

Olga is 2l years old She's from Russia Her .

Mt

8 Portfolio: Would you like an e-friend? Make

a registration form and write about you.

9

He's Austrion He's from Austria.

Ex 2a? Say

1-from? Read and choose

Z e b r a i s a ( n ) w o r d

1 0

A Turkish African

Objectives/Ta rgets: ta I ki n g a bo ut cou ntries;

Words

Austria

Skills involved: predicting; g uessing

Skil I s i nvolved : note-ta ki n g

C A: What nationolity is Ronaldo?

B: He's Brazilian He's from Brazil

D A: What nationality is Monica Bellucci?

B: She's ltalian She's from ltaly etc

5s'answers

Extension

They Speak English in the USA, Britain and Australia

They speakltalian in ltaly etc

from other languages

Writing: a factfile and a brief description of a

nationalities

countries they are from Do some quick choraland/or individual repetition, if necessary for

adjective describin g nationality (where peoplearefrom)

Extension

T Austria

*

4 lFoaus>l presenting the verb 'tobe',Affirmative

then write on the board: I am from (Spain)

5l: Gary isfrom Britain etc

5 lFocdt presenting Question Words

origin)

personalisation

7 lFocus >l reading a factfile

explanation)

of the words

E n g I ish-spea kin g cou ntri es (e.9 U SA, Ca nada, U KAustralia, etc)

4 a Study the table.

You are (You're) English : He/She/lt is (He VShe's/lt's) ltalian i We//ou/Theyare I - _ r_ -r (we're/You're/They're) J trom tgypt'

This is a map of ltaly There are about 58 million people in ltaly They speak ltalian there.

One of the most famous landmarks in Italy is the Coliseum lt's in Rome' the capital of ltaly.

Other things to see in ltaly are: the Trevi Fountain, The Leaning Tower of Pisa and

b Read and fill in.

This 1) is a picture of

my e-friends, John and

Carol They 2) are

English They 3) are

from London London

4) is the capital city of

England Carol 5) is

the same age We 7) are both eighteen.

St Mark's Square.

Grammar Reference

5 Read and underline.

1 How is your last name?

2 Who is your address? ,

3 lHow are you from?

4 Mhat is your favourite actor?

5 Ho is your mother'Vfather's name?

6 here do you spell it?

=i.lr**F==-==

5 Portfolio: In pairs, take it in turns to interview

one another Use the questions in Ex 5 and

your own ideas Record your interviews.

Coliseum

You are going to hear four short dialogues with people introducing or greeting each other Which four of these sentences do the people say? Guess Then, listen and check your

Nice to meet you, Matt.

Goodbye, Mummy See

you later!

Bye, bye, Amy Have a

n r c e d a y i

HoW do you spell ' :' ,t"Uo' t'm

Jim

"t:*n'^

A :

B :

Pleased to rneet You'

Mrs Mills' t

Have a nice daYl

- , -"*=.-

H i , M i k e H o w a r e th i n g s ?Not bad How are you?

Listen and repeat

o ltaly o ltalian Brazil

stress

A :

3 4

Lqland

o American Canadian

o Chinese J a

1 FocGtl introductions and greetings

-Pleased to meet you!

Objectives/Ta rgets: i ntrod u ci n g a nd g reeti n g

Where are you from? Pleased to meet you, Mrs

Mills Have a nice day!; Where's Carl Schnyder

from? He's from

Listening: short exchanges of introductions and

greetings

Skills involved: listening for specific information

(identifuing information)

Reading: short dialogues of people introducing or

greeting each other

Skillsinvolved: prediction, reading for gist

Speaking: asking and answering questions about

nationality (situational dialogue; problem solving

activity; reasoning gap activity)

Pronunciation: word stress

people

dialogues The Ss, in pairs, take turns acting out the

class

Extension

word stress

pronunciation

Point to the pictures and elicit what they have in

then write: Hello,lm (Mrs Grayl Point to a student

write Hello, everyone!This is (lan) Follow the same

other

(i.e who the people are, where they are, etc)

be heard

listen and check their answers The Ss, in pairs,

12(r)

lFocus >l presenting/practising the verb 'tobe'

individually Point to a student, say and write:

receive a negative answer for: Are you(Japanese)?Elicit the short answer: No,l'm not.

probably receive a positive answer for: Areyou

52: No, he isn't

T Sylvester Stallone/from the USA?

53; Is Sylvester Stollone from the USA?

54: Yes,heis.etcRefer the Ss to the Grammar Reference atthe back of their books for further details

Extension

turns to say the sentences The rest of the class tries to

e.g S1: l'm 21 years old.I'm from Rome,ltaly I'm French

52: You oren't French.You're ltalian

Sl : Thaft right Your turn etc

The Ss, in pairs, decide which tourists will go on

Benson

the line

(De Niro): Nice to meet you too, Martin

2 The Ss sit in a circle One student begins by giving

e.g 52: You're Patrick and you're Russion I'm Lindo

and l'm Spanish

i The next student on the right continues.

E ,.9 53: He's Patrickand he's Russian.You're Linda and

i you'reSpanish.l'm Malcolm and l'm Chinese.

lh-b

L -1,.

-_ -

L-

]

1 3(r)

I am not (l'm not) Russian.

You are not (You aren't) from Spain.

He/She/lt is not (He/She/lt isn't) German.

We/You/They are not (We/You/They aren't)

from Poland.

Yes, lam./No, I'm not.

Yes, he/shelitis./

No, he/she/it isn't.

Yes, they are./

No, they aren't.

1 Tony isn't from Brazil He's from England.

2 They aren't British They are Japanese.

3 | a m n o t J o h n l ' m S t u a r t

4 He isn't a singer He's an actor.

5 lt isn't a boy lt's a girl.

Put the words in the correct order to form

questions Then, answer them.

youlf romlarelSpain?

Are you from Spain?

yourlbaglislblack?

ls your bag black?

Ricky Marti n/favou rite/is/you rAi n ger?

ls Ricky Martin your favourite singer?

you r/from lta lylteacher/is?

ls your teacher from ltaly?

your friends/Germa n/are?

Are vour friends German?

Sp*mfuFmg

7 a You are a tour guide for City Tours.

Find out where the tourists are from.

Student A: Ask student B questions to fill in your table.

Student B: Ask student A questions to fill in your table.

;|osu2;g )tiiti iuo nuolD

1a8oy1bto2,1 iatininl o&aiQn1i ai aiq74 ;;u1tiu45 Pin I ua 1

)Ya1i71b;tluorytaPtrtt4cg TtlnY

s i s : x l o rGloria and Frank Benson

1 3

kVri€$r+q (d pen-pal letter)

1 Read and correct.

l-

p Wnat about you? Please write soon and tell

me everything!

Love, Stuart

2 Read the letter again and complete Use:

Portfolio: Write a letter to a new pen-pal.

Use the plan from Ex 2 and some of your ideas from Ex 3 to help you.

I know, Com!

A f l a g I

'l: nome,countrY

write bock soon

What about you? Ask and answer.

How old are you?

(si n gerlfootba I I tea m/colou r/etc)

.,s

:lt

{-€

1 4

-l J

I

J

_ rell 1e eyeythingl

O bjectives/Ta rgets: writi n g f rie n d ly letters

Writing: a letter to a new pen-pal

Skill s i nvolved : error correction; organ isin g ideas

into paragraphs

Speaking: asking for and giving personal

information (pair work; discourse management

skills)

Present the Sfudy lrp Write: i om jimmy.londonisinengland Elicit the mistakes and the rules (/

is always upper cose Proper nqmes always startwith upper case.)

Read the title and eliciVexplain what a pen-pal

is (a friend you write to)

R e a d t h e e x a m p l e a n d e x p l a i n t h e t a s k E x p l a i nany unknown words Allow the 5s some time

to read the letter silently and correct themistakes Check the Ss' answers

Ask the Ss some comprehension questions

e.g How old is Stuart? Where exactly is he from?

What nationality is his best friend? Who areStuort's favourite sinqers? What's his fovouriteteam?

4 lToius >l writing a friendly letter

The Ss write the letter as written homework

Note: The 5s file their corrected pieces of writing inthei Languoge Portfolio (See lntroduction for furtherexplanation.)

take out a piece of paper and start writing

discuss if they would write back or not

Invite the Ss to write a response to your letter lf

Variation

Read the title and explain what brainstorming

is Stress the importance of writing down

anything that comes to mind and then select

w h a t t o i n c l u d e in t h e c o m p o s i t i o n a n d i n

which paragraph Ask the Ss to follow that

advice whenever they write a composition

14(r)

ti

Curricular Cuts (Geography)

Around the UK!

Skills involved: listening for specific information

(gap-fillins)

Skills involved: reading for specific information

compass

showing North and say North The 5s

Draw an arrow between north and west

and north-east

the UK Ask the Ss to look at the map of the UK

in the UK? (fou) What are they called? (Scotland,

En g I a nd, N orthern I rel o n d, Wa les)

U K

ln the north-east of Northern lreland

their country

1 5 Ask them to draw a map of their country

they went on holidays there and really enjoyed I

population, capital city, etc.)

Look at the map and

ask and answer

map of your country

with towns and cities

T h i s is N o r t h e r n l r e l a n d

city is Belfast

Eng\and

1 5 ' ,

u n c l e ? o l d e r s i s t e r ? y o u n g e r b r o t h e r ?

b L o o k a t t h e f a m i l y tr e e again and

long dark hair grey hair short harr and glasses

h

f '(,

P e t e r i s in t r o d u c i n g h i sfriend, Tom, to his family

L i s t e n a n d c i r c l e t h e f a m i l y

f a m i l y ? D e s c r i b e t h e m

My favourite TV family are the

seven children Their names are

ScanningRead the task, Read the textquickly and find the inJormationyou need Do not concentrate onthe details or anv unknownwords

Objectives/targets: i ntrod uci n g fa m i ly m em be rs;

describing physical appearance

Vocabulary: family relations; appearance

Language focus

Languagein use:Who's Jean? She's Peter's

g r a n d m o t h e r ; C l i v e h a s g o t dark hair and

g l a s s e s ; l ' m a n d l' m a m e m b e r o f t h e

f a m i l y W e ' r e f r o m F i r s t , m e e t m y

Listening: identifying family members

Skills involved: listening for specific information

Reading: TheWallaceFamily- a weekly TV sitcom

Skills i nvolved: sca nnin g; note completion

Speaking: asking forlgiving information about one's

family (pair work)

Writing: a family tree introducing yourself and

your family (project)

trocrlst vocabulary related to families/

appearance

1 a Ask the Ss to look at the family tree Point

to and present the names of the differentmembers of Peter's family Ask questions topresent new words

e.g T Who's Petefsfather?

Sl: Doniel

T Who's Peter's mother?

52: Angelo etc Complete the task by asking individual Ss

to name the different members

Answer Key

Peter's grandmother: Jean, Peter's grandfather: Derek

Peter's mother: Angela, Petels father: Doniel, Petels

aunt: Faye, Peter's uncle: Clive, Peter's older sister:

Caroline, Peter's younger brother: Kevin

[ o Read the instructions and present the words

in bold using Peter's family tree

e.g Angela is Daniel's wife

Caroline is Angelo's doughter etc The Ss comolete the riddles Check the Ss'answers

c The Ss, in pairs, talk about Peter's family using

the family tree and the examples as a model

Ask some pairs of Ss to report back to the class

Extension

Ask the Ss to work in pairs and dictate to each other

their family trees When they finish they swap their

drawings in order to find out if they drew the correct

tree Ask some pairs of 5s to report back to the class

appearance

Faye has got long dork hairJean and Derek have got grey hairCaroline has got foir hair and blue eyes

answers

mothet; fathetr au nt, uncleTapescript

Peter: Hello,Tom Nice to see you.Come in ond meet my fomilytThis

is my mothe4 Angelo and this is my fatheq Daniel.

Mother & Fsther: Hello, Tom.

Faye: Hi, Tom Pleased to meet you fm Faye, Peter's aunt and this is Clive, my husband.

Tom: Hello, Faye; hello, Clive.

Peter: Whe re's eve ryo n e e I se?

Mother:They're in the living room.

Peter: OK Come on,Tom LetS go and see the rest of the fomily.

4 a lrocustl talking about TV families

locate specific information quickly and efficiently

meaning or unknown words lf all the

I

16(r)