super star 2 teacher book

Grammar: present simpleVocabulary: family members, matching verbs and nouns Grammar: presentcontinuous Vocabulary: relationship-elated words, opposites Grammar: presentsimple and present

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English Language Teaching

Lesson Page Lesson Page

Key to extra activities for early finishers 139

Key to photocopiable material for Star Words 141

Extra activities for early finishers 142

Photocopiable material for Star Words 152

Grammar: present simple

Vocabulary: family members, matching verbs and nouns

Grammar: presentcontinuous

Vocabulary: relationship-elated words, opposites

Grammar: presentsimple and present continuous

Vocabulary: adjectives, matching statements and responses

Grammar: stative verbs

Vocabulary: relationship-related words, synonyms

Grammar: pastsimple

Vocabulary: odd o e out,confusin words

Review 1(Lessons 1-5) &Writing 1

The Shooting St a rs Ep isode 1

6 8

10 12 14

Education

16 18

present perfect simple - afirmativeadjectives

present perfect simple - negative, question, short answersodd one out

Unusual lessons

Learning l a nguag es

Review 2 (Lessons 6-1 ) &Wri tin g 2

The Shooting St a r s Ep iso d e 2

30 32

Grammar: pastsimple and present p rect simple,have been and have gone 34

Vocabulary: confusin words

Vocabulary: home-related words, text-related words

Grammar: present continuo s (withfuture meaning), be going to 38

Vocabulary: confusing words

Vocabulary: word groups

Vocabulary: text-related words, phrasalverbs

Review 3 (Lessons 11-15) &W rit i n g 3

The Shooting Stars Epi so d e 3

44 46 Towns and Cities

Vocabulary: town-related words,text-related verbs

Grammar: mustn't a d don't have to

Vocabulary: odd oneout,confusin words

Grammar: relative clauses

Vocabulary : town-related words, people

Grammar: countable and unco ntable nouns

Vocabulary: archaeology-related words

Review 4 (Lessons 1 -20) &W rit ing 4

The Shooting Stars Ep is od e 4

48

50 52

54

56 58 60

Lesson Page

The Natural World

2 Dangers of the sea Grammar: past perfectsimple, soand because 68

Free Time

Health and the Body

Vocabulary: health-related words, odd one out

Vocabulary: co fusing words, aiments

Vocabulary: exercise e uipment, text-related words

Vocabulary: accident-related words, confusing words

Vocabulary: text-related words, textrelatedverbs

Travel and Holidays

36 Going on holiday

37 Family holidays

38 Horrible hotels!

39 The best way to trave l

40 Summer holiday fun!

gerunds andinfinitives

p ssessions, confusin words

passivevoice (presentsimple)

odd oneo t p rasal verbs

104 106 108 110 112

Review 8 (Lessons 36-40) & Writing 8

The Shooting Stars Episode 8

Projects

Plays

114 116

118 122

Course Components

Super Star 2 Student ' s Book

The Student ' s Book conta i ns

Super Star 2 Teacher's Book

The Teacher ' s Book contains

• extra activities for early finishers * (including photocopiable materials).

• suggestions for homework

•teaching tips

•tasks which exploit the Star Word vocabulary lists (including photocopiable materials)

»detailed lesson plans for the reviews, including how to revise the lexical and grammar itemspresented in each cycle (Vocabulary and grammar can be revised together before students do anytasks, or separately,before students do the respective section.)

»clear and concise notes on each topic-related project

»detailed lesson plans for the episodes, including extra comprehension questions, episodesummaries and extra class activities

»practical advice on how to put on the end-of-term plays, including guidance on rehearsals,stagemanagement, choosing the cast and making costumes and props(including photocopiable materials)

»tapescripts for the listening tasks

<,

»keys to the Workbook and the Test Book

*These activitiescan alsobe used asextr homework or for revisionpurposes

The Workbook practises and consolidates vocabulary and grammar presented in each lesson of theStudent's Book Its clear and simple format, and the fact that care has been taken to ensure that onlyvocabulary and grammar presented in the Student's Book are tested, means that it can be used bystudents at home as well as in class

The Workbook contains

»40 two-page lessons consisting of three vocabulary and three grammar tasks

»a wide variety of stimulating and enjoyable tasks, including word banks, spell checks, anagrams,crosswords, word searches and picture-based tasks

»8 word searches containing topic-related Star Words from each cycle

The Test Book provides a variety of vocabulary, grammar, reading and writing tasks to test students'progress at regular intervals.The materials contained in each test reflect the content of the Student's Book

The Test Book contains

»8 three-page tests, one for each topic-related cycle in the Student's Book

»a four-page end-of-year test

»a score sheet to record the test results

The Class Cassettes/COs contain recordings of the listening tasks,the episodes (including the songs)and the plays

The Student's COs contain recordings of the reading texts,the episodes (including the songs) and theplays Students can be asked to listen to the reading texts and the episodes at home after the relevantlessons to get used to hearing English spoken by native speakers They should use the recordings ofthe plays to help them learn their lines

Professional actors are used in all recordings to ensure clarity and accurate intonation and pronunciation

I ead·in

• If students are familiar with Super Star 1Student ' s Book , ask

the following questions to see what they can remember

about the story of the Shooting Stars

1 Who are the members of the Shooting Stars? (Bradley

Simmonds, Ken Ling, Emily Teal and Elizabeth Evans)

2 How did their parents help them? (Lizzie's dad designed

theirclothesfor the competition, Emily's mum helped Rox

the dog when she ate Lizzie's microphone, and Ken's dad

took themto the local competition in the fire engine

3 Howmany parts ofthe competition did they play in?(four

th school competition,the local competition, the third part

of the competition at the Royal Albert Hall andthen the final

4 Where did the fin l competition take place? (The Royal

Albert Hall)

5 How did they lose their song for the final? (One of the

BlackCobras (another band) stole their song

6 Where did they find a new song? (in an old chest in a

secret room at the Royal Albert Hall)

• If students aren't familiar withSuper Star 1Student ' s Book , tell

them that after every five lessons inSuper Star 2 there is an

episode ofa story,andthat thisfeaturesthe Shooting Stars

• Explain thatthese pages introduce the Shooting Stars,then

readthe summary in order to give them the main details of

what happened inthe storyinSuper Star 1.

The Shooting Stars story

T ree school frie ds, Emily,Ken and Brad,decided to form a

band and enter a Teen Stars competition at their school They

asked Lizzie,a new student, to be their singer.They met aft r

school in Lizzie's garden an they chose the n me Shooting

Stars for the band.The four of them worked hard andpractised

inKen's garage.On the night of the competition, Brad went to a

taekwo do exam Hegot hisnew belt b th didn't havetime

to change hisclothes for the competition and he played in his

taekwon d clothes The Shooting Starswo thecompetition

Hi everyone ! ' m Bradley Simmonds , but my f r iends ca ll me Brad

I ' m fifte e n years ol d and I ' m a gu ita r p l a yer I n a b d le d the

S h ooting Stars La st year w e won t heT een St arscom petit io n ! have tae kwon do lessons and I love a r I live with my mum

My dad lives and woOOi in the United States ,

b ut I see him every summer My mum is a dance teacher and t h at ' s how I metliz z ie , the singer o f t he Sho o g S ta r s - s h e g oe s to my

mum's dance school My best friend is Ken - t he drummer

01 the Shooting Stars Last year f or my birthday , my lrieoos gave me a surprise - {hey got me a new guitar This i s my naughty dog , Frodo.

Hello! I ' m Ken Li n g and I'm fourtee n years ld I'm C h inese , but I l ive i n E n gl a I play t h ru ms

in the Shooting Stars Brad , the guitarist Is my best friend We are a I very goOO friends in the banc We woi t h a rd when we write songs an d practise , b t we

re a l y en jo y iM ydo g , Roxy , tr ie d t o ea t ll l e' s

micro p hone l as t ye a r b ef o r e a com p etition E m ily's mum is a vet and she helped Aoxy! My d ad is a fireman and he helps us when we need to get somewhere quickly My little b r o t her, Kim, likes to r ide in the fire engine t oo ! My m u m is a om p ter pro r am r a d t h at 's

w hy I know a lo t ab ou t co mp u t ers.

Lizzie's father, Mr Evans, designed their clothes for the localcompetition - the next part ofthe competition Rox ,Ken's dog,tried to eat Lizzie's microphone and hurt her mouth Emily'smum, Mrs Teal,came to help Roxy because she is a vet.Lizzietook Emily,Ken and Brad to the theatre where hermother singsand they borrowed a microphone from her.Mr Evans broughtthem the new clothes for the competition The Shooting Starswent o Emily's football match before the local competition, butEmilyfella d hurt herleg Ken asked his fatherto take them tothe theatre in the fire engine They arrived at six o'clock andwonthe local competition

When the Shooting Stars were on a train to London, Emily andLiz iesan theirn wsong for the finalto Ken and Brad,but a boycalled Raymond heard it When they arrived,Lizzie's aunt tookthem to the Royal Albert Hall and they met the otherbands.Theyalso metRaymond, heboy onthe train,and his band, he BlackCobras.Emilylost her bag with their new song for thefinalin it.Inthe dressingroom at the Royal Albert Hall,the Sh otingStars gotreadyto play Emily was unhappy about her bag but theyall tried

to relax The Shooting Stars played their song, a d the BlackCobras sang next They played the song thatwasinEmily's bagand the Shooting Starswere angry.The Sh otingStarsand theBlackCobras won the third part of the competitio

Raymond told the Shooting Starsthat hestole eirsong because

he wanted to be famous and their songwasbe er thanhis Then

he loc ed them inthe dressing ro m Uz ie rememb red the

tapdo rs in her mum's theatre She found a tr p oor in thedressing room and the Shooting Starsfollowed a tunnel into a

Hel l o , I 'm E m ily Teal ' m fo u rtee n yea r s o l d a n d I really t ove m u sic ! pla y t h e keyb o ard and wr it

s ngs f or the Shoot in g Sta r s My best fr i e , L izzie.

sings lorthe band In m y free ti m I play in th e g ir ls '

footbal l team at scho ol So m i mes i t ' s di cult an d l ast year I hur t m y f o t i n a match B u l real l y joy it - i

he l ps me forget a bo ut s chool w o rk! My mu m is a et an d

my dad is a repo r ter fo rG e fiel d News He is v e ry bu s this year ! M y i ste r Audr e , i s seventeen a nd it i s r l ast y ea r

a t sch oo l W e 've got three c at s and a p arr o t c d Chi cken

Lots of people th i nk i t ' s a stra ng e m e b ut I like it!

Hi e v eryone , my n a me is Elizabeth Ev a ns , but

everyone caUs me Lizz t e ' m fi fteen years ol d

and I sing i n the Shoot i ng Stars moved to

Greenf i eld last year M y first year at Greenfield

School was fantast i c! I me t m y best fr i end E mHy ,

there Also , my band won a competition a n d we m ade a

CO and a video c l ip - it was ou r pr i ze ! My pare n ts help e

the Shooting Sta r s a lot My dad i s a clothes desig n er a n

he made us great costumes for the competiti o n last y ear ; My

mum is an opera singer and she gave me a mi cr o ph o ne m

her theatre when Roxy med to eat mine! My sis t e r s , Jenny and

Lynn, are twins They are seventeen and a r e friends wit h

Emily ' ssislerAud r ey.

SUP E RSTAA2 1.·EHTliESIiOOTi'/GSlARS

The characters

the class

• When they have all finished reading, explain the meanings of

any words which the students have not learnt before or which

they have forgotten Then ask the following questions

1 How old is Brad? (fifteen)

2 What does he play in the band? (the guitar)

3 What are his hobbies? (tae kwon do and art)

school.)

5 What birthday present did his friends give him? (a guitar)

6 What is his dog's name? (Frodo)

• Ask a student to read out the paragraph about Ken to the class

1 Where does Ken live? (in England)

2 Who is Ken's best friend? (Brad)

microphone.)

4 What are his parents' jobs? (His dad is a fireman and his

mum is a computer programmer.)

6 What does Ken know a lot about? (computers)

questions

1 What does Emily do in the Shooting Stars? (She plays thekeyboard and writes songs.)

2 Which sport does Emily play? (football)

3 How did Emily hurt her foot last year? (in a football match)

6 Why do people think Chicken is a strange name? (Chicken

is a parrot.)

1 When did Lizzie come to live in Greenfield? (last year)

3 What prize did the band win? (They made a CD and a videoclip.)

4 How did her dad help the band? (He made the costumes.)

asking individual students to tell you what they have learntabout one of the Shooting Stars

Extra class activity

Ask students to write a short paragraph to introduce themselves

Then ask them to read their paragraphs to the class

Teaching tip

OReading

A

5 Fred ( ' ve got two children

6 Becky ( I live withmy parents

of the article

(Becky)

(Ingrid)

A

rDJDilyli~

nd twO y o unger brothers.loe ",:d ~~ a

I live with my rocrn a my k exactly the same T h y ~

M y b rothers are twin s t hey loo I 've got an older s er tOO b t

room, b ut I 've got m y o w n room She mo v ed h ou se last m o th she does n l ive with u s a ny mor e

R i c rd , aged 15 arerus I ha.••en't got I'm an only child and Ili-I~Wltht:: of friends but it isn't

an brothers or sist er s I 'le ~ bout their browers and th~ same My f~ends C~::P~~;IUcky My parents are ,OK.

rs but 1 dunk t hey ,th your parents.

~~eyo~ can' t talk about everythmg WI

B eck'( ag e 11 d gh t er M y da u ghte r

I 'v e got two c h ild ,r en -ab:~ " : n ~n: oa ~~ h is w ife h a e got :i fe

h asn 't got an y chIldr en, d h ' six mo n t hs o ld My

li ttl e gi r H er n am e is ess ~nan ~ often b ab ysit I real ly le e

and I live next do~r t o the

rrrt granddaughte r.

F re , ag e 68 _ n own I'm from

Icome from a big family butII::~~y ~um dad brother.

Ge rmany b ut I left h~me ~a:c~ ~ grandpa and grandma nve snd sister are in B erlin 1 la t iv e s often 1wan t to get

in B erlin toe I V i sith~~: in e f ut ure I wa nt t o ha • e a

ma r ie d a nd h c , girl an d a b o y.

ln grid, aged 23 : Wr i te the names Who

has got a baby in hiSl 1 lerfamil ( 1)

has got a sister? (3) (4) ""

lives with hif / her mum and dad? (6 )

ram17l81

Present Simple

Complete the paragraph with !he Present Simple.

The Drakes ( 1 ) ( be ) a ver y h appy fam i y Thefat h er( 2 ) (n o t be l ver y seri o us and he o f en (3) ( make ) everyone l augh ! His w i f e a n d daug h lera l wa y ( 4 ) ( te l) eve ryon e else i n the fam i ly what 10 d o H i s s o (5 ) ( nolge l) ve ry

go o d marks at s choo l b ut h e ( 6 ) ( n t min d) The grandparents (7) ( help ) o t her peop l e w i th t he ir problems and Ihey often (8) ( bab y sit )

C o mplet e t h sen t ences wr t h the wo r d below

only child son wife

1 Craig hasn ' t g ot any bro t hers or sisters He ' s an

2 D ad is Gra n dpa's oldest

3 Mum has go t five b r others Grandma ' s go t i ve so n

a nd o n ly on e !

4 John i s 7 5 years ol d His is

five years old an d his name is Joh n too !

5 My m u m's got seven gran d ch i ldren My bab y gi n is

her young e st

6 My unc l e got m a rried last year His

Janet is very nice

: Look at the pictures and make Questions and short answers Write them in your notebook

o Look back at the a rt icle and match.

1 Ih e twins / o ok t he same 2 th e / s har room

My gra n dpa r ents ffve in a big house /

My cousins don ' t go to my school.

Does your mum complain a l ol?

vcs she doesJ No , she doesn ' t

With the Present S i m ple, w e of n use a dv er b

of f r equen cy and time express i o : always ,

usually , often , someti m es , ra r e l y , never ,

every day / w ee k/ monlh / year , at the weekend ,

on Mondays , et c.

BpeakiI19

A s k your partner Questions about hiS/her family.

Use the words below to help you.

come from a big small family have got a brother sister

s are a room

FAMIlYAIlDFRI E HDS USSClN 1

• Read through the rest of the grammar boxwith theclass and

explain all the grammar terms used

To make sure students remember the third person singular

forms, write the following sentences on the board and ask

students to find the correct answers

Do / Does she sharearoom ? (Does)

My parents don ' t / doesn't w ork at the w eekend (don't

'Do/Does you like dogs? ' ' No , I doesn't / don't ' (Do,don't

My cousin Sally don't / doesn ' t visit us v er y often. (doesn't

Where do / does you grandparents li v e? (do)

'What's the answer? ' 'I don't / doesn ' t kno w.' (don't

A

• Ask students to read the paragraph carefully to understand

the meaning, and find the subject in each sentence Remind

them to think about the spelling rules and the form ofthe third

•Tell students to read the prompts under the first picture and say

which word the verb is (look) Ask them to tell you the question

and then ask them whether the short answer is positive or

negative (negative).Ask them to tell you the short answer

•Ask for a volunteer to write the first question and short answer

on the board Correct any mistakes,then ask students to dothe rest of the exercise in pairs Check the answers as a class.Answers

1 Do the twins look the same? No,they don't

2 Do they share a room? Yes,they do

3 Does Susan like her cousin? No, she doesn't

4 Does Grandma drive a car? Yes,she does

• Explain that the names of the people in the box are Anne'srelatives Ask students to read the names and tell you whichare male(Clive,William) and which are female (Molly,Nicola)

•Tell students to read through the table, and explain that theyneed to write down the names and ages they hear

• Ask students to try to find all the answers to complete thetable the first time they listen Play the tape once, pausingafter Anne says the age of each person to allow time forstudents towrite the answers

•Ask them to check their answers as they listen again, thenplay the tape a second time without stopping Check theanswers as aclass (See page 124for tapescript

• Ask students to work in pairs to ask and answer questionsabout their families Explain that they can use the phrases inthe box,which were all in the article on page6,and anythingelse they can think of

• Tell them that they can look at the grammar boxif they can'tremember howto form questions and short answers in thePresent Simple

• Go round theclass while students are speaking to make surethey are using correct grammar and vocabulary

•Ask some students to tell the rest of the class about theirpartners' families

Star Words

• Tell students to read the list of Star Words silently and tofind and underline them in the lesson

• Ask students which of the words are nouns, and which of

the nouns are feminine (daughter, granddaughter, wife), masculine (grandson, son), or either (only child, relative) Ask them which words are verbs (babysit, complain, share).

• Ask students to write three sentences of their own usingeach of the verbs with at least one other Star Word ineach sentence

• This exercise can be set for homework

Extra activity for early finishers

VocabularySee photocopiable material on page 142

replacing missing sentencestrue or false statementsdescribing what gets on your nerves

Lead·in

board and ask students to come up and write an affirmative

Then ask another student to write a question using the same

'eliding

A

Answer

birthday party.)

B

to look for clues about where to put the sentences which

have been removed Tell them to think about the general

and after the gaps

give reasons for each answer Check the answers as a class

Answers

1 b (The previous sentence tells us why Anita is angry with

Jenny.)

2 d (The previous paragraph says Jenny doesn't know what

3 c (Tony talks about Anita in the rest of the paragraph

4 a (The previous sentence mentions Susan and this

time with another girl)

A

~JJ' 7 0Agle'"

O1eading

oRead thee-rnejs When old Tooy meet Anita?

* ! , ,, J • ,.

s io }OC1an~ent

h r a t you r bi rt hday p ry l ast year Y o

didn't keep her secret , andthatwa s

wro n g_ Now she doe s n't t rustyouand she doesn't want to forgive you

H ow ar e you? I 'm w r ti ng to yo u e ca u se I've gal a problem with my f r ien d , Anita.

Do you remember h e r? We had a n argument last week and now she isn't talking to me We argued w i th each other because she asked me to keep a secret ,

bu ll didn' t(1) I don ' t thi n k she wants to be my frien d any more.

Why do n ' t you t r y ma k some n ew fiends? Ar e there an y ot h er n ic e e opl e

i n y o ur c l a ss? H o w about s u ee n ( 4 )

A ni is spe n i n lime w i t h a n t h er gi

D o b e jealous o f h r Yo u can d t h same thing.

(2)

N o w sh e's I gn ori n me an d s h 's

s pen d ing al l her time with ano t h r g irl.

T hey were r eally nasty to me yeste r day and told some lies about me I feel really miserable and I don ' t know what to do.

Anita ' s real l y getting on my nerves.

Don ' t worry , you ' ll find new friends Bul be sensible and always keep thei rsecr e ts!

F r iend s i p is important!

T ake care.

L e,

To ny Jenny

a Sh e 's akind f r iendly gir l

b I s a id I'm sor r y but she's still angry

c Iremember Anita

cl Can you help?

words are in the e-mails on page 8 and that they may already

Encourage students to bring dictionaries to class and

meaning of new words

Ask students to look at the e-mails again for words they know

oComplete the sentences with the words below.

be jeajoua of get on my nerves

have an argument keep a secret

spend time with tell lies

1 Don ' t trust Robert Hecan'I • !

2 Don ' , Be honest!

3 Did you with your m um

abou t your me s y room?

w ee nd.

5 Myb r others becausethey

a r e very messy

6 Don't •.••.• your sister.You can

go to the party l oo.

oWrite the opposites Use the words below.

calm confident kind miserable sensibie

We use the P resentContinuous 10talk about

• things which ate in progress er the time of sp e aking.

• th i ngs Which are in progress around the time of

speaking or are temporary

DIn8I is ignoring his brother

They aren't talking 10 each other at the moment

Are you crying AngeIa? Yes I am No, Im not

With the Pr e nt CorJtinuous , we of t en use tim e

ex pr ession s : n w , at t h e m o m e nt , od a , h i s

mo rn g , et c

argumen t f o rg iv e f riendshi p Ignor e j ealous kin d It miserable s enSible trus t

fA IlYAt f tlFR( f /OSl ESSON2

olook at ne picture and complete the paragraph with the verbs below Use the Present Continuous

Ga r don's fam il ( 1) on his n er ves today His dad (2) dinner very well, and he (3) , badly atthe same time! His mum (4) Ioudly on the phone His brothers ( 5) nicely - they ( 6 ) _._ _ _ _ about a to Th aby ( 7 ) _ _ _ because ~ ' s h u ngry The dogs are hungry loo and they ( 8 ) Poor Gordon!

Q Complete the Questions and short answers with the Present Continuous

• M arK ( t alk) 1 y u?

yes

the twins • • ( argu ) ?

NO , ••• Joanne Ognore) you?

No,

you (watch)the programme about f r iendship?

Yes,

the boys (complain)?

Yes ,

Aisfening

listen to Jack and FlOnaand c i rcle T (true) Of F (false).

1 Jack is playing loud mus i c TIF

2 Fma likes the music T / F

3 Jac takesIhe letter TIF

o Ask students toreadthe cartoonsilently and tellyouwhy Jim

is unhappy (Tonicis listening to loud music atnight,and Jim

is trying to sleep)

o Ask students to read the grammar box and explain that the

example sentences show the a irmative, negative and

question forms of the Present Continuous Ask students to

read these again and tell you how we make the Present

Continuous (we use t o be and the main verb with - in g )

Remind them th t whe a verb e ds in-e, we take off the

-e before adding - i n (ignore- ignoring) Draw their attention

to the order of words inthequestion

• Remind students what the short answers areto the question

Are you crying , Ange/a? (Yes,I am.No, I'm not Writeh / no t

s leep , we / have an argument and it / rain? on the board and

ask individual students to make sentences using the Present

Continuous and these words

A

•Ask students to read the wh le paragraph silently and to

think about which words go in the gaps b fore they write

any answers

o Tell them to look atwhether the su ject before each gap is

singular or plural and remind themto think aboutthe spelling

rules forargue and get Remind them again that when averb

ends in - e , we take off the -e before adding -ing (ignore

-ignoring), and that we double the final consonant of

one-syllable verbs before adding - i ng (sit- sitting) _

o Check the answers as a class

o Askstu ents to do this exercise individualy.Tell them to look

back at the example in the grammar box if they don'tremember how to form questions

o Remin students that we don't use the main verb in short

answers - onlythe correctform ofto be

o Check the answers asa class

o Explain that studentswi h arabrother and sistertalking and

that they have to listen very carefully to decide whether e ch

statement is trueor false

o Askstudents to readall the statements beforethey listenso

they know exactly what information tolisten for

o Explain that students shouldanswer asmany questions astheycan thefirst timethey hearthe tape,then play the tape once

o Ask them to check their answers and also to try to answerany remaining questions as they listen again, then play thetape a secon time

o Check the answers as a class and, if necessary,explain why

2 and 5 are false (Seepage 124fortapescript

Answers 1 2F 3T 4T 5F

o Askstudents to workin pairs to tell each otherwhat gets on theirnerves about their family and friends,using the wordsin the box

o Point out that they should use the Present Simple because

they aretalking aboutthings which people often do

o Tell students to listen carefully to th ir partners, so that they

cantell th classwhattheir partners said

o Goround the classwhile stu ents are speaking tomake sure

they are using correct grammar and vocabulary

o Ask some students totell the restofthe class what gets on

their partner's n rves ab ut theirfamily and friends

St a r W ords

find and underline them in the lesson

to close their books

students to tell you the words

Answers

kind

friendship

trustsensible

forgiveignore

miserablelie

argumentjealous

VocabularySee photocopiable material on page 142

Vocabulary:

present simple and present continuous

responses

nasty/kind, shy/confident, silly/sensible)

OReading

A

Answer 2 ( he always listens to classical music !

B

as a class

Answers

everyone ' 11b r ing the juice )

w eekend! )

mum wants you to turn down the music

He ' s cool!)

Wy cool cousin

tJReadin9

Read the dialogue What kind of

music does Marcus listen to?

eAnswer the ques t i ons Write your answers in your notebook

1 Wh o is M arcus?

2 How d o es M c us help Mrs S i mmonds?

3 How l ong i s M arcus stay i ng al Brad ' s house ?

4 Why does Ma r cus come into Brad's bedroom?

5 Wh y oes B ra d a e his mind about Marcus?

bf;abUJary

A

theythinkbad - tempered has a positive or negative meaning

Extra class activity

B

St rWords

f A l Y AHD ff n E OS ussce 3

Match the stickers wr t hthe words.

Cl Match

1 Sorry t obother you.

2 What ' s the maner ?

3 Would you like a dr i nk?

4 Here you are.

e I don ' t feel well

Present Simple and Present Continuous

Present Simple

We use t he P r e sent Simpl e t o ta lk a bout

• perma n t sta les.

• things we o fte n do.

• g eneraJtruths

Wl lh the P re se n t Si ple v -e ofte n use adverbs of

f requency a d ti me expre s sio ns : always , usualy ,

often, somet mes, rarely, never every

day / week / monlh / year at h week d, on

Mondays, etc

Presen t Con l lnuous

We u se t he Pres ent C on t i n uou s t o talk abou t

• hings whic h ar e i n progre ss at th e t ime of s pea kin g

• hi ngs whic h are in p r ogress a fOund the tim e of

speaking Of a re temporary.

Witht he Pres e t Cont in ous, we often use t ime

expressions: now , el Ihe moment o y, his

morning et

o look back at the dialogue UnderlineaBthe adverbs

ot frequency and time expressions tor the Present Simple and circle a1llhe lime expressions for the Present Continuous

G C i rcle the co rr ect w o rds

1 M y brot h fs <loin IOOld I arm' l OOlding my b i <e w

2 Tl IT l lh e ms c do Y JIl! "'1 y cou s in s byIare tryInQ 10 wa tch

te l vi s ion.

3 Grandma isn ' t rude She always li stensI is list en ing

to people

4 We ' re really hungry 0 0 yo u cookIAre you coo k ing ?

5 A r l h r look sI is looking b ad -t empe r edf N e ry o m irg.

6 M y fne nd doesn't giveIisn't gr - ling m e pre s t s f te n

l ook at t he pic t ures wjth your partner and talk about Marcus Use these words 10 help you

I play 51eep tal _tch -I

At the w eekend Thi s we ek end

Present Simple and Present Continuous

A

Answers

Present Simple

Present Continuous

B

find and underline them in the lesson

• Ask students to tell you which Star Words are verbs

(admire, bother, mend, turn down) and which ones are

polite, rude, upset).

an adjective in each sentence This exercise can be setfor homework

Extra activity for early finishers

Reading

sequencing picturesasking and answering questions about likesand dislikes

Lead · in

ask some students to read their paragraphs to the class

• If the Star Words exercise from Lesson 3 was set for

sentences to the class

or whether they know anything about it

(lReading

A

Janice thinks Black Beauty is a great book.

Answer It teaches us important lessons about friendship

B

explain the meanings if necessary

• Ask them to read the web page again carefully to find the

places where they find the answers

as a class

An swers

Ginger.)

Jerry Barker.)

of the web page

owners treat her very badly.)

him to cross a bridge but he knows something is wrong

driver Jerry Barker)

4 Who looks after Black Beauty? (Jerry Barker's family)

are lots of interesting characters.)

Reading level Ages 9·12

Rt 'Viewer : lan i ce NelL12, E d ilb gh, Sco tl a

I a m r ead the b oo kmo ck B e aut y,Thi s boo k i s a bo ut the life and a dv e ntures of an extraord i nary horse

calle d Bla ck B ea y.

1 l ove thi s book I think it teach es u s imp o rtant l essons a b ut f r iend s hip Black Beau t y's best friend is a

h r se ca ll ed G in g er I f e el s orr y f o r her b eca u se m t of h r o wn e r treat her ver y badly and s he is

un ha pp y Bl ac k B e aut y a l so s u f fer s- o n e of hi s o wner s di s lik es h r ses and is cru e l to him But Black

B ea y i s a l ways kind and gent l e t o ve ry o

B ck Be a ut y ha s m a y a d ve nture s 1 Co n l lik e be st i when he h e lp s o m e people in a st o rm They

wa nt m t o r oss a brid ge b u t Black B e aut y kn o w s so m e th i n i w r o ng and he r e fus es to m ov e.

M y f avo urit e h racter i th e c a dr ive r Jerry B ar k r He i s a goo d friend 10 B l a ck B e auty J e rr y never

loses h is te mp e r a nd hi s fa mil y ta ke s ca r e of Bl ac k Beaut y ver y w e ll

I be li eve m any chil d r e wi l ove th i s b oo k T h e s tory is e xcitin g and th ere m e lo ts o f i n t ere s in

ch ar acte r But f o r m e is g reat becau se it talk s a out t h e imp o rtan ce o f fri e ndship fIt Comple t ethe book card

• Check the answers as a class

Answers

1 take care of

2 have a chat

3 keep in touch

4 feel sorry for

5 lose his temper

B

about the meanings of the words Point out that some of the

Answers 1 c 2e 3d 4b Sa

rammar

Stative Verbs

Continuous (Present Simple)

oComplete the se n tences with the words below.

fee l sorry tor have a chat keep in touch

lose his temper take care of

We do not usually use stativ verbs wih contn s

tenses Common stanve verbs are:

verbs of senses:

feel, he r see, smeD, Sound, taste

This soup s m e ls debcious

verbs of emotion:

dislike, hate ke love, n d, prefe w or

I o ve this book It· s about the in " lX:W1ance of fliendshIp

verbs of underslanding and opinion:

appear, believe, org l h pe, imagine, know mean,

remember, seem, hink, understan

I don ' l remcmbor Ja n e's phone number.

verbs of possessio :

b longto,own

00 you own this bernruful horse?

Look at the pictures and complete the se n tences with the Presen t Simple or the P resent Continuous.

to move

2 t • ••.•• • • • (know) S am He

( s tudy) in Par i s thisyear.

t h i s w e ek

4 o (su f fer) beca u se her arm

i s inju r e She (n eed ) help.

5 My s i sters (play ) the p i ano.

1

familiar with

the answers

Extra class activity

rstening

• Explain that students have to listen to the tape and write the

then play the tape once

Answers a2 b4 c5 d1 e3

be set for homework

Extra activity for earl, finishers

Reading

describing pastactionswriting a paragraph about helping a friend

Lead·in

• If the Star Words exercise from Lesson 4 was set for homework,

askstudents to read some of their sentences to the class

• Askstudents what they think we mean byareal friend. See if

Lessons 2 to 4 Writeareal friend on the board,then write their

ideas under this.Writenot areal friend on the board,then ask

them to say what kind of person is not a real friend and write

their answers under it.Leave these words on the board and

add new vocabulary to this asit comes up in the lesson

A

• Ask students to read the two stories sile tly and then to

reasons for their answers

• Check the answers as a class

Answers

1 The ant and the dove (The tiny ant saved the dove's life .)

2 The bear and the travellers (Never travel with a selfish

person like Fred He left you on your own in an emergency!)

B

information they need tofind

•Tell them to read the stories again carefully to findthe answers,

and tounderline the places in the stories where they find them

• Check the answers as a class

Answers

1 no(I gave them abig shock T e bear came up to him )

2 no(He lay on the ground and pretended to be dead.)

3 no( it didn't attack him )

4 yes(A d ve decided to rescue it The dove dropped a

twig into the river.)

5 yes ( the ant bit his leg and the hunter missed.)

3 What kind of person did the bearthink Fred was? (selfish)

4 What did the ant do with th twig? (climbed onto itand

swam to the river bank)

5 Who wanted to shoot the dove? (a hunter)

A

•Tell students to think about which words in each group are

the same in some way

• Students can do this exercisein pairsto discusstheirchoices

• Check the answers as a class, asking students to give

reasons fortheir answers

f'1Re'8tJt/lg

Read tile sloriesand m~at~ch~tlW:!!'.m - ::: ;= ~ I

1 Utle frI ds can t diffIcult mome ts

2 Rea l mends s t ay Wlttl vou a

The bear and tire tmvee£ers

T w o l d men d , Fre d and B i ll , w ere on a journey together i n the mountains

Suddenly, they saw on e n ormous bear 11 gove th em 0 bi g h ock F r ee!

quickly c limbe d 0 tre e a nd then he hid in I h branche s B i ll d i dn' t hov ime

10 g el aw ay H e l a y o n t he g roun d a pr ete nded l a de a

T b r c o me u p 1 0 him a n j l cos ed 01 him B ill di d n't m ove The b e r

t o e him and sm e lt h i m , but i I drdn ' ctf a d; him It wen t o wo y o m him When 1 1was sa f e, F r ed climbed down the tree 'Who t d id t he b e ar

w s er in yo u r ear ? ' he ask e h i s fr ie nd ' He ga v e m e som e o od

a vice: r e pl ied Bm ' He s i d th i s : N eve r I rave l wi th 0 se l fI Sh p e rs o l ik e Fred H e l eft you on yo own In o n m e rg encyr

The ant and tire dove

One da y en an t tr ied 10 dri n s am e w a t er fr o m a r iYe r b t leM i n A dov e

fe l s orr y f or the anI bec au s it w as in dang er a nd dec ided 1 r e cue 1 1 The d ove d r oppe d 0 IWlg i nt o the ri v er The o nl d i rnb e on to the t wi g and swam 10 the ri v er bank It was glad 10 be ol i v and said Ihank you 10 the dove for i t s k i ndness

oWrite y es or no

1 D i d reo and B ~ fr i ghten the bea r?

2 Did Bitlla t asleep?

3 Did th bear hurt Bil l ?

4 Did the dove help the ant?

5 D i d t h ant bite the hunte r ?

Answers

1 gun (Atwig and abranch are parts of a tree.People use

2 hunter Adove and aneagle are birds Ahunter is a person

3 touch (Whisper andsh o ut are ways of talking Youtouch

something with your hand

means not alive any more

5 attack (You save or rescue someone in danger You

attack someone to hurt them.)

B

• Point out that some of these words appeared in the stories onpage 14 Tell students to look back at the stories and find the

words incontext if they aren't sure of the meanings

• Explain thatall the pairs of words are opposites and studentshave to decide which word matches the meaning of thesentence

• Ask students to do the exercise in pairs, but check theanswers as a class

Extra class activity

Ask students to choose 5 words from Vocabulary A and Band

to write anagrams of them in their notebooks Then tell them toswap their books with a partner to find the answers When theyhave finished ask individual students to write one anagram onthe board for the class to solve

bf;abU/ary look back a t the stones and underline all the

aff i rma t ive irregular verbs in the Past Simple

How many are there?

Circle the od d one out.

(i) Complete the d < og u ewi t h the Past S i mp l e.

Usa: Vlhich sto (1 ) • you (prefer) ?

la I ( 2 ) ", ( not l i ke ) Theant and /he do v I (3 ) (enjoy) t story ab t the bear an the travellers more

Usa: Why?

lan: Because i (4) ( have) a better message

use: Wtlat(5) (be) hemessage?

lan: It ( 6 ) (s ) that real friends Ihink 0 others first

oCircle t he corr e ct words.

1 My best frie is ery shor In fact she's

tinyIenormous

2 Mycousin is very difficult ! easy - going She never

argues with ether people.

3 Thank you for your nastinessIkindness It was

an emergency and you wefe very helpful

and asked me to play footb L

5 The twins are selfIShI generous They never hin

of other people.

Look at the pictures with your partner and talk about what the s e people did fo r t heir friends Use these words to help you

be Qrateful tClf'9ive

Past Simple

We use the P a st Simple to t alk abou t

• hing s wh ich s t a rt ed a d f inishe d i n t he pas t

• t h ings i n the pa st •••• hich we re habits.

• hings wh i ch h a ppened on e afte r t he other in

Ok! you see your friend Jane lasl week?

wrnea paragraph in yo u r no t ebook about what you once did to help a friend.

rammar

When I was young, I played in the garden with my friends

The bear touched Bill , smelt him but it didn ' t attack him

Did you see your friend Jane last week? (Things which started

A

answers as a class

(Students should underline the following)The bear and the travellers

The ant and the dove

B

they are using correct grammar and vocabulary

• Ask one student from each pair to choose one of the four

friends

form on the board to help them think of ideas to write in their

Revision strategies

• Explain to students that the exercises in this review are

revision of the material they have learnt so far Tell them that

it is not a test and that they should ask you about any

grammar or vocabulary items they are still not sure about

• Before students do the exercises, go through the points

below as a reminder of what has been covered in Lessons 1-5

Students can do the exercises individually, but check the

answers as a class If students have any difficulty

remembering words, tell them to look back at Lessons 1-5

Vocabulary revision

• As students which words they remember from Lesson 1 for

family members and check they remember the phrases have

rel ati v e Ask students for example sentences using some of

the words and phrases

• Make sure students can remember the phrases from Lessons

2 and 4 by writing the verbs on the board and asking

students to complete the phrases Write the words calm ,

students to tell you the opposites Leave the words on the

board for Writing 1

• Say the first halves of the matching statements from Lesson

3and ask students to give you suitable responses Ask them

to tell you why people might say these phrases

• Write the words bad-tempered , generous , hard-working,

one has a positive or negative meaning Ask them to tell you

a y other adjectives they can remember to describe people

from Lesson 5.Leave these words on the board too

• Check that students can remember the synonyms from

Lesson 4 by writing cruel , e x traordinary , gentle , marvellous

synonyms

students to put the words in pairs depending on their meaning

Grammar revision

• Check that students remember when to use the Present

Simple a d how to make the affirmative, negative and

questio forms, and short answers Ask students to tell you

some adverbs of frequency and time expressions which we

Present Continuous Ask them which adverbs or time

expressions we use with the Present Continuous

• Ask students to tell you the stative verbs they remember

which we don't usually use in the Present Continuous

• Write the words playand walkon the board and ask students

h w we make the affirmative Past Simple ofthese Then write

b , ha v e , say and see and ask students to tell you the Past

Simple affirmative, negative and question forms of these Ask

them what other iregular verbs they know

A

As students to match the adjectives with the pictures Point

out that these words were all Star Words in Lessons 2-5

oComplete ttie sentences with tile Present Simple

not bother n t share

4 lena a nd l ola a roo m - they've

001 one each Tara ' s dad •.• when she talks on t he phone a lot?

eCircle th~correct words.

1 I feel sor r y f or / about 61eMa bec a use n obody likes ne.

2 tesev gets / o n my nerves because she is ' t polIte.

3 Please turn u n erIdown the television It's too lo d!

4 My mu m still k eeps i n / at t ouc h w i t h som e o f h er o ld

1 weIvisitingIrelativesIare / our

oCircle the odd one out 2 is n ' tho me/ K evi n / lea vi ng /l o y

3 easy-going bad-tempered calm

5 ps et m i s erable s en sib l e

6 extraordinary gen t le amaz in

3 ignoring / momentIOl iverIme / isI ltIe /at

4 mendingI 1 m yIgrands o ' sIamIbike

5 Kay/ wh isperin g /ea r ln/ is/her/?

grandchildren or children, but a wifeis a woman who ismarried to a man.)

2 trust (You shout or argue when you are angry, but you

3 bad-tempered (Easy-going and calm have got positive

4 attack (Take care ofand babysit both mean to look aftersomeone, but you attack someone to hurt them.)

5 sensible (You are upset or miserable when you areunhappy, but you are sensible when you make the rightchoice.)

6 gentle ( E x trao rdi na rya d amazingmean unusual and very

GCi r cle the correct answers.

1 There i a horrib l e sm e lbecause D a

oCo m plete the paragraph wnh the Present Simp l e r

the Present Continuous My Grandma

M y r an dm a i s s ix t y -t h ree years o l d I'm

Hel e n ot t en (1) (fee l ) l onely because

she ( 2) (be ) an on l y ch il d She really

(3) ( dis l ike) summe r holidays at

hom e be c aus e h e never (4) (k no

wha t to do This year , however , Helen and her parents

uncl e H e (7) (own ) a big beautiful

ho u se by the se a The hol id ay i s marvellous and Helen

GThe words in bold are wrong Write the correct words.

1 C her y! ci d n't we n t 1 0 the party

2 h nk you ! You s ve my l i fe!

3 Di d y ou r esc u ed anyone?

4 Lau r a uys a hor s e last year.

5 I n ot k no w t h t Bri a was M r Brown ' s son!

6 Wh a ldidyou s id ?

E

Remind students to read the gapped sentences first so they

u derstand the meanings before they try to find the missing

Ask students to read the sentences carefully to understand the

meanings and find the subject in each one Remind them to

think about the spelling rules for the third person singular

Tell students to think about which words make verbs in the

Present Continuous, then to find the subject of the sentence

Point out that two of the sentences also have time expressions

a d that one of the sentences is a question

Answers

1 We are visiting our relatives

2 Kevin isn't leaving home today

3 Oliveris ignoring me at the moment

4 I am mending my grandson's bike

5 Is Kay whispering in her ear?

C

Point out that most of the answers are adverbs offrequency or

time expressions and tell students to choose the one which

matches the verb tense

Answers 1a 2a 3a 4a 5b

DAsk students to read the whole paragraph carefully to

understand the meaning Point out that some of the verbs are

stative and tell them to look back at Lessons 3 and 4 to

remember the uses of the Present Simple and the Present

• As this is the first exercise of this type in the Student's Book,

explain that the verbs in bold are grammatically wrong a d

that students have to write them in the correct form

• Tell them to read each sentence carefully to find out whether

the verb is affirmative, negative or a question, and whichtense matches the meaning

• Ask a few students to read the paragraph aloud to checkthe answers as a class

• Read each question to the class and ask students to look

at the description in Writing A to see how the writeranswered each question about her grandma Ask them ifthey can think of other adjectives to replace any of theanswers Then tell them to use the questions as a plan fortheir own descriptions using vocabulary and grammarfrom Lessons 1-5

• This can be set for homework Make sure the writing task

is corrected and feedback is given before students doTest 1

Your students are no w ready to prepare for Test 1 in the Test Book They should revise the grammar and Star Words presented in Lessons 1-5, and Review 1.

NOTE

See page 23 for project instructions

• Go over any mistakes students made inTest 1 and make sure

they understand the points they got wrong Ifthere are still

any areas of confusion, tell students to look back at the

relevant lesson and go over the points again with them

• Explain that this is the first episode of a story that runs

thro ghout the Student's Book There is an episode of the

story after every five-lesson review and it features the

Sho ting Stars, the children who the students read about at

th beginning of their books

• Ask students what they can remember about the four

members of the Shooting Stars Forexample, they may recall

h w old the children are, what instruments they play, what

other hobbies they have got and what their parents d Tell

students to look back at pages 4-5 of the Student's Book if

neces ary (See summary below.)

Meet the Shooting Stars summary

Role in guitarplayer drummer keyboard singer

writes songsHobbies tae kwon do, computers footb ll

Pets dog (Frodo) dog(Roxy) 3 cats,

parrot(Chicken)

• Ask students if they can remember what each character says

about last year (See summary below.) Remind students to

look b ck at pages 4-5 of the Student's Book if necessary

What happenedlast year

Brad ThHis friebandendws gaonvtehhimTeenanStew garscouitamprforetitihios bn.irth ay.

Emily's mum helped Roxy wh nsh tried to eatLizzie's

microphone

Shehurth rf otina footbalmatch

She moved to Greenfeld nd met her best friend,Emily

Her bandwona competit nand madea CDand a video clip

2 Where's my guita r ? I need to ca r ry

my guitar to my music less o n.

3 T he stage a t h e conc e r didn't wor k

wel l and we couldn't hear anything!

4 I like the of this song, but 1don 't l i ke the music.

5 I've got a about a concer t on Sa t ur d ay

in the park Would y o u like to come?

oAn er the Qu stions Write your answers in

y ur noteb k.

18

1 Where do the Shooting Stars re a d about the

starving children of Africa?

2 Whosponsors a child?

3 WhO has the idea for the concert?

4 Where will the Shooting Stars meet tomorrow?

5 Where will they have the concert?

The story

• Ask students to look at the pictures and to read the story silently

asthey listen Play the tape to the end of the episode and ask

why the children are writing new songs (T ey decide to have a

charity concert to help the starving children of Africa.)

• After students have listened to and read the story, ask them

to read it aloud Allocate the roles of Ken, Brad, Lizzie andEmily to four students for Boxes 2-4 and to another four

students for Boxes 5-7 Ask one student to play the part ofthenarrator in Boxes 1 and 8 If necessary, repeat the story withdifferent students playing the parts until every student hasplayed a role

2 Ken's mum (Ke says, My mum sponsors achild.)

3 Brad (Brad says, Do you remember the charity concert

4 at Ken's house (Ken says, Le t 's meet at my house

5 in the park (Lizzie says, Let ' s have it in the park )

4 Are there charity concerts I n your country?

5 Who sings at these concerts?

1 Emily the concert i s a bri ni ant idea.

2 Marcus • Brad with h i s computer at the m omen t

3 I to my fr i e ' s party last night It was great l

4 Sally and Kim H•••• • •••• • ••• • ••• •• classical music They listen to

enough food and water for a year? (£200)

got? (nine)

equipment)

e

that students can read them again in context to understan

tense to use

check the answers as a class

Ask students to work in pairs to think of another group of

NOTE

permission to use the photos

Project 1Family

o Start by writing a list on the board of all the words forrelatives that students can remember

o Ask students to read the paragraphs on the poster aboutrelatives Then ask them to write short paragraphs likethese about themselves and their relatives Remind them

to use the family-related words they have learnt

o Provide glue and card, and tell students to stick thepictures of their relatives on the card to make their ownposter Ask them to cut out the sentences which theyhave written and to stick these beside the pictures

o Ask students to show their posters to the class and readthem out

o Stick their posters on the classroom wall

replacing missing sentences

country at that time, and what they think was better or worse

about them than schools now

OReading

A

very strict (Teachers were very strict and they used to

B

clues about where to put the sentences which have been

the gaps

2 d (The previous sentence tells us why it was cold.)

of the article

English)

oComplete the art i cle with the sentences below.

a They use d 10 p u t books o n the i r heads to p ractise walking.

b This was bec a use they u sed to wo r k.

e This was a hat w lt h t h e lette r 0 o n i t.

d T his m eant i was very cold in t he class r o ms.

group belong together and then to add the words from the box

• Check the answers as a class

Answers

2 absent (not here)

told to do)

4 properly (in the right way)

ranJnJaf

Used to

use used to to talk about situations which existed in the past

• Ask students to look back at the article on page 20 and circle

Complete the word groups.

absent classes college

We use us t o to talk about

• things which happened otten in the past but don't

happen now.

• situations which existed In the pas! but don't e i st

now.

Affirmative Negative

I used 1 study 1didn't use to study

you used to study you didn't use to study

he/she/it used to sludy he/s frt didn't u se to study

we used to study we didn't use to study

you used to study you didn't use to study

they used t o study they didn't use 10 Sludy

Question

Did! use to study?

Did you use 1 study?

Did he/she/it use to study?

Did we use 10 study?

Did you use to study?

Did they use to study?

Yes, you did.

Yes , they did.

No I didn't

No , you didn't

No, he/s fl didn 't ,

No , we didn't

No, you didn't

No they olon't

oLook at the picture and complete the paragraph with the verbs in brackets Use theaf irmative or n gativ form of used 10

My gra n dfathe r (1) (be) a teache r i n

pupil s, o l y y o ung c hi n The chi l dren in his clas

(3) (wear) uniforms My grandfather

wa s s tr t and his pu pi l s (4) ( be )

ve ry o ed ie n t They like i m , h wever, and some t imes

they ( 5 ) (give ) him presents.

G Write qu tions using u sed 10 in your notebook.

Th ask your teacher Ihe Questions.

1 you ! wea r a sc ool uniform

2 your fri e nds! at en he s e schoo l

3 your te chers! punish you

4 you! go to co l ege or university

5 your teachers / give you a lot of homework

o Ask students to read the whole paragraph and look at the

picture silently and to think about whether the answers will

use the affirmative or negative form of used to

o Remind them to think about how used to changes in the

negative

o Check the answers as a class

Answers

1 usedto be

2 didn't use to teach

3 didn't use to wear

4 us.edto be

5 used to give

B

o Do the first question together as an example to make sure

students understand how to form questions Give your own

answer to the question

o Ask students to do the rest of the exercise individually

o Check the answers as a class by asking different students to

read out each question and giving your personal answer to

each one in turn

Answers

1 Did you use to wear a school uniform?

2 Did your friends use to attend the same school?

3 Did your teachers use to punish you?

4 Did you use to go to college or university?

5 Did your teachers use to give you a lot of homework?

Ask students to think of three things they used to do in the pastbut don't do now and three things they didn't use to do but they

do now Tellthem to write them in their notebooks, then asksome students to read out some of their sentences

Ask students to tell you how their teachers punish them whenthey don't do their homework, or are naughty in class

•Ask students to write one paragraph about Victorian schoolsand another about modern schools Point out that they canuse the ideas they talked about in Speaking and the promptsgiven in the Student's Book

• This exercise can be set for homework

St a r Words

• Ask students to read the list of Star Words silently and tofind and underline them in the lesson

• Ask them to look at the words again and then to close

page 152

ReadingSee photocopiable material on page 143

*

*

sequencing pictures

asking and answering questions using pastcontinuous

I.ead·in

• If the writing exercise from Lesson 6 was set for homework,

ask some students to read their paragraphs to the class

• Check that students remember the Star Words from Lesson

6 by reading out each definition from the photocopiable

exercise and asking for volunteers to come and write each

answer on the board

ding

A

• Checkthe answer as a class

a new teacher ( ' I ' m Miss Collins - your new teacher.1

B

• Ask students to read the story carefully again to decide

whether the sentences are true or false,and to underline the

places where they find their answers

• Ask students to do this exercise individually, but check the

answers as a class

Answers

2 F ( her family was eating breakfast, but Miranda wasn ' t

3 T (Autumn was Miranda ' s favourite time of year )

4 T (In the corridor she recognised the caretaker )

5 F (All the children stopped talking )

•Ask thefollowing questions to checkstudents' understanding

ofthe story

1 How did Miranda feel on herfirst day at school? (nervous)

2 How will Miranda get home from school? (She will walk

3 Who was in the playground? (children)

4 What did the children do at half past eight? (They went to

their classrooms

5 Where was Miranda's desk? (at the front of the classroom)

A

• Ask students if they know what phrasal verbs are and, if

necessary, tell them that these are verbs used with other

words (adverbs or prepositions) to give them a different

meaning Explain that it is important to learnthese, and the

best way to do this is to learn them in a model sentence that

helps them remember the meaning (see Extra class activity

below)

• Point out that all the phrasal verbs are in the story on page 22

and they can read them again in context if they are not sure

of the meanings

Miranda changed her skirt

Mirandahad a big breakfast

It was Miranda's lavouriteseason.

Mirandasaw the care t a er inside the school.

The children made a 101of noise when they saw Miranda

• Ask students to do the exercise in pairs, but check theanswers as a class

Ask students to write down some short, memorable modelsentences using the phrasal verbs in Vocabulary A.Ask some

students to read their sentences to the class Tell students towrite down their favourite modelsentence foreach phrasal verband to learn these sentences to help them remember themeanings ofthe verbs.Ask students if they can remember anyother phrasal verbs from the previous lessons

Teaching tip

Encourage students to create a phrasal verb file in whichthey list the phrasal verbs in alphabetical order, with adefinition and an example sentence for each one

B

• Ask students to complete the exercise individually by

matching the stickers from the back of their books to thenouns

• Point out that some of the nouns appear in the story on page

22 and that students can read the words in context to helpthem understand the meanings Ask them what they think

sports) and who the h ad teacher is at their school

• Check that students have put the correct stickers besideeach word

Question S ort answer s Was I wa vin g? Yes , I was N o , wa sn ' t Were you wa vi ng ? Yes , you we r e No , yo w e r e ' t Was ha / sha /i t w a v ing? Yes , h e/ sh e Mwa s No , he J sh e Mw as

W e r e we wav in g Yes , we we r e No, w e w ere n ' t

W a r e y o w a vi ng ? Yes , yo u w ere No , y o u w ere n 't

W ere t h ey wa v ing ? Yes,t he y w ere N o , they we r e n' t

Ocr n pl e m e sentences wi t h t he phrasal

ver b s below,

find out get up go in pick up put on

1 y ourha ls- it ' ll be co l d today ,

2 D i d yo u which b us go e t o school?

3 P l ea s e kn o ck o n the cl a r o m door befo r e you

look back at t he story and undenine all the examples

of the Past Continuous How many are there

foo t ball on th e l a yin g ld at 1\'10 o ' c lo ck ?

4 I "" " ( nOl ra in) w h en the c hildre n

(wa l k) to sch oo l yo u ( liste n)

oMatch the st i cke r s with the words

Past Con t inuous

We use the Past Continuous

• 10lalk abou t actions which were in progress at a

particular time i n the past

• 10talk abou t two or more act i ons whlch were i n

prog r ess at the same time in the past

• for setting the scene of a story

Aff inna t lve N egative

I w as waving I wasn't waving

you were wa v ing you weren't waving

he/she! l Iwas waving he / sherllwasn't w aving

we were waving we weren ' t wav i ng

you were waving you weren't waving

they were wav in they weren't w av i ng

•Ask students to read the cartoon silently and to tell you when

Tonic studied French (last night) and whether he did this for

one moment or for a period of time (a period of time) Explain

that Jim asks the question in the Past Continuous because he

is asking about what Tonic did for a period of time and not

just at one specific time in the past

•Explain that we form the Past Continuous with was/were and

the main verb with -ing Remind students of the spelling rules

they learnt for adding -ing in the Present Continuous.

A

•Point out that students only have to find and underline the

verbs in the Past Continuous

•Ask students to do the exercise individually Check the

• Ask students to use the correct form of the verb to match the

subject of each sentence and to remember the spelling rules

before adding -ing to the main verb Tell them to look at the

tables in the grammar boxif they aren't sure how to form the

•Explain that students have to listen to the dialogue between

a boy (Dan)and his mother and write the numbers 1-5 next

to the letters a-e to put the pictures in the correct order

• Tell them that each of the pictures is about something whichhappened in Dan's classroom Ask them to look carefully ateach picture first

• Then tell them to listen for clues which go with the pictures,

then play the tape once without stopping

•Ask students to check their answers and write any that theymissed as they listen again,then play the tape a second time.Check the answers as a class (See page 124 for tapescript.Answers a2 b c5 d1 e3

• Ask students to work in pairs to ask and answer questionsabout what they were doing last Monday at each of the timesshown Do the first question and answer as a classto makesure that students remember how to form questions in thePast Continuous Remind them thatAM means morning and

PM means any time after 12 o'clock midday

•Go round the class while students are speaking to make surethey are using correct grammar and vocabulary

•Ask some students to tell the class some of the things thattheir partner was doing

Extra activity for early finishers

ReadingAsk students to think about their first day at a new school and

to write a few sentences in their notebooks about how they feltand what they did Ask some students to read their sentences

to the rest of the class

A

Answers

lake , .)

3 A (We're staying in wooden huts )

B

Answers

which ones they would like to try

oWrife the letters.

W h ich paragraph talks a bo u t

G r eg's f a vourite activity?

the leachers at the camp?

(3)

• Tell students to read the gapped sentences first so they

Past Simple and Past Continuous

which tenses Jim uses in his question (Past Continuous

to show that what Tonic was doing began before the time

:>

x

Complete t he sentences with the words below.

b I~ogy co u rse instructor project tal i ll :

1 Vanessa i s s t udyi n at u n i v ers i y

She knows a lo t about plan t s and anima ls.

2 Someone gave a.; about nature

l aslweek at our school

3 My mum w a ts t o do a cookery

an d l earn h ow t o m ake c le ssert s

4 Barry te a ch peop l e ow 1 d r i ve He ' s a d r ivi n

5 I need to f i nd out more in f o rmation fo r my science

about wasps.

Past Simple and Past Continuous

Past Slmplo

We use the Past Simple to talk about

• th gs which started a f nished in the past

• things in the past which were habi t s.

• things which h e ed one after the o t her in

the past

Peet Continuous

We use the Past Contin u ous

• to talk about ectcoe wh i ch were in p r ogress

at a particular time in Ihe past

• to lalk about two ormoreactions which were

in progress at the same time in the ast

• for setting the scene of a story.

We use the Past Continuous and the Past

Simple together when

• one action i n the past Interrupts another

action in the past

• we tell a story in the past

We were cleaning our hut when we heard a

""'

When they arrived at camp It was raining

oComplete the sentences with the Past Simple or the Past Continuous.

G e rge • •.•• ( phone ) you

w h i e you •• .• ( do ) your b iol ogy

T da y w as a h nib l e ay We (1) • for

a n ice w a lk in t he lore s t w i h M , ss l ee Wh il e she

Complete this paragraph about the picture inSpeaking

Write the paragraph in your notebook.

Wh e M iss l ee took

Simple after when because this talks about a specific time.

Then explain that we often use the Past Continuous after

while because this talks about the period of time when an

I hurt my leg on the board for students to see how a sentence

using while and the Past Simple is formed.

Give students a small test on irregular verbs from the irregular

A

• Remind students that for Past Continuous answers they have

Past Simple form is the same for all subjects

Answers

2 were walking, saw

3 arrived, was sleeping

B

sentences before they write any answers

list of irregular verbs on page 128 to find the Past Simple form

given in the Past Continuous

• Go round the class while students are speaking to make surethey are using correct grammar and vocabulary

the people was doing

paragraph about what the people were doing Remind them

to use the beginning given in their books

ReadingSee photocopiable material on page 143

• If the writing exercise from Lesson 8 was set for homework,

ask some students to read their paragraphs to the class

• If the Star Words exercise from Lesson 8 was set for

homework, ask some students to read out their sentences

• Ask students to look at page 26 and tell you what kind of

unusual lessons they think the lesson is about

(JReading

A

•Ask students to read the interview silently to find out who

Roger Maverick is Remind them to give reasons for their

answer

• Check the answer as a class

( you'reaspecial kind of teacher./How long have you been

a magician?/I have worked as a professional magician .

B

• Ask students to read the questions first to see what

information they need to find

•Tell them to read the interview again carefully to find the

answers Ask them to underline the places in the interview

where they find them

• Students can do the exercise individually Check the answers

as a class

Answers

1 two years (I have taught magic tricks to children for two

years )

2 It takes a long time to learn the tricks.(A magician must be

patient because it takesalong time to learn the tricks.)

3 1995 (I have worked as a professional magician since

1995.)

4 They did some brilliant tricks (They went on stage and

they did some brillient tricks.)

5 at the school (We've already arranged our next show It's

going to take place at the school )

• Ask the following questions to check students' understanding

of the interview

1 What is the presenter's name? (Mike)

2 Why have children become interested in magic? (They

want to impress their friends.)

3 When is the next show? (on Saturday 22nd September at

7pm)

4 Where can you get tickets for the next show? (from the

school)

ocabu/ary

• Ask students to look at the pictures and to match them to the

descriptions Point out that most of these words appear in the

interview on page 26

UnusuDI

lessDns flReading

oRead the interview What IS Roger Maverick?

1 How long has Roger been a teacher at th M a erick School of Magic?

• Ask students to do this exercise in pairs, but check theanswers as a class

Extra class activity

Ask students to talk to a partner about a situation when theyhave been clumsy, patient, successful or worried

rammar

Present Perfect Simple - Affirmative, Just, Already

•Ask students to read the cartoon silently and tell you whatthey think Tonic wants to do (a trick using a special box tomake people think that he's cutting Jim in half) Ask themwhether they think Jim is telling the truth (he isn't; he doesn'twant Tonic to cut him in half)

• Read the grammar boxto the class Ask students to turn topage 128 to look atthe list of irregular verbs Explain that

the Present Perfect Simple is made with have / has and the

past participle and point out that this is in the third column

on the table

• Write these examples on the board to show the differencebetween the uses of Past Simple and Present Perfect Simplefor things that happened in the past

Harry Houdini did a lot of magic tricks (He was a magician,but he is dead now so he can't do any more tricks

Uncle Harry has done a lot of magic tricks (He is still alive

and he can do more tricks

A

• Explain that students should use the prompts to makesentences in the Present Perfect Simple

Present Perfect Simple

We u se Ihe Present Perfect S i mp l e 10 talk abo u t

• somet ti wh i ch has j u st f in is hed,

• someth in g wh happened in the past an d i s sml

important now ,

• someth i ng whic h happened in the pa s t bu twe

• some t h in g which s tart ed in the pa st but has no t

finished ,

We form the Pr e sent P erfect Simple w i th h v e / h s

a nd the past part i cip l e of t he main verb

The past part ici p l es of regu l a r ver bs are t h same

as th ei r Past S i mp l e affi r ma tiv e f orms

F r a lis t of the past part ici es o f irregu lar verbs.

see page 128

Affirmati v e

I have ( v e) finished

you have (you ' ve) fini s hed

he / she f has (he 's / she's l rt ' s ) f in i s h ed

we have ( we ' v e) fin i shed

you have ( y o ' Ve) fn i shed

th e y h ave ( the y'v e ) f ir n s he d

Just

We can use lust w i th the Present Per f ect Simp l e h

means very recently

I 've I U I nrusnee my homework ~ finished it two

mi n t es ago )

Star Words

Already

We can use alr e ad y w i th the P r esent Perfec t S i mp l e

It m e ans at a t i m e before n ow'

MaO!: has already read that book He r ea d i t l ast y e at)

In a n af f ir m ive se nten c e , j u st and a lr e y us u lly

c o m e afte r h ve l ha s and b f ore th e st parti ci l e

Make sentences with the Present Perfect Simple, Wri t e them m your notebook

1 mma and Chris / just do / a card trick

2 the ma iCianIjust ask / a Question

3 the children / already star !h e exam

4 1 / impressIthe audience

5 weIrrangeIa perrorrnarce

For and Si n ce

We use fo r with the P resent Perfect Simple when we talk about a period of lime.

I 've known Jenny for six years

We use sin c e with the Pres ent P er l e ct S i m e w en

we ta l k ab o t a spec ifi c po i n lln ti me

I've known Jenny ~nce 2000.

; Complete the paragraph WIth for or s in c Adam and wio have been friends { l many year They've known each other 2 ) 1999.

They go to the same school and they've been in Mrs Walker ' s class ( 3 ) six months They don't usually concentrate, but she ' s atient with them, Mrs Walker has worked at their chool (4) 1997 ,

but she ' s been a teacher (5) _ she was 22 years old.

Talk about what

• you ha just done in class

• you have already learnt in English this ar

• subjects you have studied at home th i s wee

ums y c encennate Impres s m agICian paften l p erformance ptoud successful

E UC A l O tl USSON 11

27

o Point out that they need to find out what the subjectis in each

sentence to decide whether to use have or has with the past

participle Remind them of the position of just and already

between have / has and the past participle

o Ask them to look at the verbs in the prompts and tell you

which one is irregular (do) Tell them to look at the list of

irregular verbs on page 128 to find the past participle of do

(done) to make sure they understand how to use the table

o Ask students to do the exercise individually Check the

answers as a class

Answers

1 Emma and Chris have just done a card trick

2 The magician has just asked a question

3 The children have already started the exam

4 I have impressed the audience

5 We have arranged a performance

Teaching tip

Students will find it easier to learn the Past Simple and

Present Perfect Simple forms of irregular verbs if they study

a small number at a time rather than trying to rememberthe

whole list in one go Suggest that they learn ten of these

verbs at a time and continue giving them short tests on

these in the following lessons Remind them throughout

the year to revise these verbs

For and Since

•Read the grammar box to the class

•Point out that we use the Present Perfect Simple to talk about

something that has happened during the time referred to in

the phrase beginning with for / since.

o Write a few more examples on the board of phrasesthat go

with for (three minutes/weeks/days,a long time,a few months)

and since (last week/month/year, their first performance, I

passed my exam)

B

o Ask students to read the whole paragraph silently and tothink about whether the words after the gaps are describing

a period of time or a specific point in time

o Tell themthey can look back at the examples in the grammar

box and on the board to help them decide whether for or

since goes with the phrase after each gap

o Students can do the exercise individually, but check theanswers as a class

o Ask students to try to find all the answers to complete thetable the first time they listen Play the tape once, pausingafter each answer is said to allow time for students to writethe answers

o Ask them to check their answers as they listen again, thenplay the tape a second time without stopping Check theanswers as a class (See page 124 for tapescript

o Go round the class while students are speaking to make surethey are using correct grammar and vocabulary

o Ask some students to tell the rest of the class what theirpartner has done

them to tell you which Star Words are verbs (arrange,

concentrate, impress) , which are nouns (audience, magician, performance) and which are adjectives

(clumsy, patient, proud, successful)

• Ask individual students to choose one of the Star Wordsand to describe it using their own words The rest of theclass should try to guess the word The student whoguesses correctly has the next turn

GrammarSee photocopiable material on page 144

Grammar: present perfect simple - negative, question,

short answersodd one out

OReading

A

Language Now will send new students

B

Language Now? (22)

choices

ZeaTning languages

L a n age N o wha s the an s we r W i thL a ng u a ge N o w , i has neve r b e en eeste r tol ear n 0

f oreign language Ourlanguage courses include everything ou need - books, ccssettes

an d CD- R OMs We h a ven't fo rg o t e n any t hing! The xe rcis es are d ear an d easyt o

u ndersto n d You don' n ed toat t end a c l ass - y canstudyinthecom f ort ofyour ow n

home Ouro l in e tuto r c anh l p with yo ur problems Yo can contact them whenever you want, d ay or night.

O c our se s h ve ha d f an t a st i c r e s u l f or p eo p l e f a l l ag e s H e r e are so m e com m e nt s from

Sue Woltt ts ttged 27, Guili!fwd

I l < Sd to - W n tMt "Russian is; ho t to - Ium t Thw I sow tk Mw tt fM"Uuu]WUJB

Nowand rtle eukd.to try.1N : u v ' the eontt fL r e nt!lt bI ltIeM~iro

""RltSsiDJ\ I'w ~It umed ~ trqI to - ""Rw;siD rwct 1 l lM "I 1h I really \ J rlU\ted to - leam ""RW;SUul ,

om! / Ju , gWllJI' Nf>W has II Ul I' k ~ tUoom eMM true!

CIuutesH(lI " riS(l - fl , ttged.48,~h

_ :~~\~::e~ :~ti:~::?n~~:oC~a~:;e~~~on~::d a S ~ ~ ~ : ra:a ~: :u , ~i : i : '' 'ii1 i; ~~~ ' : e ' 1Isendyouyour f i~t le s sonfree.

( l ) Complete the e - to r ms below.

Answers

Extra class activity

Ask students to see how many of the odd words they can

ramma r

answers

Has Joann " " been late for a lesson?

Colin has "" " ead a book in Italian.

Have the qirts finished their project ? Have you """"""" forgotten to o y homewDfk

Nck hasn't finishe the exercis ".

Circle the odd one out.

oComplete the sentences with the Present Perfect Simple.

yet?

2 W e ".""." " " (not have) a PEclass y t

3 the class (study) " "." " hard?

" ••• ••• 1 •• ••••• " • • •• • (pass) heFrench test?

6 My ontine Mor." (not reply) o my

e - mai yet

Present Perfect Simple

NegatJve

J h a ve not (haven ' t) fini s hed

you have not (haven ' fni sh

he fs he [ 1t has not (hasn·t ) finished

we h a ve not (haven ' l) f n i shed

you have not ( haven 't) fn i shed

they have (h aven ' l) fn i shed

E ver , Never end Yet

We u s e v er in questions with t h Present P erfect

Simpl e to ask about things that have happened s o

far i n s omeone ' s li fe.

Have you ever studied G e rman ?

We use n ve r in aff i rmative sentences wi t h the

Pr e s e nt P erfect Simple 10 t a about th i ngs mat

haven' , happened so f a r in s omeone ' sli t e N v e r

giv es Ih e affirmative se nt ence a n egative me a nin g.

Kim has n ver had French lessons

We can use y e t w ith the P r ese n t P erfec t Si mp l e ,

It m ean s unti l n

It' s nine o'clock a I haven' don my homework yet

Have you got the results 01 your science les! yet?

Ev e r a n eve r come be f or e the p ast pa rt i c ipl e

Y et c ome s at the end o f th e s en t ence

try to remember the past participles of the irregular verbs

to each sentence Tell them that they should try to find all the

answers

play the tape a second time without stopping Check the

about learning English or another foreign language Tell them

and anything else they can think of

they are using correct grammar and vocabulary

• Ask some pairs to repeat their dialogues in front of the class

Reading

Revision strategies

• Explain to students that the exercises in this review are revision

of the material they havelearnt from Lessons 6-10 Remind

them that it is not a test and that they should ask you about any

grammar or vocabulary items they are still not sure about

• Before students do the exercises,go through the points below

as a reminderof what has been coveredin Lessons6-10.Students

can do the exercises individually,but check the answers as a

class If students have any difficulty remembering words tell

them to look back at Lessons 6-10

Vocabulary revision

• Write absent, classes, c o llege, PE, obedient and properly on the

board and ask students to add the school-related words they

remember from Lesson 6 to form groups with these words

• Ask students what the remaining four Star Words in Lesson 6

are and ask them what they mean

• Ask students what phrasal verbs they remember with f i nd ,

• Check that students remember the words for people and

things in schools from Lesson 7 See if they can give you a

sentence using both recognise and wave.

• Write biology , course, hut , instructor , luckily, nature , project ,

ask studentsto callout each word as soon as they know it

• Ask students to tell you what adjectives they remember to

describe people from Lesson 9 Ask them to give you an

example of something each type of person might do Then

write arrange, audience , concentrate , impress , magician and

sentences using one of the verbs and one of the nouns

•Write the Star Words from Lesson 10 on the board and ask

students to say which are verbs, nouns and adjectives

Grammar revision

•Write used to on the board and ask students to give their own

example sentence about someone in their family using used

negative and question forms, and short answers

Continuous and when to use it.Write The sun was shini ng

yesterday on the board and ask students why we use Past

Continuous to say this.Ask them how we make thistense

• Check that students understand the difference between the

uses of the Past Simple and the Past Continuous and how to

use these tenses together Write I was studying at university

in their own words why this sentence uses the two tenses

Ask them to give you another sentence using both tenses

• Ask students which words we often use with the Present

Perfect Simple and ask them to make sentences using each

of these words Check thatthey know howto make allforms

of the Present Perfect Simple

A

• Ask students to find three words from the boxto match each

heading

• If students have any difficulty remembering the meanings of

the words,tell them to look back at Lessons 6-10to find them

caretaker college corridor dictation exercise instructor project tutor university

oComplete the sentences with the correct form of

G C i r cle the correct w or d s.

1 Maira • (go) to Everoreen School

1 Susan can ' t concentrateIpunish property in c l a s.

2 h e ch i klren d on 't get upIpick up ea r ty in the sch holidays

3 H a r ry wa s very proud! wor r i e wren h e gOI an A

in biolo

4 Didyou know t h at Julie i s f luenl ! absent in R u ss i an?

5 Bo drops h i s pencil all the time - he ' s very

cl um sy/o d i ent

o look at the pictures and complete the sentences With the veus below Use th e Past C o ntinuous

eat drink lie not play not watk watch

e Complete the sentences w i th the wo r ds be l ow

arrange attend communicate Improve include recognise

lves on ycur streett

3 At eight o ' clock, Da l sy ; 10school

- s e was on the bus.

5 At halfpast o , Daisy and her friends in the playground because they had

a French test

6 At t our o'c l ock, D a i s TV

Answers

11dictation

(1 ) Thanks for yoor e-mel m fine I've had

a really good week.

Cl) Complete the dialogue with the Present Perfect

Simple.

On Monday, Mr Cox, the PE teacher,chose me I Of the school basketball team ( 2 ) I also got a goo d mark form ybiology project Mrs WIn ters g ave

G ea r g : Jake ( 4 ) (not g o) 10 scho l

yet l ook, he r e he comes now.

Jake : Mum I ( 5 ) _ (lose) my bag.

Can you help me find it?

M u m : Oh no!

( 3 ) T el l m e you r news in your next e - maf

Write back soon

(4) .

Sean

f) Circle the correct words

1 Our teacher hasn't g iven us our school reports

a l r e dy/y et

2 I have j ust / ever sen t an e-mej to my anline Mor.

3 he he a t e h er at my schoo l has neverIyet h ad a

conversation w it h me.

4 Mrs Jones h a ta ug hl h er e forIsince te n ye a r s

5 i ll h as neverJl ready r ea d th a t b ook a bo u t

m a ic i a ns and it really i mp r e d h im.

A

whether to choose the Past Simple or Past Continuous in

o

• Tell them to read Sean's e-mail carefully and to look forclues about where to put the sentences which have beenremoved Tell them to think about the general meaning ofthe parts of the e-mail where the gaps are, and to decide

if the missing sentences make sense with whatever isbefore and after the gaps

Answers

and in the third paragraph he closes the letter by

B

• Tell students to read Sean's e-mail again and to checkwhere the three phrases occur Ask them how manyparagraphs are in the e-mail and what each one tells us.Write a paragraph plan on the board:

1st paragraph Thank Sean for his e-mail and ask how

he is

2nd paragraph Tell Sean your main news, then give

details about it

3rd paragraph Ask Sean to write back to you

• Tell students that they can begin their e-mail with Hi, Hello

or Dear before Sean's name Then they can end it in the

same way as Sean's e-mail

• This can be set for homework Make sure the writing task iscorrected and feedback is given before students do Test 2

NOTE

• Go over any mistakes students madein Test2 and make sure

they understand the points they got wrong If there are still

any areas of confusion, tell students to look back at the

relevant lesson and go over thepoints again with them

• As students what they remember about Episode 1 (See

summary below

• If students have trouble remembering what happened in

Episode 1,askthem the following questions

1 Who did the children read about in the newspaper? (the

concert)

(leaflets)

4 Whowil givethem stage equipment? (Lizzie's mum)

5 Whatdothey need to writeforthe concert? (newsongs)

Brad's dog, Frodo, brings the newspaper inside from the

gardenand makes Brad's guitar casedirty Lizzie picks up

talkabout waysto help them Bradremembers the charity

have one They decide to meet at Ken's house to make

leaflets and find a place to have the concert Lizzie says

they can borrow stage equipment from her mum's theatre

and havethe concert in the park The Shooting Stars write

Uz : z : e : ma r s gre a t Mum Thanks Oh , mere ' s

some t h i ng e l se too can you p ho n the

c n and ask ab ou t the park ?

MrsEv a s: Of c erse I can, L i zz i e Y ' re a lucky gi o

ka v e a mother l ike m e !

eKen: Oh,not

E mlly : What ' s w r ong? What are y o u sh ou ting

ab o ut , Ken?

Ken : T h i s computer used 10wo r k real l y wel l

I don' kno w h at ' s wrongl

I 've l ea rned a lot T h ere ' s a l o t t o l e arn

I 've a l w ays k ow n t h t ov e m ake s t h wo rld tu

An 've (5) a l ot o f ri en d , yo u see

A I this time 0 1 my li fe

I 'm get t in g re a dy to g o i n to t he w orl d

I 've become a yo u ng woma n , not a l tle girl 0 /

And I ' ve grown u p (6) and free. - J

~

I h ve n ever been 1 0 F rance an d I ha v en' t seen Spain

My friend has been to L ondon It r ained and ra i ned

I 7) flown acros s E urope down 1 0 Italy

T here are so many things I want to do

I ' ve already made a (8) • • Have yoo made one too?

H ave I fOOJO t tenanyt h ing? No! Now come w ith me

I used to play with toys on the floor ,

Now I ' m not a little (1) any more fII •

Since I was smaU I h a ve wante d to be si x teen

And now I ' m ( 2 ) , I have f oun d

T hat I ' ve l anded , bo1h (3) 00 lIle ground

32 I haven110st my l ove of l i te and I have built new <Yearns

-The story

• Ask students to look at the pictures and to read the storysilently as they listen Play the tape to the end of the episode

a d askwhose favourite song they sing (Emily's)

• Afterstudents have listened to and read the story,ask them toread it aloud Allocate the roles of Ken, Lizzie,Brad,Emily,thenarrator and Mrs Evans to six students for Boxes 1-4 and theroles of Ken, Emily,Lizzie and Mrs Ling to another four studentsfor Boxes 5-8,Ask one student to play the part of the narrator in

Boxes 1 and 4 If necessary, repeat the story with differentstudents playing the parts until every student has played a role

•Ask students if they remember Emily's song from last yearandifthey think Emily's favourite song will be a good one

• Explain that students are going to listen to the Shooting

Stars'song again andfil in the missing words.Tell them that

you will play the song twice

• Before theylsten,askstudentsto readthrough the song andsee ifthey can remember any of the missing words fromwhen they heard it in the story.Ask them to think about what

kinds of words might go in the gaps For example, the firstword is likely to be a noun for some kind of person because

it comes after an article and an adjective and Lizzie is singingabout what she used to be

• Playthe song once and see how many words students havemanaged to find

• Play the song again, Remind students to check the answersthey have written and to try to find the others

•Ask students to sing the song together and play it one moretime for them to sing along

I '

ng t he so n g list for the c onc ert

Bra d I S dr e m ing about h is f u tu r e

B r a d; I h ave woo e d very hard for t h i s award Tha n

you 10 a my fans lor g i v in g m e th i s award !

t or me a t you r offICe? I w an t to give them

out at scho o l t o morrow.

M Ung : Of course I c an K en 11bring them to

yo u tomorrow at lunch t ime.

IGLet'stal~

oCirc~ T (true) 0< F lse)

2 Uzzie talked to her mum abou t the leaflets last nighl TIF

3 M r s E va n wil l as k t h o unci l abo ut the s t ag e equ ip ent T / F

4 T r eis a pro bl em w i h K en ' scomp u ter TIF

5 Mr s Ung will bring the le a fletsto school i n the morning TIF

1 Do you dream about your future?

2 What do you dream about doing?

•Ask students to read each sentence carefully to decide

whether it is true or false

•Tell them to read the storyagain to helpthem decide and to

underline the places in the story wh re they find their

answers

•Ask them to do the exercise individ ally, then check the

answers as a class

Answers

1 T (Ken says, These leaflets must be perfect! )

2 F (Lizzie says, ' m phoning about t he stage equ ip me n t

we talked about it last n i ght

3 F(Lizzie asks,Can you phone the council an d a s k abou t

the park?)

4 T (Ken says, This computer used to w ork really w ell I

don't know what ' s wrong.)

5 F (Mrs Ling says, I ' ll bring them to you tomorrow at

2 What is Brad dreaming that he has won? (an award)

3 What is Emily writing for the concert? (the song list)

4 Whose mum is going to print the leaflets?(Ken's)

Askstudents to work insmall groups to discuss their answers

to the questions, encouraging them to give reasons for their

answers to 3 and4 Letthem discuss their answers asa class

to share their ideas and opinio s

Extra class activity

when and where the concert will take place Alternatively,yocould discuss ideas as a class and write everyone'ssuggestions on the board

NOTE

Students aren w ready to do Project 2on page 118.Explain

that they will be making an adver for afun co rse.Tell them to

activities Alternatively, they could draw pictures of the

activities They will need to bring their pictures to the nextlesson

Scissors, large sheets ofcard and glue are needed for students

to make adve sinProject2.You mightalso lke tobring some

magazines or newspap rs for stud nts who forget to bring

• Ask them to write sentences under the pictures to tellpeople what they can do on the course Remind them to

words such as attend, biology, college, course, exercise, fluent, improve, instructor, nature, online, recite, talk, tutor and university.

• Askstudents to showtheir adverts to the class and read them

out Have avote tofind which course students think isthe

Grammar: past simple and present perfect simple,have

been and have gone

confusing wordscomprehension questionscomparing pictures of what happened/whathas happened

writing two paragraphs comparing pictures

• Explain that this lesson begins with an interview with a girl

from Bosnia who has moved to Scotland Ask students if they

know where these countries are and to point them out on a

map if there is one in the classroom

(lReading

A

• Ask students to read the interview silently to find out how

Anna felt when she moved to another country

• Check the answer as a class

Answer sad and confused ( I felt sad and confused

B

• Ask students to read the questions first to see what

information they need to look for

• Tell them to read the interview again carefully to find the

answers Ask them to underline the places in the interview

where they find them

• Students can do the exercise individually Check the answers

as a class

Answers

1 Glasgow (I ' ve lived in Glasgow for seven years

2 at school ( but I learnt it quickly at school.)

3 her friends ( said goodbye to my friends I missed

4 They didn't speak English (They didn ' t speak English ,

5 like a foreigner ( but I feel like a foreigner there now )

•Ask the following questions to check students' understanding

of the interview

1 How old is Anna now? (twelve years old)

2 Did Anna speak English when she moved to Scotland?

(No,she didn't

3 Has Anna lived in the same house since she came to

Scotland? (No - she moved house last year.)

4 Why does Anna go back to Bosnia? (to see her relatives)

• Point out that most of the words appeared in the interview on

page 34 Tell students to look back at the interview to find the

words in context if they aren't sure about the meanings

• Ask students to do the exercise in pairs, but check the

Past Simple and Present Perfect Simple

• Tell students to read the cartoon silently Then ask them torefer tothe revision of uses of the Past Simple and PresentPerfect Simple in the grammar box Askthem why Jim usesthe different tenses - We ' ve lived here (Present Perfect

Simple: something which started in the past but has notfinished) since you were a baby (Past Simple: things whichstarted and finished in the past)

• Remind students of the time expressions we often use with

the Present Perfect Simple Remind them that ever means at

any time, never means not at any time and yet means until

now Also remind them that we use the Present Perfect

Simple with ever , never and yet because we don't know

exactly when something happened in the past

A

• Do the first sentence together with the class as an example

Askthem to find the time expression (in 2002) and to lookback at the grammar box to see which tense to use (Past

Simple) Then askwhether go is a regular or irregular verb

(irregular) Remind them to use the list of irregular verbs onpage 128 whenever necessary

• Ask students to do the rest of the exercise individually,

referring back to the grammar boxif they need to.Check theanswers as a class

Circle the correct words

1 Many neighboursIforei!jners visit my COUlltry every year

2 My brot h er rentsIhires a Hat i n the city cem r e.

3 Joe 's got an Ame r i c an voiceIaccentbeca use h use d

t o l iv e in New Y o r k

4 D onna ' s b r o t he r l ives in A u st r ali a a nd she r eally

misses / loses h im

5 I ' ve lived in M a nchester fOf f ive years , but I' m

actuaDyI definitely from Germany.

6 Th a nk you Y o ' ve m a de me f ee l confusedIwelcome

Past Simple and Present Perfect Simple

Past Simpte

W e e t h e P a t S imp le t o ta lk ab o ut

• hi n s whi ch s t art ed a nd fin is h ed in t he past

• h ings in the p st wh i c h w e r e hab i t s

• h ings wh i ch happ e ned one a er t h th er in th e ast.

W it h th e P a st S i mple , w e ofte n use ti m e Xpf e ss io n s:

yest e r da y , last week / mon t h i yea r ten days ago , i n

1 992 , et

P r esent Perfec t Simple

W e u s t h P re s ent Perfect Simple 10ta lk ab o t

• som e t h i n whi c h has j ust f i n is h ed

• somet hing which hap pene d i n th e past and is s till

i m p or t en t n w.

• s m e th ing w h ic h appened in e pas t, but we d on',

know or mi nd ex actly w hen

• so m hing w hic h s t a r ted in th e pas t but has n o! f i n ishod.

Wi t h the Pre s ent P e r ec t S im p le, w e o f en use time

ex p r es slens: for , si n ce , j u t alre a dy , y t ev er , never

oC o mp lete t he se nt en s w ith the Pa s t Simple or

P resent Pe r fect Simple.

1 Philip (go) to live i n Ge r many in 2002

but he ' s from England orig i nally.

2 _ you e v er ( live)in a fore i gn country?

3 We ju s t (mov e ) ho u se, a we ' re

t yi n g to se tt l e In.

6 I • giv e ) z my phone n u mber yesterday

Have be e and HCIV@gone

We use h ave b e en t o say that some o ' Nef1t

I have b Ie n to Am.1ca III WdS tar.as.icl

W e se h ave gone t o s a y t h t so meo ne we nt

somewhere a nd i s st l th re.

Penny ISO t hOme She has gen t 10 WOI'k

GCircle the correct words

1 ' Have you beenIgonet o J ane t 's n ew fla t ? '

' No Wh a t ' s I li ke? '

2 ' It ' s very Quie t' ' That's because t i le ch il dren have beenI gone to school '

3 I ha v beenIgonet o ondon three times a nd

I ' d like t o go again this year

4 My s i ster has beenjgone to sta y w ith o r

c usins S h ' n be back n e xt week

5 My best frien d has been / gone t o Aus t ra fl

She ' s v i sit i ng her s i ster

look at the two pictures with your partner and talk :

about what happened last week and what has happened today Use the words below to help you

feel sad give some nowers mab friends (with) meet the rntiahb0W ' 8

move 'lOI nee 0 v CV'Odbye

Write two paragraphs in your notebook about the

pictures in Speaking Use t h e Past Simple and the Present Perfect Simple

actually confused deflnitety foreigner nelghbOar Oflgulalr rent setUe III welcome

t(lJ , IfS LfSSOl r 1 3

Have been and Have gone

B

o Go round theclass while students are speaking to makesure

the class

to perform their dialogues in fro t of the class

• Ask students to write one paragraph about what happened

• Ask them to look at the list of Star Words again and then

to close their books

• Write the following anagrams on the board and askstudents to tell you the words

A

picture shows the ghosts at Blackfern House

B

1 15th(15th - 17th N o vember)

for two nights )

A

D o ou b elie v e in ho s ts? Ar you een on unu s u a l ex p e r e n ces "

A re you b r ave enough to s t ay a t a h a unte d hou s e for the w ee k e nd?

T hen come and stay at Blac l dem H o se

The r e are many strange stones about this house Many D80ple have heard l he gh o st of i ts fir s t o w ner , S i r Wll l iam Blackfe m in the hal l

and the ce l lar at nigh t Nob o knows what he died o f Some vi s i tor s

have seen t h e ghost of A n ne Sugden Othe r s have hea r d her v oice

fr o m the chimneys and the roof A n ne was a pretty , young se rvant at Blackfem House hundreds of years ago Acc o rding to loc a l s tories ,

Lady B lackfem m urd ered A n ne b ec a use she w as jealous o f h er S he pus he d her a n she fell ou t of her b edroom win w.

Is the house real l y h a unte d ? C om e a nd see fo r yo ur sel f

On this exc i ng weekend t ip , you wi l l have the cha n ce to s t ay i n

o e of Bl ackfem House ' s luxurious bedrooms The price o f the weekend i ncludes accomm o a t o f or two nights and bre a kf a st There will also be a tour of t he house by i ts owner , S i r Harry

B l ackfem He will give a talk abo u t the history of h i s fam i ly home and provide more informa t ion about its ghos t s !

The pr ice of t he weekend is £20 0 p er person Book b e f ore 30th Sep te m b e r Cor a be t ter offer - t here wi l be a 10 % d i sco u t for e arly

b ook in g s P one 080 0 5 7 3449 to b oo k , or visi us a t our w eb si e:

w w s ar ywee k e n ds.co u k.

We promise this will be a weekend yo u ll never forget!

Complet e the notes.

[ o l ·· ···· · ··· · ··· · · ··

Extra class activity

of keep in touch, bel o ng to, time of y e ar , on s tage, and in the

comfort of on the board withoutthe prepositionsand ask individual

B