New challenges starter teachers handbook topnotchenglish

Answers Students’ own answers Exercise 5 Audioscript end of notes t Before you play the recording, give students time to read through the cards to see what missing information they

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NEWChallenges

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Bridging the gap

New Challenges Starter has been written specifically to help ‘bridge the gap’ for students making the potentially

difficult transition from primary to secondary education It aims to retain the simplicity of the content of a primary course while simultaneously introducing learning techniques and exercise types common to most secondary courses

To achieve this, New Challenges focuses on situations and topics which younger students about to start secondary

school can relate to.

In order to help students start to become autonomous learners, the course introduces them to some of the key features

which will become central to the New Challenges series, including Key Words boxes, Word Builders, Sentence Builders

and Key Expressions The Grammar presentations introduce students to the importance of noticing language in context and to the value of free practice in which they can relate the language learnt to their own world At the end of each Module students also learn to assess their own progress and ability through the Study Corner pages All of these features have been designed to help students, however young, take active control of their learning.

How to use this Handbook

This Handbook contains reduced pages from the Students’ Book, together with teaching suggestions, background information on the content of the Unit, pronunciation guidance for difficult names and places, tapescripts, ideas for extra activities and answers to exercises which are written either on the reduced Students’ Book page ( in red ) or in the teacher’s notes.

The Handbook will help you plan your lessons and is handy for easy reference during lessons.

Module objectives

The module objectives are listed at the top of the first page of each Module.

When starting a Module, read through the objectives with the students and check that they understand any new

vocabulary, e.g capital in Module 1 (page 11) If appropriate, ask students to discuss any of the activities they have

done, using their own language or English, e.g writing an invitation (Module 4) Encourage students to say what they

remember about any of the grammar points they have studied in the past, e.g the verb to be (Module 1).

Students can predict which of the objectives they think they will find interesting, easy or difficult.

At the end of the Module, ask students to read the objectives again Help students assess how well they have achieved the objectives and to say which objectives they found easy or more difficult.

Using the Background information

The Background sections are designed to guide the teacher through the various features of the course Throughout the level, these sections are designed to clarify for teachers the key content to be covered in the Unit In order to help you plan your lessons more effectively, they also summarise the content of the photo story about Murat and the Cserszegi family, and the ongoing cartoon strip about the band, KimCo.

Where appropriate, the Background sections also provide information about aspects of the social and cultural content

of the Units This information is intended primarily for the teacher rather than the students You can refer to the Background if, for example, students want to know more about events people and places mentioned in a Unit, e.g women’s football (Module 5 Unit 15 page 48), Shanaze Reade (Module 5 Unit 13 page 44), the River Cam in Cambridge (Module 6 Unit 18 page 56).

Not all of the Background information will be of interest or relevance to your students It is up to you to decide what, if any, of the Background information to pass on to your class.

The Raps

At the back of the Students’ Book there is a section of Raps, specifically designed to help students assimilate

pronunciation, word stress, sentence stress and intonation patterns in an active, fun way There are eight raps in the section, one for each of the cartoon strip units in the Students’ Book Kwame, who is a member of the band in the cartoon story, is the rapper and each rap revises and reinforces the lexical content of the corresponding module.

The raps are designed to be used after students complete each cartoon strip unit in the Students’ Book They can

be revised and reused in later lessons as part of your classroom routine and also used as warmers and coolers

as appropriate The raps are designed to be teacher-led activities, with students listening first to the model, then focusing on the rap line by line before finally performing it as a class or in groups A full procedure is included in the accompanying notes (page 75).

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Board games

There are two board games at the back of the Student’s Book, both of which are fun activities designed for students to

play in small groups These games will allow students to revise the course content halfway through the course (‘Snakes

and Ladders’ after Modules 1–4) and at the end of the course (‘The Question and Answer Race’ after Modules 5–8) At

the same time, the games will help you to detect any lexical or grammatical areas where the group are having difficulty The board games are designed to be student-centred activities and thereby encourage students to work productively

together, with minimal teacher input, and develop their social and interpersonal skills An easy-to-follow ‘three-step’

process for using the board games is included in the accompanying notes (page 78)

Tips

Ways of checking answers

Students can work in pairs or small groups, comparing answers before checking answers as a whole class.

Try to vary how you check students’ answers.

the board and write the answers on the board.

Extra activities

Short extra activities can be used if there is time in the lesson These activities develop from the content of the

Students’ Book and are intended to give a change of focus and help student motivation and concentration Extra

activities include:

Digital components

New Challenges offers teachers digital material to support learning in a variety of different ways.

New Challenges ActiveTeach: an interactive version of the Students’ Book suitable for using with any IWB or simply with

a computer and projector Using the touch-sensitive screen of the interactive whiteboard, you can easily integrate audio and interactive activities into your lessons to motivate your whole class Includes games, all the audio for Students’

Book and Workbook, the word list, Teacher Development Workshops, photocopiable resources and more teacher’s

resources – in short, all the New Challenges resources at the click of a button! It also contains print-ready tests and

easily customisable tests with answer keys.

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Challenge

We first thought of the title of this book after speaking to

the inspired (and inspiring) head teacher of a secondary

school in a working class district outside Warsaw He

was talking to us about all the problems his school

faced and, despite them, the many achievements of his

students inside and outside the classroom They took

part in science olympiads, sporting events, choirs, youth

orchestras, theatre groups, chess competitions and many

other activities This demonstrated the kind of enthusiasm

and challenge we wanted to inspire in our own material.

Our definition of a ‘challenge’ is a task that, while not

easy to accomplish, is worthwhile and rewarding

A challenge requires patience, hard work and the ability

to overcome problems Many challenges also involve

working with other people as a team to achieve goals that

would be impossible to reach as an individual.

For many years, in both society and education, there

has been a tendency to focus on activities that give

instant reward and success However, more and more

young people are taking part in challenging activities like

marathons, expeditions, extreme sports and voluntary

work Even in the unlikely world of computer gaming,

game designers have found that the most popular games

are those that are the most difficult, hence the expression

‘hard fun’ The conclusion must be that a challenge

is often fun because it is not easy; people enjoy being

stretched and challenged.

Challenge in the Classroom

Within the English language classroom there is one

obvious challenge: learning a foreign language in a few

hours a week within a school environment The challenge

is there for students (and teachers) whether we like it

or not It may sometimes look insurmountable but it is

not if we break it down into a series of smaller tasks or

‘challenges’.

In New Challenges , each module contains a series of

grammar and skills activities and builds towards final

speaking, writing and listening tasks in which students can

use the language they have learnt Because these tasks

are achievable, they build students’ confidence as well as

laying the foundations for communicative competence

In parallel, there are learner development activities, such

as self-checks at the end of each module that encourage

students to be aware of how well they are progressing

towards the greater challenge of learning English.

The theme of ‘challenge’ is also present in such topics

in New Challenges Starter as learning to adapt to a

new lifestyle in a different country, changing school and

sporting heroes In addition, the photo story focuses on

how Murat, a Turkish exchange student, travels to the

UK to stay with the Cserszegi family He is faced with the

challenge of making new friends, interviewing people

for his video blog and dealing with challenges common

to many tourists including going to a café and asking

for help.

The characters in the cartoon strip provide positive role

models for young teenage students because they are

working together and overcoming personal and group

problems to make their band a success.

The Students’ Book Approach

Grammar

t The Get Ready module revises basic structures that

students will probably have seen before.

(e,g prepositions of place/subject pronouns/’s).

t In New Challenges Starter , there is grammar in two main lessons in each module At this level, students need to learn structures gradually and systematically t All grammar is presented in context Students read articles, stories and dialogues They then focus on structures in the text.

t First there is a focus on form Then students highlight

how the grammar structures are used in the context of the articles, stories and dialogues.

t Practice moves from easier, more guided exercises on form to more challenging and freer speaking and writing tasks.

t The final activity (Your Turn) always gives students an

opportunity to use the grammar to talk about their own lives.

t In Study Corner, students check their grammar

knowledge and are asked to informally assess their own work and progress.

Sentence Builders

t Sentence structure has often been neglected in ELT even though most language groups have quite different syntax from that in English (e.g verb position in Slav languages; adjective position in Latin languages) L1 interference causes mistakes of word order and these are usually more serious than other mistakes such as those with verb endings, because they affect understanding.

t Sentence Builders focus on potentially different

sentence structure which is often related to the

main grammar (e.g to be followed by nouns and/or

nationality adjectives) They systematically build up knowledge of common sentence structure in English and help students to construct a repertoire of patterns

in their minds.

t Target patterns appear in texts, are focused on explicitly

in Sentence Builders and are then practised in guided exercises Sentence Builders then remain as a kind of

pattern bank which can help students when revising.

Lexis

basic lexical areas (e.g countries, school subjects, appearance, food) The vocabulary is always clearly illustrated so that students can understand the

meaning without the need for a dictionary Key Words

help students to understand both reading and listening texts and give them essential vocabulary for writing and speaking tasks.

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t Word Builders focus on key lexical features and help

build up students’ capacity to organise and learn

English vocabulary Lexical features include plurals

(e.g teacher/teachers, tomato/tomatoes, graffiti/graffiti),

compounds (e.g pencil case/skateboard), multi-part

verbs (e.g sit down/stand up) and third person forms

(e.g get/gets, teach/teaches, study/studies) These

spots also focus on what is traditionally called ‘word

building’: the adding of prefixes and suffixes (e.g act/

actor, ride/rider).

t Key Expressions are related to key functional areas from

Framework (e.g meeting people).

There are other useful phrases in the story dialogues

These are focused on in the Workbook.

Skills

t *O New Challenges Starter , skills activities are guided,

structured and, wherever possible, integrated with

other skills For example, in the Get Ready pages

students listen to people speaking about a topic before

they talk about the same thing themselves

t There are speaking activities in every lesson and

tasks always use language that has been presented to

students (vocabulary, grammar and Key Expressions)

Students are given time to think about their ideas

and prepare for speaking as well as time to report

back to the class what they have talked about in the

pairwork stage.

t There are at least three reading texts per module Text

types include: blogs; emails; cartoon strips; messages;

chatroom conversations; descriptions; personal profiles;

magazine articles; interviews There is also extra

reading in the Workbook.

t There are three or four listening tasks in every module

As well as the gist listening in the Get Ready section,

the situation in many of the photo stories is extended

with an additional listening task All of the reading

texts are recorded and in both the photo story and

the cartoon strip units, students read and listen to

dialogues This helps students see the relation between

spoken language and its written form.

t There is writing in every module A dedicated writing

section in the last unit of each module introduces

students to the basics of English punctuation: capital

letters; apostrophes; full stops; question marks;

commas There is also a writing task related to the

content of each module giving students a chance to

write about their own world and to be creative Clear

models and stages are provided to guide students

During the course students write the following: a blog;

a text about their favourite things; a short note; an

invitation and a reply; a description of their hero; an

email; a text about their favourite food; a description

of their town/city.

Culture

t Cultural input appears throughout the book in both

reading and listening texts.

t The story also provides cultural insights into the lives

of Turkish student Murat and the Cserszegi family who he is staying with During the course Murat learns about various aspects of life in the UK, including: home life; school; parties; sports; Cambridge; eating out.

Learner development

s BETTER OWN

IN New Challenges Starter s WHAT s LEARNT THE SECTION TEACHER TO FURTHER

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New Challenges has a topic-based approach, because it

enables students to learn about the world through English

and to learn the language at the same time The course

is divided into eight main modules plus a starter module

The Get Ready module revises language that students have

probably seen before, familiarises them with the course

and develops their awareness as learners.

In New Challenges Starter, the eight main modules are

organised like this:

1 a Get Ready page introduces students to the topic

2 one lesson has reading, listening, vocabulary and

grammar

3 one lesson develops the cartoon strip and has a

major focus on grammar and gives students personal practice using the structures

4 one lesson develops the story and has a major focus

on speaking and writing

5 at the end of every module there is a Language Check

and self-assessment Feedback section

At the end of the book there is a section with several fun activities: raps and board games designed to make learning more fun and interactive.

29 28

A School

29

I ’s ar and music on Mondays

7 Warm-up

1 Look at the Key Words Match the words with the pictures (1–9) Listen, check and repeat.

1 – IT

1.32

2 Listen and repeat the times.

1.33 Reading and Listening

4 Read and listen

No school on Fridays!

Lunch is two hours.

It’s nine o’clock.

It’s nine thirty.

It’s nine fifteen.

It’s nine forty-five.

1

1 2

2 3

5 and my teacher’s name is Mr Fisher He’s friendly and the students in my class are great

My new classroom is fantastic but my timetable isn’t great On Mondays, it’s science at 9 o’clock, maths at 9.50 and history at 11 o’clock

at 2.15 and PE at 3 o’clock in the afternoon My favourite day is Friday It’s art in the morning

In the afternoon, it’s English at 2.15 and IT at

6 Ask and answer questions about the timetable.

A What time is science on Mondays?

B It’s at nine o’clock.

7 Look at the Sentence Builder What is the translation of

but in your language?

Grammar: Prepositions of time

8 Look at the table Underline examples of on, at and in

in Exercise 4.

Prepositions of time: on, at, in

on on Mondays, on Tuesdays, on Wednesdays …

at at six o’clock, at 9.50, at weekends

in in the morning, in the afternoon, in the evening

Practice

9 Complete the sentences

with on, at or in.

1 It’s PE on Mondays

2 We aren’t at school

weekends.

3 My mum and dad are at

home the evening.

4 What’s your favourite

subject Thursdays?

5 Are you at home

the afternoon?

6 History is 9.15 the morning.

Your Turn

10 Imagine your favourite partner.

3 Ask and answer questions about the times.

A Number 1 What time is it?

B It’s ﬁve o’clock.

11.50–

lunch 2.15–

1 – fruit

2 Listen Write two lists for Mike.

chocolate fruit fish cheese salad meat

Yummy! I like chocolate and cake.

Yuk! I don’t like cheese or fruit.

1

Talk about likes and dislikes.

Read about food that people like.

Listen to a boy talking about food.

Write about your favourite food.

Learn about the Present Simple and object pronouns.

speaking activities relate the topic to the students’ own lives

lessons end with personalisation activities

grammar practice moves from controlled to freer exercises

grammar is presented using clear tables and students look for structures in the reading texts

these boxes focus

on problems of sentence structure

The lessons

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25 24

My Favouri es

6 My favouri e hing

3 Choose the correct words.

1 The room is / isn’t very big.

2 Murat is in Oliver’s / Marcus’s room for

his visit.

3 Murat’s favourite thing is his games

console / video camera

4 The twins’ mum / dad is in the video.

5 The information is about a skateboard /

video competition.

Warm-up

1 Look at the photos Use the words in the

games console – cool

big cool easy to use fantastic fast great light nice small

Reading and Listening

2 Read and listen.

Claire This is your room for your visit,

Murat It’s small Is it okay?

Murat Yes, it’s fantastic, thank you

Marcus Hi, Murat.

Murat Oh, hi Ollie Thank you for your

room

Marcus Er, I’m not Ollie I’m Marcus.

Murat Oops, Sorry! … Wow! Your games

console is cool

Marcus Thanks It’s my favourite thing.

… Oliver Wow! A video camera!

Murat Yes, it’s my favourite thing.

Oliver What’s it like?

Murat It’s light and easy to use Look

‘Hi, this is Murat I’m with my homestay family in Cambridge

They’re great This is Marcus and Ollie And this is their Mum

2 Our bikes are light Our bikes are fast.

4 His mobile is cool His mobile is easy to use.

Speaking

5 Look at the Key Expressions Underline the Key Expressions in Exercise 2.

10 Write about your three favourite things

Check your work for apostrophes.

My favourite things are my …

6 Work in pairs Ask and answer questions about your favourite things

A What’s your favourite thing?

1 It’s a small room

2 My dad’s name is Adam

8 Add an apostrophe (’) in the correct place

in the sentences.

1 Murats favourite thing is his camera.

2 Whats your favourite colour?

3 My cousins bike is really fast.

4 Shes at the music club.

5 Lucys games console is cool.

6 Its easy to use.

9 Correct the underlined mistakes

My three favourite things are my mobile, my bike and my MP3 player.

My favourite things

My MP3 player is

It’s small and very light It’s pink –

5 thats my favourite colour!

’

Are you the next

Steven Spielberg?

Make a video blog of

a week in you life.

WIN a new video camera!

Information: Cambridge Camera Club

VIDEO BLOG COMPETITION

a week in your life.

Kim Please put the mobile

next to my bag, Kwame.

Kwame Okay, Kim.

My mobile is my favourite thing

Look at my photos This is my sister and our cat Its name is Catkin.

2 Look at the Word Builder Match the words (1–3) with the words (a–c) Are they one or two words?

Warm-up

1 Look at the photos (1–4) Listen and repeat.

1.27

Zak Hi, there.

Kim Zak, you’re late again

Zak Sorry, Kim

Lulu Look at my new mobile, Zak.

Kim Please put your mobiles over there Okay?

Kwame/Lulu/Zak Yes, Kim.

Kim Good Okay … Oh!

Is this your mobile phone?

C all Kim

Her number is:

07782 640789 This is a picture of the mobile

It’s an Optimum Z3

It’s white with an orange case.

Grammar: Possessive adjectives

4 Look at the table Underline the examples

of possessive adjectives in Exercise 3.

Subject pronouns Possessive adjectives

I you he she it we they

my your his her its our their

Practice

1 I / My favourite thing is my new CD player.

3 What’s you / your favourite thing? My bike.

4 We’re in Year 10 Our / Their classroom is

number 7.

5 My best friends are Mike and Shona They /

Their are American.

6 Where’s Dad? Her / His friend is here.

7 I / My am from the Czech Republic.

8 This is our cat Its / It’s name is Frazer.

Grammar: Articles

6 Look at the table Underline examples of

a, an and the in Kim’s poster.

3 Read and listen.

No, his mobile is blue And

my new mobile is pink

No, my mobile is black It’s in my bag over there Is it Zak’s mobile?

2

1

Practice

7 Complete the sentences with a or an.

1 My mum is an English teacher.

2 Is she Turkish student?

3 He’s Argentinian footballer.

4 You are good student.

5 Is that new MP3 player?

6 Smith is English surname.

1 a) Read an / the email on page 29.

b) Great! The / An email from my best friend

2 a) A / The neighbour at number 10 is

American.

b) Who’s Marta? She’s a / the neighbour

3 a) What’s that? It’s an / the MP3 player.

b) Please give me an / the MP3 player on

the desk.

4 a) A / The teacher of Class 2 is from the USA.

b) My sister is a / the teacher.

A The capital of Turkey.

B No, a city in Turkey The capital is Ankara.

the ongoing story and colourful design hold attention the cartoon strip

the final writing task is the students’ own challenge

26

Study Corner 3

26

S udy Corner 2

Language Check Grammar

2 Complete the sentences with the correct form.

6 Our name is Mrs Hill

1 Is that your cat? What’s it’s / its name?

2 What’s you / your favourite colour?

3 My mum is a teacher Her / His name is

Darina.

4 My grandparents are Spanish Their / His

names are Marta and Pablo.

5 Claire is a / an English name

6 We’re from the USA Our / Their surname is

Granger.

7 The / A games on my mobile phone aren’t

very good.

Language Check Key Expressions

4 Complete the dialogue with the words in the box.

fantastic games console and favourite like

A What’s your 1 favourite thing?

B My 2

A What’s it 3

?

B It’s very fast 4 easy

Feedback

Vocabulary Grammar Key Expressions Module 2

Language Check Vocabulary

1 Label the picture with the words in the box.

pencil case only child grandmother games console grandfather bike twins skateboard

grandfather

1 2

3

5 4

8

students assess their own progress and ability

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Date Time 22 May3.00

Date Time 22 May3.30

Date Time

It’s eleven fifty Open the window

computers at the end of the day.

Don’t not use your mobile in class.

Listen and write it!

9 Key Expressions and Lis ening

Don’t use my mobile phone b

2 down / there / sit / Please / over

3 on / party / birthday / Have /

a / your

4 the / your / wordlist / spelling

/ Check / in

5 be / Don’t / again / late

6 day / a / at / Have / good

4 Listen and tick ( ) the correct answer, a, b or c

1 What time is the science class?

Get Ready B, page 6

O We use in, on, next to and between to answer the question Where?:

My mobile is in my bag.

My desk is next to Robert’s desk.

Class 6 is between Class 5 and Class 7.

Look at the pictures Complete the sentences

with in, on, next to or between.

I you he she it

we they

Choose the correct words.

2 You / I are a good student.

3 I / We are late for school.

4 My mum is Spanish He / She is from

Madrid.

5 Katy and Mark are in my class

We / They are my friends

4 The pens are

the box.

Get Ready B, page 5; Unit 19, page 58;

Unit 23, page 68 Read the Word Builder Write the plural form

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Council of Europe

New Challenges Starter covers many of the descriptors

of the Council of Europe Framework at A1 level

(Breakthrough) although of course it doesn’t work on

any of those related to work and other adult contexts

(e.g making announcements):

Spoken production A.1

Can produce simple, isolated phrases about people and

places (general)

Can describe him/herself, what he/she does and where

he/she lives (general)

Spoken interaction A.1

Can interact in a simple way but communication

dependant on repetition at a slower rate of speech,

rephrasing and repair (general)

Can ask and answer simple questions, initiate and

respond to simple statements of immediate need or on

very familiar topics (general)

Can understand everyday expressions aimed at the

satisfaction of simple needs of a concrete type, delivered

directly to him/her in clear, slow and repeated speech by

a sympathetic NS speaker (general)

Can understand questions and instructions addressed

carefully and slowly to him/her (general)

Can make introductions and use basic greeting and

leave-taking expressions (Modules 1/4)

Can handle numbers and time (Get Ready/Modules 1/3)

Can ask/answer simple questions, initiate and respond

to simple statements in areas of immediate need or on

familiar topics (general)

Can ask and answer simple questions about themselves

and other people, where they live, people they know,

things they have (Module 7/general)

Can indicate time – on Mondays, at six o’clock, in the

evening (Module 3)

Can reply in interview to simple direct questions spoken

very slowly and clearly about personal details (general)

Writing A.1

Can write simple isolated phrases and sentences (general)

Can write simple phrases and sentences about themselves

and imaginary people, where they live and what they do

(general)

Can write a simple note (Module 3)

Can write numbers and dates, own name, nationality,

address, age, date of birth (Module 1)

Listening A.1

Can follow speech that is slow and carefully articulated,

with long pauses for him/her to assimilate meaning

(general)

Can understand instructions addressed carefully and

slowly to him/her (Module 3)

Reading A.1

Can understand very short, simple texts a single phrase

at a time, picking up familiar names, words and basic phrases and rereading as required (general)

Can understand short, simple messages (Module 3) Can recognise familiar names, words and very basic

phrases on simple notices in the most common everyday situations (general)

Can get an idea of the content of simpler information

material and short descriptions especially if there is visual support (general)

New Challenges Starter also covers a few of the TQFDJGJDBUJPOTPG"MFWFM

Spoken production A.2

Can give a simple description of people, living conditions,

daily routines, likes/dislikes etc as a short series of simple phrases and sentences linked to a list (general)

Can explain what he/she likes or dislikes (Module 7) Can describe plans and arrangements (Module 8) Can describe habits and routines (Module 6)

Spoken interaction A.2

Can say what he/she likes or dislikes (Module 7) Can discuss what to do, where to go and make

arrangements to meet (Module 6)

Can ask and answer questions about what they do in free

time (Modules 4/7)

Writing A.2

Can write simple, formulaic notes relating to matters in

areas of immediate need (Module 3)

Can write very simple personal letters/emails

(Modules 4/6)

Listening A.2

Can understand and extract the essential information

from short, recorded passages dealing with predictable everyday matters which are delivered slowly and clearly

(general)

Reading A.2

Can identify specific information in simple written

material he/she encounters (general)

Can understand short, simple texts containing the highest

frequency vocabulary, including a proportion of shared international vocabulary items (general)

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Con en s

Get Ready

Revision (pp 4–9) Key words: The Alphabet, Colours, Numbers

1–20, Days and Months, Numbers 21–30, Classroom Objects

Grammar: Prepositions of place, Subject pronouns,

Possessive ’s

1 All About Me Get Ready (pp 10–11) Key Words: Countries

Word Builder: Nationalities

Listening: Personal information

1 I’m from Liverpool

(pp 12–13)

Key Words: People Grammar: to be (1);

to be (2) Sentence Builder: Basic sentences

Reading and Listening: A new friend Speaking: People you know

2 Where are you?

(pp.14–15)

Grammar: to be (3); to be (4) Reading and Listening: KimCo story Speaking: A profile

3 Nice to meet you

(pp. 16–17)

Reading and Listening: The Challenges story

Key Expressions: Meeting people Writing: Capital letters;

Write a blog

Study Corner 1 (p 18)

2 My Favourites Get Ready (p 19) Key Words:Favourite things

Speaking: Game

Listening: Favourite things

4 My mum’s name is

Erika (pp 20–21)

Key Words: Numbers 31–100; Family

Grammar: Possessive ’s and s’

Reading and Listening: A Czech family Speaking: Talk about your family

Key Expressions: Describing things

Writing: Apostrophes (’); Write about favourite things

4 Having Fun

10 What can you do?

11 How many people

are in the band?

(pp 38–39)

Speaking: School Challenge competition

12 Can I film your

party, please?

(pp 40–41)

Key Expressions: Asking for permission Writing: Question marks (?); Write an invitation and the reply Study Corner 4 (p 42)

2

3 At School

7 It’s art and music

on Mondays (pp

28–29)

Key Words: School subjects

Sentence Builder: but

Grammar: Prepositions of time

Reading and Listening: A new school Speaking: Your favourite timetable

8 What are these?

(pp 30–31)

Key Words: Ordinal numbers

Grammar: this, that, these, those; Imperatives

Reading and Listening: KimCo story

9 Don’t film in class,

please (pp 32–33)

Key Expressions: Instructions Writing: Capital letters (A/a) and full stops (.);

Write a short note

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Word Builder: Present Simple he/she/it forms

Reading and Listening: School in Spain

17 She doesn’t listen

Sentence Builder: First … , Next … , Then … Reading and Listening: The Challenges story

Key Expressions: Making suggestions Writing: Apostrophes (’) and commas (,); Write an email Study Corner 6 (p 58)

7 Likes and Dislikes

19 What food do they

like? (pp 60–61)

Key Words: Food (2) Word Builder: Plurals Grammar: Present Simple (3)

Reading and Listening: What food do they like?

Speaking: Talk about food

20 Play again for us!

(pp 62–63)

Speaking: Likes and dislikes

21 Can I take your

order? (pp 64–65)

Sentence Builder: Prepositions Reading and Listening: The Challenges story

Key Expressions: Ordering food Writing: Question marks (?), capital letters (A/a) and full stops

(.); Write about your favourite food

Key Words: The Weather

Grammar: there is/are, there isn’t/aren’t,

Word Builder: Plurals

Grammar: Is there …/Are there … ?

Reading and Listening: KimCo story Speaking: Describing places

24 Are there any

shops near here?

(pp. 72–73)

Sentence Builder: Verb + adjective; adjective

+ noun

Key Expressions: Asking for information Writing: Word order and punctuation; Write a description

13 She’s got long hair

(pp 44–45)

Key Words: Appearance (2) Sentence

Builder: good at … , nice to … , helpful to …

Word Builder: Nouns from verbs

Grammar: have got/has got; haven’t got/

hasn’t got

Reading and Listening: Who is your hero or heroine?

Speaking: Describe your avatar

Reading and Listening: KimCo story Speaking: A survey

15 What colour hair

has she got?

(pp 48–49)

Key Expressions: Describing people Writing: Commas (,); Write about your hero/heroine Study Corner 5 (p 50)

Trang 13

Revision A

The Alphabet

Then, listen again and repeat.

to the correct letters in Exercise 2.

bl ackbluebr owngreengreyo ran gep inkredwhiteyello w

1 5

t Check students understand that

there are a total of ten colours

in the word snake (including the example).

Answers student page

Exercise 6

t Demonstrate the activity by pointing

at three colours in the classroom yourself for students to say aloud.

t Students then work in pairs,

pointing to colours and saying them.

Exercise 4

t Play the recording for students to

listen, check and repeat.

4IPSUPGUJNF set some of the

exercises for homework (e.g

Exercises 7, 8 and 9)

.PSFUJNF do the extra

activities

Background

This lesson introduces the

alphabet, colours, numbers

from 1–20, days of the week

and months of the year.

Exercise 1

t Play the recording for

students to listen and point

to the letters.

t Students listen and repeat

the rap to practise the

pronunciation of the

alphabet Alternatively say

the rap yourself for students

to repeat after you.

Exercise 2

students to listen and write

the missing letters on the

keyboard.

t Focus students’ attention on

letters which often cause

problems for learners, e.g

e – i, q – k, p – b.

Exercise 3

t Ask students to repeat the

example dialogue after you.

t Students work in pairs,

taking turns to spell words.

Extra

In turn, each student spells

out his or her first name and

surname.

1.2

1.3

This Uni

Trang 14

Days and Months

the week in the correct order Listen,

check and repeat

Listen, check and repeat.

JanuaryJanFebMarAprMaJuJuAugSeptOctNovDec

chyustemberuaryoberilemberlyruaryneember

t Individually, students put

the days of the week in the correct order

students to listen, check and repeat.

Exercise 10

t Check the spelling of any

Key Words that are similar in English and in the students’ L1.

Answers

February March April May June July August September October November December

Extra

Students work in pairs They take turns to choose five words from the lesson and spell them to their partner.

1.7

1.8

Exercise 8

t Students work in pairs, writing the

numbers in the correct order.

listen, check and repeat.

Answers and audioscript

eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty

t Students match the numbers with

the words

t They then listen to the recording

and check their answers.

t Check students’ pronunciation of

the Key Words and word stress.

Trang 15

in the correct order Listen, check and repeat

This Uni

Grammar:

Prepositions of place

Exercise 4

t Look at the pictures and the

prepositions of place with the students.

t Ask students to translate the words

into their L1.

Exercise 3

t Pick up a pen, show it to the class

and elicit the word pen Pick up a

second pen and show them both to

the class, saying pens to introduce

the concept of plurals.

t Read through the Word Builder with

the class.

t Explain that the focus in this Word

Builder is on correct spelling of plural forms.

4IPSUPGUJNF set some of

the exercises for homework

(e.g Exercises 5 and 7)

activities

Background

This lesson looks at numbers

from 21–30 and common

classroom objects There is a

grammar focus on prepositions

of place and an additional

focus on the spelling of plural

nouns.

Extra

Write the numbers 1–20 on the

board Point at them in random

order for students to tell you

the numbers, first as a class and

then individually.

Exercise 1

writing the numbers.

t Check answers by asking

students to write the

numbers on the board.

students to listen and repeat.

Answers and audioscript

students to listen and repeat.

Extra

Students work in pairs They take

turns spelling the words from

Exercise 2 to their partner.

1.9

1.10

Trang 16

77

Revision

7

Your classroom:

desk recycling box computer

Your bag:

book paintbrush pen

8 Game Put a book, a ruler, a rubber and

a pen on the desk Listen and move the objects.

1.11

next to

between

the correct words.

1 The pencil is next / next to the pen.

2 The paintbrushes are between / next to the

ruler and the rubber

3 The books are in / next to the bag.

4 The board is in / on the classroom.

5 The boxes are in / on the desk.

6 The bag is on / in the chair.

A Pens.

B In the bag.

Your Turn

Exercise 8

Audioscript end of notes

t If some students do not have

all four objects, they can work

in pairs or groups of three.

students to listen and move the objects.

t Pause after each item to

check students are following the instructions correctly.

Exercise 9

t Demonstrate the game by

giving students some simple

instructions using Put …

yourself.

t Students then work in

pairs, giving and following instructions.

t Tell students that they will

lose the game if they make

a mistake.

Exercise 8 – Audioscript

1 Put the ruler on the book

2 Put the rubber on your chair.

3 Put the book next to the pen.

4 Put the pen in the book.

5 Put the rubber between the

pen and the ruler.

6 Put the ruler, pen and rubber

on the book.

1.11

Exercise 6

t Demonstrate the activity by asking

two or three students about things they have.

t Students then work in pairs, asking

and answering about classroom objects.

they should refer to the picture in

Exercise 2 to help them choose the

correct words.

t Students can compare answers in

pairs before checking answer as

a class.

Extra

Students make more sentences about the

picture in Exercise 2, using the sentences

in Exercise 5 as a model, e.g The ruler is

on the desk The bag is next to the table.

Trang 17

I ’m Miss Clarke ’re late!

’s Adam ’s Helen

’s ten o’clock ’re teachers

’re my students

the box Listen and check.

I He They She You We It

1.12

Karen’s desk the teacher’s desk

1 the teacher/

computer

the teacher’s computer

They

Mike’s bag

the teacher’s pen

the teacher’s bag

Amy’s pencil

Your Turn

Exercise 5

t Read through the instructions with

the class and check that students understand what to do by asking them to translate the instructions into their L1.

Exercise 4

t Students work individually, making

sentences to describe the pictures

with the words given and ’s.

t Check answers by asking individuals

to write items on the board.

Extra

Walk around the class, holding up objects which students have on their desks and elicit phrases from the class,

e.g Josef’s ruler, Juan’s bag, Ania’s pencils.

(e.g Exercise 3 and 4)

activity

Background

In this lesson students study

subject pronouns and are

indirectly introduced to the

verb to be They also see the

use of ’s for possession The Get

Ready revision module then

concludes with a ‘Get Ready

t They can compare answers

in pairs before checking

t Check the students

understand that the objects

belong to the teacher and

Karen, using L1 if necessary.

t Explain that ’s is used for

possession.

Exercise 3

t Look at the picture and the

examples with the students.

t Ask students to translate the

examples into their L1.

t Check students understand

that the ’s in this exercise

indicates possession but the

’s in Exercise 1 is the short

form of the verb to be.

1.12

Trang 18

Point to the colour blue.

t Students then work in groups

of three or four, seeing who can

complete the Get Ready race fastest.

t Point out that the activity is not just

about being fast and that accuracy

is also important.

Trang 19

Talk about personal information.

Read a personal profile

Listen to information about people

with the photos (1–9) Listen, check and repeat.

1.13

endings Listen, check and repeat.

the United States (the USA)

Argentina The Czech Republic

Hungary

Brazil

an ian

ish ish ish ish ian

Exercise 3

t Students say pairs of country and

nationality words, e.g the United States – American, Argentina – Argentinian

t Check pronunciation and word

stress.

Exercise 4

t Students listen to Murat and

underline the correct information.

t Repeat the recording if necessary.

1.15

Extra

If you have a large world map, display it and invite students to find and point to the countries on the map.

Exercise 2

t Look at the possible endings for

nationality adjectives with students

Students then complete the Word Builder, working individually.

t Students listen and check their

answers.

1.14

Background

This two-page spread

introduces the characters for

the story feature of the book

The fictional Cserszegi family is

representative of many

multi-cultural families in the UK It is

common for families in the UK

to use the name of the father,

which in this case is Hungarian

in origin The family live in the

university city of Cambridge,

which is about 50 miles (80km)

north of London The children,

Marcus and Oliver, who are

identical twins, go to school

there.

The family will be the

homestay family for Murat

Saner, who is from Turkey and

a similar age to the twins

His mother is English and

his father is Turkish and he

therefore speaks excellent

English Murat will be going

to school with the twins and

getting to know about life in

the UK He will also document

his week with the Cserszegi

family by making a video for

a competition.

More information about the

city of Cambridge is available

on the Internet.

Extra

Read through the module

objectives with the class,

translating them into the

students’ L1 At the end of the

module, help students to assess

how well they have achieved the

objectives Follow this procedure

in each module.

Exercise 1

t Students match the words

with the pictures Check the

spelling of any Key Words

that are similar in English

and in the students’ L1.

t Students then listen to the

recording and check their

answers.

t Check students’

pronunciation of the Key

Words and word stress.

1.13

Ge Ready

Trang 20

3 Game Work in pairs Say a country, then

a nationality.

The United States American

Murat Hi there! My first name

is Murat That’s M-U-R-A-T

Murat It’s a Turkish name My surname is Saner: S-A-N-E-R

I’m 12 years old And I’m from Ankara, the capital of Turkey

Exercise 5 – Audioscript

One Marcus Hello! My first name is

Marcus, with a ‘c’ That’s R-C-U-S Marcus My surname is Hungarian – it’s Cserszegi It’s a bit difficult That’s C-S-E-R-S-Z- E-G-I I’m 12 years old And I’m from Cambridge, in England.

M-A-Two Oliver Hi! My first name is

Oliver That’s O-L-I-V-E-R My surname is Hungarian It’s Cserszegi C-S-E-R-S-Z-E-G-I

I’m 12 years old I’m from Cambridge, in England.

Three Claire Hello I’m Claire That’s

Claire with an ‘i’ – C-L-A-I-R-E

Zoltan And hello from me My

first name is Zoltan It isn’t an English name It’s Hungarian

That’s Z-O-L-T-A-N Zoltan

Claire And our surname is

Hungarian, too It’s Cserszegi

That’s C-S-E-R-S-Z-E-G-I My age? I’m 38

Zoltan And I’m 40.

Claire I’m from Cambridge, in

England.

Zoltan And I’m from Budapest,

the capital of Hungary.

Claire Our address in

England is 19 Greyfriars Lane, Cambridge That’s G-R-E-Y-F-R-I- A-R-S Lane.

Answers

Students’ own answers

Exercise 5

t Before you play the recording,

give students time to read through

the cards to see what missing

information they need to listen for

Reassure students that they do not

need to understand everything the

speakers say to complete the cards.

t After checking answers, students

name the people in the photos.

t If you have a large world map, show

students where Ankara (Turkey),

Budapest (Hungary) and Cambridge

(England) are Explain the meaning

of capital.

1.16

Trang 21

12

Warm up

Match the words with the pictures (1–3) Listen, check and repeat.

1.17

I’m from Liverpool It’s famous for music and football

But football isn’t my favourite sport, my favourite sport

is cycling This is a photo of my cycling club We’re twelve years old and we’re in Year 8

dad is a sports teacher and my mum is an English teacher My sister is nineteen She isn’t in Liverpool

She’s a student in London.

Send me a message soon.

British/English Liverpool 12

Practice

Exercise 5

t Students choose the correct word to

complete the sentences

t Do the first example with the class

Point out that the correct answers

are forms of the verb to be.

Exercise 6

t Students complete the sentences

with the correct form of the verb

to be.

t Check answers by asking students to

write the sentences on the board.

Grammar: to be (1)

Exercise 4

t Read through the table with

the class.

t Ask students to look again at the

email in Exercise 2 Students find and underline sentences containing

the verb to be.

(e.g Exercises 8, 10 and 11)

activities

Background

This lesson looks at vocabulary

for people in students’ lives

and teaches students to

talk about family, friends

and people they know The

grammar focus is on the

affirmative and negative of

the verb to be.

This lesson has the first

Sentence Builder These

sections help students get used

to English sentence structure

and create their own sentences

using the patterns provided.

Warm-up

Exercise 1

answers.

Answers

1 Family – dad, mum, sister

2 People I know – neighbour,

students to listen and read

the email.

Exercise 3

t Students work individually,

completing the information

about Diego.

t Check answers, then

encourage students to guess

the meaning of any new

words in the text.

1.17

1.18

Trang 22

’m not aren’t isn’t isn’t isn’t aren’t aren’t

from Spain

Practice

1 You’re a good student.

You aren’t a good student.

2 It’s a Turkish name

3 I’m from the Czech Republic.

4 She’s Polish.

5 We’re friends

6 They’re in Year 8.

7 He’s my teacher.

isn’t, are or aren’t.

Your Turn

diagram Talk about three people you know.

1 You’re / You’s my best friend.

2 I / I’m 13 years old.

3 This is my sister She’s / Shes a teacher.

4 My neighbours are American They’s /

They’re from New York.

5 My friends and I are students We’re /

We in Year 8.

6 This is my dad He’s / She’s Turkish.

7 My surname’s Wysocki It’s / I Polish.

1 student / Polish / is / Ewa / a

Ewa is a Polish student.

2 my / is / colour / Red / favourite

3 a / is / Diego / name / Spanish

4 good / are / student / You / a

Ewa is my best friend She’s

11 and she’s in Year 8 …

ME

familyfriends Ewa

2 It isn’t a Turkish name.

3 I’m not from the Czech

I’m from Warsaw.

I’m not Spanish.

Exercise 11

t Check that students

understand what to do.

t Students read aloud one or

two of their sentences to the class.

Answers

Your Turn

Exercise 12

t Elicit two or three example

sentences from the class and remind students to use some of the vocabulary from Exercise 1.

t Tell students to write six to

ten sentences.

Extra

Students close their books Write jumbled words on the board for students to sort into people words:

6 M E A T S A M E T (team mates)

Photocopiable activity 1, Active Teach

Exercise 9

t Students find and underline

examples of negatives in the email

in Exercise 2.

Practice

Exercise 10

t Do one or two sentences with the

class before students complete the exercise, working individually.

Exercise 7

t Read the sentences with the students

Point out that the adjective (Turkish)

comes before the noun (footballer).

Exercise 8

t Read the example sentence with

the students

Answers

2 Red is my favourite colour.

3 Diego is a Spanish name.

4 You are a good student.

Trang 23

Kwame I’m twelve.

Kim Kwame? That’s different

What nationality are you?

Kwame English My dad’s from

Ghana Where are you from?

Kim Oh, I’m from London.

I’m at home

Where are you?

I’m at school

Hurry up!

Kwame Hi, are you Kim?

Kim Yes, I am What’s

your name?

Kwame My name’s

Kwame

14

Zak I’m Zak.

Lulu And I’m Lulu Kwame Hi, I’m Kwame

I’m a rapper Listen …

I’m in town

KimCo is a new band

Meet Kim, Zak and Lulu

on: Tuesday 11 May at: 4 p.m

work in pairs, reading aloud the questions and answers.

Exercise 5

t Students work in pairs, asking

and answering the questions from Exercise 4.

Exercise 3

t Read through the table with the

class.

cartoon strip in Exercise 2 Students find and underline questions and

short answers containing to be.

exercises for homework (e.g

Exercises 4 and 7)

activities

Background

This lesson contains the first of

the cartoon strips in the book

These cartoon strips centre

on Kim, her friends Zak and

Lulu, and their band KimCo

Kim is the guitarist, Zak is

the drummer and Lulu is the

keyboard player In this first

episode, they recruit a new

member, Kwame, who is a

rapper.

The cartoon strips present

language in a clear context

with lots of visual support to

help students understand the

students to listen and

repeat.

t Ask students to translate

the words into their L1.

Reading and

Listening

Exercise 2

t Before reading the cartoon

strip, ask students to look

at the pictures and describe

what they can see.

Extra

Play the recording for students

to focus on pronunciation,

stress and intonation patterns

Students work in groups of four,

reading aloud the dialogues and

taking turns to be Kim, Zak, Lulu

and Kwame.

1.19

1.20

Trang 24

questions and short answers in Exercise 2.

Yes, they are.

No, I’m not.

No, you aren’t.

1 Are you Polish?

Exercise 4 Say true answers.

of Wh- questions in Exercise 2.

Wh- Questions What’s your name?

What nationality are you?

Where are you from?

How old are you?

Where are you?

4 How old are you?

5 Where are you?

questions in Exercise 7 Say true answers.

?

6

Zak Is Kwame our new rapper?

Kim Yes, he is!

b

a e

t Ask two students to read

aloud the example dialogue.

taking turns to ask and answer the questions from the example dialogue.

t Encourage students to use

grammar and vocabulary from the first two units

Remind students to invent

a new identity instead of answering about themselves.

Extra

Ask students to tell the class about their partner’s new identity Remind them to use the third person singular of

the verb to be Tell students to

listen very carefully to the new identities and decide which of the invented people is most similar to them.

Photocopiable activity 2, Active Teach

Practice

Exercise 7

t Give students time to read through

the questions (1–5) and the answers

(a–e) Do item 2 (What nationality are you?) with the class.

Exercise 8

t Students work in pairs, asking

and answering the questions from Exercise 7.

Exercise 6

examples of Wh- questions in

the cartoon strip in Exercise 2.

Trang 25

Zoltan, Marcus and Oliver.

Zoltan Hello, are you Murat Saner?

Murat Yes And you are Mr and Mrs Cserszegi?

Claire It’s Cserszegi C-S-E-R-S-Z-E-G-I Zoltan is

Hungarian

Zoltan Nice to meet you, Murat Welcome to

England

Murat Nice to meet you, too, Mr … Cserszegi.

Zoltan Your English is very good, Murat.

Murat Yes, my mum is English I’m half

Turkish and half English

…

1.21

Zoltan Murat, this is Oliver.

Oliver Hello, Murat How are you? Murat I’m fine, thanks, Oliver.

Claire And this is Marcus.

Murat Oh, wow! Twins! Hi, Marcus Marcus Welcome to England, Murat Murat Thank you.

Speaking

Exercise 4

t Ask students to repeat the Key

Expressions after you Pay particular attention to intonation patterns and sentence stress.

t Students find and underline the

Key Expressions in the dialogue in Exercise 2.

Exercise 3

the dialogue again before they write the correct names.

exercises for homework

activities

Background

In this episode of the story,

the Cserszegi family go to the

airport to meet Murat, who is

coming to stay with them This

is the first time the family have

met Murat so the characters

introduce themselves and the

Cserszegis welcome Murat to

England.

In the first Writing section of

the course, students study the

use of capital letters at the

beginnings of sentences, for

countries and nationalities,

for proper nouns and proper

names, and for the pronoun I.

This lesson has the first Key

Expressions box These sections

teach students functional

language for a variety of

t Elicit from the students the

names of the people.

Answers

From left to right: Claire,

Zoltan, Marcus, Oliver, Murat

Extra

Write on the board:

Claire, Zoltan, Marcus, Oliver,

Murat

Ask students Wh- questions

about the characters to see

what they remember, e.g Where

is Claire from? (She’s from the

UK.) What nationality is Murat?

(He’s Turkish.) How old is Oliver?

(He’s 12.)

Reading and

Listening

Exercise 2

t Explain that in this Unit,

the Cserszegi family are at

the airport to meet Murat.

t Students read and listen to

the dialogue.

1.21

Trang 26

2 His family is Hungarian.

3 She’s English.

4 They’re twins.

5 She’s at the airport.

Speaking

Key Expressions in Exercise 2.

A 1 Hello / How, my name’s Donna 2What’s /

What your name?

you

A 4Fine / Nice to meet you, 5too / two

6Welcome / Hello to our school.

B 7Thank / Thanks you.

Exercise 5

Exercise 5 again Use your names.

My name’s Carlos and I’m from Spain

in the correct places.

Check your work for capital letters.

1

2

3

4

my friends from budapest are in town

what’s your name? how old are you?

nice to meet you welcome to the uk

are you from spain or argentina?

Zoltan Claire, Murat’s mum

Marcus and Oliver

Claire

F

f f

S S

t Read the sentences with the

class before students work individually, deciding which words should have capital letters.

Extra

Write on the board:

What’s your name?

What nationality are you?

Where are you from?

How old are you?

Students work in pairs, imagining they are at a party and meeting each other for the first time They can use

the Wh- questions and the Key

Expressions for meeting people.

Exercise 10

t Students read the blog and

correct the mistakes.

t After checking answers, ask

students what similarities and differences there are between the use of capital letters in English and in their own language.

Exercise 11

writing their blog.

t Check students’ writing and

point out any language errors for them to correct.

Exercise 6

t Students practise the dialogue,

working in groups of three.

Exercise 7

t If there is time, students change

groups and repeat the activity with different students.

Writing: Capital letters

Exercise 8

t Check answers by writing the

sentence on the board and asking students to circle the capital letters.

Exercise 5

t Do the second sentence of the

first dialogue with the class before

students complete the exercise,

working individually.

Extra

Split the class in half down the centre

and practise the dialogues for correct

pronunciation The half of the class on

your left repeat A after you and then the

half on the right repeat B Change roles

so that students practise both parts.

Trang 27

S udy Corner 1

18

Turkey home American neighbour Poland sister Czech teacher the USA school Spanish town

the box.

Thank How too fine to this

A Hello, my name’s Lee What’s your name?

B Musa I’m from Turkey Nice to meet you.

2 England

B 3 you

3 Claire isn’t Hungarian She

1 Are you and Yasemin Turkish?

She thirteen years old

6 are they from?

They from the USA

Feedback

’m not Is isn’t What

is How old

’s Where

Language Check

Exercises 1–4

Feedback

t Check answers with the

class Check spelling

where necessary by asking

individuals to write the

answers on the board.

t After checking answers to

Exercise 4, students work

in groups of three, reading

the dialogue aloud and

changing parts.

t Students complete the

Feedback section Tell them

that one star means I need

more practice of this, two

stars means I can do this but

I make some mistakes and

three stars means I’m good

at this.

t Give students time in class

or at home to do Language

Check 1 of the Workbook.

Module 1 Test, Active Teach

Trang 28

Read about a Czech family.

Listen to conversations about favourite things

Write about favourite things

Learn about ’s and s’ possessive adjectives,

articles

Get Ready

with the photos (1–6) Listen, check and

students to identify the correct object Reassure students that they do not need to understand everything the speakers say

to complete the exercise.

Exercise 3

miming an object (e.g a bike) for students to guess.

t Students take turns to mime

an object to their partner.

Extra

Each student mimes their favourite thing to the class If necessary, teach new vocabulary that students need to talk about their favourite things.

Exercise 2 – Audioscript

One

#PZ Wow! A new skateboard!

#PZ Yes, cool, huh? Look at

me!

#PZ Ow!

Two (JSM Here you are Happy

birthday!

(JSM Wow! A pencil case

Thank you Look at all these colours Red is my favourite colour.

Three (JSM Here’s the new CD

Where’s your CD player?

(JSM It’s on the desk over

there Oops, sorry.

Four

#PZ Is this your bike?

#PZ Yes, it is! It’s my

Elicit more examples of favourite things

from the class, e.g camera, games console, mobile, MP3 player.

Ge Ready

Background

This Unit introduces a variety of

familiar objects In both the cartoon

strip and the story feature, the

characters will talk about possessions

and their favourite things.

Exercise 1

t Students match the words with

the pictures Check the spelling of

any Key Words that are similar in

English and in the students’ L1.

t Students then listen to the recording

1.22

Trang 29

45 93 76 52 67 88

forty-five

the people.

Me!

Zuzana (11)

Monika (41)

MY FAMILY TREE .com

ninety-three

uncle

aunt mother seventy-six ﬁfty-two sixty-seven eighty-eight

Exercise 5

listen and read the webpage.

Exercise 6

identifying the three correct sentences.

t After checking answers, explain

or encourage students to guess the meaning of any new words in the text.

1.26

Exercise 4

t Check that students understand

how the family tree works.

t Do the second item with the class

before students complete the exercise, working individually.

cousin is used for both male and

female.

activities

Background

This lesson looks at family

words and describing family

trees The grammar focus is on

’s and s’ for possession.

Warm-up

Extra

Revise and practise numbers

1–30 before students do

Exercise 1 Either write a series

of numbers on the board for

students to read aloud or ask

them to count from one to thirty.

Exercise 1

repeat.

Extra

Dictate a series of numbers for

students to write, e.g you say

eighty-two, students write 82.

Exercise 2

t Students write the numbers

in words Check answers as

a class.

Exercise 3

t Check the spelling of any

Key Words that are similar in

English and in the students’

L1.

1.24

1.25

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21

My Favouri es

21

Hi My name is Zuzana Novak and I’m eleven years old This is my family

We’re from Prague in the Czech Republic My grandfather’s name is Viktor

and my grandmother’s name is Dorota They’re sixty-three and sixty-one.

My parents’ names are Felix and Erika My dad is thirty-nine and my mum

is thirty-seven I’m an only child – no brothers or sisters!

My uncle’s name is Jan and he’s forty-three My aunt’s name is Monika

She’s forty-one My cousins’ names are Josef, Filip and Anna Josef and

Filip are twins They’re four and Anna is a baby – only one She’s my

favourite cousin

Zuzana Novak’s family

MY FAMILY TREE .com

1 Zuzana and her family are Czech

2 Viktor and Erika are married

3 Zuzana is an only child.

4 Jan is married to Dorota.

5 Josef and Filip are five.

6 Zuzana and Anna are cousins.

’s and s’ in Exercise 5

’s and s’

singular grandfather’s, grandmother’s

plural parents’, cousins’

a name Zuzana Novak’s family

Practice

underlined words.

Anna

photo Work in pairs Ask and answer questions about your family.

What’s your grandmother’s name?

Her name’s Karin.

How old is she?

She’s 58.

t Check pronunciation of the

names (e.g Felix ۉÍڴÓNV) before the pair activity.

asking and answering questions about Zuzana’s family.

Your Turn

Exercise 10

t Students prepare a family

tree and include both people’s ages and birthdays

or bring a family photo to class.

t They then work in pairs,

asking and answering questions about their families.

Extra

Draw your family tree on the board In turn, students ask you questions about your family.

Photocopiable activities 3 and

4, Active Teach

Practice

Exercise 8

students and check that they understand what to do.

t Students complete the sentences

with ’s or s’ for possession.

t Check answers by asking students to

write the sentences on the board.

Extra

Students say the ages of the people in

Exercise 3, e.g Zuzana is 11.

Grammar: ’s and s’

Exercise 7

t Read through the table with the

class.

t Check students understand ’s is used

for possession for one person and s’

is used for more than one.

webpage in Exercise 5 to find and

underline examples of ’s and s’.

Trang 31

Kim Please put the mobile

next to my bag, Kwame

Kwame Okay, Kim.

My mobile is my favourite thing

Look at my photos This is my sister and our cat Its name is Catkin

(1–3) with the words (a–c) Are they one or two words?

Warm-up

1.27

22

No, his mobile is blue And

my new mobile is pink

No, my mobile is black It’s in my bag over there Is it Zak’s mobile?

2

1

Practice

Exercise 5

t Do the second item with the class

Extra

Tell the class about one of the people in Zuzana’s family tree on page 20, using

possessive adjectives and possessive ’s

Students guess who it is For example,

My father is 43 and my mother is 41 My cousin’s name is Zuzana She’s an only child My brothers’ names are Josef and Filip (Anna)

Grammar: Possessive adjectives

Exercise 4

t Read through the table with

the class.

cartoon strip in Exercise 3 Students find and underline examples of possessive adjectives.

activities

Background

In the cartoon strip in this

lesson, Kwame finds a mobile

phone and tries to find its

owner There is a grammar

focus on possessive adjectives

and another on articles.

Warm-up

Extra

Students close their books Write

gapped words on the board for

students to complete with the

Students open their books and

compare the answers with the

words in Exercise 1.

Exercise 1

repeat.

Exercise 2

(1–3) with the words (a–c) to

make favourite things.

Answers

1 b) pencil case – two words

2 c) CD player – two words

3 a) skateboard – one word

Reading and

Listening

Exercise 3

t Before reading the cartoon

strip, ask students to look

at the pictures and describe

what they can see.

students to listen and read

the cartoon strip.

1.27

1.28

Trang 32

Zak Hi, there.

Kim Zak, you’re late again

Zak Sorry, Kim

Lulu Look at my new mobile, Zak.

Kim Please put your mobiles over there Okay?

Kwame/Lulu/Zak Yes, Kim.

Kim Good Okay … Oh!

Is this your mobile phone?

Call Kim

Her number is:

07782 640789 This is a picture of the mobile

It’s an Optimum Z3

It’s white with an orange case.

of possessive adjectives in Exercise 3.

Practice

1 I / My favourite thing is my new CD player.

2 This is my sister She / Her is nine years old.

3 What’s you / your favourite thing? My bike.

4 We’re in Year 10 Our / Their classroom is

number 7

5 My best friends are Mike and Shona They /

Their are American.

6 Where’s Dad? Her / His friend is here.

7 I / My am from the Czech Republic.

8 This is our cat Its / It’s name is Frazer.

a, an and the in Kim’s poster.

1 a) Read an / the email on page 29.

b) Great! The / An email from my best friend

2 a) A / The neighbour at number 10 is

American

b) Who’s Marta? She’s a / the neighbour

3 a) What’s that? It’s an / the MP3 player.

b) Please give me an / the MP3 player on

the desk

4 a) A / The teacher of Class 2 is from the USA.

b) My sister is a / the teacher.

A The capital of Turkey.

B No, a city in Turkey The capital is Ankara.

a an a a an

Exercise 8

t Complete the second

sentence of the first dialogue with the class before students complete the exercise.

Your Turn

Exercise 9

t Demonstrate the activity by

asking the class about one city and one capital, e.g

Sydney? (A city in Australia.), Buenos Aires? (The capital of Argentina.)

asking each other in turn about one city and one capital.

Extra

Write on the board:

airport, aunt, camera, CD player, desk, rubber, MP3 player, only child, pencil, watch

Students decide if the words use a or an.

(Answers: a – camera, CD player, desk, pencil, watch; an – airport, aunt, MP3 player, only child)

t Students read the sentences and

repeat them after you.

t Check students understand that we

use a before words beginning with

a consonant sound and an before

words beginning with a vowel

sound.

Trang 33

This Uni

24

1 The room is / isn’t very big.

2 Murat is in Oliver’s / Marcus’s room for

his visit

3 Murat’s favourite thing is his games

console / video camera

4 The twins’ mum / dad is in the video.

5 The information is about a skateboard /

video competition.

Warm-up

box to describe the things in the photos

games console – cool

big cool easy to use fantastic fast great light nice small

Claire This is your room for your visit,

Murat It’s small Is it okay?

Murat Yes, it’s fantastic, thank you

Marcus Hi, Murat.

Murat Oh, hi Ollie Thank you for your

room

Marcus Er, I’m not Ollie I’m Marcus.

Murat Oops, Sorry! … Wow! Your games

console is cool

Marcus Thanks It’s my favourite thing.

… Oliver Wow! A video camera!

Murat Yes, it’s my favourite thing.

Oliver What’s it like?

Murat It’s light and easy to use Look

‘Hi, this is Murat I’m with my homestay family in Cambridge

They’re great This is Marcus and Ollie And this is their Mum

She’s very nice Say hi to the camera …’

Claire No, no, not me! … Look, Murat –

a week in you life.

Information: Cambridge Camera Club

VIDEO BLOG COMPETITION

a week in your life.

Exercise 4

students.

t Do the first item with the class

Answers

1 My computer is small and easy to

use.

2 Our bikes are light and fast.

3 Her watch is pink and white.

4 His mobile is cool and easy to use.

Exercise 3

the dialogues again before they choose the correct words.

Extra

Play the recording for students to focus

on pronunciation, stress and intonation patterns Students work in groups of three, reading aloud the dialogues and taking turns to be Claire, Murat and Marcus/Oliver.

activities

Background

In this episode of the story,

Murat arrives at the Cserszegi

family’s home in Cambridge

Murat is staying in Oliver’s

bedroom for the week He

shows the twins his video

camera and Claire tells him

about a video competition.

In the Writing section, students

study the use of apostrophes

for possession and for the

contraction of is.

Warm-up

Exercise 1

t Ask students to translate the

words into their L1.

t Students use the words to

describe the things they can

see in the pictures.

Suggested answers

games console – cool, easy to

use, fantastic, fast, great

video camera – cool, easy to

use, fantastic, great, light

suitcase – big

bedroom – great, nice, small

Extra

Students match the adjectives

with the favourite things from

Get Ready on page 19, e.g fast –

skateboard, cool – watch.

Reading and

Listening

Exercise 2

t Ask students what they

remember about the

characters from Module 1

Ask them who is missing

from the pictures (Zoltan).

t Students read and listen to

the dialogues.

1.29

Trang 34

25

My Favouri es

sentences (1–4) as one sentence.

1 My computer is small My computer is easy

to use

2 Our bikes are light Our bikes are fast.

3 Her watch is pink Her watch is white.

4 His mobile is cool His mobile is easy to use.

Speaking

Key Expressions in Exercise 2.

Check your work for apostrophes.

My favourite things are my …

about your favourite things

A What’s your favourite thing?

B My skateboard

A What’s it like?

B It’s fantastic It’s light and fast.

possessive ’s or write is.

1 It’s a small room

2 My dad’s name is Adam

in the sentences.

1 Murats favourite thing is his camera.

2 Whats your favourite colour?

3 My cousins bike is really fast.

4 Shes at the music club.

5 Lucys games console is cool.

6 Its easy to use.

My three favourite things are my mobile, my bike and my MP3 player

My favourite things

My MP3 player is

M 4a iPod

It’s small and very light It’s pink –

5thats my favourite colour!

’

is P

t Students circle the

apostrophes in the sentences and decide which is

possessive and which is is.

Exercise 8

class before students work individually, writing the apostrophes in the correct places.

Exercise 9

t Students read the blog and

correct the mistakes.

understand that the mistakes are not only with apostrophes.

Exercise 10

writing about their favourite things.

t Check students’ writing and

point out any language errors for them to correct.

Exercise 6

t Ask two students to read aloud the

example dialogue.

t Revise the third person singular of

the verb to be

t Students work in pairs asking and

answering questions about their favourite things.

t After completing the activity, each

student tells the class two things

about their partner, e.g (Filip)’s favourite thing is his MP3 player

It’s cool and light.

Speaking

Exercise 5

t Ask students to repeat the Key

Expressions after you Pay particular

attention to intonation patterns and

sentence stress.

t Students find and underline the

Key Expressions in the dialogues in

Exercise 2.

Trang 35

1 Is that your cat? What’s it’s / its name?

2 What’s you / your favourite colour?

3 My mum is a teacher Her / His name is

Darina

4 My grandparents are Spanish Their / His

names are Marta and Pablo

5 Claire is a / an English name

6 We’re from the USA Our / Their surname is

Granger

7 The / A games on my mobile phone aren’t

very good

to use And the games are 5

Feedback

pencil case only child grandmother games console grandfather bike twins skateboard

best friend’s twins’

teacher’s

games console

like and

t Check answers with the

class Check spelling

where necessary by asking

individuals to write the

answers on the board.

t After checking answers to

Exercise 4, students work in

pairs, reading the dialogue

aloud and changing parts.

Feedback section Remind

them that one star means

I need more practice of this,

two stars means I can do this

but I make some mistakes

and three stars means I’m

good at this.

t Give students time in class

or at home to do Language

Check 2 of the Workbook.

Module 2 Test, Active Teach

Trang 36

Extra

Students close their books Tell the class to look at five things you point to and to write down the words, e.g.

Point to: 1 a window 2 a wall

3 a poster 4 a door 5 a light

Check answers by asking students

to write the words on the board and say them.

Exercise 2

students to identify the correct object Reassure students that they do not need to understand everything the speakers say

to complete the exercise.

Extra

Revise the prepositions of place

from Exercise 4 on page 7 (in, on, next to, between) Tell students to

look at their classroom and then

ask questions, e.g Where is the clock? Where is the bin? Where are the posters?

Exercise 3

choosing an object (e.g a door) for students to guess.

t Students take turns to think

of an object and ask their partner questions.

t If you wish, limit the

number of Yes/No questions

(e.g a maximum of five questions) before the person gives the answer.

1.31

Exercise 1

t Students match the words with

the pictures Check the spelling of any Key Words that are similar in English and in the students’ L1.

t Students then listen to the recording

1.30

Ge Ready

Background

This Unit introduces some common

objects found in the classroom In

both the cartoon strip and story

feature, the characters will be seen in

a school environment talking about

their classrooms and their school

subjects and timetables.

27

Open the window.

Put your rubbish in the bin.

3 Game Work in pairs Think of an object

the photos Listen, check and repeat.

1 – wall

Close the door.

Look at the clock

1.30

1.31

Talk about school and tell the time

Read about a student’s new school

Listen to classroom instructions

Write a short note

Learn about prepositions of time, this/

that/these/those and imperatives.

3

7 6

8 4

5

2 1

3

5 2

4

Trang 37

It’s nine o’clock

It’s nine thirty

It’s nine fifteen

It’s nine forty-five

1

2

2 3

5 and my teacher’s name is Mr Fisher He’s friendly and the students in my class are great

My new classroom is fantastic but my timetable

o’clock, maths at 9.50 and history at 11 o’clock

in the morning! On Wednesdays, it’s geography

at 2.15 and PE at 3 o’clock in the afternoon My

In the afternoon, it’s English at 2.15 and IT at

A Number 1 What time is it?

B It’s ﬁve o’clock.

melgeorge@mymail.com

Extra

Write on the board:

1 Melanie isn’t at Gemma’s school.

2 Mr Fisher is Melanie’s teacher.

3 Gemma isn’t very happy with her timetable.

4 One of Gemma’s favourite subjects

is art.

5 Gemma’s favourite day is Thursday.

Students decide which three sentences are correct.

(Answers: 1, 3 and 4 are correct)

Exercise 3

example dialogue.

t Students work in pairs, asking and

answering questions about the time.

Answers

2 It’s one thirty 3 It’s seven fifteen.

4 It’s six forty-five.

Exercise 4

listen and read the email.

t Explain or encourage students to

guess the meaning of any new words in the text.

1.34

activities

Background

In this lesson students

study school subjects and

prepositions of time They

learn how to talk about their

favourite subjects and their

school timetable.

Warm-up

Exercise 1

answers.

Point to the first clock and ask

What time is it? Continue with

the other four clocks.

1.32

1.33

Trang 38

No school on Fridays!

Lunch is two hours.

subjects.

A What time is science on Mondays?

B It’s at nine o’clock.

but in your language?

in Exercise 4.

Prepositions of time: on, at, in

Practice

with on, at or in.

2 We aren’t at school

weekends

3 My mum and dad are at

home the evening.

4 What’s your favourite

timetable Talk to your partner.

Monday Tuesday Wednesday Thursday Friday

art maths

history

geography PE

English IT

t Ask students to look again

at the email in Exercise 4

Students find and underline

examples of on, at and in.

Practice

Exercise 9

t Read the sentences with

the class and check that students understand what

to do.

sentences with on, at or in.

Extra

Write on the board:

1 The days of the weekend are

… and …

2 My favourite day at school is

…

3 Lunch is at … at school.

4 I’m not at school on …

5 My friends and I are in town

t Ask students to read aloud

the example sentences.

t Students then work in pairs,

talking about their favourite timetable.

Photocopiable activities 5 and

6, Active Teach

Exercise 6

example dialogue.

t Students work in pairs, asking and

answering questions about the timetable.

t Read out the times and days of

the week for students to listen

and repeat as a whole class and

individually.

t Ask students which days are missing

from the timetable (Saturday/

Sunday) and why (because it’s the

weekend and there’s no school).

completing the timetable with

the school subjects Gemma talks

about in her email.

Trang 39

What are these, Kim?

Zak I’m here Great! Are those my posters?

Kim Yes, but the date is wrong

Zak Oh, no!

Kim No, Zak, don’t put the posters in the

bin Put them in the recycling box

Zak Okay Sorry, Kim.

30

3

But it’s my birthday

on the fourth of July

And my party

Look at these posters, Lulu Our first concert is on the fourth of July

Kim Have your party on Sunday the fifth.

Lulu Oh, no!

Kim Lulu, the concert is important Please put up

the posters on the wall over there Help Kwame.Kim? On this poster here the

concert is the fifth But on that poster there it’s the fourth

Oh, no Where’s Zak?

They’re posters for our first concert

Grammar: this, that, these, those

Exercise 3

t Look at the pictures with the class.

t Demonstrate this/that and these/

those by holding up or pointing to objects in the classroom, e.g Look

at this/these poster(s) Look at that/

those window(s).

cartoon strip in Exercise 2 Students

find and underline examples of this, that, these and those.

Exercise 2

t Before reading the cartoon strip, ask

students to look at the pictures and describe what they can see.

listen and read the cartoon strip.

Extra

Play the recording for students to focus

on pronunciation, stress and intonation patterns Students work in groups of four, reading aloud the dialogues and taking turns to be Kim, Zak, Lulu and Kwame.

1.36

activities

Background

In this cartoon strip, the

characters are getting ready

to put up posters to advertise

their concert when Lulu

realises that it is the same day

as her birthday party There is

a grammar focus on this, that,

these, those and imperatives.

Warm-up

Extra

Write jumbled words on the

board for students to sort into

Ask students to put the months

in order and add the six missing

months (1 January 2 February

3 March 4 April 5 May 6 June

7 July 8 August 9 September

10 October 11 November

12 December)

Exercise 1

t Students look at the Key

Words and write the missing

numbers.

Tell students My birthday is on

the (third of August) Ask each

student in turn When’s your

birthday? for them to reply using

the months and the ordinal

numbers.

1.35

Trang 40

31

A School

1 Don’t put / Put your rubbish in the bin.

2 Check / Don’t check your spelling.

3 Don’t write / Write on the classroom walls.

4 Please do / don’t do your homework

5 Be / Don’t be late for school.

Your Turn

(1–6) Write rules for your class

a – 3 Don’t use your mobile phone in class.

Put up the posters

B It’s the window.

1 Speak English in your English classes

2 Use the recycling boxes

3 Use your mobile phone in class

4 Listen to the teacher

5 Be late for school

6 Help other people

these pens

those CDs

c f

a b

d Don’t be late for school.

e

Practice

Exercise 7

students before they choose the correct words.

understand the meaning

of the sentences by asking them to translate them into their L1.

Your Turn

Exercise 8

with the pictures.

t Check students have

matched the pictures with the imperatives correctly before they write the six rules.

Grammar: Imperatives

Exercise 6

examples of imperatives in the cartoon strip in Exercise 2.

t Check that students understand that

Don’t stands for Do not.

Practice

Exercise 4

work in pairs, reading aloud the

questions and answers.

Exercise 5

example dialogue.

t Students hold up or point to

objects in the classroom and ask

and answer similar questions, e.g

What’s this? It’s a pencil case

What are those? They’re windows.

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