60
Now I can ...
greet a visitor.
60 1 Look back at Episodes 6 and 7. What
happened?
2 60.1 Read and listen to the story. What do Sarah and Jordan find?
3 Answer the questions.
1 Where are Jordan and Sarah?
2 Where is Sarah going?
3 What has Sarah brought for Jordan?
4 What is Jordan doing?
5 Who do the laptops belong to?
6 Who is Anna Harlow?
7 What is the email about?
8 Why doesn’t Jordan want to open the email?
9 Why does he open it?
10 What does Sarah do when she reads it?
4 a Complete the expressions.
Everyday expressions Greeting a visitor Come in.
This is surprise.
It’s nice see you.
Take seat.
Let get you (a cup of coffee).
b Work with a partner. Make conversations.
A You have come to see B.
B Welcome A.
A Say why you have come.
B Invite A to sit down and offer a drink.
A Accept or refuse the drink.
B Respond.
5 Language check. Underline examples of must / mustn’t or (don’t) have to in the story.
6 Work in a group. Practise the story.
Sarah Hello!
Jordan Oh, hi, Sarah. Come on in. This is a surprise.
Sarah I’m going to the university, but I don’t have to be there till 3.30.
Jordan Well, it’s nice to see you. Take a seat. Let me get you a cup of coffee.
Sarah You don’t have to do that. I’ve brought some coffee and some doughnuts.
Jordan Sarah, you’re wonderful. Peter’s a lucky man.
3 1
2
Oh, no! I don’t believe it.
Peter. I’m at Jordan’s workshop.
You must come here quickly!
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© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
1 61.1 Listen and repeat. 2 61.2 Drill. Listen. Where are the things?
1 We’re looking for a DVD player.
The DVD players are over there.
3 Where do you use the things in exercise 1?
Write them in the table.
living room DVD player
kitchen microwave
bathroom bedroom
4 Complete the expressions with the verbs.
cook do lay tidy take out clean make 1 the beds
breakfast 2 the shopping
the washing-up the ironing 3 the room
the garden 4 the windows
the car 5 the dinner 6 the table 7 the rubbish
Language note
Subject / object questions Do you do the washing-up?
What jobs do you do in the house?
BUTWho does the ironing?
Who makes the beds?
5a Your life Look at the household jobs in exercise 4. Which ones do you do?
b Ask and answer with a partner.
Do you make the beds?
OR Who makes the beds in your house?
VOCABULARY In the home
61
Now I can ...
talk about things and jobs in the home.
1 a washing machine 2 a dishwasher
3 a microwave 4 a toaster
5 a kettle 6 a vacuum cleaner
9 a clock radio 10 a DVD player
13 an electric fan 14 an air conditioner 11 a light bulb 12 a heater
7 a hairdryer 8 a shaver
61
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Student’s Book p.61
133
Warm-up
• Collect pictures of rooms in the house, e.g. kitchen, bathroom, cellar, dining room, hall, bedroom, living room, and make flashcards (see page 11).
• Hold the flashcards up one by one to elicit the name of each room. Repeat to elicit the spelling.
1 • Focus on the pictures. Play audio 61.1 for students to listen and repeat.
• Tell students to cover the labels. Ask: What’s number 4?
Elicit: a toaster. Repeat with different pictures, then put students in pairs to practise. Monitor.
• Explain that an air conditioner is a machine that controls the air conditioning. We usually refer to the whole system and talk about the air conditioning.
• Put students in pairs to write the names of other household appliances.
• Ask students to call out their ideas. Write new words on the board. Drill each one and check comprehension.
2 • Do the example together. Play the first item on audio 61.2 . Students hear We’re looking for a DVD player, say a sentence with over there, then listen and repeat.
• Play the rest of the audio.
3 • Draw the table on the board. Go through the list of rooms.
Say: DVD player. Ask: Where do you use a DVD player? Elicit:
in the living room and write this in the correct space. Repeat with microwave to elicit in the kitchen.
• Put students in pairs. Tell them to look at the things in exercise 1 and write them in the table. Point out that sometimes there is more than one possibility. Monitor.
• Go through the answers as a class. Ask individual students to come to the board and write one thing next to the correct room. Note that there may be some differences depending on the students’ countries, for example in some countries it may be normal to have the washing machine in the bathroom.
living room: vacuum cleaner, DVD player, heater, electric fan, light bulb, air conditioner
kitchen: washing machine, microwave, dishwasher, kettle, toaster, heater, electric fan, light bulb, air conditioner
bathroom: shaver, electric fan, light bulb
bedroom : vacuum cleaner, hairdryer, clock radio, heater, electric fan, light bulb, air conditioner
• Point to the first room (living room). Ask: What other kind of things can you find in a living room? Elicit ideas from the students, such as: video recorder, CD player, radiator, TV, and items of furniture such as sofa, armchair, rug, coffee table.
• Repeat with each of the rooms. Suggested items are:
kitchen: food mixer, tumble dryer, fridge, freezer, coffee machine, iron, ironing board, table, chairs
bathroom: radiator, towel rail, electric toothbrush, shelf, bath mat, bath, shower, toilet, bidet
bedroom: lamp, TV, bed, bedside table, wardrobe, chest of drawers.
4 • Read through the expressions. Elicit / Teach key vocabulary, e.g. washing-up, ironing.
• Go through the verbs in the box. Write: the beds, breakfast on the board. Ask students to supply a verb that fits into both gaps. Elicit: make.
• Put students in pairs to match each verb with a group of items. Monitor.
• Go through the answers as a class.
1 make 2 do 3 tidy 4 clean 5 cook 6 lay 7 take out Many nouns in English are formed by adding -er to the verb which describes what they do, e.g. toast → toaster.
Other examples in the home include freezer, duster, cooker, (food) mixer, boiler. There are exceptions which are both verbs and nouns, e.g. shower, fan, microwave, so students should check in a good dictionary if they are not sure.
• Read the Language note. Drill the examples.
• Write: Do you do the washing up? on the board and underline you. Elicit / Explain that you is the subject (the person or thing that performs an action). Point out that the auxiliary verb (Do) is before the subject and the main verb (do the washing-up) is after the subject. Elicit the two possible answers: Yes, I do. / No, I don’t and write these on the board.
• Write: What jobs do you do in the house? Draw a circle around What jobs and label it object. Underline do you do and explain that object questions use an auxiliary verb before the subject and a main verb after the subject. Ask students to supply possible answers, e.g. I do the washing- up / make the beds / take out the rubbish, etc.
• Write: Who makes the beds? on the board. Draw a circle around Who and label it subject. Elicit / Explain that when a question word is the subject of a question, we don’t use an auxiliary verb. Ask students to supply possible answers, e.g.
I do, Simon makes the beds.
• Write: You make the breakfast? Who does lay the table? What meals do make you? on the board. Ask students to correct the questions. Elicit: Do you make the breakfast? Who lays the table? What meals do you make?
5a Your life
• Go through the household jobs in exercise 4. Make sentences about who does the jobs in your house, e.g. I usually make breakfast. My husband always does the shopping.
• Tell students to go through the list and make notes about who does their household jobs.
b • Read the example questions. Ask individual students about their lives, e.g. Do you make the beds (Nikki)? Who does the shopping in your house, (Nadira)?
• Put students in pairs to ask and answer questions. Monitor.
• Ask individual students to tell the class about their partner.
Check pronunciation.
• Focus students’ attention on the can do statement: Now I can talk about things and jobs in the home.
Follow-up
• Play a game of Dominoes (see page 10) with household appliances from exercise 1.
• On the right hand side of each domino write the first half of an appliance. On the left hand side write the second half of the appliance, e.g. wave / dish; washer / vacuum; cleaner / air;
conditioner / micro.
Resource activity pages 234 and 284
teacher’s notes lesson 61 Students learn and use a lexical set of words to talk about things and jobs in the house.
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© 2020 Oxford University Press
Copying, modification, publication, broadcast, sale or other distribution of the book is prohibited.
Warm-up
• Play a game of Bingo Definitions (see page 10). Prepare definitions for the following sixteen words: tired, toothache, hungry, ill, cold, broke, passport, umbrella, police, breakfast, dentist, hot, chair, window, bed, money. (Note that these are all words that students have seen in previous lessons.)
• Write the words on the board and tell students to fill their Bingo grid with the words in any order.
• Call out a definition, e.g. It’s how you feel when you haven’t had any food for a long time. Students listen, find hungry on their grid, and cross it off.
• Play until someone crosses off all the words in a line, then play again until someone crosses off all four corners.
1 • Play audio 62.1 for students to read and listen. Ask:
Which pictures show something dangerous? Elicit: The pictures on the left.
• Tell students to cover the text. Ask questions about the pictures, e.g. What is the person doing? What’s going to happen?
• Elicit / Teach: electrical, safety, reach, stepladder.
• Play the audio again for students to read and listen.
• Ask: What should you do before you touch electrical things? What’s the best way to reach things? to check comprehension.
2 • Read through the table. Drill the examples.
• Go through the rules on Student’s Book page 112.
• Ask: Should you stand on a chair to change a light bulb?
Elicit: No, you shouldn’t. Repeat with Should you use a stepladder to change a light bulb? to elicit Yes, you should.
Should and must can cause problems for students. Some languages don’t have modal verbs and use normal verbs to express the same ideas. Other languages have verbs which act like English modal verbs but can be used with an infinitive (to) form. This leads to mistakes such as You must to dry your hands. Another problem that students may have is recognizing that must is stronger than should. This may be because their L1 doesn’t make a distinction in degrees of obligation.
3 • Go through the list. Elicit / Teach key vocabulary, e.g. salt, laugh, alcohol.
• Write: put a lot of salt on your food. on the board.
Point to the gap. Ask: ‘You should’ or ‘You shouldn’t’? Elicit:
You shouldn’t.
• Tell students to read the list again and complete the sentences with You should or You shouldn’t. Monitor.
• Put students in pairs to compare their work, then go through as a class. Ask different students to say one sentence. Check pronunciation.
1 You shouldn’t 2 You should 3 You should 4 You shouldn’t 5 You shouldn’t 6 You should 7 You shouldn’t 8 You should
4a • Read through the list of problems and advice. Elicit / Teach key vocabulary, e.g. leave (something open).
• Write: I’m very tired on the board. Tell students to read the list of advice and match a piece of advice with the problem.
Elicit: Go to bed.
• Put students in pairs to complete the exercise. Monitor.
teacher’s notes lesson 62 Students learn and practise should to understand / give advice.
• Go through the answers as a class.
1 e 2 g 3 c 4 a 5 h 6 b 7 d 8 f
b • Write: Go to bed. on the board. Ask students to rewrite the sentence with You should or You shouldn’t. Elicit: You should go to bed.
• Put students in pairs. Tell them to rewrite the advice for each problem in exercise 4a. Monitor.
• Go through the statements as a class. Ask individual students to say one sentence. Check pronunciation.
1 You should go to bed. 2 You should go to the dentist’s.
3 You shouldn’t go to work today. 4 You shouldn’t leave the window open. 5 You should look for a job. 6 You should take an umbrella. 7 You should phone the police. 8 You shouldn’t drive so fast.
• Nominate two students to read the example conversation.
Check pronunciation.
• Put students in pairs to make conversations using the problems and advice. Monitor.
• Ask pairs of students to read out one conversation.
5a Your life
• Go through the list. Elicit / Teach key vocabulary, e.g.
healthy life, safety on the roads.
• Focus on the first item: a healthy life. Put students in pairs to list advice for living a healthy life.
• Ask students to call out their ideas. Write new vocabulary on the board and check comprehension.
• Tell students to work alone and write two pieces of advice for each of the things in the list. Monitor.
b • Put students in pairs or small groups to compare their ideas.
Monitor.
• Go through safety in the home, saving money, and safety on the roads and elicit advice from different students.
English in the world
• Elicit / Teach: caution, slippery, warning, mind, touch.
• Focus on the signs. Drill each item as a class then individually.
• Tell students to write the signs in their own language.
• Nominate a student. Ask: (Jenny), how do you say ‘Do not touch’
in (Thai)? Put students in pairs to practise.
• Tell students to think of two more warning signs they might see, e.g. Keep off, Beware of the dog, Danger: Deep water. Write new words on the board. Drill them and check comprehension.
• Focus students’ attention on the can do statement: Now I can understand and give advice.
Follow-up
• Write out some new problems using vocabulary that students have learned in previous lessons. You could base them on Cindy and Ryan’s problems in the story, e.g. My son takes my car without asking. I’ve got two parking tickets. Starlight Properties are opening an Internet café next door. Russell never gets out of bed until midday. We can’t afford to keep The Coffee Shop. Our children always borrow money from us.
• Put students in teams. Read out each problem. Teams compete to give advice and win a point.
Resource activity pages 235 and 284
135 1 62.1 Read and listen.
2 Read the examples. Study the rules on page 112.
should / shouldn’t
We use should and shouldn’t + verb for advice.
You should use a stepladder. = Use a stepladder.
It’s safer.
You shouldn’t stand on a chair. = Don’t stand on a chair.
It’s dangerous.
NOT You shouldn’t to use a stepladder.
3 Complete the sentences with You should or You shouldn’t.
1 put a lot of salt on your food.
2 eat fruit and vegetables.
3 do some exercise every day.
4 smoke.
5 drive when you’re tired.
6 laugh a lot.
7 drink alcohol and drive.
8 sleep for seven or eight hours a night.
4a Match the advice with the problems.
1 I’m very tired. e 2 I’ve got toothache.
3 I feel ill.
4 It’s cold in here.
5 I’m broke.
6 It’s raining.
7 I’ve lost my wallet.
8 The police stopped me today.
a Don’t leave the window open.
b Take an umbrella.
c Don’t go to work today.
d Phone the police.
e Go to bed.
f Don’t drive so fast.
g Go to the dentist’s.
h Look for a job.
b Work with a partner. Ask and answer.
Use You should or You shouldn’t.
A What’s wrong?
B I’m very tired.
A You should go to bed.
5a Your life Write two pieces of advice for these things. Use should / shouldn’t.
– a healthy life – safety in the home – saving money – safety on the roads
b Compare your ideas with a partner.
GRAMMAR