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INTRODUCTION English for Life i s
language
Maximum support for students
learning
made
simple
T h e s i m p l e , d i r e c t a p p r o a c h a n d g e n e r o u s a m o u n t o f p r a c t i c e in
Engtish
Life is an e x c i t i n g n e w f o u r - l e v e l c o u r s e f o r a d u l t
• There's plenty of simple, confidence-building practice.
for
English
and y o u n g adult learners. I t features British English, w i t h for
Life
• •
Life
•
R e a d i n g and l i s t e n i n g t e x t s are kept t o manageable lengths.
•
Speaking and writing tasks have lots of s t r u c t u r e d
skills work for revision o f g r a m m a r and v o c a b u l a r y a practical language syllabus w i t h real-life outcomes
•
an e n g a g i n g s t o r y l i n e .
performance and ideas g e n e r a t i o n . • •
learning easier:
Real-life focus
•
o n e - p a g e , low preparation lessons
•
a step-by-step approach for building confidence
•
l o t s o f r e p e t i t i o n o f n e w l a n g u a g e f o r l e a r n i n g a t a s t e a d y pace
•
clear, a c h i e v a b l e lesson o u t c o m e s
•
a u d i o m o d e l s for all new l a n g u a g e and t e x t s
English
•
Approach and English
for
English.
to requests •
for
Project
•
Life
r e c o g n i z e s t h e i n t e r n a t i o n a l use o f E n g l i s h . T h e
world.
cultures. I t encourages learners t o c o m p a r e their o w n w o r l d , language, and experiences.
F l e x i b i l i t y o f use
• The material is grouped in regular cycles of four lessons: Vocabulary, Grammar, Skills, and English for Everyday Life. This
E a c h p a g e in t h e English for
ensures s y s t e m a t i c c o v e r a g e o f all t h e key e l e m e n t s o f t h e
c o n t e n t f o r a t h o r o u g h a n d i n t e r e s t i n g lesson w i t h m i n i m a l
syllabus.
Life S t u d e n t ' s B o o k p r o v i d e s t h e
p r e p a r a t i o n . H o w e v e r , s o m e t e a c h e r s m a y w i s h t o e x p a n d or
T h e f o r m a t o f t h e S t u d e n t ' s B o o k is 8 0 o n e - p a g e
lessons.
d e v e l o p lessons t o m e e t t h e n e e d s o f t h e i r o w n p a r t i c u l a r s i t u a t i o n .
E a c h lesson is d e s i g n e d t o l a s t 4 5 m i n u t e s a n d is s e l f - c o n t a i n e d ,
English
w i t h a clear l e a r n i n g o u t c o m e g i v e n a t t h e b o t t o m o f t h e p a g e .
• The q u i c k a n d s i m p l e lessons, each w i t h its own separate
• The course package is simple to use. Each one-page lesson
at a t i m e according to your students' needs.
photocopiable classroom activities, one page of notes for t h e teacher, and one set of MultiROM
•
activities.
for
Life
English
for
Life
makes it e a s y a n d q u i c k t o p l a n y o u r teaching
p r o g r a m m e . T h e i n t e r l e a v e d Teacher's Book makes q u i c k
reference to the teacher's notes easier in class. Having the
A direct approach English
for Life p r o v i d e s t e a c h e r s w i t h t h i s f l e x i b i l i t y in t w o w a y s :
learning o u t c o m e , make t h e course ideal for u s i n g o n e lesson
corresponds with one page of Workbook material, one page of
teacher's notes d i r e c t l y o p p o s i t e t h e Student's Book page
means easy access to answer keys and audio scripts while
o f f e r s clear s t a r t i n g p o i n t s a n d o u t c o m e s f o r e a c h
you teach.
lesson.
• The Teacher's Book provides additional resources to use in
A l l n e w l a n g u a g e a n d v o c a b u l a r y is p r e s e n t e d o n t h e p a g e as
class, for h o m e w o r k , or t o t e s t y o u r s t u d e n t s ' progress.
w e l l as o n a u d i o , so s t u d e n t s k n o w w h a t t h e y are l e a r n i n g . •
for
countries, not just the English-speaking
a l w a y s k n o w w h e r e t h e y are a n d w h a t t h e y are l e a r n i n g .
•
English
• The Engtish in the world feature looks at aspects of daily life and English language use in a range of English-speaking
has:
T h e f o r m a t o f t h e c o u r s e is s i m p l e a n d c o n s i s t e n t , so s t u d e n t s
•
Your life
t o e v e r y o n e . C o n t e x t s are c h o s e n f r o m a w i d e r a n g e o f
A simple format
•
(lesson 63).
T h r o u g h o u t t h e b o o k , s t u d e n t s h a v e an o p p o r t u n i t y t o
t h e m e s a n d characters reflect situations t h a t are m e a n i n g f u l
learn o n e t h i n g a t a t i m e . T h e clear s t e p - b y - s t e p a p p r o a c h g i v e s
Life
Now
respond
of the lesson.
Life a i m s t o e s t a b l i s h a
s t u d e n t s t h e c o n f i d e n c e t h e y n e e d t o use t h e l a n g u a g e e f f e c t i v e l y . for
( l e s s o n 2 4 ) , Now I can
v e r y m a n a g e a b l e 'ask a n d a n s w e r ' p a i r w o r k e x e r c i s e s a t t h e e n d
new approach to language teaching which recognizes the need to
English
directions
s e c t i o n s . T h e s e are s i m p l e s e n t e n c e - g e n e r a t i o n e x e r c i s e s , or
H e has o v e r 2 0 y e a r s ' e x p e r i e n c e o f w r i t i n g c o u r s e s t h a t
really w o r k in t h e c l a s s r o o m . English
and give
p e r s o n a l i z e t h e n e w l a n g u a g e in t h e f r e q u e n t
Life has b e e n c r e a t e d b y T o m H u t c h i n s o n , t h e and
o u t c o m e s are e x p r e s s e d
relevance o f each lesson. For e x a m p l e , a t E l e m e n t a r y level, I can ask for
methodology Lifelines,
E a c h l e s s o n has a c l e a r l e a r n i n g o u t c o m e t a k e n f r o m t h e as ' c a n d o ' s t a t e m e n t s , s h o w i n g s t u d e n t s t h e r e a l - w o r l d
website.
i n t e r n a t i o n a l l y r e s p e c t e d a u t h o r o f Hotline,
g i v e s s t u d e n t s t h e l a n g u a g e t h e y n e e d in t h e
Common European Framework. T h e s e
a full set of practice materials for students via t h e W o r k b o o k , Life
Life
communication.
e a s y - t o - u s e s u p p o r t a n d t e s t i n g m a t e r i a l s in o n e , i n t e r l e a v e d
for
for
real w o r l d : for w o r k , for s t u d y , for t r a v e l , and for i n t e r n a t i o n a l
Teacher's B o o k M u l t i R O M , a n d t h e English
The M u l t i R O M gives learners t h e o p p o r t u n i t y t o r e v i s i t t h e l e s s o n in t h e i r o w n t i m e , o r t o c a t c h u p w i t h a m i s s e d l e s s o n .
course provides e v e r y t h i n g teachers need t o make teaching and
•
The W o r k b o o k provides c o n s o l i d a t i o n work at home, one page for every lesson.
Life is d e s i g n e d f o r t e a c h e r s a n d l e a r n e r s w h o w a n t
a simple, direct approach w i t h lots o f s u p p o r t and practice. T h e
•
support,
t h e r e f o r e p l a c i n g r e a l i s t i c d e m a n d s o n s t u d e n t s in t e r m s o f
•
for
T h e r e are a u d i o s c r i p t s f o r a l l t h e r e a d i n g t e x t s ' t o h e l p s t u d e n t s t h r o u g h ' and t o bring t e x t s t o life.
o f f e r s an e a s y , m a n a g e a b l e s y l l a b u s t h r o u g h :
carefully controlled i n p u t of grammar and vocabulary
English
support.
thoroughly before moving on to freer practice. •
reassuring e x p e r i e n c e , o f f e r i n g e v e r y t h i n g n e e d e d for success. for
gives the students m a x i m u m
give s t u d e n t s t h e chance t o learn and practise new l a n g u a g e
has b e e n d e v e l o p e d t o m a k e l a n g u a g e l e a r n i n g an e n j o y a b l e a n d
English
Life
E x e r c i s e s r e g u l a r l y ask s t u d e n t s t o ' L i s t e n a n d r e p e a t ' a n d d r i l l s
i n t e r n a t i o n a l c o m m u n i c a t i o n in m i n d . T h e c o u r s e t a k e s l e a r n e r s f r o m c o m p l e t e b e g i n n e r t o i n t e r m e d i a t e l e v e l . English
for
•
N e w v o c a b u l a r y is p r e s e n t e d in an a t t r a c t i v e p i c t u r e
For teachers w h o w a n t t o t r y o u t e x t r a r e s o u r c e s ,
additional
a c t i v i t i e s a n d i d e a s are p r o v i d e d in t h e T e a c h e r ' s B o o k v i a
d i c t i o n a r y s t y l e with labelled pictures to show the meaning
short warm-up and follow-up activities and photocopiable
directly.
• New grammar is highlighted in presentation texts and dialogues.
a c t i v i t i e s f o r e v e r y l e s s o n . T h e English
•
Students learn, practise, and produce o n e t h i n g at a t i m e , and
(www.oup.com/elt/englishforlife) provides further extension
so are a b l e t o s e e t h e i r p r o g r e s s i m m e d i a t e l y .
material, for both teachers and students.
6
for
Life
website
A t every level, t h e course consists of:
Course syllabus T h e t i g h t l y s t r u c t u r e d s y l l a b u s o f English
for
Life
•
guides students
t h r o u g h t h e language, at a comfortable and manageable pace.
S t u d e n t ' s B o o k , w i t h 80 s i n g l e - p a g e lessons
•
W o r k b o o k , w i t h 80 single-page sets o f practice exercises
•
T e a c h e r ' s B o o k , w i t h o n e p a g e o f class n o t e s n e x t t o e v e r y S t u d e n t ' s B o o k l e s s o n , p l u s a c u s t o m i z a b l e T e s t CD
Grammar
• 3 class audio CDs or 3 class audio cassettes, including all of
T h e c o u r s e has a c a r e f u l l y g r a d e d g r a m m a r s y l l a b u s . G r a m m a r
t h e t e x t s , d i a l o g u e s , and drills f r o m t h e S t u d e n t ' s B o o k
lessons i n t r o d u c e n e w s t r u c t u r e s o n e a t a t i m e . F o r e x a m p l e w i t h
•
t e n s e s , ' p o s i t i v e a n d n e g a t i v e s t a t e m e n t s ' are u s u a l l y i n t r o d u c e d in
M u l t i R O M w i t h i n t e r a c t i v e a u d i o p r a c t i c e o f t h e key n e w language for every Student's Book lesson, and audio material
o n e lesson a n d t h e n ' q u e s t i o n s ' are i n t r o d u c e d in a s e p a r a t e l e s s o n .
c o v e r i n g a l l o f t h e p r o n u n c i a t i o n w o r k in t h e S t u d e n t ' s
T h e r e is a l s o a g e n e r o u s o v e r l a p i n s y l l a b u s c o v e r a g e b e t w e e n
Book.
E a c h o f t h e c o m p o n e n t s is d e s c r i b e d in m o r e d e t a i l b e l o w .
l e v e l s in t h e c o u r s e , so s t u d e n t s h a v e p l e n t y o f o p p o r t u n i t y t o
T h e w h o l e p a c k a g e is s u p p o r t e d b y a d e d i c a t e d w e b s i t e f o r
revise w h a t t h e y k n o w and build their c o n f i d e n c e before m o v i n g
teachers and students, at w w w . o u p . c o m / e l t / e n g l i s h f o r l i f e .
o n . F o r e x a m p l e , t h o r o u g h r e v i s i o n is g i v e n t o basic t e n s e s a t t h e beginning of a new level before proceeding t o new structures.
The Student's
Vocabulary
The Student's Book contains:
B e t w e e n 1 2 a n d 2 0 n e w w o r d s can b e p r e s e n t e d in a V o c a b u l a r y lesson f o r a c t i v e , p r o d u c t i v e u s e . T h e l e x i c a l s e t s in English Life
for
E l e m e n t a r y h a v e b e e n c h o s e n t o r e f l e c t b a s i c n e e d s s u c h as
everyday
life ( l e s s o n 9 ) , furniture
( l e s s o n 2 5 ) , a n d clothes
(lesson
5 7 ) , b u t a l s o i n c l u d e v e r y f u n c t i o n a l t o p i c s s u c h as places go ( l e s s o n 3 7 ) a n d at the post
office
to
( l e s s o n 6 1 ) . V o c a b u l a r y is
r e c y c l e d in t h e S k i l l s lessons w h e r e g r e a t care has b e e n t a k e n t h a t
Book
•
an e a s y - t o - u s e c o n t e n t s p a g e
•
80 o n e - p a g e lessons
•
10 R e v i e w lessons - one for e v e r y 8 lessons
•
w o r d lists
•
audio scripts
•
a list o f i r r e g u l a r v e r b s
•
a pronunciation chart of the sounds of English.
F o r e a c h l e v e l , t h e 8 0 l e s s o n s in t h e S t u d e n t ' s B o o k are g r o u p e d
reading and listening t e x t s present a limited number of new words.
in c y c l e s o f f o u r . E v e r y c y c l e f o l l o w s t h e s a m e s e q u e n c e :
Functions
•
T h e f u n c t i o n a l s y l l a b u s is o r g a n i z e d t o s u p p o r t a n d g i v e m o r e practice of the grammar and vocabulary points t h a t students are l e a r n i n g . S t u d e n t s l e a r n k e y l a n g u a g e t o e n a b l e t h e m t o m a n a g e s i m p l e c o m m u n i c a t i v e c o n t e x t s , s u c h as ordering
food
drink
giving
( l e s s o n 1 6 ) , making
measurements
arrangements
(lesson 4 0 ) , and
Vocabulary
•
Grammar
•
Skills
•
English for E v e r y d a y Life.
E a c h c y c l e a l s o has t w o s m a l l e r s u b - s e c t i o n s :
and
(lesson 7 2 ) .
•
Pronunciation
•
E n g l i s h in t h e w o r l d .
Skills work
O n e page, one lesson, one focus
English
T h e f o r m a t o f English
for
Life g i v e s s t u d e n t s r e g u l a r p r a c t i c e in r e a d i n g , w r i t i n g ,
are f o c u s e d o n in a n y o n e l e s s o n , e . g . Listen
and speak,
Read
for
Life
l e s s o n s is s i m p l e a n d p r e d i c t a b l e ,
m a k i n g t h e m e a s y a n d r e l i a b l e t o u s e . E v e r y l e s s o n m o v e s in t h e
l i s t e n i n g , a n d s p e a k i n g , in d e d i c a t e d S k i l l s l e s s o n s . T w o s k i l l s
same manageable progression:
and
•
p r e s e n t a t i o n o f o n e n e w t e x t or l a n g u a g e a r e a
around a manageable, graded t e x t . The main f u n c t i o n o f t h e
•
controlled practice activities
r e a d i n g a n d l i s t e n i n g t e x t s is f o r s t u d e n t s t o m e e t t h e g r a m m a r
•
several lessons contain a
write,
Listen
and write,
o r Read
and speak.
E a c h l e s s o n is b a s e d
Language note
box. These boxes
h i g h l i g h t an i m p o r t a n t a s p e c t o f t h e l a n g u a g e area t h a t is
a n d v o c a b u l a r y o f t h e p r e v i o u s t w o l e s s o n s in a w i d e r c o n t e x t .
being studied.
Pronunciation
•
freer practice often ending with a
Your life
personalization
exercise, w h e r e learners t a l k or w r i t e a b o u t t h e i r o w n life
P r o n u n c i a t i o n is t a u g h t w i t h r e l e v a n t l a n g u a g e o r v o c a b u l a r y i n
•
separate 'boxes' at t h e end of a lesson. This gives t h e teacher t h e
a c l e a r 'Now
I can . . . ' s t a t e m e n t , s u m m a r i z i n g t h e l e a r n i n g
o u t c o m e of t h e lesson.
f l e x i b i l i t y t o d e c i d e a t w h a t p o i n t in t h e lesson t h e y w i s h t o f o c u s on p r o n u n c i a t i o n for a particular language area. T h e p r o n u n c i a t i o n boxes e m p h a s i z e problem areas, and i n t r o d u c e s t u d e n t s t o w o r k on
Vocabulary
i n d i v i d u a l sounds, stress, r h y t h m , and i n t o n a t i o n .
S t u d e n t s s p e n d t h e f i r s t lesson in each cycle o f 4 lessons l e a r n i n g a n e w s e t o f v o c a b u l a r y . T h e y m e e t t h e w o r d s a g a i n in t h e o t h e r t h r e e
Cultural awareness English
for
lessons in t h e cycle a n d h a v e f u r t h e r o p p o r t u n i t i e s t o use t h e m . •
Life a i m s t o a p p e a l t o s t u d e n t s o f a l l c u l t u r a l
subjects
f o c u s o n a s p e c t s o f c u l t u r a l l i f e v i a E n g l i s h in t h e w o r l d b o x e s . T h e s e f o c u s on t o p i c s s u c h as families
(lesson 19) and
G r o u p s o f n e w w o r d s are i n t r o d u c e d m e a n i n g f u l l y a r o u n d a p a r t i c u l a r t o p i c , s u c h as family
b a c k g r o u n d s . T h e t o p i c s a n d t e x t s are s u p p l e m e n t e d b y a r e g u l a r •
tipping
members
( l e s s o n 1 7 ) or
school
(lesson 4 1 ) .
T h e n e w v o c a b u l a r y is p r e s e n t e d t h r o u g h l a b e l l e d p i c t u r e s ,
( l e s s o n 5 6 ) . T h e y can b e u s e d as a s p r i n g b o a r d f o r c r o s s - c u l t u r a l
'picture dictionary' style. As t h e y work through t h e cycle,
c o m p a r i s o n , g i v i n g s t u d e n t s an o p p o r t u n i t y t o f i n d o u t m o r e
s t u d e n t s can e a s i l y g o b a c k a n d c h e c k n e w w o r d s in t h e ' p i c t u r e
a b o u t each o t h e r and t h e E n g l i s h - s p e a k i n g
dictionary'.
world. •
The English for Life course E a c h l e v e l o f English
for
Life
package
•
provides 6 0 - 1 2 0 hours o f teaching
S t u d e n t s t h e n practise via a range of simple exercises, t o build confidence with the sound, meaning, and form of the words.
m a t e r i a l . This consists o f 80 lessons d e s i g n e d t o last at least 45
These might include drills, gap-filling, listening
minutes, w i t h a wide range of a d d i t i o n a l classroom resources, h o m e w o r k , and testing
Every presentation includes recorded models for students to copy and repeat.
a n d 'ask a n d a n s w e r ' e x e r c i s e s .
material.
7
comprehension,
•
T h e exercises m o v e from controlled to freer, o f t e n ending w i t h a
Your life
language t h e y have learned.
That's Life! lessons
p r e s e n t s a n d p r a c t i s e s n e w g r a m m a r in a clear a n d s t r u c t u r e d w a y . T h e G r a m m a r lessons focus on one aspect o f s t r u c t u r a l g r a m m a r , e . g . p r e s e n t s i m p l e : s t a t e m e n t s ( l e s s o n 1 0 ) , or
•
T h e s e l e s s o n s d e a l w i t h e v e r y d a y s o c i a l i n t e r a c t i o n in t h e f u n
•
T h e s t o r y revises t h e l a n g u a g e o f t h e cycle a n d focuses on
c o n t e x t of a soap opera story. u s e f u l p h r a s e s f o r s o c i a l i n t e r a c t i o n in t h e
present perfect and past simple (lesson 7 8 ) .
b o x e s , such as suggestions
T h e n e w g r a m m a r is p r e s e n t e d in e v e r y d a y c o n t e x t s t h r o u g h a s h o r t , simple t e x t or d i a l o g u e on t h e p a g e . O f t e n t h e familiar characters from t h e
That's Life!
s t o r y l i n e are u s e d in t h e
•
•
Short and simple
Language notes
T h e e n g a g i n g s t o r y p r o v i d e s an o n g o i n g c o n t e x t w h i c h a p p e a r e l s e w h e r e in t h e c o u r s e , t o i n t r o d u c e n e w l a n g u a g e in
E a c h c y c l e o f 4 l e s s o n s has t w o s u b - s e c t i o n s , P r o n u n c i a t i o n a n d
S t u d e n t s practise via a range of simple exercises including
E n g l i s h i n t h e w o r l d . T h e s e are i n t e g r a t e d i n t o t h e m a t e r i a l , in
drills, g a p - f i l l i n g , listening c o m p r e h e n s i o n , listen and check
t h e m o s t r e l e v a n t lessons for t h e t e a c h i n g p o i n t .
e x e r c i s e s , a n d ask a n d a n s w e r e x e r c i s e s . •
Learners read and listen t o t h e s t o r y , do a c o m p r e h e n s i o n
interactive contexts.
e m p h a s i z e p o i n t s of f o r m or
usage which s t u d e n t s should learn. •
events
s t u d e n t s can relate t o . T h e s t o r y characters also occasionally
t e x t s a n d d i a l o g u e s , so i t ' s e a s y t o f o c u s o n l a n g u a g e p a t t e r n s . •
sad
s t o r y in p a i r s or g r o u p s .
N e w l a n g u a g e i t e m s are h i g h l i g h t e d in b l u e in t h e p r e s e n t a t i o n S t u d e n t s s t u d y t h e g r a m m a r t h r o u g h c l e a r rules a n d t a b l e s .
about
exercise, study the useful expressions and finally practise the
relate new l a n g u a g e t o 'real' characters a n d s i t u a t i o n s .
•
Everyday expressions
( l e s s o n 2 0 ) or talking
(lesson 52).
grammar presentation t e x t s and dialogues t o help students •
S t u d e n t s p r a c t i s e t h e n e w l a n g u a g e in f u r t h e r l i s t e n i n g a n d speaking exercises.
T h e G r a m m a r lesson is t h e s e c o n d in each cycle o f 4 l e s s o n s . I t
•
boxes highlight the essential practical
language t h a t students should learn. •
Grammar
•
• Everyday expressions
exercise, which enables learners t o personalize t h e
Pronunciation
As w i t h the Vocabulary lessons, t h e activities move from controlled t o freer, o f t e n ending with a
Your life
exercise.
•
This focuses on i m p o r t a n t aspects o f English
pronunciation
t h a t s t u d e n t s o f t e n f i n d d i f f i c u l t , s u c h as word stress
Skills
3 , 5, 33) a n d past
S k i l l s l e s s o n s are t h e t h i r d l e s s o n in e a c h c y c l e o f 4 l e s s o n s . T h e y
•
participles
(lesson
(lessons
77).
T h e r e is a l s o an i n t r o d u c t i o n t o t h e p h o n e m i c a l p h a b e t a n d t o
g i v e learners t h e o p p o r t u n i t y t o see t h e v o c a b u l a r y a n d g r a m m a r
s o u n d s t h a t c a u s e p r o b l e m s , s u c h as schwa / a / ( l e s s o n 1 7 ) or
f r o m t h e p r e v i o u s t w o l e s s o n s in t h e c o n t e x t o f a r e a d i n g o r
/ s / and / z / ( l e s s o n 5 7 ) .
listening t e x t on t h e general t o p i c o f t h e cycle. •
•
• •
Across t h e course, t h e lessons provide a balance of t h e f o u r
English in t h e world
skills - r e a d i n g , l i s t e n i n g , s p e a k i n g , a n d w r i t i n g . T h e lesson
•
o f t o p i c s are c o v e r e d , s u c h as foreign
p r a c t i s e , e . g . Read
1 6 ) , working
and write
o r Listen
and
speak.
R e a d i n g a n d l i s t e n i n g t e x t s are c a r e f u l l y g r a d e d f o r l e n g t h a n d
•
T h e t o p i c s are d r a w n f r o m a s p e c t s o f l i f e in
(lesson
(lesson 4 7 ) .
English-speaking
a n d t a l k a b o u t t h e i r o w n c u l t u r e a n d l a n g u a g e in c o m p a r i s o n .
R e a d i n g t e x t s are r e c o r d e d o n t h e class a u d i o c a s s e t t e s a n d C D s , so y o u r s t u d e n t s c a n l i s t e n a n d r e a d a t t h e s a m e t i m e .
A d d i t i o n a l Student's B o o k resources
Comprehension tasks build students' confidence w i t h reading
T h e S t u d e n t ' s B o o k a l s o has a s e t o f e s s e n t i a l l e a r n i n g r e s o u r c e s at t h e back o f t h e b o o k : •
S k i l l s s e c t i o n s b u i l d t o e i t h e r a s p e a k i n g or w r i t i n g t a s k •
t h e m e a s y t o r u n in c l a s s , a n d c o n f i d e n c e - b u i l d i n g f o r t h e s t u d e n t s . T h e t a s k can b e a s i m p l e r e s p o n s e t o t h e t e x t or m o r e personalized practice of t h e main language focus. The
Your life
T h e r e is o n e R e v i e w f o r e v e r y t w o c y c l e s o f 4 l e s s o n s , i . e . e v e y 8 lessons, w i t h exercises on all f o u r lesson t y p e s
b a s e d on t h e t o p i c o f t h e l e s s o n . S p e a k i n g a n d w r i t i n g t a s k s
W o r d l i s t s , c o n t a i n i n g all o f t h e essential v o c a b u l a r y to learn, together with phonemic transcriptions
•
A u d i o s c r i p t s for quick checking and revision o f listenings and
•
An I r r e g u l a r v e r b l i s t , covering all of t h e essential verbs for a
•
A P r o n u n c i a t i o n c h a r t w i t h all o f t h e s o u n d s o f English for
d r i l l s d o n e in class
sections offer motivating opportunities for
p a r t i c u l a r l e v e l o f English
students to talk and write about their own experiences.
Other course
E n g l i s h f o r E v e r y d a y L i f e is t h e f o u r t h l e s s o n in e a c h c y c l e o f 4 lessons. They focus on f u n c t i o n a l language and how this language is u s e d in t h e r e a l w o r l d . E n g l i s h f o r E v e r y d a y L i f e l e s s o n s
Workbook
a l t e r n a t e b e t w e e n f u n c t i o n a l l e s s o n s such as giving
•
( l e s s o n 2 4 ) , a n d an e p i s o d e o f t h e
That's Life!
directions
storyline.
polite
( l e s s o n 6 4 ) , a n d checking
requests
( l e s s o n 3 2 ) , on
the
in ( l e s s o n 8 0 ) .
E a c h S t u d e n t ' s B o o k o n e - p a g e l e s s o n has o n e p a g e o f p r a c t i c e
•
S t u d e n t s c o n s o l i d a t e t h e l a n g u a g e o f t h e l e s s o n in s i m p l e
•
T h e r e is n o d i s t r a c t i n g n e w l a n g u a g e w o r k .
• Practise and learn
b o x e s g i v e s t u d e n t s an o p p o r t u n i t y t o
p e r s o n a l i z e a n d m e m o r i z e l a n g u a g e t h e y can use in t h e w o r l d
T h e n e w l a n g u a g e is p r e s e n t e d in a m o d e l d i a l o g u e o n t h e p a g e which s t u d e n t s can listen t o and t h e n practise.
components
parallel c o n t e x t s .
T h e l e s s o n s f o c u s o n c o m m o n a c t i v i t i e s a n d s i t u a t i o n s in telephone
Life
m a t e r i a l in t h e W o r k b o o k .
F u n c t i o n a l lessons e v e r y d a y l i f e , s u c h as making
for
easy reference.
English for Everyday Life
•
in English signs
m u c h i n f o r m a t i o n or l a n g u a g e t h e y d o n ' t n e e d .
are t i g h t l y c o n t r o l l e d a n d h a v e p l e n t y o f s u p p o r t . T h i s m a k e s
•
words
( l e s s o n 3 5 ) , a n d medical
c o u n t r i e s , a n d t h e m a i n a i m is t o e n c o u r a g e l e a r n e r s t o t h i n k
different types of text.
•
hours
c o m p l e x i t y , t o ensure t h a t s t u d e n t s aren't d i s t r a c t e d by t o o
for general and detailed meaning, and w i t h coping w i t h •
This features aspects of English-speaking culture. A wide range
h e a d i n g always makes i t clear w h i c h skills s t u d e n t s w i l l
outside the classroom. •
A s h o r t review exercise e v e r y f o u r lessons allows s t u d e n t s t o assess t h e i r o w n p r o g r e s s .
Class C a s s e t t e s / CDs
e l i c i t l a n g u a g e , g i v e an i n s t r u c t i o n , o r w r i t e s o m e t h i n g , t h i s is h i g h l i g h t e d in b o l d e . g .
•
T h e s e c o n t a i n all t h e a u d i o w o r k f r o m t h e S t u d e n t ' s
Book.
•
T h e a u d i o m a t e r i a l is s h o w n b y t h i s s y m b o l in t h e S t u d e n t ' s
W r i t e : My name
is
Book:
E l i c i t : He likes
chocolate.
ron
A s k : How
MuttiROM •
• •
names
can you find
in the
text?
S a y : I live in a f l a t .
W h e n s t u d e n t s w a n t t o r e v i s i t t h e key l a n g u a g e in a l e s s o n ,
•
S p e c i f i c l a n g u a g e n o t e s are g i v e n in b o x e s . T h e s e raise
because t h e y have had d i f f i c u l t i e s , or h a v e n ' t been able t o
awareness of specific problems students might have w i t h
a t t e n d t h e lesson, the M u l t i R O M will help t h e m t o 'catch-up'
g r a m m a r and v o c a b u l a r y , or draw s t u d e n t s ' a t t e n t i o n t o t h e
and revise.
differences between languages, including American and British
F o r s t u d e n t s ' c o m p u t e r s t h e r e are i n t e r a c t i v e ' l i s t e n - a n d - d o '
E n g l i s h . I t is i m p o r t a n t t o e n c o u r a g e s t u d e n t s t o t h i n k a b o u t
exercises f o r e v e r y lesson o f t h e S t u d e n t ' s B o o k .
h o w their language m i g h t a f f e c t t h e way t h e y speak English.
• Answer keys and key audio scripts are provided in the notes
F o r s t u d e n t s ' C D p l a y e r s t h e r e are a u d i o m o d e l s f o r p r a c t i s i n g all o f t h e P r o n u n c i a t i o n areas f r o m t h e S t u d e n t ' s B o o k .
•
many
on t h e board.
n e x t t o each c o r r e s p o n d i n g S t u d e n t ' s Book page. This makes cross-reference whilst preparing and teaching very easy.
A d d i t i o n a l l e a r n i n g r e s o u r c e s i n c l u d e : a l i s t o f t h e 'can d o ' s t a t e m e n t s f r o m t h e S t u d e n t ' s B o o k t o h e l p s t u d e n t s assess
•
D r i l l i n g is a v e r y u s e f u l t e c h n i q u e t o h e l p b u i l d s t u d e n t s '
t h e i r progress, a learning record for each c o m p o n e n t o f t h e
c o n f i d e n c e w i t h n e w l a n g u a g e . T h r o u g h o u t English
course for each level, and an a t t r a c t i v e ' b o o k m a r k ' w i t h space
s u g g e s t e d t h a t y o u d r i l l as a w h o l e class a n d i n d i v i d u a l l y .
for
L i f e , i t is
for s t u d e n t s t o record new words and their t r a n s l a t i o n .
are s o m e t i p s f o r s u c c e s s f u l d r i l l i n g :
Here
1 P r o v i d e a clear m o d e l at t h e s t a r t using e i t h e r t h e a u d i o
Teacher's B o o k
or y o u r s e l f i f y o u p r e f e r . A l l o w s t u d e n t s s u f f i c i e n t ' l i s t e n i n g
•
A n i n t r o d u c t i o n t o t h e course.
t i m e ' b e f o r e t h e y r e p e a t . S a y t h e i t e m t w o or t h r e e t i m e s i f
•
Page-for-page teaching notes, interleaved with the Student's
necessary.
B o o k l e s s o n s , so y o u o n l y h a v e t o c a r r y a n d c o n s u l t o n e b o o k .
2 D o a class d r i l l ( c h o r a l d r i l l i n g ) f i r s t . A s k s t u d e n t s t o r e p e a t
•
O n e page o f p h o t o c o p i a b l e classroom activities for every lesson.
t h e i t e m s as a g r o u p a t t h e s a m e t i m e . G i v e s h o r t , s i m p l e
•
A d d i t i o n a l Warm-up and Follow-up activities for every lesson.
c o m m a n d s : Everyone,
•
E x t r a i d e a s f o r g a m e s t o use in c l a s s .
c o n d u c t o r o f an o r c h e s t r a t o k e e p e v e r y o n e t o g e t h e r in a brisk
•
A c u s t o m i z a b l e T e s t CD w i t h t e s t s as W o r d d o c u m e n t s or as
Together,
Again.
U s e h a n d g e s t u r e s like a
r h y t h m . B e e n t h u s i a s t i c a n d k e e p u p t h e p a c e - d r i l l i n g can be a l o t o f f u n i f d o n e w i t h c o n f i d e n c e a n d in a g o o d s p i r i t .
d o w n l o a d a b l e P D F s . T h e r e are 20 p r o g r e s s t e s t s a n d a m i d - c o u r s e
3 Select a few individuals t o say t h e items ( i n d i v i d u a l drilling)
and end-of-course test.
a n d g i v e a p p r o p r i a t e c o r r e c t i o n . T h i s is a g o o d t i m e f o r a l l
Website English
for
Life
s t u d e n t s t o listen to t h e correction being given. O f f e r lots of praise and t h e o p p o r t u n i t y for i n d i v i d u a l s t u d e n t s t o ' h a v e
has a w e b s i t e f o r t e a c h e r s , a n d o n e f o r s t u d e n t s .
a n o t h e r go' after correction.
Visit www.oup.com/elt/englishforlife , and you'll find a wide range of materials and activities.
T h e V o c a b u l a r y lessons
For teachers:
•
•
customizable tests
•
assessment records for y o u r s t u d e n t s for
Life
m a k e s t h e m e a n i n g c l e a r . E a c h p i c t u r e is d i r e c t l y l a b e l l e d w i t h the appropriate word / phrase.
•
g u i d a n c e o n English
•
w o r d l i s t s a n d English
•
l i n k s t o t h e w o r l d o f O x f o r d o n l i n e resources f o r l e a r n i n g E n g l i s h .
for
and the CEF
•
Life s y l l a b u s d o c u m e n t s
encourage t h e m t o supply any words t h e y k n o w on t h e t o p i c . •
separate customizable revision tests
•
i n t e r a c t i v e e x t e n s i o n a c t i v i t i e s b a s e d o n t h e That's
•
i n d i v i d u a l learning records
•
interactive language games.
Life!
story
a u d i o or s a y i n g t h e w o r d a n d t h e n e n c o u r a g i n g t h e s t u d e n t s t o r e p e a t t h e w o r d s t o g e t h e r a n d i n d i v i d u a l l y . D o t h i s as m a n y t i m e s as n e c e s s a r y , u n t i l s t u d e n t s f e e l c o n f i d e n t . •
Check the meaning and pronunciation of any useful new words w h i c h a r e n ' t p i c t u r e d ; use t r a n s l a t i o n w h e n y o u f e e l i t is a p p r o p r i a t e . S o m e lessons m a y require a d d i t i o n a l v o c a b u l a r y for
General points
t h e p r a c t i c e s t a g e s . T h e s e are l i s t e d in t h e t e a c h e r ' s n o t e s . for
Life
have been designed t o make
•
teaching simple, effective and enjoyable. •
U s e t h e Class C a s s e t t e / C D t o p r e s e n t a n d p r a c t i s e t h e pronunciation o f t h e new words. Drill each word by playing t h e
Teaching with English for Life T h e l e s s o n s in English
Students may well already know some of t h e words to be learned. T h e r e f o r e , before s t u d e n t s open t h e i r b o o k s ,
For s t u d e n t s : •
The 'picture dictionary' approach to vocabulary presentations
E a c h l e s s o n i n t h e T e a c h e r ' s B o o k has a c l e a r o b j e c t i v e ,
Encourage students to contribute additional words to the v o c a b u l a r y a r e a , p a r t i c u l a r l y a n y t h a t m i g h t be u s e f u l t o t h e i r
given
o w n life o r j o b .
at t h e t o p o f t h e page, e . g . S t u d e n t s learn a lexical set o f
•
c o u n t r i e s a n d n a t i o n a l i t i e s a n d s a y w h e r e p e o p l e are f r o m .
E n c o u r a g e s t u d e n t s t o k e e p a l l o f t h e i r v o c a b u l a r y w o r k in a separate notebook.
(Vocabulary lesson)
•
• Each lesson is accompanied by short and simple procedural
Use t h e wordlists at t h e back o f t h e Student's Book to revise t h e new v o c a b u l a r y . Test t h e s t u d e n t s on b o t h m e a n i n g and
n o t e s which aim t o help teachers make t h e m o s t o f t h e
pronunciation.
material. These notes should be particularly s u p p o r t i v e for
T h e G r a m m a r lessons
t h o s e t e a c h e r s w h o are j u s t e m b a r k i n g o n a c a r e e r in T E F L , or w h o may be t e a c h i n g t h e i r first e l e m e n t a r y - l e v e l class. T h e
•
n o t e s e x p l a i n w h a t t o do a n d say a t e a c h s t a g e o f t h e l e s s o n .
U s e t h e G r a m m a r lesson p r e s e n t a t i o n d i a l o g u e t o d r i l l t h e n e w l a n g u a g e , u n t i l s t u d e n t s are c o n f i d e n t w i t h t h e f o r m . S t u d e n t s can
F o r e x a m p l e , w h e r e t e a c h e r s are e x p e c t e d t o ask q u e s t i o n s ,
d r i l l as a w h o l e class, or in p a i r s , c h a n g i n g roles in t h e d i a l o g u e .
9
•
S t u d y t h e r u l e s t a b l e a n d a n y L a n g u a g e n o t e b o x e s as a c l a s s .
The Pronunciation sections
U s e t r a n s l a t i o n t o e x p l a i n or c h e c k t h e m e a n i n g , w h e n y o u f e e l
•
i t is a p p r o p r i a t e . E n c o u r a g e s t u d e n t s t o w r i t e d o w n i n f o r m a t i o n •
as p l a y i n g t h e Class C a s s e t t e / C D .
It's o f t e n u s e f u l t o copy t h e tables o n t o t h e board. T h e y can
•
t h e n b e r e f e r r e d t o d u r i n g t h e l e s s o n t o c l a r i f y or e x p l a i n . •
Work t h r o u g h t h e e x a m p l e s f o r each o f t h e exercises o n t h e b o a r d .
•
U s e t h e Class C a s s e t t e / C D t o c h e c k a n s w e r s . Y o u m a y w a n t t o
s h o w how i n t o n a t i o n m o v e s up a n d d o w n w i t h t h e i r h a n d s . •
As a general rule, d o n ' t be afraid t o go t h r o u g h t e x t s ,
o n t h e w a y t o w o r k , or f i r s t t h i n g in t h e m o r n i n g .
e f f e c t i v e means o f learning a n d it's v e r y i m p o r t a n t t h a t
The English in the world sections
s t u d e n t s u n d e r s t a n d s o m e t h i n g as f u l l y as p o s s i b l e b e f o r e
•
m o v i n g o n . S t u d e n t s will be greatly reassured by t h i s .
•
P r e - t e a c h or elicit a n y necessary v o c a b u l a r y . T h e teacher's • •
awareness o f t h e c o n t e x t / s e t t i n g for t h e reading or l i s t e n i n g eliciting
•
•
Book.
A s k s t u d e n t s t o draw a s p e c t s o f t h e i r o w n c u l t u r a l lives t o support their verbal comparisons.
L i s t e n t o t h e t e x t as a c l a s s . F o r r e a d i n g s , l i s t e n a n d read a t
Vocabulary
the same time.
•
I f y o u h a v e a m u l t i - l i n g u a l c l a s s , g e t as m a n y c o m p a r i s o n s as y o u can w i t h w h a t is p r e s e n t e d in t h e S t u d e n t ' s
details where helpful.
•
W h e r e a s p e c t s o f t h e E n g l i s h l a n g u a g e are p r e s e n t e d , ask students t o translate i n t o their own languages for comparison.
Use t h e pictures and t h e general first task t o help s t u d e n t s t o get a good idea of t h e general meaning of the t e x t and a good
•
E n c o u r a g e p a i r / g r o u p d i s c u s s i o n f o r t h i s p a r t o f t h e l e s s o n so t h a t t h e d i s c u s s i o n is p r o d u c t i v e .
n o t e s w i l l p o i n t o u t a n y n e w w o r d s t h a t are n e e d e d .
•
F o c u s s t u d e n t s c a r e f u l l y o n a n y p h o t o s / i l l u s t r a t i o n s in t h e Student's B o o k and encourage t h e m to t e l l y o u w h a t t h e y see.
R e a d i n g and L i s t e n i n g
t e x t . Exploit the pictures for additional information,
Ask students t o spend five minutes every day repeating new w o r d s a n d p r o b l e m a t i c s o u n d s in t h e i r o w n t i m e , f o r e x a m p l e
d i a l o g u e s , l i s t e n i n g s , e t c . s e v e r a l t i m e s . R e p e t i t i o n is a v e r y
•
E n c o u r a g e s t u d e n t s t o : t h i n k a b o u t h o w s o u n d s are m a d e , w i t h t h e m o u t h , lips, a n d t e e t h ; c l a p t h e r h y t h m f o r s e n t e n c e s t r e s s ;
T h e Skills lessons
•
D r i l l t h e p o i n t as a c l a s s , a n d i n d i v i d u a l l y . A s k s t u d e n t s t o d r i l l e a c h o t h e r in pairs a n d t e s t e a c h o t h e r .
repeat the correct forms, to give students further practice.
•
G i v e s t u d e n t s as m u c h e x p o s u r e as y o u c a n t o a n e w p r o n u n c i a t i o n p o i n t b y m o d e l l i n g t h e s o u n d s y o u r s e l f , as w e l l
t h a t t h e y should learn.
Go t h r o u g h t h e t e x t at least t w i c e , w i t h students w o r k i n g
Activities
alone. For listenings, s t u d e n t s should listen at least three
Games
t i m e s , as t h i s w i l l i m p r o v e t h e i r c o n f i d e n c e .
B i n g o (lessons 8 , 5 0 , 7 8 )
E n c o u r a g e s t u d e n t s t o focus on t h e keywords and t h e m e a n i n g
P r e p a r e a list o f v o c a b u l a r y t h a t y o u w a n t t o r e v i s e .
of t h e t e x t , rather than on every individual word.
Go t h r o u g h the items t o check t h a t students understand and know
D i s c o u r a g e s t u d e n t s f r o m u s i n g d i c t i o n a r i e s or w o r r y i n g a b o u t
h o w t o p r o n o u n c e each o n e .
u n k n o w n w o r d s in t h e t e x t u n t i l t h e y h a v e read / l i s t e n e d t o
A s k s t u d e n t s t o d r a w a 4 x 4 g r i d a n d t o w r i t e 1 6 w o r d s , o n e in
t h e w h o l e t e x t at least once.
each square.
As s t u d e n t s b e c o m e b e t t e r readers and listeners, e n c o u r a g e
C a l l o u t w o r d s a t r a n d o m . I f s t u d e n t s h a v e an i t e m in t h e i r g r i d ,
them to find the parts of texts which contain the information
t h e y cross i t o f f .
t h e y need t o answer t h e c o m p r e h e n s i o n tasks. For listenings,
T h e w i n n e r is t h e f i r s t p e r s o n t o cross o f f f o u r i t e m s in a r o w
g o t h r o u g h t h e a u d i o s c r i p t s w i t h t h e class i f n e c e s s a r y .
( a c r o s s , d o w n , or d i a g o n a l l y ) a n d s h o u t ' B i n g o ' .
S p e a k i n g and W r i t i n g
Guess W h a t (lesson 7 7 )
•
Write o u t a s e l e c t i o n of a c t i v i t i e s or words t h a t s t u d e n t s have
Clarify w h a t s t u d e n t s have t o do before t h e y s t a r t . Use t h e board, if necessary, t o help w i t h instructions.
l e a r n e d o n p i e c e s o f p a p e r e . g . run a marathon,
•
E n c o u r a g e s t u d e n t s t o m a k e n o t e s , w o r k i n g a l o n e or in p a i r s ,
a letter,
before they start the task.
in a p i l e a t t h e f r o n t o f t h e c l a s s .
•
G o t h r o u g h t h e i r n o t e s as a c l a s s . L i s t i d e a s or u s e f u l l a n g u a g e
Put s t u d e n t s in A / B t e a m s . O n e s t u d e n t f r o m team A comes t o t h e
on t h e b o a r d .
f r o n t a n d picks up a piece o f paper, t h e n mimes t h e a c t i v i t y .
• • •
drive
a car,
write
e t c . Place t h e papers
T h e f i r s t t e a m has 30 s e c o n d s t o g u e s s t h e a c t i v i t y or w o r d .
t h a t i f y o u have w r i t t e n a phrase, s t u d e n t s have t o guess t h e w h o l e
W h e n n e c e s s a r y , e s t a b l i s h a b a s i c p a t t e r n f o r t h e w r i t i n g or
phrase.) Award a p o i n t for a correct guess. I f t h e first t e a m doesn't
s p e a k i n g on t h e b o a r d .
g u e s s c o r r e c t l y , ask t h e o t h e r t e a m . S t i c k t o t h e t i m e l i m i t f o r each
W h e n s t u d e n t s h a v e c o m p l e t e d a t a s k , ask o n e or t w o t o read
phrase t o keep t h e game m o v i n g quickly and s t u d e n t s i n v o l v e d .
Point out where t h e y have successfully used new language, t o
Hangman (lesson 2, 23, 62)
g i v e t h e m c o n f i d e n c e , a n d f o c u s t h e class o n w h a t t h e y h a v e
C h o o s e a w o r d , e . g . Japan. board, one for each letter:
M a k e a n o t e o f a n y errors t h a t y o u f e e l n e e d t o b e c o r r e c t e d ,
S t u d e n t s t a k e i t in t u r n t o call o u t letters t h a t
where inaccurate usage makes comprehension
.
t h e y t h i n k m i g h t b e in t h e w o r d . I f t h e y c a l l o u t
U
r \
u ^ L J ^ - s (
\ /
a c o r r e c t l e t t e r , w r i t e t h i s in t h e a p p r o p r i a t e
W h i l s t w e n e e d t o e n c o u r a g e s t u d e n t s t o use t h e l a n g u a g e
(Note
—
P u t f i v e dashes on t h e
learned.
\ 9
p l a c e , e . g . _ a _ a _ . I f t h e y c a l l o u t an i n c o r r e c t
f l u e n t l y , d o n ' t be a f r a i d t o i n s i s t o n a c c u r a c y , e s p e c i a l l y
letter, draw a piece o f t h e h a n g m a n .
difficult.
T h e r e ' s n o p o i n t in s t u d e n t s s a y i n g s o m e t h i n g f l u e n t l y i f t h e i r
S t u d e n t s h a v e t o g u e s s t h e w o r d b e f o r e t h e h a n g m a n is c o m p l e t e d .
pronunciation, for example, means t h a t people can't understand
Sentence H a n g m a n (lesson 24)
w h a t t h e y are s a y i n g . •
a hot coffee,
In a Skills lesson, refer s t u d e n t s back t o t h e t e x t , t o give t h e m
and deal w i t h these later if possible. •
drink
a model to work from.
o u t t h e i r w o r k , or r e p e a t t h e i r d i a l o g u e , f o r a l l o f t h e c l a s s .
•
read a newspaper,
F o l l o w t h e i n s t r u c t i o n s f o r H a n g m a n (see a b o v e ) b u t use
E n c o u r a g e s t u d e n t s t o learn s p o k e n d i a l o g u e s b y h e a r t a n d g e t
s e n t e n c e s or a s h o r t t e x t i n s t e a d o f s i n g l e w o r d s . E a c h d a s h
t h e m t o p e r f o r m t h e d i a l o g u e s in f r o n t o f t h e c l a s s . T h i s w i l l
r e p r e s e n t s a w o r d in t h e s e n t e n c e o r t e x t .
i n c r e a s e t h e i r c o n f i d e n c e in u s i n g t h e l a n g u a g e .
10
P u t s t u d e n t s i n t o t w o t e a m s . Teams t a k e i t in t u r n s t o call o u t a
T h e a c t i v i t i e s s u g g e s t e d h e r e are f o r p i c t u r e f l a s h c a r d s b u t
w o r d . I f t h e w o r d o c c u r s in o n e o f t h e s e n t e n c e s , w r i t e i t in t h e
y o u can also make flashcards w i t h words o n , e i t h e r w r i t t e n o u t
correct place, and give the team a p o i n t .
n o r m a l l y or as p h o n e m i c s , a n d a d a p t t h e a c t i v i t i e s a c c o r d i n g l y .
C o n t i n u e u n t i l t h e t e x t is c o m p l e t e .
Drilling
N o u g h t s and Crosses (Lessons 3 0 , 4 2 , 7 2 )
H o l d up each p i c t u r e . E l i c i t t h e t a r g e t v o c a b u l a r y a n d check
D r a w a 3 x 3 g r i d o n t h e b o a r d a n d w r i t e a w o r d in each s q u a r e .
p r o n u n c i a t i o n . Drill each v o c a b u l a r y i t e m as a class a n d i n d i v i d u a l l y .
D i v i d e s t u d e n t s i n t o t w o t e a m s - ' n o u g h t s ' ( 0 ) a n d 'crosses' ( X ) .
A n a l t e r n a t i v e t o t h i s is a ' d i s a p p e a r i n g drill'. S t i c k f l a s h c a r d s in a
T e a m s t a k e i t in t u r n s t o c h o o s e a s q u a r e a n d m a k e up a s e n t e n c e
line o n t h e b o a r d . E l i c i t a n d d r i l l e a c h w o r d t h e n r e m o v e t h e f i r s t
u s i n g t h e w o r d o r p h r a s e in t h a t s q u a r e . I f t h e s e n t e n c e is c o r r e c t ,
c a r d . S t u d e n t s s a y t h e w o r d s in o r d e r a g a i n , i n c l u d i n g t h e m i s s i n g
p u t a n o u g h t o r a cross s y m b o l o v e r t h e w o r d in t h e s q u a r e .
i t e m . C o n t i n u e u n t i l all o f t h e cards have b e e n r e m o v e d and
T h e w i n n e r is t h e f i r s t t e a m t o g e t t h e i r s y m b o l in t h r e e s q u a r e s
s t u d e n t s have t o say all o f t h e words f r o m m e m o r y .
in a r o w ( d o w n , a c r o s s , or d i a g o n a l l y ) .
L i s t e n i n g and i d e n t i f y i n g w o r d s
Spelling Lines (lesson 7 1 )
Give each s t u d e n t a flashcard.
W r i t e a list o f w o r d s t h a t s t u d e n t s have l e a r n e d , e . g . h i l l , river,
ocean,
desert,
mountain,
Say a word. T h e s t u d e n t w i t h t h e m a t c h i n g flashcard holds it up.
c l i f f , f i e l d , island.
Y o u c o u l d a l s o o r g a n i z e t h i s as a b o a r d r a c e : S t i c k f l a s h c a r d s o n
A r r a n g e s t u d e n t s in t w o r o w s - A a n d B . S a y a w o r d . T h e f i r s t
t h e b o a r d . P u t s t u d e n t s in t w o t e a m s . C a l l o u t a w o r d . O n e r u n n e r
p e r s o n in T e a m A says t h e f i r s t l e t t e r o f t h e w o r d , t h e n e x t p e r s o n
f r o m e a c h t e a m races t o c o l l e c t t h e m a t c h i n g f l a s h c a r d . T h e t e a m
says t h e s e c o n d l e t t e r . T h e y c o n t i n u e , a l o n g t h e r o w , t o t h e e n d o f
w i t h t h e m o s t c a r d s a t t h e e n d is t h e w i n n e r .
t h e w o r d . I f a t e a m m a k e s a m i s t a k e t h e o t h e r t e a m has a c h a n c e
Memory game
to finish the word and win the point.
Arrange flashcards on the board. Give students a minute to look
V o c a b u l a r y S n a p (lessons 3 7 , 6 1 , 7 5 )
a t , a n d m e m o r i z e , all o f t h e i t e m s .
P r e p a r e a list o f c o l l o c a t i o n s or p h r a s e s t o r e v i s e , e . g . f o o t b a l l , Good
play
R e m o v e f l a s h c a r d s f r o m t h e b o a r d , t h e n p u t s t u d e n t s in p a i r s a n d
morning.
tell them to write down the things they remember.
Write h a l f of each c o l l o c a t i o n or phrase on separate pieces o f
A n o t h e r v e r s i o n o f t h i s a c t i v i t y is t o g i v e s t u d e n t s t i m e t o l o o k a t
p a p e r . U s e t h i c k p a p e r or c a r d so t h e w r i t i n g c a n n o t b e s e e n f r o m
t h e i t e m s t h e n t e l l t h e m t o close t h e i r eyes. R e m o v e one or t w o
t h e back. A r r a n g e t h e pieces o f paper face d o w n on a t a b l e .
i t e m s a n d m i x t h e r e s t u p , t h e n ask s t u d e n t s t o l o o k a n d s a y w h a t
P u t s t u d e n t s in t w o t e a m s . E a c h t e a m t a k e s i t in t u r n t o t u r n o v e r
has b e e n r e m o v e d .
t w o p i e c e s o f p a p e r . I f t h e y t u r n o v e r a m a t c h i n g pair o f w o r d s ,
Organizing words
t h e y keep t h e t w o pieces o f paper. I f t h e words don't m a t c h , t h e y
Mix up flashcards for f o u r d i f f e r e n t topics a n d arrange t h e m on
replace t h e pieces o f paper.
the board.
T h e t e a m w i t h t h e m o s t pairs a t t h e e n d o f t h e g a m e is t h e w i n n e r .
P u t s t u d e n t s in t e a m s . G i v e t h e m o n e t o p i c e a c h , e . g .
W h i t e b o a r d S c r a b b l e (lessons 5 5 , 6 9 )
food,
classroom
items,
free-time
activities.
transport,
Tell t h e m t o run t o t h e
Choose a vocabulary topic t o revise, e.g . f o o d . Write a word, e.g.
b o a r d a n d c o l l e c t t h e w o r d s w h i c h are c o n n e c t e d t o t h e i r t o p i c .
chicken
A l t e r n a t i v e l y , use t h i s as a s p e l l i n g c h e c k . P u t s t u d e n t s in g r o u p s
in l a r g e l e t t e r s o n t h e b o a r d .
D i v i d e s t u d e n t s i n t o t w o t e a m s . T e a m s t a k e i t in t u r n s t o a d d o t h e r
a n d t e l l t h e m t o l o o k a t t h e f l a s h c a r d s a n d w r i t e t h e w o r d s in
w o r d s t o t h e b o a r d u s i n g o n e o f t h e l e t t e r s f r o m chicken,
topic groups.
t h e y m i g h t use t h e c t o add cheese,
or t h e i t o a d d ice
for example cream.
T e a m s s c o r e a p o i n t f o r e a c h l e t t e r in t h e i r w o r d s , e . g . cheese 6 p o i n t s , ice cream
P u t t i n g w o r d s in o r d e r / R e v i s i n g t h e a l p h a b e t
=
Select a mixture of vocabulary / vocabulary topics.
= 8 p o i n t s . T h e w i n n i n g t e a m is t h e o n e w i t h
Give each s t u d e n t a flashcard. Tell t h e m t o t h i n k a b o u t h o w
the most points.
t h e i r i t e m is s p e l t a n d t h e n o r g a n i z e t h e m s e l v e s in a line in
W o r d S n a k e ( l e s s o n s 5, 1 4 , 2 6 , 3 3 )
a l p h a b e t i c a l o r d e r , e . g . bag,
Prepare a g r o u p o f words t o revise. Write o u t t h e words w i t h no
Go t h r o u g h t h e words and t h e spellings t o g e t h e r .
s p a c e s or p u n c t u a t i o n , e . g .
sitpaintplayhaverun.
cake,
cat,
chicken.
P u t s t u d e n t s in t e a m s . H o l d up a f l a s h c a r d . T h e f i r s t t e a m t o say t h e
w o r d s n a k e o n t h e b o a r d ) . G r o u p s c o m p e t e t o f i n d as m a n y w o r d s
w o r d has t o s p e l l i t . I f t h e y s p e l l i t c o r r e c t l y , t h e y w i n t h e w o r d .
as p o s s i b l e in t h e w o r d s n a k e .
S p o t t i n g the odd one out
Whispers (lesson 1 6 )
S t i c k a r o w o f f i v e or six f l a s h c a r d s o n t h e b o a r d . A l l b u t o n e
P r e p a r e a list o f s e n t e n c e s t o p r a c t i s e .
should be c o n n e c t e d by t o p i c .
A r r a n g e s t u d e n t s in t w o l i n e s . W h i s p e r a s e n t e n c e t o t h e s t u d e n t s Saturday.
bridge,
Spelling game
M a k e c o p i e s f o r s t u d e n t s t o w o r k in s m a l l g r o u p s ( o r w r i t e t h e
a t t h e f r o n t o f e a c h l i n e , e . g . I went shopping
book,
with
my mother
A s k s t u d e n t s t o g u e s s w h i c h is t h e o d d o n e o u t a n d s a y w h y . F o r
on
e x a m p l e i f y o u r w o r d s are bus,
T h e s t u d e n t s t h e n w h i s p e r t h e s e n t e n c e t o his / h e r
o n e o u t m i g h t be bicycle
n e i g h b o u r . W h e n t h e s e n t e n c e reaches t h e last s t u d e n t he / she
plane
writes w h a t t h e y heard on t h e board.
t a x i , t r a i n , plane,
bicycle
the odd
( t h e o n l y o n e w i t h o u t an e n g i n e ) , or
(the only one with wings). Accept any logical answers.
Y o u can also play this g a m e w i t h :
T o k e e p s t u d e n t s i n t e r e s t e d , w a i t u n t i l t h e f i r s t s e n t e n c e has
•
r e a c h e d t h e m i d d l e o f t h e l i n e a n d g i v e t h e n e x t s e n t e n c e so
words b e g i n n i n g (or e n d i n g ) w i t h t h e same letter, e.g. hand,
t h e r e are t w o o r m o r e s e n t e n c e s t r a v e l l i n g d o w n t h e l i n e s .
hamburger,
hair,
apple.
house,
Choose letters t h a t your students
regularly misspell.
Using flashcards
•
w o r d s w i t h t h e s a m e s o u n d , e . g . p l u r a l e n d i n g s : pens, apples,
F l a s h c a r d s are l a r g e p i c t u r e s s h o w i n g key v o c a b u l a r y i t e m s . P r e p a r i n g f l a s h c a r d s c a n b e t i m e - c o n s u m i n g so i t ' s a g o o d i d e a t o use g o o d q u a l i t y c a r d a n d , i f p o s s i b l e , t o l a m i n a t e y o u r c a r d s so t h e y can be r e u s e d .
11
keys,
watches.
cards,
\
TEACHER'S NOTES
Students learn how to introduce themselves and practise spelling.
LESSON 1
Warm-up •
6
•
A r r a n g e t h e class in a circle. S a y y o u r n a m e . T h e s t u d e n t on
•
y o u r l e f t says y o u r n a m e and h i s / h e r n a m e . T h e n e x t s t u d e n t says y o u r n a m e , t h e n a m e o f t h e first s t u d e n t , and name,
Anna, Anna,
Giorgio
A u d i o script 1 . 4
Giorgio,
Kamel
1
•
E l i c i t / T e a c h : conference,
•
A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Who can you
•
Focus on t h e t e x t . P o i n t t o y o u r ear a n d t h e n t o t h e t e x t .
are
S a y : Read
advertising
company. see?
they? and
listen.
Play audio
H
I
2
Man 1
H e l l o . My name's I m r a n K a n u .
Man 2
S o r r y . What's y o u r last name again?
Man 1
It's K a n u .
Man 2
H o w do y o u spell t h a t ?
Man 1
It's K - A - N - U .
Man 2
Oh y e s , t h a n k y o u . Here's y o u r b a d g e .
Man 1
Thank you.
Woman
D r i l l e a c h l i n e as a c l a s s t h e n i n d i v i d u a l l y . C h e c k i n t o n a t i o n and
Man Woman
pronunciation.
Man b • A s k t w o s t u d e n t s t o read t h e c o n v e r s a t i o n .
Check
Woman
pronunciation. •
2
Man
P u t s t u d e n t s in pairs t o p r a c t i s e t h e c o n v e r s a t i o n .
Monitor.
Woman 3
• Focus on the Language note. Write: a student, an engineer on t h e board. Elicit more occupations and write t h e m t h e b o a r d . P o i n t t o e a c h o n e . A s k : 'a' or 'an'? o c c u p a t i o n w i t h t h e a r t i c l e , e . g . a nurse,
•
on
Drill each
an engineer.
Check
Oh y e s , t h a n k y o u . Here's y o u r b a d g e . Thank you.
Man 1
H e l l o . My name's N e l s o n C h a g g a .
Man 2
S o r r y . What's y o u r last name again?
Man 1
It's C h a g g a .
Man 2
H o w do y o u spell t h a t ?
Man 1
It's C - H - A - d o u b l e - G - A . Oh yes, here y o u are. Here's y o u r b a d g e .
Man 1
Thank you.
W r i t e : I work
in a shop.
I work for
an advertising
company.
o n t h e b o a r d . E l i c i t / E x p l a i n t h a t w e u s e in w i t h a p l a c e a n d
I n some countries surnames have suffixes w h i c h tell y o u
for
w h e t h e r t h e p e r s o n is m a l e or f e m a l e . T h i s d o e s n ' t
with a company.
W r i t e : I'm
a teacher,
on t h e board. Ask s t u d e n t s t o write a occupation. do you
7
IMIIHU-JI •
do,
Write t h e jobs on t h e board. Drill new words and
A s k s t u d e n t s t o spell their first name and surname.
Write
t h e l e t t e r s o n t h e b o a r d so s t u d e n t s can c h e c k t h e y
have
said t h e correct letters.
comprehension.
N o m i n a t e i n d i v i d u a l s t u d e n t s t o say a s e n t e n c e w h e r e t h e y w o r k u s i n g I work p l a c e s / c o m p a n i e s on t h e
•
about
F o c u s on t h e t e x t in e x e r c i s e 5. N o m i n a t e a s t u d e n t t o read t h e part o f t h e m a n . Read Marie's part y o u r s e l f b u t use y o u r
i n / f o r... Write the
o w n n a m e , e . g . Hetlo.
board.
Tell s t u d e n t s t o m o v e a r o u n d t h e classroom and i n t r o d u c e
•
themselves to people.
•
Monitor.
Book page
103.
A s k i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t o n e o f t h e p e o p l e t h e y spoke t o in e x e r c i s e
•
(Mark
Jones).
Monitor.
A s k d i f f e r e n t pairs o f s t u d e n t s t o read t h e i r c o n v e r s a t i o n
E n g l i s h in t h e w o r l d •
F o c u s o n t h e t e x t . W r i t e : Hetto,
I'm
( M a r k ) , on t h e
board.
Introduce yourself using your first name. Ask different
3a. •
Monitor.
Repeat w i t h y o u r first name and y o u r surname. Tell students t o s t a n d up and m o v e around i n t r o d u c i n g t h e m s e l v e s t o
•
Focus on t h e alphabet. Play audio 1 I M listen and
•
for students to
m e m b e r s of t h e class.
repeat.
D r i l l t h e a l p h a b e t as a c h a i n . S a y : A , p o i n t t o a s t u d e n t a n d
•
are n o t used t o R o m a n s c r i p t , p r o v i d e e x t r a p r a c t i c e by on t h e board and drilling t h e letters o u t of order. E l i c i t / T e a c h : r e g i s t r a t i o n , badge.
•
A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Who can you Where
is Marie?
What
is she
Play audio
•
D r i l l e a c h l i n e as a c l a s s t h e n
•
W r i t e : Casson What's
this?
•
see? •
Y .
badge,
music,
nice, N A M E ,
B A N K , etc. Prepare one word for each s t u d e n t .
H a n d o u t t h e pieces o f paper and tell s t u d e n t s t o look at t h e i r words and arrange t h e m s e l v e s in a l p h a b e t i c a l order. A s k each s t u d e n t to hold up their word and say it. Check p r o n u n c i a t i o n .
individually.
on t h e board. P o i n t t o t h e d o u b l e letter.
I can
name.
o f p a p e r i n u p p e r a n d l o w e r c a s e , e . g . meet,
i W t l for s t u d e n t s t o read and listen.
E l i c i t : double
my
Write some of t h e names and words f r o m t h e lesson on pieces double,
doing?
•
and spell
Follow-up
w r i t i n g t h e l e t t e r s o f t h e a l p h a b e t in u p p e r and lower case
•
myself
other
Monitor.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now introduce
e l i c i t B, e t c . R e p e a t t h e c h a i n b a c k w a r d s . I f y o u r s t u d e n t s
5
students
to introduce themselves using their first name.
P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s a b o u t t h e o t h e r m e m b e r s o f t h e class.
4
to
pronunciation.
F o c u s o n t h e p i c t u r e s . D r i l l e a c h l i n e as a class t h e n i n d i v i d u a l l y . Tell s t u d e n t s t o look at t h e rules on S t u d e n t ' s
•
My name's
P u t s t u d e n t s in pairs t o p r a c t i s e . t h e class. Check
b •
happen
i n E n g l i s h , so ' A . M a n s o n ' c o u l d b e f e m a l e or m a l e .
N o m i n a t e i n d i v i d u a l s t u d e n t s . A s k : What (Manolo)?
•
H o w do y o u spell t h a t ? It's W - I - N - F - I - E - L - D .
Man 2
check •
It's W i n f i e l d .
p r o n u n c i a t i o n o f a ( t h i s is a w e a k f o r m / s / ) . T e l l s t u d e n t s
sentence about their •
H e l l o . My name's Emily W i n f i e l d . S o r r y . Can y o u r e p e a t y o u r last n a m e a g a i n , please?
t o look at t h e rules on S t u d e n t ' s Book page 1 0 3 .
3a l U l i m m •
person.
K a n u , WinfieLd, C h a g g a
Student 2
•
t o spell t h e first name and surname o f each
his/her
Anna
Student 1
Where
m i .
G o t h r o u g h t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s
e.g.
Teacher
la
Focus on t h e names. Drill each one. Tell s t u d e n t s t o listen and write t h e surnames. Play audio
Ask:
Resource activity pages 184 and 259 33
TEACHER'S NOTES
Students learn and practise singular and plural nouns.
LESSON 2
Warm-up •
•
E l i c i t / T e a c h t h a t w e u s u a l l y u s e this/these a r e c l o s e t o us a n d that/those
A r r a n g e t h e class in a circle. I n t r o d u c e y o u r s e l f t o t h e
u p t w o p e n s . S a y : these.
student on your left, e.g.
•
for things t h a t
for things that aren't.
i n t h e c l a s s r o o m t o e l i c i t t h i s , t h a t , these,
Teacher
Hi. I'm
Student 1 Teacher
Pleased to meet you, Maria. My name's (Samir). Nice to meet you, too, Samir.
(Maria).
•
The s t u d e n t on y o u r left introduces him / herself t o t h e
E l i c i t : It's
a pen.
o b j e c t s t o e l i c i t It's •
next
Practise with different
s t u d e n t , a n d so o n . I f y o u h a v e a large class, s t a r t a n o t h e r 6a •
this classroom
a . . . / T h e y ' r e....
P u t s t u d e n t s i n p a i r s . S a y : Ask things
chain with t h e s t u d e n t on y o u r right.
those.
N o m i n a t e a s t u d e n t . H o l d u p y o u r p e n . A s k : What's (Omer)?
Hold
Hold u p / p o i n t to different things
in the classroom.
and
answer
questions
about
Monitor.
Play t h e first conversation on audio V - K l for s t u d e n t s t o read and listen.
la
• •
Focus on t h e picture. Tell s t u d e n t s t o cover t h e words.
•
Ask
D r i l l e a c h l i n e as a c l a s s a n d i n d i v i d u a l l y .
t h e m if t h e y can name any o f t h e i t e m s .
•
Repeat w i t h each
G o t h r o u g h t h e w o r d s i n t h e b o x . D r i l l e a c h i t e m as a class
•
N o m i n a t e pairs of s t u d e n t s t o read a c o n v e r s a t i o n t o t h e class. Check
a n d i n d i v i d u a l l y . P o i n t t o i t e m s in t h e c l a s s r o o m or in t h e p i c t u r e . A s k : What's the •
this?
•
Elicit t h e n a m e s o f t h e i t e m s in
box.
write
t o write t h e words from t h e box in t h e correct place. b •
Play audio W
pronunciation.
P u t s t u d e n t s in pairs t o
b • A s k : What
Point t o t h e words and gaps above t h e picture. Tell s t u d e n t s
does
practise.
'notebook'
mean?
E l i c i t : It means
vocabulary.
•
Play t h e audio again for s t u d e n t s t o listen and repeat.
•
D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y . C h e c k i n t o n a t i o n
s t u d e n t s h a v e l e a r n e d i n c l a s s , e . g . name, you,
pronunciation. •
1 a door 7 a pencil
2 a board
3 a desk
8 a notebook
4 a bag
5 a pen
say
'Hello'
in Spanish?
How
Use words and expressions pleased
to
that
meet
pen.
W r i t e : window
6 a book
we
helping
A s k s t u d e n t s h o w t o say t h i n g s in t h e i r l a n g u a g e , e . g . do you
and
'a thing
in'. Repeat with other items from exercise 1 ,
students with •
for s t u d e n t s t o listen and check.
conversation.
o n t h e b o a r d . A s k : How
do you
say this
word?
E l i c i t : / ' w i n d o u / . Practise w i t h other items from t h e lesson.
9 a computer
•
A s k : How
do you
spell
'pencil'?
E l i c i t : P-E-N-C-I-L.
Practise
with different items. 2
•
P u t s t u d e n t s in pairs. G i v e t h e m o n e m i n u t e t o look a r o u n d
•
t h e c l a s s r o o m a n d l i s t a s m a n y o b j e c t s as p o s s i b l e . •
P u t s t u d e n t s in pairs t o practise t o g e t h e r . M o n i t o r a n d check
A s k s t u d e n t s t o call o u t t h e i r w o r d s a n d w r i t e t h e m on t h e
7
board.
m m i m •
•
Drill t h e new words and check
•
Focus on the table. Play audio E £ f l for s t u d e n t s t o listen
pronunciation.
comprehension.
W r i t e t h e n a m e s o f t h r e e i t e m s in t h e classroom on t h e b o a r d , e . g . ten pens,
3
and • •
•
repeat.
e . g . It's
S a y : Make
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r lists. A s k i n d i v i d u a l
Tell s t u d e n t s t o cover t h e t a b l e . Say words f r o m t h e t a b l e at Elicit:
W r i t e : umbrella
T h e p l u r a l s is n o t u s u a l l y a p r o b l e m f o r s t u d e n t s
•
1.
etc. H o w e v e r , speakers
l a n g u a g e s s u c h as A r a b i c , w h e r e p l u r a l s a r e o f t e n
of
formed
4
a b a d g e - t h r e e badges
a woman - three women
5
a person - t h r e e p e o p l e
3
a window - three windows
6
a b o x - t h r e e boxes
10).
A r r a n g e s t u d e n t s in t w o g r o u p s a n d e x p l a i n t h e r u l e s o f
O n c e s t u d e n t s u n d e r s t a n d t h e game, p u t t h e m in smaller monitor.
Resource activity pages 175 and 254
Audioscript 2.3 a desk - t h r e e desks
classroom.
groups to play together, and then
repeat.
2
in my
H a n g m a n . Play t h e game using a selection of words from
Play t h e rest o f t h e a u d i o .
1
things
•
•
listen and
to
in.
lessons 1 and 2.
Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio m a k e t h e p l u r a l w i t h three,
a (notebook)? write
Play a game o f H a n g m a n (see page
English.
S t u d e n t s h e a r a desk,
you
•
b y changing the word itself, m a y forget to add s in
E 0 .
a thing
Follow-up
may
h a v e p r o b l e m s w i t h irregular plurals or forget to use es w i t h w o r d s e n d i n g ch, sh,
Monitor.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can name
whose
l a n g u a g e uses s to m a k e plural f o r m s , t h o u g h t h e y
in the classroom.
q u e s t i o n s a b o u t t h e i t e m s , e . g . What's e l i c i t s e n t e n c e s , e . g . It's
on t h e board. Elicit t h e plural form
Repeat with a selection of words from exercise
a list of things
s t u d e n t s t o read o u t s o m e o f t h e items on their list. Ask
men.
•
•
t o elicit sentences,
write w i t h .
•
(umbrellas).
5
you
•
Tell s t u d e n t s t o look at t h e t a b l e on Student's B o o k page 103.
•
a thing
computers. a (pen)?
Drill t h e singular and plural forms. Check p r o n u n c i a t i o n of 5
•
•
two
in r e g u l a r p l u r a l s . r a n d o m t o e l i c i t t h e p l u r a l f o r m , e . g . S a y : man.
4
a desk,
P o i n t t o t h e i t e m s . A s k : What's
Focus on t h e pictures. Drill each question and answer.
14
I
Students learn cardinal numbers 0-100 and ordinal numbers {first, second, etc.), and practise asking where things are.
LESSON 3
b •
Warm-up •
•
D i v i d e t h e b o a r d i n t o t w o c o l u m n s w i t h six rows. L a b e l t h e
Y o g a : 20, second
c o l u m n s team
first
1 a n d team
2 and n u m b e r t h e rows
1-6.
P u t students in t w o teams. Each t e a m chooses one person 1
classroom objects, which their 'writer' adds to their column. N o t e t h a t t h e y c a n n o t use o b j e c t s w h i c h t h e o t h e r t e a m already
E n g l i s h : 59, f i f t h
Man
Excuse me. Where is t h e m e e t i n g for new s t u d e n t s , please?
has
Receptionist
written..
It's in R o o m 4 2 .
Man
Room 42? Where's t h a t , please?
Receptionist
T h e w i n n i n g t e a m is t h e f i r s t t e a m t o w r i t e s i x c o r r e c t l y
It's on t h e f o u r t h floor.
Man
spelt words.
2
Thank you.
Woman
E x c u s e me. Where is t h e y o g a class, please?
Receptionist
la •
R e p e a t w i t h 20,
30,
Check pronunciation of 50,
60,
7 0 , 90,
100.
3
teen.
Check
16 s i x t e e n 2
•
for s t u d e n t s t o listen and
5 five
English 1 or English 2? O h , English 1 . English 1 is in R o o m 59. Room 59. Where's t h a t , please?
Receptionist
7 seven
9 nine
18 eighteen
12 twelve
40 forty
It's on t h e f i f t h floor.
Woman 4
check.
Thank you.
Man
E x c u s e - m e . Where i s - X o m p u t e r s for b e g i n n e r s , please?
Play t h e audio again for students t o listen and repeat. 3 three
E x c u s e me. Where is t h e English class, please?
Woman
A s k s t u d e n t s t o c o m p l e t e t h e list o f n u m b e r s .
•
Thank you.
Woman
Receptionist
individually.
Play audio
Woman
Woman
F o c u s o n t h e n u m b e r s i n t h e b o x . D r i l l e a c h o n e as a c l a s s
b •
Yes. It's on t h e second floor.
Receptionist
pronunciation
of ty. then
Room 20?
Receptionist
15,
17, 19. Point to the first number. E l i c i t / T e a c h :z e r o / o h . C o n t i n u e t o nineteen.
It's in R o o m 2 0 .
Woman
Tell s t u d e n t s t o cover t h e exercise. Write t h e f o l l o w i n g n u m b e r s o n t h e b o a r d : 0, 1 , 2, 4 , 6, 8 , 1 0 , 1 1 , 1 3 ,
Computers for beginners: 1 1 ,
A u d i o script 3.4
t o w r i t e on t h e b o a r d . Teams have t w o m i n u t e s t o call o u t
•
P l a y t h e a u d i o a g a i n a n d g o t h r o u g h t h e a n s w e r s as a c l a s s .
Receptionist
It's in R o o m 1 1 .
Man
14 fourteen
R o o m 7?
Receptionist
80 e i g h t y
No, Room 1 1 .
Man
O h . T h a n k y o u . Where is t h a t , please?
Receptionist
P u t s t u d e n t s i n s m a l l g r o u p s t o s a y t h e n u m b e r s as a c h a i n
It's on t h e first floor.
Woman
Thank you.
from 30 t o 50, e.g. S I : t h i r t y , S2: t h i r t y - o n e . Monitor. • 3a •
G o t h r o u g h t h e n u m b e r s 3 0 - 5 0 as a class.
individually. Check •
6
• •
pronunciation.
F o c u s o n t h e t a b l e i n e x e r c i s e 5 a . S a y : Make about
Write t h e numbers on t h e board. P o i n t t o each one at random and elicit t h e
N o m i n a t e t w o s t u d e n t s t o read o u t t h e e x a m p l e
conversation.
Check p r o n u n c i a t i o n . P u t s t u d e n t s in pairs t o practise.
F o c u s o n t h e n u m b e r s . D r i l l e a c h o n e as a class t h e n
•
number.
Yoga,
English
1 , and
Computers
for
beginners.
conversations Monitor.
N o m i n a t e d i f f e r e n t pairs t o read o u t t h e i r c o n v e r s a t i o n s . Check
pronunciation.
b • Tell s t u d e n t s t o listen and write t h e numbers. Play audio E •
H
twice.
G o t h r o u g h t h e a n s w e r s as a class. C h e c k
Pronunciation
pronunciation.
1
4 7 , 30, 1 6 , 99, 6 8 , 2 1
• Elicit/Teach: •
2
syllable.
0 0 .
W r i t e : thirteen
on t h e board. M o d e l t h e
p r o n u n c i a t i o n b y p o i n t i n g t o e a c h s y l l a b l e as y o u s p e a k .
A u d i o script 3.2 1
Play audio
A
H o w old are y o u ?
B
I'm f o r t y - s e v e n .
A s k : Is the stress second
on the f i r s t or second
sure s t u d e n t s can hear t h e
A
H o w much is t h i s shirt?
B
It's £ 3 0 .
3
A
H o w m a n y s t u d e n t s are t h e r e in y o u r class?
B
Sixteen.
4
G o o d m o r n i n g . This is C i t y R a d i o . It's on 99 F M .
5
S o , here's y o u r key. You're in R o o m 68.
6
This is our bus - n u m b e r t w e n t y - o n e .
2
syllable?
Elicit:
the
s y l l a b l e , and mark this. Repeat w i t h t h i r t y ,making difference.
•
D r i l l t h e pairs o f n u m b e r s i n d i v i d u a l l y t h e n as a class.
•
Focus on t h e first pair o f numbers. Play t h e first i t e m on audio 0 0 .
A s
k
;
thirteen
or thirty?
E l i c i t : thirty
and write
t h i s o n t h e b o a r d so s t u d e n t s can c h e c k . •
Play t h e rest of t h e audio. A u d i o script 3.6
4
•
Elicit/Teach: l i f t / e l e v a t o r , f l o o r .
•
Focus on t h e ordinal numbers. Play audio t o listen and
thirty, fifteen, sixty, seventeen, eighteen, ninety M H
for students •
repeat.
•
D r i l l : It's
on the
third floor
as a class t h e n
•
Say numbers at random t o elicit the ordinal, e.g. S a y :
Repeat w i t h each ordinal number.
5a • •
practise.
F o c u s o n t h e p i c t u r e . E l i c i t / T e a c h : meeting,
yoga,
A s k : Where
What floor
Room •
•
P u t s t u d e n t s in pairs t o
42 on?
is the meeting
for
E l i c i t : In Room
new students? 42.
On the fourth
the table.
ask about
I
location.
D i c t a t e t e n pairs o f n u m b e r s . Tell s t u d e n t s t o add up t h e
two
n u m b e r s i n e a c h p a i r a n d w r i t e t h e t o t a l , e . g . y o u s a y 24
and
3 1 , students w r i t e 55.
beginner. is
Resource activity pages 176 and 255
floor.
Play audio H i C f t w i c e for students to listen and
and
Follow-up
three.
Elicit: third. •
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can use numbers
individually.
complete
17
Students learn and practise expressions for saying hello and
TEACHER'S NOTES
LESSON 4 goodbye.
Warm-up •
2
• Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d and underline t h e m in t h e t e x t .
Dictate 12 numbers between 0 and 100. Go through t h e
•
numbers, w r i t i n g t h e figures on t h e b o a r d . •
•
•
E l i c i t / E x p l a i n w h e n t o use Good
morning
P u t s t u d e n t s i n p a i r s . A s k t h e m t o w r i t e o u t t h e n u m b e r s as
Good
and 6 p.m.),
words, e.g.
(after
twenty-one. •
G o t h r o u g h t h e n u m b e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s
•
t o spell numbers.
• E x p l a i n t h a t s t u d e n t s are g o i n g t o r e a d a n d l i s t e n t o a s t o r y
3
t h r o u g h o u t t h e b o o k . I n this lesson t h e y m e e t some o f t h e
I r e l a n d , w i f e , shop,
counter,
sign,
•
mobile van,
Australia,
o f f e r , computer
engineer,
•
boyfriend
p i c t u r e 5 : j o g , o f f i c e , USA,
Singapore,
magazine
company
• Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e p i c t u r e s t o check basic c o m p r e h e n s i o n , p i c t u r e 1 : Where sign say?
What
is the man?
What
is the woman's
p i c t u r e 2 : Where
is the girl?
p i c t u r e 3 : What p i c t u r e 4 : How
is the man many
is he doing?
What
is she
holding?
people
What
does
*
the
e.g.
p i c t u r e 1 : What
is the man's first
name?
p i c t u r e 2 : What p i c t u r e 3 : What's does she do?
Where
is the
van?
What
are
Whose Internet
Where
is the man
Lucy's
What's
his
surname? What's
cafe is this?
surname?
Is she a student?
What's
p i c t u r e 5 : Who is the man? he work with
Is Sarah from
name?
What
Olive?
What does he do? Is he married? Does
the USA?
his surname? Who is his
Where is he from?
Sarah? Does
What's
Sarah
Is he
English?
girlfriend?
Sarah's
Where does
he
surname?
work?
b • Focus on t h e names. Drill each name. P u t s t u d e n t s in p a i r s . S a y : Read the first
names
with
the
the text
again
and
match
surnames.
• G o o v e r t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s t o spell t h e first names and surnames. 2d
3e
4d
5c
goodbye.
Prepare a list o f words f r o m L e s s o n 1 t o 4 a n d mark t h e badge,
spelt,
2 syllables:
country,
3 syllables:
umbrella,
desk,
music,
name,
notebook,
company,
boss,
wife
vowel,
computer,
boyfriend,
alphabet,
cafe Internet,
P u t s t u d e n t s i n t w o t e a m s . T e a m s t a k e i t in t u r n s t o s a y i f
R e s o u r c e a c t i v i t y pages 1 7 7 and 255
going?
is the girl's f i r s t name?
Who is
and
they
Where does he live? Is he married?
p i c t u r e 4 : Who is the man?
lb
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
t w o syllables wins 2 points, etc.
Play t h e audio again. Ask questions a b o u t t h e t e x t t o check
his wife's
'goodbye'.
A one-syllable word spelt correctly wins the team 1 point,
doing?
are in the cafe?
is the girt doing?
London?
down
t h e y w a n t t o spell a w o r d w i t h o n e , t w o , or t h r e e syllables.
job?
comprehension, Is he from
and write
'hello'.
magazine
e.g.
doing? p i c t u r e 5 : What
saying
Repeat with expressions for saying
1 syllable:
individually.
•
for
number o f syllables, e.g.
• W r i t e t h e n e w w o r d s o n t h e b o a r d a n d d r i l l as a class a n d
work?
P u t s t u d e n t s in p a i r s . S a y : Cover the text
Follow-up
boss
p i c t u r e 4 : f i x (a computer),
•
D r i l l e a c h e x p r e s s i o n as a class t h e n i n d i v i d u a l l y .
can say hello
p i c t u r e 3 : box,
evening
p.m.).
Monitor.
unload p i c t u r e 2 : street,
12 p . m . ) ,
Good
• A s k o n e g r o u p t o act o u t t h e s t o r y for t h e rest o f t h e class.
E l i c i t / T e a c h key v o c a b u l a r y for each picture, e . g . cafe,
(before
practise t h e conversation, each t a k i n g one part.
Play audio E H 1 t o familiarize students w i t h how t h e story
p i c t u r e 1 : Internet
12 p.m.
• G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e a l l six r o l e s .
develops and with the characters' voices. •
6
(between
• F o c u s o n t h e s t o r y . P u t s t u d e n t s in g r o u p s . T e l l t h e m t o
characters. •
afternoon
expressions •
la
Play audio E W - 1 for s t u d e n t s to listen and repeat.
6a
18
I
Students learn a lexical set of countries and nationalities and say where people are from. Warm-up
2
Woman
H e l l o . My name's I v a n a .
Man
Make Word Snakes (see page 1 1 ) of t h e questions and
Nice t o m e e t y o u , I v a n a . I'm J o s e . Where are y o u from?
answers in l e s s o n 2 e x e r c i s e 6, e . g .
Woman
whatdoesfrenchmeanitmeansfromfrance.
I'm f r o m t h e U S A . A n d y o u ?
Man 3
P u t s t u d e n t s in g r o u p s t o u n s c r a m b l e t h e q u e s t i o n s a n d answers, rewrite t h e m with the correct punctuation,
I'm f r o m B r a z i l .
Man
H i . My name's S a m . I'm f r o m B r i t a i n .
Woman
and
Pleased t o m e e t y o u , Sam. My name's O l g a . I'm f r o m Russia.
then practise t h e m .
4
Woman
H e l l o . My name's M a r i a .
Man •
E l i c i t / T e a c h : country,
•
Play audio H I
•
• • •
W r i t e : Her country
is
, Her nationality this?
is
A s k : When
audio for s t u d e n t s t o listen and
of a sentence.
repeat.
E l i c i t : at the
beginning
p e o p l e ' s n a m e s , f o r c o u n t r i e s , a n d c i t i e s . R e p e a t w i t h full
individually. Focus on t h e countries a n d nationalities. Play t h e rest o f
E l i c i t / T e a c h : famous,
the audio for students t o listen and repeat.
Check t h a t students recognize the
people.
Drill each i t e m as a class a n d i n d i v i d u a l l y . Tell s t u d e n t s t o
D r i l l e a c h s e n t e n c e . W r i t e : Madonna
is American,
cover the countries. Say nationalities t o elicit countries, e.g.
P o i n t t o is. A s k : Is Madonna
S a y : Spanish,
R e p e a t w i t h Che Guevara
E l i c i t : Spain.
Repeat with nationalities covered.
the
I speak
Poland.
I'm from
Czech
alive. dead.
from
Netherlands).
S t u d e n t s h e a r He's
about
Monitor.
F o c u s o n t h e f i r s t q u e s t i o n a n d d r i l l i t as a c l a s s a n d
a r t i c l e ( o t h e r e x a m p l e s a r e the USA,
the U K , the
on
Y o u r life •
i n d i v i d u a l l y . A s k : Where
say t h e n a t i o n a l i t y , t h e n listen and
E l i c i t : He's
pronunciation.
is i n c o r r e c t . E l i c i t t h a t t h e C z e c h R e p u b l i c n e e d s a d e f i n i t e
China,
on the board.
E l i c i t : She's
board.
Check
P u t a cross n e x t t o t h e s e c o n d s e n t e n c e t o s h o w it
Play t h e first item on audio I M .
pictures.
Ask i n d i v i d u a l s t u d e n t s t o read o u t one o f their sentences.
from
Spanish.
R e a d t h r o u g h p a r t 2 . W r i t e : I'm from Republic.
or dead?
was Argentinian.
five more famous people.
N o m i n a t e individual students to make similar sentences Argentinian.
alive
Focus on the
P u t s t u d e n t s in pairs. Tell t h e m t o w r i t e s e n t e n c e s
B r i t i s h . I speak E n g l i s h .
I'm
a l i v e , dead.
a b o u t t h e i r n a t i o n a l i t y u s i n g is o r was a n d w r i t e t h e m
sentences.
M a k e a s e n t e n c e a b o u t y o u r s e l f , e . g . S a y : I'm from ( B r i t a i n ) .
Argentina.
t o elicit t h a t w e use t h e s e a t t h e e n d o f a s e n t e n c e .
Ask students t o name t w o famous people. Elicit sentences
Monitor.
u s i n g c o u n t r i e s a n d n a t i o n a l i t i e s f r o m t h e l i s t , e . g . I'm
•
letter?
N o t e t h a t w e also use c a p i t a l letters for
stops
Focus on part 1 o f t h e L a n g u a g e n o t e . Drill t h e
•
do we use a capital
D r i l l e a c h l i n e o f t h e c o n v e r s a t i o n as a c l a s s a n d
I'm
2
Focus on t h e L a n g u a g e n o t e a n d read t h e e x a m p l e t o g e t h e r .
second gap t o elicit I t a l i a n . Play t h e first t h r e e lines o f t h e
•
•
I'm f r o m A u s t r a l i a .
Point to
Elicit: I t a l y . Repeat with the
P u t s t u d e n t s in pairs t o p r a c t i s e .
•
I'm f r o m I t a l y . A n d y o u ?
Man
•
•
Woman
f l a g , n a t i o n a l i t y , language.
all t h e w a y t h r o u g h .
t h e f i r s t g a p . A s k : What's
Nice t o m e e t y o u , Maria. I'm Bill. Where are y o u f r o m ?
•
from
(Germany).
are you
f r o m , (Hans)?
Elicit:
I'm
Repeat w i t h each question.
Tell s t u d e n t s t o read t h e q u e s t i o n s and w r i t e answers for themselves.
repeat.
•
Play t h e rest o f t h e a u d i o .
Ask students t o move around, asking and answering the questions.
Monitor.
Audio script 5.2 1
He's f r o m C h i n a .
She's f r o m France.
He's Chinese.
She's French.
She's f r o m B r a z i l .
He's f r o m H o l l a n d .
She's B r a z i l i a n .
He's D u t c h .
He's from t h e U S A .
She's from P o l a n d .
He's A m e r i c a n .
She's Polish.
Pronunciation a •
s y l l a b l e . A s k : Where
I n some languages adjectives describing nationality only one form, used w i t h b o t h male and female
• W r i t e : Hiroko
have
•
S a y : Listen.
nouns,
What
is Hiroko's
nationality?
Play t h e first
E l i c i t : Hiroko
is
b •
Japanese.
•
> Tell s t u d e n t s t o listen and c o m p l e t e t h e gaps.
1 J a p a n e s e , Spanish
2 A m e r i c a n , Brazilian
Chinese.
2 China / Chinese 5 P o l a n d / Polish
7 America / American
8 Canada / Canadian
3 B r i t a i n / British 6 Italy / Italian
Play t h e audio again for s t u d e n t s t o listen and
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
I
someone's n a t i o n a l i t y .
Write o u t countries and nationalities on t h e board but leave a g a p f o r e a c h v o w e l , e . g . H _n
A u d i o script 5.3
g _ r y , P _l
_s
h.
H i . I'm H i r o k o . I'm f r o m J a p a n .
P u t s t u d e n t s in pairs. Tell t h e m t o w r i t e t h e missing v o w e l s
Pleased t o m e e t y o u , H i r o k o . My name's Pedro. I'm
in each w o r d . G i v e t h e m a t i m e
limit.
from Spain. Woman
repeat.
Follow-up
3 B r i t i s h , Russian
4 Italian, Australian
Man
second
t o e l i c i t t h a t t h e s t r e s s is o n t h e
and t h e s e c o n d in
4 Hungary / Hungarian
can give
' G o t h r o u g h t h e a n s w e r s as a class.
Woman
E l i c i t : On the words.
on the board. Point to the gap.
conversation on audio 1 3 * 1 .
1
board.
Play the audio again for students t o underline t h e stress. 1 Australia / Australian
Spanish.
is
is the stress?
R e p e a t w i t h China/Chinese f i r s t s y l l a b l e i n China
t w o f o r m s , m a s c u l i n e a n d f e m i n i n e . I n E n g l i s h t h e r e is is
V K A . W r i t e : A u s t r a l i a / A u s t r a l i a n on the
s y l l a b l e , and mark this on b o t h •
e . g . He/she
Play audio
M o d e l t h e p r o n u n c i a t i o n o f each word by p o i n t i n g t o each
Resource activity pages 179 and 256
Nice t o m e e t y o u , t o o , Pedro.
22
TEACHER'S NOTES
Students learn and practise the verb to be.
LESSON 6
Warm-up •
Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio i
Revise countries and nationalities with a board dash. t h e b o a r d i n t o f o u r c o l u m n s h e a d e d ian,
•
ish,
ese,
Divide
S t u d e n t s run t o t h e board t o w r i t e t h e
Check
la
1 2
countries.
pronunciation.
3
• Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e p i c t u r e , e . g . Who can you •
see?
E l i c i t / T e a c h : o f f i c e , there, conference,
Where
here,
are
Play a u d i o I - H l for s t u d e n t s t o read and
•
Ask questions a b o u t t h e t e x t to check e . g . Where
•
today,
is Paul Where
Smith?
does
Why are Paul
Tim
assistant,
listen. his assistant
•
Give s t u d e n t s an o p p o r t u n i t y t o play all t h r e e roles.
•
Ask one g r o u p t o act o u t t h e t e x t for t h e rest o f t h e class.
•
F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a class a n d G o t h r o u g h t h e rules on S t u d e n t ' s B o o k page W r i t e : 'm o n t h e b o a r d . A s k : What's
this?
w i t h e a c h s h o r t f o r m ( ' s , i s n ' t , ' r e , aren't) •
W r i t e : They's from work,
are
seat, f r e e ,
yourself. using
possible. pronunciation.
2 I s , i s n ' t , 's/is 5 I s , is
3 A r e , a r e n ' t , 're/are
A s k d i f f e r e n t pairs o f s t u d e n t s t o read o u t one o f t h e conversations. Check
pronunciation.
P u t s t u d e n t s in pairs t o p r a c t i s e t h e c o n v e r s a t i o n s .
Monitor.
Your life old,f i l m
103.
E l i c i t : am.
questions
using
G o t h r o u g h t h e q u e s t i o n s as a class. C h e c k
to elicit t h e full
young,
star.
P u t s t u d e n t s i n p a i r s . S a y : Write
Repeat
the
cues.
pronunciation.
Think of a famous person t h a t your students will recognize.
not).
I t a l y . She is in Brussels
I t a l y . She isn't
A r e t h e y f r o m Poland?
1 A r e , 'm n o t , 's/is
not.
We arn't
Tell s t u d e n t s t o ask y o u q u e s t i o n s t o f i n d o u t w h o t h e
at
p e r s o n is. N o t e t h a t f o r a m i x e d n a t i o n a l i t y class y o u
on t h e b o a r d . P u t a cross n e x t t o each s e n t e n c e t o from
Are t h e y in a m e e t i n g ?
4 A r e , a r e , ' m / a m is
Monitor.
s h o w t h e y are i n c o r r e c t . A s k s t u d e n t s t o c o r r e c t t h e m . They're
They're from Poland.
Focus on t h e cues. E l i c i t / T e a c h key v o c a b u l a r y , e.g.
•
are,
Is i t on t h e first floor?
T h e y ' r e in a m e e t i n g .
F o c u s o n t h e c o n v e r s a t i o n s . E l i c i t / T e a c h : mobile,
pronunciation.
•
f o r m s ( i s , is not,
It's on t h e first floor.
Is she on holiday?
say one line each. Check
in
work?
F o c u s on t h e t e x t . P u t s t u d e n t s in g r o u p s o f t h r e e . Tell
individually. Check
She's on h o l i d a y .
G o o v e r t h e a n s w e r s as a class. A s k i n d i v i d u a l s t u d e n t s t o
t h e m to practise t h e conversation, each taking one part.
2
Is he her b o y f r i e n d ?
P u t s t u d e n t s in pairs t o c o m p l e t e t h e c o n v e r s a t i o n s ,
D r i l l e a c h s e n t e n c e as a c l a s s .
b •
He's her b o y f r i e n d .
A r e y o u new here?
short forms where
comprehension, and
listen
You're n e w here.
help
g u y , Marketing, u n f o r t u n a t e l y .
•
Brussels?
6a
they?
Brussels,
make a question, t h e n
Audio script 6.3
nationality
correctly wins a point. G o t h r o u g h t h e a n s w e r s as a c l a s s , e l i c i t i n g t h e
here,
Play t h e rest of t h e audio. 5,
in t h e c o r r e c t c o l u m n . T h e f i r s t t e a m t o w r i t e t h e w o r d
•
new
and repeat.
other.
Put s t u d e n t s in t w o teams. Call o u t a c o u n t r y from l e s s o n e . g . Spain.
S t u d e n t s h e a r You're
in Brussels.
We aren't
at
could
elicit a list o f f a m o u s p e o p l e t h a t e v e r y o n e recognizes and
Elicit:
use t h e s e p e o p l e in t h e
work.
game.
P l a y t h e g a m e as a class u n t i l y o u r s t u d e n t s are c o n f i d e n t . Do t h e examples together. Play t h e first item on audio S t u d e n t s h e a r They're
in P a r i s , s a y t h e n e g a t i v e , t h e n
and repeat. Do t h e same with the second Play t he rest of t h e
P u t s t u d e n t s i n p a i r s . S a y : Play listen
2 3
together.
Monitor.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
example.
can say
audio.
who
and
where
people
T h e y ' r e in Paris.
She's Russian.
W r i t e o u t t h e f o l l o w i n g p a r a g r a p h , or make up a similar o n e
T h e y aren't in Paris.
She isn't Russian.
about someone your students will recognize.
I'm his a s s i s t a n t .
We're in R o o m 1 0 .
I'm n o t his a s s i s t a n t .
We aren't in Room 1 0 .
He's at a c o n f e r e n c e .
This is my office.
He isn't at a c o n f e r e n c e .
This isn't my office.
I'm from I'm
England.
I'm
a sportsperson.
not
old.
I'm
We're famous.
married. My name
My wife's
a
singer.
is
P u t s t u d e n t s in A / B pairs. A r r a n g e t h e A s in a row w i t h a p i e c e o f p a p e r a n d a p e n / p e n c i l a n d t h e Bs a t t h e f r o n t .
Put
S t u d e n t s m i g h t h a v e p r o b l e m s w i t h t h e v e r b to be i f t h e i r
a c o p y o f t h e p a r a g r a p h a t t h e f r o n t o f t h e class. T h e Bs race
o w n language doesn't h a v e a n equivalent, e.g.
t o r e a d t h e p a r a g r a p h , r e m e m b e r as m u c h as p o s s i b l e ,
Arabic
Vietnamese.
G o o v e r t h e p a r a g r a p h as a class. Write the names of three famous people on the
' F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s a n d individually. Check here?
You student?
Jennifer
104.
s t u d e n t s t o c o r r e c t t h e m . R e p e a t w i t h Yes, I'm.
about David
Ask
Yes,
Lopez,
David
Beckham.
Cruise,
Ask s t u d e n t s t o guess which
p e r s o n y o u w e r e t a l k i n g a b o u t . ( T h e e x a m p l e p a r a g r a p h is
on t h e b o a r d . P u t a cross
n e x t t o t h e q u e s t i o n s t o s h o w t h e y are i n c o r r e c t .
board,
i n c l u d i n g t h e o n e d e s c r i b e d i n t h e d i c t a t i o n , e . g . Tom
pronunciation.
F o c u s on t h e rules on S t u d e n t ' s B o o k p a g e
• W r i t e : They
then
run back t o t h e i r p a r t n e r w h o writes it d o w n .
o r T u r k i s h , o r i f i t e x i s t s i n t h e i r l a n g u a g e b u t is r a r e l y used, e.g.
1
I
are.
Follow-up
A u d i o script 6.2 1
the game
we're.
Beckham.)
Resource activity pages 179 and 256
R e m i n d s t u d e n t s n o t t o use c o n t r a c t e d f o r m s in s h o r t answers.
22
Students learn wh- questions with the verb to be and practise giving information about themselves.
LESSON 7
TEACHER'S NOTES Warm-up •
•
F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a class and individually. Check
P u t a targe picture o f a f a m o u s person on t h e board
(use
•
W r i t e : Is your
someone that students will recognize). •
a n s w e r s , e . g . Yes,
E l i c i t a s m a n y d e t a i l s as p o s s i b l e a b o u t t h e p e r s o n t h e s e c u e s o n t h e b o a r d , e . g .first
name
name,
surname,
•
using
on the board. Elicit possible
it is. No,
it isn't.
Repeat for each question.
P u t s t u d e n t s in pairs t o practise asking a n d a n s w e r i n g questions.
age,
nationality, married?, job, house?
pronunciation.
Teodor?
3a •
Focus on t h e f i r s t h e a d i n g on t h e f o r m in e x e r c i s e ( T i t l e ) . W r i t e : Mr o n t h e b o a r d . A s k : What's
1
•
E l i c i t / T e a c h : customer,
bank
account,
bank
clerk,
question?
application •
Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e p i c t u r e , e . g . How
•
many
people
are there?
Where
are
Focus on t h e headings on t h e f o r m . Play audio
they? •
for
•
G o t h r o u g h t h e p e r s o n a l d e t a i l s . E l i c i t / T e a c h : Mr, Ms,
Check Mrs,
Miss,
nurse.
male,
female,
single,
married,
separated,
divorced,
•
heading.
clerk's
questions
Monitor.
Play t h e rest o f t h e audio, s t o p p i n g a f t e r each question for check.
answers to the
divorced.
questions.
4 KAWHI/JI
status.
•
Repeat with t h e headings covered to elicit personal details.
•
P u t s t u d e n t s in pairs t o practise.
•
Monitor.
Ask individual students questions about their details, What's
•
F o c u s on t h e f o r m in e x e r c i s e 1 . Tell s t u d e n t s t o listen a n d
your
title?
How
old are you?
What's
your
post
e.g.
code?
Tell s t u d e n t s t o copy o u t t h e f o r m h e a d i n g s . Put s t u d e n t s i n p a i r s t o i n t e r v i e w e a c h o t h e r as b a n k c l e r k a n d c u s t o m e r
find four mistakes.
and complete the form.
Play audio WRrh twice.
b • Tell students t o correct t h e
the bank
( R e m i n d s t u d e n t s t h a t t h e bank clerk
b • Tell s t u d e n t s t o work i n d i v i d u a l l y and w r i t e their o w n
nominate
students to tell you the correct heading, e.g. S a y : E l i c i t : Marital
each
students to
Ask students t o cover the personal details and look at the headings. Say personal details at random and
your f i r s t
and play the audio to check.
can see h i m . )
pronunciation.
•
clerk's
Play t h e f i r s t line o f
d o e s n ' t n e e d t o a s k i f T e o d o r is m a l e o r f e m a l e b e c a u s e s h e
D r i l l t h e h e a d i n g s as a class a n d i n d i v i d u a l l y .
•
title?
P u t s t u d e n t s i n p a i r s . S a y : Write for
•
2a •
your
R e p e a t w i t h t h e s e c o n d h e a d i n g . E l i c i t : What's name?
students t o listen and repeat.
•
E l i c i t : What's
1
the bank
audio W N M again to check.
form. •
the
Monitor.
•
they
mistakes.
Monitor.
A s k i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e
person
interviewed.
G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y p l a y t h e audio again, stopping after each
English in t h e world
mistake.
• W r i t e : I'm
He's 35. He's Polish. H e lives in W i c k h a m S t r e e t . His t e l e p h o n e
Mrs Ann
Jones,
I'm
Mrs Jones
on t h e board. Put a
c r o s s n e x t t o t h e f i r s t s e n t e n c e t o s h o w i t is i n c o r r e c t .
n u m b e r is 0 7 2 1 3 8 9 3 2 1 4
Remind
s t u d e n t s t h a t we d o n ' t say t h e first n a m e w h e n we use a t i t l e . •
Audio script 7.2 Clerk
P o i n t t o y o u r s e l f . S a y : I'm Who are you?
First, I need some i n f o r m a t i o n for t h e f o r m . So,
different
w h a t ' s y o u r t i t l e ? Is i t Mister? Customer Clerk Customer Clerk Customer Clerk Customer Clerk Customer Clerk Customer Clerk Customer Clerk Customer Clerk Customer Clerk Customer
informal?
A n d w h a t ' s y o u r first name?
Hi,
It's T e o d o r . Is t h a t T - H - E - 0 . . . ?
•
Customer Clerk Customer Clerk Customer Clerk Customer Clerk
Point to a student.
morning,
Mr Kennedy,
o n t h e b o a r d . A s k -.formal
or e.g.
Sam.
Elicit and write examples o f formal and informal situations
N o , i t i s n ' t . It's T - E - 0 - D - 0 - R . T e o d o r .
i n t w o c o l u m n s o n t h e b o a r d , e . g . f o r m a l : hotel, i n f o r m a l : work,
It's M a k k .
•
H o w do y o u spell t h a t , please?
Ask:
E l i c i t : f o r m a l . R e p e a t w i t h an i n f o r m a l g r e e t i n g ,
T h a n k y o u , a n d w h a t ' s y o u r surname?
a p a r t y , the
bank,
shop,
pub.
N o m i n a t e a s t u d e n t . T e l l t h e m y o u are a h o t e l g u e s t a n d is t h e r e c e p t i o n i s t . S a y : Good
It's M - A - d o u b l e K.
E l i c i t : Good
M - A - d o u b l e K. T h a n k y o u . H o w old are y o u , Mr Makk?
morning,
(Mr Brun).
morning.
My name's
(Stefan
he/she Brun).
Repeat with another example
f r o m t h e list t o elicit an e x a m p l e o f an i n f o r m a l i n t r o d u c t i o n .
I'm t h i r t y - f i v e . O K . A n d you're male, o f course. A r e y o u married?
•
I'm d i v o r c e d .
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t . Now give
What's y o u r n a t i o n a l i t y ? I'm Polish.
and
ask for
personal
I can
information.
Follow-up
O K . A n d w h a t do y o u do? I'm a nurse.
•
What's y o u r address?
Write out t h e personal details cues from e x e r c i s e 1 on separate pieces o f paper. Prepare one for each
It's 29 Wickham S t r e e t - That's W - I - C - K - H - A - M
•
- Wickham Street, Bristol. Clerk
Jones).
students.
• W r i t e : Good
Yes, i t is.
(Mrs
Elicit t h e student's title and surname. Repeat with
student.
H a n d o u t t h e pieces o f p a p e r . A s k s t u d e n t s t o m i n g l e a n d ask
A n d what's the postcode?
a q u e s t i o n u s i n g t h e i r c u e , e . g . First name
It's BS6 7 P K .
name?
What's y o u r p h o n e number?
tell t h e m t o exchange papers and find another person to talk
It's 0 7 2 1 3 8 9 3 2 1 4 .
to with their new
- What's
question.
A n d that's a mobile number. Y e s , i t is.
Resource activity pages 184 and 259
A n d w h a t a b o u t an e m a i l address? Yes. It's t e o m a k k l , t h a t ' s T - E - O - M - A - K - K - l at m a k k . n e t . OK. Thank you. Now which . . .
33
your
first
When students have asked and answered a question
TEACHER'S NOTES
Students learn to talk about days and times.
LESSON 8
Warm-up •
Play Bingo (see page 1 0 ) t o revise numbers
•
Tell s t u d e n t s t o f i l l in t h e i r 4 x 4
7
A W h a t t i m e is t h e t r a i n ?
8
A Is t h e s h o p o p e n t o d a y ?
B It's at half p a s t s e v e n .
1-60.
grid with numbers of their
B N o , it's closed on S u n d a y s .
choice b e t w e e n 1 and 30. •
Play again using numbers b e t w e e n 31 and 60.
5a •
Focus on t h e E v e r y d a y e x p r e s s i o n s . Go t h r o u g h each one. E l i c i t / T e a c h k e y v o c a b u l a r y , e . g . meeting,
1
•
• Elicit /Teach: time, dock. •
Focus on t h e pictures. Play audio M i l
•
for students t o
•
D r i l l e a c h i t e m as a c l a s s a n d i n d i v i d u a l l y . C h e c k p r o n u n c i a t i o n o f o i n o'clock
•
a n d to. T h e y are b o t h w e a k f o r m s ( / a / ) -
Tell s t u d e n t s t o cover t h e t e x t and look at t h e N o m i n a t e a s t u d e n t . A s k : What's ten past
eleven.
number
3,
W r i t e : What
on t h e board. P o i n t t o t h e gap.
Elicit:
is it today? this?
Elicit:
day.
P u t s t u d e n t s in pairs t o c o m p l e t e t h e
b •
pictures.
(Omer)?
box.
A s k : What's
listen and repeat t h e t i m e s . •
appointment.
G o t h r o u g h t h e w o r d s in t h e
Play audio H H
expressions.
for s t u d e n t s t o listen and check.
•
Play t h e audio again for students t o listen and
•
Drill t h e e x p r e s s i o n s as a class a n d
repeat.
individually.
Repeat with different times. day, t h e , W h a t , W h e n
2
•
F o c u s o n t h e p i c t u r e s . D r i l l : What's
the
time?
as a class a n d
individually. •
Elicit t h e t i m e s s h o w n on t h e clock faces. Drill t h e m p o i n t i n g t o e a c h c l o c k a n d a s k i n g What's
the
Point o u t t h e d i f f e r e n t ways o f saying each t i m e .
•
P u t s t u d e n t s in pairs t o practise.
•
L o o k a t y o u r w a t c h . A s k : What's
3 a • A s k : What
day
is today?
Monitor. the
time
•
Focus on t h e L a n g u a g e n o t e . Drill t h e example
•
C h e c k c o m p r e h e n s i o n . A s k : What
time?
•
t i m e and write it on t h e
by
now?
6
Elicit the
•
E l i c i t : It's
on ( M o n d a y ) . A s k : What
E l i c i t : It's
at (three
•
is your time
sentences.
English
is your
class?
English
class?
o'clock).
Go t h r o u g h Sandy's diary. E l i c i t / T e a c h key v o c a b u l a r y for e a c h d a y , e . g . interview,
board.
day
conference,
p a r t y , tennis
match.
Focus on t h e e x a m p l e dialogue. Drill each sentence. E l i c i t / E x p l a i n t h a t w h e n we're t a l k i n g a b o u t s o m e t h i n g
Elicit the day and write it on the
board.
t h a t h a s a l r e a d y b e e n m e n t i o n e d , e . g . a n a p p o i n t m e n t or
•
D r i l l t h e w o r d s in t h e b o x as a class a n d i n d i v i d u a l l y .
a m e e t i n g , w e o f t e n s h o r t e n What
•
P u t s t u d e n t s in pairs. A s k t h e m t o w r i t e t h e days in t h e
appointment? •
correct order. •
t o What
W r i t e : When's appointment?
G o t h r o u g h t h e a n s w e r s as a class.
time/What
time?/What
the Marketing
day
is the
day?
meeting?
When's
o n t h e b o a r d . U n d e r l i n e the,
your
your.
Explain
t h a t w e u s e the t o t a l k a b o u t a p a r t i c u l a r m e e t i n g Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
your
and
or a person's n a m e b e c a u s e we're t a l k i n g a b o u t t h e i r
a p p o i n t m e n t . Ask s t u d e n t s t o read Sandy's diary and f i n d b • •
Play audio l i f M for s t u d e n t s t o listen and D r i l l t h e d a y s a s a c h a i n . S a y : Monday. s t u d e n t s . E l i c i t : Tuesday,
4
Wednesday,
repeat.
Point to
o t h e r e x a m p l e s w h e n w e w o u l d u s e the,
different
etc.
Jack's
•
Play audio K : M
Tell s t u d e n t s t o listen a n d w r i t e t h e d a y or t h e t i m e t h e y
all t h e w a y t h r o u g h .
hear. Play t h e first c o n v e r s a t i o n on t h e audio a g a i n . quarter • •
Repeat with the second conversation. past
Elicit:
Elicit:
6 half p a s t n i n e , five o'clock
•
4 t w e n t y t o nine 7 half p a s t seven
2
A What's t h e t i m e ?
3
A W h e n is our m e e t i n g ?
4
A My a p p o i n t m e n t at t h e dentist's is t o d a y .
•
at the doctor's?
What
time
day
•
class?
on.
Monitor.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now about
days
and
times.
Ask students to draw a blank diary page and label the days -
Sunday.
Tell t h e m t o t h i n k o f one a c t i v i t y f o r each day (real or imaginary) and to write it on the diary page w i t h the time.
B It's q u a r t e r p a s t o n e .
•
P u t s t u d e n t s in pairs t o t a l k a b o u t t h e i r w e e k .
Monitor.
B It's on F r i d a y .
R e s o u r c e a c t i v i t y pages 1 8 1 and 2 5 7
B What time? A Twenty to nine.
R e v i e w a n d W o r d l i s t s Lessons 1 - 8
A Is K a t e here t o d a y ?
S t u d e n t ' s B o o k pages 8 3 - 8 4
B N o , she isn't here on M o n d a y s . 6
is her
is her computer
P u t s t u d e n t s i n A / B p a i r s . S t u d e n t B is S a n d y . T e l l t h e m
Monday
B It's T h u r s d a y .
5
but
when talking about a match that
Follow-up
Audio script 8.3 A W h a t day is i t t o d a y ?
interview,
c o u l d be e i t h e r ,
A s k q u e s t i o n s a b o u t S a n d y ' s d i a r y , e . g . What
can talk
8 Sundays
1
or a n a m e .
your
s t u d e n t s t h e o p p o r t u n i t y to act t h e role o f S a n d y .
conversation.
5 Mondays
your,
t o ask a n d a n s w e r q u e s t i o n s a b o u t S a n d y ' s w e e k . G i v e b o t h
G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y p l a y t h e
3 Friday
match
t o e l i c i t s e n t e n c e s w i t h at a n d •
2 quarter past one
p a r t y . N o t e t h a t tennis
appointment
one.
1 Thursday
the conference,
s o m e o n e is w a t c h i n g r a t h e r t h a n p l a y i n g i n . •
Play t h e rest o f t h e audio. audio again, s t o p p i n g a f t e r each
class,
w e w o u l d u s u a l l y u s e the
•
Thursday.
E l i c i t : the computer
A Is t h e b a n k o p e n t o d a y ? B Yes, it's o p e n f r o m half p a s t n i n e t o five o'clock.
14
I
TEACHER'S NOTES
Students learn a lexical set of daily activities and talk about their daily life.
LESSON 9
Warm-up Write a selection o f t i m e s on pieces o f paper, e.g . f i v e o'clock
on Monday
quarter
past
evening,
three
twenty
on Monday
past
two
afternoon,
on Friday
morning,
etc. Prepare one for
each s t u d e n t . H a n d o u t t h e pieces o f paper. Tell s t u d e n t s t o
1
I usually w a t c h T V in t h e e v e n i n g .
2
I s o m e t i m e s wake up at five o' clock.
3
I always leave h o m e at 7 . 3 0 .
4
I s o m e t i m e s go s h o p p i n g a f t e r w o r k .
5
I usually cook dinner.
6
I always have c o f f e e in t h e m o r n i n g .
organize
t h e m s e l v e s in a r o w s t a r t i n g w i t h t h e e a r l i e s t d a y / t i m e .
E l i c i t / T e a c h : hairdresser, you
E l i c i t / T e a c h : everyday
•
Focus on t h e pictures. Play audio i-'JIl
life.
f i v e , ten,
D r i l l e a c h i t e m as a c l a s s a n d i n d i v i d u a l l y . Ask different students to say t h e activities. S a y : 10?
E l i c i t : cook
are they
dinner.
Check
many
people
can
doing?
0 3
this?
past
s i x . Point to the gap. e.g.
half.
twice.
audio again, stopping after each answer. N o m i n a t e a s t u d e n t t o read t h e first s e n t e n c e f r o m t h e t e x t . Check p r o n u n c i a t i o n . C o n t i n u e round t h e class, asking
always
p r o n o u n c e d t h e w a y t h e y a r e s p e l t , e . g . shower
quarter,
up at
Elicit possible w o r d s t o f i t in t h e g a p .
G o t h r o u g h t h e a n s w e r s as a class. I f n e c e s s a r y p l a y t h e
Students m a y have problems r e m e m b e r i n g h o w to say or spell E n g l i s h w o r d s b e c a u s e t h e y are n o t
this?
Tell s t u d e n t s t o listen and c o m p l e t e t h e t e x t . Play audio
pronunciation.
i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's
d i f f e r e n t s t u d e n t s t o read one sentence each.
/'Jaoa//
/'brekfast/.
1 half
2 breakfast
6 have lunch •
f r i e n d , open.
Go t h r o u g h t h e t e x t eliciting possible words for each gap.
What's
P u t s t u d e n t s in pairs. Tell t h e m t o c o v e r t h e t e x t a n d t a k e it
breakfast
What
A s k : What's
repeat.
•
number
see?
t h e t e x t . W r i t e : I get
for students to
•
•
salon,
Read t h r o u g h t h e w h o l e t e x t . Focus on t h e first sentence o f
•
listen and
weekdays,
A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . How
A s k s t u d e n t s t o read o u t t h e i r t i m e s / d a y s .
P u t s t u d e n t s in pairs. A s k t h e m t o add t h r e e m o r e daily
3 shower
7 go f o r a d r i n k
4 drive 8 cook
5 nine 9 watch TV
1 0 go s h o p p i n g
a c t i v i t i e s t o t h e list. ( T h e y can use t h e i r d i c t i o n a r i e s if necessary.) •
6a Your life
A s k s t u d e n t s t o call o u t t h e daily a c t i v i t i e s a n d w r i t e t h e s e
Use t h e pictures in e x e r c i s e 1 and adverbs o f f r e q u e n c y to
on t h e board. Drill t h e new words.
t a l k a b o u t a t y p i c a l d a y f o r y o u . S a y : I usually seven
Do the examples together. Play the first item on audio S t u d e n t s h e a r to work,
quarter
make a sentence, then listen and
repeat. Do the same with the second
I have b r e a k f a s t ,
a shower
t o bed
I have a s h o w e r ,
I go t o b e d .
shopping
lunch
I go s h o p p i n g .
I have l u n c h . sentences.
Focus on t h e rules on S t u d e n t ' s B o o k page 1 0 4 . W r i t e : I watch
•
I
•
Ask
Read t h r o u g h t h e sentences.
T
and
o'clock.
wake
up at seven
I usually
wake
past
seven.
up at half
What
about
o'clock,
you,
too. /
Monitor.
about
my everyday
Give s t u d e n t s one m i n u t e t o read t h e t e x t f r o m e x e r c i s e 5
P u t s t u d e n t s in p a i r s / s m a l l g r o u p s . W r i t e t h e f o l l o w i n g t i m e s o n t h e b o a r d : six o'clock,
quarter
8.45,
half
half
past
nine,
11
o'clock,
past
past one,
s i x , eight f i v e , half
o'clock, past
s i x ,1 1 . 3 0 .
TV in the evening, does
(usually)
on t h e
this
go?
word
I
life.
again.
students to correct t h e m .
A s k : Where
up at seven
Follow-up
TV. o n t h e b o a r d . P u t a c r o s s
n e x t t o t h e s e n t e n c e s t o s h o w t h e y are i n c o r r e c t .
between
at
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
for s t u d e n t s t o read and listen.
have.
wake
E l i c i t : I usually
compare their days.
D r i l l e a c h l i n e as a class a n d i n d i v i d u a l l y .
P o i n t t o usually.
up at home
Focus on t h e e x a m p l e s e n t e n c e s . P u t s t u d e n t s in pairs t o
Focus on t h e L a n g u a g e n o t e . Drill t h e e x a m p l e
W r i t e : I watch
wake leave
Monitor.
(Maria)?
can talk
never
I usually
to e i g h t , e t c .
l i f e . S a y : I usually
breakfast
I go t o w o r k ,
a shower
a shower.
Ask d i f f e r e n t s t u d e n t s t o say sentences a b o u t their daily
to work
Play audio H M
have
t h e m , using adverbs of frequency.
Audio script 9.2
4a
I always
Tell s t u d e n t s t o w r i t e sentences a b o u t a t y p i c a l day for
example.
Play t h e rest of t h e audio.
1
o'clock.
board.
•
Elicit:
Tell s t u d e n t s t o t h i n k a b o u t t h e hairdresser's day and w h a t she does at each of t h e s e t i m e s .
'watch'.
P u t s t u d e n t s in pairs a n d t e l l t h e m t o read t h e s e n t e n c e s
Resource activity pages 182 and 258
a n d p u t t h e a d v e r b s o f f r e q u e n c y in t h e c o r r e c t place. G o t h r o u g h t h e a n s w e r s as a c l a s s .
29
write
TEACHER'S NOTES
Students learn and practise present simple statements.
L E S S O N 10
Warm-up •
Audio script 10.3 1
Draw t w o columns on the board. Write the first part of the daily a c t i v i t i e s f r o m l e s s o n 9 e x e r c i s e 1 in t h e f i r s t c o l u m n
2
and t h e s e c o n d p a r t in t h e s e c o n d c o l u m n . W r i t e t h e m o u t o f
•
3
dinner
watch
I live near a s h o p . I d o n ' t live near a s h o p .
order, e.g. wake
She w o r k s in a cafe. She d o e s n ' t w o r k in a cafe.
They drive to work. They don't drive to work.
up
4
P u t s t u d e n t s in t e a m s . T h e t e a m s t a k e it in t u r n s t o t w o w o r d s a n d m a k e a s e n t e n c e , e . g . I wake
up at six
He finishes w o r k at f i v e . He d o e s n ' t finish w o r k a t
match 5
o'clock.
five.
We g e t up at seven o'clock. We d o n ' t g e t up at seven o'clock.
1
• •
E l i c i t / T e a c h : j o b , pub,
clean,
wash,
glasses,
like,
money.
Focus on t h e picture. Ask questions a b o u t J o h n , e.g. old is he?
What
is he
Play audio H H I
for s t u d e n t s t o read and
•
P l a y t h e f i r s t p a r t o f t h e a u d i o a g a i n ( t o I like the
How 5
listen.
D r i l l e a c h s e n t e n c e as a c l a s s . C h e c k
•
Ask i n d i v i d u a l s t u d e n t s t o read sentences from t h e t e x t .
activity?
•
person
1 d o e s n ' t go English.
the
5 washes or
6
2 has
pronunciation.
3 d o e s n ' t work
6 d o e s n ' t go
7 goes
4 d o e s n ' t clean
8 d o e s n ' t like
l A i i u m
tables.
•
Focus on t h e verbs in t h e box. Say positive and to work
t e x t i n e x e r c i s e 1 . A s k : Which
verbs
are activities?
clean,
verbs
are states?
wash.
R e p e a t w i t h Which
work,
Elicit: to elicit
• goes
( a n e x t r a s y l l a b l e i n washes
T e l l s t u d e n t s t o c o v e r e x e r c i s e 1 . W r i t e : go, wash,
l i k e , do o n t h e
•
work,
board.
P u t s t u d e n t s in pairs. A s k t h e m t o w r i t e t h e t h i r d
person
s i n g u l a r f o r e a c h v e r b . G o t h r o u g h as a c l a s s . C h e c k pronunciation. 3 a • W r i t e : I go to the pub What
does
John
at six o'clock,
at six o'clock,
do at six o'clock?
on the board.
E l i c i t : He goes
and write it on the
pub
board.
I don't negative
in a school.
in a school,
What
t o o . / I don't
about
work
Ask the same question to different students.
R e p e a t w i t h a n e g a t i v e s e n t e n c e , e . g . I don't the evening.
E l i c i t : I don't
I go to work
in the
go to work
go to work
in the evening
•
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r daily life.
•
Ask different students to say one positive and one
negative
s e n t e n c e a b o u t t h e i r p a r t n e r ' s d a i l y l i f e , e . g . (Ana)
works
doesn't
Check
Monitor.
drive
to work.
time,
full-time, holiday.
English in t h e world •
E l i c i t / T e a c h : part-time,
•
R e a d t h r o u g h t h e t e x t as a c l a s s . A s k q u e s t i o n s t o c h e c k do students
•
describe
4 He finishes work at half past
7 He w a t c h e s T V f o r half an hour.
6 He always walks h o m e . 8 T h e n he goes t o b e d .
•
pronunciation. 104.
go,
goes
= doesn't
in a cafe,
negative
H i K I .
say t h e n e g a t i v e , t h e n
listen and repeat. Do t h e same w i t h t h e second e x a m p l e . •
Play t h e rest o f t h e a u d i o .
everyday
I can
life.
U s e t h e s e c o n d t e x t f r o m e x e r c i s e 1 as a d i c t a t i o n .
Dictate
naturally.
P u t s t u d e n t s in pairs t o check each other's w o r k using t h e and
punctuation.
go.
Do t h e examples t o g e t h e r . Play t h e first i t e m on audio S t u d e n t s h e a r She works
else's
Student's Book. Remind t h e m t o check for correct spelling
G o t h r o u g h t h e verbs in e x e r c i s e 1 and elicit t h e f o r m o f e a c h , e . g . go = don't
b •
•
Focus on t h e rules on S t u d e n t ' s Book page
someone
each sentence t w i c e , speaking clearly and
• G o t h r o u g h t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s a n d individually. Check
Where
Follow-up •
•
UK have jobs?
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
2 He usually has dinner t h e r e .
5 He lives near t h e p u b .
in the
work?
P u t s t u d e n t s in pairs t o discuss s t u d e n t j o b s in t h e i r c o u n t r y .
•
3 He starts work at seven o'clock. eleven.
term
c o m p r e h e n s i o n , e . g . Do all students
P l a y a u d i o il*M f o r s t u d e n t s t o l i s t e n a n d c h e c k .
1 He goes t o t h e pub at six o'clock.
in
pronunciation.
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r s e n t e n c e s .
Audio script 1 0 . 2
/
evening.
•
Play t h e audio again for s t u d e n t s t o listen and repeat.
in
either.
Focus on t h e sentences. Tell s t u d e n t s t o w r i t e a b o u t J o h n .
•
you,
in a
•
b •
go
Monitor.
N o m i n a t e a s t u d e n t . S a y : I work
an o f f i c e . / (Ana)
Ask:
to the
Tell s t u d e n t s t o w r i t e t h r e e positive and t h r e e
school.
104.
negative
in a school.
evening.
( K a t i a ) ? E l i c i t : I work
b u t n o t in
have,
in the
sentences a b o u t their life.
pronunciation
G o t h r o u g h t h e rules on Student's B o o k page
clean,
• go,
like.
Focus on t h e table. Drill t h e examples. Check
about
G o t h r o u g h t h e a n s w e r s as a class. A s k d i f f e r e n t s t u d e n t s t o say t h e sentences. Check
clean
John
go.
P u t s t u d e n t s in pairs. Tell t h e m t o make sentences
P u t s t u d e n t s in pairs. Tell t h e m t o look at verbs in t h e f i r s t
o f es i n washes,
4a
E l i c i t : no a n d u n d e r l i n e doesn't
s e n t e n c e s a b o u t y o u r l i f e , e . g . I work
goes).
•
R e p e a t w i t h I usually
Write:
o n t h e b o a r d . A s k : Does
J o h n using t h e verbs in brackets.
U n i v e r s i t y , o n t h e b o a r d . A s k : state
E l i c i t : state.
go to school
to elicit a c t i v i t y .
have,
•
•
pronunciation.
• W r i t e : I go to Leeds
goes/doesn't
go to school?
Repeat with the second part of the audio.
- possibly because t h e r e are f e w v e r b e n d i n g s i n
•
John
pronunciation.
S t u d e n t s o f t e n forget to use s in the t h i r d
•
• Tell s t u d e n t s t o read t h e t e x t in e x e r c i s e 1 a g a i n .
money).
•
Check
He washes cars. He d o e s n ' t wash cars.
doing?
•
•
2
6
Resource activity pages 183 and 258
Students revise the present simple and write a paragraph about their everyday life.
LESSON 11
TEACHER'S NOTES Warm-up •
Write five present simple sentences on the board.
•
Each
s e n t e n c e s h o u l d c o n t a i n o n e m i s t a k e , e . g . She haves
a
part-
•
time job. They doesn't go to school. Wake they up at seven o'clock. I no like my job. He doesn't works in an office. •
P u t s t u d e n t s in small g r o u p s . Tell t h e m t o f i n d t h e
•
W r i t e : 1 He cleans earns
check.
•
the tables.
a lot of money.
work
by bus.
She
He hasn't
got
and, •
but,
or
F o c u s o n t h e p i c t u r e o f L i g a y a . A s k : What's old is she?
Where
does
she live?
her name?
the glasses.
like her job.
a car.
on the
2
She
3 He travels
to
board. with
because.
Ask i n d i v i d u a l s t u d e n t s t o rewrite t h e sentences on t h e b o a r d . E l i c i t : He cleans
•
He washes
doesn't
P u t s t u d e n t s in pairs a n d t e l l t h e m t o w r i t e s e n t e n c e s
part-time
job. / She doesn't have a part-time job.
1
w h e n we give a reason for
something.
mistakes
E l i c i t t h e o p p o s i t e o f e a c h s e n t e n c e , e . g . She has a
sentences.
t o join t w o positive pieces
t o j o i n a positive and a n e g a t i v e piece
o f i n f o r m a t i o n , a n d because
Go t h r o u g h t h e answers, w r i t i n g t h e m on t h e board for students to
•
E l i c i t / E x p l a i n t h a t w e u s e and o f i n f o r m a t i o n , but
and rewrite the sentences correctly, •
F o c u s on t h e L a n g u a g e n o t e . E l i c i t t h a t t h e r e are t w o pieces of i n f o r m a t i o n in each o f t h e e x a m p l e
She
How
earns
travels
Encourage s t u d e n t s t o guess
the
a lot of money
to work
tables
and
washes
but she doesn't
by bus because
he hasn't
the
glasses.
like her job. got
He
a car.
some of Ligaya's details. •
Play audio > H I What's
•
Ligaya's
for s t u d e n t s t o read and listen.
job?
E l i c i t : She's
a
the capital •
anything
Philippines?
•
time,
school,
near,
city
What's
you
e.g.
centre,
main
expensive,
begin
and
end
and
end
with
beach
•
true
or false?
E l i c i t : True
1
•
g i v i n g , or a s k i n g f o r , t h e n u m b e r o f t h e c o r r e c t
2
• •
6 F
French,
on the board. Ask students to teaches E n g l i s h . the statements
G o o v e r t h e a n s w e r s t o g e t h e r . E l i c i t : She She
likes
her job.
M o d e l t h e p r o n u n c i a t i o n o f / i / i n live a n d /v./
She doesn't
normally
takes
the bus
go to work
t h e board. Ask students t o p u t t h e m in order w i t h
3
•
l a s t , i . e . always,
D r i l l e a c h pair o f w o r d s i n d i v i d u a l l y t h e n as a class. C h e c k Focus on t h e first pair o f w o r d s . Play t h e first i t e m on audio A s k : live or leave?
E l i c i t : leave
Play t h e rest of t h e audio, stopping after each word.
1 leave
on
answers.
2 his
3 it
4 these
•
Play the audio again for s t u d e n t s t o listen and
•
P u t s t u d e n t s in pairs. O n e s t u d e n t says a w o r d f r o m t h e list
repeat.
in p a r t 1 , t h e o t h e r p o i n t s t o t h e w o r d in t h e list. on
•
always
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can
usually/normally, often,
F o c u s o n t h e f i r s t a c t i v i t y , gets does
up.
Ligaya
Tell s t u d e n t s t o read t h e get
up?
E l i c i t : at
»
quarter
write
about
my everyday
I
life.
F o c u s on t h e t e x t in e x e r c i s e 1 . Tell s t u d e n t s t o t h i n k write a paragraph about that
•
P u t s t u d e n t s in pairs t o c o m p l e t e t h e exercise.
•
G o t h r o u g h t h e a n s w e r s as a class. 2 at six o'clock
5 at five o'clock
person.
Resource activity pages 184 and 259
3 at h a l f p a s t seven
6 a f t e r w o r k / b e f o r e she goes
7 on S u n d a y m o r n i n g
about
s o m e o n e t h e y k n o w , e . g . a f r i e n d or a r e l a t i v e . A s k t h e m
to f i v e .
home / o n Saturday
and write this on the
Follow-up
t e x t a g a i n . A s k : When
4 at five o'clock
M
A u d i o script 1 1 . 3
never.
1 at q u a r t e r t o five
Drill H
repeat.
Go through the
Ask s t u d e n t s t o look at t h e t e x t again and underline t h e
f i r s t a n d never
Check
to
adverbs of frequency. Elicit the adverbs and write t h e m
sometimes,
letters,
i n leave.
•
true.
Saturday. •
s p e l l i n g , capital
•
P u t s t u d e n t s in pairs. Tell s t u d e n t s t o look at t h e o t h e r f a l s e s t a t e m e n t s 3 , 4 , a n d 6 . S a y : Make work.
Check
l i f e . Monitor.
b o a r d so s t u d e n t s can c h e c k .
c o r r e c t t h e s t a t e m e n t . E l i c i t : She
•
partner.
your
N o m i n a t e i n d i v i d u a l s t u d e n t s t o read o u t t h e i r t e x t s .
H i l
•
your
about
pronunciation.
paragraph
for each answer.
teaches
about
Write
for s t u d e n t s t o listen and
G o t h r o u g h t h e a n s w e r s as a c l a s s . I f s o m e s t u d e n t s f i n d
W r i t e : Ligaya
the pattern.
e a c h s o u n d as a c l a s s t h e n i n d i v i d u a l l y . P l a y a u d i o
the exercise difficult, number the paragraphs and help by
•
R e m i n d s t u d e n t s t o use
Pronunciation
and
complete the exercise.
5T
do
capital
pronunciation.
Read t h r o u g h t h e s t a t e m e n t s . P u t s t u d e n t s in pairs t o
4 F
a
P u t s t u d e n t s in pairs. A s k t h e m t o e x c h a n g e t h e i r t e x t s . S a y : Read
write T next to the sentence.
3 F
a f u l l stop.
with
and f u l l - s t o p s .
f i r s t s t a t e m e n t . A s k : Is this
2 F
E l i c i t : Begin
S a y : Follow
Play t h e audio again while s t u d e n t s read and listen.
I T
a sentence?
•
road
• Tell s t u d e n t s t o read t h e first paragraph again. Focus on t h e
•
I live in ( L o n d o n ) .
•
journey
p a r a g r a p h 4 : church,
and
capital letters with the names of days.
t r a f f i c , summer
p a r a g r a p h 3 : earn,
is (Anna)
F o c u s o n t h e p u n c t u a t i o n u s e d i n t h e p a t t e r n . A s k : How letter
p a r a g r a p h 2 : normally,
•
Use t h e cues t o tell s t u d e n t s a b o u t y o u r e v e r y d a y life, e . g .
city?
t r a v e l , long
2
are the
E l i c i t / T e a c h key v o c a b u l a r y for each paragraph, p a r a g r a p h 1 : elementary
•
•
S a y : My name
Ask questions to find out if your students know a b o u t t h e P h i l i p p i n e s , e . g . Where
Ask:
teacher.
8 on S u n d a y a f t e r n o o n
33
to
Students revise the present simple and learn phrases for responding to things people say.
TEACHER'S NOTES LESSON 12 Warm-up •
3a •
Use t h e pictures in l e s s o n 4 t o revise t h e story t o date. q u e s t i o n s a b o u t t h e c h a r a c t e r s , e . g . Where
does
Ryan
What's
Where
is
Peter
does
Sarah
from?
his wife's What's
name?
Jordan's
Who is Lucy's job?
boss?
Is he married?
What
Ask
•
work?
•
Play audio
•
do?
•
to familiarize students with how the story
develops and with the characters' voices. •
shop,
customer,
p i c t u r e 2 : do j u d o , sport, p i c t u r e 3 : that's picture 4: •
4 tennis,
•
stop
f u n n y , f a n c y , r e a l l y , obvious
p i c t u r e 1 : How
many
is Ryan
to?
people
are there?
talking
to?
p i c t u r e 3 : Who is Ryan
talking
to? Is Peter
What
are they?
is Cindy
Who
talking
•
doing?
arriving
Peter
come
into
P l a y t h e a u d i o a g a i n . E l i c i t : To see
p i c t u r e 1 : Who is Peter usually
come
in?
come
p i c t u r e 2 : Where
have
looking
into
Peter Cindy
Is Sarah What
What
Does
sports
she do judo come
a cup of coffee?
p i c t u r e 4 : Why does
for?
the cafe?
is Sarah?
she go jogging?
p i c t u r e 3 : Why does
The
say
into
does
does
she do?
•
F o c u s o n t h e s e n t e n c e s . W r i t e : It's evening,
o n t h e b o a r d . S a y : Read
E l i c i t : 6.30 •
he want What
she
When
say.
Shop?
Does
to see
do men
he
Sarah? never
6.30/7.30
the t e x t . What
in
the time
is it?
the text
again
and
choose
answer.
2 Tuesday
5 doesn't have
3 sports centre
Everyday yes,
thats, r e a l l y ,
M a k e e n o u g h copies so s t u d e n t s can w o r k in small g r o u p s . Give each group one piece o f paper. A s k t h e m t o use t h e punctuation.
R e s o u r c e a c t i v i t y pages 1 8 5 and 259
G o o v e r t h e a n s w e r s as a c l a s s . 1 6.30
people
Write out the individual words from the
expressions with
usually
a n d circle t h e correct answer.
P u t s t u d e n t s i n p a i r s . S a y : Read the correct
•
to things
words t o make f o u r expressions. Tell t h e m t o w r i t e t h e
Does
weekend?
The Coffee
Why does 'Men!'?
time
•
e.g.
in the cafe?
at the
•
Sarah.
notice? 2
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
right, funny.
Ask questions a b o u t the t e x t to check comprehension,
always
Ask one g r o u p t o act o u t t h e story for t h e rest o f t h e class.
e x p r e s s i o n s o n a Large piece o f paper. W r i t e t h e w o r d s a t
or
to?
F o c u s o n t h e q u e s t i o n . A s k : Why does
does
•
r a n d o m w i t h n o p u n c t u a t i o n , e . g . know,
p i c t u r e 4 : Who is Cindy
Sarah
to
Follow-up
leaving?
•
F o c u s on t h e s t o r y . P u t s t u d e n t s in g r o u p s . Tell t h e m
can respond
e.g.
Where
p i c t u r e 2 : Who is Peter
Shop?
Really.
G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e all t h r e e roles.
•
Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e
Coffee
Oh, right.
Monitor.
W r i t e t h e n e w w o r d s o n t h e b o a r d a n d d r i l l as a class a n d
p i c t u r e s t o check basic c o m p r e h e n s i o n ,
•
That's funny.
repeat.
•
notice
talking
for students to check their answers.
Play the audio again while s t u d e n t s listen and
practise t h e c o n v e r s a t i o n , each t a k i n g one part.
individually. •
Play audio I W I
o.
expressions.
e.g.
counter
go j o g g i n g , play
on t h e b o a r d . P o i n t t o t h e g a p a n d ask
Ask students to complete the
Yes, I k n o w .
E l i c i t / T e a c h key v o c a b u l a r y for each picture, p i c t u r e 1 : coffee
W r i t e : Yes, I kn_w.
students t o supply t h e missing letter. E l i c i t :
b • la
Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o find a n d u n d e r l i n e t h e m in t h e t e x t .
4 does j u d o
6 fancies
18
I
Students learn a lexical set of free-time activities and talk about
~ TEACHER'S NOTES LESSON 13 what they do in their free time. Warm-up •
A u d i o script 1 3 . 3
Elicit daily a c t i v i t i e s a n d w r i t e t h e s e on t h e b o a r d in order. Drill t h e words and check
•
Woman 1
random
My name's M a r i a . W h a t do I do in my free t i m e ? I go s w i m m i n g and I play t e n n i s . I d o n ' t play a musical
pronunciation.
i n s t r u m e n t , b u t I listen t o music. I like j a z z .
Tell s t u d e n t s t o list t h e a c t i v i t i e s in t h e order t h a t t h e y do
Man 1
My name's Dev. Free t i m e ? L e t me see. I do karate a n d I play t h e p i a n o . A n d I play c o m p u t e r g a m e s , t o o .
them. •
Woman 2
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r lists a n d t a l k a b o u t their daily activities.
My name's A n n a . I n m y free t i m e I read b o o k s - novels m o s t l y . I d o n ' t play a n y s p o r t s , b u t I do y o g a . A n d I
Monitor.
go j o g g i n g . Man 2
1
• E l i c i t / T e a c h : free •
Focus on t h e pictures. Play audio listen and
nil
r e s t a u r a n t s w i t h my f r i e n d s , t o o . I love f o o d .
for students to
repeat.
•
D r i l l e a c h i t e m as a class a n d
•
Ask d i f f e r e n t s t u d e n t s t o say t h e a c t i v i t i e s .
b • W r i t e : Maria
individually.
music,
Check
P u t s t u d e n t s in pairs. Tell t h e m t o t a k e it in t u r n s t o a t d i f f e r e n t a c t i v i t i e s a n d a s k What's
2
this?
•
point
• Tell s t u d e n t s t o add more f r e e - t i m e a c t i v i t i e s t o t h e list
•
Elicit:
s a m e as i n t h e s t u d e n t ' s l a n g u a g e . F o r e x a m p l e ,
•
•
G o t h r o u g h t h e a c t i v i t i e s in e x e r c i s e 1 . S a y t r u e s e n t e n c e s
the
(Maria)? •
and
•
Read through t h e example W r i t e : I play
the •
4
swimming I go s w i m m i n g .
table tennis
5
I play t a b l e t e n n i s .
the
piano.
and f o o t b a l l . I don't but I don't
play
do yoga,
R e m i n d s t u d e n t s t h a t and
connects a positive and a negative
the
on the
piano
board.
connects sentences,
sentence.
Tell s t u d e n t s t o w r i t e a paragraph a b o u t t h e a c t i v i t i e s in do.
P u t s t u d e n t s in pairs. A s k t h e m t o e x c h a n g e a n d read each
•
A s k i n d i v i d u a l s t u d e n t s t o read o u t t h e i r
•
t h e radio
6
magazines I read m a g a z i n e s
•
Maria a n d w r i t e t h e a c t i v i t i e s she does. Play t h e first twice. Elicit:
•
D e v : k a r a t e , play t h e p i a n o , c o m p u t e r games
I
activities.
A r r a n g e t h e class in t w o or t h r e e t e a m s . A s k o n e
_ member
E x p l a i n t h a t y o u are g o i n g t o w h i s p e r a f r e e - t i m e
activity
t h e a c t i v i t y and their teams compete to guess t h e
Tell s t u d e n t s t o listen t o t h e o t h e r conversations and w r i t e
Maria: s w i m m i n g , t e n n i s , l i s t e n i n g t o music ( j a z z )
my free-time
to t h e s t u d e n t s at t h e f r o n t o f t h e class. T h e y have t o
to ( j a z z ) music.
G o t h r o u g h t h e a n s w e r s as a class.
about
f r o m each t e a m t o come t o t h e f r o n t o f t h e class.
swimming,
t h e activities. Play t h e rest of t h e audio.
talk
Follow-up
Focus on t h e first picture. Tell s t u d e n t s t o listen t o conversation on audio J H 0
paragraphs.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can
I listen t o t h e r a d i o .
the violin I play t h e v i o l i n
•
you,
play
other's work.
karate I do k a r a t e .
•
about
• Audio script 1 3 . 2
listening
or, but.
What
t o o . / I don't
sentences.
exercise 1 that they do/don't
Play t h e rest of t h e audio.
tennis,
tennis
v i o l i n . I do karate,
w h i l e but
second item.
4a •
table
the piano.
the piano,
t w o p o s i t i v e s e n t e n c e s , or c o n n e c t s t w o n e g a t i v e
the
correct verb, t h e n listen and repeat. Do t h e same w i t h
E l i c i t : I play
U n d e r l i n e and,
Do t h e examples t o g e t h e r . Play t h e first i t e m on audio
table
play f o o t b a l l .
Ask d i f f e r e n t s t u d e n t s t o say sentences a b o u t t h e i r free-
or the
make a sentence with
/ I don't
t i m e a c t i v i t i e s . S a y : I play
some sports, b u t S p a n i s h uses d i f f e r e n t verbs.
3
pronunciation.
a b o u t t h e t h i n g s t h a t y o u d o / d o n ' t d o , e . g . I play
English
uses t h e same verb ( p l a y )w i t h musical i n s t r u m e n t s
2
the
5 mam tennis.
f o r s t u d e n t s as t h e E n g l i s h c o l l o c a t i o n is n o t a l w a y s
1
about
do.
r e s t a u r a n t s w i t h his f r i e n d s .
C o l l o c a t i o n s ( w o r d s t h a t go t o g e t h e r ) c a n cause p r o b l e m s
•
sentences
Caspar
Caspar goes t o t h e cinema and he w a t c h e s T V . He goes t o
practise.
S t u d e n t s h e a r karate,
and
A n n a reads b o o k s . She does y o g a a n d she goes j o g g i n g .
Say t w o or t h r e e a c t i v i t i e s a t r a n d o m t h e n p u t s t u d e n t s
B Q .
Anna,
Dev does k a r a t e . He plays t h e p i a n o and he plays c o m p u t e r g a m e s .
a n d no i f w e u s e a d i f f e r e n t v e r b , e . g . S a y : tennis
•
Dev,
P u t s t u d e n t s in pairs t o c o m p a r e their answers.
comprehension.
a c t i v i t y . Tell s t u d e n t s t o say y e s if we use t h e verb p l a y ,
3
that
this?
to.
board.
T e l l s t u d e n t s t o c o v e r t h e p i c t u r e s in e x e r c i s e 1 . S a y a n
in pairs t o
listens
G o t h r o u g h t h e a n s w e r s as a class. A s k i n d i v i d u a l s t u d e n t s
F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s
yes.
and she
•
and individually. •
plays,
t o read o u t o n e sentence each. Check
A s k s t u d e n t s t o call t h e m o u t and w r i t e t h e m on t h e Drill t h e new words and check
tennis
• (using dictionaries if necessary). •
She
F o c u s o n t h e p i c t u r e s . S a y : Write activities
Monitor.
swimming.
o n t h e b o a r d . P o i n t t o e a c h g a p . A s k : What's
E l i c i t : goes,
pronunciation. •
My name's Caspar. I d o n ' t play a n y s p o r t s . I n my f r e e t i m e I go t o t h e cinema or I w a t c h T V . I go t o
time.
mime
activity.
T h e first t e a m t o call o u t t h e a c t i v i t y wins a p o i n t . •
Repeat with different activities from exercises 1 and 3.
Resource activity pages 226 and 280
A n n a : read b o o k s ( n o v e l s ) , y o g a , j o g g i n g Caspar: go t o t h e c i n e m a , w a t c h T V , go t o r e s t a u r a n t s
117
Students learn and practise present simple questions and ask
~ TEACHER'S NOTES
LESSON 14 each other about their free time.
Tell s t u d e n t s t o complete t h e conversation w i t h words from
Warm-up
t h e box. Remind t h e m t h a t t h e y need t o use some words
Make a Word Snake (see page 1 1 ) o f f r e e - t i m e a c t i v i t i e s lesson 13,
from
more than once.
e.g.
Monitor.
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
swimmingviolinradiokaratecinemamagazinesfootballbooks. When students have unscrambled the word snake, elicit t h e v e r b s t h a t g o w i t h e a c h a c t i v i t y , e . g . go
swimming. b •
la
1
F o c u s o n t h e p i c t u r e . A s k : Who can you What
1
can you
see?
Where
are
they?
see?
E l i c i t / T e a c h : sports
centre,
two
or three
times
a
5
4 Do 11
5 go
go
D r i l l e a c h q u e s t i o n a n d a n s w e r as a c l a s s a n d i n d i v i d u a l l y . C h e c k p r o n u n c i a t i o n o f do a t t h e b e g i n n i n g o f a q u e s t i o n
Check
Refer s t u d e n t s t o t h e rules on S t u d e n t ' s B o o k page
105.
W r i t e : Do you
on the
read
books?
What
a n d wh-
books
do you
read?
Your life free
time?
on the board.
s t u d e n t s t o m a k e a q u e s t i o n . E l i c i t : What
Give
your
Monitor.
free
time?
R e p e a t w i t h like/sport?
do you
t o e l i c i t Do you
Tell s t u d e n t s t o use t h e cues t o m a k e
own
English.
questions.
f o r g e t t o u s e t h e a u x i l i a r y v e r b do i n q u e s t i o n s
question each. Check i n t o n a t i o n and pronunciation o f
etc) or because
t h e y don't h a v e to use t h e m i n their o w n language,
1 W h a t do y o u do in y o u r f r e e t i m e ?
e.g.
instrument?
occur if questions and statements in the student's
y o u r friends?
own
4 Do y o u p l a y a m u s i c a l
5 W h a t t h i n g s do y o u read?
6 Where do y o u m e e t
7 Do y o u go t o t h e cinema e v e r y week?
8 Do y o u play c o m p u t e r games?
Chinese.
F o c u s o n t h e wh-
' D r i l l t h e e x a m p l e s in t h e t a b l e as a class a n d i n d i v i d u a l l y .
questions. Elicit/Explain that these
Check p r o n u n c i a t i o n a n d f o c u s on i n t o n a t i o n , w h i c h rises in
q u e s t i o n s a s k f o r i n f o r m a t i o n . G o t h r o u g h e a c h wh-
yes/no
eliciting possible answers.
questions.
1
Refer s t u d e n t s t o t h e rules on S t u d e n t ' s B o o k page
1
W r i t e : don't
this?
S a y : Read
105.
E l i c i t : do
piano?
E l i c i t yes/no
(Pedro)?
free
not. Does
(Hamid)
play
and
write
time?
What
things
do you
p a r t n e r , e . g . (Manolo) W r i t e : What
questions in t h e table.
do in
your
Monitor.
likes
he
sport.
in
free
time?
this?
E l i c i t : does,
on t h e
board. do,
his.
Tell s t u d e n t s t o look a t t h e i r q u e s t i o n s and change t h e m
' Do t h e examples t o g e t h e r . Play the first item on audio to the gym,
you.
read?
P o i n t t o e a c h g a p . A s k : What's
i n t o t h i r d p e r s o n s i n g u l a r u s i n g he or
make the
q u e s t i o n , t h e n listen and repeat. Do t h e same w i t h
for
do you
P u t s t u d e n t s in pairs t o i n t e r v i e w each o t h e r .
answers.
t f W - t . S t u d e n t s h e a r He goes
answers
question
Ask d i f f e r e n t s t u d e n t s t o say a sentence a b o u t t h e i r
the
• P u t s t u d e n t s in pairs t o practise asking and a n s w e r i n g t h e
second
the questions
N o m i n a t e i n d i v i d u a l s t u d e n t s . A s k : What
not.
' U s e t h e t a b l e t o ask q u e s t i o n s a b o u t p e o p l e in t h e class, go to the gym,
do.
2 Do y o u like sport?
3 W h a t kind o f music do y o u listen to?
S p a n i s h . Problems w i t h w o r d order i n E n g l i s h m i g h t also
e . g . Do you
like
G o t h r o u g h t h e q u e s t i o n s as a class. A s k s t u d e n t s t o say o n e
T h e y m a y o m i t t h e s u b j e c t p r o n o u n ( I , y o u , he,
t o e l i c i t does
Ask
do in
sport?
Students who translate questions directly from their
R e p e a t w i t h doesn't
yes/no
questions.
W r i t e : W h a t / d o / i n your
o n t h e b o a r d . A s k : What's
wh-
board. E x p l a i n t h a t we use t h e s a m e w o r d order for
N o t e t h a t native speakers o f t e n
language h a v e t h e same w o r d order, e.g.
conversation.
•
as / d j u : / .
language may make mistakes in
8 Does
1 4 go
•
( w h e n it's a w e a k f o r m / d a / ) a n d in a n s w e r s ( w h e n it's
t h e m an o p p o r t u n i t y t o p r a c t i s e each role.
7 go
13 don't
questions.
1
• P u t s t u d e n t s in pairs t o p r a c t i s e t h e c o n v e r s a t i o n .
6 don't
1 2 do
D r i l l t h e e x a m p l e s as a class a n d i n d i v i d u a l l y .
week,
Play audio > £ H 1 for s t u d e n t s t o read and listen.
p r o n o u n c e do you
3 do
p r o n u n c i a t i o n a n d f o c u s on i n t o n a t i o n , w h i c h falls in
1
a strong form / d u : / ) .
2 go
10 doesn't
P u t s t u d e n t s in pairs t o practise t h e
•
v o l l e y b a l l , love. 1
1 Do 9 go
she.
G o t h r o u g h t h e q u e s t i o n s as a c l a s s . C h e c k p r o n u n c i a t i o n
the
of
t h i r d p e r s o n s.
example.
P u t s t u d e n t s w i t h n e w p a r t n e r s t o ask a n d a n s w e r q u e s t i o n s
' Play t h e rest o f t h e audio.
about their first partner. Audio script 1 4 . 2
1
1
He goes t o t h e g y m .
T h e y listen t o music.
Does he go t o t h e g y m ?
Do t h e y listen t o music?
2
Y o u read a l o t o f b o o k s .
He does y o g a .
Do y o u read a l o t o f books?
Does he do yoga?
She plays t h e v i o l i n .
T h e y go t o t h e c i n e m a .
Does she play t h e v i o l i n ?
Do t h e y go t o t h e cinema?
3
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can ask people
F o c u s o n t h e c o n v e r s a t i o n . E l i c i t / T e a c h : on your
•
Choose a s t u d e n t b u t d o n ' t say h i s / h e r n a m e . Tell s t u d e n t s
own,
in an office?
meet,
What's
Is he Spanish?
Does
he like tennis?
Does
every this?
day?
you
on t h e board. P o i n t t o t h e first gap.
E l i c i t : Do.
Repeat for the second gap ( g o ) .
Ask:
Resource activity pages 226 and 280
117
he
work
e t c . Y o u c a n o n l y s a y Y e s / N o . P l a y t w o g a m e s as
e x a m p l e s t h e n p u t s t u d e n t s in small groups t o play.
G o t h r o u g h t h e w o r d s in t h e b o x . W r i t e :
I
time.
t h e y h a v e t o ask q u e s t i o n s a n d guess w h o t h e s t u d e n t is, e . g .
park. jogging
their free
Follow-up
Is it a man?
4a
about
t
Students revise present simple questions and talk about likes and dislikes.
LESSON 15 Warm-up •
P u t s t u d e n t s in pairs. S e t t h e m a t i m e limit o f one m i n u t e t o l i s t as m a n y f r e e - t i m e a c t i v i t i e s as p o s s i b l e .
•
1
Go through the activities. Check
pronunciation. 4
•
E l i c i t / T e a c h : D J , radio
•
Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e p i c t u r e , e . g . How
•
station.
many
people
are there?
Where
Focus on t h e questions. Play audio E S I
are
•
twice for students
DJ
DJ Eddie DJ Eddie DJ Eddie DJ Eddie DJ Eddie DJ Eddie DJ
2 his w i f e
Repeat w i t h t h e second pair of pictures ( s a i l i n g / j u d o ) .
It's W e d n e s d a y a f t e r n o o n and t h i s is t h e Ken S t e v e n s
•
Focus on t h e L a n g u a g e n o t e . Drill t h e
•
W r i t e : I like music.
•
DJ Eddie DJ Eddie DJ Eddie DJ
•
e x a m p l e s . C h e c k t h e y h a v e u s e d -ing
forms.
S a y : Write
on your l i s t .
I see, and w h a t a b o u t K a t h , w h e r e does she work?
•
Ask i n d i v i d u a l s t u d e n t s t o say one o f t h e i r sentences.
She works in a b a n k . A n d w h a t do y o u do in y o u r free t i m e , Eddie?
b •
I go sailing.
•
Does K a t h go w i t h y o u ? •
S o , w h a t does she do?
about
Focus on t h e e x a m p l e
the
things
conversation.
P u t s t u d e n t in pairs. Tell t h e m t o ask a n d a n s w e r q u e s t i o n s
I see. N o w w h a t do y o u do a f t e r w o r k in t h e evening?
1
O h , K a t h d o e s n ' t like w a t c h i n g T V . She reads b o o k s .
•
M o d e l t h e p r o n u n c i a t i o n o f / d / i n jog D r i l l e a c h s o u n d as a c l a s s t h e n
So y o u like sailing, b u t K a t h d o e s n ' t . A n d y o u like • 2a •
N o , we d o n ' t . K a t h likes I n d i a n f o o d , b u t I d o n ' t . I d o n ' t
Play audio
W h a t kind o f f o o d do y o u like?
•
I like I t a l i a n f o o d .
i H M
jogging.
jogging
Well, w h a t a b o u t music? Oh y e s , we b o t h like l i s t e n i n g t o music.
b •
G r e a t . W h a t kind o f music do y o u like?
•
Well, I like rock music.
Play audio < 1 * 1 for students to check their answers. Play the audio again for students t o listen and Audio script 15.3
3
• Ask s t u d e n t s t o say one sentence each. Check
book,
talk
about
likes
and
3 E, K
4 K, E
Follow-up •
Use the wordlists for L e s s o n s 1 t o 1 5 to elicit more words w i t h t h e s o u n d /o/
If •
5 K, E
and / s o / . Write these on the board.
Put students in small groups t o make up sentences, phone
• Tell s t u d e n t s t o write five sentences a b o u t Eddie and using their answers to e x e r c i s e 2. Do the example
I
dislikes.
w o r d s w i t h t h e s e s o u n d s , e . g . John 2 E, K
pronunciation.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can
Write new words
P l a y t h e a u d i o t w i c e . G o t h r o u g h t h e a n s w e r s as a c l a s s .
repeat.
/ a o / y o g a , o p e n , k n o w , go, p h o n e , d o n ' t
T h a n k y o u . Bye.
rock music.
and write yoga.
column.
/ d / j o g g i n g , s o n g , o p e r a , s o r r y , rock, c o f f e e
f o o d , I t a l i a n f o o d , opera,
yoga.
Focus on t h e list. Tell s t u d e n t s t o c o p y t h e t a b l e a n d w r i t e
Does K a t h like rock m u s i c , t o o ? O K . Well, t h a n k s f o r t h a t , E d d i e . Here's a song f o r y o u and
in
repeat.
Ask: /d/ or/su/? Elicit: /d/
in t h e c o r r e c t c o l u m n . R e p e a t w i t h
Er n o , she d o e s n ' t . She likes o p e r a .
necessary play t h e audio again, stopping a f t e r each answer.
3
a n d /su/
individually.
for s t u d e n t s t o listen and
t h e w o r d s in t h e c o r r e c t
s a i l i n g , j u d o , TV,
doesn't.
D r a w t w o c o l u m n s o n t h e b o a r d l a b e l l e d / d / a n d /su/.
• Say:
Tell s t u d e n t s t o listen again and w r i t e E ( E d d i e ) or K ( K a t h )
1 K, E
(Gemma)
Pronunciation
I usually w a t c h T V . O K . W h a t t h i n g s do y o u and K a t h w a t c h ?
supermarket,
Monitor.
Ask i n d i v i d u a l s t u d e n t s t o say sentences a b o u t t h e i r p a r t n e r , e . g . I like j o g g i n g , but
She does j u d o .
n e x t t o e a c h p i c t u r e . D o t h e f i r s t t w o as an e x a m p l e . •
sentences
a b o u t t h e t h i n g s t h e y like or d o n ' t like d o i n g .
N o , she d o e s n ' t . She d o e s n ' t like sailing.
on t h e board and drill t h e m . •
T e l l s t u d e n t s t o m a k e a list o f f o u r t h i n g s t h e y like d o i n g
•
E l i c i t / T e a c h : bank, Indian
Draw t w o columns on t h e board and write t h e t h i n g s y o u
I work in a shop - a s u p e r m a r k e t .
• •
Elicit/Explain
a n d f o u r t h i n g s t h e y d o n ' t like d o i n g . A s k t h e m t o g i v e y o u
O K . Well, H a p p y b i r t h d a y , K a t h . Where do y o u w o r k ,
Bye f o r n o w .
2
examples.
to music.
other. Tell s t u d e n t s a b o u t these things.
N o w , y o u w a n t a song for y o u r w i f e , K a t h . Yes, it's her b i r t h d a y t o d a y .
K a t h . I t isn't rock music or o p e r a , b u t I h o p e y o u like i t . Eddie
I like listening
pronunciation.
like d o i n g in o n e a n d t h i n g s y o u d o n ' t like d o i n g in t h e
Hello.
like h o t f o o d . DJ
Monitor.
A s k pairs t o read o n e c o n v e r s a t i o n . Check
5a E S 2 9 H
w a t c h i n g T V b u t she likes reading b o o k s . W h a t t h i n g s do
Eddie
conversation.
t h a t w e u s e like + ing w h e n w e t a l k a b o u t a c t i o n s .
y o u do t o g e t h e r ? Do y o u go t o r e s t a u r a n t s ? Eddie
Focus on t h e e x a m p l e c o n v e r s a t i o n . P o i n t t o t h e first pair of
Ask t w o s t u d e n t s to read t h e e x a m p l e
Eddie? Eddie
K a t h likes o p e r a , b u t E d d i e likes rock music.
other pictures.
afternoon, Eddie. DJ
5
•
•
s h o w on R a d i o 656. O n t h e line n o w is E d d i e Baker. G o o d
Eddie
K a t h likes I n d i a n f o o d , b u t E d d i e likes I t a l i a n f o o d .
•
A u d i o script 1 5 . 1
Eddie
Eddie w a t c h e s T V in t h e e v e n i n g , b u t K a t h reads b o o k s .
4
• Tell s t u d e n t s t o make up similar c o n v e r s a t i o n s using t h e
audio again stopping after each answer.
DJ
Eddie likes sailing, b u t K a t h likes j u d o .
3
sentence for exercise 3.
they?
G o t h r o u g h t h e a n s w e r s as a class. I f n e c e s s a r y , p l a y t h e
1 Ken S t e v e n s
K a t h works in a b a n k , b u t E d d i e works in a s u p e r m a r k e t .
2
pictures in e x e r c i s e 2 . Tell s t u d e n t s t o look at t h e e x a m p l e
t o listen and choose t h e correct answers. •
1
is old.
goes j o g g i n g . My
Ask groups t o read their sentences.
Resource activity pages 188 and 261
Kath,
together.
41
using mobile
Students learn and practise expressions for ordering food and drink.
TEACHER'S NOTES LESSON 16 Warm-up •
Audio script 1 6 . 3 1
Play a game o f Whispers (see page 1 1 ) w i t h sentences from Lessons 13 to 16, Where
do you
meet
like listening My husband
la
to?
e.g. your
friends?
What
We go jogging
likes Indian
kind
in the park
of music every
do
you
morning.
f o o d , but I like I t a l i a n f o o d .
• Tell students t o cover t h e t e x t . Ask questions a b o u t t h e p i c t u r e , e . g . Who can you
see?
Where
are they?
What
can
you
• •
A tea and an espresso, please. To drink here or t a k e out?
Customer
To t a k e o u t , please.
Assistant
A n y t h i n g else?
Customer
Yes, can I h a v e t w o o f t h o s e s a n d w i c h e s , please?
Assistant
Here y o u are. Is t h a t e v e r y t h i n g ?
Customer
Yes, t h a n k y o u .
Assistant
That's £ 1 0 . 6 0 a l t o g e t h e r t h e n , please.
Assistant
Yes, please?
Customer
O n e o r a n g e j u i c e and o n e m i n e r a l w a t e r , please.
Assistant
S t i l l or sparkling?
and listen.
Customer
S p a r k l i n g , please.
Go t h r o u g h t h e m enu. E l i c i t / T e a c h key f o o d and drink
Assistant
To drink here or t a k e out?
v o c a b u l a r y , e . g . regular,
Customer
To drink here, please.
F o c u s o n t h e t e x t . P l a y a u d i o iffll f o r s t u d e n t s t o r e a d
large,
espresso,
cappuccino.
W r i t e n e w w o r d s o n t h e b o a r d a n d d r i l l as a class a n d individually.
•
G o t h r o u g h t h e prices. W r i t e : £ on t h e board. t h a t t h i s is t h e s y m b o l f o r a pound D r i l l e a c h p r i c e as a class a n d
•
F o c u s o n t h e q u e s t i o n What a u d i o a g a i n . E l i c i t : two
•
Elicit/Explain
(the currency of Britain).
individually.
does
coffees
the customer and
a
buy?
Play t h e
cake.
Ask questions a b o u t t h e t e x t to check comprehension, Does
the customer
coffees
to take
ask for
out?
How
large much
coffees? does
Does
she
she want
• •
the
, please?
b •
Yes, t h a n k y o u .
Assistant
T h a t ' s £ 9 . 2 0 a l t o g e t h e r t h e n , please.
Focus on t h e m e n u . P u t s t u d e n t s in pairs. Tell t h e m t o use
on t h e board. P o i n t t o t h e gap and ask
P u t s t u d e n t s in p a i r s . A s k t h e m t o m a k e a list o f w o r d s t h a t are
m a y i n c l u d e : supermarket, cigarette,
Focus on the L a n g u a g e n o t e . Drill t h e
U s e t h e m e n u t o p r a c t i s e m o r e o f f e r s , e . g . A s k : Would
• • •
opera,
them.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
you
you.
I can
and d r i n k .
Monitor. cost.
Follow-up • •
P u t s t u d e n t s in t e a m s . U s e t h e m e n u in e x e r c i s e 1 t o make up orders t h e n
dictate
t h e order. Tell s t u d e n t s t o look at t h e m e n u while t h e y listen
Tell s t u d e n t s t o listen and c o m p l e t e t h e t a b l e . Play a u d i o i n g i
vodka,
examples.
E l i c i t : Yes, p l e a s e . / N o , thank
Focus on t h e t a b l e . E l i c i t / T e a c h :
I n t e r n e t , email,
Note that if you have a mixed-
that everyone understands •
•
tea.
n a t i o n a l i t y class, t h e y will probably s u g g e s t d i f f e r e n t words.
Play t h e audio again while students listen and repeat.
•
bar,
g u i t a r , yoga,
I f t h i s is t h e c a s e , w r i t e t h e n e w w o r d s o n t h e b o a r d a n d c h e c k
order food
3
Students'
suggestions will depend on w h a t languages t h e y speak but
Play audio W V W M for s t u d e n t s t o listen and check their
P u t s t u d e n t s in pairs t o practise.
English.
• Ask s t u d e n t s t o call o u t t h e i r suggestions.
yes.
Yes, here, o u t , a n y t h i n g , h a v e , t h a t , a l t o g e t h e r
•
pronunciation.
individually. •
Ask students to complete the expressions.
like a cup of tea?
Monitor.
A s k d i f f e r e n t pairs t o c o m e t o t h e f r o n t o f t h e class a n d
• G o t h r o u g h t h e e x a m p l e s . D r i l l e a c h i t e m as a class a n d
Monitor.
answers. •
Here y o u are. Is t h a t e v e r y t h i n g ?
Customer
t h e s a m e in t h e i r l a n g u a g e a n d in
students to supply the missing word. Elicit: •
Assistant
• Elicit / Teach: foreign.
Give
Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d Write: Y
Yes, can I have t w o o f t h e s e cakes, please?
role play t h e i r c o n v e r s a t i o n s . Check
and underline t h e m in t h e t e x t . •
A n y t h i n g else?
Customer
English in the world
Check
P u t s t u d e n t s in pairs t o practise t h e c o n v e r s a t i o n . t h e m an o p p o r t u n i t y t o p r a c t i s e b o t h roles.
Assistant
the menu to make new conversations.
e.g.
pronunciation.
2a •
4
pay?
b • A s k one pair t o read o u t t h e c o n v e r s a t i o n . •
Yes, please?
Assistant
2
see? •
Assistant Customer
and write the cost of each item and calculate t h e t o t a l ,
twice.
S a y : a large
G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y , p l a y t h e
coffee
and
two
sandwiches.
E l i c i t : £9.20.
e.g.
The
first t e a m t o call o u t t h e correct answer w i n s a p o i n t .
audio again, stopping after each answer. •
As s t u d e n t s b e c o m e more c o n f i d e n t , make t h e orders longer
C u s t o m e r 1 : a t e a , an espresso, t w o s a n d w i c h e s , £ 1 0 . 6 0
e . g . a regular
C u s t o m e r 2 : an o r a n g e j u i c e , a m i n e r a l w a t e r ( s p a r k l i n g ) , t w o
and four
coffee,
two
hot
chocolates,
a still
mineral
sandwiches.
cakes, £ 9 . 2 0
R e s o u r c e a c t i v i t y pages 1 8 9 and 261 R e v i e w a n d W o r d l i s t s Lessons 9 - 1 6 S t u d e n t ' s B o o k pages 8 5 - 8 6
122
water,
Students learn a lexical set of family members and talk about their family.
TEACHER'S NOTES LESSON 17 Warm-up •
Collect individual pictures of well-known people and their w e l l - k n o w n r e l a t i v e s , e . g . David and
Paloma
Bush
and
Picasso, George
Enrique
Bush
and
Victoria
and Julio
senior,
Beckham,
Iglesias,
the Queen
and
George
and
grandson,
husband
and
W
Prince W i l l i a m .
I n c l u d e a v a r i e t y o f r e l a t i o n s h i p s , e . g . mother grandmother
Pablo
and
daughter,
w i f e , brother
and
sister. •
Display t h e pictures on t h e board and number each one.
•
Ask students to come to the board and work out which
4
A n d r e w is B e t t y ' s h u s b a n d . B e t t y is A n d r e w ' s w i f e .
2
G a v i n is E l l i o t t ' s n e p h e w . E l l i o t t is Gavin's uncle.
3
Diana is Ian's a u n t . I a n is Diana's n e p h e w .
4
Helen is Ian's c o u s i n . I a n is Helen's c o u s i n .
5
G a v i n is Helen's b r o t h e r . H e l e n is Gavin's sister.
6
B e t t y is Ian's g r a n d m o t h e r . I a n is B e t t y ' s g r a n d s o n .
7
E l l i o t t is J e n n y ' s f a t h e r . J e n n y is E l l i o t t ' s d a u g h t e r .
8
A n d r e w is Helen's g r a n d f a t h e r . Helen is A n d r e w ' s g r a n d d a u g h t e r .
i w H ' i i i a •
p e o p l e are r e l a t e d . •
1
Read through the t e x t . Ask questions about Anna's family, e . g . Who is the girl
G o t h r o u g h as a class. E l i c i t t h e n a m e s o f e a c h p e r s o n
names?
but •
not the relationships at this stage.
How
W r i t e : family home,
job
in the photo?
old is she? member,
What
Is she name,
are her
parents'
married? parents,
age,
marital
status,
on t h e b o a r d . S h o w t h e class a p h o t o o f a m e m b e r
o f y o u r family. Point to t h e words on t h e board. S a y : 1
• •
E l i c i t / T e a c h : family
member.
questions
Ask s t u d e n t s t o call o u t t h e names of a n y family t h e y know and write these on the
•
These
are the grandparents,
•
Play audio i M I
•
Say:
is the grandfather,
name
the
•
etc.
for s t u d e n t s to listen and
repeat.
•
3? E l i c i t : grandmother.
Check
Say: point
mother
and father. Some languages, for example Spanish,
don't
have a separate w o r d for parents a n d use t h e
' b r o t h e r ' a n d 'sister' can also be p r o b l e m a t i c ; I n
• •
words
•
2
Point to the gap.
children,
sound.
husband.
S a y : Listen.
Tick the
words
with
an / a / sound.
Play audio
twice.
G o o v e r t h e a n s w e r s as a class. p e r s o n , s t u d e n t , c o u s i n , b r o t h e r , centre Play t h e audio again.for students to listen and
•
P u t s t u d e n t s in pairs. Tell t h e m t o look at t h e w o r d l i s t s f o r
sentences.
repeat.
G o t h r o u g h t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s
cycles 1 - 4 and find five more words with /a/. Put students
t o read sentences. Check
in small g r o u p s t o c o m p a r e t h e i r w o r d s .
2 grandparents 7 niece
pronunciation.
3 cousins
4 uncle
•
5 nephew
8 grandson
Focus on t h e f a m i l y tree in e x e r c i s e 1 . A s k q u e s t i o n s Jenny's
grandmother?
on t h e board. Ask s t u d e n t s to
Betty's
husband.
Betty
is Andrew's
• •
make is
wife.
Focus on t h e cues. Tell s t u d e n t s t o use t h e cues t o w r i t e
about
family
relationships.
D i s p l a y t h e p i c t u r e s f r o m t h e W a r m - u p in pairs. E l i c i t t h e r e l a t i o n s h i p s b e t w e e n t h e p e o p l e , e . g . Julio Enrique
are father
and
England
are grandson
son. and
Prince
William
and
the
grandmother.
Resource activity pages 204 and 269
sentences. G o t h r o u g h t h e a n s w e r s as a class. A s k d i f f e r e n t s t u d e n t s t o read t h e
talk
Follow-up
about
Who's
father?
W r i t e : Andrew/Betty
Monitor.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can
t w o s e n t e n c e s a b o u t A n d r e w a n d B e t t y . E l i c i t : Andrew
•
o n t h e b o a r d a n d u n d e r l i n e t h e /s/
•
Gavin's
•
W r i t e : sister
• Check t h a t s t u d e n t s u n d e r s t a n d t h e w o r d s in t h e list. •
aunt.
d i f f e r e n t p e o p l e , e . g . Who's •
for students to
P u t s t u d e n t s in pairs. Tell t h e m t o look at t h e f a m i l y t r e e
6 parents •
Focus on t h e list o f w o r d s . Play a u d i o i > W
again and complete the
1 aunt
3
Elicit:
D r i l l t h e s o u n d as a c l a s s
individually.
English languages,
•
•
Model the pronunciation o f / a / .
I C T 1
this?
member.
A s k s t u d e n t s t o t e l l t h e class a b o u t t h e i r p a r t n e r ' s f a m i l y
R e p e a t w i t h parents,
close f r i e n d s .
A s k : What's
Monitor.
P u t s t u d e n t s in pairs and ask t h e m t o t e l l t h e i r p a r t n e r
listen and repeat.
for example Chinese, t h e y can be used to refer to v e r y
is your
niece,
Point to t h e i n f o r m a t i o n on t h e board and tell s t u d e n t s t o
then
plural
of 'father' to mean b o t h m o t h e r and father. The t h e y are used t o refer to siblings^ b u t i n o t h e r
•
words.
In English we use the word 'parents' to m e a n our
sister
=
Pronunciation 1
• W r i t e : Your mother's
member
member.
this?
Students often have problems w i t h English family
2
etc. Write t h e answers on t h e
pronunciation.
P u t s t u d e n t s in pairs. Tell t h e m t o t a k e it in t u r n s t o a t t h e p i c t u r e s a n d a s k What's
name?
Ask
E l i c i t : Who is
= Emily.
about their family •
Ask d i f f e r e n t s t u d e n t s t o say t h e f a m i l y m e m b e r s , e.g. number
his/her
in my photo.
m a k e similar n o t e s a b o u t s o m e o n e in t h e i r f a m i l y .
pronunciation.
What's
What's
the person
b o a r d n e x t t o t h e r e l e v a n t w o r d , e . g . family
D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y . C h e c k i n t o n a t i o n and
•
the man
is the grandmother,
he/she?
board.
G o t h r o u g h t h e family tree, describing each branch woman
•
members
about
sentences.
73
Queen
and of
I
Students learn and practise have/has got and talk about
~ TEACHER'S NOTES LESSON 18 possessions, families, and descriptions. Warm-up
•
•
Tell students t o organize themselves in a line, according t o
• Ask students to say sentences a b o u t themselves.
who's g o t the largest family.
•
•
Now tell them to write sentences about themselves. Monitor. Use t h e i n f o r m a t i o n t h a t students provide to
A s k s t u d e n t s t o say h o w m a n y p e o p l e t h e r e are in t h e i r
s e n t e n c e s w i t h and,
f a m i l y a n d w h o t h e y a r e , e . g . There
both
f a m i l y : me,
my brother
Jaime,
are four
people
my f a t h e r , and
in my
my
got
hasn't.
mother.
sisters.
or, but,
( M i k h a i l ) has got
( E r r o l ) hasn't
got
drawer.
•
Play a u d i o B M I 1 f o r s t u d e n t s t o read and
•
Focus on the first picture. Ask questions about the e . g . Who can you
•
see?
Where
are they?
or brothers.
Remind
P u t s t u d e n t s in small g r o u p s t o c o m p a r e t h e i r s e n t e n c e s .
•
Ask i n d i v i d u a l s t u d e n t s t o say sentences a b o u t t h e s t u d e n t s but,
or.
picture,
Jordan
4
doing? over
•
F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s a n d individually. Check
there)
pronunciation.
•
Focus on t h e rules on S t u d e n t ' s B o o k page
•
E l i c i t / T e a c h : lovely,
•
N o m i n a t e pairs o f s t u d e n t s t o ask a n d a n s w e r t h e
•
R e p e a t w i t h t h e rest o f t h e
long,
d a r k , f a i r ,hair,I
wonder.
Drill e a c h s e n t e n c e as a class a n d i n d i v i d u a l l y .
•
Check
got
his sister?
any
nieces
What
or nephews?
colour
hair
got
a sister?
Has Jordan
has Jordan's
got
sister
•
Has
a picture
5
Check
•
descriptions,
a meeting
•
Yes.
audio.
Has she g o t long hair? Yes. - Yes, she has.
4
H a v e y o u g o t a dog? N o . - N o , I h a v e n ' t .
individually. Check
5
Has she g o t a b o y f r i e n d ? Yes. - Yes, she has.
6
H a v e t h e y g o t a n y children? N o . - N o , t h e y h a v e n ' t .
got
pronunciation.
some
photos,
brown
hair,
o n t h e b o a r d . A s k : Is this
f a m i l i e s , or descriptions?
R e p e a t w i t h We haven't
got
any
t o e l i c i t families
Elicit:
children,
and
about
possessions.
a n d She
hasn't
6
i w m w i
got
•
descriptions.
Ask students to write three sentences, one for possessions,
•
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r s e n t e n c e s .
•
Focus on t h e L a n g u a g e n o t e . Read t h r o u g h t h e
•
W r i t e : He's got Elicit:
Ask
•
sisters?
to elicit
money.
•
What's
•
Have
you
got
•
any. Write:
•
on t h e board. Ask s t u d e n t s t o make a got/has
got
a
sister.
any children.
•
2 He hasn't g o t a n y b r o t h e r s .
•
4 His sister hasn't g o t
5 Rachel's g o t long hair.
•
Focus on t h e cues. Tell s t u d e n t s true sentences
about
y o u r s e l f a n d a s k t h e m a b o u t t h e m s e l v e s , e . g . I've
got
what brother,
what about too.
about
you,
you,
(Hans)?
I haven't
(Maria)?
I haven't
got
any
E l i c i t f u l l s e n t e n c e s , e . g . I've got
any
children
you
a children, got
got
Go
a pencil
in your
bag, ( K a t i a ) ?
haven't.
Monitor.
Ask different students about their partner's (Jean)
got
a
possessions,
diary?
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now about
possessions,
f a m i l i e s , and
descriptions.
Write o u t c o m m o n items on separate pieces o f paper, d i c t i o n a r y , cat.
e.g.
Prepare one for each s t u d e n t .
H a n d t h e m o u t . Tell s t u d e n t s t o f i n d f i v e p e o p l e w h o
own
t h e item on their piece o f paper.
6 L u c y hasn't g o t a n y
brothers or sisters.
brother,
a
pencil?
P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s a b o u t t h e
car, pen, 1 J o r d a n ' s g o t a sister.
a
Follow-up
Monitor.
G o o v e r t h e a n s w e r s as a c l a s s .
3 He's g o t some p h o t o s o f his f a m i l y .
got
Ask different students a b o u t their possessions.
can talk
P u t s t u d e n t s in pairs. Tell t h e m t o read t h e t e x t again a n d use t h e cues t o make t r u e s e n t e n c e s .
you
N o m i n a t e a s t u d e n t . Tell h i m / h e r t o l o o k in h i s / h e r b a g or
e . g . Has
s e n t e n c e a b o u t J o r d a n . E l i c i t : Jordan's
o n t h e b o a r d . S a y : Make
E l i c i t : Have
Focus on t h e list. Tell s t u d e n t s t o m a k e e i g h t q u e s t i o n s .
t h i n g s in t h e i r b a g .
3 a • Tell s t u d e n t s t o look at t h e t e x t in e x e r c i s e 1 a g a i n . J o r d a n / a sister
got'.
E l i c i t : Yes, I h a v e . / N o , I
examples.
Point to the gap. A s k :
got
a pencil? 'have
b r i e f c a s e . A s k : Have
some.
R e p e a t w i t h We haven't
you with
t h r o u g h t h e q u e s t i o n s as a c l a s s .
i n d i v i d u a l s t u d e n t s t o read o u t t h e i r s e n t e n c e s .
this?
Write: question
one for families, and one for descriptions.
photos.
make a
example.
Play t h e rest of t h e
F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a class a n d
possessions,
b •
cousins?
Has he g o t a brother? N o . - N o , he h a s n ' t .
W r i t e : I've
•
any
3
more
English.
•
•
got
Audio script 1 8 . 2
today).
F o c u s o n t h e rules on S t u d e n t ' s B o o k p a g e 1 0 5 .
•
you
got
i n e v e r y case a n d is t h e
•
•
S t u d e n t s h e a r Have
H a v e y o u g o t any cousins? Yes. - Y e s , I h a v e .
got
Has
eyes?
2
c a n r e p l a c e have
common form in American
•
blue
1
Have
•
got
got
short answer, t h e n listen and repeat. Do the same w i t h t h e
Monitor.
i s u s e d t o t a l k a b o u t i l l n e s s e s (I've
f l u ) a n d t i m e t a b l e d e v e n t s (I've
(Elenor)
Do t h e examples t o g e t h e r . Play t h e first item on audio H - W second
got
Has
the table.
P u t s t u d e n t s in pairs t o p r a c t i s e t h e c o n v e r s a t i o n .
have/have
a pen?
P u t s t u d e n t s in pairs t o practise asking and a n s w e r i n g
pronunciation.
I n addition to possessions, families, and
got
a b o u t o t h e r s t u d e n t s in t h e class, using t h e q u e s t i o n s in
of
got?
b • Ask t w o s t u d e n t s t o read t h e c o n v e r s a t i o n . •
questions
Nominate two students. Ask about their partners, e.g. (Stefan)
A s k q u e s t i o n s a b o u t t h e t e x t , e . g . Who's Jordan
105.
in t h e t a b l e .
audio.
pronunciation. •
have (Andrea)
for s t u d e n t s t o read a n d listen.
•
2
but
or.
i n t h e i r g r o u p . C h e c k f o r c o r r e c t u s e o f and,
drawer
make
Carolina)
• listen.
What's
P l a y t h e f i r s t p a r t o f t h e a u d i o ( t o in that
but,
and
a brother
any sisters
s t u d e n t s w h e n t o u s e and,
l a • E l i c i t / T e a c h : not yet,
e . g . (Ivan
A s k s t u d e n t s a b o u t t h e i r f i n d i n g s , e . g . Who's
got
Resource activity pages 226 and 280
a
either.
117
a
cat?
I
TEACHER'S NOTES
Students revise have/ has got and write about their families.
LESSON 19
Warm-up •
4
• W r i t e : Tom every
Draw t w o columns on the board w i t h a man at the top of one
A s k : What's
and a woman at the top of the other. •
elicit •
P u t s t u d e n t s in t w o teams, A and B. Ask each t e a m t o
in London.
I
phone
this?
E l i c i t : He.
Repeat with the second gap to
him.
F o c u s on t h e exercise. P u t s t u d e n t s in pairs t o c o m p l e t e t h e
•
t e a m A t o call o u t f e m a l e f a m i l y m e m b e r s a n d t e a m B t o call
lives
on t h e board. P o i n t t o t h e first gap.
s e n t e n c e s using t h e w o r d s in
c h o o s e o n e p e r s o n as t h e ' w r i t e r ' t o c o m e t o t h e f r o n t . Tell
Go through the answers
out male family members for their 'writer' to write. Give the t e a m s t w o m i n u t e s . T h e w i n n i n g t e a m is t h e t e a m w i t h
is my best f r i e n d . weekend,
1 h i m , he
the
2 I , me
brackets.
together.
3 them, they
4 We, us
5 her, She
most (correctly spelt) family members in their column. •
P u t s t u d e n t s in pairs. Tell t h e m t o m a t c h male a n d f e m a l e family members from the columns, e.g.
•
F o c u s on t h e s t r u c t u r e o f t h e t e x t in e x e r c i s e 1 . A s k :
brother/sister,
many
niece/nephew.
paragraphs?
Elicit: f o u r . Look at the first
How
paragraph.
P o i n t o u t t h a t a p a r a g r a p h is a g r o u p o f s e n t e n c e s t h a t a r e connected, i.e. about the same subject.
1
•
F o c u s o n t h e p i c t u r e o f L u i s . A s k : How the people
in the photo
with
him?
make guesses a b o u t t h e p e o p l e in t h e •
Play audio m i l Who are the people
•
old is he?
Who
G o t h r o u g h e a c h p a r a g r a p h . A s k : Who does each
information
photographs?
1 L u i s , his w i f e , and t h e i r t w o children
E l i c i t : 1 - his wife 3 - his sister,
and
Luis
talk
children,
his
4 - his
2 his sister, her h u s b a n d ,
does
•
give
about
himself?
where
his w i f e , his children,
born.
R e p e a t w i t h e a c h p e r s o n i n t h e t e x t , i . e . his his brother
and
they
in
parents,
What
E l i c i t : He
about
his grandfather,
3 his b r o t h e r , M a n o l o
Luis
about
brother.
• Tell students t o look at t h e first paragraph. A s k :
Ask:
Go through t h e answers together.
a n d t h e i r l i t t l e girl
paragraph?
2 - his grandfather,
photos.
t w i c e while s t u d e n t s read t h e t e x t . in the
•
are
etc. Encourage students to
l i v e , where
talks
he
was parents,
sister.
F o c u s on t h e exercise. G o t h r o u g h t h e list o f p e o p l e a n d t e l l s t u d e n t s t o m a k e n o t e s a b o u t t h e p e o p l e in t h e i r f a m i l y .
•
Ask questions to find out if your students know a b o u t S p a i n , e . g . Where
•
wedding,
the capital
south,
v i s i t , New
Year,
Monitor.
city?
•
e.g.
paragraph 3:
celebration,
•
families.
*
and
then,
cool,
sports
car
Play t h e audio again while s t u d e n t s read and listen.
f i r s t s t a t e m e n t . A s k : Have
Luis
and
Mariluz
got
two
or
•
E l i c i t / T e a c h : t y p i c a l , single-parent,
•
R e a d t h r o u g h t h e t e x t as a c l a s s . A s k q u e s t i o n s a b o u t t h e How
many
children
Read t h r o u g h t h e s t a t e m e n t s . P u t s t u d e n t s in pairs t o
children
leave
does
a typical
in
Britain?
home
British
home.
a married family
couple?
have?
When
• A s k s t u d e n t s q u e s t i o n s a b o u t families in t h e i r c o u n t r i e s ,
complete the exercise.
Are
G o t h r o u g h t h e a n s w e r s as a class. I f s o m e s t u d e n t s
a d u l t , leave
t e x t t o c h e c k c o m p r e h e n s i o n , e . g . What's
three
children? E l i c i t : Two.
•
Monitor.
English in t h e world
• Tell s t u d e n t s t o read t h e first paragraph again. Focus on t h e
•
paragraphs.
P u t s t u d e n t s in p a i r s / s m a l l groups t o talk a b o u t their
fun
send
p a r a g r a p h 4 : now
N o w t e l l t h e m t o use t h e i r n o t e s t o w r i t e a b o u t t h e i r f a m i l y . R e m i n d s t u d e n t s t o use
birthday
p a r a g r a p h 2 : good
2
What's
E l i c i t / T e a c h key v o c a b u l a r y for each paragraph, p a r a g r a p h 1 : born,
•
is Spain?
anything
find
there
children
a lot of single-parent usually
leave
home
families
in (China)?
When
do e.g.
do
in ( I t a l y ) ? I f y o u r s t u d e n t s a r e a l l
the exercise difficult, number the paragraphs and help by
t h e s a m e n a t i o n a l i t y , use t h e b o a r d t o r e c r e a t e a similar t e x t
g i v i n g , or a s k i n g f o r , t h e n u m b e r o f t h e c o r r e c t
a b o u t a t y p i c a l f a m i l y in t h e i r c o u n t r y .
paragraph
for each answer. • 1 two
2 Madrid
6 Canada
3 d o n ' t like
7 daughter
4 one brother
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
5 O n l y o n e , is
write
about
I can
my f a m i l y .
8 s p o r t s car
Follow-up 3
•
F o c u s o n t h e L a n g u a g e n o t e . D r i l l e a c h e x a m p l e as a c l a s s and
•
individually.
•
Focus on t h e table on Student's Book page
•
Ask students to look at the t e x t again and underline the o b j e c t p r o n o u n s (us,
them,
her,
me,
106.
lesson 1 7 for a model). •
h i m ) . Write these on t h e
b o a r d a n d e l i c i t t h e s u b j e c t p r o n o u n (we,
they,
Put students in pairs. Tell t h e m t o look back at t h e t e x t in exercise 1 and make a family tree for Luis. (Refer t h e m
she,
I,
P u t s t u d e n t s in small g r o u p s t o c o m p a r e t h e f a m i l y trees they've
he).
created.
Resource activity pages 224 and 279
113
to
Students revise have got and learn phrases for making and responding to suggestions.
TEACHER'S NOTES LESSON 20 Warm-up
3a •
F o c u s on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d a n d u n d e r l i n e t h e m in t h e t e x t .
•
Use t h e pictures in l e s s o n 1 2 t o revise t h e s t o r y t o d a t e . Ask questions a b o u t the characters and the story, e.g. are the people?
Who does
Peter
fancy?
Where
is
•
Who
Sarah?
•
Play audio M O I B t o familiarize students w i t h how the story
b •
develops and with the characters' voices. •
e.g. need,
p i c t u r e 2 : noodles,
wonderful, back
both
4
in Singapore,
•
important
visitor
e.g.
p i c t u r e 1 : How
are they?
many
talking
people
are there?
Where
Who
is it? What
Jordan
are Sarah are they
is talking
says?
and Jordan?
doing?
What
What
sort
are they
•
of
What think
is Lucy? Jordan
day
think likes
Peter
What
do
family?
want
to
Are Sarah's
a boyfriend?
Who
says?
•
and
respond
to
a date What
with sort
•
P u t s t u d e n t s in pairs. A s k t h e m t o w r i t e a list o f t h i n g s go for
a meal,
etc.
Encourage
good
noodles? and sister
an aunt? works
Sarah
Is Sarah
from
married?
Sarah's
father?
with
at the restaurant like Peter?
Does
Has Sarah
think
got
Peter
is a
guy?
Focus on t h e sentences. W r i t e : o n t h e b o a r d . S a y : Read Lucy?
E l i c i t : Jordan
the
hasn't
got
a date
t e x t . Who hasn't
got
with a
date
a n d w r i t e this in t h e gap.
Tell s t u d e n t s t o read t h e t e x t again and w r i t e t h e correct n a m e s in t h e g a p s .
•
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
•
G o o v e r t h e a n s w e r s as a c l a s s . 1 Jordan 5 Sarah
2 Lucy
3 J o r d a n and Sarah
6 Sarah's b r o t h e r a n d sister
4 Sarah's g r a n d m o t h e r 7 Sarah's parents
3a.
R e s o u r c e a c t i v i t y pages 193 and 263
with? Jordan
Tell s t u d e n t s t o choose one of t h e ideas from t h e board and the expressions from exercise
married?
Is Sarah
comprehension.
food
a big
or
Ask s t u d e n t s t o call o u t t h e i r ideas. Write t h e ideas on t h e
move around making and responding to suggestions
e.g.
Lucy? of
I
suggestions.
board. Drill new words and check Play the audio
eat?
p i c t u r e 4 : Who is Peter p i c t u r e 5 : Does
got
like her boss?
brother
p i c t u r e 3 : Is Sarah
with
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
help with vocabulary, if necessary.
you
Peter?
is it? Has Jordan
Who doesn't
p i c t u r e 2 : Who makes
•
do you Sarah
and Jordan?
Ask questions a b o u t the t e x t to check comprehension,
Lucy,
A s k one g r o u p t o act o u t t h e story for t h e rest o f t h e class.
t o d o , e . g . go to the cinema,
eating
Peter.
p i c t u r e 1 : What
•
to Sarah
F o c u s o n t h e q u e s t i o n Who is a nice guy? again. Elicit:
2
•
s t u d e n t s t o be i m a g i n a t i v e a n d let t h e m use d i c t i o n a r i e s ,
p i c t u r e 5 : Do you
nice
to
Foll.ow-up
to?
p i c t u r e 4 : Who
does
F o c u s o n t h e s t o r y . P u t s t u d e n t s in g r o u p s . Tell t h e m
can make
with?
Where
repeat.
G i v e s t u d e n t s an o p p o r t u n i t y t o practise all t h r e e roles.
•
about
t h e p i c t u r e s to check basic c o m p r e h e n s i o n ,
p i c t u r e 2 a n d 3 : Where
•
Play audio W M M for students to check their answers. Play the audio again while students listen and
Monitor.
class a n d i n d i v i d u a l l y .
•
expressions.
•
guy
• Tell s t u d e n t s t o cover t h e t e x t . Ask some questions
think
Ask students to complete the
practise t h e c o n v e r s a t i o n , each t a k i n g one part.
W r i t e t h e n e w w o r d s a n d p h r a s e s o n t h e b o a r d a n d d r i l l as a
restaurant
on t h e board. P o i n t t o
own
all the time,
picture 4: j o i n , p i c t u r e 5 : nice
on my
chopsticks,
p i c t u r e 3 : auntie,
is Sarah
a meal?
don't, Let's, How, idea, but
p i c t u r e 1 : date,
•
•
E l i c i t / T e a c h key phrases and v o c a b u l a r y for each picture,
we go for
Elicit: don't. •
1
W r i t e : Why
t h e gap a n d ask s t u d e n t s t o s u p p l y t h e missing w o r d .
8 Peter
122
using
S
Students learn a lexical set of places in a town and talk about the area where they live.
TEACHER'S NOTES LESSON 21 Warm-up •
4
Write t e n a n a g r a m s o f places t h a t s t u d e n t s have learned i n p r e v i o u s l e s s o n s o n t h e b o a r d , e . g . tcyi (snack
b a r ) , stauerrnta
ortssp
tercne
(church), •
( r e s t a u r a n t ) , nkba
(sports
psoh
( c i t y ) , cnkas
centre),
lonsa
5
rba
6
( p u b ) , urchch
E x c u s e me. H o w do I g e t t o t h e hospital? He w a n t s t h e h o s p i t a l .
(shop).
P u t s t u d e n t s in small groups. Tell t h e m t h e t o p i c i.e. "places". They have t o unscramble the letters to find the
•
words. •
E x c u s e m e . H o w do I g e t t o t h e post office? She w a n t s t h e p o s t o f f i c e .
( b a n k ) , feca ( c a f e ) ,
( s a l o n ) , bpu
E x c u s e me. Is t h e park near here? He w a n t s t h e park.
D r a w t w o c o l u m n s o n t h e b o a r d l a b e l l e d yes t h e yes
T h e f i r s t g r o u p t o u n s c r a m b l e all o f t h e w o r d s a n d r e w r i t e
Road).
t h e m c o r r e c t l y is t h e w i n n e r .
•
•
Focus on t h e picture. Play audio W B I listen and
c o l u m n a n d a d d t h e l o c a t i o n , e . g . bus stop
(London column.
Describe o n e place t h a t y o u r area has g o t a n d o n e place Road.
repeat.
•
D r i l l e a c h i t e m as a c l a s s a n d i n d i v i d u a l l y .
•
N o m i n a t e different students to say t h e places, e.g.
•
number
14?
E l i c i t : a bus stop.
Check
this?
Say: •
Focus on t h e L a n g u a g e n o t e . Drill t h e e x a m p l e
•
W r i t e : There's
near
here.
Explain t h a t we
1
newsagent's.
salon'.
Go t h r o u g h t h e definitions. E l i c i t / T e a c h key v o c a b u l a r y ,
•
W r i t e : You take What's
•
this place?
park
a car,
train from
Elicit:
cross
here,
S t r e e t ) , etc. R e p e a t w i t h t h e places y o u r area got
(a p a r k ) , e t c .
the
pronunciation.
2
•
Play audio M
•
D r i l l t h e w o r d s as a class a n d i n d i v i d u a l l y .
•
underline
M
for students t o listen and
repeat. Check
P u t s t u d e n t s in pairs t o p r a c t i s e t h e s e n t e n c e s . F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can name
road.
on t h e board.
G o t h r o u g h t h e list o f w o r d s . Tell s t u d e n t s t o
pronunciation.
places
in a
•
P u t s t u d e n t s in pairs. Tell t h e m t h a t t h e y are g o i n g t o listen to the definitions you give and
•
definitions.
t h e n write t h e places.
Read o u t a place d e f i n i t i o n f r o m e x e r c i s e 3 . Give pairs e n o u g h t i m e t o listen, discuss, and write t h e place before
G o t h r o u g h t h e a n s w e r s as a c l a s s .
m o v i n g on t o t h e n e x t d e f i n i t i o n . Pick t h e d e f i n i t i o n s a t 1 a station a street
2 a chemist's
5 a market
8 a newsagent's
4
•
6 a hospital
9 a hairdresser's
4 a car p a r k ,
random.
7 a p e d e s t r i a n crossing
•
1 0 a bus s t o p
Do the example together. Play the first item on audio 1 2 ® . here?,
•
3 a post office
S t u d e n t s h e a r Excuse
me.
Is there
a newsagent's
say w h a t t h e speaker w a n t s , t h e n listen and
Play t h e rest o f t h e
near
repeat.
audio.
E x c u s e me. Is t h e r e a n e w s a g e n t ' s near here? She w a n t s a n e w s a g e n t ' s .
2
E x c u s e me. H o w do I get t o t h e m a r k e t , please? He w a n t s t h e m a r k e t .
3
G o t h r o u g h t h e a n s w e r s as a c l a s s . C h e c k
pronunciation.
R e s o u r c e a c t i v i t y pages 1 9 4 and 2 6 4
A u d i o script 2 1 . 2 1
I
town.
FoUow-up
Ask:
station.
P u t s t u d e n t s in pairs t o c o m p l e t e t h e exercise. R e m i n d t h e m of the
has
examples of /s/ + consonant.
t h a t t h e r e m a y be m o r e t h a n o n e possible a n s w e r f o r s o m e •
places
t o i l e t s ) . They're
P u t s t u d e n t s in small g r o u p s t o c o m p a r e t h e i r s e n t e n c e s .
• •
the
public
Ask i n d i v i d u a l students t o say a sentence a b o u t their area.
chemist,
hairdresser, etc. H o w e v e r , we rarely say 'chemist's shop',
money,
(some
• Elicit/Teach: consonant.
T h e r e is
are t a l k i n g a b o u t t h e shop t h a t belongs to t h e
e . g . medicine,
c o l u m n . A s k : What
Pronunciation
a possessive apostrophe after the job title to show we
\ /
got
•
We usually refer to smaller shops b y t h e job title of t h e
3
E l i c i t : You've
•
•
'hairdresser's
London
Focus on t h e e x a m p l e sentences. Tell students t o t h i n k
Check
u s e an b e f o r e a v o w e l s o u n d ( a , e, i , o, u ) .
hairdresser's,
in
sentences.
here.
o w n e r , e . g . chemist's,
It's
Monitor.
comprehension.
•
cafe
got?
a bus stop.
a b o u t t h e area w h e r e t h e y live n o w and w r i t e f i v e places
Ask s t u d e n t s t o call o u t t h e places and w r i t e t h e s e on t h e
Internet
got
hospital.
t h a t t h e i r area has g o t and f i v e places i t hasn't g o t .
dictionaries if necessary).
E l i c i t / T e a c h : near
a
h a s n ' t g o t . E l i c i t : You haven't
Monitor.
board. Drill new words and check
got
P o i n t t o t h e p l a c e s i n t h e yes in (Smith
pronunciation.
• Tell s t u d e n t s t o a d d more places in a t o w n t o t h e list ( u s i n g •
We haven't
my area
P u t s t u d e n t s in pairs t o t a k e it in t u r n s t o p o i n t a t d i f f e r e n t p l a c e s a n d a s k What's
2
for students to
•
What's
Write
W r i t e f i v e p l a c e s t h a t i t h a s n ' t g o t i n t h e no
t h a t i t h a s n ' t g o t , e . g . We've 1
a n d no.
f i v e p l a c e s f r o m e x e r c i s e s 1 a n d 2 t h a t y o u r area has g o t in
E x c u s e me. Is t h e r e a chemist's near here? She w a n t s a c h e m i s t ' s .
122
Students learn and practise there is/are and say what there is in a town.
TEACHER'S NOTES LESSON 22 Warm-up •
•
G o t h r o u g h t h e a n s w e r s as a class. A s k d i f f e r e n t s t u d e n t s t o say one sentence each. Check
P u t s t u d e n t s in pairs. Give t h e m one m i n u t e t o write
1 There's
as m a n y p l a c e s i n a t o w n a s p o s s i b l e . •
2 There are
5 There aren't a n y
A s k pairs t o call o u t their w o r d s . Write t h e m on t h e b o a r d a n d d r i l l as a c l a s s a n d i n d i v i d u a l l y . C h e c k
pronunciation.
down
pronunciation.
b •
3 T h e r e isn't
6 There's
4 There are t w o
7 There isn't
8 There's
Focus on t h e map. Ask questions a b o u t t h i n g s t h a t a r e / a r e n ' t o n t h e m a p t o e l i c i t s h o r t a n s w e r s , e . g . Is there
la
•
F o c u s o n t h e p i c t u r e s . A s k : Who /What you
•
think
the man / woman
E l i c i t / T e a c h : town
is
centre,
can you
see?
What
church?
do •
saying?
cash
machine,
over
there,
•
•
D r i l l e a c h q u e s t i o n a n d a n s w e r as a class a n d
b •
2
•
•
individually.
P u t s t u d e n t s in pairs t o practise t h e c o n v e r s a t i o n ,
>
each
w h i c h r i s e s i n yes/no
•
Refer s t u d e n t s t o t h e rules on S t u d e n t ' s B o o k page
Ask questions a b o u t classroom objects to elicit short there
any
computers?
Is there
a
106.
board? classroom,
There
are twelve
any
students.
There
isn't
•
a
are
there
i s . / N o , there
a cash isn't.
If
ask f o r t h e l o c a t i o n a n d mark this on t h e
Monitor.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now what
there
is in a
I
town.
Follow-up
with
F r e n c h , P o r t u g u e s e , t h e r e is o n l y o n e f o r m , u s e d
E l i c i t : Yes,
P u t s t u d e n t s in pairs. Focus on t h e cues a n d t h e m a p on t h e
can say
computers.
is w i t h s i n g u l a r n o u n s a n d There
here?
around the school.
p l u r a l n o u n s . I n s o m e l a n g u a g e s , s u c h as S p a n i s h , b o t h plural and singular
near
b o a r d . Tell t h e m t o ask a n d a n s w e r q u e s t i o n s a b o u t t h e area
positive
aren't
A s k q u e s t i o n s a b o u t t h e l o c a l a r e a , e . g . Is there
map. •
P u t s t u d e n t s in pairs. A s k t h e m t o m a k e up t w o a teacher.
Go through the cues.
t h e a n s w e r is yes,
a n d t w o n e g a t i v e s e n t e n c e s a b o u t t h i n g s in t h e
W e u s e There
Draw a simple map on t h e board o f t h e area a r o u n d t h e
machine
questions.
•
There
•
intonation,
•
telephone.
Monitor.
the map.
R e p e a t w i t h t h e e x a m p l e s i n p a r t 2 as a c l a s s a n d
e . g . There's
P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s a b o u t t h e
streets and some o f t h e local buildings and write t h e s e on
F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s i n p a r t 1 as a c l a s s
individually. Check pronunciation and focus on
•
Check
school and mark t h e school on it. Elicit t h e names o f t h e
Monitor.
a n s w e r s , e . g . Are
Ask t w o s t u d e n t s to read t h e c o n v e r s a t i o n .
KwnaTT?^ •
both
and individually. •
G o t h r o u g h t h e e x a m p l e c o n v e r s a t i o n . D r i l l e a c h l i n e as a
village.
pronunciation.
t a k i n g o n e role. G i v e t h e m an o p p o r t u n i t y t o practise roles.
a
centre?
pronunciation.
Play a u d i o F - f - f f f for s t u d e n t s t o read a n d listen. Check
a sports
class a n d i n d i v i d u a l l y .
petrol
station. •
Is there
•
with
C o l l e c t 2 0 p i c t u r e s or f l a s h c a r d s o f t h i n g s t h a t s t u d e n t s l e a r n e d , e . g . a man,
nouns.
some
shops,
some
some
chopsticks.
women,
a football, a
have
supermarket,
( I f y o u d o n ' t h a v e access t o
pictures, use a selection of c l a s s r o o m / e v e r y d a y items t h a t 3
•
Do t h e e x a m p l e s t o g e t h e r . P l a y t h e f i r s t i t e m on a u d i o E 0 there,
S t u d e n t s h e a r a chemist's,
t h e n listen and repeat. Do the same w i t h t h e
e x a m p l e a n d Are •
students
m a k e a q u e s t i o n w i t h Is
•
second
there.
a n y t h i n g d o w n . Stick t h e pictures on t h e board a n d give students one minute t o look at t h e m , then remove t h e m .
A u d i o script 22.2
•
a chemist's
3
P u t students in small groups. Give t h e m one m i n u t e t o w r i t e down the things they
Is t h e r e a chemist's near here? 2
Tell s t u d e n t s y o u are g o i n g t o s h o w t h e m s o m e p i c t u r e s . They have to remember t h e things but t h e y can't write
Play t he rest of t h e audio.
1
know.)
•
a n y shops
remember.
G r o u p s t a k e i t i n t u r n s t o s a y There's
a/There
are some
Are t h e r e a n y shops near here? a car park
mistake, move to the next group.
is t h e r e a car park near here? 4
any restaurants
R e s o u r c e a c t i v i t y pages 1 9 5 and 2 6 4
A r e t h e r e a n y r e s t a u r a n t s near here? 5
a bus s t o p Is t h e r e a bus s t o p near here?
6
a n y public t o i l e t s A r e t h e r e a n y public t o i l e t s near here?
4 a • Elicit/Teach: village. •
T e l l s t u d e n t s t o l o o k a t t h e m a p . A s k : What see?
•
places
L i s t as m a n y p l a c e s as p o s s i b l e , e . g . church,
Write: _ _
a church,
second example
can
you
cafe.
on t h e board. Tell s t u d e n t s t o look at
t h e m a p a n d c o m p l e t e t h e s e n t e n c e . E l i c i t : There's. •
....
t h e y guess correctly, t h e y 'win' t h e picture. I f t h e y make a
Do the
together.
P u t s t u d e n t s in pairs t o c o m p l e t e t h e
exercise.
122
If
Students learn and practise prepositions of place, and describe their town.
TEACHER'S NOTES LESSON 23 Warm-up •
•
Focus on t h e L a n g u a g e n o t e . Read t h e first e x a m p l e . W r i t e : There's
P l a y a g a m e o f H a n g m a n ( s e e p a g e 1 0 ) t o r e v i s e p l a c e s in t o w n from lessons 2 1 and
22.
•
•
Focus on t h e pictures. Play audio listen and
W B I
•
for students t o
W r i t e : 1 There's
repeat.
D r i l l e a c h i t e m as a c l a s s a n d i n d i v i d u a l l y .
•
C h o o s e t h r e e i t e m s t h a t e v e r y s t u d e n t is l i k e l y t o h a v e , e . g .
They.
items and p u t t h e m on their desk. Give instructions
between • 2
the book
the book
and
next
the
P u t s t u d e n t s in pairs t o
the pencil
to the pencil,
What
is opposite
the
corner
•
coin
is the
town
•
hall?
The Angel.
2
There
the bank,
bookshops.
a hotel.
They're
It's
called
opposite
the
The Angel.
2
on
bank.
( H u l l ) . It's
an old
( c i t y ) in the
(north)
I'm
of ( E n g l a n d ) . I f
D r a w a s i m p l e m a p o f y o u r t o w n or c i t y c e n t r e . Tell s t u d e n t s
station,
museum?
theatre,
market •
buildings. B is a
a market?
(every
a
As y o u answer, mark t h e places
o n y o u r m a p a n d a d d n o t e s , e . g . museum
individually.
t w i c e . E l i c i t : A is a museum,
Is there
(opposite
bank),
Tuesday, S a t u r d a y ) .
Go through the words and expressions. Use these to talk a b o u t y o u r t o w n , e . g . There's
post
Maritime
Museum
and
a museum.
it's opposite
It's
called
the shopping
the centre.
P u t s t u d e n t s in pairs. Tell t h e m t o t h i n k a b o u t w h e r e t h e y
Audio script 23.2
l i v e n o w a n d w h a t t h e r e is i n t h e t o w n o r c i t y . T e l l t h e m
A
draw a map of t h e centre and mark different places.
What's y o u r t o w n like? Well, it's q u i t e o l d . There's a big square in t h e t o w n c e n t r e .
•
in the centre
H e r e , I ' v e g o t a postcard o f t h e square. T h e T o w n Hall is t h e big
are there?
b u i l d i n g at t h e end o f t h e square.
•
Is t h e r e a m a r k e t in t h e square?
B
Y e s , t h e r e is. There's a m a r k e t e v e r y W e d n e s d a y . A n d once a A French market?
B
Yes, p e o p l e f r o m France come t o t h e t o w n a n d y o u can b u y
•
A
T h a t sounds nice. W h a t are t h e o t h e r b u i l d i n g s in t h e square?
B
Well, on o n e side o f t h e square there's a big h o t e l - t h e A n g e l H o t e l . There's a g o o d r e s t a u r a n t at t h e h o t e l , a n d there's a club
•
Uh h u h . O p p o s i t e t h e h o t e l there's a m u s e u m .
A
W h a t kind o f m u s e u m is it?
Where are t h e shops?
B
O h , w e l l , w h e n y o u leave T o w n Hall S q u a r e , there's a p o s t office
•
bookshop
•
shoe shops, banks - t h e n o r m a l places. It's a p e d e s t r i a n s t r e e t , •
Focus on q u e s t i o n 1 . Tell s t u d e n t s t o listen again a n d tick of
Square.
•
Tell s t u d e n t s t o listen and answer t h e questions. Play t h e
•
Go over the answers. If necessary play t h e audio again,
rest of t h e audio t w i c e . stopping after each answer. 4 b
5a
there's there's
I can
6b
122
there's
a cinema. a little
a big bookshop.
Between
the theatre
a street. Next and
On
to
the
the
newsagent's.
Dictate the information. Tell students t o listen, and draw picture.
P u t s t u d e n t s in small groups t o compare their pictures.
R e S O U T C e
and drill t h e m .
3b
of the street
happen,
Write new words on t h e board
Hall
in
town.
and label the
so t h e r e aren't a n y cars.
2a
my
P r e p a r e a s i m p l e p i c t u r e d i c t a t i o n , e . g . Draw
cinema,
S t r e e t . M o s t o f t h e shops are t h e r e . There are clothes shops,
E l i c i t : b - Town
'No entry'
Follow-up
on t h e corner n e x t t o t h e h o t e l . T h e n y o u c o m e i n t o P e n n y
the square).
do you
practise.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
the corner
A
individually.
say
P u t s t u d e n t s in pairs t o
describe
t h e c o r r e c t a n s w e r . P l a y t h e a u d i o a g a i n ( t o at the end
Monitor.
A s k i n d i v i d u a l s t u d e n t s t o read o u t their descriptions.
N o m i n a t e a s t u d e n t . A s k : ( A n a ) , how
•
Hall,
shops
station?
F o c u s o n t h e s i g n s . D r i l l e a c h i t e m as a class t h e n
f r o n t of it.
clothes.
museum
P o i n t t o t h e words and e x p r e s s i o n s . Tell s t u d e n t s t o use
(Thai)?
- there's a c a f e . W h e n t h e w e a t h e r ' s nice y o u can sit o u t s i d e in
club,
a What
•
O h , t h e r e are p h o t o g r a p h s and t h i n g s a b o u t t h e t o w n t h e r e .
G o t h r o u g h t h e q u e s t i o n s . E l i c i t / T e a c h : Town
open?
language.
N e x t t o t h e m u s e u m - b e t w e e n t h e m u s e u m a n d t h e t o w n hall
f e s t i v a l , cellar,
the police
is the market
• Tell s t u d e n t s t o w r i t e t h e signs in t h e i r o w n
in t h e cellar, t o o . We usually go t h e r e on S a t u r d a y n i g h t s . B
Where's
When
to
English in t h e w o r l d
French cheese and bread a n d t h i n g s like t h a t .
A
of (Lviv)?
t h e m to w r i t e a b o u t t h e t o w n or city.
year there's a French m a r k e t , t o o . A
l b
A s k s t u d e n t s a b o u t t h e t o w n o r c i t y , e . g . I s there
It's called T o w n Hall S q u a r e , because t h e t o w n hall is t h e r e .
A
B
or
There
t o a s k q u e s t i o n s t o f i n d o u t w h a t ' s t h e r e , e . g . Is there
Ask s t u d e n t s t o f i n d buildings A and B on t h e map. Tell
B
•
is called
are opposite
p o s s i b l e , u s e a m a p t o s h o w s t u d e n t s w h e r e y o u r t o w n is
•
•
refers t o
Write t h e n a m e o f y o u r t o w n or c i t y on t h e board. S a y :
office.
3
Elicit bank.
a n d p o s t c a r d s / p i c t u r e s t o s h o w t h e m w h a t it's like.
D r i l l t h e w o r d s as a class a n d
Play audio f - t M
The hotel
The bookshops
E l i c i t : 1 There's
from
hotel?
t h e m t o listen and name t h e •
put
pencil.
F o c u s o n t h e b o x . E l i c i t / T e a c h : police museum.
•
the
on the board.
using
on the
practise.
• A s k q u e s t i o n s a b o u t t h e m a p , e . g . Where •
a hotel.
bookshops.
are two
a pencil, a coin, and a b o o k . Tell s t u d e n t s t o f i n d t h e s e
put
corner,
t h e b o a r d . A s k s t u d e n t s t o r e w r i t e t h e s e n t e n c e s u s i n g It
•
of the desk,
on the
shops.
are two
t h e p r e p o s i t i o n s o f p l a c e , e . g . Put
It's
R e p e a t w i t h t h e s e c o n d s e n t e n c e t o e l i c i t t h a t they some
1
a bank.
/ E x p l a i n t h a t It i n t h e s e c o n d s e n t e n c e r e f e r s t o the
a c t i v i t y
pages 1 9 6 and 265
TEACHER'S NOTES
LESSON
Students learn and practise expressions for giving directions.
24
Warm-up •
Audio script 24.3
Play a game o f Categories t o revise v o c a b u l a r y from l e s s o n s : places, countries,
•
•
months,
days
of the
week,
n a t i o n a l i t i e s , free-time
food
1
previous
Woman
Excuse me. H o w do I g e t t o T h e T r a n s p o r t M u s e u m , please?
and d r i n k ,
Man
a c t i v i t i e s , daily a c t i v i t i e s .
T h e T r a n s p o r t Museum? Yes. G o d o w n here. Take t h e second t u r n i n g on t h e r i g h t , and it's on t h e r i g h t opposite the station.
P u t students in small t e a m s . Say a topic. Teams have one m i n u t e t o w r i t e d o w n as m a n y w o r d s as p o s s i b l e f o r t h a t
Woman
Thank you very much.
topic.
Woman
E x c u s e me. H o w do I g e t t o Black's R e s t a u r a n t , please?
A t t h e end o f each round compare how m a n y words each
Man
Black's R e s t a u r a n t ? Yes. Turn l e f t here. G o p a s t t h e
t e a m has. A s k t h e t e a m w i t h t h e m o s t words t o call t h e m
p o s t office and it's t h e r e on t h e l e f t . It's b e t w e e n
o u t . I f t h e y are alt c o r r e c t , t h a t t e a m w i n s t h e p o i n t f o r t h a t
t h e post office a n d a b a n k .
round. If t h e y make a mistake, award a point to the
other
Thank you very much.
Woman
teams. Remind students t h a t w h e n we give directions we usually use h a n d gestures t o help t h e o t h e r person u n d e r s t a n d , la
• Tell s t u d e n t s t o cover t h e first t e x t . Ask q u e s t i o n s t h e p i c t u r e , e . g . Who can you you •
see?
Repeat
see?
the second
Where
are they?
What
p o i n t i n g , m o v i n g o u r h a n d s t o t h e l e f t or r i g h t , e t c .
can
t o check we
r i g h t , on the
l e f t , go
down,
t o t h e f r o n t o f t h e class. A c t o u t t h e c o n v e r s a t i o n for students
second set of directions. Check
Ask questions about the first t e x t to check e . g . Where right?
does
the
Is the hotel
woman
want
on the left
to go?
or the
comprehension,
Where
does
she
together.
Ask t w o more students to act out a conversation using the
t o read a n d listen. •
back
understand.
Focus on t h e first set of directions. Ask a student to come
past.
Focus on t h e conversations. Play audio t C T l
e.g.
When
s o m e o n e g i v e s us d i r e c t i o n s w e a l s o o f t e n r e p e a t t h e m
picture.
E l i c i t / T e a c h : t r a f f i c l i g h t s , turn t u r n i n g , go
•
with
about
pronunciation.
Your life
turn
G o t h r o u g h t h e list o f places. D r a w a s i m p l e m a p o f
right?
t h e local area on t h e board (or make o n e u p ) . Mark t h e b •
N o m i n a t e t w o s t u d e n t s t o read o u t t h e first Check
•
P u t s t u d e n t s in pairs t o practise t h e c o n v e r s a t i o n . t h e m an o p p o r t u n i t y t o p r a c t i s e b o t h roles.
• 2a •
Repeat with the second
Give
Monitor.
on the right'?
is 'take
the f i r s t
Focus on t h e list o f places. Tell s t u d e n t s t o w r i t e
turning
from t h e school t o these places.
E l i c i t : a.
W
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r
directions.
Use t h e m a p t o check t h e y have i n c l u d e d all necessary information.
•
Play the audio again while students listen and repeat.
Go through the example conversation. Nominate
•
D r i l l e a c h e x p r e s s i o n as a class a n d i n d i v i d u a l l y .
students to act o u t giving directions to the park.
here,
f It's on t h e r i g h t , •
b Turn l e f t ,
d Take t h e second t u r n i n g on t h e l e f t , g Go p a s t . . .
c Go down
the person giving
e Turn r i g h t ,
Monitor.
Tell students t o cover t h e expressions. N o m i n a t e a s t u d e n t . A s k : What's
conversations. Check
different
pronunciation.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
P u t s t u d e n t s in pairs t o
practise.
can ask for
• Elicit/Teach: transport. •
them.
t h e m to make conversations for each place.
diagrams. •
Encourage
P u t s t u d e n t s in pairs. P o i n t t o t h e list o f places a n d t e l l
h It's on t h e l e f t .
on the l e f t . R e p e a t w i t h
two
t h e m t o use gestures a n d t o r e p e a t t h e directions back t o
N o m i n a t e pairs o f s t u d e n t s t o act o u t o n e o f t h e
'h'? E l i c i t : It's
directions
Monitor.
N o m i n a t e i n d i v i d u a l s t u d e n t s t o read t h e i r d i r e c t i o n s .
for s t u d e n t s t o listen and check.
a Take t h e first t u r n i n g on t h e r i g h t ,
3
s t a t i o n , chemist's)
Use t h e map on t h e board t o follow their directions.
Point
Tell s t u d e n t s t o match t h e expressions and t h e diagrams.
Play audio M
on the map.
petrol
the park.
P u t t h e m in pairs t o c o m p a r e t h e i r answers. b •
o f f i c e , bus s t a t i o n ,
newsagent's,
N o m i n a t e a pair of s t u d e n t s t o give directions t o t h e park.
Focus on t h e E v e r y d a y e x p r e s s i o n s and t h e diagrams. diagram
s c h o o l a n d t h e s i x p l a c e s ( p a r k , post
P u t s t u d e n t s in pairs t o w r i t e d i r e c t i o n s f r o m t h e s c h o o l t o
conversation.
t o t h e d i a g r a m s . A s k : Which •
conversation.
pronunciation.
give
•
• Tell s t u d e n t s t o listen and c o m p l e t e t h e directions. Play t h e
Play S e n t e n c e H a n g m a n (see page 1 0 ) . Choose o n e o f t h e sets o f directions from e x e r c i s e 3. N u m b e r t h e words on
twice.
•
Repeat with the second set of directions.
y o u r c o p y . W r i t e o u t t h e w o r d s as a s e r i e s o f g a p s a n d a d d
•
G o t h r o u g h t h e a n s w e r s as a class.
t h e p u n c t u a t i o n . Write t h e n a m e o f t h e place in t h e position, e.g
1 1 right 2 1 left
2
Transport
?
right
2 left
I
directions.
Follow-up
Read through t h e first set of directions. first part of audio
and
3 bank
R e s o u r c e a c t i v i t y pages 1 9 7 and 265 R e v i e w s a n d W o r d l i s t s Lessons 1 7 - 2 4 S t u d e n t ' s B o o k pages 8 7 - 8 8
105
_
correct
Students learn a lexical set of rooms and furniture and describe their home.
LESSON 2 5
TEACHER'S NOTES
Warm-up •
5
E l i c i t t h e names o f places in y o u r s c h o o l / c o l l e g e , e . g . the staff room,
•
men's
toilets,
reception,
the l i b r a r y , the computer
room. 6
P u t s t u d e n t s in t e a m s . Use expressions from l e s s o n 2 4 t o
A
Is t h a t y o u r mobile?
B
Where?
A
T h e r e , on t h e t a b l e .
B
O h , y e s , i t is. T h a n k s .
A
Where's my bag?
give directions t o one of the places. The first t e a m to guess
B
I don't know. Sorry.
t h e place wins a p o i n t .
A
O h , it's all r i g h t . I ' v e g o t i t . It's here, b e h i n d t h e c u r t a i n .
A s k : Where 1
• • •
Elicit/Teach:
apartment,
flat,furniture.
Point to the table and tell students to write sentences for each thing.
F o c u s on t h e i t e m s in each r o o m . Play a u d i o f 4 . H l
for
•
P u t s t u d e n t s in pairs t o p r a c t i s e .
1 T h e sandwiches are in t h e f r i d g e .
individually.
P o i n t t o t h e o t h e r i t e m s i n t h e p i c t u r e . E l i c i t : bed, chair,
picture,
TV, shower,
table,
o n e as a c l a s s a n d i n d i v i d u a l l y . C h e c k
(US
= range
washbasin
/ stove),
(US
=
bath
(US
•
=
the fridge?
•
handbasin).
•
B ask questions.
c h a n g e roles.
•
After t w o minutes tell students to
E l i c i t : It's
on your
desk.
e l i c i t s e n t e n c e s w i t h i n , under,
•
•
G o t h r o u g h t h e list o f t h i n g s and
in front
my b •
of.
•
places.
•
P o i n t t o t h e t a b l e . Tell s t u d e n t s t o listen and m a t c h t h e sandwiches w i t h t h e places. Play t h e first conversation Play t h e rest o f t h e a u d i o .
•
Go t h r o u g h t h e answers together. l g
2b
3d
4e
5 h
(kitchen)?
a washing
on
Explain t h a t sometimes the sound of a letter changes when wait
o n t h e b o a r d . S a y t h e w o r d s . A s k : Which
different
E l i c i t : chair.
word
has a
E x p l a i n t h i s is t h e ' o d d o n e o u t '
P u t s t u d e n t s in pairs. Tell t h e m t o say t h e w o r d s a n d circle
Play audio
K f c l K l for s t u d e n t s t o listen and check.
Play the audio again for s t u d e n t s t o listen and
about
f u r n i t u r e and parts
of a
house.
P u t s t u d e n t s in A / B
pairs.
•
T e l l A s t u d e n t s t h e y h a v e a cup, s t u d e n t s t h e y h a v e an apple,
a book,
a pen,
an eraser.
a shoe.
2
3
4
H a v e y o u g o t t h e sandwiches? N o , I h a v e n ' t . T h e y ' r e in t h e f r i d g e .
A
OK.
A
Where's t h e newspaper?
B
I t h i n k it's in t h e living r o o m .
A
Oh y e s . Here i t is in f r o n t o f t h e T V . T h a n k s .
A
Have you got any coffee?
B
Yes, it's in t h e c u p b o a r d .
A
Which c u p b o a r d ?
B
O h , t h e c u p b o a r d n e x t t o t h e dishwasher.
A
OK. Thanks.
A
Where are my keys?
B
T h e y ' r e over t h e r e .
A
Where?
B
T h e r e , u n d e r t h e chair.
Tell B
Tell students"
t o d r a w t h e i r i t e m s in t h e p i c t u r e in e x e r c i s e 1
B
repeat.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
•
6 f
A
In Ask
Follow-up
(without
l e t t i n g t h e i r p a r t n e r see w h e r e ) .
A u d i o script 25.2 1
Elicit:
machine).
i t ' s u s e d i n d i f f e r e n t w o r d s . W r i t e : p a i n t , t r a i n , chair,
can talk
a u d i o H 0 E J t w i c e . E l i c i t : g - in the f r i d g e . •
in your and
the odd one out.
Move your book around to behind,
(a cooker
b e c a u s e t h e ' a i ' s o u n d is d i f f e r e n t , a n d c i r c l e i t .
individually.
H o l d y o u r b o o k u p . P u t i t o n y o u r d e s k . A s k : Where's
If
room.
room.
( k i t c h e n ) , there's
sound?
Focus on t h e L a n g u a g e n o t e . Drill each preposition o f place
book?
4a •
picture.
Monitor.
as a class t h e n
a shower?
Pronunciation a •
the
Is there
d i f f e r e n t s t u d e n t s t o d e s c r i b e r o o m s in t h e i r h o u s e .
Say items at
A cover
a sofa?
N o m i n a t e a s t u d e n t . A s k : What's our
rooms.
P u t s t u d e n t s i n A / B p a i r s . S a y : Student Student
•
E l i c i t : in the kitchen.
got
Tell students t o draw a plan o f their h o m e and write what's in each
Ask students to cover the picture. Nominate a student. random, eliciting the
you
t h e a n s w e r is y e s , d r a w t h e i t e m i n t h e a p p r o p r i a t e
m i n u t e and r e m e m b e r w h e r e t h i n g s are. A s k : Where's
4 T h e keys are under
6 T h e bag is b e h i n d t h e
Draw a simple plan of y o u r h o m e on t h e board. L a b e l t h e i n e a c h r o o m , e . g . Have
English
• Tell s t u d e n t s t o look at t h e p i c t u r e in e x e r c i s e 1 f o r o n e •
5 T h e mobile is on t h e t a b l e .
r o o m s . Tell s t u d e n t s t o ask y o u q u e s t i o n s t o f i n d o u t w h a t ' s
can be confusing for students. Some examples in this t o p i c a r e a i n c l u d e : cooker
3
t h e chair.
Y o u r life •
comprehension.
Vocabulary differences between US and British
= couch),
3 T h e c o f f e e is in t h e c u p b o a r d .
curtain.
house t h e y k n o w . Write new words on t h e board. Drill each
(US
2 T h e newspaper is in f r o n t
o f t h e TV.
bath, t o i l e t .
A s k s t u d e n t s t o call o u t o t h e r f u r n i t u r e or p a r t s o f t h e
t u b ) , sofa
Monitor.
G o t h r o u g h t h e a n s w e r s as a c l a s s .
repeat.
D r i l l e a c h i t e m as a class a n d
•
are in
pronunciation.
G o t h r o u g h t h e r o o m s i n t h e p i c t u r e . D r i l l e a c h w o r d as a
•
•
E l i c i t : The sandwiches
class a n d i n d i v i d u a l l y . s t u d e n t s t o listen and
2
are the sandwiches?
the f r i d g e , a n d w r i t e t h i s o n t h e b o a r d . C h e c k
•
S t u d e n t s take it in turns t o describe where their items are, e . g . The pen
is in the
bedroom
under
the bed.
Their partner
draws the item on h i s / h e r picture. A t the end,
students
compare their pictures.
Resource activity pages 204 and 269
«i
73
I
Students learn and practise present continuous statements and
~ TEACHER'S NOTES LESSON 26 questions.
•
Warm-up •
Nominate individual students. Ask questions about the things h a p p e n i n g i n t h e c l a s s r o o m , e . g . Are you
Make a Word S n a k e (see p a g e 1 1 ) o f verbs w h i c h a p p e a r in
lesson 26 e.g. •
sitpaintplayhaverunworkgowatchstudyreadswim.
When students have unscrambled the word snake, put t h e m in t w o t e a m s . Teams t a k e i t in t u r n s t o make up a s e n t e n c e w i t h v e r b s f r o m t h e w o r d s n a k e , e . g . You sit on a chair, to work.
la
E l i c i t / T e a c h : make,
•
A s k q u e s t i o n s a b o u t t h e p i c t u r e s , e . g . Who can you Where
are they?
f o l l o w , instructions,
What's
Ryan
easy,
5
•
Play audio F - M t l for s t u d e n t s t o read and listen. A s k q u e s t i o n s a b o u t t h e t e x t , e . g . What making
coffee?
Who's
Is he following the
the
talking
to Ryan?
instructions?
day
What
1
She's w a t c h i n g T V .
2
They're having lunch.
3
You're w o r k i n g t o d a y .
making?
Are y o u w o r k i n g t o d a y ?
wrong
4
He's p l a y i n g f o o t b a l l . Is he p l a y i n g f o o t b a l l ?
D r i l l e a c h s e n t e n c e as a c l a s s a n d i n d i v i d u a l l y .
Check
5
You're l i s t e n i n g t o t h e radio. Are y o u l i s t e n i n g t o t h e radio?
6
Check
She's g o i n g t o t h e g y m . Is she g o i n g t o t h e g y m ?
pronunciation. P u t s t u d e n t s in pairs t o practise t h e c o n v e r s a t i o n .
Monitor. 6
•
will
•
•
Focus on t h e table on Student's Book page
•
Write t w o true sentences about yourself on the board, working.
I'm
not
teaching
1 Is Ryan m a k i n g a desk? Yes, he is. she isn't.
e.g.
a
Y e s , t h e y are.
•
sitting
is this
(sit)
in the present
continuous?
and complete t h e sentence on t h e
•
Elicit:
•
board.
Monitor.
G o t h r o u g h t h e a n s w e r s as a class. W r i t e t h e v e r b s o n t h e
2 'm h a v i n g
5 're p l a y i n g
3 're r u n n i n g
6 're t r a v e l l i n g
b • W r i t e : We're sitting
in the garden,
n e g a t i v e f o r m : We aren't
sitting
the sentences
negative.
Are
you
not.
P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s .
Monitor.
•
A s k d i f f e r e n t s t u d e n t s a b o u t t h e i r p a r t n e r , e . g . Is
(Chen)
a
rest?
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now talk
about
what
people
are
I
doing.
Follow-up •
garden.
Elicit f r e e - t i m e a c t i v i t i e s (see l e s s o n 1 3 ) and w r i t e t h e s e on the
Monitor.
•
G o t h r o u g h t h e a n s w e r s as a class.
board.
Ask a student to come to the front. Explain that h e / s h e
has
t o m i m e an a c t i v i t y for 1 5 s e c o n d s a n d t h e rest o f t h e class
1 aren't s i t t i n g
2 'm n o t h a v i n g
3 aren't r u n n i n g
4 isn't w o r k i n g
5 aren't p l a y i n g
6 aren't t r a v e l l i n g
7 isn't p a i n t i n g
8 aren't g o i n g
has t o guess w h a t h e / s h e ' s •
doing.
When the students have guessed the first activity, another student to come to the front.
R e a d t h r o u g h t h e t a b l e . D r i l l t h e e x a m p l e s as a class a n d individually. Focus on t h e table on Student's B o o k page
E n g l i s h , (Paola)?
E l i c i t : Yes, I a m . / N o , I'm
G o t h r o u g h t h e q u e s t i o n s as a class. I f n e c e s s a r y , d r i l l e a c h
can
P u t s t u d e n t s in pairs. P o i n t t o t h e s e n t e n c e s in e x e r c i s e 3 a . S a y : Make
studying
•
•
8 're g o i n g
on t h e board. Elicit t h e in the
(Chen)?
Tell s t u d e n t s t o w r i t e q u e s t i o n s using t h e cues.
having
4 's w o r k i n g
7 's p a i n t i n g
a rest,
o n e as a c l a s s a n d i n d i v i d u a l l y .
P u t s t u d e n t s in pairs a n d t e l l t h e m t o c o m p l e t e t h e
1 're s i t t i n g
U s e t h e cues t o ask s t u d e n t s w h a t t h e y are d o i n g a t t h e having
on t h e board. P o i n t t o
b o a r d so s t u d e n t s c a n c h e c k t h e i r a n s w e r s .
•
4 A r e Peter a n d
5 A r e t h e y w a t c h i n g him?
6 Is J o r d a n w o r k i n g t o d a y ? Y e s , he is.
m o m e n t , e . g . Are you in the garden,
sentences with the present continuous.
•
2 Is C i n d y h e l p i n g him? N o ,
wmm
7
e.g.
rest.
W r i t e : We are/'re
4
pronunciation.
3 Is she m a k i n g c o f f e e ? Yes, she is.
L u c y h e l p i n g Ryan? N o , t h e y a r e n ' t .
French.
Go t h r o u g h t h e sentences. E l i c i t / T e a c h key v o c a b u l a r y ,
t h e v e r b . A s k : What
•
G o t h r o u g h t h e c o n v e r s a t i o n s as a c l a s s . A s k p a i r s o f s t u d e n t s
Tell s t u d e n t s t o w r i t e t w o sentences a b o u t t h e m s e l v e s .
have
•
a
Focus on t h e cues. P u t s t u d e n t s in pairs t o make t h e
t o read o n e c o n v e r s a t i o n each. Check
106.
N o m i n a t e i n d i v i d u a l s t u d e n t s t o read o u t t h e i r s e n t e n c e s .
•
making
conversations.
R e a d t h r o u g h t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s a n d
I'm
a
Tell students t o
r e a d t h e t e x t i n e x e r c i s e 1 a g a i n . A s k : Is Ryan
i n d i v i d u a l l y . C h e c k p r o n u n c i a t i o n o f ing ( / i g / n o t / i r j g / )
•
a desk?
desk? E l i c i t : Yes, he is.
•
•
o n t h e b o a r d . S a y : Make
making
o w n language. For example, speakers of languages such o f t e n forget to use it.
3a •
E l i c i t : Is Ryan
c o n t i n u o u s because it isn't used i n t h e same w a y i n t h e i r as G e r m a n , w h i c h d o e s n ' t h a v e a p r e s e n t c o n t i n u o u s ,
•
W r i t e : R y a n / m a k e / a desk question.
Generally students have problems w i t h the present
•
F-MM.
TV, m a k e a q u e s t i o n , t h e n l i s t e n
Are t h e y h a v i n g lunch?
Ryan
desk?
b • Ask t w o s t u d e n t s t o read t h e c o n v e r s a t i o n .
2
and
Is she w a t c h i n g TV?
pronunciation.
•
Tomas
Elicit positive and negative short answers.
Audio script 26.2
see?
is Ryan
Russian? Are
Play t h e rest of t h e audio.
put.
Is it d i f f i c u l t ? What's
learning
in a classroom?
and repeat. Do the same w i t h the second example. •
is it? Is
talking?
Are we sitting
Do t h e e x a m p l e s t o g e t h e r . Play t h e first i t e m on audio
doing?
•
eating?
S t u d e n t s h e a r She's watching
I go
piece,
•
•
Elena
Teams win a point for each correct sentence.
•
with
Is Simone
107.
Resource activity pages 226 and 280 117
ask
Students revise the present continuous by reading a commentary and then describe their ideal room.
LESSON 27 Warm-up •
Write different items of furniture and different parts of a house (see l e s s o n 2 5 ) on pieces o f paper.
•
Prepare one piece o f paper per s t u d e n t . Ask t h e m t o look at their word and write a definition. Monitor, helping
where
necessary. •
P u t s t u d e n t s in t w o t e a m s . M e m b e r s o f e a c h t e a m t a k e i t in
4
turns to read o u t their definitions. I f t h e other team guesses
•
correctly, t h e y get a point.
1
A t 9 . 1 5 he's t a k i n g f u r n i t u r e o u t o f t h e b e d r o o m .
2
A t 1 0 . 3 0 he's h a v i n g a rest.
3
A t 1 2 . 3 0 he's p a i n t i n g t h e w a l l s .
4
A t 3 . 1 5 he's p u t t i n g up t h e new c u r t a i n s .
5
A t 4 . 0 0 he's p u t t i n g t h e f u r n i t u r e in t h e r o o m .
6
A t 4 . 1 5 he's w a i t i n g f o r Tessa and Phil.
I f l W W f l l W r i t e : In my ideal big wardrobe.
1
•
Focus on t h e pictures. Ask questions a b o u t t h e e . g . What pictures
can you are?
see?
Who do you
Who lives
•
think
in the house?
make guesses a b o u t t h e
the people
in
Play audio f J B
•
•
Encourage students to
t w i c e w h i l e s t u d e n t s read t h e t e x t . in the
Ask:
pictures?
p a r a g r a p h 2 : take
out,
paragraph 3:
take
•
p a r a g r a p h 6 : keep,
bedside
p a r a g r a p h 7 : outside,
blue,
put
believe,
is it? Who are Marina are Rupert
listen.
taking
Who's out
going
of
or false?
Elicit:
true.
g i v i n g , or asking for, t h e n u m b e r o f t h e correct
in the house,
on t h e board. Ask s t u d e n t s
t o c o r r e c t t h e s t a t e m e n t . E l i c i t : He doesn't house. •
/ Phil
and
Tessa
live in the
live in
P u t s t u d e n t s in p a i r s . P o i n t t o s t a t e m e n t s 3, 5, a n d 6 a n d statements.
G o t h r o u g h t h e a n s w e r s as a c l a s s . 3 Tessa w a n t s a new b e d r o o m .
5 T h e y ' r e k e e p i n g t h e old b e d .
6 Tessa likes t h e n e w b e d r o o m . 3
•
Focus on t h e list o f t i m e s . Elicit each o n e , f i f t e e n / quarter
past
nine,
ten
t h i r t y / half
nine past
• T e l l s t u d e n t s t o r e a d t h e t e x t a g a i n . A s k : It's Rupert •
doing?
E l i c i t : He's
taking
ten,
9.15.
f u r n i t u r e out of the
etc. What
is
bedroom.
P u t s t u d e n t s in pairs. P o i n t t o t h e list o f t i m e s . Tell t h e m
to
r e a d t h e t e x t a n d w r i t e w h a t R u p e r t is d o i n g a t t h e s e t i m e s . •
10.45,
London
—> Paris
things coffee
-h> tea
—> red —> bus,
curtains
—>
pictures
—»taxi
Tell s t u d e n t s y o u are g o i n g t o read t h e t e x t w i t h changes.
G o t h r o u g h as a class.
R e s o u r c e a c t i v i t y pages 200 and 2 6 7
the
house.
tell students t o make these into true •
—> Tuesday,
changes. Tell t h e m to read and make t h e
6 F
G o t h r o u g h t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s t o say one sentence each. Check
pronunciation.
65
I can
_
Tell s t u d e n t s t o l o o k a t t h e f a l s e s t a t e m e n t s ( 2 , 3 , 5, a n d 6 ) . W r i t e : He lives
1-3,
M a k e t h e f o l l o w i n g c h a n g e s t o t h e t e x t 'A R o o m in a D a y ' :
p a r a g r a p h 7 : car
paragraph
• •
programme?
p a r a g r a p h 6 : big —> small
' 5 F
a makeover
popular?
room.
p a r a g r a p h 5 : train
for each answer. 4 T
a
p a r a g r a p h 4 : blue
t h e exercise difficult, number t h e paragraphs and help by
3 F
problem,
programmes.
p a r a g r a p h 3 : 10.30
G o t h r o u g h t h e a n s w e r s as a c l a s s . I f s o m e s t u d e n t s f i n d
2 F
programmes
p a r a g r a p h 2 : f u r n i t u r e —>
Read t h r o u g h t h e s t a t e m e n t s . P u t s t u d e n t s in pairs t o
I T
are makeover
p a r a g r a p h 1 : Thursday
complete the exercise. •
expert,
Follow-up
the
*
f i r s t s t a t e m e n t . A s k : Is it true
popular, clothes.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now describe
• Tell s t u d e n t s t o read t h e first p a r a g r a p h a g a i n . Read t h e •
of
P u t s t u d e n t s in small g r o u p s t o c o m p a r e t h e i r r a n k i n g s .
•
comprehension,
and Andy?
and Andy
•
bedroom? 2
programme,
d i e t , style
• Tell students t o rank t h e e x a m p l e makeover programmes
surprise
Play t h e audio again while s t u d e n t s read and
What
descriptions.
R e a d t h r o u g h t h e t e x t as a class. A s k q u e s t i o n s a b o u t t h e t e x t
makeover
together
table
Ask questions a b o u t t h e t e x t to check day
room.
w i t h t h e p r o g r a m m e t h e y w o u l d m o s t l i k e t o g o o n as n u m b e r 1 .
•
to London?
ideal
• Ask students to think of reasons w h y people w a n t t o go on
•
e . g . What
change,
t o c h e c k c o m p r e h e n s i o n , e . g . What's
up
upstairs,
your
pronunciation.
E l i c i t / T e a c h : makeover
•
e.g.
down
put
N o m i n a t e i n d i v i d u a l s t u d e n t s t o read o u t their
Where
p a r a g r a p h 4 : w a l l , f a v o u r i t e , colour, on,
•
decorate,
ceiling
p a r a g r a p h 5 : t e x t , get
Monitor.
P u t s t u d e n t s i n p a i r s . S a y : Describe
English in the world
E l i c i t / T e a c h key v o c a b u l a r y for each paragraph, presenter
a
Go through the t e x t eliciting several examples
•
Check
Go through the answers together.
p a r a g r a p h 1 : TV
Ask a table,
Tell s t u d e n t s t o f o l l o w t h e p a t t e r n and w r i t e a b o u t t h e i r ideal room.
people.
R u p e r t B u x t o n - J o n e s (a T V p r e s e n t e r ) , Tessa a n d Phil B r o w n . •
on the board.
necessary.
the
Read t h e t i t l e 'A R o o m in a Day'. A s k s t u d e n t s w h a t t h e y
Who are the people
there's
to complete each sentence. Help w i t h vocabulary where
people,
t h i n k t h e t e x t is a b o u t . •
room,
s t u d e n t s t o g i v e e x a m p l e s o f f u r n i t u r e , e . g . a bed,
ten
Students revise have got and learn phrases for making and responding to suggestions.
TEACHER'S NOTES LESSON 28 Warm-up •
2
•
U s e t h e p i c t u r e s in l e s s o n 2 0 t o revise t h e s t o r y t o d a t e . Ask questions a b o u t the characters and the story, e.g. is Sarah with
talking
her?
restaurant
to?
Who is Jordan's
Who goes for are they
Who does
Peter
a meal
in?
Who
g i r l f r i e n d ? Why isn't
with
Jordan?
Who do they
What
meet
sort
at the
F o c u s o n t h e q u e s t i o n s . S a y : Read going
he
of a
to the DIY
• •
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
•
G o o v e r t h e a n s w e r s as a c l a s s . 1 To buy some p a i n t . her CV.
Play audio f - M K t o familiarize students w i t h how t h e story E l i c i t / T e a c h key phrases and v o c a b u l a r y for each
3a •
4 Raj.
D I Y , store,
p i c t u r e 2 : hold,
decorate,
CV, look for
picture,
•
p i c t u r e 3 : annoyed,
doing
p i c t u r e 4 : jacket,
someone
a
hotel,
•
emergency,
b •
on c a l l ,
•
weekend p i c t u r e 5 : drive •
away,
just
Tell s t u d e n t s t o cover the t e x t . Ask some questions
about
t h e p i c t u r e s t o check basic c o m p r e h e n s i o n ,
e.g.
p i c t u r e 1 : How
are they?
is Jordan
many
people
are there?
Where
4
•
Peter?
What
Who is he with?
p i c t u r e 4 : What with
is Jordan
What
are
they
Peter
Are Sarah
and Sarah
is Jordan? look
Where
happy?
are Sarah
F o c u s o n t h e q u e s t i o n . Why are the people paint
he look
and
happy?
Peter
going
and
Peter?
•
helping
at Jordan's
decorating
his bedroom?
p i c t u r e 2 : Why does Peter
doing
to work? Is Sarah
Lucy
need
at the moment?
p i c t u r e 3 : Who is Jordan working
on
p i c t u r e 5 : Are
busy
Whose
speaking
p i c t u r e 4 : Who has a problem
Where
a CV?
him
to
decorate/
their
and
Peter
on t h e board. Point t o t h e
is he going?
Is
are Jordan
•
he
Play audio K ' . W M for s t u d e n t s t o listen and check. repeat.
F o c u s on t h e s t o r y . P u t s t u d e n t s in g r o u p s . Tell t h e m
to
part.
G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e all t h r e e roles.
•
Ask one g r o u p t o a c t o u t t h e story for t h e rest o f t h e class. F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now offers
and
accept
I
help.
Write o u t phrases from L e s s o n s 2 5 to 2 8 on a large piece o f would I'm
you
be great. doing
like some Thanks
something.
help?
a lot.
Let
I don't
That's
very
me give you believe good.
a
hand.
i t . What What's
a
this
C u t t h e p a p e r u p s o t h a t t h e r e is o n e h a l f o f a p h r a s e o n each piece of paper.
and
•
rings? computers?
expressions.
for?
e.g.
Mix up t h e pieces o f paper. Give one piece t o each s t u d e n t and tell them to find the other half of their phrase.
•
Why is he
W h e n t h e s t u d e n t s have f o u n d b o t h halves of their ask t h e m t o read it o u t .
Saturday? Sarah
help?
Play the audio again while students listen and
surprise.
to?
with
some
Ask students to complete the
That
today? What
phone
you
p a p e r , e . g . Would
flat?
it. going
W r i t e : Would
Follow-up
Do
Ask questions about the t e x t to check comprehension, p i c t u r e 1 : Is Jordan
Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d
can make
Why?
P l a y t h e a u d i o a g a i n . E l i c i t : They're •
Does
him?
p i c t u r e 5 : Where •
doing?
6 Saturday.
•
• on the phone?
3 She's w r i t i n g
Monitor.
doing? p i c t u r e 3 : Who is talking
2 They're helping J o r d a n .
5 O n e o f his c u s t o m e r s has g o t a c o m p u t e r
practise t h e conversation, each taking one
doing?
p i c t u r e 2 : Where's
questions.
like, h a n d , be, a
W r i t e t h e n e w w o r d s o n t h e b o a r d a n d d r i l l as a c l a s s a n d individually.
•
the
E l i c i t : like.
hand
something
customer,
answer
g a p and ask s t u d e n t s t o s u p p l y t h e missing w o r d .
help
a j o b , give
and
and underline t h e m in t h e t e x t .
e.g. p i c t u r e 1 : van,
again
Jordan
paint.
S a y : Read
fancy?
develops and w i t h the characters' voices.
t e x t . Why is
•
problem. 1
text
the
E l i c i t : To buy some
•
restaurant?
the
store?
alone?
R e s o u r c e a c t i v i t y pages 2 0 1 and 2 6 7
122
phrase,
Students learn a lexical set of months and dates and practise
~ TEACHER'S NOTES LESSON 29 giving dates. Warm-up P r e p a r e s i x How many
q u e s t i o n s , e . g . How many
...
days
contain the letter's'? students are there in this class? minutes are there in an hour? countries are there in Africa? hours are there in a week? cents are there in a dollar? •
•
E l i c i t / T e a c h : month,
Focus on t h e pictures. Play audio
G o r o u n d t h e class e l i c i t i n g m o n t h s in order.
•
P u t s t u d e n t s in pairs t o t a k e it in t u r n s t o say t h e
ends
with
an 'e'? What
What's
month
the fourth
month
is before
starts June
P o i n t t o t h e b o a r d . A s k : What's R e p e a t w i t h next
and
•
of
students' o w n languages. For example, in G e r m a n
and
•
Focus on part 1 o f t h e L a n g u a g e n o t e . W r i t e :
•
students to write down. Ask individual students to come to •
dates.
R e a d t h r o u g h p a r t 3. D r i l l t h e e x a m p l e s . W r i t e : birthday
is
December.
John's
birthday
is
•
second,
each number. Check •
•
• b •
3a •
•
What's
the
date?
E l i c i t : 16 April
Monitor.
test,
is on
appointment,
on h o l i d a y ,
•
•
S S I -
6
celebration,
saint,
New
Year,
Valentine's
Day,
independence.
Independence
e.g.
Day?
Focus on the questions. Ask students to give examples presents
f o o d , say a special
of
celebrate or cards,
greeting.
set Drill
comprehension.
C h o o s e a d a y t h a t y o u c e l e b r a t e , e . g . Christmas
and explain
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now dates.
Follow-up
_
___
•
G o t h r o u g h t h e n u m b e r o f days in e a c h
•
Dictate the following
month.
poem:
A
W h a t d a t e is our m e e t i n g ?
B
It's on t h e s i x t e e n t h o f A p r i l .
Thirty days has September, / April, June, and November,
A
W h e n is our English test?
All the others have thirty-one, / All but February alone.
B
I d o n ' t k n o w t h e d a t e , b u t it's in May.
A
W h e n is y o u r a p p o i n t m e n t at t h e d e n t i s t ' s , Kate?
B
It's on t h e t w e n t i e t h o f S e p t e m b e r .
A
W h e n are y o u on h o l i d a y , Tim?
B
In July.
A
H e l l o . Is H e l e n t h e r e , please?
B
N o . I'm sorry. She's a w a y u n t i l t h e s e v e n t h o f O c t o b e r .
A
W h e n is y o u r w e d d i n g a n n i v e r s a r y , S i m o n ?
B
It's on t h e first o f D e c e m b e r .
board
comprehension.
Tell s t u d e n t s t o choose o n e n a t i o n a l celebration and w r i t e
can give
a n d w r i t e it in t h e g a p .
Audio script 29.3
5
(Ahmed)?
w h a t t h e y do. P u t s t u d e n t s in pairs t o c o m p a r e t h e i r w o r k .
Listen.
Play t h e first conversation on audio
Play t h e rest o f t h e a u d i o .
4
is American
and check
interview.
G o o v e r t h e a n s w e r s as a class. W r i t e t h e d a t e s o n t h e b o a r d .
3
for
w h a t you do on this day. Write new vocabulary on the
•
2
Christmas,
a n d w r i t e t h e m o n t h e b o a r d , e . g . give
key
on t h e board. S a y :
are important
off f i r e w o r k s , eat special •
•
1
Day,
new words and check
anniversary,
W r i t e : The meeting
dates
national days they celebrate. Elicit ways people
repeat.
wedding
and
Monitor.
Go through the next part of the text. Ask questions, When
D r i l l e a c h i t e m as a class a n d i n d i v i d u a l l y .
away,
answers
Read t h e first part o f t h e t e x t . A s k if students celebrate
•
Continue to t h i r t y - f i r s t .
v o c a b u l a r y , e . g . meeting, •
Elicit
pronunciation.
Go t h r o u g h t h e list o f sentences. E l i c i t / T e a c h
Check
q u e s t i o n ) . S a y : Write
these days.
Focus on t h e list o f d a t e s . Play a u d i o t V W M w h i l e s t u d e n t s listen and
•
•
P u t s t u d e n t s in small g r o u p s t o p r a c t i s e t h e c h a i n .
the questions.
E l i c i t / T e a c h : national May
S t a r t a chain of numbers: S a y : f i r s t . N o m i n a t e a s t u d e n t . E l i c i t : second.
wedding
N o m i n a t e i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e i r
March.
t h i r d , f o u r t h , f i f t h on the board.
is my
English in the world
E l i c i t t h e m i s s i n g w o r d s ( i n , on t h e ) .
2a • Write: f i r s t ,
of November
is my b i r t h d a y .
question.
p a r t n e r . A s k : What
John's 21st
of July
P u t s t u d e n t s i n p a i r s . P o i n t t o t h e q u e s t i o n s . S a y : Ask
Go t h r o u g h part 2. Drill t h e e x a m p l e . D i c t a t e three dates for the board and write the
The tenth
each
answer
o n t h e b o a r d . E l i c i t t h a t t h e r e is n o c a p i t a L
Elicit the date. holiday.
D r i l l e a c h q u e s t i o n as a class a n d i n d i v i d u a l l y . for
l e t t e r a n d ask i n d i v i d u a l s t u d e n t s t o c o r r e c t t h e m .
date?
date / our next
i n t o n a t i o n ( t h i s f a l l s i n a wh-
december,
anniversary. today's
Focus on t h e questions.
•
S w e d i s h o f t e n o n l y one or t w o letters are d i f f e r e n t .
•
today's
G o t h r o u g h t h e r e m a i n i n g d a t e s a n d e x p l a i n w h y t h e y are anniversary.
the
january
Tuesday's
i m p o r t a n t , e . g . The fourteenth
month?
t h e y e a r , e s p e c i a l l y t h o s e w h i c h are v e r y close t o
august,
answering
Monitor.
birthday, your parents' wedding
with
Students often have problems spelling the m o n t h s
•
sentences.
h o l i d a y . A d d s o m e d a t e s t h a t are i m p o r t a n t t o y o u , e . g . y o u r months. •
May?
the
Encourage
date, n e x t Tuesday's date, t h e date o f t h e n e x t school
Monitor. and
is on
Write t h e f o l l o w i n g dates (at r a n d o m ) on t h e board:
individually.
A s k q u e s t i o n s t o e l i c i t m o n t h s , e . g . What
E l i c i t : The meeting
P u t s t u d e n t s in pairs t o practise asking and
•
•
after
is the meeting?
of A p r i l . G o t h r o u g h t h e l i s t o f e v e n t s .
4 EJUS
M - ' j i l for students t o
repeat.
D r i l l e a c h i t e m as a c l a s s a n d
a J
Yes, I h a v e . It's on t h e t h i r t y - f i r s t o f A u g u s t .
s t u d e n t s t o say c o m p l e t e
date.
•
•
H a v e y o u g o t a d a t e f o r y o u r i n t e r v i e w , Kelly?
B
about the events.
•
listen and
It's in F e b r u a r y , b u t I d o n ' t k n o w t h e d a t e .
A
sixteenth •
year,
When's J o h n ' s b i r t h d a y ?
B
b • A s k : When
P u t s t u d e n t s in teams. Ask t h e first q u e s t i o n . The first t e a m t o write t h e correct answer on t h e board wins a p o i n t .
1
A
•
W r i t e t h e p o e m o n t h e b o a r d . D r i l l e a c h l i n e as a c l a s s .
•
R e m o v e t h e last line a n d drill t h e w h o l e p o e m again - s t u d e n t s have t o r e m e m b e r t h e last line.
•
C o n t i n u e r e m o v i n g lines u n t i l s t u d e n t s can say t h e p o e m from
memory.
Resource activity pages 226 and 280
117
I
TEACHER'S NOTES
Students learn can / can't and practise talking about abilities.
LESSON 30
Warm-up
A u d i o script 3 0 . 2 1
Play N o u g h t s a n d Crosses (see page 1 1 ) t o revise v o c a b u l a r y . Prepare definitions for nine words t h a t students have learned i n p r e v i o u s l e s s o n s , e . g . a hot speak ball
in Australia you
something
you
sea or a pool take
photos
( t e a ) , a language
( E n g l i s h ) , a sport
( f o o t b a l l ) , a room
instrument
drink
where
you
pick
up and play
drive
to work
this
cook
with
with
and
(kitchen), a
your
nine
people
22 players
3
a
musical
drive
Can y o u speak Spanish?
Can y o u drive?
play t h e g u i t a r
read t h i s l e t t e r
Can y o u play t h e guitar?
Can y o u read this letter?
swim
cook
Can y o u swim?
Can y o u cook?
fingers ( g u i t a r ) ,
in ( c a r ) , you
( s w i m ) , a day with
with
2
speak Spanish
can do this
letters
in
4a •
the
(Wednesday),
F o c u s o n t h e p i c t u r e s . D r i l l t h e a c t i v i t y in e a c h p i c t u r e as a class a n d i n d i v i d u a l l y .
you •
(camera).
Go through the pictures saying the things y o u c a n / c a n ' t do. Write t w o true sentences a b o u t yourself on t h e board, e.g.
Write t h e first letter o f each word in one of t h e squares. Teams t a k e it in t u r n s t o c h o o s e a letter. G i v e t h e
can read
definition
•
for t h a t word. Teams have to guess and spell t h e word to win
•
F o c u s o n t h e p i c t u r e s . A s k : Who/What Ryan
can you
see?
What
is
machine,
•
Play a u d i o K U B 1 for s t u d e n t s t o read a n d listen.
•
D r i l l e a c h h i g h l i g h t e d s e n t e n c e as a c l a s s a n d i n d i v i d u a l l y . C h e c k p r o n u n c i a t i o n o f can
translate,
glasses.
( w e a k in p o s i t i v e
a n d can't
statements
•
A s k d i f f e r e n t s t u d e n t s i f t h e y can do t h e t h i n g s in t h e (Hans)?
•
2
•
both
Refer s t u d e n t s t o t h e rules on S t u d e n t ' s B o o k page 1 0 7 .
•
W r i t e : I can swim,
• •
Elicit: a b i l i t y . Ask students to
m o r e e x a m p l e s o f s e n t e n c e s s h o w i n g a b i l i t y , e . g . I can speak
German.
t o e l i c i t p o s s i b i l i t y , a n d You can park
tennis
here,
to
answering Monitor.
•
a b i l i t y , p o s s i b i l i t y , or
Elicit: a b i l i t y .
E l i c i t : Yes, I c a n . / N o , I
P u t s t u d e n t s i n p a i r s . S a y : Look the
•
correctly.
things
he/she
can do.
at your
partner's
l i s t . Guess
Monitor. pronunciation.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now talk
I
about a b i l i t i e s .
Follow-up
Russian/Arabic/Chinese? can't.
C h o o s e four or f i v e can d o s t a t e m e n t s f r o m previous e . g . I can introduce
with
things
Firstly, it has a n u m b e r of d i f f e r e n t
u s e s . A s w e l l as b e i n g u s e d t o s h o w a b i l i t y ,
or
Ask d i f f e r e n t s t u d e n t s t o say o n e t h i n g t h e i r p a r t n e r can do
can
T h e r e are t w o reasons w h y s t u d e n t s h a v e p r o b l e m s t h e m o d a l v e r b can.
I can
• Tell s t u d e n t s t o t h i n k o f f o u r t h i n g s t h e y can do a n d f o u r
•
intonation,
questions.
speak
things
Go t h r o u g h t h e activities saying t h e t h i n g s y o u can do. Ask
and one thing their partner can't do. Check
N o m i n a t e individual students. Ask questions to elicit short a n s w e r s , e . g . Can you
the
do.
groups how many things they guessed
D r i l l e a c h e x a m p l e i n t h e s e c o n d p a r t as a class a n d w h i c h r i s e s as t h e s e a r e yes/no
vocabulary
necessary.
P u t s t u d e n t s i n s m a l l g r o u p s . S a y : Guess can't
•
Tell s t u d e n t s t o read t h e t e x t again and look at t h e these
Go through each activity e l i c i t i n g / t e a c h i n g new
t h i n g s t h e y c a n ' t d o a n d w r i t e t h e m d o w n as a l i s t .
permission.
individually. Check p r o n u n c i a t i o n and focus on •
give
play
R e p e a t w i t h He can play
h i g h l i g h t e d s e n t e n c e s . A s k : Are •
P u t s t u d e n t s in pairs t o practise asking a n d
where
o n t h e b o a r d . A s k : Is this a b i l i t y ,
p o s s i b i l i t y , or permission?
permission?
cake,
do. Write each activity on t h e board but don't indicate
•
•
a
w h e t h e r y o u can d o i t or n o t .
Focus on t h e t a b l e . Drill t h e e x a m p l e s in t h e first p a r t o f
elicit
make
pronunciation.
• T h i n k o f f o u r t h i n g s y o u can do and f o u r t h i n g s y o u can't
t h e t a b l e as a c l a s s a n d i n d i v i d u a l l y .
on Saturday,
g o l f , ( E l l a ) ? Can you
Your life
each
Monitor.
f o o t b a l l , I can't
play
Elicit short responses. Check
q u e s t i o n s a b o u t t h e t h i n g s in t h e p i c t u r e s .
t a k i n g one role. Give t h e m an o p p o r t u n i t y t o practise roles.
individually.
p i c t u r e s , e . g . Can you
Check
P u t s t u d e n t s in pairs t o practise t h e c o n v e r s a t i o n ,
picture.
G o t h r o u g h t h e q u e s t i o n s a s a c l a s s . D r i l l e a c h o n e as a
pronunciation. •
Monitor.
pronunciation.
class t h e n
/ka:nt/).
A s k t w o s t u d e n t s t o read t h e c o n v e r s a t i o n .
I
on a car.
•
and q u e s t i o n s / k s n / , b u t s t r o n g in s h o r t answers / k a e n / •
a wheel
N o m i n a t e d i f f e r e n t s t u d e n t s t o read o n e s e n t e n c e each.
question for each
E l i c i t / T e a c h : coffee
change
b • Tell s t u d e n t s t o look at t h e pictures again and w r i t e a
holding?
•
I can't
Tell students t o look at t h e pictures and write the things
Check •
glasses,
t h e y can a n d can't d o .
the square.
1
without
in my classroom,
D i c t a t e each
possibility,
myself
and
spell
I can talk
my name,
about
I can
my everyday
lessons, name
life.
statement.
a n d p e r m i s s i o n , i t is a l s o u s e d t o m a k e r e q u e s t s ( C a n
G o t h r o u g h t h e s t a t e m e n t s . W r i t e e a c h o n e o n t h e b o a r d so
I have
s t u d e n t s can check their w o r k .
a cup
of coffee?)
a n d o f f e r s (Can
I help y o u ? ) .
S e c o n d l y , u n l i k e m o s t o t h e r v e r b s , t h e r e is o n l y o n e f o r a l l s u b j e c t s ( I , you,
he,
she,
i t , we,
they
form
Go through t h e statements at the end t o find out how
+ can/can't).
e x a m p l e s , e . g . I f a s t u d e n t s a y s I can name Do t h e example together. Play t h e first item on audio S t u d e n t s h e a r speak listen and
Spanish,
m a k e a q u e s t i o n w i t h can,
EIti
classroom,
then
things
in
the
ask h i m / h e r t o n a m e three t h i n g s . N o t e t h a t if
you find that a number of students have problems with
repeat.
Play t h e rest o f t h e
many
p e o p l e in t h e class can d o e a c h t h i n g . A s k s t u d e n t s t o g i v e
one
particular s t a t e m e n t , y o u should t h i n k a b o u t h o w y o u can audio.
revise t h e lesson t h a t it comes f r o m .
Resource activity pages 215 and 274 94
Students use can / can't to talk about possibility, and practise making appointments.
TEACHER'S NOTES LESSON 31 Warm-up •
•
Write o u t t h e m o n t h s of t h e year b u t leave a gap for each
vowel, e.g. J •
F o c u s o n t h e L a n g u a g e n o t e . D r i l l e a c h e x a m p l e as a class then
_
•
ry, F__br_ _ ry, M_rch, _pr_l, M_y.
Give students one minute t o write the missing
individually.
Write: this?
June
E l i c i t : in.
_ the
vowels.
on the board. Point to the gap. A s k : Repeat with:
weekend,
_
9.20,
Wednesday,
21st
e l i c i t t h e p r e p o s i t i o n s ( a t , i n , at, • 1
• A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . What What • •
do you
think
the woman's
E l i c i t / T e a c h : make
an
job
are they
on,
you
is?
get
I get
up?
When
up at 6.30,
is your
birthday?
My birthday's
December
column.
P a y a t t e n t i o n t o t h e p r o n u n c i a t i o n o f eleventh,
seventh,
f i r s t , a n d third
time
in
3
•
Go through the conversation. Elicit the details for William t o c o m p l e t e t h e c o n v e r s a t i o n . D r i l L e a c h l i n e as a c l a s s .
•
Ask t w o s t u d e n t s t o read t h e c o n v e r s a t i o n .
Check
pronunciation.
in t h e d a t e s .
Play audio
•
P u t s t u d e n t s in pairs t o p r a c t i s e .
Play t h e first c o n v e r s a t i o n on t h e audio t w i c e . Tell s t u d e n t s
•
Tell students t o make t h e conversation for Mary.
to choose a name and match the name, day, date, and time.
•
N o m i n a t e t w o pairs o f s t u d e n t s t o read one o f t h e
all t h e w a y t h r o u g h .
Thursday,
22 June,
conversations each. Check
1 0 . 1 5 . If necessary
play t h e audio again, stopping after each answer. •
Repeat with the second
4
conversation.
see your
2
Mary S c o t t , T u e s d a y , 1 S e p t e m b e r , 3 . 0 0
e x a m p l e s , e . g . to speak •
pronunciation.
dentist/bank
manager.
Ask students to give more
to a teacher/the
headmaster.
Go through the pattern. Elicit examples of language for each
A u d i o script 3 1 . 1 Caller
Monitor.
G i v e e x a m p l e s o f a p p o i n t m e n t s t h a t y o u h a v e m a d e , e . g . to
William D e a n , T h u r s d a y , 22 J u n e , 1 0 . 1 5
Secretary
Monitor.
M ' l U a i •
1
1
e.g.
March.
•
Dean,
do
Elicit full sentences,
•
E l i c i t : William
to
on).
appointment.
F o c u s on t h e t a b l e . G o t h r o u g h t h e list o f n a m e s . DrilL each
fctwi
What's
afternoon,
A s k q u e s t i o n s t o e l i c i t t i m e e x p r e s s i o n s , e . g . What
doing?
o n e as a c l a s s a n d i n d i v i d u a l l y . R e p e a t w i t h e a c h twenty-second,
the
part.
G o o d a f t e r n o o n . Mr Kelly's o f f i c e .
•
P u t s t u d e n t s in pairs t o m a k e
H e l l o . It's William D e a n . Can I make an
•
N o m i n a t e pairs o f s t u d e n t s t o read o u t t h e i r
appointments. conversations.
a p p o i n t m e n t w i t h Mr Kelly, please? Secretary
Pronunciation
Y e s , c e r t a i n l y . Can y o u come on M o n d a y t h e n i n e t e e n t h o f J u n e at half past t h r e e ?
Caller Secretary Caller Secretary
1
N o , I'm sorry. I can't make t h a t . I'm at a
•
2
Well, can y o u c o m e on T h u r s d a y t h e t w e n t y - s e c o n d
C h e c k p r o n u n c i a t i o n o f can
o f J u n e at q u a r t e r p a s t ten?
/karnt/).
Y e s , t h a t ' s fine. O K , so t h a t ' s T h u r s d a y t h e t w e n t y - s e c o n d o f J u n e Thank you. Goodbye.
2
Secretary
Goodbye.
Secretary
G o o d a f t e r n o o n . Mr Kelly's o f f i c e .
Caller
•
Play audio
•
D r i l l e a c h p a i r o f s e n t e n c e s as a c l a s s t h e n
t h e rest o f t h e
H e l l o . It's Mary S c o t t . Can I make an a p p o i n t m e n t
•
Y e s , c e r t a i n l y . Can y o u come on F r i d a y t h e t w e n t y -
Secretary
Secretary
E l i c i t : I can't
1 I can't s w i m .
2 He can come on M o n d a y .
•
Well, can y o u c o m e on Tuesday t h e first o f •
Yes, t h a t ' s fine. O K , so t h a t ' s Tuesday t h e first o f S e p t e m b e r at 3
an
Thank you. Goodbye.
Follow-up
Goodbye.
•
3 She can d r i v e .
the f i r s t appointment?
William
make
•
Play t h e first conversation on t h e
a u d i o a g a i n t w i c e . E l i c i t : He's •
Why can't
at a
P r e p a r e s e n t e n c e s u s i n g can,/can't
to show ability, Arabic?
You
P u t s t u d e n t s in t e a m s . R e a d o u t a s e n t e n c e . T e a m s c o m p e t e t o d e c i d e if t h e sentences are ability, possibility, or p e r m i s s i o n .
conference.
R e p e a t w i t h t h e s e c o n d c o n v e r s a t i o n . E l i c i t : She's
I
appointment.
can't, eat in the classroom. Can you meet me tonight? You can park here.
conference.
F o c u s o n W i l l i a m D e a n . S a y : Listen.
individual
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can make
G o t h r o u g h t h e list o f o p t i o n s . E l i c i t / T e a c h key v o c a b u l a r y , e . g . wedding,
•
Play Play
5 We can speak F r e n c h .
p o s s i b i l i t y , a n d p e r m i s s i o n , e . g . Can he speak 2
swim.
audio.
G o t h r o u g h t h e a n s w e r s as a class. N o m i n a t e
4 I can't make t h a t .
o'clock. Caller
repeat. individually.
Audio script 3 1 . 3
N o , I'm sorry. I can't make t h a t . I'm on h o l i d a y in
S e p t e m b e r at 3 o'clock? Caller
(strong
students to say one sentence each.
August. Secretary
H i W - 1 for s t u d e n t s t o listen and
t h e first sentence on audio M M .
e i g h t h o f A u g u s t at 1 2 o'clock? Caller
individually.
( w e a k / k s n / ) , a n d can't
• Tell s t u d e n t s t o listen and tick t h e s e n t e n c e t h e y hear.
w i t h Mr Kelly, please? Secretary
in t h e first pair o f
s e n t e n c e s . D r i l l t h e s e n t e n c e s as a c l a s s a n d
at q u a r t e r p a s t t e n . Caller
M o d e l t h e p r o n u n c i a t i o n o f can/can't
conference.
on
Resource activity pages 204 and 269
holiday.
73
TEACHER'S NOTES
Students learn and practise expressions for making requests.
LESSON 32
Warm-up
F o c u s o n t h e E v e r y d a y e x p r e s s i o n s . D r i l l e a c h o n e as a class a n d
W r i t e a list o f w o r d s f r o m l e s s o n 3 2 t h a t s t u d e n t s l e a r n e d i n p r e v i o u s l e s s o n s , e . g . sandwich, giass,
expression,
listen,
please,
excuse
me,
have
conversation,
door,
radio,
thank
language.
you,
N o m i n a t e a s t u d e n t . A s k : ( E l e n a ) , how
everyday.
use your
in (Greek)?
do you
say
'Can
I
P u t s t u d e n t s in pairs t o
practise. Monitor. N o t e t h a t if all o f t h e s t u d e n t s speak t h e s a m e l a n g u a g e , y o u c o u l d d o t h i s as a w h o l e - c l a s s
Team A says t h e first letter o f t h e words alternating
again.
Does
reason
does
the person
Play a u d i o W - H l for s t u d e n t s t o read a n d listen.
a g a i n . E l i c i t : I can't
Elicit/Teach key vocabulary for each picture,
Repeat w i t h each
here you
e.g.
are
p i c t u r e 2 : t h i r s t y , help p i c t u r e 3 : window,
hot
p i c t u r e 4 : remote
control,
1 I can't hear i t .
yourself turn
down,
Why?
p i c t u r e s , e . g . Where
are the people?
What
can you
a spoon:
listen.
woman
want?
Why does
she need
a
e.g.
pen?
conversation.
P u t s t u d e n t s in pairs t o practise t h e c o n v e r s a t i o n . roles.
to cut a piece licence:
5? E l i c i t : a driving
for students t o
S a y : Listen.
What
does
the person
R e p e a t w i t h each
licence.
ask about?
can make
Play t h e first
4 a sandwich
3
4
5
can't
hear
it Check
conversations
Monitor.
polite
Check
five
dictionaries,
f i v e passports/
identity
shoes,
five
cards.
Write
each item on a separate piece of paper. • •
E l i c i t / T e a c h : Can I borrow
your
,
please?
Hand o u t a piece of paper t o each s t u d e n t . Tell t h e m
to
A
Can y o u t u r n t h e radio u p , please? I can't hear i t .
B
Sure. There y o u g o .
mingle and collect the correct number of items on their
A
Thanks.
piece of paper.
A
Can I have a n o t h e r s p o o n , please?
B
Yes, o f course. Here y o u are.
A
Thank you very much.
A
Could y o u close t h e d o o r , please? I'm c o l d .
B
Yes, o f course. There y o u g o .
A
Thank you.
A
Could I h a v e a s a n d w i c h , please? I'm h u n g r y .
B
Sure. J u s t h e l p y o u r s e l f .
A
Right, thanks ...
A
Could y o u pass t h e salt and pepper, please?
B
Sure. T h e r e y o u are.
A
Thanks.
I
requests.
W r i t e i t e m s f o r s t u d e n t s t o c o l l e c t , e . g . f i v e left red pens,
A u d i o script 32.3
2
dinner
loud/you
Follow-up
radio.
5 salt and p e p p e r
1
it's too
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
E l i c i t : the
3 a door
on your
pronunciation.
conversation.
2 a spoon
hot/cold
to put
A s k d i f f e r e n t pairs t o read o u t t h e i r c o n v e r s a t i o n s .
Repeat with
• 1 a radio
you're
identity
hungry
P u t s t u d e n t s in pairs a n d t e l l t h e m t o m a k e
practise.
conversation on audio t M M .
you're
about the pictures.
different items. P u t s t u d e n t s in pairs t o
because
paper someone's
pronunciation.
repeat. number
because
of
coffee
Focus on t h e cues. N o m i n a t e t w o s t u d e n t s t o act o u t a
D r i l l e a c h i t e m as a class a n d i n d i v i d u a l l y . A s k : What's
students
c o n v e r s a t i o n a b o u t t h e f i r s t p i c t u r e as a n e x a m p l e .
Focus on t h e pictures. Play audio W W i
afork.
dinner.
e.g.
to check
because
and pepper:
a radio:
/ k s d / w h i c h h a s a s i l e n t /.
listen and
4 I'm h u n g r y .
in your
scissors:
salt
of
sugar
to cut a cake
a door:
Say:
Monitor.
R e p e a t w i t h each c o n v e r s a t i o n . Check p r o n u n c i a t i o n could
it.
3 I'm c o l d .
a knife: a driving
conversation.
N o m i n a t e t w o s t u d e n t s t o read o u t t h e first both
Ask:
conversation
dinner
to put
a sandwich:
Practise
Play the
E l i c i t r e a s o n s , e . g . to eat your
a f o r k : to eat
while
Ask questions a b o u t t h e t e x t to check comprehension, Repeat w i t h each
Play the
conversation.
m i g h t ask a b o u t e a c h ,
see?
Focus on t h e first c o n v e r s a t i o n . Play t h e audio again s t u d e n t s read a n d
hear
give?
Go through t h e pictures eliciting reasons w h y
Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e
the
a reason?
F o c u s o n t h e p i c t u r e s i n e x e r c i s e 2 a . S a y : You want
individually.
does
give
Your life
loud
W r i t e t h e n e w w o r d s o n t h e b o a r d a n d d r i l l as a class a n d
What
the person
f i r s t c o n v e r s a t i o n o n a u d i o K K H c l a g a i n . E l i c i t : Yes. What
p i c t u r e 1 : use,
activity.
G o t h r o u g h t h e l i s t o f r e a s o n s . D r i l l e a c h o n e as a c l a s s . S a y : Listen
t h e y 'lose' t h e w o r d .
2a
please?'
l i s t , e . g . sandwich.
letters, to the end o f the word. If a team makes a mistake
V
pen,
P u t s t u d e n t s in t w o t e a m s - A a n d B. S a y a w o r d f r o m y o u r T e a m B s a y s t h e n e x t l e t t e r a. T h e y c o n t i n u e ,
la
individually.
Tell s t u d e n t s t o w r i t e t h e e x p r e s s i o n s in t h e i r o w n
R e s o u r c e a c t i v i t y pages 205 and 269 R e v i e w a n d W o r d l i s t s Lessons 2 5 - 3 2 S t u d e n t ' s B o o k pages 8 9 - 9 0
105
Students learn a lexical set of jobs and duties, and talk about jobs.
EACHER'S NOTES LESSON 33 Warm-up Make a Word Snake (see page 1 1 ) o f w o r k - r e l a t e d
words.
Prepare e n o u g h copies f o r s t u d e n t s t o w o r k in small g r o u p s (or write the word snake on t h e board), e.g.
conferencefulltim
emeetingbossassistantofficecompanyworkinterviewjobparttime. Ask s t u d e n t s t o call o u t t h e words and w r i t e t h e s e on t h e board.
1
• •
Play audio
:Mll
for students t o listen and
W h a t do y o u do?
B
I work for a sports company.
A
O h , w h e r e do y o u work?
B
I w o r k in o n e o f t h e i r f a c t o r i e s .
A
W h a t do y o u do t h e r e ?
B
I'm a m a n a g e r .
A
O h , r i g h t . Do y o u like y o u r j o b ?
B
N o , n o t really, b u t I need t h e m o n e y .
A
Where do y o u work?
B
I work f o r a n e w s p a p e r c o m p a n y . O h , really. W h a t do y o u do? Are y o u a reporter?
repeat.
D r i l l e a c h i t e m as a c l a s s a n d i n d i v i d u a l l y .
•
N o m i n a t e students to say t h e jobs and duties, e.g. What's
number
10-15.
4? E l i c i t : a chef.
Check
Say:
pronunciation.
this?
B
N o , I'm n o t . I'm a l a w y e r .
A
O h , O K . Do y o u like t h e j o b ?
B
Yes, I d o . It's v e r y i n t e r e s t i n g .
b • Ask questions about the first conversation, e.g.
P u t s t u d e n t s in pairs t o t a k e it in t u r n s t o p o i n t a t d i f f e r e n t p i c t u r e s a n d a s k What's
her job?
Monitor.
D r a w t w o c o l u m n s o n t h e b o a r d w i t h jobs
a n d places
to
work
•
names
c o l u m n . D r i l l e a c h o n e as a c l a s s a n d i n d i v i d u a l l y .
•
Check
she work?
Does
What's
she like her job?
Elicit
sentences.
F o c u s o n t h e e x a m p l e p a r a g r a p h . P u t s t u d e n t s in pairs a n d person.
A s k d i f f e r e n t s t u d e n t s t o read o u t one paragraph Check
comprehension.
does
tell t h e m to write a paragraph a b o u t each
o f a n y o t h e r j o b s t h e y k n o w . W r i t e n e w w o r d s in t h e f i r s t
each.
pronunciation.
5 iwirii'ifli
P u t s t u d e n t s in pairs. Tell t h e m t o look at t h e j o b s in
•
e x e r c i s e 1 and on t h e board, t h e n make a list of where t h e
Go through the questions. Say sentences about your job,
people work.
e . g . I'm
A s k s t u d e n t s t o call o u t t h e i r ideas. W r i t e n e w words in t h e
but
second column. Drill and check
Where
complete
as t h e c o l u m n h e a d i n g s . A s k s t u d e n t s t o c a l l o u t t h e
•
A
A
while s t u d e n t s listen and
Repeat with pictures
•
Yes, I d o , b u t t h e hours are v e r y l o n g .
Focus on pictures 1 - 9 . Play t h e first part o f t h e audio again
•
•
Do y o u e n j o y y o u r j o b ?
B
( t o a bus driver) •
•
2
repeat.
A
•
comprehension.
a teacher.
the money's
I work not
very
in a language
school.
I like my
job
good.
Focus on t h e questions. A s k d i f f e r e n t s t u d e n t s a b o u t their jobs. (If students don't have jobs, tell them to choose one
I n English we use an article ( a / a n ) before a job, I'm
a teacher.
He's
an actor.
This doesn't h a p p e n i n
e.g.
from exercise •
S a y : Write
other languages a n d students translating w o r d for w o r d
•
P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s
will often forget to add a n article in
English.
their job. •
3
• Write: bus?
drives
a bus.
E l i c i t : A bus
P o i n t t o t h e g a p . A s k : Who drives
P u t s t u d e n t s in pairs a n d t e l l t h e m t o read t h e
definitions
and write the jobs.
1
2 a waiter
6 a shop a s s i s t a n t
3 a chef
7 a dentist
• •
Play audio O
about
A s k i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e i r
4 a nurse
5 a mechanic
home,
hours,
security
on t h e board. M o d e l t h e while
students listen and repeat. 2a •
G o t h r o u g h t h e list o f w o r d s . Tell s t u d e n t s t o p u t t h e w o r d s in t h e c o r r e c t c o l u m n .
8 a computer engineer long
assistant
p r o n u n c i a t i o n and mark t h e stress. Play audio
b • E l i c i t / T e a c h : children's police
job.
Monitor.
• W r i t e : manager,
G o t h r o u g h t h e a n s w e r s as a class. R e m i n d s t u d e n t s t o use
reporter,
your
partner's job.
a
articles( a / a n ) .
4a •
about
Pronunciation
Read t h r o u g h t h e list o f d e f i n i t i o n s .
•
1 a bus driver
answers
driver.
•
•
1).
many
guard,
•
Play audio H H E J
for students to listen and check.
Play the audio again for students t o listen and
repeat.
dog. Q
Audio script 33.4
all t h e w a y t h r o u g h .
Focus on t h e questions. Play t h e first c o n v e r s a t i o n on t h e
first s y l l a b l e : lawyer, p i l o t , f a c t o r y , w a i t e r
a u d i o t w i c e . Tell s t u d e n t s t o w r i t e t h e j o b . Repeat w i t h
second s y l l a b l e : p o l i c e m a n , repair, a t t e n d a n t , m e c h a n i c , c o m p u t e r
questions 2 and 3. • •
Repeat with the remaining t w o
Go through the answers together. Check
a nurse, in a children's h o m e , y e s , b u t t h e hours are v e r y long
2
a manager, f o r a s p o r t s c o m p a n y / i n a f a c t o r y , n o , b u t needs the money
A
A r e y o u a nurse?
B
Yes, I am.
A
Do y o u w o r k in a hospital?
B
N o , I d o n ' t . I work in a children's h o m e . I look a f t e r t h e children w h e n t h e y ' r e ill.
talk
about
jobs.
Follow-up •
Ask students to think about someone they
know and write
t h e p e r s o n ' s n a m e , j o b , w h e r e t h e y w o r k , w h a t t ll e y d o , i f
a l a w y e r , f o r a n e w s p a p e r c o m p a n y , yes (it's v e r y i n t e r e s t i n g )
A u d i o script 33.2 1
can
pronunciation.
1
3
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
conversations.
r
t h e y like t h e i r j o b , w h y t h e y l i k e / d o n ' t like t h e i i j o b . •
Tell s t u d e n t s t o use t h e i r n o t e s t o w r i t e a parag raph. S e t a time
•
limit.
P u t s t u d e n t s in pairs t o read each other's w o r k .
Resource activity pages 206 and 270
I
Students revise the present simple and continuous, and contrast what people are doing with what they usually do.
TEACHER'S NOTES LESSON 34 Warm-up •
4 a • A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Who can you is she wearing?
W r i t e t h e f o l l o w i n g 1 5 w o r d s / p h r a s e s on t h e board in r a n d o m o r d e r : serve f o o d , nurse, attendant, lawyer,
•
look
after
mechanic,
people,
W r i t e : Sarah
o f f i c e , cook f o o d , f l i g h t
chef,
s e l l , school,
•
restaurant,
sports
hospital,
present
centre.
places
to work,
things
• A s k q u e s t i o n s a b o u t t h e p e o p l e , e . g . What the people
E l i c i t / T e a c h : tennis rain,
•
coach,
can you
in the pictures
students to make guesses a b o u t t h e •
tennis
E l i c i t : present
R e p e a t w i t h At
do.
morning,
(go)
simple
are?
•
continuous
she
continuous
•
for
sentence.
her f r i e n d s , (wait)
( b e c a u s e it's an a c t i v i t y t h a t ' s
see?
Play audio F E 1 H
for s t u d e n t s t o listen and check.
G o t h r o u g h t h e a n s w e r s as a class. A s k i n d i v i d u a l s t u d e n t s t o read o n e each. Check
Encourage
pronunciation.
1 g o e s , 's w a i t i n g , 's t a l k i n g
give
or
( b e c a u s e it's a regular
P u t s t u d e n t s in pairs t o c o m p l e t e t h e s e n t e n c e s .
people.
academy,
the moment
to?
on t h e
sentence.
them
b •
think
every
What
happening now). Nominate a student to complete the
correctly.
Who do you
simple?
t o e l i c i t : present
people
Go through t h e words to check students have grouped
1
jogging
see?
Who is she talking
activity). Nominate a student to complete the •
P u t s t u d e n t s in small g r o u p s . Tell t h e m t o o r g a n i z e t h e w o r d s
E l i c i t t h e t h r e e g r o u p s : jobs,
is she standing?
b o a r d . P o i n t t o t h e g a p . A s k : Is this present
drive,
i n t o three groups, t h e n write a heading for each group. •
Where
(lessons),
3 t a k e s , 's w a t c h i n g
baseball.
2 's d r i v i n g , w a l k s , 's raining
4 repair, aren't r e p a i r i n g , 're p l a y i n g
5 w o r k , 're h a v i n g
W r i t e t h e n e w w o r d s o n t h e b o a r d a n d d r i l l as a c l a s s a n d individually.
•
Play audio K E H l
•
Focus on t h e h i g h l i g h t e d w o r d s in t h e t e x t . A s k q u e s t i o n s
t w i c e f o r s t u d e n t s t o read and listen.
a b o u t t h e t e x t t o c h e c k c o m p r e h e n s i o n , e . g . What Marisol work? do? 2
•
do?
Where
Why isn't she Which
city
does
she work?
working
do they
work
When
today?
does
What
she
do Ahmed
•
does
with
usually and
Boris
•
in?
Repeat with the second part of the table. Focus on t h e rules on S t u d e n t ' s Book page
•
Write t w o t r u e sentences a b o u t yourself on t h e board, on Tuesdays.
•
I'm
talking
•
107. to you
•
e.g.
day'?
at the
now. •
Tell students t o write t w o sentences a b o u t themselves. P u t s t u d e n t s in pairs t o c o m p a r e their s e n t e n c e s .
usually
•
•
•
present the
He drives a t a x i . T h e y clean w i n d o w s . She w o r k s in a s h o p . I teach S p a n i s h . I'm n o t t e a c h i n g Spanish at t h e m o m e n t .
5
He sells c o m p u t e r s . He isn't selling c o m p u t e r s at t h e m o m e n t .
6
people
are doing
now
with
what
Prepare six sentences, each w i t h a present shower
at the
moment.
mother
go shopping French
Does
in a shop.
Check
Now they
he listening
on Saturday.
Is they
simple/present My sister
to the radio going
T h e y wash cars. T h e y aren't w a s h i n g cars at t h e m o m e n t .
122
has a now?
to London?
and E n g l i s h .
P u t s t u d e n t s in pairs or s m a l l g r o u p s . W r i t e t h e f i r s t
•
Repeat w i t h each
•
G o t h r o u g h t h e a n s w e r s as a c l a s s .
sentence.
R e s o u r c e a c t i v i t y pages 2 0 7 and 2 7 0
She isn't w o r k i n g in a shop at t h e m o m e n t . 4
what
example.
T h e y aren't cleaning w i n d o w s at t h e m o m e n t . 3
Say:
you.
sentence on the board. Tell s t u d e n t s t o correct it.
He isn't d r i v i n g a t a x i a t t h e m o m e n t . 2
my
do.
is speaking
A u d i o script 3 4 . 2 1
for
c o n t i n u o u s m i s t a k e , e . g . I works
S t u d e n t s h e a r He
Play t he rest of t h e audio.
meet
Follow-up
Even when students have successfully practised the present simple and continuous in isolation, they will often have difficulties deciding when to use each tense. This is particularly true if a student's own language is non-inflected and uses different ways to express the concept of time, e.g. Chinese, Thai.
c o n t i n u o u s , t h e n listen and repeat. Do t h e same w i t h
d a y , I usually
Focus s t u d e n t s ' a t t e n t i o n on t h e can d o s t a t e m e n t :
N o w tell them to write t w o sentences about their partner.
second
TV every
N o m i n a t e i n d i v i d u a l s t u d e n t s t o read o n e sentence.
•
a t a x i , make a negative sentence with the
Repeat w i t h each
expression.
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r s e n t e n c e s .
•
Play t h e first i t e m on audio t t W .
simple.
day.
continuous
weekend.
the sentences
I can contrast
drives
E l i c i t : present
or present
Focus on t h e s e n t e n c e s and t h e e x p r e s s i o n s in t h e b o x .
N o m i n a t e i n d i v i d u a l s t u d e n t s t o read o u t t h e i r s e n t e n c e s .
•
simple
pronunciation.
Ask i n d i v i d u a l s t u d e n t s t o read o u t t h e i r sentences.
3
o n t h e b o a r d . P o i n t t o every
G o t h r o u g h t h e e x p r e s s i o n s in t h e b o x . Make s e n t e n c e s
Complete
•
tennis
'every
friends
examples
•
play
day.
a b o u t y o u r s e l f , e . g . I watch
Read t h r o u g h t h e first part o f t h e table. Drill the
I usually
every
sentence and each t i m e
as a class a n d i n d i v i d u a l l y .
•
Write: I
A s k : Do we use the present
My He
Students revise the present simple and present continuous and write about their jobs.
S LESSON 35 Warm-up •
•
Write t h e a l p h a b e t on t h e board. Point t o t h e letter A and elicit examples of countries beginning w i t h t h a t letter,
and I'm from
on t h e
board.
about
information about your job.
P u t s t u d e n t s in t e a m s . Tell t h e m t h a t t h e y h a v e t h r e e
•
m i n u t e s t o t h i n k o f o n e c o u n t r y f o r as m a n y o f t h e l e t t e r s
Tell s t u d e n t s t o f o l l o w t h e p a t t e r n and w r i t e a b o u t t h e i r job.
as p o s s i b l e . P o i n t o u t t h a t t h e y p r o b a b l y w o n ' t h a v e t i m e t o
•
find countries for every letter. •
is
yourself. Go t h r o u g h t h e remaining cues, saying true
Australia, Austria, Andorra, Albania. •
W r i t e : My name
Complete the sentences with true information
e.g.
•
Monitor.
P u t s t u d e n t s in pairs t o describe t h e i r j o b . N o m i n a t e i n d i v i d u a l s t u d e n t s t o read o u t their descriptions. Check
After three minutes tell students to stop writing. Go through
pronunciation.
t h e a l p h a b e t , e l i c i t i n g c o u n t r i e s f o r a s m a n y l e t t e r s as
English in the world
possible. Teams get one point for a correct answer.
1
•
Focus on t h e pictures. Ask questions a b o u t t h e e . g . What
can you
the pictures taking
see?
are?
a photo
What
of?
Where
Play audio I j S E
the people What
is the
E l i c i t / T e a c h : working
•
R e a d t h r o u g h t h e t e x t as a class. A s k q u e s t i o n s a b o u t t h e
and
d a y , large
t e x t t o c h e c k c o m p r e h e n s i o n , e . g . What's week
in Britain?
What
time
sometimes
are they
working
woman
photos. where
hours,
in
t w i c e while s t u d e n t s read t h e t e x t s .
Who are the people •
think
doing?
•
Encourage students to make guesses
a b o u t t h e p e o p l e in t h e •
do you
is the man
people,
•
Ask:
When
do shops
do shops
close
open
day?
all
usually
on Sundays?
a normal
open Which
on shops
I f y o u r s t u d e n t s are all t h e s a m e n a t i o n a l i t y , use t h e
Go through the answers together.
y o u have a m i x e d - n a t i o n a l i t y class, ask q u e s t i o n s
Kemal f r o m T u r k e y , Elana f r o m P o r t u g a l
shops
open
in (Colombia)?
Saturdays E l i c i t / T e a c h key v o c a b u l a r y for each p a r a g r a p h , p a r a g r a p h 1 : coach
d r i v e r , t o u r i s t , palace,
castle,
•
market,
round,
a
away
p a r a g r a p h 4 : estate
agent,
measure,
take
break
from
home,
warm,
r e t i r e , owner,
•
photographs
p a r a g r a p h 5 : problems,
time
w i t h , take
someone
somewhere Play t h e audio again for s t u d e n t s t o read and listen.
•
Ask questions a b o u t t h e t e x t to check comprehension, What
do the
homes 2
tourists
Where in
does
visit? Elana
Where
is Kemal
work?
today?
Why do people
e.g.
What buy
/He's
a coach
t o e l i c i t She's •
does driver.
an estate
Kemal
do?
E l i c i t : He drives
R e p e a t w i t h What
does
the
text
again
and
a
Elana
do?
agent.
Read t h r o u g h t h e q u e s t i o n s . P u t s t u d e n t s in pairs. Read
answer
the
Say:
questions.
•
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
•
G o t h r o u g h t h e a n s w e r s as a c l a s s . I f s o m e s t u d e n t s
find
t h e exercise difficult, number the paragraphs and help by g i v i n g , or asking for, t h e n u m b e r of t h e correct
paragraph
for each answer. 1
He's a coach driver. She's an e s t a t e a g e n t .
2
He's in a cafe. She's in an a p a r t m e n t .
3
He's h a v i n g a break ( d r i n k i n g a cup o f c o f f e e , reading a n e w s p a p e r ) . She's m e a s u r i n g an a p a r t m e n t a n d t a k i n g some photographs.
4
He goes t o a l o t o f places a n d m e e t s p e o p l e f r o m o t h e r c o u n t r i e s . She m e e t s a l o t o f i n t e r e s t i n g p e o p l e .
5
any 24-hour
shops
about
my
do on
in
(Japan)? I
job.
_
_
__ _ _
_
P u t s t u d e n t s in pairs. Tell t h e m y o u are g o i n g t o read o u t a
•
Read definitions from lesson
•
G o t h r o u g h t h e a n s w e r s as a class. A s k d i f f e r e n t s t u d e n t s t o spell the jobs.
33.
R e s o u r c e a c t i v i t y pages 208 a n d 2 7 1
• Tell s t u d e n t s t o read t h e t e x t s again. Read t h e first coach.
there
time
work
is he holiday
Portugal?
q u e s t i o n . A s k : What
Are
normally
job definition. T h e y have to listen and Write t h e j o b .
spend
•
drinking?
write
Follow-up
meet
sunny,
in (Oman)?
Do people
If
about
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can
p a r a g r a p h 3 : enjoy,
board
e.g.
Europe p a r a g r a p h 2 : look
are
t o recreate a similar t e x t a b o u t shops in t h e i r c o u n t r y .
from?
w o r k i n g h o u r s i n d i f f e r e n t c o u n t r i e s , e . g . What
•
working Tuesdays?
He only sees his f a m i l y a n d f r i e n d s at t h e w e e k e n d . She o f t e n spends a l o t o f t i m e w i t h p e o p l e , b u t t h e y d o n ' t buy a n y t h i n g .
81
j
Students revise the present simple and present continuous and learn phrases for talking about problems.
TEACHER'S NOTES LESSON 36 Warm-up •
3a
Use t h e pictures in lesson 2 8 t o revise t h e story t o date.
does
going?
he need
bedroom?
What
some
does
he want from
paint?
Who rings
Who's
Jordan?
the
helping
DIY
him
Why does
store?
to paint
Jordan
•
•
Why
word. Elicit:
his
•
leave?
Play audio K I - H I to familiarize students w i t h how t h e
•
story
develops and with the characters' voices. •
4
p i c t u r e 2 : upset, p i c t u r e 3 : pub,
go out
say
with
the
•
t r y , help
c r y i n g , r e a l l y , go on, beer glass,
p i c t u r e 4 : hope, •
interview,
someone,
• Tell students t o cover t h e t e x t . Ask some questions t h e p i c t u r e s t o check basic comprehension,
e.g.
p i c t u r e 1 : Who can you
Does
Is Sarah
with?
are they?
Where
about
Lucy
look
are they?
What
are
Who is he with?
What
are
• is Jordan
holding?
What
about?
are Peter
and
Jordan
P l a y t h e a u d i o a g a i n . E l i c i t : Lucy
and
Sarah.
class?
does
explain
Lucy
about?
Why does helping
Peter
Lucy
new
the
p i c t u r e 4 : Does
go on Mondays?
Jordan
suggest
Lucy?
like Peter?
why she doesn't
p i c t u r e 3 : Does to get
usually
Is Jordan Sarah
want
Where
Is Peter
to start
understand
What
Lucy
goes
is Lucy
anything
Can
with
Does
her
W r i t e : Lucy
has got true
Peter?
Jordan
want
to go out
with
Peter?
Can
an interview
or false?
for
Elicit:
want
Jordan
a new job.
on t h e
board.
s t a t e m e n t s are t r u e or f a l s e . P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
•
G o o v e r t h e a n s w e r s as a c l a s s . 2 F
3 T
W r i t e : Lucy
5F
61
worried
about
4 F
isn't
the interview,
on the board.
Ask students to make this into a true statement. •
worried
about
the
Elicit:
interview.
P u t s t u d e n t s in pairs. Tell t h e m t o look at t h e o t h e r f a l s e s t a t e m e n t s , 4 a n d 5, a n d make t h e m
•
letters,
true.
G o o v e r t h e a n s w e r s t o g e t h e r . E l i c i t : She she doesn't she's got
want
to marry
Peter.
She doesn't
can't tell
explain Peter
answer make
meetings.
the phone,
coffee
for
make
the boss,
appointments, speak
a foreign
use a language,
Write new words on the board and check
Put s t u d e n t s in small groups. A s k t h e m t o rank t h e duties
R e s o u r c e a c t i v i t y pages 209 and 2 7 1
true.
•
She's
Ask s t u d e n t s t o call o u t their ideas which m i g h t include:
not.
• Tell s t u d e n t s t o read t h e t e x t again a n d d e c i d e i f t h e
•
T e l l s t u d e n t s t h a t L u c y is a s e c r e t a r y . S h e ' s g o i n g f o r a n
Sarah
Peter?
A s k : Is this
I
problems.
a c c o r d i n g t o w h e t h e r t h e y t h i n k L u c y likes d o i n g t h e m or
going?
married?
women?
to
•
job?
Sarah
about
comprehension. is
I T
talk
arrange
p i c t u r e 1 : Where
p i c t u r e 2 : Does
•
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
type
talking e.g.
she thinking
2
and Jordan
Ask questions a b o u t the t e x t t o check comprehension,
help
Ask one g r o u p t o act o u t t h e story for t h e rest o f t h e class.
computer,
F o c u s o n t h e q u e s t i o n Who are Peter
yoga
•
dictionary if necessary.
they
doing?
•
to
part.
i n t e r v i e w f o r a n e w j o b . P u t s t u d e n t s in pairs. A s k t h e m
they
drinking?
•
Focus on t h e story. P u t s t u d e n t s in groups. Tell t h e m
t o make a list o f f i v e t h i n g s t h a t a secretary does, using a
is Peter?
p i c t u r e 4 : What
repeat.
Follow-up
unhappy?
p i c t u r e 3 : Where
Play audio B M E I for s t u d e n t s t o listen and check. Play the audio again while students listen and
G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e all f o u r roles.
•
•
p i c t u r e 2 : Who is Peter
missing
worried.
Ask students to complete the expressions.
can
happy? doing?
on the board.
Monitor.
actually
W r i t e t h e n e w w o r d s a n d p h r a s e s o n t h e b o a r d a n d d r i l l as a
Where
interview?
•
thing
class a n d i n d i v i d u a l l y .
see?
your
practise t h e c o n v e r s a t i o n , each t a k i n g one
e x p l a i n , sorry
wrong
about
picture,
e.g. worried,
w
worried, help, problem, don't, explain
E l i c i t / T e a c h key phrases and v o c a b u l a r y for each p i c t u r e 1 : confused,
W r i t e : Are you
P o i n t t o t h e gap and ask s t u d e n t s t o s u p p l y t h e
b • 1
Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o find a n d u n d e r l i n e t h e m in t h e t e x t .
A s k q u e s t i o n s a b o u t t h e c h a r a c t e r s a n d t h e s t o r y , e . g . Where, is Jordan
•
why that
a boyfriend.
122
I
Students learn a lexical set of places to go and talk about the places they go to and events.
TEACHER'S NOTES LESSON 37 Warm-up
A u d i o script 37.3
•
Revise free-time activities w i t h a chain
•
S t a r t t h e c h a i n w i t h : I do yoga
at the
game.
weekend.
The student
o n y o u r l e f t a d d s a n o t h e r a c t i v i t y , e . g . I do yoga play football
at the
weekend.
and
I
The next student adds another
1
( f o o t b a l l match s o u n d s )
2
(classical music)
3
Actor
4
Child
5
Girl
W o w , t h a t was g r e a t ! Can we go on t h e roller coaster
Man
Yes, O K .
Man
O h , I like t h i s p i c t u r e . W h o is i t by?
To be, or n o t t o be? T h a t is t h e q u e s t i o n . Oh look at t h o s e e l e p h a n t s ! A r e n ' t t h e y big?
activity.
1
•
n o w , Dad?
Focus on t h e pictures. Play audio listen and
m
i
D r i l l e a c h i t e m as a class a n d
•
N o m i n a t e d i f f e r e n t s t u d e n t s t o say t h e places, e.g.
•
Woman
repeat.
•
Where
6
for students to
can you
dance?
individually.
E l i c i t : a disco.
Check
5a
Say:
•
pronunciation.
Focus on t h e pictures in e x e r c i s e 1 . Make t r u e s e n t e n c e s a b o u t y o u r s e l f , u s i n g sometimes,
P u t s t u d e n t s i n pairs t o t a k e i t in t u r n s t o p o i n t a t d i f f e r e n t p l a c e s a n d a s k What's
this?
Picasso.
to (the
Monitor.
•
English compound nouns, e.g. music f e s t i v a l , art g a l l e r y , can be problematic. A compound noun is two words put together to form a third: music + festival = music f e s t i v a l . In some languages it may be more common to join the two words in a compound with a preposition, such as of, for example a music festival in French is un festival de
t h e a t r e ) , I never
often,
never,
go to (football
e . g . I often
Ask students a b o u t events and the places t h e y go, How
often
do you
go to the beach,
s e n t e n c e s , e . g . I sometimes •
(Marina)?
go to the
e.g.
Elicit complete
beach.
Put students in pairs. Point t o t h e pictures and tell t h e m t o ask a n d a n s w e r q u e s t i o n s a b o u t h o w o f t e n t h e y g o t o t h e s e places.
b •
musique.
Monitor.
E l i c i t / T e a c h : ever, f a v o u r i t e .
•
A s k : Who likes plays?
Choose one of the students
who
r e s p o n d s y e s a n d f o c u s o n t h e q u e s t i o n s . A s k : Do you 2
go to the theatre?
• A s k s t u d e n t s t o call o u t t h e names o f any o t h e r places and •
e v e n t s t h e y k n o w . Write new words on t h e board. Drill each o n e as a class a n d i n d i v i d u a l l y . C h e c k •
E x p l a i n t h a t w e u s e to w h e n w e a r e t r a v e l l i n g
•
Elicit/
W r i t e : John's station,
somewhere,
w o r d s ( t o , at) 3
•
the
beach.
We usually
meet
the
Why don't
we . . . , t h e n l i s t e n a n d
Play t he rest of t h e
make a suggestion
using
repeat.
•
E l i c i t / T e a c h : professional,
•
Read t h r o u g h t h e t e x t . Ask questions t o check comprehension, What
audio.
are the main
t h e beach •
talk
6
local,
theatres
can you
several,
Who acts in the plays see at a theatre
•
the theatre
about
places
to
country/
in ( B e i j i n g ) ?
•
O n separate pieces o f paper, w r i t e o u t words t h a t can be p u t
the cinema
park,
W h y d o n ' t we go t o t h e cinema?
match,
F o c u s o n t h e p i c t u r e s in e x e r c i s e 1 . A s k q u e s t i o n s
•
about
sounds
do you
hear
at a football
match?
the way
E l i c i t : They're
at a football
•
Play t h e rest of t h e audio t w i c e .
•
G o o v e r t h e a n s w e r s as a c l a s s . 1 at a f o o t b a l l match play
4 at t h e z o o
2 at a c o n c e r t 5 at a t h e m e park
are
engineer,
theme,
park,
the
match.
3 at t h e t h e a t r e / at a 6 at an a r t gallery
85
pool,
car,
art, gallery, football,
I n t e r n e t , cafe.
Teams t a k e it in t u r n s t o f i n d w o r d s t h a t m a k e a c o m p o u n d
Resource activity pages 210 and 272
through.
P l a y t h e f i r s t i t e m o n t h e a u d i o t w i c e . A s k : Where people?
Elicit:
etc. Help w i t h vocabulary if necessary.
Play audio E E E
computer,
noun.
t h e sounds people hear at t h e different places and e v e n t s ,
practise
nouns.
t o g e t h e r t o m a k e c o m p o u n d n o u n s , e . g . swimming,
whistles,
I can
go.
Play a game of Vocabulary Snap (see page 1 1 ) t o making compound
an a r t g a l l e r y
e . g . What
e.g.
shows?
in ( I t a l y ) ? Where
W h y d o n ' t w e go t o an a r t gallery?
cheering,
and
main.
Follow-up
the zoo
W h y d o n ' t w e go t o t h e t h e a t r e ? 5
amateur,
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
a concert
W h y d o n ' t w e go t o t h e z o o ?
•
see at a theatre?
actor,
• A s k s t u d e n t s q u e s t i o n s a b o u t t h e a t r e s in t h e i r
W h y d o n ' t w e go t o a concert?
•
can you
1
4
Monitor.
N o m i n a t e d i f f e r e n t pairs o f s t u d e n t s t o read t h e i r
c o u n t r i e s , e . g . What
3
•
F o c u s on t h e e x a m p l e c o n v e r s a t i o n . P u t s t u d e n t s w i t h a
English in t h e world
W h y d o n ' t w e go t o t h e beach?
4
G o t h r o u g h t h e q u e s t i o n s . D r i l l e a c h o n e as a c l a s s t h e n
A u d i o script 3 7 . 2
2
ever
play?
conversations.
missing
and complete the sentences.
S t u d e n t s h e a r the beach,
favourite
places a n d e v e n t s in e x e r c i s e 1 . •
Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio • M M .
•
driving
on t h e board. P o i n t t o t h e gaps. Elicit t h e
your
n e w p a r t n e r a n d t e l l t h e m t o ask and a n s w e r a b o u t t h e
a n d at w h e n w e a r r i v e . •
What's
individually.
comprehension.
Focus on t h e L a n g u a g e n o t e . Drill t h e e x a m p l e s .
go
matches).
TEACHER'S N O T E S
Students learn and practise the past simple of to be.
LESSON 38
Warm-up •
•
A s k q u e s t i o n s t o e l i c i t s h o r t r e s p o n s e s , e . g . A s k : Were at home
on Saturday?
Was (Amal)
here
you
yesterday?
U s e p i c t u r e s o f t h e p l a c e s t o g o i n l e s s o n 3 7 as f l a s h c a r d s •
t o revise t h e places. H o l d up each picture and elicit t h e w o r d , t h e n d r i l l as a class a n d
Do t h e e x a m p l e s t o g e t h e r . Play t h e first item on audio B E B -
individually.
S t u d e n t s h e a r He was away
last
week,
make a
q u e s t i o n , t h e n listen and repeat. Do t h e same w i t h t h e second la
• Tell students t o cover t h e t e x t . Ask questions a b o u t t h e p i c t u r e , e . g . Who can you
see?
Where
are they?
What
are
• they
Audio script 38.2
doing? E l i c i t / T e a c h : quite,
•
Play audio F f r f t f for s t u d e n t s t o read and listen.
•
Ask questions a b o u t t h e t e x t t o check comprehension, Where
was Ryan
boring,
iast
night?
orange
What
tree,
1
•
•
example.
Play t h e rest o f t h e audio.
play
D r i l l e a c h s e n t e n c e as a c l a s s a n d
tickets.
did he
He was a w a y last w e e k .
4
She was at t h e m e e t i n g yesterday.
5
We were on h o l i d a y in M a y .
Was he a w a y last week? e.g.
2
T h e y were at t h e s h o w .
3
Y o u were o u t last n i g h t .
Was she at t h e m e e t i n g yesterday?
Were t h e y at t h e show?
see?
individually.
Were we on h o l i d a y in May? 6
He was at t h e p a r t y .
Were y o u o u t last night? b • Ask t w o s t u d e n t s t o read o u t t h e c o n v e r s a t i o n .
Check
pronunciation. •
2
a • Write:
P u t s t u d e n t s in pairs. Tell t h e m t o practise t h e conversation.
•
E l i c i t / T e a c h : last
•
F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a class a n d individually. Check
last
week.
Go t h r o u g h t h e table on Student's Book page
•
W r i t e : last
n i g h t , on Saturday,
yesterday,
last
week
P u t s t u d e n t s in pairs t o c o m p l e t e t h e
G o t h r o u g h t h e a n s w e r s as a cLass. A s k i n d i v i d u a l s t u d e n t s
1 Were
2 was
8 Were
9 were
3 were
•
Check
P u t s t u d e n t s in pairs t o p r a c t i s e .
out
last
n i g h t . W r i t e : Where?
etc. and reply t o t h e
•
night.
home
pattern.
4 Peter was at
•
8 I was at a club on Friday n i g h t .
three
to •
Monitor.
say one s e n t e n c e each. Check
pronunciation.
1 She w a s n ' t a t h o m e y e s t e r d a y .
2 We w e r e n ' t at t h e t h e a t r e 4
7 They
8 I w a s n ' t at a club on
Friday night.
F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a class a n d individually. Check
Where
did you
go?
the yes/
questions).
Monitor.
pronunciation.
•
Focus on t h e tables on Student's Book page
•
N o m i n a t e t w o pairs o f s t u d e n t s t o read o u t t h e
where
people
were
in the
I
past.
last o'clock
Wednesday,
ten o'clock
this morning.
last
n i g h t , Friday
108. exchanges.
113
four
evening,
Prepare one for each s t u d e n t .
Tell students to find o u t where four people were at t h e t i m e
A s k s t u d e n t s t o t e l l t h e class a b o u t t h e i r f i n d i n g s .
Resource activity pages 224 and 279
Peter
5 He w a s n ' t at a c o n f e r e n c e on M o n d a y .
6 L u c y a n d J o r d a n w e r e n ' t at t h e cinema last n i g h t .
•
night?
on their piece of paper. •
3 I w a s n ' t at a f o o t b a l l m a t c h on S a t u r d a y .
w e r e n ' t at T h e C o f f e e S h o p y e s t e r d a y .
last
W r i t e t i m e e x p r e s s i o n s o n s e p a r a t e p i e c e s o f p a p e r , e.g. o'clock
G o o v e r t h e a n s w e r s as a class. A s k i n d i v i d u a l s t u d e n t s t o
w a s n ' t at work last w e e k .
4
go out
Follow-up
7 T h e y were a t
P u t s t u d e n t s in pairs. P o i n t t o t h e cues a n d t e l l t h e m
last n i g h t .
go?
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can say
2 We were at t h e t h e a t r e last
make their sentences negative. •
questions did you
A s k pairs o f s t u d e n t s t o read o u t t h e i r c o n v e r s a t i o n s .
pronunciation.
6 L u c y and J o r d a n were a t t h e cinema last n i g h t .
b •
was
board.
P u t s t u d e n t s in pairs t o m a k e c o n v e r s a t i o n s u s i n g t h e
5 He was at a c o n f e r e n c e on M o n d a y .
The Coffee Shop yesterday.
on the
q u e s t i o n s . D r i l l e a c h o n e . C h e c k i n t o n a t i o n ( r i s i n g in
Monitor.
3 I was a t a f o o t b a l l m a t c h on S a t u r d a y .
w o r k last w e e k .
good?
Focus on t h e conversation p a t t e r n . Go t h r o u g h
G o o v e r t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s t o
1 She was at h o m e y e s t e r d a y .
What?
Find o u t a b o u t t h e last t i m e s t u d e n t s w e n t o u t by asking
P u t s t u d e n t s in pairs. Focus on t h e cues and tell t h e m t o
say one sentence each. Check
Monitor.
questions.
no q u e s t i o n s , f a l l i n g i n wh-
make s e n t e n c e s in t h e p a s t .
Check
P o i n t t o t h e s e cues a n d t e l l s t u d e n t s t o ask y o u
yesterday. •
7 was
wasn't
a b o u t t h e l a s t t i m e y o u w e n t o u t . E l i c i t : Where
on the board. Ask students was at
6 was 13
Tell students a b o u t the last t i m e y o u w e n t o u t , e.g. I
q u e s t i o n s , e . g . Did you t o m a k e a s e n t e n c e i n t h e p a s t . E l i c i t : She
5 were 1 2 was
Your life
Usually English verbs in the past simple are the same for all subjects (I, you, he, she, etc). To be is a little confusing for students who have learned this, because it is different in that we use was with I , he, she, it and were with you, we, they. yesterday
1 1 Was
pronunciation.
Monitor.
Ask i n d i v i d u a l s t u d e n t s t o read one sentence each.
home
pronunciation.
4 weren't
1 0 was
conversation.
b • Ask t w o s t u d e n t s t o read t h e c o n v e r s a t i o n .
P o i n t t o t h e t i m e expressions. Tell s t u d e n t s t o w r i t e
W r i t e : She/at
on t h e board. P o i n t t o t h e were.
on t h e
pronunciation.
3a •
week?
Elicit:
•
108.
sentences a b o u t where t h e y were at these times. •
last
t o read o u t t h e answers. Check
board. Tell s t u d e n t s where y o u were at each o f t h e s e t i m e s . •
away
•
pronunciation.
•
you
g a p . A s k : was or were?
Monitor. n i g h t , yesterday,
Was he at t h e p a r t y ?
Students use the past simple of to be and talk about how good
~ TEACHER'S NOTES LESSON 39 something was. Warm-up
Justin
T h a n k y o u v e r y m u c h , Mrs F l e m i n g . That's v e r y helpful. Goodbye.
R e v i s e q u e s t i o n s w i t h to be. T e l l s t u d e n t s y o u a r e s o m e o n e
Mrs F l e m i n g
Goodbye.
f a m o u s . T h e y h a v e t o g u e s s w h o y o u are b y a s k i n g y e s / n o q u e s t i o n s u s i n g t h e v e r b to be, e . g . Are you
alive?
Are/Were
3a •
you a man? Are you English? Were you a sportsperson?
G o t h r o u g h t h e list o f a d j e c t i v e s and e l i c i t / t e a c h
• •
A s k q u e s t i o n s a b o u t t h e f i r s t p i c t u r e , e . g . What people
•
doing?
feedback, •
What
E l i c i t / T e a c h : travel guest,
do you
think
guide,
the man's
guidebook,
job
sauna,
in
market
P o i n t t o t h e f o r m . A s k : What guest
•
Why is he doing
1 the hotel staff
Who
5 the gym
does
research?
is the form
for?
Mrs Fleming were
say
was
very h e l p f u l .
Play t h e rest of t h e audio for s t u d e n t s t o do t h e exercise.
general.
Focus on t h e speech b u b b l e a n d read t h r o u g h it t o g e t h e r . he work for?
does
P l a y t h e a u d i o a g a i n t o they
E l i c i t : the hotel s t a f f . •
research,
A s k q u e s t i o n s a b o u t t h e t e x t , e . g . Who is Justin? •
F o c u s o n h e l p f u l . A s k : What helpful?
the
is?
market
s t a f f , f r i e n d l y , gym,
are
the
m e a n i n g . D r i l l e a c h o n e as a c l a s s .
E l i c i t : for
b • A s k : What
hotel
2 t h e room
3 t h e room
4 the food
6 the swimming pool was the problem
with
the swimming
pool?
Play the
audio again, if necessary.
feedback. C •
G o t h r o u g h t h e questions on t h e f o r m .
• Tell s t u d e n t s t o listen and c o m p l e t e t h e f o r m . Play audio
Play the audio again for students to check their answers. I t w a s n ' t o p e n u n t i l half p a s t n i n e .
Ki-'JIl twice. •
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
•
G o t h r o u g h t h e a n s w e r s as a class. 1 Mrs F l e m i n g 7 OK
2 T h e Eagle
8 very good
3 April
• 4 three
9a s w i m m i n g p o o l , g y m
- good, a gym - don't know
10
4a •
5 no
•
6 yes
F o c u s on t h e f o r m . Drill each
N o m i n a t e a s t u d e n t . S a y : You're out the
9b s w i m m i n g p o o l •
good
•
Justin Mrs F l e m i n g Justin
Nominate t w o students to act out the
H e l l o . Is t h a t Mrs F l e m i n g ? H e l l o , Mrs F l e m i n g . My name's J u s t i n Ball f r o m t h e
b •
Justin Mrs F l e m i n g Justin Mrs F l e m i n g Justin Mrs F l e m i n g Justin Mrs F l e m i n g Justin
Justin
1
Can I ask y o u a f e w q u e s t i o n s a b o u t t h e hotel?
•
Justin Mrs F l e m i n g
Mrs F l e m i n g Justin Mrs F l e m i n g
information.
M o d e l t h e p r o n u n c i a t i o n o f was,
wasn't,
were,
weren't
in t h e
w e a k f o r m s in p o s i t i v e s t a t e m e n t s ( / w o z / , / w a ( r ) / )
and
O h , i t was in A p r i l .
strong forms in n e g a t i v e s t a t e m e n t s ( / w D z n t / ,
A p r i l . A n d h o w m a n y n i g h t s were y o u there?
•
Play audio H - ' J M for students t o listen and
Three nights.
•
D r i l l e a c h p a i r o f s e n t e n c e s as a c l a s s t h e n
Were y o u on y o u r own?
Check
N o , I w a s n ' t . I was w i t h my h u s b a n d . T h a n k y o u . N o w , can I ask y o u first a b o u t t h e s t a f f
2
/w3:nt/).
repeat. individually.
pronunciation.
• Tell students t o listen and tick t h e sentence t h e y Play t h e first pair of sentences on audio H ' l l l
Yes t h e y were, and t h e y were v e r y h e l p f u l .
weren't
W h a t a b o u t t h e room? Was i t v e r y g o o d , g o o d , O K ,
•
O u r room was O K . I t was a b i t n o i s y , because it was
away
last
week.
Play t h e rest o f t h e
hear.
E l i c i t : We
audio.
G o t h r o u g h t h e a n s w e r s as a c l a s s . Audio script 39.3 1 We w e r e n ' t a w a y last w e e k . 3 I was here y e s t e r d a y .
W h a t a b o u t t h e restaurant?
2 T h e f o o d was v e r y g o o d .
4 T h e y w e r e n ' t at t h e h o t e l .
5 She w a s n ' t o u t Last n i g h t .
I t was v e r y g o o d . T h e f o o d was e x c e l l e n t . Was t h e r e a s w i m m i n g p o o l at t h e hotel?
•
Y e s , t h e r e was. There was a g y m , t o o , b u t i t was
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can say how
Was t h e r e a sauna? No, there wasn't.
Follow-up
W h a t were t h e g y m a n d t h e s w i m m i n g p o o l like?
•
I d o n ' t k n o w a b o u t t h e g y m . We d i d n ' t use i t . T h e
good
something
I
was.
F o c u s on t h e f o r m in e x e r c i s e 1 . Tell s t u d e n t s t o t h i n k
about
or i m a g i n e a h o t e l t h e y s t a y e d in and a n s w e r t h e q u e s t i o n s . •
o p e n u n t i l h a l f p a s t n i n e in t h e m o r n i n g .
P u t s t u d e n t s in pairs t o ask a n d a n s w e r a b o u t t h e
I see. So in g e n e r a l w h a t was y o u r o p i n i o n o f t h e
Resource activity pages 226 and 280 117
hotel? Mrs F l e m i n g
with
T h a n k y o u . W h e n were y o u at T h e Eagle?
s w i m m i n g p o o l was g o o d . I t was big. B u t it w a s n ' t Justin
N o w tell students to make up another conversation
are
v e r y small. Justin
the
Monitor.
f i r s t t w o p a i r s o f s e n t e n c e s . N o t e t h a t was a n d were
OK. Justin
at the f o r m . Make
Mrs Fleming.
Y e s , o f course.
n e x t t o t h e l i f t , b u t i t was v e r y clean. Yes, it was
Mrs F l e m i n g
and
Pronunciation
Yes.
or n o t v e r y g o o d ? Mrs F l e m i n g
Justin
N o w , y o u were a g u e s t at T h e E a g l e H o t e l recently.
at t h e h o t e l . Were t h e y f r i e n d l y ? Mrs F l e m i n g
between
e x e r c i s e 2 as a m o d e l b u t t o p u t in d i f f e r e n t
I see. Is t h a t correct?
Mrs F l e m i n g
conversation
a d i f f e r e n t g u e s t . Tell t h e m t o use t h e c o n v e r s a t i o n in
research f o r our g u i d e b o o k . Justin
Act
P u t s t u d e n t s in pairs. T e l l t h e m t o t u r n t h e i r chairs so t h e y conversation
Yes, it is.
Mrs Fleming.
pronunciation.
a r e s i t t i n g b a c k t o b a c k . S a y : Look
H o t e l a n d Travel G u i d e . We're d o i n g some market Mrs F l e m i n g
J u s t i n . I'm
conversation.
together. Check A u d i o script 39.1
question.
Ask each question and elicit answers.
O h , e r m , 'good', I t h i n k . I can't say ' v e r y g o o d ' , b u t i t was g o o d .
89
hotels.
Students learn and practise expressions for making arrangements.
TEACHER'S NOTES LESSON 40 Warm-up •
Audio script 40.3 Woman
P u t s t u d e n t s in pairs. Tell t h e m t o make a list o f places t o g o in t h e t o w n / c i t y w h e r e t h e y are l i v i n g .
•
Woman
P u t s t u d e n t s in g r o u p s t o c o m p a r e t h e i r i d e a s . Y o u could
E l i c i t / T e a c h : work
Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e
late,
tomorrow,
p i c t u r e s , e . g . Who can you
tomorrow
see?
Where
evening.
are they?
What
1 go f o r lunch
see?
•
•
Play audio t f l ' W all t h e w a y t h r o u g h .
•
Play t h e first c o n v e r s a t i o n on t h e audio t w i c e . Tell s t u d e n t s
meet?
b •
meet
Where
him
day
does
on Tuesday?
do they
decide
Repeat with the second
to
the man What
time
a meal,
G o t h r o u g h s o m e local places and elicit t h i n g s y o u can do in Restaurant,
•
Can agree
•
meet?
•
conversation. conversation.
•
F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s
•
Tell s t u d e n t s examples o f your arrangements, e.g.
•
conversation.
tonight.
We're going
Tomorrow,
I'm
to that
•
/this
teaching
a
I'm
•
class. are
•
we go to (the
Acropolis
on Sunday)?
Elicit a
P u t s t u d e n t s in pairs. W r i t e t h e n a m e s o f t h r e e local places arrangements
to go to these
A s k d i f f e r e n t pairs t o read o u t t h e i r c o n v e r s a t i o n s .
Check
I
arrangements.
Collect a d v e r t i s e m e n t s / l e a f l e t s for local places before t h e or the
classroom. •
Give students a few minutes to walk around and look at the
P u t s t u d e n t s in pairs. Tell t h e m t o read t h e t e x t again a n d
leaflets. Tell t h e m t o w r i t e d o w n t h e t h r e e places t h a t t h e y
complete the
think they would
expressions.
Play audio W.HWM for s t u d e n t s t o listen and check.
•
Play t h e audio again for students t o listen and
•
enjoy.
P u t students in small groups t o compare their ideas.
•
D r i l l e a c h e x p r e s s i o n as a class a n d N o m i n a t e a s t u d e n t . A s k : ( A n a ) , how meal.'
in (Polish)?
do you
say
let's
Play audio
language. go for
S t u d e n t ' s B o o k pages 9 1 - 9 2
a
Monitor.
•
E l i c i t / T e a c h : next
•
G o t h r o u g h t h e list o f q u e s t i o n s . Play t h e a u d i o a g a i n . Tell students to answer the
week).
R e v i e w a n d W o r d l i s t s Lessons 3 3 - 4 0
individually.
P u t s t u d e n t s in pairs t o p r a c t i s e . (Sunday,
R e s o u r c e a c t i v i t y pages 2 1 3 a n d 2 7 3
repeat.
• Tell s t u d e n t s t o w r i t e t h e expressions in t h e i r o w n
3
places.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
t o , w e , for, c a n ' t , a b o u t , fine, n o t
•
we
Saturday.
t h e I n t e r n e t ) and display t h e m on t h e board or around
on t h e board. Tell s t u d e n t s t o read
expression. E l i c i t : to.
b •
on
lesson (e.g. from t h e Tourist Office, local newspapers,
through the first t e x t and find a word to complete the •
go to the park
say?
Shall
Follow-up
you
evening/tomorrow?
theatre?
on Saturday?
Nominate a student to act out a conversation with you.
can make
2 a • Focus on t h e E v e r y d a y e x p r e s s i o n s . W r i t e : Would you like go to the
Let's
want
do I
pronunciation.
new I t a l i a n
A s k s t u d e n t s a b o u t t h e i r a r r a n g e m e n t s , e . g . What tonight
on Saturday?
What
Monitor.
and individually.
doing
me on Saturday.
like to go to the park
o n t h e b o a r d . S a y : Make
Repeat with the second
in town.
you
with
response and continue the conversation following the
Monitor.
•
restaurant
Sorrento
pattern.
t h e m t o practise both roles.
•
at the Cinema.
Go t h r o u g h t h e p a t t e r n , eliciting w h a t t o say at each s t a g e . S a y : Shall
pronunciation.
my friends
to the park
go to the park
P u t s t u d e n t s in pairs t o p r a c t i s e t h e c o n v e r s a t i o n a n d t e l l
meeting
to come
E l i c i t : Would to
an I t a l i a n meal
You can see a f i l m at the Odeon
Focus on the first stage of the conversation. S a y : I you
do they
together.
pronunciation.
e a c h p l a c e , e . g . You can have
in
suggest?
N o m i n a t e t w o s t u d e n t s t o read o u t t h e first Check
•
at
square.
woman
6 a t o n e o'clock
itaniTirli •
Ask questions a b o u t t h e first conversation to check the
•
>
station.
c o m p r e h e n s i o n , e . g . What
3 He's g o i n g t o a c o n f e r e n c e .
5 at t h e man's office
Nominate t w o students to act out the conversation Check
t o c o m p l e t e t h e f i r s t c o n v e r s a t i o n . E l i c i t : to the cinema,
•
2 Wednesday
can
D r i l l t h e w o r d s as a class a n d i n d i v i d u a l l y .
R e p e a t w i t h t h e s e c o n d c o n v e r s a t i o n . E l i c i t : for
Y e s , O K . See y o u t h e r e .
4 (next) Monday
•
the
O K . Shall we m e e t at o n e o'clock at y o u r office?
Man
•
•
N e x t M o n d a y ? Yes, t h a t ' s fine.
Woman
•
the
Oh, well, what about next Monday?
Man
d i f f e r e n t places are.
you
I'm sorry. I can't make this w e e k . I'm g o i n g t o a conference.
also g i v e each g r o u p a local m a p so t h e y e x p l a i n w h e r e t h e
la
W h y d o n ' t we go for lunch on W e d n e s d a y ?
Man
I H M .
questions.
122
Students learn a lexical set of school subjects and talk about school.
,'S NOTES LESSON 41
J
Warm-up • •
Holly
W r i t e : school
on the
board.
Well, I like P ^ J i u i my f a v o u r i t e s u b j e c t is F r e n t h .
Linda
O h , are y o u g o o d at languages?
Holly
Yes, I am.
Linda
P u t s t u d e n t s in pairs. Ask t h e m t o w r i t e d o w n words c o n n e c t e d
I was g o o d a t l a n g u a g e s , t o o , w h e n I was a t s c h o o l - French and G e r m a n , b u t my f a v o u r i t e was L a t i n .
w i t h school. Words t h a t s t u d e n t s have seen in previous lessons i n c l u d e : teacher,
student,
l i b r a r y , notebook, •
class,
lesson,
classroom,
computers,
board,
English,
coursebook,
languages.
Holly
L a t i n ! Wow! Cool! We d o n ' t do t h a t at our s c h o o l .
Linda
A n d w h i c h s u b j e c t s d o n ' t y o u like?
Holly
I d o n ' t like S c i e n c e J / V e l l , B i o l o g y is OK - I like t h a t , b u t I
Ask s t u d e n t s t o call o u t their words and w r i t e t h e m on t h e b o a r d . O r g a n i z e t h e w o r d s i n t o g r o u p s , e . g . places, people,
things
in the classroom.
d o n ' t like Physics a n d C h e m i s t r y . Linda
subjects,
S o , w h a t do y o u like, J o e ?
Joe
( Y o u c o u l d d o t h i s as a
I like H i s j o i ^ a n d I like Music, t o o - o h , and P.E.
Linda
spidergram.)
Well, you're g o o d at s p o r t .
Joe •
1
Drill new words and check
comprehension.
I'm n o t v e r y g o o d at i t .
b • E l i c i t / T e a c h : Latin.
•
E l i c i t / T e a c h : school
•
Focus on t h e pictures. Play audio listen and
subject. H H 8
•
for students to
Read t h r o u g h t h e list o f l a n g u a g e s . Tell s t u d e n t s t o listen and tick t h e languages t h a t Linda says. Play the audio again.
repeat. •
•
D r i l l e a c h i t e m as a c l a s s a n d i n d i v i d u a l l y .
•
N o m i n a t e d i f f e r e n t s t u d e n t s t o say t h e s c h o o l subjects, S a y : What's
Y e s , b u t H i s t o r y ' s my f a v o u r i t e s u b j e c t . I d o n ' t like M a t h s .
number
3? E l i c i t : Mathematics/Maths.
e.g.
G o t h r o u g h t h e a n s w e r s as a class. French, German, Latin
Check
pronunciation. •
P u t s t u d e n t s in pairs. Tell t h e m t o c o v e r t h e t e x t , a n d t a k e i t i n t u r n s t o p o i n t a t p i c t u r e s a n d a s k What's
•
Monitor.
this?
Go through the expressions. Say sentences about your s c h o o l d a y s , e . g . History
In English we usually use capital letters for school/ university subjects but not when we use the same word in another context, e.g. I like Music. (I like the course). I like classical music. (I like music in general).
at English
but I wasn't
because
I like sport.
good
subject.
at Geography.
My favourite
was our Chemistry •
was my favourite very
teacher
was
good OK
(Mr S m i t h ) . He
teacher.
U s e t h e e x p r e s s i o n s t o ask q u e s t i o n s a b o u t t h e e . g . What
I was
P . E . was
was your
favourite
subject?
Were you
students,
good
at
Maths? 2 a • A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . What old are the children? she holding? •
What
Play audio B 1 I W
Who do you do you
think
think they're
•
E l i c i t : school
subjects
talking
see?
How
is? What
is
they
about their favourite
and
E n g l i s h in t h e w o r l d
Joe
•
is a g i r l ' s n a m e .
E l i c i t / T e a c h : primary education,
Focus on t h e table. Tell s t u d e n t s to listen and c o m p l e t e t h e •
doesn't
school,
e x t r a , advanced
move,
secondary
R e a d t h r o u g h t h e t e x t as a class. When
audio again, pausing after each child.
children
when
students
take
A d a m likes G e o g r a p h y , I . T . ( I n f o r m a t i o n T e c h n o l o g y ) , A r t . He
do children
go to primary
they
leave
H o l l y likes P . E . ( P h y s i c a l E d u c a t i o n ) , F r e n c h , B i o l o g y . She d o e s n ' t
many
like S c i e n c e , Physics, C h e m i s t r y .
years
students
J o e likes H i s t o r y , Music, P.E. He doesn't like M a t h s .
•
Audio script 4 1 . 2 S o , is t h i s y o u r class at s c h o o l , A d a m ? Yes, it is. That's me t h e r e w i t h my f r i e n d , M a r t i n . That's
in Britain?
school?
What
do children
stay
start
at Primary
school School
about
school
•
How
in (Peru)?
When
do
I can
Divide a piece of paper i n t o t w o columns. Write o u t school
Linda
W h a t o t h e r s u b j e c t s do y o u like?
o n t h e o t h e r , e . g . You study
Adam
O h , w e l l , I like I T .
paint
Linda
What's I T ?
Adam
I n f o r m a t i o n Technology - you know, computers and
s c h o o l s u b j e c t or one d e f i n i t i o n on each •
things.
pictures
in this class.
A r t , on one side a n d d e f i n i t i o n s numbers
in this
class,
—.
•
O h , r i g h t . I l i k e j d ^ t o o , b u t I d o n ' t like C o o k e r y , and I —
A n d w h a t a b o u t y o u . Holly? What's y o u r f a v o u r i t e
piece.
H a n d o u t o n e piece o f paper t o each s t u d e n t . Tel i
93
students
A t t h e e n d ask each pair o f s t u d e n t s t o read o u t their d e f i n i t i o n . T h e r e s t o f t h e c l a s s h a v e t o g u e s s t hle s u b j e c t .
Resource activity pages 214 and 274
subject?
You learn
to
C u t t h e p a p e r up so y o u h a v e o n e
to mingle and match a subject and a definition.
O h , I see. Well, t h e r e w e r e n ' t a n y c o m p u t e r s w h e n I was
d o n ' t like English v e r y m u c h .
country/
in (Russia)?
subjects.
s u b j e c t s , e . g . Mathematics,
Linda
are British
Follow-up
Mrs H a r r i s . She's our G e o g r a p h y t e a c h e r . She's really g o o d .
'
do
exams?
I like G e o g r a p h y . It's my f a v o u r i t e s u b j e c t .
at s c h o o l .
exams
e.g.
old
school?
do children
in ( E g y p t ) take
How
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now talk
Linda
primary
at secondary
c o u n t r i e s , e . g . When
Adam
school
• A s k s t u d e n t s q u e s t i o n s a b o u t schools in t h e i r
d o e s n ' t like C o o k e r y or E n g l i s h .
Adam
school, c e r t i f i c a t e ,
level.
• Ask questions a b o u t the t e x t to check comprehension,
G o t h r o u g h t h e a n s w e r s as a class. I f n e c e s s a r y , p l a y t h e
Linda
about
Monitor.
talking
like. Play t h e a u d i o t w i c e . •
subjects.
P u t s t u d e n t s in g r o u p s t o ask a n d a n s w e r q u e s t i o n s t h e i r s c h o o l life.
like.
t a b l e w i t h t h e s u b j e c t s t h a t each child likes and
Tell s t u d e n t s t o look at t h e expressions and make notes
•
themselves
are the children
like/don't
•
about?
G o t h r o u g h t h e c h i l d r e n ' s n a m e s . E x p l a i n t h a t Adam a r e b o y s ' n a m e s , a n d Holly
•
can you woman
once for students to familiarize
w i t h t h e d i f f e r e n t v o i c e s . A s k : What about?
the
TEACHER'S NOTES
Students learn and practise past simple statements.
LESSON 42
Warm-up •
Write out time expressions on the board, e.g.
tomorrow
morning,
tomorrow
afternoon, •
1 left
now,
yesterday
this
morning,
morning,
last
this evening,
n i g h t , yesterday
2 started
7 went 5
afternoon.
3 became
W r i t e : Sidney
Give students one minute to order t h e t i m e expressions.
false? •
• Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Where
is the man?
What
is he
stayed
E l i c i t / T e a c h : r e t i r e , as usual, p a r t y . Play audio Q 3 B I for s t u d e n t s t o read and listen.
•
Ask questions a b o u t t h e t e x t to check comprehension, When Where
did Sidney does
stop
he work?
working?
Why did he go back
How
he get
does
to
•
to
e.g.
work?
work?
stopped
( e . g . cook
c o n s o n a n t a n d a d d -ed
liked,
A s k : What's
the
•
verb?
-
( e . g . stop
the negative
past form? = did
•
lived) -
that
•
He d i d n ' t w a n t t o retire. He w a n t e d t o do s o m e t h i n g . His n e p h e w d i d n ' t have an e n g i n e e r i n g c o m p a n y . He had a f o o d He d i d n ' t g e t up at six o'clock y e s t e r d a y . He g o t up at f o u r He d i d n ' t d r i v e t o w o r k . He t o o k t h e b u s .
E l i c i t : didn't
do
+ infinitive.
i n t h e p a s t w i t h yesterday,
every
day,
t h e n listen and repeat.
yesterday.
too. / I
Repeat with a negative sentence, e.g. I
get
up at seven
o'clock.
What
get
up at seven
o'clock
either.
about / I got
you
(Rita)?
didn't didn't
Elicit: I
up at seven
P o i n t t o t h e list a n d t e l l s t u d e n t s t o w r i t e t r u e
an extra
audio.
didn't
o'clock. sentences Monitor.
pronunciation.
- wanted
on t h e board. M o d e l t h e
syllable?
Elicit:
verb
has
wanted.
P u t s t u d e n t s in pairs. Tell t h e m to say t h e words o u t loud a n d tick t h o s e w i t h an e x t r a syllable in t h e p a s t t e n s e .
b • •
He goes j o g g i n g e v e r y day.
5
I have a s h o w e r e v e r y d a y .
•
•
They watch TV every day.
• Go t h r o u g h t h e s e n t e n c e s . E l i c i t / T e a c h key v o c a b u l a r y ,
e.g.
past.
Play a g a m e o f N o u g h t s a n d Crosses (see page 1 1 ) t o revise
week,
he was 1 4 . (leave)
A s k : What's
the past
form?
lesson.
To win a square, t e a m s h a v e t o make a s e n t e n c e using t h e p a s t f o r m a n d a p a s t t i m e e x p r e s s i o n ( e . g . yesterday,
after, join. when
the
past forms of verbs from the
They watched TV yesterday.
school
about
Follow-up
I had a s h o w e r y e s t e r d a y .
b o a r d . P o i n t t o leave.
for s t u d e n t s t o listen and check.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can talk
He w e n t j o g g i n g y e s t e r d a y ,
salesman,
Play audio E W M
Play the audio again for s t u d e n t s t o listen and repeat. w o r d s w i t h an e x t r a s y l l a b l e : w a n t e d , d e c i d e d , n e e d e d , s t a r t e d
We g o t up at seven o'clock y e s t e r d a y . 4
on F r i d a y ) c o r r e c t l y .
on the
Resource activity pages 215 and 274
Elicit: left.
•
P u t s t u d e n t s in pairs t o c o m p l e t e t h e s e n t e n c e s .
•
G o t h r o u g h t h e answers t o g e t h e r . Write t h e past f o r m s on t h e board. Ask individual students to say one sentence each. Check
to work
to work
p r o n u n c i a t i o n a n d c o u n t t h e s y l l a b l e s . A s k : Which
We g e t up at seven o'clock e v e r y d a y .
W r i t e : Sidney
E l i c i t : I went
a • W r i t e : like - l i k e d , want
make a statement
I cook t h e d i n n e r e v e r y d a y .
become,
(Ivan)?
Pronunciation
E J 0 -
She takes t h e t r a i n e v e r y d a y .
later,
you,
work
A s k i n d i v i d u a l s t u d e n t s t o say a sentence a b o u t t h e i r
I cooked the dinner yesterday.
6
about
to
o'clock.
N o m i n a t e d i f f e r e n t s t u d e n t s S a y : I went
partner. Check
She t o o k t h e t r a i n y e s t e r d a y .
3
up at seven
•
•
2
get
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r s e n t e n c e s .
A u d i o script 4 2 . 2 1
I didn't
•
Check
D o t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio
Play t h e rest of t h e
we
not.
the train
G o t h r o u g h t h e list o f t h i n g s a n d t e l l s t u d e n t s a b o u t t h e
a b o u t t h e t h i n g s t h e y did or didn't do y e s t e r d a y .
/didnt/.
S t u d e n t s h e a r She takes
•
5
go to work.
stopped).
D r i l l t h e e x a m p l e s as a class a n d i n d i v i d u a l l y . p r o n u n c i a t i o n o f didn't
•
He d i d n ' t retire w h e n he was 6 0 . He retired w h e n he was 65.
What
G o t h r o u g h t h e t h i r d p a r t o f t h e t a b L e . A s k : How E x p l a i n t h a t didn't
4
He didn't work for a bank. He worked for an engineering c o m p a n y .
4
yesterday,
cooked)
F o c u s on t h e s e c o n d p a r t o f t h e t a b l e a n d e x p l a i n
make
•
He d i d n ' t go t o u n i v e r s i t y . He s t a r t e d w o r k .
3
t h i n g s y o u d i d / d i d n ' t d o y e s t e r d a y , e . g . I went
t h e r e is n o r u l e f o r i r r e g u l a r v e r b s .
•
correct
Monitor.
o'clock.
verbs ending short v o w e l + a consonant: double the
3
sentence,
He d i d n ' t s t a y at h o m e on his b i r t h d a y . He w e n t t o w o r k .
7
Elicit t h e f o l l o w i n g spelling rules for regular v e r b s : v e r b s e n d i n g e : a d d -d ( e . g . live -
•
work.
company.
P o i n t t o e a c h p a s t f o r m t o e l i c i t l i k e , stop.
m o s t v e r b s : a d d -ed
•
or
birthday?
2
8
p r o n u n c i a t i o n . W r i t e : cooked,
o n t h e b o a r d . P o i n t t o cooked.
E l i c i t : cook.
•
do on his
F o c u s o n r e g u l a r v e r b s . D r i l l t h e e x a m p l e s as a class a n d i n d i v i d u a l l y . C h e c k -ed
•
to
did Sidney
1
6
• G o t h r o u g h t h e rules on S t u d e n t ' s B o o k p a g e 1 0 8 . •
on his b i r t h d a y . A s k : True
Go through the answers together.
The past simple is relatively straightforward because it is the same for all subjects. This means that, unlike more highly inflected languages where the form of the verb provides information about the subject, in English a verb must have a subject in order for it to make sense. 2
6 worked
w r i t i n g t h e f i r s t s e n t e n c e in t h e n e g a t i v e , t h e n t h e sentence.
•
at home
E l i c i t : f a l s e . A s k : What
P u t s t u d e n t s in pairs. Tell t h e m t o c o r r e c t each
doing?
•
5 retired
• Tell s t u d e n t s t o read t h e i n f o r m a t i o n in e x e r c i s e 1 a n d 4 .
t o e l i c i t He went 1
4 travelled
8 joined
pronunciation. 94
last
I
Students revise past simple statements and talk about their schooldays.
Warm-up
G o t h r o u g h t h e a n s w e r s as a c l a s s .
P u t s t u d e n t s i n p a i r s a n d t e l l t h e m t o l i s t as m a n y d a i l y a n d
1
T h e s c h o o l centre was in Alice S p r i n g s .
f r e e - t i m e a c t i v i t i e s as p o s s i b l e .
2
She t a l k e d t o t h e t e a c h e r by radio for half an h o u r e v e r y d a y .
3
Ask s t u d e n t s t o call o u t t h e i r ideas. Write t h e m on t h e board and elicit the past forms. A r r a n g e s t u d e n t s in a circle. Say a s e n t e n c e , e . g . I
woke
4
T h e t e a c h e r marked her essays a n d v i s i t e d her once a year.
5
S t u d e n t s use c o m p u t e r s t o d a y b u t t h e y d i d n ' t have t h e m w h e n
T h e n e x t s t u d e n t has t o repeat y o u r
up at 6.30 yesterday.
s e n t e n c e a n d a d d a n o t h e r , e . g . I woke up at 6.30
and I
Carol was a c h i l d .
got
6
up. C o n t i n u e a r o u n d t h e c i r c l e .
1
•
What
can you
see?
Where
do you
think
the
woman
•
Play audio E S Q !
•
Ask questions to find out if your students k n o w are
•
is?
•
e.g.
What
city?
married,
•
animats
E l i c i t / T e a c h key v o c a b u l a r y for each paragraph, p a r a g r a p h 1 : a i r , outback,
sheep
p a r a g r a p h 2 : dining
essays,
room,
station,
•
e.g.
school
W r i t e t h e n u m b e r s 1 - 8 o n t h e b o a r d as a l i s t . Tell s t u d e n t s e i g h t t h i n g s a b o u t y o u r s c h o o l d a y s , e . g . I started
farm centre,
mark,
when
send
I was
( f i v e ) in 1975.
school,
sea,
miss
(someone),
•
cry
•
choices.
did you
again w h i l e s t u d e n t s read and
(Marc)?
listen. •
Go through the answers together. 2 a
3 b e.g.
Where
is Carol from?
do
Carol's
parents What
essays?
were
How
Is Alice
do?
How
Springs
many
her favourite
often
near
brothers subjects?
did she see her
the sea?
and
sisters
Who marked
What has
•
schooldays.
start
school,
( N a t a l i e ) ? What
•
Carol
her •
teacher?
School •
•
or the boarding
S p r i n g s . ) . A s k : Is this
school?
E l i c i t : the School
the
•
of
R e a d t h r o u g h t h e s t a t e m e n t s . S a y : Read 'S' for
School
of the Air
the
text
or ' B ' f o r boarding
•
again.
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s . find
•
t h e exercise d i f f i c u l t , n u m b e r t h e paragraphs and help by g i v i n g , or a s k i n g f o r , t h e n u m b e r o f t h e c o r r e c t
3
•
paragraph
2 B 3s 4 B 5s 6s 7 b 8 b
F o c u s o n t h e l i s t o f t h i n g s . A s k : What's a town/a A s k : What school
•
place does
centre
Carol
say about
was in Alice
Alice
Springs?
The school
Elicit:
about
Monitor.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now write
about
my
I
schooldays.
Revise words f r o m t h e lesson w i t h a board dash. Draw three^. verbs,
adjectives.
P u t s t u d e n t s in t w o t e a m s . Call o u t words f r o m t h e lesson
S t u d e n t s run t o t h e b o a r d t o w r i t e t h e w o r d in t h e
R e s o u r c e a c t i v i t y pages 2 1 6 and 2 7 5 Springs?
was
P u t s t u d e n t s in pairs a n d t e l l t h e m t o t a k e i t in t u r n s t o ask
correctly wins a point.
Elicit:
in A u s t r a l i a . T e l l s t u d e n t s t o r e a d t h e t e x t . The
Springs.
G o t h r o u g h each o f t h e i t e m s . Tell s t u d e n t s t o f i n d each o n e and u n d e r l i n e i t in t h e t e x t .
•
Alice
in 1975.
appropriate column. The first team to write the word
for each answer.
IS
to,
at random, e.g. study, cry, mark; enjoy, subject, lesson, essay, Internet, boarding school, normal, favourite, big.
school.
G o t h r o u g h t h e a n s w e r s as a c l a s s . I f s o m e s t u d e n t s
school
c o l u m n s o n t h e b o a r d l a b e l l e d : nouns,
Air.
Write •
of the Air
to Alice
When go
Tell s t u d e n t s t o use t h e i r n o t e s t o w r i t e a paragraph
Follow-up
Explain t h a t Carol studied at t w o schools T h e School of essays
did you
Park P r i m a r y .
each other a b o u t their schooldays.
t h e A i r and a b o a r d i n g s c h o o l in B r i s b a n e . Read t h e f i r s t s t a t e m e n t ( S h e sent
school
their schooldays.
can
the
School.
Focus on t h e n o t e s y o u m a d e . W r i t e s e n t e n c e s a b o u t y o u r called
Ask questions a b o u t the t e x t t o check comprehension,
got?
•
school
Primary)
Ask different students about their schooldays. A s k :
Tell s t u d e n t s t o choose t h e correct answers. Play t h e a u d i o
l a
2
to (Park
Point to your notes and tell students to make notes about their own
Focus on t h e questions. Read through t h e first part of t h e
s c h o o l d a y s , e . g . I started
•
I went
e t c . M a k e n o t e s o n t h e b o a r d , e . g . 1 f i v e , 2 Park P r i m a r y .
sentences and the
•
G o t h r o u g h t h e s e n t e n c e c u e s . D r i l l e a c h o n e as a c l a s s t h e n individually.
there?
p a r a g r a p h 3 : boarding
•
tried, applied,
stayed.
anything
What
back •
marry,
on t h e b o a r d . P u t s t u d e n t s in pairs. Tell t h e m t o w r i t e
t h e p a s t f o r m o f e a c h v e r b . E l i c i t : studied,
w h i l e s t u d e n t s read t h e t e x t . the capital
Focus on t h e L a n g u a g e n o t e . W r i t e : s t u d y , t r y , a p p l y , stay
doing?
a b o u t A u s t r a l i a , e . g . What's
Brisbane is a big c i t y near t h e sea. She w e n t t o b o a r d i n g s c h o o l there.
Focus on the pictures. Ask questions a b o u t the people, are the children
Her f a v o u r i t e s u b j e c t s were H i s t o r y a n d S c i e n c e , b u t she d i d n ' t like M a t h s .
Monitor.
P u t s t u d e n t s in pairs. Tell t h e m t o read t h e t e x t again a n d t a k e i t in t u r n s t o s a y w h a t C a r o l says a b o u t e a c h t h i n g .
105
Students revise the past simple and learn expressions for talking about good news.
TEACHER'S NOTES LESSON 4 4 Warm-up •
2
•
U s e t h e pictures in l e s s o n 3 6 t o revise t h e s t o r y t o d a t e . Ask questions a b o u t the characters and the story, e.g. is Lucy
worried?
upset?
Does
Where
Peter
and Jordan?
are Sarah
like Sarah?
What
are they
and
Peter?
Why is
Is he married? talking
about?
Who's
o f t h e s t o r y a g a i n . A s k : When
Why
When
Sarah
Where
are
•
Peter
going
to
•
E l i c i t / T e a c h key v o c a b u l a r y and phrases for each
director,
interview
education,
secretarial
p i c t u r e 2 : excited,
get
(for an
W r i t e t h e n e w w o r d s a n d p h r a s e s o n t h e b o a r d a n d d r i l l as a
•
Tell s t u d e n t s t o cover t h e t e x t . Ask some q u e s t i o n s
4
individually.
t h e p i c t u r e s t o check basic c o m p r e h e n s i o n , p i c t u r e 1 : Who can you
see?
Where
•
e.g.
are they?
What's
in The Coffee
Shop?
is Lucy?
holding?
wrong?
What's
What
is Lucy?
Who's
Lucy
is she wearing?
Who is she
p i c t u r e 5 : Who is in the office?
talking
to?
What
•
with?
Why does
Lucy
1 Personal A s s i s t a n t t o t h e D i r e c t o r for E u r o p e
look
shocked?
p i c t u r e 1 : How f i r s t job?
old
was Lucy
interviews
When
did she join
Does
are on Friday?
p i c t u r e 4 : Is Lucy appoint
p i c t u r e 5 : Is Lucy she apply
for
this
interview
she know
p i c t u r e 3 : Why can't did they
when
was her f i r s t job?
p i c t u r e 2 : Was Lucy's the new job?
6 had a cold
W r i t e : Well
.' o n t h e b o a r d . P o i n t t o t h e g a p a n d a s k
Ask students to complete the
done.
expressions.
Play audio W i l W M for s t u d e n t s t o listen and check. Play t h e audio again while students listen and
repeat.
Focus on t h e s t o r y . P u t s t u d e n t s in g r o u p s . Tell t h e m
to
part.
G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e each role.
•
A s k one g r o u p t o act o u t t h e story for t h e rest o f t h e class.
Monitor.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now about
good
I
news.
How
long
the Director ill?
go to
work?
excited
about boss?
happy?
Does
•
pass / E n g l i s h exam,
get /new house,
her new
is her
my driving
Tell s t u d e n t s t o mingle, and say and respond t o each other's good
want
news.
What
When
name?
she like her new
boss?
Why
make
test
about it.
in her
boss?
job, win/new
Give each s t u d e n t a piece o f g o o d news. A s k t h e m t o
R e s o u r c e a c t i v i t y pages 2 1 7 and 2 7 5
meeting What
test,
g e t / m a r r i e d , buy/new
good that happened to them recently and make a sentence
secretarial
of Europe?
baby,
A l t e r n a t i v e l y y o u could ask s t u d e n t s t o t h i n k o f s o m e t h i n g
e.g.
• Did she
driving
have /new
a s e n t e n c e w i t h t h e c u e s , e . g . I passed
company?
Is Lucy
Lucy
her
did she stay
a success?
her new
the new
she started
Write o u t d i f f e r e n t t y p e s o f g o o d news on pieces o f paper, e . g . pass/ computer.
2 O l i v e Green
Ask questions a b o u t t h e t e x t to check comprehension, What
5 Friday
Follow-up
is she
Focus on t h e questions. Play t h e audio again. Elicit and
course?
4 five
Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d
can talk
check the answers.
•
3 bank
happy?
p i c t u r e 3 : Where p i c t u r e 4 : Where •
2 secretarial
•
•
she look
Tell s t u d e n t s t o read t h e w h o l e s t o r y again and c h o o s e t h e
practise t h e conversation, each taking one
about
happening? Does
Elicit:
d o n e , so, o n , w a i t
shocked
p i c t u r e 2 : Who's
school?
appoint
•
class a n d
b • •
wait,
leave
students to supply the missing word. Elicit:
cold I can't
did Lucy
and circle t h e correct answer.
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
• afraid
18.
G o o v e r t h e a n s w e r s as a c l a s s .
•
assistant,
i l l , I'm
she
and u n d e r l i n e t h e m in t h e t e x t .
college
gown,
when
•
3a •
picture,
a cold
dressing
p i c t u r e 4 : congratulations, picture 5:
personal
course,
a j o b , get
p i c t u r e 3 : handkerchief, e x c u s e ) , bad
panel,
she was
1 18
e.g. p i c t u r e 1 : interview,
school
•
Play audio E T ' H B t o familiarize students with how the story develops and with the characters' voices.
•
left
correct answers.
help
Peter?
1
F o c u s o n t h e s e n t e n c e s . W r i t e : Lucy
was 16 / 1 8 . o n t h e b o a r d . T e l l s t u d e n t s t o r e a d t h e f i r s t p a r t
did
job?
122
Students learn a lexical set of parts of the body and name parts
LESSON 45 of the body.
TEACHER'S NOTES Warm-up
A u d i o script 45.3
•
Revise prepositions of place w i t h a picture
•
E l i c i t / T e a c h : mountain, Draw
two
there's
mountains.
a dog.
front
On top
Between
of a house
car. In the sky •
sky,
plane, of the
mountain
there's
a road. a
At
v e r y g o o d for y o u r ankles.
on the
there's the end
N o w f o r t h i s exercise, lie on t h e floor. L i f t y o u r l e f t leg. D o n ' t bend y o u r k n e e . N o w r o t a t e y o u r f o o t . T h a t ' s i t . This exercise is
left, right.
the mountains
there's
1
dictation.
2
left
a l i t t l e house.
of the road
What's w r o n g w i t h y o u r face?
Man
In
there's
Woman
W h a t do y o u mean?
Woman
a
Well, it's all red near y o u r neck. L o o k in t h e mirror.
Man
plane.
O h , y e s . It's on m y c h e s t , t o o .
Woman
P u t s t u d e n t s in small g r o u p s t o c o m p a r e t h e i r p i c t u r e s .
3
And your stomach!
Tailor
So f o r t h e j a c k e t . That's 4 8 for t h e back. Can y o u l i f t y o u r r i g h t a r m , please, sir? T h a t ' s i t . S h o u l d e r t o e l b o w is 39 . . .
l a • Elicit/Teach: body. •
A s k s t u d e n t s t o call o u t t h e names o f any parts of t h e t h e y k n o w and write these on t h e
•
•
of your
chest,
my
etc.
with?
E l i c i t : Your eyes,
body
part
of
do you
your
play
your f i n g e r s .
F o c u s o n t h e list o f d e f i n i t i o n s . R e a d t h r o u g h t h e m as a c l a s s . S a y : Write
w o r d s f r o m t h e b o x in t h e c o r r e c t place.
G o t h r o u g h t h e a n s w e r s as a class.
5 eye
8 hand
Play audio J J J |
9 arm
1 0 head
1 4 leg
for s t u d e n t s t o listen and
the parts
1 It's y o u r m o u t h .
repeat.
of the
body.
2 They're your toes.
4 It's y o u r h e a d .
5 It's y o u r a n k l e .
7 It's y o u r back.
8 It's y o u r neck.
3 It's y o u r nose.
6 They're your hands.
D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y . C h e c k i n t o n a t i o n pronunciation.
Ask i n d i v i d u a l s t u d e n t s t o say parts o f t h e b o d y . this?
wrong?
My eye's sore,
Pronunciation
Point
E l i c i t : shoulder.
Do t h e examples together. Play audio What's
Check
a • S a y : knee.
body.
c v i r J . Students
say what's w r o n g , t h e n
What's
the
•
hear
•
matter?
b •
2
3
What's w r o n g ?
B
My eye's sore.
can you
hear?
E l i c i t : n and
e.
is a s i l e n t l e t t e r .
P u t s t u d e n t s in pairs. Tell t h e m t o say t h e w o r d s o u t l o u d Go through t h e answers together. Play audio c v M l for students to check their answers.
Play
it again and tell t h e m to repeat the words.
A u d i o script 4 5 . 2 A
letters
and circle t h e silent l e t t e r s .
listen
Play t h e rest of t h e audio.
1
A s k : What
E x p l a i n t h a t t h e k i n knee
and repeat. Do t h e same w i t h t h e second e x a m p l e and •
part
Focus on t h e w o r d s in t h e b o x . A s k s t u d e n t s t o w r i t e t h e
pronunciation. Repeat with other parts of the •
Which
P u t s t u d e n t s in pairs. G o t h r o u g h t h e e x a m p l e t o g e t h e r .
t o y o u r s h o u l d e r . S a y : What's
2
see with?
the piano
and •
do you
G o t h r o u g h t h e parts of t h e b o d y , describing each one and
3 nose b •
F o c u s o n t h e p i c t u r e s i n e x e r c i s e 1 . A s k : Which body
p o i n t i n g t o t h e m o n y o u r b o d y . S a y : This is my head, neck, •
body
board.
k in knee, h in chemist's, w in answer, h in s t o m a c h , w in w h o , 4
C
His eye's sore.
A
What's t h e matter?
5
A
What's w r o n g ?
B
My knee is sore.
I in w a l k , w in w r i t e , k in k n o w , h in w h e n , c in science
C
Her knee is sore.
A
What's t h e m a t t e r ?
B
My finger h u r t s .
B
My back h u r t s .
C
Her finger h u r t s
C
His back h u r t s .
•
mm
parts
of the
1 a
A
What's w r o n g ?
A
What's w r o n g ?
My e l b o w h u r t s .
B
My s h o u l d e r is sore.
C
His e l b o w h u r t s .
C
Her s h o u l d e r is sore.
•
Teach students this song. Encourage t h e m t o stand up and d o t h e a c t i o n s as t h e y s i n g , e . g . t o u c h t h e r e l e v a n t p a r t s o f t h e b o d y as t h e y s i n g . I f y o u dort't k n o w t h e t u n e , y o u c a n
In English we use a possessive adjective (my, y o u r , his, her, etc.) when we talk about parts of our body, e.g. My foot hurts, He broke his leg. In English, nouns are not masculine or feminine and the possessive adjective used depends on the person, e.g. M y / H i s / H e r eye's sore. 3
fevml
•
Play audio
•
Play part one of t h e audio again. Ask students to guess
d o t h i s as a c h a n t .
yoga
t h e y h e a r . P l a y t h e a u d i o a g a i n t w i c e . E l i c i t : leg, R e p e a t w i t h each part o f t h e audio.
•
G o t h r o u g h t h e a n s w e r s as a class. 1 leg, knee, f o o t , ankle
knees
and
toes,
knees
and
toes.
and shoulders,
knees
and
toes,
knees
and
toes.
knees
and
toes.
and
eyes
and
and shoulders,
mouth knees
and and
nose. toes,
R e s o u r c e a c t i v i t y pages 2 1 8 a n d 2 7 6 body
knee, f o o t ,
ankle. •
and shoulders,
Head Head
teacher.
Tell s t u d e n t s t o listen again and w r i t e t h e parts of t h e
Head Ears
all t h e w a y t h r o u g h .
w h o ' s s p e a k i n g . E l i c i t : an exercise/a •
I
body.
Follow-up
B
6
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can name
2 face, neck, chest, stomach
3 back, arm, s h o u l d e r , e l b o w
122
Students learn and practise past simple questions and ask questions about past events. Warm-up Revise parts o f t h e body. Write o u t t w o sets o f parts of t h e
D o t h e f i r s t t w o s e n t e n c e s a s a c l a s s . E l i c i t : burn,
burnt.
N o t e t h a t i n A m e r i c a n E n g l i s h t h e p a s t f o r m o f burn
is
burned
a n d t h i s is a l s o a c c e p t a b l e i n B r i t i s h
English.
body on sticky labels.
P u t s t u d e n t s in pairs t o c o m p l e t e t h e s e n t e n c e s .
Put students in t w o teams. Ask for a volunteer from each
Go through the answers together.
team t o come to t h e front. H a n d a set of labels to each
1 burn, burnt
t e a m . Tell s t u d e n t s t h a t t h e y have t w o m i n u t e s t o 'label' their volunteer. T h e t e a m w i t h t h e m o s t c o r r e c t l a b e l s is t h e w i n n e r .
5a • •
Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Where
are the
women?
What's
•
Elicit/Teach: hurt, fait.
•
Play audio E M I 1 for s t u d e n t s t o read a n d listen.
•
Ask questions a b o u t the t e x t to check comprehension, When
did
her body
Tina did
go skiing? Tina
hurt?
Did
Karen
go with
Was it a skiing
her?
oh dear
Scotland,
(to express
W r i t e : y o u / h a v e / a good question
happening?
•
3 enjoyed, enjoy
E l i c i t / T e a c h : mountain-biking, weekend,
•
2 w e n t , go
in the past.
e.g.
part
of
b • •
accident,
i l l , all
sympathy).
weekend
o n t h e b o a r d . S a y : Make
E l i c i t : Did you
have
a good
weekend?
F o c u s on t h e c o n v e r s a t i o n . P u t s t u d e n t s in pairs t o complete the questions and answers.
What
4 broke, break
5 fall, fell
Play audio i t P M
Monitor.
for s t u d e n t s t o listen and check.
G o t h r o u g h t h e a n s w e r s as a class.
accident? 1 Did y o u h a v e
•
G o t h r o u g h t h e rules on S t u d e n t ' s Book page
109.
•
F o c u s o n t h e f i r s t p a r t o f t h e t a b l e . D r i l l t h e e x a m p l e s as a
5 Did y o u go
2 Yes, I did
3 did y o u do
6 No, I didn't
9 Did y o u have
4 did y o u go
7 Did y o u e n j o y
1 0 N o , I didn't
8 Yes, I did
1 1 Did he come
12 N o , he didn't
class a n d i n d i v i d u a l l y . •
A s k d i f f e r e n t s t u d e n t s a b o u t y e s t e r d a y , e . g . Did you swimming
yesterday?
Did you
have
Did you
an English
meet
exam
your
friends
on Sunday?
go
on
C • Ask t w o s t u d e n t s to read o u t t h e c o n v e r s a t i o n .
Saturday?
t o elicit short
•
answers. •
W r i t e : Did you
ate
my sandwich?
on t h e board. Put a
s t u d e n t s t o c o r r e c t i t . E l i c i t : Did you •
eat
my
q u e s t i o n s , e . g . how,
where,
why,
when,
what,
which,
who. •
D r i l l t h e e x a m p l e as a cLass a n d i n d i v i d u a l l y . W r i t e : did you
stay?
Did you
stay
in a hotei?
Where
Point out that the
w o r d o r d e r i n b o t h q u e s t i o n s is t h e s a m e , i . e .
questions,
e . g . When
breakfast?
did you
get
speak
up?
What
did you
have for
Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on B 3 0 | .
S t u d e n t s h e a r We went
with?
Where
did you
go?
did you
Did you
have
do?
Who did you
a good
time?
each question write three things a b o u t your weekend, t r u e a n d t w o f a l s e , e . g . What my car,
went
did you
do? played
go
Next to one
tennis,
to a p a r t y . which
things
I did.
Go through the questions, giving your true answers. how many of the students guessed
Ask
correctly. about
their weekend. A s k i n d i v i d u a l s t u d e n t s a b o u t t h e i r w e e k e n d , e . g . What you
do,
(Lee)?
Where
did you
did
go, ( J i m ) ?
P u t s t u d e n t s in pairs t o ask a n d a n s w e r a b o u t t h e i r weekend. N o m i n a t e i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e i r partner.
audio
s k i i n g , m a k e a q u e s t i o n in
t h e past, then listen and repeat. •
G o o v e r a s a c l a s s . E l i c i t : What
Tell s t u d e n t s t o look at t h e questions and write notes
to?
In many languages, for example Spanish, questions in the past do not require an auxiliary verb. As a result, even students at higher levels may forget to use one in English. •
questions.
P u t s t u d e n t s i n p a i r s . S a y : Guess
A s k d i f f e r e n t s t u d e n t s a b o u t y e s t e r d a y u s i n g whWho did you
Your life
washed
auxiliary
{ d i d ) , subject ( y o u ) , verb( s t a y ) . •
Give
roles.
F o c u s o n t h e c u e s . P u t s t u d e n t s in pairs t o w r i t e t h e
sandwich?
Focus on part 2 o f t h e t a b l e . Ask s t u d e n t s t o give e x a m p l e s o f wh-
P u t s t u d e n t s in pairs t o practise t h e c o n v e r s a t i o n . t h e m an o p p o r t u n i t y t o p r a c t i s e b o t h
c r o s s n e x t t o t h e q u e s t i o n t o s h o w i t is i n c o r r e c t a n d a s k
Check
pronunciation.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can ask questions
about
past
I
events.
Play t h e rest of t h e audio.
Follow-up
Audio script 4 6 . 2 1
Write t w o general knowledge questions (using the past
We w e n t s k i i n g .
We had g o o d w e a t h e r .
Did y o u go skiing?
Did y o u h a v e g o o d w e a t h e r ?
t e n s e ) o n t h e b o a r d , e . g . Where
2
I fell over.
We e n j o y e d i t .
place?
Did y o u f a l l over?
Did y o u e n j o y it?
Columbus
3
We s t a y e d in a h o t e l .
We came back last n i g h t .
many students know the answers (Germany,
Did y o u s t a y in a hotel?
Did y o u come back last night?
Go t h r o u g h t h e sentences. E l i c i t / T e a c h key v o c a b u l a r y , burn,
cooker,
W r i t e : How
break, did you
e.g.
fall o f f . _
your
hand?
P o i n t t o t h e g a p s . A s k : Do we write
I
it on the
the past form
cooker. here?
E l i c i t : no f o r t h e f i r s t g a p ( b e c a u s e i t ' s a q u e s t i o n ) a n d y e s f o r t h e s e c o n d ( b e c a u s e it's a s t a t e m e n t ) .
(Germany, discover
Argentina, America?
did the 2006
Belgium)
When
World did
Cup
take
Christopher
( 1 4 7 2 , 1 4 8 2 , 1 4 9 2 ) . Find o u t
how
1492).
P u t s t u d e n t s in pairs. A s k t h e m t o w r i t e o n e g e n e r a l knowledge question with three possible answers
(one
correct, t w o i n c o r r e c t ) . Tell s t u d e n t s t o m i n g l e and f i n d how many people know the answer to their question.
Resource activity pages 226 and 280 117
out
a
TEACHER'S NOTES
Students revise past simple questions and talk about an accident.
LESSON 47
•
Warm-up •
P u t s t u d e n t s in pairs. Tell t h e m t h a t y o u w i l l read o u t a definition and t h e y have to write down the part of the that matches the
•
A s k i n d i v i d u a l s t u d e n t s a b o u t t h e i r a c c i d e n t s , e . g . When it happen?
• body
did it happen?
How
did it
•
did
happen?
P u t s t u d e n t s in pairs t o t a l k a b o u t each o t h e r ' s a c c i d e n t . Tell t h e m t o make notes a b o u t t h e i r partner's
definition.
accident.
Tell s t u d e n t s t o change partners and tell t h e i r n e w
partner
about their first partner.
Read out definitions from lesson 4 5 exercise 4 (you could add some more of your own t o extend the
Where
activity).
English in the world 1
• A s k q u e s t i o n s a b o u t t h e p i c t u r e s , e . g . What What
can you
•
see?
happened?
•
E l i c i t / T e a c h : Ladder,
•
P l a y a u d i o WMII weekend?
trip
over,
cat,
l i f t , heavy,
t w i c e . A s k : What
E l i c i t : He felt
off
a
happened
box. to Tony
F o c u s o n t h e s i g n s . D r i l l e a c h i t e m as a class t h e n
language.
•
say
N o m i n a t e a s t u d e n t . A s k : ( A n a ) , how Emergency'
last
in (Chinese)?
Audio script 4 7 . 1 •
H i , T o n y . It's Bill.
Tony Bill
I'm fine, t h a n k s . Did y o u have a g o o d w e e k e n d ?
•
O f f a ladder? Did y o u h u r t y o u r s e l f ?
Tony
Yes. I h u r t my ankle.
Bill
Where did i t happen?
Tony Tony
•
Bill
•
•
Oh dear. Well I hope it's O K s o o n . A n y w a y , I suppose y o u
Go t h r o u g h t h e s t a t e m e n t s . E l i c i t / T e a c h key v o c a b u l a r y ,
•
operation,
i n j e c t i o n , X - r a y , broken, p a i n f u l .
Tell s t u d e n t s t o listen and choose t h e correct i n f o r m a t i o n . Play the audio again.
• •
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s . G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y , p l a y t h e
2b
3c
4 a
5c
6b
an accident
at the
weekend.
Point to the gap and
had.
1
The accident
2
He
o f f a ladder. his a n k l e .
3
He
4
His w i f e
5
The doctor
6
Tony
in t h e g a r d e n .
him to
hospital.
a t his f o o t .
an X-ray.
G o t h r o u g h t h e s e n t e n c e s as a c l a s s .
•
W r i t e : have,
•
P u t s t u d e n t s in pairs. Tell t h e m t o choose a suitable verb t o
take,
look,
h u r t , f a l l , happen
on the board.
c o m p l e t e each s e n t e n c e and w r i t e it in t h e p a s t f o r m in t h e
7 a
•
D r i l l e a c h q u e s t i o n as a c l a s s a n d
•
Ask each question and elicit Tony's answers f r o m
G o t h r o u g h t h e s e n t e n c e s a s a c l a s s . E l i c i t : 1 The
individually.
ankle. different
in the garden.
4 His wife
his f o o t . 6 Tony
took had
2 He fell him
an
off
to hospital.
a ladder.
N o m i n a t e a s t u d e n t . S a y : You're
B i l l . I'm
Tony.
Act out the
5 The doctor
X-ray.
Resource activity pages 220 and 277
conversation b e t w e e n Bill and Tony. Nominate t w o students to act out the together. Check •
conversation
pronunciation.
P u t s t u d e n t s in pairs. Tell t h e m t o look a t t h e q u e s t i o n s make t h e c o n v e r s a t i o n b e t w e e n Bill and T o n y .
4
E
M
and
Monitor.
U
•
Write a sentence on t h e board a b o u t s o m e t h i n g true t h a t
•
Tell s t u d e n t s t h e y have t o f i n d o u t a b o u t y o u r accident by
h a p p e n e d t o y o u , e . g . I had
an accident
a s k i n g q u e s t i o n s . S a y : Use questions out
about
my accident.
3 to
find
Answer the students' questions
and
w r i t e n o t e s o n t h e b o a r d , e . g . where ankle,
phoned
from
(last y e a r ) . exercise
- in my house,
broke
my
doctor.
• Tell students t o make similar notes a b o u t an accident t h e y , or s o m e o n e t h e y k n o w ,
had.
105
accident
3 He hurt
students.
•
hum
gap.
•
•
-
Say the sentence twice then
W h e n y o u are sure t h a t s t u d e n t s u n d e r s t a n d , d i c t a t e t h e
happened 3
weekend.
•
audio again, stopping after each answer. l b
at the
f o l l o w i n g six s e n t e n c e s :
Can y o u walk?
e . g . ambulance,
an accident
Tony
d o n ' t w a n t t o play t e n n i s t o m o r r o w t h e n .
2
D i c t a t e t h e f o l l o w i n g s e n t e n c e a s a n e x a m p l e : Tony
elicit the missing verb
Yes, I can, b u t I can't d r i v e .
Bill
Tell s t u d e n t s y o u are g o i n g t o d i c t a t e six s e n t e n c e s b u t y o u
ask a s t u d e n t t o w r i t e it o n t h e b o a r d . T h e y s h o u l d w r i t e
Well, it isn't b r o k e n , b u t it's v e r y p a i n f u l .
Tony
I can
accident.
Yes, w e l l , luckily, my w i f e was in and she t o o k me t o
Is i t OK?
Tony
an
-
T h e d o c t o r looked a t it a n d I had an X - r a y .
Bill
about
W h a t did y o u do? Did y o u go t o t h e hospital?
T h a t ' s g o o d . W h a t did t h e y do at t h e hospital?
Tony
board.
comprehension.
a line.
h o s p i t a l in t h e car. Bill
X-ray
Write new words on t h e
will hum the verbs. When you hum a verb, they have to draw
In the garden.
Bill
Theatre.
and
practise.
Follow-up
N o , I d i d n ' t . I had an a c c i d e n t on S a t u r d a y m o r n i n g . I f e l l o f f a ladder.
Bill
'Accident
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now talk
Hi, Bill. H o w are y o u ?
Tony
Operating
Drill t h e m and check
Hello.
Bill
do you
P u t s t u d e n t s in pairs t o
• Tell s t u d e n t s t o t h i n k of t w o more medical signs, e.g.
ladder.
Department, Tony
individually.
• Tell s t u d e n t s t o w r i t e t h e signs in t h e i r o w n
looked
his at
Students learn and practise expressions for asking for things at a chemist's.
TEACHER'S NOTES LESSON 48 Warm-up •
Audio script 4 8 . 3
Put s t u d e n t s in t e a m s . Give t h e m t w o minutes t o write
1
down
as m a n y w o r d s c o n n e c t e d w i t h h o s p i t a l s as p o s s i b l e .
Words
t h a t s t u d e n t s h a v e seen in p r e v i o u s lessons i n c l u d e :
nurse,
Chemist
Is it f o r y o u r s e l f ? N o , i t isn't. It's f o r my d a u g h t e r .
Chemist
H o w old is she?
Customer
She's s e v e n .
Chemist
C o m p a r e t h e l i s t s . T h e t e a m w i t h t h e m o s t w o r d s is t h e
Well, t h i s c o u g h m e d i c i n e is v e r y g o o d . She needs t o t a k e i t t h r e e t i m e s a d a y .
winner. •
H e l l o . Can I h e l p y o u ? Yes. H a v e y o u g o t a n y t h i n g for a cough?
Customer
doctor, chemist, pharmacy, cold, sore, hurt, hospital, surgery, X-ray, accident, emergency, prescription. •
Chemist Customer
Customer
Drill any new words and check
comprehension.
2
Thank you.
Chemist
H e l l o . Can I help y o u ?
Customer la
•
E l i c i t / T e a c h : insect
bite,
•
Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e p i c t u r e , e . g . Where
• •
cream,
need,
are the people?
put
What
on,
once,
can you
Play a u d i o E i f r U B for s t u d e n t s t o read a n d What
he have
bit the
to put
woman's
the cream
grandson?
Chemist
twice.
Yes, i t is.
Chemist
Well, t h e s e eye drops are v e r y g o o d . Use t h e m once a d a y .
listen.
How
Is it f o r y o u r s e l f ?
Customer
see? Customer
A s k q u e s t i o n s t o c h e c k c o m p r e h e n s i o n , e . g . Who needs cream?
Yes. H a v e y o u g o t a n y t h i n g for sore eyes?
many
the
times
3
Thank you.
Chemist
H e l l o . Can I help you?
Customer
does
Yes. H a v e y o u g o t a n y t h i n g f o r a cold?
Chemist
on?
Is it for y o u r s e l f ?
Customer b •
Nominate t w o students to act out the conversation.
Check
Yes, i t is.
Chemist
Well, t h e s e capsules are v e r y g o o d . Take o n e
pronunciation. •
every four hours.
P u t s t u d e n t s in pairs t o p r a c t i s e . Give t h e m an t o practise b o t h roles.
•
Customer
opportunity 4
Monitor.
F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s
lessons
Yes. H a v e y o u g o t a n y t h i n g f o r s u n b u r n ?
Chemist
Is i t f o r y o u r s e l f ?
Customer
Give some examples of how often you do things, e.g. I Chinese
H e l l o . Can I help y o u ?
Customer
and individually. •
Thank you.
Chemist
once
a week.
I go to a restaurant
twice
have
Yes i t is. It's for my arms.
Chemist
a
Well, t h i s cream is v e r y g o o d . Use it t w i c e a d a y .
Customer
Thank y o u .
month. •
A s k s t u d e n t s h o w o f t e n t h e y d o t h i n g s , e . g . How you
2
play football?
How
often
do you
cook your
often
do
N o m i n a t e t w o s t u d e n t s . T e l l s t u d e n t A t h a t h e / s h e is t h e
breakfast?
c h e m i s t , a n d S t u d e n t B t h a t h i s / h e r m o t h e r has g o t sore e y e s . Tell t h e m t o use t h e t a b l e in e x e r c i s e 3 and h a v e a
• Focus on the Everyday expressions.
conversation. Check
•
D r i l l e a c h e x p r e s s i o n as a c l a s s a n d i n d i v i d u a l l y .
•
Tell s t u d e n t s t o w r i t e t h e e x p r e s s i o n s in t h e i r o w n
make three more conversations.
language. •
N o m i n a t e a s t u d e n t . A s k : ( A n a ) , how day?'
in (Spanish)?
•
•
Put
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now for
pronunciation.
Ask d i f f e r e n t s t u d e n t s t o say t h e problems. S a y :
•
Repeat with the pictures of medicine. F o c u s o n t h e t a b l e . A s k : What's
medicine,
the best
•
treatment
G o t h r o u g h each o f t h e
the problem
times
a
daughter's
cough
got
what's
the treatment?
a cough./Cough
Elicit:
medicine
t h e customer's d a u g h t e r ' s g o t a cough / c o u g h m e d i c i n e / t h r e e sore eyes / eye drops / once a d a y a cold / capsules / o n e e v e r y f o u r hours
4
s u n b u r n / cream / t w i c e a d a y
What's
problem.
S t u d e n t ' s B o o k pages 9 3 - 9 4
The three
conversation.
3
wrong?
122
the
A f t e r each e x c h a n g e t h e y swap their pieces o f paper
R e v i e w a n d W o r d l i s t s Lessons 4 1 - 4 8
Ask:
times a day 2
cold,
Prepare one for each
R e s o u r c e a c t i v i t y pages 2 2 1 and 2 7 7
day.
Repeat w i t h each 1
and
backache.
e.g.
problems
Play t h e first conversation on audio g M B l t w i c e . What's
ankle,
to practise a different
for
eliciting the best treatments.
customer's
a painful
T e l l s t u d e n t s t o m i n g l e a s k i n g What's matter?
for stomach ache, but not
o r drops.
I
chemist's.
Write o u t d i f f e r e n t problems on pieces o f paper, e.g. a sore eyes,
What's
Accept a n y t h i n g t h a t seems feasible,
cream,
•
practise.
o r capsules
at a
student.
P u t s t u d e n t s in pairs t o
ache?
things
Follow-up
Drill
rash.
•
a c c e p t tablets
can ask for
repeat.
e a c h i t e m as a class t h e n i n d i v i d u a l l y . C h e c k
stomach
Check
pronunciation.
Monitor.
eyes).
7? E l i c i t : a
to
Monitor.
A s k pairs o f s t u d e n t s t o a c t o u t t h e i r c o n v e r s a t i o n s .
a
P l a y t h e f i r s t p a r t o f t h e a u d i o a g a i n ( t o sore
number
b •
'once
Focus on t h e pictures o f problems. Play audio 1 . 1 - W i students t o listen and
•
say
Repeat with different expressions.
s t u d e n t s in pairs t o practise. 3a
do you
pronunciation.
P u t s t u d e n t s in pairs. P o i n t t o t h e t a b l e a n d ask t h e m
Students learn a lexical set of travel vocabulary and talk about
~ TEACHER'S NOTES
LESSON 49 their holidays.
Warm-up
Audio script 49.3
Write the following words on the board: fast,
leave, buy, expensive, airport, go, bus driver, travel, slow, plane, heavy, bus stop, station.
Put students in teams and give them a time limit of two minutes to sort the words into nouns, verbs, and adjectives.
A
H e l l o . Did y o u have a g o o d holiday?
B
Yes, we did, t h a n k s . I t was g r e a t .
A
Where did y o u go?
B
We w e n t on a cruise in t h e C a r i b b e a n .
A
W o n d e r f u l . Where did y o u g e t on t h e boat?
B
In F l o r i d a . We flew t o M i a m i .
A
Was t h e f l i g h t OK?
B •
Focus on t h e pictures. Play audio listen and
E B B
A
repeat.
•
D r i l l e a c h i t e m as a class a n d
•
N o m i n a t e d i f f e r e n t s t u d e n t s t o say t h e words. S a y : number
1 4 , (Marie)?
individually.
E l i c i t : to lose your
luggage.
What's
this?
We were at t h e a i r p o r t .
A
W h a t did y o u do? L u c k i l y our d a u g h t e r lives near us. So w e p h o n e d her a n d she w e n t t o t h e house a n d d r o v e t o t h e a i r p o r t w i t h t h e t i c k e t s .
A
P u t s t u d e n t s in pairs. Tell t h e m t o cover t h e t e x t , and t o t a k e i t i n t u r n s t o p o i n t a t p i c t u r e s a n d a s k What's
Oh n o . W h e n did y o u realize t h a t ?
B B
Check
pronunciation. •
Well, y e s , b u t we had a bit o f a p r o b l e m , because we f o r g o t t h e t i c k e t s . We l e f t t h e m on t h e k i t c h e n t a b l e .
f ° r students to
Monitor.
It's a good idea to remind students that many English words have more than one meaning. For example the verb 'to miss' can be used to express several ideas: We can say we miss someone (we wish that person was with us), or miss a t r a i n / b u s , etc (arrive after the train/bus has left).
That wasn't a good start to a holiday!
B
N o , it w a s n ' t .
A
Did y o u miss t h e plane?
B
Yes, we d i d , b u t t h e y p u t us on a n o t h e r p l a n e , so i t w a s n ' t t o o
A
That's g o o d .
bad, and we d i d n ' t miss t h e b o a t in F l o r i d a .
Your life •
Go through the questions. Nominate students to answer the q u e s t i o n s and list ideas on t h e b o a r d . Drill new i t e m s a n d check
•
W r i t e : Forms
of transport
a n d Places
on t h e board.
Focus
•
on t h e e x a m p l e s , a n d ask s t u d e n t s t o call o u t o t h e r f o r m s o f t r a n s p o r t , e . g . bus,
t r a i n , plane,
t a x i , bicycle,
car.
o n t h e b o a r d , e . g . in J u l y , Greece,
List
•
t h e s e under t h e first h e a d i n g . Drill n e w words and check •
P u t s t u d e n t s in pairs t o t h i n k o f o t h e r places. A s k
students
by plane,
hotel,
notes
relax.
TelL s t u d e n t s t o l o o k a t t h e q u e s t i o n s a n d m a k e n o t e s their
comprehension. •
comprehension.
Use t h e questions to talk a b o u t y o u r holidays. Make
about
holidays.
P u t s t u d e n t s i n g r o u p s t o ask a n d a n s w e r q u e s t i o n s their holidays.
about
Monitor.
t o call o u t t h e i r ideas a n d list t h e m o n t h e b o a r d u n d e r t h e second heading. Drill new items and check •
a • S a y : s t a t i o n , airport
individually.
W r i t e : go
holiday
station
on.
•
Repeat with the other phrases. Students
hear •
example.
•
plane
4
T h e y w e n t by p l a n e .
boat
the station
T h e y w e n t on a cruise.
•
6 the airport
T h e y w e n t on a business t r i p .
behind/at
home),
Miami,
They went to the airport.
lose,
leave
neighbour.
P l a y t h e a u d i o a g a i n ( t o Caribbean).
false.
Play t he rest of th e audio t w i c e . audio again, s t o p p i n g a f t e r each answer. 2 T
3 T
4 F
5T
6T
7 F
about
I
travel.
Put students in two teams. Each team takes it in turns to come to the board and write one sentence. The team can help by calling out spellings and punctuation. They score one point for each correct word and capital letter (each team has three sentences with a total of 20 words and four capital letters).
G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y , p l a y t h e
I F
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
I went on holiday in August I went to France with my sister. We travelled there in her new car. We stayed in a hotel near the sea. Me 'ent to the beach every day. We had a great time
statement Elicit:
students t o listen and check.
Dictate the following mini-paragraph (or make up a similar one abou? your holiday).
Play audio j j V J f c l all t h e w a y t h r o u g h . true or false?
r
Follow-up
(something
D o t h e f i r s t s t a t e m e n t as a n e x a m p l e . A s k : Is the
E£H>1 f °
Play the audio again for students t o listen and repeat.
can talk
Go t h r o u g h t h e s t a t e m e n t s . E l i c i t / T e a c h key v o c a b u l a r y , Caribbean,
with
train/plane
5 a cruise
a business t r i p
e . g . camping,
Underline
words t h a t have t h e same s o u n d : t i c k e t / m i s s , l o s e / c r u i s e ,
T h e y w e n t by b o a t .
They went to the station. 3
P u t s t u d e n t s in pairs a n d t e l l t h e m t o tick t h e w o r d s
b • Play audio
Audio script 49.2
2
t o s h o w t h e y are d i f f e r e n t .
the same sound.
Play t h e rest o f t h e a u d i o .
1
a n d / e o / i n airport
R e p e a t w i t h t h e s e c o n d p a i r o f w o r d s : t i c k e t , miss. w o r d t o s h o w t h e y are t h e s a m e .
make a sentence, t h e n listen and repeat. Do t h e same
with the second
Underline
t h e i in each w o r d . Elicit a n d drill t h e s o u n d / i / in each
Do the examples t o g e t h e r . Play audio E Q E f plane,
and write t h e m on the board.
t h e a in each w o r d . Elicit a n d drill t h e s o u n d s : / e i / in
on t h e b o a r d . P o i n t t o t h e g a p a n d ask
w h a t t h e missing p r e p o s i t i o n is. E l i c i t : •
Pronunciation
F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s and
•
comprehension.
8 F
Resource activity pages 226 and 280 117
Students learn and practise going to and talk about their plans for the future. Warm-up
•
•
•
P u t s t u d e n t s in pairs. Tell t h e m t o m a k e n e g a t i v e and positive sentences for each picture.
Play a g a m e o f B i n g o (see page 1 0 ) to revise f r e e - t i m e activities and places t o go from lessons 1 3 and
37.
t o say o n e s e n t e n c e e a c h . Check 1
1
• Tell students t o cover t h e t e x t . Ask questions a b o u t t h e p i c t u r e s , e . g . Who can you they •
see?
Where
are they?
What
are
doing?
E l i c i t / T e a c h : public
h o l i d a y , spend
s k i i n g , e x c i t i n g , study
(an
water-
Play audio m
•
Ask questions a b o u t the t e x t to check comprehension, Are
Cindy
and
is Sarah's •
going
going
exam?
to work
next
What
is Jordan
to?
Is she going
Monday?
to study
on
D r i l l e a c h s e n t e n c e as a c l a s s t h e n
What
going
5a •
e.g.
sort
to do?
of
•
When
Monday? I'm b •
•
are you
weekend/
your
finish
going
•
to do at
plans
He going
shopping. •
to s t u d y , o n t h e b o a r d . P u t a c r o s s n e x t t o e a c h
3
•
to play
tennis,
He's going
n e g a t i v e s t a t e m e n t , t h e n listen and •
Play t h e rest o f t h e
to see
his
tennis,
• •
repeat.
•
She's g o i n g t o p l a y t e n n i s .
•
•
I'm g o i n g t o clean t h e h o u s e .
6
T h e y ' r e g o i n g t o go sailing.
(Grace)?
not going
E l i c i t : I'm
to go
to go not going
•
going
to go shopping?
Nominate one of the student.
pronunciation.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now about
plans
for
F o c u s o n t h e f i r s t p i c t u r e . A s k : What on Monday?
on Monday?
E l i c i t : They're
I
the f u t u r e .
P u t s t u d e n t s in pairs. Tell t h e m t o t h i n k o f t h i n g s t h e y can English.
A s k s t u d e n t s t o call o u t their answers and w r i t e t h e s e on English speak
songs,
read
an English
to an English-speaking
an English book,
read
What
cooking.
are they are they
No.
They're
doing? going going
to go
sailing.
117
English
Tell s t u d e n t s t o c h o o s e t h r e e t h i n g s t h a t t h e y are g o i n g t o
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r i d e a s .
Resource activity pages 226 and 280
Are
to do
f i l m , listen an
person.
do to practise their English.
individually. to cook
next
Ask individual students to say a sentence a b o u t their
newspaper,
•
going
write
Monitor.
G o t h r o u g h t h e p i c t u r e s . D r i l l t h e a c t i v i t i e s as a c l a s s a n d
they
to
shopping.
P u t s t u d e n t s in pairs t o ask a n d a n s w e r a b o u t t h e t h i n g s
to some
T h e y aren't g o i n g t o go sailing.
•
going
my
barbecue.
t h e b o a r d . T h e s e m i g h t i n c l u d e : watch
He isn't g o i n g t o g e t up early.
•
you,
do t o practise/improve their
T h e y ' r e g o i n g t o go t o t h e b e a c h .
He's g o i n g t o g e t up early.
a
not
with
Follow-up
We're g o i n g t o have a p a r t y .
5
to have
in the garden
Repeat w i t h each of t h e items.
can talk
I'm n o t g o i n g t o clean t h e h o u s e .
4
about
partner. Check
audio.
T h e y aren't g o i n g t o go t o t h e b e a c h . 4
They're
they're going to do.
make a
We aren't g o i n g t o have a p a r t y . 3
to relax
the questions, eliciting answers from t h e
She isn't g o i n g t o play t e n n i s . 2
aren't.
s t u d e n t s . Focus on t h e e x a m p l e c o n v e r s a t i o n . Go t h r o u g h
A u d i o script 50.2 1
they
people
Elicit a
P o i n t t o t h e list o f t h i n g s a n d t e l l s t u d e n t s t o
b • A s k : Who's
Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio to play
going
e i t h e r . / I ' m going
weekend.
to see his f a m i l y .
•
going
to cook?
true sentences about the things they're going to do
study.
H ' J M i . S t u d e n t s h e a r She's
What
go shopping
We's going
to
I'm
N o m i n a t e d i f f e r e n t s t u d e n t s S a y : I'm
next
s e n t e n c e t o s h o w t h e y are i n c o r r e c t . A s k s t u d e n t s t o c o r r e c t going
going
Monitor.
f r i e n d s . We're going •
going
t h e m . E l i c i t : I'm
they
to go s a i l i n g .
to go shopping.
course?
No,
G o t h r o u g h t h e list o f t h i n g s and t e l l s t u d e n t s a b o u t t h e
the
W r i t e : I'm
f a m i l y , We're going
on
t h i n g s y o u a r e g o i n g t o d o n e x t w e e k e n d . S a y : I'm
English
tennis.
up early
E l i c i t : Yes, I am.
m i n i m •
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r s e n t e n c e s . A s k to play
to get
golf?
P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s a b o u t t h e
6a
Tell s t u d e n t s t o w r i t e o n e t h i n g they're g o i n g t o do
for
going
to play
not.
other people.
i n d i v i d u a l s t u d e n t s t o say t w o sentences a b o u t t h e i r p a r t n e r . •
going
s h o r t a n s w e r a n d a s e n t e n c e , e . g . No, going
Check
109.
F o c u s on t h e pictures in e x e r c i s e 4 . A s k a b o u t t h e
week, and one t h i n g t h e y aren't going to do. •
Are you
i n t h e f i r s t p i c t u r e , e . g . Are
109.
Ask individual students a b o u t their intentions and f o r t h e f u t u r e , e . g . What you
T h e y aren't g o i n g t o w o r k in t h e o f f i c e . T h e y ' r e g o i n g t o relax
U s e t h e verbs in e x e r c i s e 4 t o ask q u e s t i o n s a b o u t t h e
individually.
D r i l l t h e e x a m p l e s as a class a n d i n d i v i d u a l l y .
when
4
s t u d e n t s ' p l a n s , e . g . Are you
p r o n u n c i a t i o n o f ing ( / i r j / n o t / i r j g / ) . •
She isn't g o i n g t o g e t up early. She's g o i n g t o stay in b e d .
D r i l l t h e e x a m p l e s as a c l a s s a n d i n d i v i d u a l l y .
Monday?
• G o t h r o u g h t h e rules on S t u d e n t ' s B o o k p a g e •
He isn't g o i n g t o drive a t a x i . He's g o i n g t o play g o l f .
3
Go t h r o u g h t h e rules on S t u d e n t ' s B o o k page
•
Students are often confused by when to use the present continuous and when to use going to to talk about the future. It is made even more confusing because in some, but not all, cases the forms are interchangeable. Note that we often use the present continuous with the verbs go and come rather than going to go, going to come. 2
T h e y aren't g o i n g t o c o o k . T h e y ' r e g o i n g t o go sailing.
on a b e a c h .
for s t u d e n t s t o read a n d listen.
Ryan
are they
pronunciation.
2
exam).
•
festival
m
for
( t i m e ) , exam,
Monitor.
G o t h r o u g h t h e a n s w e r s as a class. A s k i n d i v i d u a l s t u d e n t s
TEACHER'S NOTES
Students revise going to and describe their plans for the future.
LESSON 51
Warm-up •
• Elicit/Teach: gap year.
Revise countries w i t h a quiz. Put s t u d e n t s in small t e a m s .
•
Prepare b e t w e e n six a n d t e n m u l t i p l e choice q u e s t i o n s , e . g . This country Ireland? Peru,
is above
People
speak
or Brazil?
Indonesia,
or
Is it Mexico,
Canada,
in this country.
city
or Thailand?
Spain,
USA.
Portuguese
The capital
China,
Colombia,
the
one, e.g.
or
Is it I t a l y ,
of this country
is Bangkok.
This is a very
Go through t h e questions. Elicit possible answers for each
cold
Is it
country.
q u e s t i o n 1 : save
money,
q u e s t i o n 2 : round
the
q u e s t i o n 3 : work
Is it
go sightseeing,
Norway?
T h e w i n n i n g t e a m is t h e o n e w i t h t h e m o s t c o r r e c t a n s w e r s .
learn
1
•
Focus on t h e pictures. Ask questions a b o u t t h e people, Who can you
• •
see?
Play audio l a w i
How
old are
e.g.
rest,
p a r a g r a p h 2 : bottle
f a c t o r y , earn,
p a r a g r a p h 3 : Taiwan,
Sri Lanka,
improve,
Thailand,
ski resort,
Indonesia
lake
Then
. . . W r i t e : A f r i c a , save
•
going
from? going
Whose to earn
in Sri Lanka?
•
parents
have
money?
Why is Han
got
How going
a
long to
bookshop?
is Sandy
going
E l i c i t / T e a c h : s t r a i g h t , take
•
R e a d t h r o u g h t h e t e x t as a c l a s s . sort
of jobs
popular
do people
trip.
with young
•
G o t h r o u g h t h e a n s w e r s as a c l a s s .
gap year?
What
•
Repeat for Tamas and
questions.
What
Han. •
S a n d y : 1 She's g o i n g t o have a long rest a n d go on h o l i d a y . 3 N o , she i s n ' t .
I n d o n e s i a , A u s t r a l i a , and some o t h e r c o u n t r i e s to travel with two friends.
2 Thailand,
in their
people?
When
gap year?
Which
do young
What
countries
people
take
are
a gap
•
4 on 29 O c t o b e r 2 Canada
plans
•
are sequencers a n d w e use t h e m t o s h o w t h e order
dinner.
to phone
Then,
my
I'm
going
to
•
mother.
•
W r i t e y o u r s e n t e n c e s on t h e board. P o i n t o u t t h a t we use a
•
A s k s t u d e n t s t o w r i t e t h r e e t h i n g s t h e y are g o i n g t o d o
•
for
e.g.
take
( I t a l i a n ) young
their
gap
a people?
year? I can
the f u t u r e .
another get
married,
country,
a mobile
buy
phone.
learn
another
a new
car,
a new j o b ,
language, move
learn
house,
Prepare one for each
a new job
next
student.
plans.
113
going
year?
G o t h r o u g h s o m e o f t h e q u e s t i o n s t o g e t h e r . A s k : Who's another
country?
Where
are they
going
to
Resource activity pages 224 and 279
words.
N o m i n a t e i n d i v i d u a l s t u d e n t s t o tell t h e class a b o u t t h e i r
to
buy a
Tell s t u d e n t s t o f i n d o u t a b o u t their classmates' plans.
to visit
comma after sequencers. after t h e lesson using t h e sequencing
do during
with
do they
H a n d o u t t h e pieces of paper. Tell s t u d e n t s t o make a to get
Tell s t u d e n t s t h r e e t h i n g s t h a t you're g o i n g t o do a f t e r to have
are popular
When
q u e s t i o n a b o u t n e x t y e a r u s i n g t h e i r c u e , e . g . Are you
t h a t activities occur in.
going
gap years?
W r i t e v a r i o u s p l a n s o n p i e c e s o f p a p e r , e . g . get d r i v e , visit
F o c u s o n t h e L a n g u a g e n o t e . E l i c i t / E x p l a i n t h a t F i r s t , Then,
going
take
in (Poland)
go to u n i v e r s i t y , get
4 in S e p t e m b e r
t h a t , I'm
in (Spain)
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
computer,
•
real j o b .
Follow-up
3 Yes, he's g o i n g
H a n : 1 She's g o i n g t o work in her parents' b o o k s h o p .
TV. After
get
countries
do people
describe
4 in A u g u s t
T a m a s : 1 He's g o i n g t o work in a b o t t l e f a c t o r y .
watch
the o p p o r t u n i t y , popular,
• A s k s t u d e n t s q u e s t i o n s a b o u t gap years in t h e i r c o u n t r i e s , people
w o r k . S a y : F i r s t , I'm
paragraphs.
year? Do young
•
money.
board.
• Ask questions a b o u t t h e t e x t to check comprehension, e.g.
Canada?
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
that
gap
some
Monitor.
•
•
After
on the
A s k i n d i v i d u a l s t u d e n t s t o read o u t t h e i r
Tell s t u d e n t s t o read a b o u t S a n d y and answer t h e
•
to save
P u t s t u d e n t s in s m a l l g r o u p s t o ask a n d a n s w e r a b o u t t h e i r
•
3 N o , she isn't.
money
going
English in t h e world e.g.
Read t h r o u g h th e questions. E l i c i t / T e a c h key v o c a b u l a r y ,
2 Sri L a n k a
to A f r i c a . F i r s t , I'm
gap year plans.
Ask questions a b o u t the t e x t to check comprehension,
e . g . before,
the
pattern.
listen.
t r a v e l round t h e w o r l d . Han Sun is g o i n g t o w o r k in a h o t e l .
•
about
Monitor.
I'm
Play
S a n d y Yates is g o i n g t o t e a c h E n g l i s h . Tamas P a v e l is g o i n g t o
2
sister/brother
comprehension.
year,
Go through the answers together.
is Tamas
a
month
• Tell students t o write their o w n paragraph f o l l o w i n g t h e
t h e a u d i o again w h i l e s t u d e n t s read and
to spend
in + a
p a t t e r n t e l l i n g s t u d e n t s a b o u t y o u r p l a n s . S a y : For my
understanding.
How
relax,
b • Tell s t u d e n t s y o u are p l a n n i n g a gap year. G o t h r o u g h
Bangkok,
Tell s t u d e n t s t o match t h e names w i t h t h e a c t i v i t i e s .
is Tamas
money,
language
U s e t h e q u e s t i o n s t o ask i n d i v i d u a l s t u d e n t s a b o u t t h e i r
e.g.
life
•
Where
to A f r i c a , Asia
to earn
plans.
Read t h r o u g h t h e names and activities and check
•
work
a f r i e n d , with
Drill new items and check
•
•
•
with
their gap year plans.
while s t u d e n t s read t h e t e x t s .
E l i c i t / T e a c h key v o c a b u l a r y for each paragraph,
Europe,
• Tell students to look at t h e questions and make notes
they?
p a r a g r a p h 1 : long,
job
round
another
q u e s t i o n 5 : on + a date, •
another
as a volunteer,
q u e s t i o n 4 : alone, •
get world,
go?
going
Students revise going to and learn expressions for talking about sad events.
TEACHER'S NOTES LESSON 52 Warm-up •
1
U s e t h e pictures in l e s s o n 4 4 t o revise t h e s t o r y t o d a t e . Ask questions about the characters and the story, e.g. job
did Lucy
have
she happy? Lucy
1
•
like
an interview
Who is her new
for?
boss?
Did she get What's
Olive's
2
What
the job?
Was
new job?
Because her g r a n d m o t h e r is d e a d . / S h e ' s g o i n g t o go t o her grandmother's funeral.
Does
Olive?
Play audio B - " W l i to familiarize students w i t h how t h e story
this evening
3
a couple o f w e e k s / t w o w e e k s
4
to the supermarket
5
t o get t h e cakes f o r C i n d y
6
g e t married
7
to the airport
8
she's busy
develops and with the characters' voices. •
E l i c i t / T e a c h key phrases and vocabulary for each
picture,
3a •
e.g. p i c t u r e 1 : s o r r y , hear,
must,
f u n e r a l , f l i g h t , couple p i c t u r e 2 : make
travel
p i c t u r e 5 : know,
miss
(someone),
hungry,
cake,
now •
on the
hear.
Ask students to complete the
expressions.
b •
busy
Play audio H
W
for students to check their answers.
Play the audio again while students listen and
class a n d i n d i v i d u a l l y .
•
D r i l l t h e e x p r e s s i o n s as a class a n d i n d i v i d u a l l y .
Tell s t u d e n t s t o cover t h e t e x t . Ask some q u e s t i o n s t h e p i c t u r e s t o check basic c o m p r e h e n s i o n ,
e.g.
p i c t u r e 1 : Who can you
What
see?
p i c t u r e 2 : Where
are Cindy
Does
relaxed?
Cindy
look
Ryan
he holding?
Where
is Ryan
picture
is Cindy
5: Where
and
are they?
Ryan?
doing?
What
p i c t u r e 4 : Where
What's
Where's
do you now?
think
about
are
Ryan
Peter?
they
What's
he
he
to
4
Peter
wants
doing?
Elicit:
•
e.g. going
to go to? Is Sarah
going
Whose funeral
to f l y to Singapore?
is Sarah Is Lucy
going
•
go to the supermarket?
a sandwich?
What
does
p i c t u r e 3 : I s Peter about
next
going
Friday?
Cindy
Why is Ryan
need?
p i c t u r e 4 : Who did Ryan he say? a
Did Peter
to go to London? Is he going
drive
see? to the
she want
Cindy to talk
know
Where What
to get
What
are
next
doing?
person, a f o r m of t r a n s p o r t , a place t o stay, and
Why does
Peter
to do on
to
week?
What
A r r a n g e t h e class in a circle. Tell s t u d e n t s t o w r i t e a m o n t h
place, fold t h e paper over and pass it o n . R e p e a t w i t h a
the
is he going
married
was Peter
airport?
that
to Ryan?
I
events.
M a k e sure t h a t e v e r y o n e has an A 4 piece o f p a p e r and a p e n
•
did
travel
Peter What
wants
to get
do they
need
O p e n your piece of paper and w r i t e t h e words on t h e Brad
P i t t , bicycle,
campsite,
t h e w o r d s t o m a k e s e n t e n c e s w i t h going
married? in
to go to Paris
and stay
the
something
holiday.
e . g . J u l y , Paris, going
p i c t u r e 5 : Does
sad
it to the student on their left. N o w tell t h e m t o write a
going
lot?
Does
about
t h e m t o fold t h e t o p edge o f t h e paper over t w i c e and pass
cakes? talk
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
at t h e t o p o f t h e paper. W h e n e v e r y o n e has d o n e t h i s , t e l l
to
her?
to make
Monitor.
or p e n c i l f o r this a c t i v i t y .
is Sarah
Cindy
A s k one g r o u p t o act o u t t h e s t o r y for t h e rest o f t h e class.
Follow-up
Play t h e audio
p i c t u r e 1 : Where
p i c t u r e 2 : Did
G i v e s t u d e n t s an o p p o r t u n i t y t o practise each role.
•
can talk
Ask questions a b o u t the t e x t t o check comprehension,
go with
•
•
do?
married. going?
Focus on t h e s t o r y . P u t s t u d e n t s in g r o u p s . Tell t h e m t o practise t h e c o n v e r s a t i o n , each t a k i n g one part.
going?
to get
•
holding?
surprised?
repeat.
hear, be, miss
making?
What's
he's going
F o c u s o n t h e q u e s t i o n : Why is Ryan Because
with
in a campsite.
Brad
take to,
e . g . In July
P i t t . We're going
We're going
to take
board,
photos.
lots
to go by of
Use I'm bicycle
photos.
W r i t e t h e s e n t e n c e s on t h e board so s t u d e n t s can see.
cafe?
•
Tell s t u d e n t s t o o p e n t h e i r piece o f paper, read t h e w o r d s ,
Focus on t h e q u e s t i o n s . Tell s t u d e n t s t o read t h e t e x t .
a n d m a k e similar s e n t e n c e s . P u t t h e m in s m a l l g r o u p s t o t a l k
A s k : Why is Sarah
a b o u t 'their' plans.
Because
going
her grandmother
grandmother's •
grandmother,
way
again for s t u d e n t s t o read a n d listen t o t h e s t o r y .
•
your
•
What's
2
about
W r i t e t h e n e w w o r d s a n d p h r a s e s o n t h e b o a r d a n d d r i l l as a
p i c t u r e 3 : What's
•
to
missing word. Elicit:
married
doing?
•
W r i t e : I was sorry
b o a r d . P o i n t t o t h e gap a n d ask s t u d e n t s t o s u p p l y t h e
p u z z l e d , get
on his
•
hope
supermarket,
bag,
p i c t u r e 4 : t r a y , outside,
•
f e e l , sad,
of weeks,
a sandwich,
p i c t u r e 3 : unload,
•
Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d a n d u n d e r l i n e t h e m in t h e t e x t .
to go back is dead./She's
to Singapore? going
Elicit: to go to
her
funeral.
R e s o u r c e a c t i v i t y pages 225 and 2 7 9
Tell s t u d e n t s t o read t h e t e x t again and answer t h e questions.
•
P u t s t u d e n t s in pairs t o c o m p a r e their answers.
•
G o o v e r t h e a n s w e r s as a class.
122
Students learn a lexical set of food and talk about their likes and
~ TEACHER'S NOTES LESSON 53 dislikes. Warm-up
A u d i o s c r i p t !5 3 . 3
Write the following food related anagrams on t h e board: ( c o f f e e ) , kcea (cake),fcae ( w i n e ) , rebe (beer),
( c a f e ) , sturaretna
ndwisahc
(sandwich),
(restaurant),
tewra
1
fofeec, newi
(water).
P u t s t u d e n t s in small g r o u p s . Tell t h e m t h e t o p i c eg f o o d . T h e y have t o unscramble t h e letters t o find t h e words.
Assistant
Yes, please.
Customer
Can I have a s a n d w i c h , please?
Assistant
Do y o u w a n t w h i t e or b r o w n bread?
Customer
W h i t e bread, please.
Assistant
Do y o u w a n t b u t t e r on t h a t ?
Customer
No, thank you.
Assistant
W h a t w o u l d y o u like in t h e s a n d w i c h ?
T h e first g r o u p t o unscramble all o f t h e words and rewrite t h e m
Customer
Can I have beef, please?
c o r r e c t l y is t h e w i n n e r .
Assistant
A n y t h i n g else?
Customer
Yes. Can I have l e t t u c e , please?
Assistant
A n y t h i n g t o drink?
Customer
O r a n g e j u i c e , please.
Focus on t h e pictures. Play audio K
M
for students to
listen and repeat. D r i l l e a c h i t e m as a class t h e n
individually.
N o m i n a t e s t u d e n t s t o s a y i t e m s . A s k : What's
number
16,
Assistant
Here y o u are.
Customer
Thank you.
Assistant
Y e s , please.
Customer
Can I have a s a n d w i c h , please?
P u t s t u d e n t s in pairs. Tell s t u d e n t s t o c o v e r t h e t e x t a n d
Assistant
Do y o u w a n t w h i t e bread or brown?
t a k e i t i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's
Customer
B r o w n , please.
( J u l i a ) ? E l i c i t : eggs.
Check
2
pronunciation. this?
Assistant
Butter?
Reproduce t h e diagram on t h e board. Ask s t u d e n t s t o c o m e
Customer
Yes, please.
t o t h e f r o n t a n d a d d w o r d s f r o m e x e r c i s e \,
e.g. f r u i t
Assistant
W h a t w o u l d y o u like in t h e s a n d w i c h ?
chicken.
Customer
Cheese, please.
-
appies,
oranges,
grapes;
meat
- beef,
pork,
A d d t w o m o r e l i n e s f r o m ' F o o d ' f o r dairy c h e e s e , b u t t e r ) , a n d other
food
products
(bread,
(eggs,
rice).
P u t s t u d e n t s i n p a i r s or s m a l l g r o u p s a n d a s k t h e m t o f i n d t w o more words for each t y p e o f f o o d . Ask students to come to the board and add their words t o the correct part of the diagram. Examples might include: f r u i t - pears,
melon-,
-
dairy
lamb,
water;
ham; other
food
vegetables products
- beans, - cream,
- pasta,
peppers:
yoghurt;
-
Yes. Can I have t o m a t o e s , please?
Assistant
A n y t h i n g t o drink?
Customer
C o f f e e , please.
Assistant
Here y o u are.
Customer
Thank you.
individually. N o m i n a t e t w o s t u d e n t s . A is t h e a s s i s t a n t , a n d B is t h e
comprehension.
c u s t o m e r . P o i n t t o t h e t a b l e in e x e r c i s e 4 a . Tell t h e m t o
Do t h e examples t o g e t h e r . Play audio M t W . m a k e a q u e s t i o n w i t h Do you
A n y t h i n g else?
Customer
R e a d t h e c o n v e r s a t i o n . D r i l l e a c h l i n e as a c l a s s a n d
wine,
noodles.
Drill new words and check
onions,
meat drinks
Assistant
Students
use t h e t a b l e and t h e m o d e l t o make t h e first c o n v e r s a t i o n .
hear
P u t s t u d e n t s in pairs t o m a k e t h e o t h e r c o n v e r s a t i o n .
l i k e , t h e n listen and
repeat. Do the same with the second item.
Monitor.
Play t h e rest of t h e audio.
A s k pairs o f s t u d e n t s t o a c t o u t o n e o f t h e i r c o n v e r s a t i o n . Check
A u d i o script 53.2 1 2 3
pronunciation.
Your life
onions
lettuce
Do y o u like onions?
Do y o u like lettuce?
F o c u s on t h e pictures in e x e r c i s e 1 . S a y t h e t h i n g s y o u like
fish
chicken
a n d d o n ' t l i k e , e . g . I don't
Do y o u like fish?
Do y o u Like chicken?
Tell s t u d e n t s t o look at t h e pictures and tick the things
butter
tomatoes
t h e y l i k e . T h e n a s k t h e m a b o u t t h e i t e m s , e . g . Do you
Do y o u like butter?
Do you like tomatoes?
lettuce,
(Ivan)?
like beef,
but I like
E l i c i t : Yes, I d o . / N o , I
chicken. like
don't.
P u t s t u d e n t s in pairs t o ask a n d a n s w e r a b o u t t h e i r likes
In English it is common to use the verb have, rather than eat, with food. For example we would say I had a sandwich
4a
1
for
lunch.
We're
having
F o c u s o n t h e p i c t u r e . A s k : Where
' E l i c i t / T e a c h : brown • Play audio E
H
bread,
pasta
for
are the
•
all t h e w a y t h r o u g h .
and
lettuce,
orange
board.
ask for? juice
bread,
What
no butter;
a n d w r i t e t h e s e in t h e
columns. Repeat with the second
some
the market.
E l i c i t : white
food
potatoes.
I didn't
s t u d e n t s a y s : I went beef
bought
appropriate
butter,
to the market
T h e n e x t s t u d e n t s a y s : I went
buy potatoes, to the market.
I bought I didn't
apples. buy
standing.
Resource activity pages 226 and 280
2 brown, butter,
cheese and t o m a t o e s , coffee
117
I
etc. S t u d e n t s have t o sit d o w n if t h e y repeat a
word. Continue until you have one person
» G o t h r o u g h t h e a n s w e r s as a class.
and to
The third apples,
conversation.
1 w h i t e , no b u t t e r , b e e f and l e t t u c e , orange juice
I
and d r i n k .
A r r a n g e t h e c l a s s i n a c i r c l e . S a y : I went I bought
Play t h e first conversation on t h e audio t w i c e . A s k :
about
Follow-up
people?
Draw t h e table on t h e the customer
can talk
f i l l i n g , lettuce.
1
Monitor.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
dinner.
1
does
and dislikes.
Students learn countable and uncountable nouns and talk about quantities.
TEACHER'S NOTES LESSON 54
G o t h r o u g h t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s
Warm-up
t o say o n e i t e m e a c h . Check
Use a board dash t o revise f o o d f r o m l e s s o n 5 3 .
l a
t w o tables on the board with four columns headed f r u i t , vegetables,
meat,
dairy
pronunciation.
Draw 2 some
10 a
products.
D i v i d e t h e class i n t o t w o t e a m s . A s k o n e p e r s o n f r o m each team to come to the front and give them a board pen.
3 some
1 1 some
4 some
1 2 some
1 3 an
5 a
6 a
7
some
8 a
9 an
1 4 some
D o t h e e x a m p l e s t o g e t h e r . Play t h e f i r s t i t e m on a u d i o
Stand
1 i E W M . S t u d e n t s h e a r We need
b e t w e e n t h e t w o ' w r i t e r s ' so t h e y c a n ' t c o p y f r o m e a c h
w i t h how
other's table.
much/how
many,
some f r u i t , m a k e a q u e s t i o n
t h e n listen and repeat. Do t h e
same with the second item. Play t h e rest of t h e audio.
T e a m s h a v e t w o m i n u t e s t o c a l l o u t as m a n y w o r d s f o r e a c h f o o d g r o u p as p o s s i b l e . T h e y score a p o i n t f o r e a c h c o r r e c t
A u d i o script 5 4 . 2
word.
1 la
• Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Who can you
see?
Where
are they?
What
are
E l i c i t / T e a c h : questionnaire, biscuits,
a tot o f , f i l l i n ,
d i e t , how
much,
how
are the questions sandwich? he eat is Ryan •
Does
with
Who gave
him
about?
How
he have
butter
his coffee?
going
to
We n e e d some p o t a t o e s .
H o w m a n y do we need?
H o w m a n y do w e need?
3
We need some milk.
We n e e d some t o m a t o e s .
H o w much do we need?
H o w m a n y do we need?
Your life
Play audio U E H 1 f o r s t u d e n t s t o read a n d listen. Ask questions a b o u t the t e x t to check comprehension, got?
We need some c a r r o t s .
many,
•
has Ryan
H o w much do we need?
2
get.
•
What
We n e e d some c o f f e e .
H o w much do we need? they
doing? •
We need some f r u i t .
How
the questionnaire?
often
does
Ryan
many
biscuits
does
Go t h r o u g h t h e cues. E l i c i t / T e a c h key v o c a b u l a r y ,
What
have
in his sandwiches?
e.g.
a
tetter,
cheese
chocolate,
e.g.
housework.
P u t s t u d e n t s in pairs a n d t e l l t h e m t o d e c i d e if t h e
What
does
are c o u n t a b l e or u n c o u n t a b l e .
he eat?
What
G o t h r o u g h t h e a n s w e r s as a class.
nouns
get?
D r i l l e a c h s e n t e n c e as a c l a s s t h e n
c o u n t a b l e - l e t t e r s , cousins, e m a i l s , people
individually.
u n c o u n t a b l e - t e a , c h o c o l a t e , h o u s e w o r k , exercise b •
Nominate t w o students to act out the conversation.
Check
pronunciation. •
Go t h r o u g h t h e cues a g a i n . Talk a b o u t y o u r life, e . g . I
P u t s t u d e n t s in pairs t o practise. Give t h e m an t o practise b o t h roles.
2
a b o u t t h e i r l i f e , e . g . How
E l i c i t : an apple.
•
f i s h , cheese,
butter,
bread,
do you
• Write:
eat? eat?
How How
sandwich
uncountable? Repeat with
do you
much
tea do you
write,
(Emma)?
many much
apples bread
do you do you
food
eat?
How
about
quantities.
c o u n t a b l e or u n c o u n t a b l e .
R e s o u r c e a c t i v i t y pages 2 2 7 and 280
or
and write
some
in t h e g a p . •
G o t h r o u g h t h e list o f i t e m s t o check
•
P u t s t u d e n t s i n p a i r s . T e l l t h e m t o w r i t e a/an
comprehension. o r some
54.
E l i c i t a n d d r i l l e a c h w o r d , t h e n l i s t t h e m o n t h e b o a r d as
much
and w r i t e a in t h e g a p .
t o e l i c i t uncountable,
talk
revise food and drink items from lessons 53 and
many
eat?
o n t h e b o a r d . A s k : countable
E l i c i t : countable
life.
drink, (Allan)?
C o l l e c t p i c t u r e s o f f o o d i t e m s . U s e t h e s e as f l a s h c a r d s t o
Students don't usually have problems with the concept of countable and uncountable nouns but they do have problems with nouns which are countable in English and uncountable in their own language, and vice versa. 3
letters
Follow-up
A s k s t u d e n t s a b o u t t h e t h i n g s t h e y e a t , e . g . How do you
many
pork,
rice.
individually.
cheese
drink
much
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can
G o t h r o u g h p a r t 3 o f t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s
biscuits
eat
partner.
Tell s t u d e n t s t o look at t h e pictures in l e s s o n 53 and call
and
I don't
N o m i n a t e i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e i r
individually.
chicken,
letters.
P u t s t u d e n t s in pairs t o ask a n d a n s w e r a b o u t t h e i r life.
S a y : an
oranges.
o u t e x a m p l e s o f u n c o u n t a b l e n o u n s . E l i c i t : beef, •
How
F o c u s o n p a r t 2 o f t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s and
•
E l i c i t : some
apples.
many
Focus on t h e e x a m p l e conversation. Ask i n d i v i d u a l s t u d e n t s
individually.
a n d p l u r a l f o r m s , e . g . some •
write
Tell students t o write similar sentences a b o u t their own
110.
Say countable nouns from lesson 53 to elicit t h e singular orange.
I don't
chocolate.
F o c u s o n p a r t 1 o f t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s and
•
a lot of tea.
Monitor.
• G o t h r o u g h t h e rules on Student's Book page •
opportunity
next
to each word.
122
I
Students revise countable and uncountable nouns and describe
~ TEACHER'S NOTES LESSON 55 what they eat and drink. Warm-up
•
•
•
P u t s t u d e n t s in pairs a n d t e l l t h e m t o describe each person's breakfast.
Play a game o f W h i t e b o a r d Scrabble (see page 1 1 ) t o revise
G o t h r o u g h t h e a n s w e r s as a class. N o m i n a t e
food.
s t u d e n t s t o read one description each. Check
individual pronunciation.
For b r e a k f a s t , B o g n a usually has c o f f e e w i t h milk and sugar, bread la
•
Focus on t h e pictures. Play audio listen and
•
t y n ^ for students to
w i t h cheese a n d h a m , salad, and a glass o f o r a n g e juice or apple
repeat.
juice.
D r i l l e a c h i t e m as a class t h e n i n d i v i d u a l l y .
Check
For b r e a k f a s t , W i n s t o n usually has cereal w i t h milk and sugar, t o a s t
pronunciation. •
N o m i n a t e s t u d e n t s t o s a y i t e m s . A s k : What's (Marie)?
•
b •
w i t h b u t t e r a n d j a m , and t w o cups o f t e a w i t h milk and sugar.
E l i c i t : jam.
Check
number
4,
For b r e a k f a s t , T u y e n usually has n o o d l e s or rice w i t h fish or m e a t
pronunciation.
- usually pork or b e e f - v e g e t a b l e s and herbs, a n d h o t c h o c o l a t e .
P u t s t u d e n t s in pairs. Tell t h e m t o cover t h e t e x t and t a k e i t
For b r e a k f a s t , A m i n usually has bread w i t h b u t t e r and h o n e y , f r u i t
i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's
- n o r m a l l y apples or g r a p e s , y o g h u r t w i t h n u t s a n d black c o f f e e
this?
P u t students in pairs. Give t h e m t w o minutes to w r i t e
w i t h a l o t o f sugar.
down
as m a n y o t h e r t h i n g s i n t h e p i c t u r e s as t h e y c a n . •
butter,
apple,
tomatoes, 2a • •
grapes,
cheese,
vegetables,
ham,
herbs,
E l i c i t / T e a c h : Vietnam,
lettuce,
his/her
and eggs,
•
Where
bowl,
plate,
is he/she
cup,
•
glass.
•
R e p e a t w i t h cup, - coffee,
person,
from?
4
•
of toast
answer.
B o g n a - b, W i n s t o n - c, T u y e n - e, A m i n - a
g l a s s - i v i n e , beer,
bread,
f r u i t juice,
cola;
chocolate.
on t h e board. Tell
black
I usually and jam. coffee,
have
a cup of black
coffee
Make notes on the board, e.g. toast,
For
with
a
piece
breakfast
jam.
R e p e a t w i t h lunch
•
Tell students t o w r i t e a b o u t their t y p i c a l breakfast,
and
dinner.
A s k i n d i v i d u a l s t u d e n t s a b o u t t h e i r m e a l s , e . g . What usually
bread w i t h cheese and h a m . I have some salad w i t h t h a t , t o o - l e t t u c e a n d cucumber. I n o r m a l l y h a v e a glass o f o r a n g e j u i c e
lunch,
have for
dinner,
do
P u t s t u d e n t s in pairs t o t a l k a b o u t t h e i r m e a l s .
•
Nominate individual students to describe one of their partner's
you
(Marco)?
•
or apple j u i c e , t o o .
Monitor.
meals.
I'm W i n s t o n and I'm f r o m t h e U K . Breakfast? I usually have a
Pronunciation
b o w l o f cereal w i t h milk and sugar. T h e n I have some t o a s t w i t h b u t t e r and j a m . O h , and I h a v e a cup o f t e a - well usually t w o
•
cups o f t e a - w i t h milk and sugar.
M o d e l t h e w e a k a n d s t r o n g p r o n u n c i a t i o n o f of ( s t r o n g weak
My name's T u y e n a n d I'm f r o m V i e t n a m . My b r e a k f a s t is a b o w l
/av/).
•
P l a y a u d i o B.T.TK1 f o r s t u d e n t s t o l i s t e n a n d
pork or b e e f . A n d at e v e r y m e a l in V i e t n a m w e have a p l a t e o f
•
D r i l l e a c h e x p r e s s i o n as a class a n d i n d i v i d u a l l y .
fresh v e g e t a b l e s and herbs. A l o t o f p e o p l e drink tea or c o f f e e
•
e x p r e s s i o n : a bowl,
My name's A m i n and I c o m e f r o m J o r d a n . For b r e a k f a s t I e a t
eight more •
• does
part of audio K orange
juice
Bogna M
drink
with
her breakfast?
a g a i n . E l i c i t : coffee
with
and
sugar,
Repeat w i t h each part o f t h e
•
G o t h r o u g h t h e a n s w e r s as a class.
audio.
•
•
B o g n a - o r a n g e j u i c e or apple j u i c e / f r u i t j u i c e , W i n s t o n - t w o
does usually
sugar,
orange
juice
bread
with
Bogna cheese
or apple juice.
and
what
I eat
Bring some pictures of typical dishes from your country into classroom.
E x p l a i n w h a t y o u need t o make each dish and w r i t e t h e comprehension.
Bogna
have for
has coffee ham,
salad,
with and
•
breakfast?
Tell s t u d e n t s t o think of t w o dishes f r o m their c o u n t r y and write d o w n t h e ingredients for each dish.
milk a glass
I
and d r i n k .
ingredients on t h e board. Drill new words and check
- black c o f f e e w i t h a lot o f sugar F o c u s o n B o g n a . A s k : What
on
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
the
cups o f tea w i t h milk and sugar, T u y e n - h o t c h o c o l a t e , A m i n
E l i c i t : For breakfast,
make
Follow-up
or apple j u i c e / f r u i t juice.
•
etc. Tell students t o
A s k s t u d e n t s t o call o u t t h e i r e x p r e s s i o n s . W r i t e t h e m
can describe
Play t h e first milk
a l o t , a box,
expressions.
t h e b o a r d a n d d r i l l e a c h o n e as a c l a s s a n d i n d i v i d u a l l y .
nuts in t h e y o g h u r t . I drink black c o f f e e - w i t h a lot o f sugar.
3 a • A s k : What
repeat.
P u t s t u d e n t s in pairs. Point t o t h e first p a r t o f each
w i t h t h e i r b r e a k f a s t , b u t I like a cup o f h o t c h o c o l a t e .
apples or g r a p e s . I have some y o g h u r t , t o o . I usually p u t a f e w
/DV/,
D r i l l e a c h s o u n d as a c l a s s a n d i n d i v i d u a l l y .
o f noodles or rice w i t h some fish or s o m e t i m e s m e a t - usually
bread w i t h b u t t e r and h o n e y . I have some f r u i t - n o r m a l l y
and
cereal.
•
•
My name's B o g n a and I'm f r o m P o l a n d . For b r e a k f a s t I have c o f f e e w i t h milk and sugar. W h a t do I h a v e t o eat? I have
b •
chocolate;
sugar,
Possible examples are: cup
and dinner.
Audio script 55.2
4
piece.
F o c u s o n t h e c u e s . W r i t e : breakfast
Go through the answers together. If necessary, play the
3
glass,
students w h a t you usually have for breakfast, e.g.
twice for students to listen and check.
audio again, s t o p p i n g a f t e r each
2
Ask students to think of other food
IWII'lltflS
breakfast,
1
hot
p i e c e - cheese,
P u t s t u d e n t s in pairs. Tell t h e m t o look a t t h e pictures and
Play audio
of rice.
y o u p u t i n a b o w l , e . g . noodles,
match each person to a breakfast. b •
individually.
L o o k a t a bowl
m i l k , sugar.
J o r d a n , salad,
name?
F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s
and
cucumber,
Focus on t h e pictures. Ask questions a b o u t each e . g . What's
•
•
A s k s t u d e n t s t o c a l l o u t t h e i r w o r d s . E l i c i t : bread
•
of
W r i t e i t o n t h e b o a r d as a m o d e l .
P u t s t u d e n t s in pairs t o d e s c r i b e t h e i r dishes.
Resource activity pages 226 and 280 117
Students learn and practise expressions for ordering a meal in a restaurant.
TEACHER'S NOTES LESSON 56 Warm-up •
5
Write examples of food and drinks from different
•
N o m i n a t e t h r e e s t u d e n t s A , B , C . S t u d e n t A is t h e w a i t e r , a n d B a n d C are t h e c u s t o m e r s . Tell t h e m t o m a k e a
countries
new conversation using t h e menu in e x e r c i s e 1 .
on o n e side o f t h e board, and countries on t h e o t h e r side, e . g . sushi
( J a p a n ) , hamburger
( U S A ) , kebab
( I t a l y ) , t o r t i l l a ( M e x i c o ) , vodka champagne •
( F r a n c e ) , noodles
(Turkey), pizza
•
( R u s s i a ) , paella ( S p a i n ) ,
( C h i n a ) , fish
and
Check
pronunciation. P u t s t u d e n t s in pairs a n d t e l l t h e m t o m a k e n e w conversations using the menu.
chips ( B r i t a i n ) .
•
Monitor.
Ask groups of students to act out their conversation.
Check
pronunciation.
P u t s t u d e n t s in pairs. G i v e t h e m o n e m i n u t e t o m a t c h t h e countries and the foods.
•
Go t h r o u g h t h e list. Elicit more examples of f o o d from or o t h e r c o u n t r i e s a n d list t h e m on t h e
1
•
Focus on t h e m e n u . Play audio and
•
English in t h e world
these
board.
•
much
salmon?
E l i c i t : f i s h . Check
E l i c i t / T e a c h : ready, meal,
order,
mineral
water,
•
in (Austria)?
is the best
place
for s t u d e n t s t o read a n d listen.
How
much
tip
waiters
do you
in (Mexico)?
usually
give
What
in (Russia)? 15%,
• A s k s t u d e n t s t o call o u t t h e i r ideas and list t h e s e on t h e
hotels).
4 chips
•
5 Sparkling
A s k q u e s t i o n s t o c h e c k c o m p r e h e n s i o n , e . g . What woman
have
water?
What
with
her salmon?
does does
their
the
the
man
man
Does
want have
she ask for
to drink? with
does
the
What
sort
of
Did
•
( a t h o t e l s o r a i r p o r t s ) , cleaners
a meal
in a
•
and underline similar expressions in t h e t e x t . like anything
drink?
Tell s t u d e n t s a b o u t y o u r f a v o u r i t e restaurant and w h a t y o u
board.
•
missing
board.
Ask students to make notes about their favourite and w h a t t h e y usually e a t / d r i n k
on the
there.
P u t s t u d e n t s in g r o u p s t o c o m p a r e t h e i r ideas.
word. E l i c i t : to.
b •
Ask students to complete the
R e s o u r c e a c t i v i t y pages 229 and 2 8 1
expressions.
Play audio M - T H for students to check their answers.
•
Play t h e audio again while s t u d e n t s listen and
•
D r i l l e a c h e x p r e s s i o n as a c l a s s a n d
R e v i e w a n d W o r d l i s t Lessons 4 9 - 5 6
repeat.
S t u d e n t ' s B o o k pages 9 5 - 9 6
individually.
t o , t o , h a v e , t h e , have •
F o c u s o n t h e L a n g u a g e n o t e . D r i l l e a c h e x a m p l e as a c l a s s and individually.
•
Ask s t u d e n t s t o call o u t more examples o f drinks and t h e s e o n t h e b o a r d , e . g . hot cola,
•
fruitjuice,
chocolate,
wine,
beer,
please?
Can I have
write
tea, m i l k ,
lemonade.
E l i c i t t w o w a y s o f a s k i n g f o r t e a , e . g . Can I have a cup of tea,
please?
a
tea,
Repeat for each
drink. 4
•
F o c u s on t h e c o n v e r s a t i o n in e x e r c i s e 2 . P u t s t u d e n t s in groups o f t h r e e . Tell t h e m t o practise t h e
conversation,
each taking one part. •
Give s t u d e n t s an o p p o r t u n i t y t o practise each role.
•
Ask one group t o act o u t t h e conversation for t h e rest o f
I can
restaurant.
of t h e name and the f o o d / d r i n k on the
P o i n t t o t h e g a p a n d ask s t u d e n t s t o s u p p l y t h e
(at
usually have to eat and drink when you go there. Make notes
meal?
you
porters
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
they
Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d W r i t e : Would
drivers,
board.
might
Follow-up
sparkling
his omelette?
5%.
ask t h e m t o m a k e a list o f t h e p e o p l e t h e y m i g h t t i p .
conversation.
i n c l u d e : taxi
enjoy
•
Tunisia
G o t h r o u g h t h e a n s w e r s as a class. I f n e c e s s a r y , p l a y t h e
3 omelette
about about
If you
audio again, stopping after each answer. 2 a salad
How
to be a
D e p e n d i n g on t h e n a t i o n a l i t y o f y o u r s t u d e n t s , ideas
vegetables
•
Where
F o c u s on t h e t h i r d q u e s t i o n . P u t s t u d e n t s in s m a l l g r o u p s a n d
order
3a •
in Japan?
Play t h e audio twice.
1 salmon •
tip
b o a r d a n d c o m p a r e t h e c o u n t r i e s , e . g . Russia •
Play audio U M M
(%).
h a v e a m i x e d - n a t i o n a l i t y class, y o u could list t h e results on t h e
still, sparkling,
Tell s t u d e n t s t o listen again and c o m p l e t e t h e
per cent
Focus on t h e first t w o questions. Ask i n d i v i d u a l s t u d e n t s
belongs
certainly, bill.
•
do people
t h e i r c o u n t r y , e . g . Do you
pronunciation.
•
usual,
waiter?
Check
Ask students w h a t food groups each of t h e items
same,
•
R e a d t h r o u g h t h e t e x t as a c l a s s .
repeat.
D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y .
t o , e . g . What's 2
E l i c i t / T e a c h : t i p , expect,
•
• Ask questions a b o u t t h e t e x t to check comprehension, e.g.
for students t o listen
pronunciation. •
•
Monitor.
t h e class.
122
restaurant
Students learn a lexical set of clothes and talk about their clothes and prices.
~ TEACHER'S NOTES LESSON 57 Warm-up
A u d i o script 57.3
Revise n u m b e r s and prices. Write prices on t h e b o a r d , three
pounds
f i f t y , ten pounds
f i f t e e n pounds
seventy-five,
s i x t y , ninety-two
thirty-three
pounds
pounds
from t h e lowest price t o t h e
twenty,
e.g.
2
highest.
E x c u s e me. H o w much
4
A
E x c u s e me. H o w much
B
They're $75.
A
Thank you.
A
E x c u s e me. H o w much
B
T h e y ' r e 7 euros.
A
Thank you.
A
E x c u s e me. H o w much
are t h e s e shoes?
B
They're £60.
A
Thank you.
A
E x c u s e me. H o w much
5
is t h i s s k i r t , please?
G o t h r o u g h t h e prices t o g e t h e r . Ask s t u d e n t s t o say t h e prices and check
A
are t h e s e jeans?
ninety-nine.
P u t s t u d e n t s in p a i r s t o w r i t e t h e prices as f i g u r e s , £3.50,
1
e.g.
pronunciation. 3
B
It's $35.
A
Thank you.
A
Excuse me. H o w much
are t h e s e gloves?
6
is t h i s j u m p e r , please?
is t h i s j a c k e t , please?
• Elicit/Teach: clothes.
B
It's 19 euros.
B
It's £ 9 2 .
•
A
Thank you.
A
Thank you.
Focus on t h e first picture. Tell s t u d e n t s t o cover t h e w o r d s . Ask t h e m if t h e y can name a n y o f t h e i t e m s .
•
Repeat with the second
•
Play audio m
•
i
picture.
Focus on t h e cues. N o m i n a t e t w o s t u d e n t s , A and B.
for s t u d e n t s t o listen and
D r i l l e a c h i t e m as a class t h e n i n d i v i d u a l l y .
list o f c l o t h e s a n d prices a n d t e l l t h e m t o m a k e t h e f i r s t
Check
conversation. Check
pronunciation. •
N o m i n a t e d i f f e r e n t s t u d e n t s t o say i t e m s . P o i n t to w e a r i n g a s k i r t . A s k : What's
•
this?
pronunciation.
P u t s t u d e n t s in pairs t o make more c o n v e r s a t i o n s using t h e
someone
list o f c l o t h e s a n d prices.
Elicit: a s k i r t .
Monitor.
P u t s t u d e n t s in pairs. Tell t h e m t o cover t h e t e x t a n d t a k e it
A s k pairs o f s t u d e n t s t o a c t o u t o n e o f t h e i r
i n t u r n s t o p o i n t a t c l o t h e s a n d a s k What's
Check
this?
Differences in British and American English words for clothes can cause confusion even for native speakers of English. Here are some examples with the American English word given in brackets: trousers ( p a n t s ) , pants
/knickers vest
( u n d e r p a n t s / p a n t i e s ) , jumper
( u n d e r s h i r t ) , waistcoat
swimming
costume
conversations.
pronunciation.
Your life • Elicit/Teach: pack. •
Tell s t u d e n t s a b o u t y o u r last holiday. Say w h e r e y o u
went,
w h e n y o u w e n t , a n d t h e t h i n g s y o u p a c k e d , e . g . I went
(sweater),
( v e s t ) , trainers
(bathing
Student
A is t h e s h o p a s s i s t a n t , a n d B is t h e c u s t o m e r . P o i n t t o t h e
repeat.
(sneakers), •
suit).
Venice
in August.
I packed
dress.
M a k e a list on t h e
jeans,
shorts,
f i v e tops,
to
and a
board.
Tell s t u d e n t s t o m a k e a similar list o f c l o t h e s t h e y pack for a holiday.
• •
P u t s t u d e n t s in pairs. A s k t h e m t o add t h r e e m o r e i t e m s o f
•
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r lists.
clothing t o t h e list, using a dictionary if necessary.
•
A s k i n d i v i d u a l s t u d e n t s t o read o u t t h e i r lists. Check
• •
pronunciation.
Ask s t u d e n t s t o call o u t their words and w r i t e t h e s e on t h e board. Drill t h e new words and check
comprehension.
F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s
Pronunciation
and
1
individually.
W r i t e : How
much
top?
£15.
•
on t h e board. Ask
R e p e a t w i t h How are these,
•
much
shorts?
£12.
to elicit
2a •
They're.
much?,
like this jacket?
Drill
individually.
G o t h r o u g h t h e w o r d s . P u t s t u d e n t s in pairs t o say t h e
Play audio y f f i l for s t u d e n t s t o listen and check.
t h e n listen and repeat. Do t h e
Play t h e audio again for s t u d e n t s t o listen and D r i l l e a c h w o r d as a class a n d
repeat.
individually.
Play t h e rest of t h e audio. A u d i o script 57.5
A u d i o script 57.2 1 2 3
4a
Model
a n d / z / i n trousers.
's' s o u n d .
make a
same with the second item. •
for students t o listen and repeat.
w o r d s a n d p u t t h e m in t h e c o r r e c t c o l u m n according t o t h e
S t u d e n t s h e a r Do you
q u e s t i o n w i t h How
V t m
e a c h s o u n d as a class a n d
Do t h e examples t o g e t h e r . Play t h e first i t e m on audio 1330.
Play audio
t h e p r o n u n c i a t i o n o f / s / i n dress
s t u d e n t s t o s u p p l y t h e m i s s i n g w o r d s . E l i c i t : is this, I t ' s . •
Monitor.
Do y o u like this j a c k e t ?
Do y o u like t h e s e trousers?
Yes. H o w much is it?
Yes. H o w much are t h e y ?
Do y o u like t h e s e shorts?
Do y o u like t h i s top?
Yes. H o w much are t h e y ?
Yes. H o w much is it?
/ s / : dress, t h i s , glass, s h o r t s , s u i t , sock / z / : t r o u s e r s , m u s i c , easy, t h e s e , c o u s i n , please F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
Do y o u like t h i s shirt?
Do y o u like t h e s e shoes?
Yes. H o w much is it?
Yes. H o w much are t h e y ?
can
•
M
P u t s t u d e n t s in small g r o u p s . I f t h e g r o u p s are all t h e s a m e v i s i t o r s s h o u l d b r i n g if t h e y are v i s i t i n g t h e i r c o u n t r y in J u l y
all t h e w a y t h r o u g h . A s k : How
much
are the
PLay t h e first c o n v e r s a t i o n on t h e audio t w i c e . E l i c i t :
a n d D e c e m b e r . I f y o u h a v e a m i x e d - n a t i o n a l i t y class, ask
jeans?
t h e m t o w r i t e t w o lists f o r t h e c o u n t r y t h e y are s t u d y i n g i n .
£60.
Play t h e rest of t h e audio t w i c e .
•
G o t h r o u g h t h e lists and w r i t e t h e i n f o r m a t i o n on t h e
G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y , p l a y t h e audio again, stopping after each answer. 1 £60
2 $35
3 €19
4 $75
5 €7
I
clothes.
n a t i o n a l i t y , ask t h e m t o w r i t e t w o lists o f c l o t h e s t h a t
individually. F o c u s o n t h e f i r s t i t e m jeans.
about
Follow-up
G o t h r o u g h t h e p r i c e s . D r i l l e a c h o n e as a c l a s s t h e n Play audio B
talk
R e s o u r c e a c t i v i t y pages 226 a n d 280
6 £92
117
board.
TEACHER'S NOTES
Students learn and practise adjectives and describe things.
LESSON 58
Students often have problems with the order of adjectives in English because it isn't the same as their own language. For example, in some languages it isn't common to have a string of adjectives before a noun, whereas in English it is, e.g. a lovely old white house.
Warm-up •
D r a w t w o c o l u m n s o n t h e b o a r d w i t h top as t h e c o l u m n
half
a n d bottom
half
headings.
•
P u t s t u d e n t s in pairs a n d tell t h e m t o copy t h e
•
Tell s t u d e n t s y o u are g o i n g t o call o u t i t e m s o f c l o t h i n g .
columns.
T h e y h a v e t o d e c i d e if it's s o m e t h i n g y o u w e a r o n t h e half
o r t h e bottom
the appropriate •
1
half
5
top
•
•
p i c t u r e s , e . g . Who can you
see?
Where
are they?
What
comfortable,
nice,
P u t s t u d e n t s in pairs t o c o m p l e t e t h e s e n t e n c e s . D r i l l e a c h s e n t e n c e as a c l a s s a n d i n d i v i d u a l l y . 1 long black hair
collect, c h a r i t y ,
h o r r i b l e , pocket.
2
Play a u d i o l = M t l for s t u d e n t s t o read and
•
Ask questions a b o u t t h e t e x t t o check comprehension, What
colour
is Ryan's
jacket?
What
is the boy
collecting
going?
What's
in the pocket
Why does
for?
Where
are Ryan
and
D r i l l e a c h a d j e c t i v e as a c l a s s a n d i n d i v i d u a l l y .
•
Go t h r o u g h t h e rules on S t u d e n t ' s Book page
•
D r i l l t h e e x a m p l e s as a c l a s s a n d
Ask students questions about their
long.
wearing
blues
clothes.
She's
Cindy
3
•
She's
wearing
•
110.
an old bag?
to elicit
it's a new
wearing
a
wearing
wearing
red
brown
dress.
In my bag
I've
P o i n t t o t h e list. Tell s t u d e n t s t o w r i t e t r u e sentences
about
Monitor.
A s k q u e s t i o n s a b o u t t h e s t u d e n t s ' t h i n g s , e . g . What (Geeta)?
Where
do you
live,
are
you
(Alex)?
P u t s t u d e n t s in pairs a n d t e l l t h e m t o d e s c r i b e t h e i r t h i n g s . Ask i n d i v i d u a l s t u d e n t s t o say a sentence a b o u t t h e i r pronunciation.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can describe
wearing
a long
pen.
•
•
a dress.
It's
•
long,
I
things.
Make up some 'tongue twisters' from words t h a t students h a v e l e a r n e d , e . g . beautiful
repeat.
Belgium-, coffee •
A u d i o script 58.2
a horrible and
a cake
holiday in a cafe
big blue in a hot in
and hotel
brown
buses
in Holland;
from a cup
of
Canada.
Practise the t o n g u e twisters, saying the words slowly at first and then building up speed.
She's w e a r i n g a dress. It's l o n g . She's w e a r i n g a l o n g dress.
•
P u t s t u d e n t s in pairs. Tell t h e m t o make up a t o n g u e t w i s t e r
2
He's w e a r i n g a h a t . It's v e r y b i g .
using words from this and previous lessons. ( I t m i g h t help t o
He's w e a r i n g a v e r y big h a t .
give each group a letter of t h e alphabet to focus o n . )
3
She's w e a r i n g j e a n s . T h e y ' r e black.
•
She's w e a r i n g black j e a n s . 4 5
He's w e a r i n g a j u m p e r . It's o l d .
tongue twisters.
She's w e a r i n g g l o v e s . T h e y ' r e b r o w n . She's w e a r i n g b r o w n g l o v e s .
6
M i x t h e g r o u p s u p s o t h e r e is o n e m e m b e r o f e a c h o r i g i n a l g r o u p in t h e n e w g r o u p s . Tell t h e m t o t e a c h each o t h e r t h e i r
He's w e a r i n g an old j u m p e r .
Resource activity pages 231 and 282
He's w e a r i n g t r o u s e r s . T h e y ' r e n e w . He's w e a r i n g n e w t r o u s e r s .
4
a new
partner. Check
Play t h e rest o f t h e audio.
1
G o t h r o u g h t h e list o f t h i n g s . S a y t r u e s e n t e n c e s a b o u t y o u r
Follow-up
c o m b i n e t h e t w o sentences, t h e n listen and •
6 b e a u t i f u l b r o w n eyes
• bag.
skirt
a long s k i r t .
S t u d e n t s h e a r She's
8 big w h i t e dogs
wearing,
Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio E H .
7 lovely old h o u s e
their things.
P u t a cross n e x t t o t h e s e n t e n c e s t o s h o w t h e y are clothes.
3 nice new office
5 nice red purses
got •
i n c o r r e c t . A s k s t u d e n t s t o c o r r e c t t h e m . E l i c i t : He's blue
2 d i r t y old v a n
4 small blue b o o k
t h i n g s , e . g . I'm
possessions/clothes
r e s p o n s e s w i t h d i f f e r e n t a d j e c t i v e s , e . g . No, W r i t e : He's
•
individually.
t h a t a r e o b v i o u s l y n o t t r u e , e . g . Is that •
e.g. clothes?
jacket?
•
•
long
listen.
he like his old
of his old
got
hair.
•
are
•
Go
Elicit: s i z e , etc.
•
doing?
E l i c i t / T e a c h : o l d , brown,
on the board.
D o t h e f i r s t s e n t e n c e as a n e x a m p l e . E l i c i t : She's black
• Tell s t u d e n t s t o cover t h e t e x t . A s k q u e s t i o n s a b o u t t h e
•
4 colour
o f a d j e c t i v e e a c h o n e i s . S a y : long.
column.
Go through the columns together.
they
W r i t e : 1 q u a l i t y , 2 s i z e , 3 age,
t h r o u g h t h e a d j e c t i v e s in each s e n t e n c e t o elicit w h a t s o r t
o f y o u r b o d y and w r i t e t h e i t e m in
•
Go t h r o u g h t h e table on Student's Book page
•
D r i l l t h e e x a m p l e s as a c l a s s a n d i n d i v i d u a l l y .
•
W r i t e : He's beautiful
wearing
top.
blue
old jeans.
She's
wearing
110. a red
P u t a cross n e x t t o t h e s e n t e n c e s t o s h o w
t h e y are i n c o r r e c t . A s k s t u d e n t s t o c o r r e c t t h e m . E l i c i t : wearing
old blue jeans.
She's
wearing
a beautiful
red
He's
top.
105
TEACHER'S NOTES
Students revise adjectives and describe people's clothes.
LESSON 59
Warm-up •
o r d e r : o l d , new, bad,
b i g , small,
d i r t y , clean,
interesting, •
•
W r i t e t h e f o l l o w i n g a d j e c t i v e s o n t h e b o a r d in r a n d o m long,
short,
comfortable,
boring,
lovely,
h o r r i b l e , good,
uncomfortable,
expensive,
D r a w t h r e e c o l u m n s o n t h e b o a r d w i t h yesterday, the
happy,
at work,
I'm
wearing
black
P u t s t u d e n t s i n p a i r s . T e l l t h e m t o m a k e as m a n y p a i r s o f
•
blue
shoes.
trousers,
a yellow
the
moment,
s h i r t , a red jumper,
and
W r i t e t h e c l o t h i n g i t e m s in t h e s e c o n d
column.
Repeat for each column (the first and second columns
small.
at
as t h e c o l u m n h e a d i n g s . F o c u s o n t h e f i r s t c u e .
T e l l s t u d e n t s w h a t y o u a r e w e a r i n g n o w , e . g . At
sad,
cheap.
o p p o s i t e s a s p o s s i b l e , e . g . big -
weekend
may
be t h e s a m e f o r t h e t e a c h e r ) . • Tell s t u d e n t s t o look at t h e cues and make notes a b o u t their
1
E l i c i t / T e a c h : scarf,
•
Focus on the first picture. Ask questions a b o u t the
man,
e . g . How
doing?
•
old
purple,
clothes.
•
is he?
Has
suit.
he got
short
hair?
What's
he
•
you •
P u t s t u d e n t s i n p a i r s a n d t e l l t h e m t o m a k e a l i s t o f his G o t h r o u g h t h e l i s t as a c l a s s . E l i c i t : blue s h i r t , orange
•
trousers,
blue •
a grey
Repeat with each
s h i r t , and
an orange
is
What
did you
wear yesterday,
are (Davide)?
Ask i n d i v i d u a l s t u d e n t s t o say sentences a b o u t t h e i r partner. Check
tie.
trousers,
(Tony)?
P u t s t u d e n t s in pairs a n d t e l l t h e m t o ask a n d a n s w e r
•
grey
Focus on t h e e x a m p l e sentence. Ask s t u d e n t s t o write a c o m p l e t e s e n t e n c e a b o u t C a r l o s . E l i c i t : Carlos
wearing,
questions about their clothes.
clothes. •
A s k s t u d e n t s q u e s t i o n s a b o u t t h e i r c l o t h e s , e . g . What
pronunciation.
English in the world
wearing
tie.
•
picture.
E l i c i t / T e a c h : v i s i t o r , unusual, best
•
I m e l d a is w e a r i n g green t r o u s e r s , a y e l l o w t o p , and a green a n d
clothes,
school
keep
on,
take
o f f , casual
clothes,
uniform.
R e a d t h r o u g h t h e t e x t as a c l a s s .
• Ask questions a b o u t the t e x t to check comprehension, e.g.
y e l l o w scarf. K a t r i n a is w e a r i n g a ( s h o r t ) b r o w n s k i r t , a pink
people
j u m p e r , and ( l o n g ) p u r p l e b o o t s . I m r a n is w e a r i n g a black s u i t , a
What
w h i t e s h i r t , a black t i e , a black c o a t , a n d black g l o v e s .
in Britain do people
take
their
in Britain
shoes wear
off
when
to go out?
they When
go into
a
Do
house?
do children
wear
uniforms? 2a • •
Play audio ( J S P ;
p a r a g r a p h 1 : nightclub,
smart,
p a r a g r a p h 2 : uniform, p a r a g r a p h 3 : white, p a r a g r a p h A: fashion •
• A s k s t u d e n t s q u e s t i o n s a b o u t t h e i r c o u n t r i e s , e . g . Do people
while s t u d e n t s read t h e t e x t s .
E l i c i t / T e a c h key v o c a b u l a r y for each p a r a g r a p h ,
wear
stand
a i r l i n e , c o l o u r f u l , all the red,
(China)
e.g. time
shoes
clothes
off
when
to go out
uniforms
in
they
go into
in (Morocco)?
a house?
in
Do
Do children
people
usually
(Kuwait)? ask
t h e m i f t h e r e is a n y t h i n g t h a t t h e y f i n d u n u s u a l a b o u t t h e
gorgeous
Tell students t o write the correct name for each t e x t .
clothes people wear.
Play •
Go through the answers together.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now describe
people's
I can
clothes.
Follow-up
A I m r a n , B I m e l d a , C Carlos, D K a t r i n a b •
their
• I f y o u r s t u d e n t s are s t u d y i n g i n , or h a v e v i s i t e d , B r i t a i n ,
photographer,
t h e audio again while s t u d e n t s read and listen. •
casual
wear school
trainers
model,
take
Focus on t h e q u e s t i o n . Read t h r o u g h Imelda's t e x t again.
Revise adjectives. Collect pictures of different things,
A s k : I s Imelda
e . g . a y o u n g w o m a n , an o l d m a n , a car, a b u i l d i n g , a b a g .
at work
at the moment?
E l i c i t : Yes, she
T e l l s t u d e n t s t o r e a d t h e o t h e r t e x t s . A s k : Who isn't at the
moment?
Elicit:
at
is.
The selection of pictures should demonstrate a range of
work
a d j e c t i v e s , e.g.
Carlos.
young,
o l d , long,
short.
(Advertisements
from magazines and newspapers usually work well for this 3
•
Read through t h e
•
P u t s t u d e n t s in pairs t o read t h e t e x t s a n d w r i t e t h e
questions.
activity.) Display t h e pictures on t h e board and give s t u d e n t s
answers. •
G o t h r o u g h t h e a n s w e r s as a c l a s s . I f s t u d e n t s
have
t o m e m o r i z e as m a n y d e t a i l s a s p o s s i b l e ( b u t d o n ' t l e t t h e m
problems w i t h t h e q u e s t i o n s , help t h e m t o f i n d key w o r d s , for e x a m p l e 'nice and colourful' for question
two
m i n u t e s t o c o m e t o t h e b o a r d and look at t h e m . Tell t h e m write anything
2.
down).
A r r a n g e s t u d e n t s in s m a l l g r o u p s w i t h o n e p i e c e o f p a p e r f o r 1
I m r a n works at a n i g h t c l u b . I m e l d a works for an airline.
each group.
Carlos works at a g y m . K a t r i n a is a f a s h i o n m o d e l . 2
Yes, she d o e s . ( S h e says i t is nice and c o l o u r f u l . )
3
Yes, she d o e s . ( S h e says t h e y are g o r g e o u s . )
A s k t e n q u e s t i o n s a b o u t t h e p i c t u r e s , e . g . What
colour
old man's jacket?
Has
woman
got
long
How hair
much or short
are the green
shoes?
is the the
old
hair?
4
Because he s t a n d s o u t s i d e t h e club.
5
I m r a n ( H e wears a smart s u i t . )
Groups write their answers down and compare them at t h e
6
He's t a k i n g p h o t o g r a p h s o f Katrina's b o o t s .
e n d . T h e w i n n i n g g r o u p is t h e o n e w i t h t h e m o s t c o r r e c t
7
He wears j e a n s and a T - s h i r t .
details.
8
He wears a w h i t e T - s h i r t a n d red s h o r t s w i t h socks and t r a i n e r s .
Resource activity pages 232 and 283
129
Students revise adjectives and learn expressions for making comments. Warm-up •
3 a • Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d a n d u n d e r l i n e t h e m in t h e t e x t .
U s e t h e p i c t u r e s in l e s s o n 5 2 t o r e v i s e t h e s t o r y t o d a t e .
• W r i t e : I'm glad
A s k q u e s t i o n s a b o u t t h e c h a r a c t e r s a n d t h e s t o r y , e . g . Why did Sarah for?
go back to Singapore?
Where did Ryan
Where did Peter to get
1
•
go?
go?
What
How
long did she go
did he buy at the
back
Who
wants
on t h e board. Point t o t h e gap hear.
b • Play audio F f l ' J M for students to check their answers.
married?
Play audio l i i U
that,
• Ask students to complete the expressions.
supermarket?
Why did he go to the airport?
to h
a n d ask s t u d e n t s t o s u p p l y t h e m i s s i n g w o r d . E l i c i t :
•
Play t h e a u d i o again while s t u d e n t s listen and repeat.
•
D r i l l t h e e x p r e s s i o n s as a class a n d i n d i v i d u a l l y .
to familiarize students with how the story
hear, good, sounds, really, see
develops and with the characters' voices. •
E l i c i t / T e a c h key phrases and v o c a b u l a r y f o r each p i c t u r e ,
4
•
e.g. p i c t u r e 1 : P.A.
glad,
p i c t u r e 2 : on your p i c t u r e 3 : the
hear, way,
still
• G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e e a c h r o l e . M o n i t o r .
ex-wife,
plans,
sound
• A s k one g r o u p t o act o u t t h e s t o r y for t h e rest o f t h e class.
States
p i c t u r e 4 : away,
I think
•
so
class a n d i n d i v i d u a l l y .
p i c t u r e s 1 - 4 : Who can you doing?
What
p i c t u r e 5: Who can you they? •
What
see?
are they
are they
What
are
Where
are
•
see? Who is Sarah
with?
n o t e s a b o u t w h a t Sarah's plans for t h e f u t u r e m i g h t be. Play the audio again.
p a r e n t s m i g h t w a n t her t o d o in t h e f u t u r e .
p i c t u r e 1 : Why is Lucy
to buy?
a suit?
Does she look
Who is her boss?
going
to The Coffee going
Shop?
to meet?
does Zelda
want
p i c t u r e 4 : Does
Peter
want
to get married
want
Where
is
p i c t u r e 5 : What
do Sarah's
to sell?
is
What
Resource activity pages 233 and 283
is she
Who is Zelda? Where
is her
again?
parents
want
What house?
Who does
to talk
he
about?
doesn't
like her
new
o n t h e b o a r d . A s k s t u d e n t s i f t h i s is t r u e o r f a l s e . T e l l
t h e m t o read t h e f i r s t p a r t o f t h e s t o r y again t o check.
Elicit: false. • Tell s t u d e n t s t o read t h e w h o l e s t o r y and decide i f t h e o t h e r s t a t e m e n t s are t r u e or f a l s e . •
P u t s t u d e n t s in p a i r s t o c o m p a r e t h e i r a n s w e r s .
• G o o v e r t h e a n s w e r s as a c l a s s . I F
2 T
3 F
• W r i t e : Lucy
4 F
doesn't
5 F
6T
7 F
8T
like her new job.
on t h e board. Ask
s t u d e n t s t o c o r r e c t t h e s t a t e m e n t . E l i c i t : Lucy
likes her
new
job. •
P u t s t u d e n t s in p a i r s . T e l l t h e m t o l o o k a t t h e f a l s e s t a t e m e n t s : 3 , 4 , 5, a n d 7 a n d m a k e t h e m t r u e .
• G o o v e r t h e a n s w e r s t o g e t h e r . E l i c i t : Lucy some
shoes.
Peter
is going
Zelda
lives in the States.
to have Peter
dinner
wants
is going
with
to get
his
to
P u t s t u d e n t s in A / B pairs t o compare t h e i r ideas.
Olive's
Sarah?
• F o c u s o n t h e s t a t e m e n t s . W r i t e : Lucy job.
•
smart?
to do?
p i c t u r e 3 : What to marry?
What
e.g.
a lot?
Who is Peter
are they going
2
wearing
her new job?
Does she travel
p i c t u r e 2 : Is Lucy going
Tell s t u d e n t s in g r o u p B t o make n o t e s a b o u t w h a t Sarah's
ex-wife.
Does she enjoy
A s k s t u d e n t s t o l o o k a t t h e l a s t p i c t u r e w h e r e S a r a h is t a l k i n g t o her p a r e n t s . Tell s t u d e n t s in g r o u p A t o make
doing?
• Ask questions a b o u t the t e x t to check comprehension,
job?
D i v i d e t h e class i n t o t w o g r o u p s , A a n d B . S t u d e n t s in g r o u p A are S a r a h a n d t h o s e in g r o u p B are S a r a h ' s p a r e n t s .
wearing?
F o c u s o n t h e q u e s t i o n : Who is Zelda? E l i c i t : Peter's
•
e.g.
Where are they?
I
comments.
Follow-up
• Tell s t u d e n t s t o cover t h e t e x t . Ask some q u e s t i o n s a b o u t t h e p i c t u r e s t o check basic c o m p r e h e n s i o n ,
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can make
• W r i t e t h e n e w w o r d s a n d p h r a s e s o n t h e b o a r d a n d d r i l l as a
they
F o c u s o n t h e s t o r y . P u t s t u d e n t s in g r o u p s . T e l l t h e m t o practise t h e c o n v e r s a t i o n , each t a k i n g one p a r t .
buy
ex-wife.
married.
117
Students learn a lexical set of words connected with the post
~ TEACHER'S NOTES LESSON 61 office and practise asking for things at the post office. Warm-up
3a • •
• Put students in pairs. Ask them to write a set of directions f r o m the school to the nearest post office. • Put pairs together to compare and, if necessary, refine their directions. • Ask one group to read out their directions and use these to recreate a simple map on the board. Check that everyone agrees. If necessary, make changes to the map until everyone is happy with it.
G o t h r o u g h t h e w o r d s in t h e W r i t e : Can I send g a p . A s k : What's
•
•
Play audio 1 - 1 m i for s t u d e n t s t o listen and check.
•
D r i l l e a c h l i n e o f t h e c o n v e r s a t i o n as a c l a s s , t h e n individually. Ask t w o s t u d e n t s t o read t h e c o n v e r s a t i o n .
•
•
N o m i n a t e different students t o say items. S a y :
P u t s t u d e n t s in pairs t o p r a c t i s e .
10,
(Sam)?
E l i c i t : a post
box.
Check
pronunciation.
5 That
6 you
a post
•
office
or a post
box?
• •
the
•
E l i c i t : post o f f i c e .
Woman
Play
•
wants
2
apply
f o r , driving
licence,
change
buy
at a post
office
in Britain?
What
can you
apply
• A s k s t u d e n t s q u e s t i o n s a b o u t t h e i r c o u n t r i e s , e . g . Can you
the post o f f i c e .
birthday
cards
office
in
at a post
office
in (Japan)?
Can you
pay
bills
4 post box
Examples
o f o t h e r t h i n g s y o u can do at a British post o f f i c e i n c l u d e : money,
buy
telephone
ask for
Take t h e second s t r e e t on t h e l e f t .
things
at a post o f f i c e .
Follow-up
Cashier n u m b e r 4, please.
• Play a game of Vocabulary Snap (see page 11) to revise places from l e s s o n s 2 1 and 3 7 .
H e l l o . I w a n t t o send t h i s parcel t o C h i n a , please. O K , P u t it on t h e scales, please. Cashier n u m b e r 1 , please. H e l l o . Could I have t w o s t a m p s f o r postcards t o
Cashier
Postcards?
Woman
Y e s , please.
Man Man Woman Assistant Woman Assistant Man Assistant
get
cards.
• Focus students' attention on the can do statement: Now I can
E x c u s e me. Where can I find t h e p o s t office,
Cashier
buy at a
(Thailand)?
o f f i c e s in t h e i r o w n c o u n t r y w h i c h aren't m e n t i o n e d .
6 b i r t h d a y card
Cashier
What for?
• A s k s t u d e n t s i f t h e r e are a n y o t h e r t h i n g s t h e y can d o a t p o s t
Thank you.
Woman
6
a b i l l , box,
R e a d t h r o u g h t h e t e x t as a class. can you
R e s o u r c e a c t i v i t y pages 2 3 4 and 2 8 4
A u s t r a l i a , please?
5
E l i c i t / T e a c h : pay
Woman
Woman
4
pronunciation.
Cashier Man
3
to
Monitor.
A s k pairs o f s t u d e n t s t o a c t o u t o n e o f t h e i r c o n v e r s a t i o n s .
post 3 s t a m p s , postcards
is
Check
• Ask questions a b o u t the t e x t to check comprehension, e.g.
please? Man
much
46p?
money, f o r e i g n .
A u d i o s c r i p t I5 1 . 2 1
is
P u t s t u d e n t s in pairs. P o i n t t o t h e list a n d t e l l t h e m
Check
pronunciation. 2 parcel
What
P o i n t t o t h e c o n v e r s a t i o n in e x e r c i s e 3 a and t o t h e f i r s t
make four conversations.
G o t h r o u g h t h e a n s w e r s as a c l a s s . A s k i n d i v i d u a l s t u d e n t s
5 envelopes
to China?
pronunciation.
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
1 p o s t office
a parcel
English in t h e world
Tell students t o listen and choose t h e correct answers.
Check
A s k q u e s t i o n s a b o u t t h e i t e m s a n d p r i c e s , e . g . How
c o n v e r s a t i o n . A is t h e c a s h i e r , a n d B is t h e c u s t o m e r .
t h e rest of t h e audio t w i c e .
t o s a y c o m p l e t e s e n t e n c e s , e . g . She
(£).
as s i x t y -
i t e m . N o m i n a t e t w o s t u d e n t s , A and B, t o make t h e first
delivery, Brazil.
P l a y t h e f i r s t c o n v e r s a t i o n o n t h e a u d i o t w i c e . A s k : Does want
(65p)
For a m o u n t s over one p o u n d we usually j u s t say t h e
it to send
key
•
woman
a n d t h e r e are 1 0 0 p e n c e in o n e U K p o u n d
n u m b e r , i . e . f i v e pounds s i x t y - f i v e . •
Play audio I - t I M all t h e w a y t h r o u g h .
•
4 scales
G o t h r o u g h t h e list o f i t e m s a n d prices. E x p l a i n t h a t p
f i v e p.
this?
G o t h r o u g h t h e list o f p o s s i b l e a n s w e r s . E l i c i t / T e a c h v o c a b u l a r y , e . g . special
•
3 put
Monitor.
N o t e t h a t w e u s u a l l y s a y s i x t y - f i v e pence
P u t s t u d e n t s in pairs. Tell t h e m t o cover t h e t e x t and t a k e it
•
•
2 delivery
m e a n s pence
What's
The verb get is possibly one of the most difficult verbs in English because it has multiple meanings. For example, used on its own its meanings include: arrive {I got to work at 8 o'clock), obtain (You can get money at a b a n k ) , and receive (I got ten emails this m o r n i n g ) . It's also used to form other verbs, e.g. get dressed, get m a r r i e d , and a large number of phrasal verbs, e.g. get up. •
Check
pronunciation.
Check
i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's
2
conversation.
repeat.
D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y .
number •
this.
b •
•
pronunciation. •
Elicit:
Focus on t h e pictures. Play audio t f r W for s t u d e n t s t o listen and
•
this?
box. ... on the board. Point t o the
P u t s t u d e n t s in pairs t o c o m p l e t e t h e
1 this 1
letter
E x c u s e me. Is t h e r e a post b o x near here? Yes, there's o n e n e x t t o t h e bank over t h e r e . Thank you. H a v e y o u g o t a n y large, w h i t e e n v e l o p e s , please? Yes, here y o u are. Thanks. Can I help y o u ? Yes. Can I have t h i s b i r t h d a y card, please? That's £ 4 . 5 0 , please.
117
~ TEACHER'S NOTES LESSON 62 Warm-up •
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
•
G o t h r o u g h t h e a n s w e r s as a class. A s k i n d i v i d u a l s t u d e n t s
Play a v a r i a t i o n o f H a n g m a n (see page 1 0 ) t o revise p o s t office vocabulary from lesson
•
•
t o say o n e s e n t e n c e e a c h . Check
Divide students into t w o teams. Award one point for a correctly guessed word and another point for a correct d e f i n i t i o n , e . g . postman
- a person
who
delivers
letters
to
your
house.
1
• Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Where
is Peter
pronunciation.
61.
in the f i r s t picture?
What
is he
1
She has t o m e e t v i s i t o r s .
2
She d o e s n ' t have t o t y p e l e t t e r s .
3
She has t o make a p p o i n t m e n t s .
4
She has t o use t h e I n t e r n e t .
5
She d o e s n ' t have t o make c o f f e e .
6
She d o e s n ' t have t o t a k e t h i n g s t o t h e p o s t o f f i c e .
7
She has t o w r i t e r e p o r t s .
8
She d o e s n ' t have t o do p h o t o c o p y i n g .
doing? •
E l i c i t / T e a c h : f i n i s h , report,
•
Play audio
•
Ask questions a b o u t t h e t e x t to check comprehension, What
day
going?
day
have
finished?
is it tomorrow?
Why not?
Peter
2
is it? Is the report
What
early?
t i r e d , sign for
something.
•
What
to sign for
time the
Where
Does
does
Peter
visitors?
is the have
the postman
e.g.
to get
arrive?
•
does
parcel? individually.
•
Go through the table on Student's Book page
•
F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a c l a s s a n d
110.
(Sheena)?
•
for
E l i c i t l o n g a n s w e r s , e . g . Yes, I have
an e x a m . / N o , I don't
have
o t h e r s t u d e n t s a n d get •
to study
to study
for
an
to study
an exam.
Does
( E r r o l ) have up
exam,
for
an exam?
Does
•
(Nico)
have
to
to buy some
stamps,
•
N o m i n a t e i n d i v i d u a l s t u d e n t s . A s k : Do you (Robert)?
Do you
have
have
to go to the bank,
to go
to
(Jessica)?
and
Jan)
have
to go to
work.
A s k s t u d e n t s t o call o u t e x a m p l e s o f o t h e r t h i n g s t h e y t o d o t h i s w e e k , e . g . wash
the car,
doctor's,
do
buy some
stamps,
meet
someone,
go to
have the
housework.
Write t h e examples on t h e board. Drill new words and check Tell s t u d e n t s to w r i t e t h r e e t h i n g s t h e y have t o do this some o f t h e ideas on t h e board, if necessary.
• •
P u t s t u d e n t s in pairs t o t a l k a b o u t t h e i r w e e k . N o m i n a t e i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e i r partner.
make a •
example.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can talk
about
things
I have
to and
don't
have
to
I
do.
Follow-up •
I have t o b u y some s t a m p s .
P u t s t u d e n t s in small g r o u p s . Tell t h e m t o make a list o f
He has t o b u y some s t a m p s .
t h i n g s t h e y h a v e t o do t o succeed in t h e i r English
2
I d o n ' t have t o go t o w o r k .
e . g . You have
He d o e s n ' t have t o go t o w o r k .
homework,
3
I d o n ' t have t o g e t up early.
every
He d o e s n ' t have t o g e t up early.
poster-making
4
I have t o b u y some c o f f e e .
5
I have t o sign some l e t t e r s .
6
lesson,
to s t u d y , revise for
speak
English
buy
in class,
tests
and
bring
your
exams, course
A s k : Does letters?
Lucy
have
photocopying. to meet
visitors?
E l i c i t : Yes, she d o e s . / N o , she
Does
she have
to
type
doesn't.
Focus on t h e e x a m p l e sentences. R e m i n d students t h e r e is a c a p i t a l l e t t e r a t t h e b e g i n n i n g o f e v e r y
that sentence
and a f u l l stop at t h e end. Tell t h e m t o w r i t e e i g h t sentences about Lucy.
Monitor.
117
to
•
P u t s t u d e n t s in n e w g r o u p s t o c o m p a r e t h e i r
lists/posters.
•
A s k s t u d e n t s t o call o u t t h e i r ideas and w r i t e t h e m on t h e
R e s o u r c e a c t i v i t y pages 235 and 2 8 4
G o t h r o u g h t h e list o f d u t i e s . E l i c i t / T e a c h key v o c a b u l a r y , e . g . t y p e , appointments,
book
activity.
I d o n ' t have t o cook t h e dinner. He d o e s n ' t h a v e t o cook t h e d i n n e r .
course, do
a d i c t i o n a r y , e t c . Y o u c o u l d a l s o d o t h i s as a
board for e v e r y o n e to see.
He has t o sign some l e t t e r s .
•
card
w e e k a n d t h r e e t h i n g s t h e y d o n ' t have t o do. T h e y can use
He has t o b u y some c o f f e e .
•
a birthday
Play t h e rest of t h e audio.
1
•
to send
P u t s t u d e n t s in small g r o u p s t o c o m p a r e t h e i r a n s w e r s .
•
A u d i o script 6 2 . 2
4
I have
comprehension.
t h i r d - p e r s o n sentence, t h e n listen and repeat. Do t h e same with the second
to go to work.
A s k i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e p e o p l e in
•
early?
S t u d e n t s h e a r I have
I to my
have
•
b •
Do t h e e x a m p l e s t o g e t h e r . Play t h e first i t e m on audio | 7 Q Q .
meet
Go t h r o u g h t h e s e n t e n c e s . Talk a b o u t y o u r w e e k . S a y :
t h e i r g r o u p , e . g . (Manolo
Students sometimes confuse the negative forms of have in the verbs have got for possession (negative = haven't g o t ) , and have to for obligation (negative = don't have t o ) . 3
to
• for
Repeat with
up e a r l y .
to study
have
E l i c i t : Yes, I do. / N o , I
don't
work,
A s k q u e s t i o n s a b o u t d i f f e r e n t m e m b e r s o f t h e class, e . g . get
letters?
• Tell s t u d e n t s t o complete t h e sentences for themselves.
individually. have
to type
brother.
D r i l l e a c h s e n t e n c e as a c l a s s t h e n
N o m i n a t e a s t u d e n t . A s k : Do you
have
>a BfflffffEB
up
Why
Do you
don't.
report
•
•
A s k s t u d e n t s a b o u t t h e i r j o b s , e . g . Do you
for s t u d e n t s t o read and listen.
TEACHER'S NOTES
Students revise have to and learn to respond to requests.
L E S S O N 63
Warm-up •
can't
Write work responsibilities from lesson 62 (and l e s s o n s ) o n a p i e c e o f p a p e r , e . g . type appointment, a parcel
•
play
tennis
because
he has to go to work,
and write it
o n t h e b o a r d as a n e x a m p l e . R e m i n d s t u d e n t s t h a t
use the I n t e r n e t , send
to the post
a letter, emails,
o f f i c e , do a lot of
previous
make
meet
because
is u s e d t o g i v e a r e a s o n .
an
v i s i t o r s , take
•
P o i n t o u t t h a t come
•
P u t s t u d e n t s in pairs t o w r i t e sentences g i v i n g t h e
•
G o t h r o u g h t h e a n s w e r s as a class. A s k s t u d e n t s t o say o n e
photocopying.
in 2, 3, a n d 6 s h o u l d c h a n g e t o
go. correct
reason.
C u t t h e p a p e r u p s o t h e r e is o n e h a l f o f e a c h p h r a s e o n e a c h piece of paper. Give one piece of paper to each student.
sentence each. Check
Tell
t h e m t o mingle and find the other half of their phrase.
pronunciation.
1 Ben can't play t e n n i s because he has t o go t o w o r k .
2 Ben
can't go f o r a drink because he has t o go t o t h e d e n t i s t ' s . 1
• •
E l i c i t / T e a c h : request,
F o c u s o n t h e p i c t u r e . A s k q u e s t i o n s a b o u t B e n , e . g . How is he?
•
What's
he wearing?
What's
the
Play audio
'HHi
might
tennis?
3
•
Ask:
•
Repeat w i t h each
Tell s t u d e n t s t o
•
2 f
3 e
4c
5b
6 g
7 d
•
8a
Melissa
about
Monitor.
Play audio S 3 J E ? again. Tell s t u d e n t s t o listen and decide if G o t h r o u g h t h e a n s w e r s as a class. I F
Hello.
2 T
3 T
4 F
5T
6 F
7 F
8T
Hi, B e n . It's Melissa. Can y o u play t e n n i s on 5
Saturday? Ben
P u t s t u d e n t s in pairs t o ask a n d a n s w e r q u e s t i o n s
t h e s t a t e m e n t s are t r u e or f a l s e . •
Melissa
Check
conversation.
A u d i o script 6 3 . 1 Ben
Ask t w o s t u d e n t s t o read t h e c o n v e r s a t i o n .
Ben. 4
l h
F o c u s o n t h e e x a m p l e c o n v e r s a t i o n . D r i l l e a c h s e n t e n c e as a
pronunciation.
write the letter h next to request 1. •
8 Ben can't t a k e Ms T a y l o r t o
class a n d i n d i v i d u a l l y .
Play t h e first conversation on t h e
a u d i o t w i c e . E l i c i t : He has to go to work.
7 Ben can't answer t h e p h o n e
because he has t o go t o t h e b a n k .
Elicit/Teach
f i n d , look a f t e r .
all t h e w a y t h r o u g h .
Ben play
6 Ben can't go t o t h e m e e t i n g at 2 . 3 0
because he has t o finish a r e p o r t .
t h e s t a t i o n because he has t o t y p e some l e t t e r s .
F o c u s on t h e f i r s t r e q u e s t . P o i n t t o t h e list o f reasons. Why can't
5 Ben can't p h o t o c o p y t h e r e p o r t because he has
t o go t o t h e post office.
he works w i t h .
Read t h r o u g h t h e list o f requests and reasons. k e y v o c a b u l a r y , e . g . take,
•
the airport.
Elicit a d e s c r i p t i o n o f each person in t h e p i c t u r e a n d b e , e . g . f a m i l y , f r i e n d s , people
•
4 Ben can't post t h e parcel because he has t o m e e t Mr Harris at
old
matter?
encourage students to make guesses a b o u t w h o t h e y •
3 Ben
can't go t h e p a r t y because he has t o look a f t e r some v i s i t o r s .
reason.
•
N o m i n a t e a s t u d e n t . P o i n t t o t h e lists o f requests and
N o , s o r r y , I c a n ' t . I have t o go t o w o r k .
r e a s o n s i n e x e r c i s e 1 . A s k : Can you
W h a t - on S a t u r d a y ?
a i r p o r t , (Mohammed)?
meet
Mr Harris
at
the
Elicit an excuse.
Ben
Y e s , sorry.
•
Act out two more examples with different
Man
H i , B e n . Can y o u come f o r a drink at l u n c h t i m e ?
•
P u t s t u d e n t s in pairs t o m a k e c o n v e r s a t i o n s .
Ben
N o , s o r r y , I c a n ' t . I have t o go t o t h e d e n t i s t ' s .
Man
•
A s k pairs o f s t u d e n t s t o read o u t t h e i r c o n v e r s a t i o n s .
O h , dear. H a v e y o u g o t t o o t h a c h e ?
Ben Woman Ben Woman
N o , it's j u s t f o r a c h e c k - u p .
1
Ben
Yes, sorry.
Man
Can y o u post this parcel, please, Ben?
Ben
N o , s o r r y , I c a n ' t . I have t o m e e t Mr Harris at t h e
•
Ben
N o , sorry. I'm in a h u r r y .
Ben
to go
Explain/
E l i c i t t h a t t h e s t r e s s is o n t h e v e r b s a n d t h e n o u n .
These
sentence. 2
Can y o u p h o t o c o p y t h i s r e p o r t , please, Ben? N o , s o r r y , I c a n ' t . I have t o t a k e some letters t o t h e
•
Play audio J 2 5 I
•
D r i l l e a c h e x p r e s s i o n as a c l a s s a n d i n d i v i d u a l l y .
•
B u t I need t h i s n o w . I'm sorry. T h e p o s t office closes in t e n m i n u t e s .
Man
Can y o u come t o t h e m e e t i n g at 2 . 3 0 , Ben?
Ben
N o , s o r r y , I c a n ' t . I have t o finish a r e p o r t .
Man
Can't y o u do t h a t later?
Ben
S o r r y . I have t o send it t o Paris t o d a y .
R e v i s e have u s i n g have 2 something
Can y o u answer t h e p h o n e , please, Ben?
Ben
N o , s o r r y , I c a n ' t . I have t o go t o t h e b a n k . B u t I can't do i t . I have t o go t o a m e e t i n g .
repeat.
to
have
to w i t h a q u e s t i o n n a i r e . P r e p a r e a l i s t o f t h i n g s to, e . g . 1 something you
to go every
5 something
you
have
you
day, 4 someone have
have
to put on every you
to use every
to do every
day,
day, 3 somewhere have
to see every
you day,
day.
Ben
I'm s o r r y . T h e bank closes at 4 . 3 0 .
Man
Can y o u t a k e Ms Taylor t o t h e s t a t i o n , please, Ben?
Answers will d e p e n d on s t u d e n t s , b u t possible e x a m p l e s
Ben
N o , s o r r y , I c a n ' t . I have t o t y p e some l e t t e r s .
m i g h t be: 1 g e t up
Man
Can't y o u do t h a t later?
Ben
S o r r y . I'm g o i n g on h o l i d a y t o m o r r o w , so I h a v e t o
5 a toothbrush.
•
•
do t h e m n o w . W r i t e : Ben
can't
play
tennis.
He has to go to work,
board. Ask students to join the two sentences.
on the
Elicit:
I
requests.
Follow-up •
Woman
f ° r s t u d e n t s t o listen and
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can respond
Ben
Woman
on the board and mark t h e stress.
are t h e w o r d s t h a t g i v e t h e m o s t i m p o r t a n t i n f o r m a t i o n in a
p o s t office. Woman
P l a y a u d i o t » ~ M M w h i l e s t u d e n t s l i s t e n . W r i t e : I have to the bank,
airport.
Woman
Check
Pronunciation
N o , s o r r y , I c a n ' t . I have t o look a f t e r some v i s i t o r s . Oh, that's a pity.
Can't y o u post i t on y o u r way?
Monitor.
pronunciation.
Can y o u come t o our p a r t y on F r i d a y e v e n i n g , Ben?
Man
students.
D
Ben
137
Tell s t u d e n t s t o listen a n d w r i t e an a n s w e r for each i t e m . 2 socks
3 school
4 a family member
P u t s t u d e n t s in small g r o u p s t o c o m p a r e t h e i r a n s w e r s .
„ „ „
, . • „ • . „
o o c
„ „ a
ooc
R e s o u r c e a c t i v i t y pages 236 and 285
TEACHER'S NOTES
Students learn and practise telephone expressions.
LESSON 64
Warm-up •
4
• A s k : What's
P u t s t u d e n t s in t e a m s . Tell t h e m t h e y have t w o m i n u t e s t o
+ phone
w r i t e a s m a n y r e a s o n s f o r h a v i n g a m o b i l e p h o n e as p o s s i b l e , b u t t h e y c a n o n l y u s e e a c h v e r b o n c e , e . g . to talk to make
appointments,
to buy
things,
i n f o r m a t i o n , to call the emergency to use the I n t e r n e t , to book games. •
to pay
b i l l s , to find
you
say when you
sen/ices,
a hotel,
to send
to order
•
a text,
a p i z z a , to
play
answer •
are they
•
Play audio I . t U B for s t u d e n t s t o listen and
•
D r i l l e a c h l i n e as a c l a s s a n d i n d i v i d u a l l y .
•
Read t h r o u g h t h e responses and reactions. k e y v o c a b u l a r y , e . g . I'm
a f r a i d , out,
number,
a
ring
back,
leave
to . . . , please?
phone?
Hello,
Hello
and write these on
the
wrong
number.
the phone.
Oh,
the caller.
sorry.
I want
Goodbye. to speak
think
Nominate to S a l l y . You
Act out the first conversation.
Do t w o more examples with different students and
different
conversations. P u t s t u d e n t s in pairs t o m a k e t h e c o n v e r s a t i o n s
from
exercises 2 and 3. Monitor.
• Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e What
got
a s t u d e n t . S a y : I'm
comprehension.
are the people?
Can I speak
the
Focus on t h e first pair o f reactions and responses: I you've
Go t h r o u g h t h e reasons t o g e t h e r . Write new words on t h e
p i c t u r e s , e . g . Where
number,
answer morning,
f o c u s i n g on t h e first line o f each c o n v e r s a t i o n .
out
•
2
thing
the board. I f students find this difficult, play the audio again,
to f r i e n d s ,
T h e t e a m w i t h t h e m o s t r e a s o n s is t h e w i n n e r .
board. Drill t h e m and check
1
the first
E l i c i t as m a n y i d e a s as p o s s i b l e , e . g . Good
•
doing?
repeat.
A s k pairs o f s t u d e n t s t o read o u t t h e i r
5a •
conversations.
Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d a n d u n d e r l i n e t h e e x p r e s s i o n s in t h e t e x t .
•
Elicit/Teach
c a l l i n g , message,
wrong
•
message.
•
D r i l l e a c h s e n t e n c e as a c l a s s a n d
•
E x p l a i n t h a t s t u d e n t s are g o i n g t o hear six p h o n e calls f r o m
•
T e l l s t u d e n t s t o f o c u s o n t h e r e s p o n s e s . A s k : What's
W r i t e : No,
I'm
she's
out.
on the board. Point t o the gap
a n d ask s t u d e n t s t o s u p p l y t h e missing w o r d . E l i c i t : a f r a i d .
individually.
Ask students to complete the
expressions.
b •
Play audio g . T H : l for students to check their answers.
•
Play the audio again while students listen and repeat.
people w h o w a n t to speak to Sally. Play audio I;T!WM. response?
E l i c i t : I think •
a f r a i d , Can, w r o n g , r i n g , leave, say
the f i r s t
Play t h e first conversation on t h e audio t w i c e . you've
Repeat with each
got
the
wrong
6
number.
• G o t h r o u g h t h e situations. Check u n d e r s t a n d i n g o f each one. •
conversation.
F o c u s o n t h e f i r s t s i t u a t i o n . S a y : You can't meeting
1 I think you've got the wrong number.
2 N o , I'm a f r a i d she's in
a meeting.
4 Yes, speaking.
3 N o , I'm a f r a i d she's o u t .
sorry. Can I t a k e a message?
Man
from the students for each
•
O h , w e l l , can I leave a message, please?
Woman
Yes, c e r t a i n l y .
Man
Hello, 412609.
•
O h , O K . I can ring back later. G o o d b y e .
use telephone
she's
out
O h , h e l l o . It's Colin.
Man
G o o d m o r n i n g , Salty Smith's p h o n e .
Tell t h e m t o order t h e w o r d s t o make an e x p r e s s i o n .
H e l l o . Is Sally t h e r e , please?
them to rewrite the expression with punctuation and to
Man
N o , sorry. Can I t a k e a message? Yes. Please say t h a t P e n n y r a n g .
•
OK.
Man
Hello, 412609.
Woman
R e s o u r c e a c t i v i t y pages 2 3 7 a n d 285
It's T i n a J o n e s .
F o c u s o n t h e f i r s t r e s p o n s e i n e x e r c i s e 2 I think wrong
number.
R e v i e w a n d W o r d l i s t s Lessons 5 7 - 6 4
you've
P o i n t t o t h e reactions. Tell s t u d e n t s
S t u d e n t ' s B o o k pages 9 7 - 9 8
to match each response w i t h a reaction. Play t h e first c o n v e r s a t i o n o n t h e a u d i o t w i c e . E l i c i t : Oh, Repeat w i t h each 2d
Tell s t u d e n t s to p u t t h e words back in t h e e n v e l o p e and exchange envelopes with another group.
Who's c a l l i n g , please?
3b
4 a
sorry.
Goodbye.
conversation. 5 f
6e
137
Ask
Monitor.
H e l l o . Is Sally t h e r e , please?
Man
the
Put students in small groups. Give each g r o u p one e n v e l o p e .
practise it. •
Man
im
Place t h e w o r d s in an e n v e l o p e . R e p e a t w i t h
responses a n d reactions in e x e r c i s e s 2 and 3.
Yes, s p e a k i n g .
Woman
I
expressions.
Man
Woman
l c
and
each expression f r o m e x e r c i s e 5a. A l t e r n a t i v e l y , use the
Could I speak t o Sally please?
Woman
•
understand
W r i t e t h e f o l l o w i n g w o r d s o n s e p a r a t e p i e c e s o f p a p e r : no afraid
Hello.
Man
pronunciation.
Follow-up
N o , I'm a f r a i d she's o u t .
Woman
Monitor.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can
H e l l o . Is Sally S m i t h t h e r e , please?
Woman
got
exercises
N o m i n a t e pairs o f s t u d e n t s t o act o u t one o f their conversations. Check
N o , I'm a f r a i d she's in a m e e t i n g .
Man
•
•
H e l l o . Is Sally t h e r e , please?
Woman
3
P u t s t u d e n t s in pairs. P o i n t t o t h e e x p r e s s i o n s in
all o f t h e e x p r e s s i o n s .
Good morning, The Shoe Company.
Man
6
conversation
pronunciation.
c o n v e r s a t i o n for each s i t u a t i o n . R e m i n d t h e m t o t r y a n d use
Oh, sorry. G o o d b y e .
Man
5
•
reactions
person.
I think you've got the wrong number.
Woman
Woman
a
2 a n d 3 a n d t h e list o f s i t u a t i o n s a n d t e l l t h e m t o w r i t e a
Woman
4
make
Tell s t u d e n t s t o look at
Ask t w o s t u d e n t s t o read t h r o u g h t h e e x a m p l e on the board. Check
Hello.
Man
3
her.
Could I speak t o Sally please?
Woman 2
Phone
conversation on the board, eliciting responses and
6 Who's calling, please? •
Woman
Mrs Ford.
t h e e x p r e s s i o n s in e x e r c i s e s 2 and 3. W r i t e an e x a m p l e
5 No,
Audio script 6 4 . 2 1
with
Students learn a lexical set of weather words and talk about the weather.
TEACHER'S NOTES LESSON 65 Warm-up •
•
Revise months of the year with a chain. S a y : J a n u a r y . Point t o a s t u d e n t t o e l i c i t February.
C o n t i n u e t o December.
Tell s t u d e n t s a b o u t t h e w e a t h e r in y o u r o w n c o u n t r y a t
Start
a new chain, saying t h e m o n t h s backwards. You could also d o o d d m o n t h s ( J a n u a r y , March)
A s k : What's
Play audio I - 1 - H 1 for s t u d e n t s t o listen and
repeat.
•
D r i l l e a c h i t e m as a class t h e n i n d i v i d u a l l y .
Check
•
(Vietnam) it snow
N o m i n a t e s t u d e n t s t o s a y i t e m s . S a y : What's
number
6,
•
in
like in (Australia)
in
January? notes
in August? in (Spain)
Is it hot
in
the
weather
in (Germany)
like in
in October?
Does
August?
groups to compare the weather. Monitor. If your students
P u t s t u d e n t s in pairs. Tell s t u d e n t s t o c o v e r t h e t e x t a n d
are t h e s a m e n a t i o n a l i t y , p u t t h e m in pairs t o
t a k e i t i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's
n o t e s , t h e n g o t h r o u g h e a c h t i m e o f y e a r as a class t o
this?
sure e v e r y o n e
Focus on t h e L a n g u a g e n o t e . Read t h r o u g h t h e first section b •
a n a d j e c t i v e , e . g . windy.
beach
the noun?
Elicit:
wind.
covered.
•
Go through the second section (nouns and verbs).
Ask •
drink, play.
R e a d t h e t h i r d s e c t i o n . D r i l l e a c h e x a m p l e as a class a n d
• •
in December,
It's
usually
snowing
on t h e board. Ask s t u d e n t s t o correct t h e
s e n t e n c e s . E l i c i t : It's
snowing
today.
It usually
snows
it's sunny
because
I can go to
the
swim.
Point to t h e first cue. Tell students t o write a sentence N o m i n a t e o n e o r t w o i n d i v i d u a l s t u d e n t s . A s k : What weather
i n d i v i d u a l l y . W r i t e : It snows
today.
and
a b o u t t h e w e a t h e r t h e y like.
s t u d e n t s if t h e y can t h i n k o f any o t h e r words which can be n o u n s a n d v e r b s , e . g . work,
make
Focus on t h e cues. Say sentences a b o u t t h e w e a t h e r y o u l i k e , e . g . I like it when
A s k : What's
compare
agrees.
class a n d i n d i v i d u a l l y . Tell s t u d e n t s t o c o v e r t h e n o u n s . S a y R e p e a t w i t h t h e list o f a d j e c t i v e s
•
hot but
I f y o u h a v e a m i x e d - n a t i o n a l i t y class, p u t s t u d e n t s in small
pronunciation.
( n o u n s a n d a d j e c t i v e s ) t o g e t h e r . D r i l l t h e e x a m p l e s as a
•
the weather
A s k s t u d e n t s q u e s t i o n s , e . g . What's
pronunciation.
•
and
a b o u t t h e w e a t h e r in t h e i r c o u n t r y .
•
( E l t a ) ? E l i c i t : d r y . Check
it snows.
P o i n t t o t h e list o f m o n t h s a n d t e l l s t u d e n t s t o m a k e
• Elicit/Teach: the weather.
•
I f y o u are f r o m t h e s a m e
cold and
t h e w e a t h e r at d i f f e r e n t t i m e s o f t h e year in o t h e r c o u n t r i e s . •
•
it's warm
it's very
c o u n t r y as y o u r s t u d e n t s , a s k s t u d e n t s w h a t t h e y k n o w a b o u t
or e v e n m o n t h s ( F e b r u a r y ,
April).
1
d i f f e r e n t t i m e s o f y e a r , e . g . Today January
do you
l i k e , (Bogna)?
Why do you
•
of
(Jessica)?
Repeat w i t h w e a t h e r y o u dislike. P u t s t u d e n t s in s m a l l g r o u p s t o ask a n d a n s w e r a b o u t t h e w e a t h e r t h e y like or dislike.
in
kind
like snow,
Monitor.
A s k i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t t h e i r g r o u p .
December.
We use the verb be + an adjective to describe the weather, e.g. It's cold, It's w i n d y . However, some other languages, for example Spanish, use the verb do + a noun. In this case a direct translation from the student's own language would lead to a mistake in English.
E n g l i s h in t h e w o r l d •
E l i c i t / T e a c h : small
•
R e a d t h r o u g h t h e t e x t as a c l a s s .
• A s k : Why do people E l i c i t : Because
t a l k , lovely, in Britain
it changes
a
a bit. talk
about
the
weather
a
lot?
lot.
• A s k s t u d e n t s q u e s t i o n s a b o u t t h e i r c o u n t r i e s , e . g . Do people 2
• •
Play audio I - W W I all t h e w a y
(Hong
Play the first conversation on the audio twice. A s k : kinds
•
through.
of weather
do the people
Repeat w i t h each
mention?
kind
What
E l i c i t : cold, f r o s t y .
•
2 It's s n o w i n g .
3 It's r a i n i n g .
5 cold, sunny
6 fine, s u n n y , w e t , w i n d y
4 hot
A
What's t h e w e a t h e r like t o d a y ?
B
It's cold a n d f r o s t y , b u t it's v e r y nice. Shall we go f o r a
A
Yes, O K .
A
O o h l o o k . It's s n o w i n g .
B
O h , t h a t ' s g r e a t . Come o n , let's go o u t s i d e .
4 5 6
A
Are y o u g o i n g out?
B
Yes, I am.
A
Well, t a k e y o u r u m b r e l l a . It's r a i n i n g .
B
Oh, right. Thanks.
A
P h e w . It's v e r y h o t t o d a y , isn't it?
B
Yes, i t is. I t h i n k we're g o i n g t o have a s t o r m .
A
It's v e r y s u n n y t o d a y .
B
Yes, i t is, b u t it's cold o u t s i d e .
weather
a lot?
Why?/Why
not?
in What
say?
Check
pronunciation. F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now talk
about
the
I can
weather.
Follow-up
walk?
3
do they
the
and individually.
A u d i o script 65.2
2
of things
about
• A s k t w o pairs o f s t u d e n t s t o read t h e c o n v e r s a t i o n s .
•
1
talk
D r i l l t h e s e n t e n c e s f r o m b o t h e x a m p l e c o n v e r s a t i o n s as a class
conversation.
1 cold, f r o s t y
Kong)
• •
W r i t e : morning,
afternoon,
evening,
night
on the
board.
P u t s t u d e n t s in pairs or small groups. Tell t h e m t o w r i t e a w e a t h e r report for t o d a y . Remind t h e m t o use past, a n d f u t u r e t e n s e s , e . g . This morning
it was cold
Now
it's going
it's cold
tonight •
and
it's going
d r y . This afternoon
to snow
report.
Resource activity pages 251 and 292
g o i n g t o be w e t and w i n d y .
166
and
to be f r o s t y .
A s k g r o u p s t o c o m e t o t h e f r o n t o f t h e class t o g i v e t h e i r weather
It's fine and s u n n y t o d a y , b u t e n j o y i t , because t h e weekend's
present,
and r a i n i n g .
Students learn and practise comparatives and how to compare two things. Warm-up •
4
is this?
Write the following weather anagrams on the board: ( s n o w i n g ) , rmaw ( r a i n i n g ) , mroyts ( f o g g y ) , ryd
•
• A s k q u e s t i o n s a b o u t t h e p i c t u r e s , e . g . Who's
( w a r m ) , ostrfy
( s t o r m y ) , udolcy
( d r y ) , thwreea
innoswg
•
( f r o s t y ) , ciy ( i c y ) , ininagr ( c l o u d y ) , tew
( w e t ) , ygfgo •
Which
city
older
or younger
is
Mike,
on
than
than
Mike?
Elicit:
P u t s t u d e n t s in pairs. Tell t h e m t o look at t h e cues a n d t h e pictures and write sentences using the correct adjective.
•
G o t h r o u g h t h e a n s w e r s as a class. A s k i n d i v i d u a l s t u d e n t s
words.
t o say o n e s e n t e n c e e a c h . Check
T h e first g r o u p t o u n s c r a m b l e all o f t h e w o r d s a n d r e w r i t e
1
Chris is y o u n g e r t h a n M i k e . / M i k e is older t h a n Chris.
t h e m c o r r e c t l y is t h e w i n n e r .
2
T o k y o is h o t t e r t h a n B e i j i n g . / B e i j i n g is colder t h a n T o k y o .
• Tell s t u d e n t s t o cover t h e t e x t . Ask questions a b o u t t h e the
weather
like?
What
are the
E l i c i t / T e a c h : worse,
•
Play a u d i o f i l i H l f o r s t u d e n t s t o read a n d listen.
•
A s k q u e s t i o n s a b o u t t h e t e x t , e . g . Is it hot hotter they
• •
yesterday?
dangerous,
4
roads
dangerous
6
Was it
yesterday?
Are
5
today?
nicer,
etc.
Check
(/a/). •
•
Go t h r o u g h t h e table on Student's Book page
•
D r i l l t h e e x a m p l e s as a c l a s s a n d i n d i v i d u a l l y .
111.
•
A s k : What's
the comparative?
Elicit:
a n d e l i c i t t h e b a s e a d j e c t i v e , e . g . hotter. P u t s t u d e n t s in pairs t o
practise.
•
W r i t e : nicier,
hoter,
more
cold,
sunnyier,
•
colder.
Elicit: badder
on t h e colder,
S t u d e n t s h e a r That •
this
car's
•
Play t he rest of t h e
Debenhams
A s k s t u d e n t s a b o u t t h e i r s e n t e n c e s . S a y : Describe town,
( H a n n a h ) . Tell the class about
two
2
T h a t book's v e r y i n t e r e s t i n g .
3
T h a t hotel's v e r y b i g .
4
T h a t jacket's very expensive.
5
T h a t m o b i l e phone's v e r y g o o d .
6
T h a t film's v e r y b a d .
two
shops
people
in
•
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r s e n t e n c e s .
•
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now two
Monitor. I
things.
Collect pictures (or reuse pictures you've used in previous p r e v i o u s l e s s o n s , e . g . pen, cream,
a cup of coffee.
computer,
plane,
bus,
car,
an ice
You will need one picture for each
m e m b e r o f t h e class. •
H o l d u p t w o p i c t u r e s , e . g . t h e p l a n e a n d t h e car. E l i c i t as m a n y c o m p a r a t i v e s e n t e n c e s a s p o s s i b l e , e . g . The plane bigger, smaller,
•
more
expensive,
cheaper,
slower,
f a s t e r , longer, shorter
than
than the
the car. plane.
H a n d o u t t h e pictures. Tell s t u d e n t s t o mingle and show comparing
the t w o things. When they have done this, they
exchange
partner.
R e s o u r c e a c t i v i t y pages 239 and 286
B u t this car's f a s t e r . B u t this book's more i n t e r e s t i n g . B u t this hotel's bigger. B u t this j a c k e t ' s more e x p e n s i v e . B u t this m o b i l e phone's b e t t e r . B u t t h i s film's w o r s e .
117
is
The car is
each other their pictures, t h e n make a sentence pictures and find another
repeat.
A u d i o script 66.2 T h a t car's v e r y f a s t .
different
family, (Jean).
audio.
1
is
a c t i v i t i e s ) o f d i f f e r e n t t h i n g s t h a t s t u d e n t s h a v e learned in
very f a s t , m a k e a s e n t e n c e
and a c o m p a r a t i v e , t h e n listen and
Debenhams.
Follow-up
worse.
Do the example together. Play the first item on audio w i t h But
than
Focus on the examples.
Monitor.
can compare
Students are usually able to understand the idea of comparatives but often have problems forming them. Many languages, e.g. Portuguese and Italian, add the equivalent of more to form comparatives, so the longer adjectives, such as expensive or dangerous, which take more are not normally a problem. However, remembering to add a suffix for shorter adjectives can be more difficult, especially for students trying to translate word for word from their own language. •
expensive
P o i n t t o t h e list o f t h i n g s a n d ask s t u d e n t t o w r i t e t r u e
your
b o a r d . P u t a cross n e x t t o t h e w o r d s t o s h o w t h e y are sunnier,
Harrods.
than
in your
hot.
i n c o r r e c t . A s k s t u d e n t s t o c o r r e c t t h e m . E l i c i t : nicer, hotter,
is more
smaller
adjectives.
Repeat w i t h t h e base adjectives covered. Say a comparative
•
Go t h r o u g h t h e list. Say t r u e sentences a b o u t each t h i n g , e . g . Harrods
sentences a b o u t each o n e . R e m i n d t h e m t o use t e n
• Tell students to cover t h e comparatives. Say a base adjective, e . g . cold.
R o m e is sunnier t h a n B e r l i n . / B e r l i n is cloudier t h a n R o m e .
lAVIIII.'l •
repeat.
D r i l l e a c h a d j e c t i v e as a c l a s s a n d i n d i v i d u a l l y . p r o n u n c i a t i o n o f er i n colder,
T h e River is worse t h a n T h e S u n . / T h e Sun is b e t t e r t h a n T h e River.
today?
Play the audio again for s t u d e n t s to listen and
Carol's hair is longer t h a n J u d y ' s . / J u d y ' s hair is s h o r t e r t h a n Carol's.
more.
Were the roads
dangerous
T h e s h i r t is cheaper t h a n t h e j u m p e r . / T h e j u m p e r is more
5
•
pronunciation.
expensive than the shirt.
like?
3
this?
shirt?
younger.
(weather).
Put students in small groups. Tell t h e m t h e topic e.g. t h e
p i c t u r e s , e . g . What's
2
is this
F o c u s o n t h e f i r s t p i c t u r e . W r i t e : Chris
3 1
much
t h e b o a r d . A s k : Is Chris
weather. They have to unscramble the letters to find the
•
How
TEACHER'S N O T E S
Students revise adjectives and compare two places.
LESSON 67
•
Warm-up •
do you
Tell s t u d e n t s t o s t a n d up and o r g a n i z e t h e m s e l v e s in a line
hotels
expensive
according t o h e i g h t . S t a r t a c h a i n . T h e first person says
choose?
Which
did you
write?
toiler
than
(Pieter) •
( S a m ) , t h e s e c o n d p e r s o n s a y s I'm
but smaller
than
taller
I'm
than
( J a n ) , etc.
Is (Tuscany)
Tell students t o reorganize themselves according t o age. S t a r t a n e w c h a i n . T h e f i r s t p e r s o n s a y s I'm younger Roberto, older
1
A s k q u e s t i o n s a b o u t t h e s t u d e n t s ' n o t e s , e . g . Which places
t h e s e c o n d p e r s o n s a y s I'm younger
than
Ahmed,
than
b •
than Jaime
but
Focus on t h e pictures. Ask questions a b o u t t h e people,
•
Play audio
What •
can you
see?
Where
are they?
How
old are
e.g.
they?
while s t u d e n t s read t h e t e x t . e.g. electronics
p a r a g r a p h 2 : west,
think
north-west,
coast,
o f , f u r t h e r , in f a c t , winter,
s a l a r y , b i g , earn,
p a r a g r a p h 4 : important, p a r a g r a p h 5 : miss, •
medicine,
petrol,
medical
suburbs,
a
meal
1 Miklos
2 B u d a p e s t in H u n g a r y
When Where days 2
•
did Miklos Is Seattle
move near
does
Miklos
holiday
does
to the
work? he
Does
Did
Is the
t e x t again. Elicit: •
is
than
Jersey,
but
in summer.
are bigger.
Jersey Cuba
is cheaper
his family
weather
move
countries
a n d two
• S a y : warm,
the
country. Monitor.
Check
storm.
U n d e r l i n e t h e ar i n warm
a n d t h e or i n
Elicit and drill t h e sound / x / in each w o r d t o s h o w it
R e p e a t w i t h t h e s e c o n d p a i r o f w o r d s : b i g , nice.
Underline and
P u t s t u d e n t s in pairs a n d t e l l t h e m t o tick t h e w o r d s w i t h
How
is
Play audio
for s t u d e n t s t o listen and check.
Play t h e audio again for s t u d e n t s t o listen and
winter/windy
many F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can compare
different
I
places.
Follow-up
worse).
Tell s t u d e n t s t o read t h e
•
Collect e n o u g h maps o f t h e world (or of a c o n t i n e n t , A f r i c a , or o f a c o u n t r y w h i c h has a n u m b e r o f regions,
text
e.g. e.g.
E n g l a n d ) for s t u d e n t s t o work in small groups.
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
•
G o t h r o u g h t h e a n s w e r s as a class. I f s o m e s t u d e n t s f i n d
o f t h e i r c h o i c e , e . g . This country
t h e exercise difficult, number t h e paragraphs and help by
a country
g i v i n g , or asking for, t h e n u m b e r o f t h e correct
N i g e r i a . The people
•
paragraph
for each answer.
Tell each g r o u p t o w r i t e a brief d e s c r i p t i o n o f a c o u n t r y
Sea. 7 S
repeat.
words t h a t have t h e same s o u n d : w a r m / s t o r m , d r y / f i n e , b a d / f a t ,
•
6B
of your
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r d e s c r i p t i o n s .
good?
get?
5 B
parts
and
board.
Ask i n d i v i d u a l s t u d e n t s t o read o u t t h e i r w o r k .
with
in Seattle
Seattle.
4 S
Jersey
Write y o u r e x a m p l e on t h e
•
3 S
than
it's smaller
•
•
a g a i n a n d w r i t e 6 or 5 f o r B u d a p e s t or S e a t t l e .
2 B
because
•
b •
e.g.
Read t h r o u g h t h e s t a t e m e n t s . Tell s t u d e n t s t o read t h e
I S
is nicer
R e p e a t w i t h two
•
he like his new job?
or Seattle?
(Calabria)?
/ a i / i n nice t o s h o w t h e y a r e d i f f e r e n t .
E x p l a i n t h a t Miklos lived in B u d a p e s t b u t n o w he lives in Budapest
(Spain)?
t h e i i n e a c h w o r d . E l i c i t a n d d r i l l t h e s o u n d / i / i n big
4 Yes, he d o e s .
S e a t t l e . R e a d t h e f i r s t s t a t e m e n t ( T h e weather A s k : Is this
country
of
the same sound.
3 the USA
USA?
the sea?
than
you
is t h e s a m e .
• Ask questions a b o u t t h e t e x t to check comprehension, him?
expensive
did
of your
or south
Tell s t u d e n t s t o w r i t e a b o u t t h e i r places.
again and answer the questions. P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
in the north
•
•
Read t h r o u g h t h e q u e s t i o n s . Tell s t u d e n t s t o read t h e t e x t
Go through t h e answers together.
parts
•
insurance
•
countries
two
and
storm.
baseball
•
more
two
What
Pronunciation
summer,
grey p a r a g r a p h 3 : shorter,
Is (Aragon)
Which
two Are
pronunciation.
E l i c i t / T e a c h key v o c a b u l a r y for each paragraph, p a r a g r a p h 1 : Hungary,
move,
is nicer?
in (Berlin)?
F o c u s o n t h e c u e s a n d t a l k a b o u t y o u r p l a c e s . S a y : Cuba
hotels
•
in (Dubai)? place
Is it hot
hotter
it's cooler
etc. up to the oldest person.
go to on holiday?
•
8S
in A f r i c a . It's
The capital
bigger
speak
is hotter than
Arabic.
is T r i p o l i , (answer
Egypt
than
Spain.
but smaller
It's
on the
-
Libya)
It's than
Mediterranean
G r o u p s t a k e it in t u r n s t o read o u t t h e i r d e s c r i p t i o n s .
The
other groups t r y to guess the country before t h e y finish •
Focus on t h e L a n g u a g e n o t e . Drill t h e compass
•
A s k : Where USA.
is Seattle?
E l i c i t : It's
directions.
in the north-west
of
Practise w i t h places in t h e c o u n t r y w h e r e t h e
Where's
Brighton?
than
Birmingham?
Newcastle?
Is Leeds
further
north
an e x a m p l e f o r t h i s g a m e . )
school
is. For e x a m p l e , i f y o u ' r e t e a c h i n g in B r i t a i n , a s k : Where's
t h e i r d e s c r i p t i o n . ( Y o u c o u l d u s e t h e d e s c r i p t i o n o f L i b y a as
the
Resource activity pages 240 and 287
I f possible, use a large m a p o f t h e c o u n t r y and
ask s t u d e n t s t o p o i n t t o t h e
places.
3aBS5DE3S •
Focus on t h e list. Write t h e names o f t w o places t h a t y o u go to on holiday, e.g. C u b a / J e r s e y , t w o e . g . Australia
e . g . Yorkshire/Hampshire •
countries,
/ F r a n c e , and t w o parts of your country, on the
board.
P o i n t t o t h e list and t e l l s t u d e n t s t o w r i t e places t h e y
know
for each i t e m .
137
Students revise adjectives and comparatives and learn expressions to talk about a trip. Warm-up •
2
•
U s e t h e pictures in l e s s o n 6 0 t o revise t h e s t o r y t o d a t e .
again. Elicit:
A s k q u e s t i o n s a b o u t t h e c h a r a c t e r s a n d t h e s t o r y , e . g . Is Lucy
enjoying
a lot?
Why does Where
her new job?
Who is Peter she want
is Sarah?
Who's
meeting
for
to talk
her boss?
dinner?
to Peter?
Why is she in
Does
Where
Who's
Olive
does
getting
•
travel
Zelda
F o c u s o n t h e q u e s t i o n s . W r i t e : When
Play audio
back?
on
yesterday.
q u e s t i o n s . P u t s t u d e n t s in pairs t o c o m p a r e their answers.
live?
•
married?
Singapore?
G o o v e r t h e a n s w e r s as a c l a s s . 1 yesterday
2 warmer 4 yes
to familiarize students with how the story
3 Her b o y f r i e n d is g o i n g t o marry 5 t o see Peter
together / embracing •
get
Tell s t u d e n t s t o read t h e w h o l e s t o r y again a n d a n s w e r t h e
s o m e o n e else. 1
did Sarah
t h e board. Tell s t u d e n t s t o read t h e first part o f t h e s t o r y
6 Peter a n d Z e l d a
7 He's g e t t i n g m a r r i e d .
8 Because he
heard Peter on t h e p h o n e and C i n d y said e v e r y o n e k n o w s .
develops and w i t h the characters' voices. •
E l i c i t / T e a c h key phrases and v o c a b u l a r y for each
picture,
3a •
e.g. p i c t u r e 1 : underground
s t a t i o n , ticket
machine,
welcome
back,
•
f u n e r a l , sad picture 2: else,
cool,
ticket feel
b a r r i e r , news,
remember,
b o y f r i e n d , someone
•
p i c t u r e 4 : upset,
•
travel
bag,
pavement,
puzzled,
Oh
p i c t u r e 1 : Who can you
Play audio l i M E I for students to check their answers.
•
D r i l l t h e e x p r e s s i o n s as a c l a s s a n d i n d i v i d u a l l y . back, g e t , t i r e d , H o w
see?
Where
4
e.g.
are they?
What
are
•
p i c t u r e 2 : Where
are Sarah
and
Jordan
going?
What
they
are
they
doing? is Peter?
Who is taking Why is she
the taxi?
does
see?
Sarah
Where
someone
How
does
she
Ask one g r o u p to act o u t t h e s t o r y f o r t h e rest o f t h e class.
are they?
What
are
is Sarah's
news?
is in Canada
now
in Singapore?
How
they
does
going
to marry
someone
else?
upset
her wedding
well?
to go
go?
Did
Ryan Ryan
Is Sarah
to hear
p i c t u r e 3 : Is Peter p i c t u r e 4 : Does
does
tell Jordan
now?
happy
Are
about
about
know talk
talk
about
I
at r i p .
Ask s t u d e n t s t o t h i n k a b o u t t h e last t r i p t h e y w e n t o n . Tell
Play the audio and
he's
•
going
A s k q u e s t i o n s a b o u t t h e i r t r i p s , e . g . Where
she feel? funeral?
Was it Was
e.g.
•
go to
did you
S a y : You arrived
back from
cold
feel
trip
Sarah
t h e e x p r e s s i o n s in e x e r c i s e 3 a a n d t e l l s t u d e n t s t o
and
how
go?
about
to Peter
about
upset
her
that
Sarah's
boyfriend?
her boyfriend
parents
happy
•
is
the
went.
your
trip yesterday.
Write
how
Zelda's Zelda's about
wedding? wedding? Zelda's
Does
he
make
A s k pairs o f s t u d e n t s t o read o u t t h e i r c o n v e r s a t i o n s .
R e s o u r c e a c t i v i t y pages 2 4 1 and 2 8 7
Where
want did
wedding?
117
you
P u t s t u d e n t s in pairs. P o i n t t o
about
Peter?
Why
(Rome)?
conversations about their trip.
did Sarah
he work
it? Were they
•
family?
p i c t u r e 2 : Where Where
How
was her grandmother's
to see her
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
did you
was Sarah?
Monitor.
Follow-up
else.
p i c t u r e 1 : Where
Sarah
•
can
they
Ask questions a b o u t the t e x t to check comprehension,
happy
Give s t u d e n t s an o p p o r t u n i t y t o practise each role.
them to write down where they went and why.
F o c u s o n t h e q u e s t i o n : What to marry
is Sarah?
are
look?
a g a i n . E l i c i t : Her boyfriend •
Where
What
upset?
p i c t u r e 4 : Who can you •
Who is he with?
part.
•
•
p i c t u r e 3 : Where
F o c u s on t h e s t o r y . P u t s t u d e n t s in g r o u p s o f four. Tell t h e m t o practise t h e conversation, each t a k i n g one
doing?
How
back.
expressions.
Play the audio again while students listen and repeat.
individually.
p i c t u r e s t o check basic c o m p r e h e n s i o n ,
doing?
Ask students to complete the
• dear
Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e
look?
on the board. Point to the gap and
b •
W r i t e t h e n e w w o r d s a n d p h r a s e s on t h e b o a r d a n d d r i l l as a
doing?
b
better
wedding
class a n d
W r i t e : Welcome
ask s t u d e n t s t o s u p p l y t h e missing w o r d . E l i c i t :
p i c t u r e 3 : t a x i , embrace,
•
Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d a n d u n d e r l i n e t h e m in t h e t e x t .
Students learn a lexical set of geographical features and talk about their own town.
TEACHER'S NOTES LESSON 69
We don't usually use a capital letter with a common noun, e.g. r i v e r , mountain, lake. However, we do use one when the noun is part of a name, e.g. the River Saba,
Warm-up •
Play a game o f W h i t e b o a r d Scrabble (see page 1 1 ) t o revise weather words.
1
•
Focus on t h e picture. Play audio listen and
•
Lake fcl'fril
for students to
4
• Tell s t u d e n t s t o look at t h e p i c t u r e in e x e r c i s e
repeat.
•
D r i l l e a c h i t e m as a class t h e n i n d i v i d u a l l y .
Check
features
•
10?
Elicit: a v a l l e y . Check
•
features.
E l i c i t : natural
R e p e a t w i t h a railway •
P u t s t u d e n t s in pairs. Tell t h e m t o c o v e r t h e t e x t and t a k e i t
Naturai
A s k : Is the sea natural
or
and w r i t e it in t h e first c o l u m n .
and
man-made.
Tell s t u d e n t s t o copy t h e table and w r i t e each word f r o m e x e r c i s e 1 in t h e c o r r e c t c o l u m n .
this?
•
G o t h r o u g h t h e a n s w e r s as a c l a s s .
P u t s t u d e n t s in pairs a n d ask t h e m t o n a m e o t h e r t h i n g s in
n a t u r a l f e a t u r e s : t h e sea, a m o u n t a i n , an i s l a n d , a cliff, a hill,
t h e p i c t u r e . E n c o u r a g e t h e m t o use d i c t i o n a r i e s i f t h e y are
a f o r e s t , a lake, a river, a v a l l e y
a v a i l a b l e . E l i c i t : town, •
What's
pronunciation.
i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's 2
a n d Man-made
man-made?
N o m i n a t e different students to say items. S a y : number
1.
Draw t w o columns on t h e board w i t h t h e headings
pronunciation. •
Geneva.
v i l l a g e , houses,
factory, farm,
church.
m a n - m a d e f e a t u r e s : a railway, a t u n n e l , a r o a d , a b r i d g e ,
Write new words on t h e board. Drill t h e m and check
a m o t o r w a y , a field
comprehension. 3a • • •
E l i c i t / T e a c h : sightseeing Play audio
-VW-
tour,
view.
•
all t h e w a y t h r o u g h .
P o i n t t o t h e w o r d s in e x e r c i s e 1 . Tell s t u d e n t s t o l i s t e n a n d
p i c t u r e a n d m a k e t r u e s e n t e n c e s a b o u t y o u r t o w n , e . g . My
t i c k t h e w o r d s t h e y hear. P l a y t h e first p a r t o f t h e a u d i o t w i c e ( t o you
can't
I f possible collect some pictures of your t o w n / c i t y to show t h e s t u d e n t s as y o u d e s c r i b e i t s f e a t u r e s . H o l d u p e a c h town
see the h i l l s ) . E l i c i t : v a l l e y , h i l t .
but
•
Play t h e rest of t h e audio t w i c e .
•
G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y , p l a y t h e
is near there's
There's
audio again, stopping after each answer.
the sea.
There
a big forest
a river
aren't
near
in my town.
any
i t . It's It's
mountains
called
called
in my
the New
the River
town
Forest.
Solent.
•
Tell s t u d e n t s t o t h i n k a b o u t t h e t o w n t h e y are l i v i n g in a n d
•
A s k s t u d e n t s a b o u t t h e i r n o t e s , e . g . Is there
make notes.
v a l l e y , hill, river, b r i d g e , t u n n e l , m o t o r w a y , field, railway, f o r e s t ,
town?
road, lake, island
sea?
What's Are
the name
there
any
of the river?
lakes
near your
a river
Is (Bangkok) town?
Has
in
your
near
(Paris)
the
got
a
motorway?
A u d i o script 69.2 •
G o o d m o r n i n g , ladies and g e n t l e m e n . Welcome t o our t o u r . We're
Write t w o example sentences on the board about your t o w n ,
in t h e t o w n centre at t h e m o m e n t . T h e t o w n is in a v a l l e y b e t w e e n
e . g . 1 My town
is near
the sea.
t w o hills. U n f o r t u n a t e l y , it's v e r y f o g g y t o d a y , so y o u can't see t h e
in my town
there's
a big forest
hills.
Forest. •
We're now g o i n g t o w a r d s t h e river. There's a g o o d v i e w o f t h e t o w n f r o m t h e b r i d g e . U n f o r t u n a t e l y , t h e y ' r e repairing t h e b r i d g e at t h e
but
near
aren't
any
i t . It's
mountains
called
the
Tell students t o write sentences a b o u t their own t o w n t h e w o r d s in t h e p i c t u r e .
m o m e n t a n d t h e t r a f f i c is v e r y slow. So we have t o go t h r o u g h t h e
2 There
•
t u n n e l . We're in t h e t u n n e l n o w , so I'm afraid y o u can't see t h e
New using
Monitor.
A s k i n d i v i d u a l s t u d e n t s t o read o u t t h e i r s e n t e n c e s or p u t s t u d e n t s in g r o u p s t o read each other's w o r k .
river or t h e t o w n . •
We're l e a v i n g t h e t o w n n o w a n d we're g o i n g t o j o i n t h e m o t o r w a y
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can talk
in a m o m e n t . On t h e r i g h t y o u can see some fields and on t h e l e f t there's a railway. O v e r t h e r e , there's a targe f o r e s t . I'm a f r a i d y o u
about
geographical
I
features.
FoUow-up
can't see t h e f o r e s t , because it's still f o g g y , b u t it's a v e r y big f o r e s t . This f o r e s t is w h e r e t h e . . .
•
N o w we're t a k i n g t h e road t o t h e lake and f o r t u n a t e l y it isn't
R e v i s e on the on,
f o g g y here. There are t w o islands in t h e lake, a n d we're g o i n g •
t o t a k e a b o a t t o t h e larger i s l a n d . It's a b e a u t i f u l island w i t h a
next
e.g.
and g e n t l e m e n , b u t t h e road t o t h e lake is closed because o f an
Draw
a c c i d e n t . S o , I'm a f r a i d we have t o go back t o t h e t o w n .
there's
Well, here w e are back in t h e t o w n a n d it's s t i l l f o g g y here. I h o p e
•
o f , on the right
o f , in front
o f , behind,
in,
Dictate a simple description and tell students to draw it,
l o t o f i n t e r e s t i n g houses a n d shops and . . . O h , I'm sorry, ladies
y o u e n j o y e d t h e t o u r and can v i s i t us again in t h e f u t u r e .
left
to.
a big lake.
In the lake
a h i l l . On the left
there's
of the
an island.
island
there's
On the a
island
mountain.
R e p r o d u c e y o u r d i c t a t i o n as a p i c t u r e o n t h e b o a r d f o r students to compare their work.
b •
Go t h r o u g h t h e questions. E l i c i t / T e a c h key v o c a b u l a r y , town
centre,
repair,
accident,
b e a u t i f u l , closed.
Write
•
e.g.
w o r d s on t h e b o a r d and drill t h e m . •
•
Focus on q u e s t i o n 1. Tell s t u d e n t s t o listen again and tick -
in the town
questions.
Resource activity pages 251 and 292
Play t h e rest of t h e audio t w i c e . •
Go over the answers. If necessary, play the audio again, s t o p p i n g a f t e r each
answer.
l a
5b
2 b
3b
4a
P u t s t u d e n t s in A / B p a i r s , s i t t i n g b a c k t o b a c k . T e l l S t u d e n t swap roles.
centre.
Tell s t u d e n t s t o listen and answer t h e remaining
1
A to dictate h i s / h e r picture and Student B to draw it,
the correct answer. Play t h e first part of t h e audio. Elicit: a •
Tell students t o draw a very simple picture w i t h e i g h t of t h e g e o g r a p h i c a l f e a t u r e s in e x e r c i s e
new
6b
166
then
Students learn superlatives and use them to compare more than two things. Warm-up •
5
Write a mixture of correct and incorrect comparatives on t h e
6
board, e.g. cheaper, windyier, more dangerouser, badder, more cloudy, colder, better, more expensive, cool, dryer, wetter, biger. •
P u t s t u d e n t s in pairs. G i v e t h e m t w o m i n u t e s t o g o t h r o u g h t h e list a n d m a k e c o r r e c t i o n s w h e r e
•
an e x p e n s i v e car It's t h e m o s t e x p e n s i v e car in t h e w o r l d . a long b r i d g e It's t h e l o n g e s t b r i d g e in t h e w o r l d .
4
•
E l i c i t / T e a c h : world
necessary.
What's
G o t h r o u g h as a c l a s s .
•
the fastest
• Tell s t u d e n t s t o cover t h e t e x t . Ask q u e s t i o n s a b o u t t h e p l a c e s i n t h e p i c t u r e , e . g . What's •
E l i c i t / T e a c h : mountain m i l l i m e t r e , desert,
range,
famous,
Where
through,
are
The
cm
Andes?
D r i l l e a c h s u p e r l a t i v e f o r m as a class a n d i n d i v i d u a l l y .
•
A s k q u e s t i o n s a b o u t t h e t e x t , e . g . What widest
for s t u d e n t s t o read and listen.
river
Desert?
• Check
in the world?
How
much
is Copacabana
smallest
the •
D r i l l t h e e x a m p l e s i n t h e f i r s t t w o p a r t s o f t h e t a b l e as a
•
Tell s t u d e n t s t o cover t h e superlative f o r m s . Say a base
111.
A s k : What's
•
E l i c i t : wet,
What Ocean
is Antarctica?
country
is Bologna
Where
does
in? D r i l l e a c h
individually.
is the
in the
ocean,
biggest
this?
ocean,
world,
on t h e
Elicit possible widest
ocean,
b u t d o n ' t s a y i f t h e a n s w e r s are c o r r e c t or
P u t s t u d e n t s in pairs a n d t e l l t h e m t o c o m p l e t e t h e w o r l d
•
P u t s t u d e n t s in pairs t o
F o c u s o n t h e i r r e g u l a r s u p e r L a t i v e s . D r i l l t h e e x a m p l e s as
W r i t e t h e a n s w e r s as a list o n t h e b o a r d so s t u d e n t s c a n U s e t h e list t o d r i l l e a c h s u p e r l a t i v e f o r m as a class a n d
• A s k i n d i v i d u a l s t u d e n t s t o read one sentence each. Check pronunciation.
wetter.
•
to
answers.
individually.
comparative,
•
leave
check their spelling.
the
Repeat w i t h t h e base and comparative forms covered. Say a e . g . wettest.
ocean
work out the
oldest.
superlative and elicit the base adjective and
world?
t h e m on display and encourage s t u d e n t s t o look at t h e m
class a n d i n d i v i d u a l l y .
•
start?
records. I f y o u h a v e been using maps in t h e lesson,
•
a d j e c t i v e o r a c o m p a r a t i v e f o r m , e . g . older.
in the
not.
Beach?
G o t h r o u g h t h e rules on S t u d e n t ' s B o o k p a g e
Elicit:
Nile
b o a r d . P o i n t t o t h e g a p s . A s k : What's
What
rain f a l l s in
mountain
world?
I f possibLe, use a m a p o f t h e w o r l d t o
a n s w e r s , e . g . largest are the Andes?
•
superlative?
River
W r i t e : The Pacific
(/ist/).
Where
Greenland.
p l a c e n a m e as a class a n d
•
is the
in the
r e c o g n i z e t h e p l a c e s , e . g . Where the
wide.
Play audio M M 1
Atacama
animal
l o c a t e each p l a c e , or ask q u e s t i o n s t o c h e c k t h a t s t u d e n t s
(centimetre),
•
p r o n u n c i a t i o n o f est
2
this?
run
Ask students if t h e y know any the highest
Go t h r o u g h t h e world records. E l i c i t / T e a c h key v o c a b u l a r y , e . g . ocean,
1
record.
w o r l d r e c o r d s , e . g . What's
practise.
1 t h e largest ocean 5 t h e longest
2 t h e largest
6 the biggest
3 the deepest
7 t h e coldest
4 t h e highest
8 t h e oldest
a class a n d i n d i v i d u a l l y . P o i n t o u t t h a t t h e r e are v e r y f e w irregular s u p e r l a t i v e s in English b u t t h a t s t u d e n t s n e e d t o
•
learn t h e m . •
W r i t e : The driest Lloro
is wettest
beautifulest
place
place
beach
of the
in the
in the
world
world.
world,
is the Atacama Copacabana
Desert.
world.
Copacabana
Desert. is the most
Lloro
is the
beautiful
place
wettest beach
in
in the
•
It's
the
. . . in the
world
• •
•
•
and a superlative, t h e n listen and
What's the
in the
town,
(Omar)?
What's
most
shop?
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now more
than
two
I
things.
Collect pictures f r o m m a g a z i n e s , etc. A r r a n g e t h e m in sets o f t h r e e , e . g . t h r e e cars, t h r e e singers, t h r e e pairs o f s h o e s , t h r e e a n i m a l s , t h r e e f a m o u s p e o p l e , l a b e l l e d A , B , C.
•
an old book
P u t s t u d e n t s in small t e a m s . Display t h e first set o f pictures on t h e board and ask a
Which car is the fastest? Which singer made the most records? Which shoes are the most expensive? question, e.g.
It's t h e o l d e s t b o o k in t h e w o r l d . a good hotel It's t h e best h o t e l in t h e w o r l d .
4
town/city
Monitor.
Ask individual students about their notes, e.g. building
shop to
places.
the
highest
town
Follow-up
make a sentence with
•
3
in my expensive
I f possible, use pictures o f y o u r t o w n / c i t y
can compare
A u d i o script 7 0 . 4
2
building
P o i n t t o t h e list. Tell s t u d e n t s t o t h i n k a b o u t t h e
expensive
Play t h e rest o f t h e a u d i o .
1
the highest
b u i l d i n g , The most
t h e y are l i v i n g in n o w a n d m a k e n o t e s .
repeat. •
Westminster
show students the different
world.
Do t h e e x a m p l e t o g e t h e r . Play t h e first item on audio t L > W 4 . S t u d e n t s h e a r an old book,
National
is Harrods.
the
As with comparatives, students are usually able to understand the idea of superlatives but often have problems forming them, especially those formed by adding a suffix (est). Another problem caused by LI interference is remembering to use the superlative form before the noun. 3
F o c u s on t h e cues. G o t h r o u g h each o n e and say s e n t e n c e s is the
the in
w o u l d also be possible
w o u l d be possible.
a b o u t y o u r t o w n , e . g . I think
Ask
place
tallest
1WHHUJ •
on t h e b o a r d . P u t a cross
s t u d e n t s t o c o r r e c t t h e m . E l i c i t : The driest is the Atacama
5
is the
n e x t t o t h e s e n t e n c e s t o s h o w t h e y are i n c o r r e c t . world
I n q u e s t i o n s 1 , 2 , a n d 6 the biggest a n d i n q u e s t i o n 4 the
•
Teams write d o w n their answer for each question y o u ask.
a beautiful city
W h e n y o u have f i n i s h e d ask t e a m s t o g i v e their answers.
It's t h e m o s t b e a u t i f u l c i t y in t h e w o r l d .
w i n n e r is t h e t e a m w i t h t h e m o s t c o r r e c t a n s w e r s .
a w i d e lake It's t h e w i d e s t lake in t h e w o r l d .
R e s o u r c e a c t i v i t y pages 243 and 2 8 8
117
The
Students revise comparatives and superlatives and describe their
~ TEACHER'S NOTES LESSON 71 country.
•
Warm-up •
G o t h r o u g h t h e a n s w e r s as a class. I f n e c e s s a r y , p l a y t h e audio again stopping after each answer.
Play a game o f Spelling Lines (see page 1 1 ) t o revise geographical features from l e s s o n s 69 and 7 0 on t h e e . g . mountain, bridge,
h i l l , r i v e r , ocean,
desert,
E d i n b u r g h : t h e castle, m u s e u m s , a r t galleries, E d i n b u r g h F e s t i v a l .
board,
S c o t l a n d ' s w e a t h e r : It's o f t e n t h e c o l d e s t , w e t t e s t , and w i n d i e s t
c l i f f , f i e l d , island,
place in t h e U K . I t snows in w i n t e r .
motorway.
S c o t l a n d ' s s c e n e r y : I t has some o f t h e m o s t b e a u t i f u l scenery in t h e U K . I t has lots o f hills, m o u n t a i n s , a n d lakes. 1
•
E l i c i t / T e a c h : Scotland,
•
Ask questions to find out if your students know
UK (United
E n g l a n d , Wales,
2
I r e l a n d , the
• Focus on the Language note.
K i n g d o m ) , Europe.
a b o u t S c o t l a n d , e . g . What •
Northern
is it famous
anything
•
G o t h r o u g h t h e t h r e e p a r a g r a p h s in e x e r c i s e 4 t o i d e n t i f y
for?
F o c u s o n t h e m a p . A s k q u e s t i o n s , e . g . Where's
Edinburgh?
• G o t h r o u g h t h e list o f p l a c e s . D r i l l e a c h i t e m as a class a n d individually. Note the pronunciation for / ' e d i n b A r a / a n d loch •
Point t o t h e place names and t h e descriptions. A s k : and shows)
•
all t h e w a y t h r o u g h . say
about
Edinburgh?
t w i c e . E l i c i t : It's
Play the audio (to
the capital
of
What
Paragraph
and
do and see;
Paragraph
3: the
2: capital
weather
city
in general
population, things
and
to
around
country.
plays
•
E l i c i t / T e a c h : paragraph,
•
F o c u s on t h e t o p i c s . Read t h e p r o m p t s in p a r a g r a p h 1 . What's
Scotland.
the
remaining
Play t h e rest of t h e audio t w i c e while s t u d e n t s match t h e places w i t h t h e
features;
4a I W H ' I W J I
/bk/.
Play audio the man
1:
geographical the
Edinburgh
•
does
t h e i n f o r m a t i o n i n e a c h o n e . E l i c i t : Paragraph
topic?
population.
E l i c i t : general
information.
Ask:
Repeat with
the
paragraphs.
p a r a g r a p h 1 : G e n e r a l i n f o r m a t i o n , p a r a g r a p h 2 : Cities,
descriptions.
p a r a g r a p h 3: T h e w e a t h e r
•
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
•
G o t h r o u g h t h e a n s w e r s as a class. I f n e c e s s a r y , p l a y t h e b •
audio again, stopping after each answer.
Go t h r o u g h each p a r a g r a p h . Use t h e cues t o talk a b o u t y o u r c o u n t r y e . g . England
E d i n b u r g h is t h e c a p i t a l o f S c o t l a n d . G l a s g o w is t h e largest c i t y in
is a small
50 m i l l i o n . The highest
S c o t l a n d . Ben N e v i s is t h e h i g h e s t m o u n t a i n in t h e U K . L o c h Ness
•
country
mountain
with
a population
of
is . . .
P o i n t t o t h e p a r a g r a p h s and ask s t u d e n t s t o c o m p l e t e t h e m
is t h e d e e p e s t lake in t h e U K .
w i t h information for their country. •
Ask individual students about their country
Audio script 7 1 . 1
population
of (Turkey)?
W h a t can I t e l l y o u a b o u t my c o u n t r y , S c o t l a n d ? Well, S c o t l a n d is
What's
weather
the
What
like in
is there
e . g . What's
to see in
the
(Bulgaria)?
(Mexico)?
p a r t o f t h e U n i t e d K i n g d o m . T h e o t h e r parts are E n g l a n d , Wales, and N o r t h e r n I r e l a n d . S c o t l a n d is t h e second largest p a r t o f t h e UK
Pronunciation
and it has a p o p u l a t i o n o f a b o u t five million p e o p l e . E d i n b u r g h is t h e c a p i t a l c i t y . T h e S c o t t i s h P a r l i a m e n t is here. A
1
•
l o t o f t o u r i s t s come t o E d i n b u r g h t o v i s i t t h e castle, t h e m u s e u m s , a r t galleries, and o t h e r places. E v e r y s u m m e r there's a big f e s t i v a l
for s t u d e n t s t o listen and repeat.
Model
t h e p r o n u n c i a t i o n o f / u : / i n do a n d / j u : / i n museum.
P l a y a u d i o MM
Drill
e a c h s o u n d as a class t h e n
w i t h m u s i c , p l a y s , and shows. B u t E d i n b u r g h isn't t h e largest c i t y in S c o t l a n d . T h a t ' s G l a s g o w .
2a •
individually.
D r i l l t h e f i r s t w o r d i n t h e l i s t , f u t u r e , as a c l a s s a n d i n d i v i d u a l l y . A s k : / u : / or / j u : / ? E l i c i t : / j u : / a n d w r i t e i t o n
S c o t l a n d is f a m o u s f o r m a n y t h i n g s - w h i s k y , g o l f , bagpipes - a n d bad w e a t h e r . S c o t l a n d is o f t e n t h e c o l d e s t , w e t t e s t , a n d w i n d i e s t
t h e b o a r d so s t u d e n t s can c h e c k .
place in t h e U K . B u t i t also has some o f t h e m o s t b e a u t i f u l
•
scenery. S c o t l a n d has a lot o f hills a n d m o u n t a i n s , i n c l u d i n g t h e
P u t s t u d e n t s in pairs. Tell t h e m t o say t h e words o u t loud and put t h e m in t h e correct column.
h i g h e s t m o u n t a i n in t h e U K , Ben N e v i s . I n w i n t e r there's s n o w on t h e m o u n t a i n s a n d y o u can go s k i i n g .
b • •
S c o t l a n d has also g o t a lot o f lakes. We call t h e m 'lochs'. T h e m o s t
Play audio B E 1
f ° r s t u d e n t s t o listen and check.
Play the audio again for s t u d e n t s t o listen and repeat.
f a m o u s lake is L o c h Ness. It's t h e d e e p e s t lake in t h e U K , and some p e o p l e t h i n k t h a t t h e f a m o u s L o c h Ness m o n s t e r lives in its c o l d ,
A u d i o script 7 1 . 3
dark w a t e r .
/ u : / : do, b l u e , r o o m , shoes, s o o n , t w o , c o o l / j u : / : m u s e u m , f u t u r e , u n i v e r s i t y , c o m p u t e r , s t u d e n t , new, music
3a •
F o c u s o n t h e l i s t o f t h i n g s . E l i c i t / T e a c h : whisky, bagpipes,
golf, 3
monster.
•
D r i l l e a c h i t e m as a class a n d i n d i v i d u a l l y .
•
P o i n t t o t h e list. Tell s t u d e n t s t o tick t h e t h i n g s t h e y
•
Go through the answers. If necessary, play the audio again
• •
hear.
Follow-up
stopping after each answer.
•
a
_
Use t h e world records from l e s s o n 7 0 t o make a mini M a k e a l i s t o f q u e s t i o n s , e . g . Where
Ness M o n s t e r
longest
G o t h r o u g h t h e l i s t . E l i c i t / T e a c h : scenery, P l a y t h e a u d i o ( t o plays galleries,
see in Edinburgh? Edinburgh
and shows)
twice. A s k :
E l i c i t : the castle,
*
castle.
in the
is Lake
Baikal?
P u t s t u d e n t s in small t e a m s . A s k t h e q u e s t i o n s . Teams w i n
art
R e s o u r c e a c t i v i t y pages 2 4 4 a n d 289
Festival.
R e p e a t w i t h t h e rest of t h e audio t o elicit details a b o u t Scotland's weather and Scotland's scenery.
117
quiz.
What's
world?
one point for a correct answer.
What
museums,
river
I
country.
t h e E d i n b u r g h F e s t i v a l , w h i s k y , golf, s k i i n g , b a g p i p e s , t h e L o c h
can you •
•
individually.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can describe
Play the audio again twice.
b •
D r i l l t h e p h r a s e as a c l a s s t h e n
the
TEACHER'S NOTES
LESSON
Students learn expressions for giving measurements.
72
Warm-up •
4
Play a g a m e o f N o u g h t s a n d Crosses (see page 1 1 ) t o revise geographical features from lessons 69 and
•
- something on this road,
on,
motorway
mountain,
on or swim bridge
- you
lake
- you
can
can drive fast
- a big area
i n , tunnel
big h i l l , island
1
Prepare
travels small
•
5
d e f i n i t i o n s f o r e a c h f e a t u r e , e . g . railway
- a road
of water
that
goes
through
that
use this to go over
- Cuba
is one
of
you
a
train
6
hill - a
can
a
- a
•
H o w w i d e is this carpet?
B
J u s t a m i n u t e . L e t me see. It's six metres w i d e .
A
H o w deep is t h e s w i m m i n g pool?
B
It's 1 . 5 metres d e e p .
F o c u s on t h e i n c o r r e c t s t a t e m e n t s 2, 3, 5, 6. Tell s t u d e n t s t o listen and correct t h e s t a t e m e n t s . Play t h e audio again
very
to elicit t h e correct
these.
To w i n a s q u a r e , t e a m s h a v e t o say t h e w o r d a n d spell i t
2 3 kilometres wide 6 1 . 5 metres deep
•
Focus on t h e picture. Play audio F W i i
4
for s t u d e n t s t o read
•
D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y .
Check
•
G o t h r o u g h t h e e x c h a n g e . D r i l l each l i n e as a class t h e n A s k t w o s t u d e n t s t o read t h e c o n v e r s a t i o n .
•
A s k q u e s t i o n s a b o u t t h e i t e m s , e . g . How
that • •
river?
How
wide
• deep
is
practise.
•
Focus on t h e E v e r y d a y e x p r e s s i o n s . Drill each expression A s k s t u d e n t s a b o u t t h i n g s i n t h e c l a s s r o o m , e . g . How
wide
is your
bag?
desk?
How
high
is the ceiling?
How
deep
(about) •
four
sixty
centimetres
wide'
in (Swedish)?
is that
thousand
two
hundred
and
hundred
twenty-two,
and eight
metric
It's
say 'It's
three •
• /
E l i c i t : Yes. •
high,
o n t h e b o a r d . A s k : Is this
Put a tick next to the
miles?
What
does
'mph'
is it from
What's
the speed
(Moscow)
limit
Play t h e rest of t h e audio t w i c e .
1 correct
2 incorrect
3 incorrect
measurements millimetres,
a hundred metre,
two
f i v e hundred one
mile,
millimetres, hundred and three
thirty
and
twenty
one centimetres, metres,
kilometres.
four
centimetres, eighty
The
correct?
•
metres,
2 3
H o w high is t h a t hill?
B
It's six h u n d r e d metres h i g h .
A
H o w w i d e is t h i s lake?
B
It's t h r e e k i l o m e t r e s w i d e .
Prepare
Hand the measurements out and tell students to organize largest.
R e s o u r c e a c t i v i t y pages 245 and 289 R e v i e w a n d W o r d l i s t Lesson 6 5 - 7 2
5 incorrect
S t u d e n t ' s B o o k pages 9 9 - 1 0 0
Audio script 7 2 . 2 A
one
N o t e t h a t here t h e
themselves in a row from t h e smallest m e a s u r e m e n t t o t h e
6 incorrect
1
one
fifty-two
m e a s u r e m e n t s are in order ( f r o m s m a l l e s t t o l a r g e s t ) .
statement.
4 correct
I can
o n e for each m e m b e r o f t h e class.
stage. Go through t h e answers together.
use in
Write a mixture of imperial and metric
metres,
Repeat w i t h the second conversation and elicit t h a t it isn't
•
A
H o w l o n g is t h i s t a b l e ?
B
I d o n ' t k n o w , b u t I can measure i t . . . . It's 2 . 8 metres l o n g .
How
in
to (St Petersburg)
correct. Don't worry about the correct information at this •
per
mean?
o n s e p a r a t e p i e c e s o f p a p e r , e . g . thirty
kilometre,
m e a s u r e m e n t as a c l a s s a n d
Play t h e first conversation on t h e audio twice. W r i t e :
miles
measurements.
f o o t , one
carpet.
hill is 600 metres
speed,
Follow-up
numbers.
individually. •
mile,
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
• Go t h r o u g h t he s t a t e m e n t s . E l i c i t / T e a c h key vocabulary, Play audio E E B -
in two
measurements?
How far
centimetres,
e a c h
Monitor.
i m p e r i a l , distance,
are there
or imperial
give
ninety-nine,
4,000,000.
•
kilometres
(Germany)?
C h e c k t h a t t h e y u s e a c o m m a i n l a r g e n u m b e r s , e . g . 2,222
e . g . cupboard,
room?
Check
kilometres?
thousand
Ask students to come to the board and write the
is the
• A s k i n d i v i d u a l s t u d e n t s a b o u t t h e i r c o u n t r y , e . g . Do you
and s i x t y , four m i l l i o n . •
high
is the building?
R e a d t h r o u g h t h e t e x t as a c l a s s . many
Repeat with different expressions.
D i c t a t e t h e f o l l o w i n g n u m b e r s : four two
wide,
do you
high
• Ask questions a b o u t the t e x t to check comprehension, e.g.
high.
N o m i n a t e a s t u d e n t . A s k : ( A g n e t a ) , how metres
•
metres
How
P u t s t u d e n t s in pairs t o p r a c t i s e .
E l i c i t / T e a c h : metric,
•
E n c o u r a g e s t u d e n t s t o use rulers, if a v a i l a b l e , or g u e s s . E l i c i t f u l l s e n t e n c e s , e . g . It's
bag?
hour.
as a c l a s s a n d i n d i v i d u a l l y . •
is the
English in t h e world
is it?
P u t s t u d e n t s in pairs t o
deep
pronunciation.
pronunciation.
Check
A s k q u e s t i o n s a b o u t t h e m e a s u r e m e n t s , e . g . How
measurement
Go through the example conversation. Ask t w o students to
How
pronunciation. •
5 six metres w i d e
•
individually. •
3 2 . 8 metres long
individually.
read it. Check
pronunciation.
measurements.
F o c u s on t h e i t e m s in t h e p i c t u r e . Drill each as a c l a s s t h e n
and listen.
3
A
correctly.
•
2
J u s t a m i n u t e . It's 95 c e n t i m e t r e s high a n d it's 50
sail
mountain,
a r i v e r , mountain
H o w high is t h i s c u p b o a r d ?
B
centimetres wide.
70.
W r i t e t h e f i r s t l e t t e r o f each f e a t u r e in t h e g r i d .
A
137
Students learn and practise a lexical set of everyday jobs. Warm-up
2
Revise rooms, furniture, and parts of a house from lesson
25.
Dinner's nearly ready. Can y o u lay t h e t a b l e ?
B
All right.
A
A r e y o u t a k i n g o u t t h e rubbish?
P u t s t u d e n t s in f o u r t e a m s . Tell t h e m t o listen b u t N O T t o
B
Yes, I am.
write a n y t h i n g . Dictate a word by spelling it o u t , e.g.
A
B u t it's r a i n i n g .
B
It's no p r o b l e m .
A
C o m e o n . T i d y this r o o m . It's a mess.
h-i-n-g-m-a-c-h-i-n-e.
3
A
w-a-s-
The first team to call out t h e word wins 4
a p o i n t if t h e y spell it correctly.
•
E l i c i t / T e a c h : everyday
•
Play audio 1 * * 1
•
jobs.
for s t u d e n t s to listen a n d repeat.
D r i l l e a c h i t e m as a class t h e n i n d i v i d u a l l y .
5
Check
pronunciation. •
N o m i n a t e s t u d e n t s t o s a y i t e m s . S a y : What's E l i c i t : tidy
•
the room.
Check
number
pronunciation.
P u t s t u d e n t s in pairs. Tell s t u d e n t s t o c o v e r t h e t e x t and
D r a w f o u r c o l u m n s o n t h e b o a r d w i t h make,
wash,
to the as t h e c o l u m n h e a d i n g s . W r i t e : make an appointment
at the doctor's,
f i r s t c o l u m n . A s k : What
other
make
6
this?
everyday
E l i c i t m o r e e x a m p l e s , e . g . make •
•
the
beds,
jobs
dinner,
do you
make
a
make in t h e
Yes, I d o . B u t I can't hear t h e T V .
B, say a sentence
with
A, choose
the correct
sandwich. columns
always
•
does
•
the washing-up.
make
go shopping?
When
do
•
the beds, makes
(Marta)? them. everyday
(Jean)
E l i c i t : Yes, she d o e s . / N o , she doesn't.
it. Check
do
Her
the
(brother)
pronunciation.
E l i c i t / T e a c h : have things,
make a sentence saying •
repeat.
book
pay
Internet
2
t h e w a s h i n g - I'm g o i n g t o do t h e w a s h i n g .
but I never
3
t h e floor - I'm g o i n g t o v a c u u m t h e floor.
4
t h e beds - I'm g o i n g t o make t h e beds.
5
t h e t a b l e - I'm g o i n g t o lay t h e t a b l e .
6
t h e rubbish - I'm g o i n g t o t a k e o u t t h e r u b b i s h .
•
bank
account,
order
When
can you
use the
E l i c i t : They're
b i l l . I sometimes
book
doing
the
compare.
•
A
Thanks.
about
everyday
partner,
Internet. I can
jobs.
Write e v e r y d a y j o b s on separate pieces o f paper. Y o u will student.
H a n d o u t t h e pieces o f paper. Tell s t u d e n t s t o read t h e i r j o b y e s t e r d a y b y a s k i n g Did you
A u d i o script 7 3 . 3 N o , b u t t h e r e are some glasses here.
on the
a n d t h e n f i n d o u t h o w m a n y p e o p l e in t h e class did t h a t j o b
t h e floor.
Are t h e r e a n y more plates on t h e t a b l e ?
all her bills
need one for each
6 She's v a c u u m i n g
B
pays
Follow-up
washing-up.
4 He's/He's tidying
A
tickets
holidays.
everyday
•
3 H e ' s / H e ' s t a k i n g t h e rubbish o u t .
the
train
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now talk
2 She's l a y i n g t h e
5 He's/He's going to the bank.
book
e . g . (Gemma)
conversation.
1 They're doing the washing-up.
my telephone
• Ask i n d i v i d u a l s t u d e n t s t o say sentences a b o u t their
P l a y t h e f i r s t i t e m o n t h e a u d i o t w i c e . A s k : What doing?
to pay
What
Internet?
P o i n t t o t h e list a n d t e l l s t u d e n t s t o t i c k t h e t h i n g s t h e y d o .
•
the room.
on the Internet?
P u t t h e m in pairs t o
all t h e w a y t h r o u g h .
Repeat w i t h each
money,
• S a y t r u e s e n t e n c e s a b o u t y o u r I n t e r n e t u s e , e . g . I use
t h e bank - I'm g o i n g t o go t o t h e b a n k .
are the people
move
R e a d t h r o u g h t h e t e x t as a c l a s s .
1
Play audio
time,
holidays.
• Ask questions a b o u t the t e x t to check comprehension, e.g.
audio.
A u d i o script 7 3 . 2
1
husband
E n g l i s h in t h e w o r l d
Play t he rest of t h e
table.
My
your
Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio
job
make
My (mother)
A s k s t u d e n t s a b o u t t h e i r p a r t n e r s , e . g . Does does
habits,
do you
the beds.
Ask students to write who does
Monitor.
ironing?
individually. do you
Monitor.
P u t s t u d e n t s in pairs t o ask a n d a n s w e r a b o u t t h e jobs.
F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s
often
job.
G o t h r o u g h t h e e v e r y d a y j o b s in e x e r c i s e 1 . Say w h o does t h e j o b s i n y o u r h o u s e , e . g . I usually
Go t h r o u g h t h e columns. Drill new words and check
Ask individual students about their shopping
an everyday
verb.
Your life •
can you
•
B A
E l i c i t : Yes, I d o . / N o , I don't.
w h a t t h e y are g o i n g t o d o , t h e n listen and
•
Do y o u h a v e t o do t h a t now?
t h e j o b s i n t h e i r h o u s e . A s k : Do you
W t W M . S t u d e n t s h e a r the bank,
•
Thanks.
A
S t u d e n t s t a k e it in turns t o say j o b s and sentences.
shopping?
•
Sure. See y o u .
A
dictionaries, if available.
e . g . How
•
I'm g o i n g t o t h e b a n k . O h . Can y o u t a k e t h e s e t h i n g s t o t h e cleaner's w h i l e you're
a n d t e l l t h e m t o w r i t e in o t h e r e v e r y d a y j o b s . T h e y can use
and •
B A
G o t h r o u g h t h e e x a m p l e w i t h o n e pair.
go
comprehension. •
OK, OK. Where are y o u going?
P u t s t u d e n t s i n p a i r s . S a y : Student
know?
P u t s t u d e n t s in pairs. P o i n t t o t h e t h r e e r e m a i n i n g
B A
Student
dean,
a cup of coffee
A n d make y o u r b e d , t o o .
B
English collocations, particularly those which include phrasal verbs (e.g. take out, wash u p ) , don't usually translate word for word into other languages. •
I am t i d y i n g i t .
A
in t o w n ?
14?
t a k e i t i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's
B
(make
the beds)
yesterday?
Resource activity pages 232 and 283 79
TEACHER'S NOTES
Students learn the present perfect and say what people have done.
LESSON 74
Warm-up •
4a
hairdresser's,
P u t s t u d e n t s in small groups. Say a verb f r o m lesson 7 3 , do.
•
working,
put
i n , address
2, 5, 7, 8
What's
Play audio B 3 B
•
A s k q u e s t i o n s t o c h e c k c o m p r e h e n s i o n , e . g . Is Lucy working?
A u d i o script 7 4 . 3
book, r i g h t ,
R i g h t t h e n , let's have a look at my list.
director.
•
What
I h a v e n ' t w r i t t e n t o A l a n Day.
for s t u d e n t s t o read a n d listen.
is she sending
to her
twice.
G o t h r o u g h t h e a n s w e r s as a class.
doing?
E l i c i t / T e a c h : not managing
•
U S I •
Lucy?
e.g.
shampoo.
• Tell s t u d e n t s t o tick t h e t h i n g s L u c y has d o n e . Play a u d i o
do the i r o n i n g .
A s k q u e s t i o n s a b o u t t h e p i c t u r e s , e . g . Where's she
•
e.g.
Groups compete to say a noun that goes with the verb,
e . g . do yoga,
1
• G o t h r o u g h Lucy's list. E l i c i t / T e a c h key v o c a b u l a r y ,
I ' v e been t o t h e b a n k .
stiil
I h a v e n ' t b o o k e d a h o t e l in Barcelona.
parents?
D r i l l e a c h p r e s e n t p e r f e c t f o r m i n b o l d as a c l a s s a n d
A n d I haven't phoned the computer engineer.
individually.
I've photocopied the Hungary report. I h a v e n ' t made an a p p o i n t m e n t at t h e hairdresser's.
2
•
G o t h r o u g h t h e rules on S t u d e n t ' s B o o k pages
111-112.
•
F o c u s on t h e f i r s t p a r t o f t h e t a b l e . D r i l l t h e e x a m p l e s as a
B u t I've b o u g h t some s h a m p o o . A n d I ' v e t a k e n m y c l o t h e s t o t h e cleaners.
class a n d i n d i v i d u a l l y . •
W r i t e : We've finished English
course,
E l i c i t : We're doing •
lesson
•
We haven't
lesson
74 now.
finished
are the
our
b •
results?
•
We're still s t u d y i n g .
•
individually.
1 She hasn't w r i t t e n t o A l a n Day.
Ask one o f t h e students to go to the back of t h e classroom.
3 She h a s n ' t b o o k e d a h o t e l in B a r c e l o n a .
W r i t e : ( K a t i a ) has
the computer engineer.
or gone?
to the back
E l i c i t : gone
to the back
of the classroom.
Ask:
( t h e s t u d e n t is t h e r e n o w ) .
report.
Ask
of the classroom.
(the s t u d e n t isn't there
Point to t h e gap and elicit 5a •
the past
•
b • •
participle?
G o t h r o u g h t h e list o f v e r b s . P u t s t u d e n t s in pairs t o
G o t h r o u g h t h e rules on S t u d e n t ' s B o o k page
N o m i n a t e pairs o f s t u d e n t s t o read t h e e x c h a n g e s .
write
Focus on t h e e x a m p l e
m
6a •
question.
G o t h r o u g h t h e a n s w e r s as a c l a s s .
Monitor.
a
List some t h i n g s y o u w a n t e d t o do this week on t h e e . g . This week,
I wanted
to tidy
the house,
do the
• Tell s t u d e n t s t o w r i t e a list for t h e m s e l v e s .
d o n e , e . g . I've •
Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio
•
i r o n i n g , make a sentence with •
Play t h e rest o f t h e audio.
clean t h e car - I ' v e cleaned t h e car.
3
make t h e beds - I ' v e made t h e b e d s .
4
t a k e t h e letters t o t h e p o s t office - I've t a k e n t h e letters t o t h e
5
b u y some milk - I ' v e b o u g h t some milk.
6
t i d y t h e desk - I ' v e t i d i e d t h e desk.
I haven't
have/haven't
done
the
washing.
Tell s t u d e n t s t o i d e n t i f y w h i c h t h i n g s t h e y haven't d o n e . N o m i n a t e i n d i v i d u a l s t u d e n t s t o say s o m e t h i n g t h e y ' v e d o n e pronunciation.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can say
Audio script 7 4 . 2 2
the house.
and something they haven't done. Check
repeat.
do t h e i r o n i n g - I ' v e d o n e t h e i r o n i n g .
tidied
board,
washing.
Monitor.
b • G o t h r o u g h y o u r list. Tell s t u d e n t s w h a t y o u
paid, eaten, cooked
1
Check
P o i n t t o t h e list o f j o b s in e x e r c i s e 4 a . P u t s t u d e n t s in pairs t o ask a n d a n s w e r a b o u t L u c y .
121.
t h e present perfect, then listen and
112.
F o c u s o n t h e t a b l e . D r i l l t h e e x a m p l e s as a class a n d
pronunciation.
d o n e , c l e a n e d , m a d e , t a k e n , b o u g h t , w r i t t e n , t i d i e d , had, o p e n e d ,
•
8 She's t a k e n her clothes t o t h e
individually. •
t h e past p a r t i c i p l e s . R e m i n d t h e m t o look a t t h e list on
S t u d e n t s h e a r do the
6 She hasn't made an a p p o i n t m e n t at t h e hairdresser's.
cleaner's.
E l i c i t : done.
I f f l j .
4 She hasn't p h o n e d
now).
• W r i t e : do o n t h e b o a r d . A s k : What's
Student's Book page
2 She's b e e n t o t h e b a n k .
5 She's p h o t o c o p i e d t h e H u n g a r y
7 She's b o u g h t some s h a m p o o .
Sometimes students may make mistakes because their language has a tense formed in the same way as the English present perfect but not used in exactly the same way, for example French, or not used as much, for example Greek.
b •
pronunciation.
a r e i r r e g u l a r . D r i l l t h e e x a m p l e s as a c l a s s a n d i n d i v i d u a l l y .
been
•
Monitor.
Go t h r o u g h t h e answers together. Ask students to say one sentence each. Check
G o t h r o u g h t h e t h i r d p a r t o f t h e t a b l e . E x p l a i n t h a t do a n d go
been
•
sentences.
P u t s t u d e n t s in pairs a n d t e l l t h e m t o w r i t e e i g h t s e n t e n c e s
t h e s t u d e n t t o r e t u r n t o h i s / h e r p l a c e . W r i t e : ( K a t i a ) has
3a
Read through t h e example about Lucy.
Read t h r o u g h t h e second part of t h e table. Drill the e x a m p l e s as a c l a s s t h e n
•
73.
o n t h e b o a r d . A s k : What
what
people
have
done.
Follow-up
post office.
•
U s e t h e f i r s t p a r a g r a p h f r o m e x e r c i s e 1 as a d i c t a t i o n .
•
Tell s t u d e n t s t o use t h e t e x t t o check t h e i r w o r k .
Resource activity pages 251 and 292
166
I
TEACHER'S NOTES
Students revise the present perfect and write short messages.
LESSON 75
Warm-up •
3
•
Play a game o f V o c a b u l a r y S n a p (see page 1 1 ) t o revise regular and irregular verbs from lessons 7 3 and
Focus on t h e message. Do t h e e x a m p l e t o g e t h e r . students to complete the message with the
•
74.
Ask d i f f e r e n t s t u d e n t s t o say each answer.
Prepare verbs and their past participles, e.g. t y p e / t y p e d ,
1 I've gone
w r i t e / w r i t t e n , s e n t / s e n t , go/gone,
5 I've washed
make/made,
do/done, finish/finished,
/
Read t h r o u g h all parts o f t h e messages a n d emails. T e a c h k e y v o c a b u l a r y , e . g . love, someone late,
•
else,
hall,
not
working,
come
finance,
get
round,
miss
Elicit/
(= o b t a i n ) ,
it about
work?
the message
Why has Tim left
for
J u l i a . It's
the message? a message?
a personal
Who is it for? E l i c i t : Tim
message.
•
(cleaned
Is
bits
Repeat w i t h each
Read t h r o u g h t h e missing part o f each message. P o i n t t o
(take
message. the second
part
of Tim's
•
b • •
to include?
it is, meeting
happened,
glass
message?
on
E l i c i t : the name
time
the
and make notes on the
where,
arrival
what
you've
to be careful
your
t r a i n , what
the next
you're
t r a i n ) , you're
you
Play audio l r l » H i for s t u d e n t s t o listen and check .
going going
start?
E l i c i t : with
E l i c i t : love
later
to do to be
late,
time.
Tim,
a name.
Paul,
David
A s k : How x x , Kate,
E x p l a i n t h a t w e u s e e n d i n g s s u c h as love,
Monitor.
why ( s t i l l
F o c u s o n t h e m e s s a g e s i n e x e r c i s e 1 . A s k : How finish?
P u t s t u d e n t s in pairs. Tell t h e m t o read t h e messages again
done
and
floor)
missed
a t a x i , wait for
messages
Elicit: c. and complete the missing parts.
need
the f l o o r ) , tell people
of broken
new
•
where
s i t u a t i o n 3 : you
where
•
do you
Repeat w i t h each situation t o elicit:
now.
T i m ' s m e s s a g e . A s k : What's
of
details
s i t u a t i o n 2 : what
wrote
It says
Ask:
What
board.
(a t r a i n ) , be
oven.
f i r s t m e s s a g e . A s k : Who wrote
•
4 y o u go
Read through the situations. Focus on the first one. restaurant,
Go through the main part of each message. Focus on t h e
Tim is
3 Can y o u t a k e
6 See y o u
photocopied. •
•
2 I've left
read/read, buy/bought, take/taken, put/put,
photocopy
la
Tell
expressions.
do
do
the they
See you
xx
later.
(kisses),
See
in messages t o f r i e n d s .
•
Tell students t o write a message for each situation.
•
P u t s t u d e n t s in pairs. Tell t h e m t o e x c h a n g e t h e i r
Monitor. messages
a n d read each other's w o r k .
G o t h r o u g h t h e a n s w e r s as a class.
• A s k s t u d e n t s t o read o u t t h e i r messages. l c
2 b
3 e
4 a
5 d
Pronunciation
Audio script 7 5 . 1 1
1
Julia
•
y o u in t h e o v e n . See y o u later.
2a •
love
•
Tim 2
Play audio j f E E J for students to listen and repeat. t h e p r o n u n c i a t i o n o f / A / i n come
I ' v e g o n e t o t h e c i n e m a . I ' v e had my dinner. I ' v e left some f o r
a n d / S U / in
Model
home.
G o t h r o u g h t h e list o f w o r d s . P u t s t u d e n t s in pairs. Tell t h e m t o say t h e w o r d s o u t l o u d a n d p u t t h e m i n t h e c o r r e c t c o l u m n a c c o r d i n g t o t h e 'o' s o u n d .
Betsy b •
I h a v e n ' t b o o k e d a room f o r t h e Finance m e e t i n g on W e d n e s d a y . We can't g e t R o o m 7. S o m e o n e else has b o o k e d i t . Do y o u w a n t
•
Play audio f f Q Q
for students to listen and check.
Play the audio again for s t u d e n t s t o listen and
repeat.
a smaller r o o m , or can we have t h e m e e t i n g on T h u r s d a y ? 3
Paul
/ A / : come, d o n e , s o m e , o n e , b e c o m e , love
Everyone
/ s u / : h o m e , p h o n e , z o n e , R o m e , alone
T h e p h o t o c o p i e r isn't w o r k i n g . Please d o n ' t use i t . I ' v e p h o n e d •
t h e e n g i n e e r . He's c o m i n g t o m o r r o w m o r n i n g . Kate 4
Mandy
understand
and
write
for her b a g . I ' v e p u t it u n d e r t h e t a b l e in t h e hall. See y o u
•
later.
W r i t e o u t a s i m p l e m e s s a g e in code ( A = l B = 2 C=3 D = 4 , Can you
Bill
3/1/14
Message f r o m J a c k i e .
meet
20/8/5
m e e t i n g . T h e n e x t t r a i n isn't u n t i l 1 1 . 3 0 , so d o n ' t w a i t for her.
3/12/15/3/11?
Abigail
•
Maria
25/15/21
She's missed t h e t r a i n , so she's g o i n g t o be late for t h e
Read t h r o u g h t h e questions. Do t h e first one t o g e t h e r . t h e m e s s a g e s a g a i n . A s k : Who's
at the station
now?
Read
•
Elicit:
13/5/5/20
19/20/1/20/9/15/14
•
P u t s t u d e n t s in pairs t o a n s w e r t h e
•
G o t h r o u g h t h e a n s w e r s as a class.
questions.
2 Fay's bag is u n d e r t h e t a b l e in t h e hall. Julia's d i n n e r
is in t h e o v e n
o'clock?
13/1/18/9/1 1/20
3 T h e p h o t o c o p i e r isn't w o r k i n g . T h e F i n a n c e
m e e t i n g can't be in Room 7. T h e n e x t t r a i n is at h a l f past e l e v e n .
81
1/20
5/9/7/8/20
P u t s t u d e n t s in t e a m s . Tell t h e m t h a t A = 1 a n d Z = 2 6 .
15
Teams
message.
A s k t e a m s t o w r i t e t h e i r o w n m e s s a g e using t h e c o d e . Tell
Resource activity pages 232 and 283
1 Jackie's at t h e s t a t i o n . David's at t h e s p o r t s c e n t r e . Tim's at t h e cinema
at eight
t h e m to exchange messages and decode the new
Jackie.
etc.)
e.g.
at the station
compete to decode the •
I
messages.
_
on t h e b o a r d (or on an O H T ) ,
David x x
2
short
Follow-up
I ' v e gone t o t h e sports c e n t r e . Fay's c o m i n g r o u n d at 8 o'clock
5
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can
message.
Students revise the present perfect and learn expressions for asking for explanations. 3a • Elicit/Teach:
Warm-up *
Use t h e pictures in l e s s o n 6 8 t o revise t h e story t o date. Ask questions about the characters and the story, e.g. has Sarah parents
been? tell her?
she see Peter was she
1
•
•
Why did she go to Singapore?
What
Did she tell her parents
Peter?
with?
What
did Ryan
about
tell her about
a n d u n d e r l i n e t h e m in t h e t e x t .
Where
did
•
her
Who
Peter?
did
•
Why
upset?
b •
Play audio t i ^ l to familiarize students w i t h how t h e story
4
(someone's)
mean?
picture 3:
fool
big
fault,
into,
good
•
D r i l l t h e e x p r e s s i o n s as a class a n d
•
fiancee
round
the corner,
give
someone
al i f t ,
go
Tell s t u d e n t s t o cover t h e t e x t . Ask some q u e s t i o n s What
see?
Where
are they?
are
p i c t u r e 3 : Who
is Peter? is Cindy
Who is he talking
talking
to? Does
p i c t u r e 4 : Who does
Peter
bump
into?
are they
does
Peter
look?
doing?
How
p i c t u r e 5 : Where's Jordan
Peter?
an
explanation.
Write sentences based on t h e lesson on separate pieces o f
Peter
to?
she look Where
happy?
are they?
Zelda
What
What
Who is he talking
to?
What
are
is at the
is Sarah?
Why?
a i r p o r t . She's
Play the audio
going
back
•
to
to Sarah
has went is get you
Sarah's
Lucy
doing?
F o c u s o n t h e q u e s t i o n s : Where
word,
married
are talking
going
spoken.
to the a i r p o r t .
back
is knowing
again. about? to the that
Singapore. Peter
wants
to marry
Sarah.
Prepare e n o u g h s e n t e n c e s f o r s t u d e n t s t o w o r k in pairs or threes. H a n d o u t a sentence to each p a i r / g r o u p .
Singapore.
Give
students 3 0 - 4 5 seconds t o rewrite the sentence correctly,
Ask questions a b o u t the t e x t to check comprehension, p i c t u r e 1 : Who has some Sarah?
Is she answering
Sarah?
Where
p i c t u r e 2 : Is Sarah with
at The Coffee Who's
annoyed
Who does
p i c t u r e 4 : Whose to know?
p i c t u r e 5 : Who's
going
tried
When
did Jordan
to
e.g.
t h e n tell t h e m t o pass t h e s e n t e n c e t o t h e n e x t g r o u p .
phone
with
does
Is she OK?
Peter's
getting
he want
car is near
Where
Peter
Shop?
she know
his ex-wife?
married?
Has
R e m i n d students n o t to w r i t e on t h e piece o f paper.
see
•
going?
Does
p i c t u r e 3 : Is Cindy
news?
her phone?
was she
she go yesterday?
to Singapore?
Where Why
Does
Peter
want
to
Shop?
R e s o u r c e a c t i v i t y pages 249 and 2 9 1
to
Why does
Peter
go? When
is she
hasn't
seen
going? Sarah,
on
t h e board. Tell s t u d e n t s t o read t h e t e x t under t h e first p i c t u r e . A s k : Who hasn't
seen
Sarah?
Elicit:
Peter.
• Tell s t u d e n t s t o read t h e w h o l e s t o r y again a n d w r i t e in t h e correct names. •
P u t s t u d e n t s in pairs t o c o m p a r e their answers.
•
G o o v e r t h e a n s w e r s as a c l a s s . 2 Sarah
3 Sarah
4 Zelda
5 Ryan
G o t h r o u g h t h e a n s w e r s as a c l a s s .
did
was
marry?
The Coffee he want
ex-wife? married?
Ryan? to
Focus on t h e sentences. W r i t e :
1 Peter
hasn't
Sarah
Everyone
a g a i n . E l i c i t : Sarah
•
ask for
e t c . ) in each o n e , e . g .
p i c t u r e 2 : Where
2
Monitor.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
paper. Include a mistake (grammar, word order, extra
they
doing?
want
Ask one group t o act o u t t h e story for t h e rest o f t h e class.
Follow-up
about
•
e.g.
p i c t u r e 1 : Who can you
get
G i v e s t u d e n t s an o p p o r t u n i t y t o p r a c t i s e each role.
•
can
individually.
t h e p i c t u r e s t o check basic c o m p r e h e n s i o n ,
Peter
F o c u s o n t h e s t o r y . P u t s t u d e n t s in g r o u p s o f f i v e . Tell
•
•
back
•
•
repeat.
individually.
student).
W r i t e t h e n e w w o r d s a n d p h r a s e s o n t h e b o a r d a n d d r i l l as a
and
Play audio H i W M for students to check their answers.
t h e m to practise t h e c o n v e r s a t i o n , each t a k i n g one part
•
•
mean.
expressions.
Play t h e audio again while students listen and
news,
mouth
p i c t u r e 5 : hostel, class a n d
Ask students to complete the
( o n e s t u d e n t can read t h e p a r t s o f C i n d y and t h e f o r e i g n
unhappy,
p i c t u r e 4 : bump
? on t h e board. P o i n t t o t h e gap
•
place
picture 2:
sure,
do you
m
picture,
e.g. What
do you
m e a n , u n d e r s t a n d , t a l k i n g , What's
E l i c i t / T e a c h key phrases and v o c a b u l a r y for each p i c t u r e 1 : confused,
W r i t e : What
a n d ask s t u d e n t s t o s u p p l y t h e missing w o r d . E l i c i t :
develops and with the characters' voices. •
explanation.
Focus on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o find
6 Cindy
117
I
Students learn and practise a lexical set of activities and talk
~ TEACHER'S NOTES LESSON 77 about experiences. Warm-up •
A u d i o script 7 7 . 3
p i e c e s o f p a p e r , e . g . Oh no! w r i t t e n / t h e report? •
Presenter
Write sentences using verbs f r o m L e s s o n s 7 3 t o 7 6 on Have
I've you
missed/the taken
/out
t r a i n . Has the
Well, S u n i t a , we've had a l o t o f emails from p e o p l e with questions for y o u .
she
Sunita
rubbish?
OK.
Presenter
So here goes. Y o u like s p o r t . H a v e y o u ever run a marathon?
C u t t h e sentences in half w h e r e i n d i c a t e d . G i v e each s t u d e n t a Sunita
sentence half. Tell t h e m t o mingle and m a t c h t h e sentences.
Yes, I have. I ' v e run t h e L o n d o n M a r a t h o n .
Presenter
H a v e y o u ever been t o t h e USA?
Sunita 1
•
Play audio Q S I
f ° r s t u d e n t s t o listen and
•
D r i l l e a c h i t e m as a c l a s s t h e n i n d i v i d u a l l y . N o m i n a t e s t u d e n t s t o s a y i t e m s . S a y : What's
(Clara)? •
H a v e y o u ever r i d d e n a m o t o r b i k e ?
Sunita
Check
Yes, I have. It's f u n , b u t a b i t d a n g e r o u s . I usually ride a bike.
pronunciation. •
N o , I h a v e n ' t , b u t I'm g o i n g n e x t year.
Presenter
repeat.
number
Presenter
12,
N o w . Here's a strange one. H a v e y o u ever seen a ghost?
Sunita
E l i c i t : be on TV.
No, I haven't.
Presenter
P u t s t u d e n t s in pairs. Tell t h e m t o c o v e r t h e t e x t a n d t a k e it i n t u r n s t o p o i n t a t t h e p i c t u r e s a n d a s k What's
H a v e y o u ever w r i t t e n a book?
Sunita
Yes, I h a v e . I ' v e w r i t t e n t w o b o o k s . T h e y ' r e stories
this?
for children. Presenter
In some languages a number of verbs form their present perfect form with the auxiliary be, rather than have. For example, in French these verbs include ride and go.
A n o t h e r q u e s t i o n a b o u t t r a n s p o r t . H a v e y o u ever d r i v e n a s p o r t s car?
Sunita
No, I haven't.
Presenter
H a v e y o u ever d o n e a b u n g e e j u m p ?
Sunita 2
•
e x e r c i s e 1 ( r i d e ) . W r i t e : ride What's
the past
participle
this in t h e s e c o n d •
in t h e f i r s t c o l u m n .
of 'ride'?
E l i c i t : ridden
Presenter
Ask:
and
Sunita
column.
P u t s t u d e n t s in pairs t o w r i t e t h e p a s t p a r t i c i p l e s o f t h e
2 driven
7 flown •
USA?
9 won
•
4 done
1 0 lost
5 climbed
11 written
12
been
6a
ever
been
been
Monitor.
G o t h r o u g h t h e list o f v e r b s . S a y t r u e s e n t e n c e s Indonesia.
Have •
haven't.
the
F o c u s on t h e e x a m p l e . P u t s t u d e n t s in pairs t o ask and
t h e t h i n g s y o u ' v e d o n e / h a v e n ' t d o n e , e . g . I've
on TV? E l i c i t : Yes, I h a v e . / N o , I
to
hasn't.
IMBHa* •
individually.
A s k s t u d e n t s a b o u t t h e e x p e r i e n c e s in e x e r c i s e 1 , e . g . you
E l i c i t : Yes, she h a s . / N o , she
answer about Sunita.
6 seen
F o c u s on t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a class and
•
8 run
3 gone
Yes, I have. I o f t e n go scuba d i v i n g . It's f a n t a s t i c .
b • A s k q u e s t i o n s a b o u t S u n i t a , e . g . Has she ever
G o t h r o u g h t h e a n s w e r s as a c l a s s . 1 ridden
A n d t h e last q u e s t i o n : H a v e y o u ever been scuba diving?
write
verbs in exercise 1. •
N o , I h a v e n ' t . I t looks really scary. N o , I d o n ' t w a n t t o do t h a t .
D r a w t w o c o l u m n s on t h e b o a r d . P o i n t t o t h e f i r s t v e r b in
I've
seen
a ghost.
I've
never
won
about
been
a
to
competition.
Tell s t u d e n t s t o w r i t e sentences a b o u t t h i n g s t h e y have and haven't done.
3
•
Do t h e e x a m p l e t o g e t h e r . Play t h e first i t e m on audio E Q E ] .
S t u d e n t s h e a r drive
w i t h Have •
you
ever,
Play t h e rest of t h e
a sports
car,
t h e n listen and
b •
make a question
•
repeat.
•
4
•
haven't
Monitor.
Ask students to say sentences a b o u t their partner.
Check
pronunciation.
d r i v e a s p o r t s car - H a v e y o u ever driven a sports car?
Pronunciation
2
see a g h o s t - H a v e y o u ever seen a ghost?
3
fly a plane - H a v e y o u ever f l o w n a plane?
4
climb a m o u n t a i n - H a v e y o u ever climbed a m o u n t a i n ?
5
w i n a p r i z e - H a v e y o u ever w o n a prize?
6
be on T V - H a v e y o u ever been on TV?
F o c u s o n t h e e x a m p l e . A s k : What
a • S a y : see,
b o a r d , e . g . ride
a motorbike,
ride
a
Elicit and drill t h e s o u n d / i : / in each w o r d t o to show
t h e v o w e l s o u n d s are d i f f e r e n t . •
other
seen.
s h o w t h e y a r e t h e s a m e . R e p e a t w i t h w r i t e , written
words
go with
P u t s t u d e n t s in pairs. Tell t h e m t o l i s t e n a n d t i c k t h e v e r b s w i t h a different vowel sound. Play audio W ^ l
'ride'?
•
Tell s t u d e n t s t o call o u t t h e i r ideas a n d w r i t e t h e s e on t h e •
P u t s t u d e n t s in pairs t o c o m p a r e w h a t t h e y h a v e a n d done.
audio.
A u d i o script 7 7 . 2 1
D r i l l t h e e x a m p l e as a c l a s s a n d i n d i v i d u a l l y .
camel.
twice.
G o t h r o u g h t h e a n s w e r s as a class. v o w e l sounds t h a t c h a n g e : w r i t e / w r i t t e n , d r i v e / d r i v e n , g o / g o n e ,
P u t s t u d e n t s in f o u r g r o u p s . Tell o n e g r o u p t o look at verbs
lose/lost
1 - 4 in e x e r c i s e 1 , a n o t h e r t o look at verbs 5 - 8 , e t c . Tell t h e m t o write more words for each verb. •
words and check 5a • •
•
comprehension. •
Play audio W M t M all t h e w a y t h r o u g h . ever run a marathon?
Marathon)
E l i c i t : Yes, she
P o i n t t o t h e l i s t . T e l l s t u d e n t s t o w r i t e yes
has.
•
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
•
G o t h r o u g h t h e a n s w e r s as a c l a s s . 3 yes
4 no
5 yes
6 no
7 no
talk
about
experiences.
Follow-up
o r no n e x t t o
•
2 no
Check
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can
twice.
each item. Play t h e audio twice.
1 yes
Play the audio again for students t o listen and repeat. D r i l l e a c h p a i r o f w o r d s as a class a n d i n d i v i d u a l l y . pronunciation.
G o t h r o u g h t h e l i s t . P l a y t h e a u d i o ( t o London A s k : Has Sunita
•
b •
Ask groups t o w r i t e their ideas on t h e board. Drill new
Play a game o f Guess W h a t (see page 1 1 ) using l e a r n e d v o c a b u l a r y , e . g . run
8 yes
a marathon,
previously
fall o f f a
R e s o u r c e a c t i v i t y pages 250 a n d 292
117
ladder.
I
Students compare the present perfect and past simple and describe experiences.
TEACHER'S NOTES LESSON 78
•
Warm-up •
•
W r i t e : three three
years
days ago
ago,
three
weeks
Play a g a m e o f B i n g o (see page 1 0 ) t o revise irregular past
u s i n g t h e e x p r e s s i o n s , e . g . I went
participles.
ago,
Tell students t o fill their grid w i t h irregular past participles
computer
from page 1 2 1 of the Student's
•
Book.
I went
ago,
three
months
ago,
on the board. Make sentences a b o u t yourself
to the dentist's
three
months
three
ago,
to the gym weeks
I visited
ago,
China
three
days
I bought three
a new
years
Point to the time expressions and tell students to
ago.
make
sentences about themselves. • la
• A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Where's she talking Mahal
to?
What's
she looking
at?
What
Cindy?
country
is the
days/weeks/months/years
Taj
ago,
e . g . I went
4
Play audio
•
A s k q u e s t i o n s t o c h e c k c o m p r e h e n s i o n , e . g . Where
does
Cindy
in
want
Where
•
for s t u d e n t s t o read a n d listen. to go?
Has Jordan
did he go with
been
his friends?
to the
Taj Mahal
Did they
enjoy
the
•
India? food?
won
a prize?
q u e s t i o n s . A s k : Which you
Nominate t w o students to act out the conversation.
Check
•
opportunity
win?
G o t h r o u g h t h e f i r s t p a r t o f t h e t a b l e . D r i l l t h e e x a m p l e s as
•
Tell s t u d e n t s t o look at t h e t e x t in e x e r c i s e 1 . A s k : ever been
been
to India?
E l i c i t : Cindy's
to the
Taj Mahal?
Who has eaten never
been
to I n d i a , Jordan's
eaten
How
at the
to the
•
112.
A s k : Did Jordan
many
times
Taj Mahal
Taj Mahal,
at the
Jordan's
Taj Mahal
Jordan
•
restaurant? never restaurant.
did he eat
Taj Mahal
with
• Lucy?
Who did he go
there?
•
S t u d e n t s h e a r I've
seen
that week,
•
a story
I had
a great
for
last year
in a writing
a magazine
time.
6 W h a t did
and
won
done,
competition. a holiday
I
in I r e l a n d .
Make notes on t h e board, e.g.
s t o r y , holiday
writing
in I r e l a n d .
P o i n t to t h e q u e s t i o n n a i r e . Tell s t u d e n t s t o tick t h e t h i n g s A s k : Who's
won
a prize?
Monitor.
Nominate one of the
students.
Tell t h e o t h e r s t u d e n t s t o ask q u e s t i o n s t o f i n d o u t
more
i n f o r m a t i o n , e . g . When
win?
did you
win
did you
it? Did you
win
it? What
like the prize?
did you
Make notes on t h e
F o c u s on t h e e x a m p l e c o n v e r s a t i o n . P u t s t u d e n t s in pairs Monitor.
A s k i n d i v i d u a l s t u d e n t s t o t e l l t h e class a b o u t
something
pronunciation.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now can say more
repeat.
about
I
experiences.
Follow-up •
I ' v e seen t h a t f i l m .
W r i t e o u t q u e s t i o n s u s i n g Have
you
ever
f r o m l e s s o n 7 7 e x e r c i s e 1 , e . g . Have jump?
I ' v e been t o A t h e n s .
Have
you
ever seen
a ghost?
you
and expressions ever done
a
bungee
Prepare one for each
student. •
I ' v e read t h a t b o o k .
H a n d o u t t h e questions. Tell students t o mingle and find
I read t h a t b o o k last w e e k .
how many people have done their activity and when
I ' v e climbed a m o u n t a i n .
did it. •
I ' v e d r i v e n a s p o r t s car. I ' v e eaten t h e r e .
experiences.
Resource activity pages 251 and 292
F o c u s o n t h e L a n g u a g e n o t e . D r i l l t h e e x a m p l e s as a c l a s s individually.
166
they
C o l l e c t t h e results on t h e b o a r d t o f i n d o u t w h i c h are t h e most c o m m o n and least c o m m o n
I a t e t h e r e last w e e k .
and
correct
3 Where did y o u
5 W h o did y o u meet?
t h e i r p a r t n e r has d o n e . C h e c k
f i l m , make a sentence t h e n listen and
a prize
wrote
done. •
I d r o v e a s p o r t s car last w e e k .
•
win
and tell t h e m to make conversations a b o u t things they've
I climbed a m o u n t a i n last w e e k .
6
did
and
board. •
I w e n t t o A t h e n s last w e e k .
5
E l i c i t : What
Use the questionnaire to talk a b o u t things you've
How
I saw t h a t film last w e e k .
4
2 W h a t did y o u lose?
they've done and make notes.
A u d i o script 7 8 . 2
3
this?
7 W h e n did y o u m o v e ?
competition,
Play t h e rest o f t h e a u d i o .
2
follows
connection.
4 Where did y o u see it?
e . g . I won
Do t h e e x a m p l e t o g e t h e r . Play t h e first item on audio
1
question
Has
has
individually.
go to the
w i t h t h e p a s t s i m p l e a n d last •
you
G o t h r o u g h t h e a n s w e r s as a c l a s s .
y o u do?
Students often have problems deciding whether to use the present perfect or the past simple in English. In some languages, for example Italian, Dutch, and German, the present perfect can be used with or without a time expression so there is no distinction between something that happened at some point until now, and something that happened at a specified point in the past. E Q Q .
move
P u t s t u d e n t s in pairs t o w r i t e t h e q u e s t i o n s in t h e
go?
Read t h r o u g h t h e second part of t h e table. Drill t h e e x a m p l e s as a c l a s s a n d
•
key
unusual,
individually.
Cindy
When
something
W r i t e t h i s o n t h e b o a r d a n d u n d e r l i n e won
1 W h a t did y o u win?
•
with?
person,
Monitor.
Go t h r o u g h t h e rules on S t u d e n t ' s B o o k page a class a n d
3
with
ago.
place.
P u t s t u d e n t s in pairs t o p r a c t i s e . Give t h e m an
been
three
on t h e board. Point t o t h e past simple
and individually.
•
•
famous
D r i l l e a c h p r e s e n t p e r f e c t a n d p a s t f o r m i n b o l d as a c l a s s
t o practise b o t h roles.
•
months
G o t h r o u g h t h e p a s t s i m p l e q u e s t i o n s . W r i t e : Have ever
pronunciation.
2
three
do
house.
to show the
•
to Paris
did you
Elicit full sentences
Read through t h e questionnaire. Elicit/Teach v o c a b u l a r y , e.g.
•
b •
ago?
in?
• Elicit/Teach: lucky.
•
N o m i n a t e i n d i v i d u a l s t u d e n t s . A s k : What
Who is
out
Students revise the past simple and present perfect and ask about people's experiences.
TEACHER'S NOTES LESSON 79 Warm-up
Anders
N o , I h a v e n ' t . I ' v e been second t w o or t h r e e t i m e s , b u t I ' v e never w o n a p r i z e .
Collect five pictures of f a m o u s people from different
Interviewer
f i e l d s t h a t y o u r s t u d e n t s w i l l r e c o g n i z e , e.g. a r o y a l , a
M a y b e n e x t year.
Anders
s p o r t s p e r s o n , an explorer, an actor, a p o l i t i c i a n , a m o d e l .
Yes, M a y b e .
Interviewer
N o w y o u ' v e also been in a film. Can y o u t e l l us
D i s p l a y t h e p i c t u r e s o n t h e b o a r d . Elicit or g i v e e a c h p e r s o n ' s
something about that?
name, where they're from, and w h a t t h e y do / h a v e d o n e .
Anders
Yes, I was in a film last year. I t was only a small p a r t a n d , o f course I was . . .
Ask s t u d e n t s to order the people according to w h o they w o u l d m o s t / l e a s t like t o i n t e r v i e w .
3a
• T e l l s t u d e n t s t o l o o k a t q u e s t i o n s 1 - 3 in e x e r c i s e 2 a g a i n .
Put s t u d e n t s in pairs to compare their lists.
A s k : What b •
•
E l i c i t / T e a c h : photographer,
•
A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Where What
•
is he
animal,
programme.
•
is the
give?
Play the audio again for students t o listen and check. G o o v e r t h e a n s w e r s as a c l a s s . 1 He likes warm places.
2 He t h i n k s t h e y are b e a u t i f u l .
Your life
G o t h r o u g h t h e a n s w e r s as a c l a s s . • 2 Denmark
Anders
3 He can't s w i m .
Read the i n t r o d u c t i o n . Go through the questions and tell
1 A n d e r s Petersen
does
man?
doing?
students to answer them. •
reasons
3 He's a p h o t o g r a p h e r .
Read t h e i n t r o d u c t i o n in e x e r c i s e 1 a g a i n . P u t s t u d e n t s in p a i r s . Tell t h e m t o i m a g i n e t h e y are g o i n g t o i n t e r v i e w y o u . P o i n t t o t h e cues and t e l l s t u d e n t s t o w r i t e an i n t r o d u c t i o n .
•
Go t h r o u g h t h e s t a t e m e n t s . E l i c i t / T e a c h key vocabulary, e . g . spider, r a t , build
•
b i r d , g o r i l l a , f i s h , insect, a
bear,
tree,
break,
snake,
"5ES3
A s k d i f f e r e n t pairs t o read t h e i r i n t r o d u c t i o n s . Check t h e y have included i n f o r m a t i o n for each cue.
house.
Tell s t u d e n t s t o listen and choose t h e correct answers. audio
•
Play
twice.
•
N o w ask t h e m t o w r i t e an i n t r o d u c t i o n f o r a p a r t n e r .
•
A s k i n d i v i d u a l s t u d e n t s t o read t h e i r i n t r o d u c t i o n s .
•
G o t h r o u g h t h e q u e s t i o n s . A s k : What
•
P u t s t u d e n t s in pairs t o c o m p a r e t h e i r a n s w e r s .
you
•
G o t h r o u g h t h e a n s w e r s as a c l a s s . I f n e c e s s a r y , p l a y t h e
Spain you
audio again, stopping after each answer.
Have l b
2a
3c
4 b
5b
6c
7 a
/ Africa?
What
ever done you
questions
E l i c i t s u g g e s t i o n s , e . g . Have you is your
a bungee
ever
won
favourite
jump, did you
/a
prize?
to
f o o d , place?
a plane,
win the
could
ever been
animal,
flown
a competition
S p a i n / A f r i c a ? How
8b •
ridden When
a
Have
camel?
did you
go
to
prize/competition?
P u t s t u d e n t s in pairs. Tell each s t u d e n t t o w r i t e t h e q u e s t i o n s t h e y w a n t t o ask. T h e n ask t h e m t o l o o k a t t h e i r
Audio script 7 9 . 1 Interviewer
ask?
partner's questions and make notes for their answers.
My guest t o d a y comes from Denmark and is a photographer. He's travelled t o almost every c o u n t r y in t h e world w i t h his camera, and he's taken
•
S t u d e n t s t a k e it in t u r n s t o i n t e r v i e w each o t h e r .
•
A s k pairs o f s t u d e n t s t o a c t o u t t h e i r i n t e r v i e w s .
Check
pronunciation.
thousands o f photographs o f animals. His name is Anders Petersen. Welcome t o t h e programme, Anders. Anders Interviewer
E n g l i s h in t h e w o r l d
T h a n k y o u . It's nice t o be here. Y o u ' v e t r a v e l l e d t o so m a n y places. Y o u h a v e n ' t
•
b e e n t o e v e r y c o u n t r y in t h e w o r l d , b u t have y o u Anders Interviewer
Interviewer Anders
• Ask questions a b o u t the t e x t t o check comprehension, e.g.
Now you've taken photographs of a lot of animals,
do some
O h , my f a v o u r i t e animals are spiders.
Interviewer
Anders Interviewer Anders Interviewer Anders
U g h , spiders?
of people
Well, y e s . A l o t o f people d o n ' t like t h e m . T h e y
popular? •
people
keep
in (Mexico) Do many
pets
in Britain?
as pets?
What
What is
sort
of exotic
What
animals
Crufts?
Are t h e r e a n y animals t h a t y o u h a v e n ' t
have
people
pets? keep
What
exotic
kind
of pets
are the
about
their
lots most
animals?
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now ask someone
I can
experiences.
Follow-up
Yes. I ' v e never p h o t o g r a p h e d fish.
Warm-up.
Is t h e r e a n y reason f o r t h a t ?
Ask students to think back to the
Well, a c t u a l l y , I can't s w i m , so . . .
w r i t e t h r e e q u e s t i o n s t h e y w o u l d like t o a s k t h a t p e r s o n .
Tell t h e m to
N o w , y o u ' v e been t o some v e r y d i f f i c u l t a n d d a n g e r o u s places. H a v e y o u ever had a n y
P u t all t h e s t u d e n t s w h o w a n t e d t o i n t e r v i e w t h e s a m e
accidents?
p e r s o n t o g e t h e r to compare their q u e s t i o n s .
Y e s , I have. I f e l l o u t o f a tree a b o u t six years a g o .
A s k groups about their questions. Ask the other students to
Did y o u break a n y t h i n g ?
s u g g e s t answers each person might give.
Y e s , I broke m y arm - and o n e o f my cameras, t o o . Oh dear.
Resource activity pages 252 and 293
B u t t h e w o r s t t h i n g was w h e n I w o k e up w i t h a snake in my b e d .
Interviewer
popular
• A s k s t u d e n t s q u e s t i o n s a b o u t p e t s i n t h e i r c o u n t r y , e . g . Do
photographed?
Anders
R e a d t h r o u g h t h e t e x t as a c l a s s . are the most
because t h e y d o n ' t m o v e a l o t .
Interviewer
exotic, l i z a r d ,
•
b e a u t i f u l . T h e y ' r e also v e r y easy t o p h o t o g r a p h ,
Anders
r a b b i t , mouse/mice,
show, w i l d l i f e .
N o , I ' v e never been t o A n t a r c t i c a . I like warm
t h i n k t h a t spiders are scary, b u t in f a c t t h e y ' r e v e r y
Interviewer
hamster,
animal
places. b u t w h a t are y o u r f a v o u r i t e animals? Anders
E l i c i t / T e a c h : pet, n a t i o n a l , local,
been t o e v e r y c o n t i n e n t ?
U g h . H o r r i b l e . N o w y o u r p h o t o g r a p h s have been in a l o t o f books and m a g a z i n e s . H a v e y o u ever w o n a n y prizes?
169
Students learn expressions for travelling and checking in at an airport. Warm-up •
Audio script 80.3 1
Revise t r a v e l v o c a b u l a r y w i t h a board race. Draw t h r e e c o l u m n s o n t h e b o a r d w i t h things transport
•
as t h e c o l u m n
you
take,
•
coach,
forms
of
Clerk
headings.
Passenger
P r e p a r e a l i s t o f t r a v e l w o r d s , e . g . passport, ticket,
places,
a i r p o r t , railway
Clerk Passenger
station,
train,
backpack,
Clerk
clothes,
bus stop,
Passenger
boat.
Clerk
D i v i d e t h e class i n t o t w o t e a m s . S a y a w o r d . Teams race t o
Passenger
p u t t h e word in t h e correct c o l u m n .
Clerk Passenger
1
• A s k q u e s t i o n s a b o u t t h e p i c t u r e , e . g . Where What •
are they
are the
Clerk
people?
Passenger
doing?
Clerk
G o t h r o u g h t h e l a b e l s . D r i l l e a c h o n e as a class a n d Passenger
E l i c i t / T e a c h : window
•
Play audio
fa'Bl
/ aisle seat,
boarding
card,
Can I see y o u r t i c k e t a n d p a s s p o r t , please? Here y o u are. T h a n k y o u . H o w m a n y bags are y o u c h e c k i n g in? Two. Did y o u pack t h e bags y o u r s e l f ? Yes, I d i d . Has a n y o n e g i v e n y o u a n y t h i n g t o carry? No, they haven't. Can I see y o u r hand l u g g a g e , please? Yes. Here i t is. T h a n k y o u . That's fine. N o w w o u l d y o u like a w i n d o w seat or an aisle seat?
individually. •
A r e y o u t r a v e l l i n g t o Dubai? Yes, I am.
gate, f l i g h t .
Clerk
A n aisle s e a t , please. Here's y o u r b o a r d i n g card. B o a r d i n g is at q u a r t e r past e i g h t f r o m gate n u m b e r 1 2 . H a v e a nice
f o r s t u d e n t s t o read a n d listen.
flight. 2a
• •
F o c u s o n t h e s t a t e m e n t s . W r i t e : The passenger
is travelling
Japan,
Elicit:
o n t h e b o a r d . A s k : Is this true
or false?
to
Passenger
false.
Clerk Passenger
Tell s t u d e n t s t o read t h e t e x t again and decide if t h e
Clerk
s t a t e m e n t s are t r u e or f a l s e . •
Passenger
G o o v e r t h e a n s w e r s as a class.
Clerk 2 T
I F
3 F
4 T
5 F
6T
Passenger Clerk
•
i t . E l i c i t : He's •
Passenger
Look at the first statement again. Ask students to correct travelling
to
Clerk
Mexico.
P u t s t u d e n t s in pairs t o c o r r e c t s t a t e m e n t s 3 a n d 5. He's
checking
in one
bag.
He has got
hand
Passenger
Elicit:
Clerk
luggage.
b • Ask t w o s t u d e n t s t o read t h e c o n v e r s a t i o n .
Passenger Clerk
Check
P u t s t u d e n t s in pairs t o practise t h e
Passenger
conversation.
Clerk 3a •
F o c u s on t h e E v e r y d a y e x p r e s s i o n s . Tell s t u d e n t s t o f i n d W r i t e : Can I see your
and passport?
Passenger on t h e board.
students to supply the missing word. Elicit: • b • •
Ask students to complete the Play audio M O M
Clerk
Ask
Did y o u pack t h e bag y o u r s e l f ? Yes, I d i d . Has a n y o n e g i v e n y o u a n y t h i n g t o carry? No, they haven't. Can I see y o u r hand l u g g a g e , please? Yes. here it is. T h a n k y o u . That's fine. N o w w o u l d y o u like a
for students t o check their answers.
o n t h e b o a r d . A s k : Is this
E l i c i t / E x p l a i n t h a t luggage
A w i n d o w seat, please. Here's y o u r b o a r d i n g card. B o a r d i n g is at t e n Thank you. Goodbye. Goodbye.
i n c l e r k , a n d S t u d e n t B is t h e p a s s e n g e r . P o i n t t o t h e c o n v e r s a t i o n in e x e r c i s e 1 a n d t h e t a b l e in e x e r c i s e 4 . T e l l
repeat.
t h e m to make the first conversation. Check P u t s t u d e n t s in pairs t o m a k e t h e t h r e e
pronunciation.
conversations.
R e m i n d t h e m t o swap roles for each c o n v e r s a t i o n . A s k pairs o f s t u d e n t s t o a c t o u t o n e o f t h e i r
• Focus on the Language note. Write: How much luggages got?
J u s t one.
N o m i n a t e t w o s t u d e n t s , A a n d B . S t u d e n t A is t h e c h e c k -
expressions.
t i c k e t , bags, p a c k , a n y t h i n g , w i n d o w , nice
you
Here y o u are. T h a n k y o u . H o w m a n y bags are y o u c h e c k i n g in?
ticket.
Play the audio again while students listen and
have
Do I check in here for B a n g k o k ? Yes. Can I see y o u r t i c k e t and p a s s p o r t , please?
o'clock f r o m g a t e n u m b e r 4 6 . H a v e a nice f l i g h t .
a n d u n d e r l i n e t h e m in t h e t e x t . •
Goodbye.
w i n d o w seat or an aisle seat?
pronunciation. •
Thank you. Goodbye.
correct?
Monitor.
conversations.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
is u n c o u n t a b l e , s o d o e s n ' t h a v e
can check
I
in at an a i r p o r t .
a plural f o r m . 4
Follow-up
• I d e n t i f y w h e r e D u b a i a n d B a n g k o k are. •
Play audio
•
Draw the table on the board.
•
gate
following information: destination, dates, form of transport,
complete
window,
activities, and things people will need t o take. Ask t h e m
8.15,
12 a n d w r i t e t h e a n s w e r s i n t h e f i r s t c o l u m n .
Repeat with the second 1
t w o , w i n d o w , 8 . 1 5 , gate 1 2 o n e , w i n d o w , t e n o'clock, g a t e 46
to
make posters to advertise their trip, then present their trips t o t h e class.
conversation.
2
P u t s t u d e n t s in small g r o u p s . Tell t h e m t h e y are g o i n g t o organize an end-of-course day trip. They have to decide the
Play the first conversation twice. Ask students to t h e t a b l e f o r t h e f i r s t p a s s e n g e r . E l i c i t : two,
•
•
all t h e w a y t h r o u g h .
R e s o u r c e a c t i v i t y pages 253 a n d 293 R e v i e w a n d W o r d l i s t s Lesson 7 3 - 8 0 S t u d e n t ' s B o o k pages 1 0 1 - 1 0 2
117
TEACHER'S NOTES
Students do a general language review and hear the end of the story.
EPILOGUE
Warm-up •
A u d i o script 8 1 . 2 Peter
Use t h e pictures f r o m t h e s t o r y l i n e lessons t o revise t h e
C o u n t e r clerk
story from the beginning to date. Ask questions about the c h a r a c t e r s a n d t h e s t o r y , e . g . Who's Where
did they
this?
Where
do they
Peter
work?
Lucy
meet?
Peter
Can I have a t i c k e t t o S i n g a p o r e , please? For t o d a y ' s f l i g h t , sir? Yes, please. B u t y o u need y o u r p a s s p o r t , Peter. I ' v e g o t i t . I t r a v e l a l o t in m y j o b , so I carry i t all t h e t i m e .
1
•
Play audio H W
C o u n t e r clerk
to familiarize students with how the story
develops and w i t h the characters' voices. •
p i c t u r e 1 : soon,
lounge,
I
p i c t u r e 4 : f l i g h t number,
Jordan
B y e , Peter.
Lucy
G o o d luck.
expect
Peter
destination
W r i t e t h e n e w w o r d s o n t h e b o a r d a n d d r i l l as a c l a s s a n d
Clerk
Tell s t u d e n t s t o cover t h e t e x t . Ask some q u e s t i o n s t h e p i c t u r e s t o check basic c o m p r e h e n s i o n , p i c t u r e 1 : Who can you doing?
Who Is Peter
see?
Where
talking
to?
are they?
What
Peter
about
e.g.
p i c t u r e 2 : What do you
are they
think
she's
now?
What
do you
are
think
they
he's
What
is Lucy
now?
p i c t u r e 4 : Where
is Sarah?
Where
is she going?
Peter! W h a t are y o u d o i n g here? I have t o t a l k t o y o u .
Sarah
It's O K . Y o u d o n ' t have t o t e l l me. I k n o w all about it.
holding?
What's
her
•
Play t h e audio again.
•
Ask questions a b o u t the t e x t to check comprehension, in? Has
the desk
closed?
p i c t u r e 2 : Where her phone? •
want
does
Have
think
When
to? Has
does
Sarah
is? Is she
Encourage students to guess w h a t happens going
back
Who does
she
Why can't
she marry
Does
Peter
What
do you
want
want
to
to
think
Sarah
Do you
think
Peter
answering
4
•
to
Sarah
I ' v e g o t a b e t t e r i d e a . H a v e y o u ever been t o
to go
Focus on t h e s t o r y . P u t s t u d e n t s in g r o u p s . Tell t h e m G i v e s t u d e n t s an o p p o r t u n i t y t o practise each role.
Ask one group t o act o u t t h e s t o r y for t h e rest of t h e class.
to get
married?
h u r r y , luggage,
good
English for Life
•
•
luck.
Revise v o c a b u l a r y covered in t h e book. Select t e n of t h e can
does
•
Peter
buy?
with
he tell Sarah?
are Peter
and
Why does
him?
Sarah
he have
Why does
Is Sarah going
going to do?
he carry to stay
to hurry?
Has
his passport? in England?
e.g.
he
P u t s t u d e n t s in t w o t e a m s . A s k o n e m e m b e r o f each t e a m
to
Tell s t u d e n t s y o u will call o u t a t o p i c . T h e y h a v e o n e
minute
t o c a l l o u t a s m a n y w o r d s as p o s s i b l e f r o m t h a t t o p i c a n d t h e
got
w r i t e r has t o w r i t e t h e m on t h e
What
•
What
again, s t o p p i n g a f t e r each answer. correctly.
173
board.
A w a r d a point for each word t h a t students write correctly, then move on to the next topic.
If necessary, play the audio
Go t h r o u g h s t u d e n t s ' ideas t o see w h o guessed
lesson.
come to the board to write.
twice.
his passport
I
Pre-intermediate.
Follow-up
next.
Ask questions a b o u t the t e x t t o check comprehension,
Monitor.
F o c u s s t u d e n t s ' a t t e n t i o n o n t h e c a n d o s t a t e m e n t : Now
d o statements at the end of each vocabulary
E l i c i t / T e a c h : carry,
to
•
can start
home?
are going
T h e flight for Singapore is n o w ready for boarding.
•
•
do?
• Tell s t u d e n t s t o listen and compare their ideas. Play audio I3W-1
O h , w h y not?
practise t h e story, each taking one part.
Sarah? is going
Sarah
N o , I'm n o t .
Peter
next.
Singapore?
is going and
Sarah
Please have y o u r boarding cards and passports
e.g.
Ask s t u d e n t s t o call o u t their ideas and w r i t e these on t h e
•
S o , are y o u g o i n g t o come back w i t h me now?
ready. We will be boarding from r o w s . . .
•
does
O h , so . . .
Peter
Announcement
marry?
Peter
Do you
What
Sarah
S i n g a p o r e , Peter?
in?
him?
to marry
think
checked
P u t s t u d e n t s in small g r o u p s t o discuss w h a t h a p p e n s
•
Well, R y a n g o t i t all w r o n g .
checked
•
•
B u t Ryan said . . .
Peter
e.g.
board. 3
Sarah
her f l i g h t leave?
Ask questions to elicit predictions, Why is Sarah
Sarah
all the passengers
Jordan
Why not?
to talk
I'm n o t g e t t i n g m a r r i e d , S a r a h . T h a t was m y exw i f e . She's g e t t i n g married a g a i n .
number?
Peter
T h a n k y o u . . . H e l l o , Sarah.
Peter
Peter
doing?
are they
p i c t u r e 1 : Who does
2
doing
p i c t u r e 3 : Where flight
Can I see y o u r b o a r d i n g card, please, sir? . . .
Sarah
saying? What
Thanks. Bye.
T h a n k y o u . Please t a k e a seat in t h e l o u n g e .
individually. •
Thank you.
e.g.
important
p i c t u r e 2 : departure •
Peter
E l i c i t / T e a c h key v o c a b u l a r y for each p i c t u r e ,
Here y o u are, sir. B u t y o u have t o hurry. T h e check-in desk is g o i n g t o close in t w o m i n u t e s .
Pleased to meet
you
Photocopiable p.174 1
Aim:
2
Activity type:
3
Time:
4
H o w do you spell
To practise introducing yourself,
15
Cued conversation
and
then
spelling
pairwork
minutes
Instructions: •
Ask students to
•
Elicit t h e wording
Student
You •
For
Students
giving information
spelling,
to work.
and the
to the
As an extension,
lines as a class if
2 3 4 •
What's this? Elicit: It's a pen. Ask: What are those? Elicit: They're books. Ask: How do you spell 'glasses'? Elicit: It's G-L-Adouble-S-E-S. Ask: What does 'Italian' mean? Elicit: from Italy. read the g a p p e d
notebook
to
in
help with
W h i l e t h e y are
meaning,
spelling,
the working, and
vocabulary. •
the
Check the answers
by asking
different pairs
students t o read o u t t h e conversations.
and
•
again.
For
exercise 2,
lines as a class i f
ask students to
conversations in their •
As an extension,
A What's (this)? B It's a (pencil).
Hi. I'm ( J e a n Cantal). Pleased t o meet y o u , ( J e a n ) . H o w do y o u spell y o u r It's ( C - A - N - T - A - L ) . I'm (Alicia).
A
Nice t o meet y o u , t o o (Alicia). H o w do y o u spell
this / n o t e b o o k
y o u r first name?
these / pens
ANSWERS
(A-L-I-C-I-A).
that / window
A
W h a t do y o u do?
B
I'm a (nurse). W h a t a b o u t you?
mean
A
I work for a (TV c o m p a n y ) .
say
B
O h , that's interesting.
spell
those / books
say
137
of
Drill
necessary.
practise all o f
the
pairs.
students can
more conversations
B
B
the
answer
Ask students t o w o r k in pairs t o c o m p l e t e
circulate to
Drill
and to find
Elicit t h e
on
students
a n d ask students t o cross o u t t h e w o r d
rest o f t h e c o n v e r s a t i o n s .
necessary.
pairs
conversation
Focus
Ask
box.
difficult words and can s w a p
books.
Give students a copy of the worksheet.
the •
the
Ask:
Point to somebody's
missing word from the box.
help
student.
example:
Pick u p a pen.
to
surname? A
For
the first picture and the example.
SAMPLE ANSWER B
B r i e f l y r e v i s e t h e l a n g u a g e t h a t is p r a c t i s e d i n
class.
students
practise the conversation
A
minutes
Make one copy of the worksheet for each
the
once.
conversations
•
vocabuLary
more than
Gapped
classroom
Instructions:
themselves.
confident students to act out
conversation •
practise about
Give students time
practise their conversation difficult words and
15
naming things in a
•
of
circulate to give
pronunciation,
of jobs/places
Ask two
Time:
example:
W h i l e t h e y are practising,
•
3
a
pairs. Assign t h e role
or B to each student.
with
Activity t y p e :
1 with
Hi. I'm (Mana Garcia). Pleased to meet you, (Maria). How do you spell your surname? It's (G-A-R-C-I-A). My name's (Miguel). Nice to meet you, too, (Miguel), etc.
conversation
2
cues.
of the conversation
P u t students in A / B A
one
To practise
worksheet.
read t h e
confident student.
You
Aim:
student.
•
Student
two
Cut the worksheets in half and give
sheet to each
You
1
4
Make one copy of the worksheet for every students.
'happy'?
Photocopiable p.175
practise
by substituting
making
key words,
e.g.
It's on t h e f o u r t h
1
Aim:
To practise using
Hello and
floor
Photocopiable p.176
numbers and asking
about
location
2
Activity type:
Writing
numbers from
pictures
then
pairwork
3 Time:
minutes
Instructions: •
Make one copy of the worksheet for each
•
Review numbers 1
Say: o n e .
1-100,
P o i n t t o t h e class a n d
Continue up to students,
process
numbers on the board: 6th,
3rd, 4 t h ,
5th,
8th,
9th,
etc. Then
random
order.
point to each
of numbers,
etc. Students write the
•
•
37,
Ask
Students work individually to complete
•
to themselves.
Then
elicit
to
the it
student.
demonstrate
to
Student Student
You
Student •
Students
how to
in t h e conversation
confident student,
practise
the
change
working
with
the a
e.g.
Excuse me. Where's the meeting? It's in Room (64). Room (64)? Where's that, please? It's on the (seventh) floor. Thank you.
practise making
more conversations
in
pairs. ANSWERS 1
twenty-seven
2
third
3
fifth
4
fifty-nine
5
ten / t h i r t y / fifty / seventy / ninety
6
fifteen
7
five
8
ninth
9 10
eighty-eight forty-two
exercise 2, to
in picture
later.
Tell
137
1
morning
2
later
3
How
4
Hello
5
Good
6
See y o u
7
Goodnight
8
Hi
1
them
time. the
conversations.
circulate to
help
with
comprehension. by asking different pairs t o Drill difficult w o r d s
read
and
necessary.
p u t students in n e w
practise the
ANSWERS
the
read it aloud
P u t students in pairs a n d tell t h e m
You
and
pairs a n d
tell
conversations.
ask c o n f i d e n t
t h e role of o n e o f t h e
conversation. As an extension,
and
pairs t o act
out
Alternatively,
students can w o r k in groups o f four and each
board.
ask students t o read
a confident
information
are w o r k i n g ,
vocabulary
As an e x t e n s i o n ,
them
Check answers by asking individual students write the words on the
•
While they
For
in
worksheet.
•
words each
them
board
Point to the next picture and
with
t o cross o u t t h e w r o n g
Check the answers
answer
twenty-seven. third.
conversation
morning
t h e i r c o n v e r s a t i o n s t o t h e class.
look at t h e e x a m p l e and elicit t h e
exercise 2,
read the conversation
and elicit t h e answers:
out their conversations.
answers.
Give students a copy of the worksheet.
For
e.g.
correct alternatives in t h e o t h e r
in
on the
on
the
S t u d e n t s w o r k in pairs a n d c o n t i n u e c h o o s i n g
1st,
5,
student.
Focus
Ask questions to establish
Ask students to
•
the answer
•
Make one copy of the worksheet for each Give students a copy of the worksheet.
•
n u m b e r s in words
Write the words
check students'
e.g.
words
•
lines as a class i f
Write any combination
their notebooks.
•
Choosing the correct
How many people are there? Four. Where are they? In an office. What time of day is it in picture 1 ? It's morning. What time of day is it in picture 6? It's evening.
first,
number
goodbye
Instructions:
10th.
n u m b e r in order a n d elicit
second, 99,
7th,
hello and
minutes
context,
thirty. fifty.
2nd,
15
the pictures.
counting
a hundred.
up to
To practise saying
•
P o i n t t o t h e class a n d elicit
Point to each
•
Time:
four.
P o i n t t o t h e class a n d elicit
Continue
to
3
confident
Write the following
to
Activity t y p e :
t w o .
elicit
number 20. With
repeat the same
twenty. forty.
2 Say: Say:
•
2
methods:
backwards.
4
Aim:
student.
using any of these
P o i n t t o t h e class a n d elicit
three.
Say:
3
1
4
15
goodbye
Photocopiable p.177
characters.
take
5
Countries and
6
nationalities
Photocopiable p.178
Aim:
To practise countries
Activity type: Time:
15
Word
and
nationalities
puzzle
Make one copy of the worksheet for each
•
Briefly review the names of countries corresponding whole elicit
Aim:
2
Activity type:
Correcting information
questions and
answers
3
•
class a n d elicit
nationalities.
Argentina Argentinian. Say: France Say:
nationalities.
French.
student.
and
Continue with
to
other countries
the
4
look at the word
the names of 14 •
snake.
countries
Ask
hidden in t h e
Hold
pen.
Argentina
circled c o u n t r y :
and point out that
China
Elicit:
the word snake.
it next t o t h e country in n u m b e r 2.
Remind
in
write
•
next
to
'Country' in t h e table in t h e order t h e y find
them.
Circulate to
sure
help with
spelling and to
make
•
have finished,
calling o u t each of the country,
Argentina.
check the answers
n u m b e r and eliciting the e.g.
Say:
Number
1 and
say
Elicit
elicit
•
example
t o write t h e rest of t h e countries in t h e table. with
Ask
nationalities Circulate to
under
students
by calling out each
eliciting the nationality. necessary, stress, e.g.
Drill t h e
country
e s p e c i a l l y w h e r e t h e r e is a c h a n g e
Japan, Japanese.
in
ask students to correct the on their sheets.
circulate to
help with
if
any
problems.
Drill t h e
necessary.
pronunciation
if
exercise 2, p i c k e . g . a b o o k . Ask: do
on the
up an
•
giving the wrong
way with
o t h e r o b j e c t s a n d s t u d e n t s in t h e
nationality,
Drill t h e
C o n t i n u e in t h e
P u t s t u d e n t s in pairs t o
•
As an extension,
if
practise the
ask students t o
1
I t isn't Room 5. It's Room 7 .
2
She isn't a film star. She's a singer.
3
He isn't T o m . He's S a m .
4
They aren't at home. They're at work.
5
She isn't English. She's Spanish.
Argentina / Argentinian
6
They aren't at a conference. They're on holiday.
Exercise 2 1
Is / i s
Holland / Dutch
2
Are / ' m n o t
5
Russia / Russian
3
Are / are
6
Spain / Spanish
4
Is / isn't
7
t h e U S A / American
5
Is/is
8
Poland / Polish
6
Are / am
9
Japan/Japanese
7
Are / aren't
10
Brazil / Brazilian
8
Is / isn't
11
Germany / German
12
France / French
13
H u n g a r y / Hungarian
14
Australia / Australian
them
conversations. more
a b o u t objects and students in
Exercise 1
4
and
make up
ANSWERS
Britain / British
same
necessary.
class.
China / Chinese
h e
class.
by asking students to read
pronunciation
•
2
about
e.g. I s
exercise 2.
Check the answers
3
object
Point to a student and ask
him/her
out.
to
board.
Is this a book?
1
ANSWERS
are
by asking individual students Write them
Yes, it is.
to
have
wrong
While they
read o u t their sentences.
conversations
and
pronunciation
finished,
in
Make
need
When you
Ask students to complete the questions
class
spelling.
Check the answers
know the vocabulary they
on holiday, at work.
on
7. Continue
pictures.
use, e.g.
answers in
the
help the
Elicit
French? Elicit: No, he isn't.
by
the
Elicit t h e answer
the
Elicit:
name
other
class. Focus
from your desk,
exercise 2, Argentina What's the nationality? Argentinian. Say: China. Ask: What's the nationality? Chinese. Before students do
a n d ask
He isn't Hiroko.
Elicit:
It's Room 5. It isn't Room 5. It's Room
Before students
correct
to wrong
Continue in the same w a y with
Check the answers
the
Point
by the
Say:
working,
students
student.
This is a
Give students a copy of the worksheet.
information
order.
•
He's Hiroko.
sure students
letter.
students are writing t h e countries in t h e
•
Say:
response
the
Students continue working individually to find
When they
in t h e class a n d call t h e m
the first picture.
it
words in t h e w o r d snake a n d to write t h e m
Say:
a pencil.
the same way with the remaining
and ask t h e m t o
t h a t countries start with a capital
•
first
table. T h e n ask students t o find t h e next country
•
e.g.
It isn't a pen. It's a pencil.
Elicit:
He's Paolo.
are
is w r i t t e n n e x t t o t h e c o u n t r y i n n u m b e r 1 i n
•
up an object,
name.
by
snake.
Ask a s t u d e n t t o read o u t the n a m e of t h e
gapped
Make one copy of the worksheet for each
somebody
them
then
•
the
Explain that there
questions
minutes
objects and students in t h e
Give students a copy of the worksheet. to
and
Instructions:
country. •
15
in s t a t e m e n t s
b e
•
and
Y o u can also reverse t h e process
To practise t o
Time:
and
saying the n a m e of a nationality and eliciting
home
Photocopiable p.179
1
minutes
Instructions:
They aren't at
the
What's y o u r first
1
Aim:
8
name?
Photocopiable p.180
To practise giving a n d asking for
1
personal
information
2
3 Time: 4
2
Activity type: 15
Role
4
Make one copy of the worksheet for every students.
•
Cut t h e w o r k s h e e t s in
Put students into possible. The
Aim:
male/female
two
half. pairs
Student A.
Hand
out the corresponding
student. times.
the
Write
the
Ask students to tell y o u
correct order for the words.
•
with any
•
the task with
the time?
the
and answers Student
When they have finished,
B's
them,
and note down
any common
his
class if •
look at
conversations to the
interviews
Exercise 1 1
d
2
e
A
What's y o u r first name?
B
Wen.
A
What's y o u r surname?
Exercise 2
B
Morioka.
Sample answers
A
H o w old are you?
1
A What's the time?
B
I'm 34.
A
Are y o u single?
2
A When's the music class?
3
A When's Suzie's party?
I'm J a p a n e s e . W h a t do y o u do?
B
I'm teacher.
A
What's y o u r address?
B
It's 67 H a m p t o n Hill, L o n d o n .
A
What's y o u r postcode?
B
It's S E 4 9RT.
A
What's y o u r t e l e p h o n e number?
B
It's 0 2 0 7 946 3 2 5 5 .
A
What's y o u r mobile number?
B
It's 0 7 6 1 0 7 8 6 1 2 5 .
A
What's y o u r email address?
B
It's w m @ m o r i . n e t .
their
class.
ANSWERS
Mr.
B
What's With
3
b
4
a
5
c
B It's half past three. B It's on Wednesday. It's at quarter past seven. B It's on Saturday 5th J u l y . It's at half past eight.
137
a with
students
Circulate to
necessary.
What's y o u r title?
A
help
the
Demonstrate
Ask:
Drill difficult words and
B
N o , I'm n o t . I'm married.
exercise 2.
It's half past three.
A
What's y o u r nationality?
matching
circulate to
a confident student.
Ask confident students to act out
help
SAMPLE INTERVIEW
B
tell
box.
Check the answers with
and elicit
pronunciation.
class.
A
in t h e
mistakes.
Ask confident students to act out their to the
and
practise the conversations.
questions.
Circulate w h i l e s t u d e n t s d o t h e role play t o
a n d ask
t h e w h o l e class first. I n t h e i r pairs, at
questions.
Student B looks at
i n f o r m a t i o n a n d a n s w e r s S t u d e n t A's
•
looks
answer.
w e a k e r class, elicit all o f t h e c o n v e r s a t i o n s
i n t e r v i e w , i . e . t h e d i r e c t o r o f a l a n g u a g e s c h o o l is First, S t u d e n t A
problems.
Ask students to
necessary.
interviewing a new student.
on
class.
(see whole
M a k e sure s t u d e n t s u n d e r s t a n d t h e c o n t e x t o f
Focus
What's It's ten past Which It's conversation d
exercise. While t h e y are w o r k i n g ,
elicit
Drill t h e questions w i t h t h e
What's the time?
S t u d e n t s w o r k in pairs t o c o m p l e t e t h e
e.g.
W i t h w e a k e r classes,
below).
•
etc.
Elicit t h e man's question.
students to write the letter d
forms
all t h e q u e s t i o n s t h e s t u d e n t s will n e e d t o ask
quarter to nine,
Say:
the
seven,
answers.
Elicit the w o m a n ' s
Focus on the word
Elicit more questions,
her information
e.g. twenty to
different times,
Focus on the conversations
Title. Ask: What's the question? Elicit: What's your title? What's your first name? What's your surname? on their worksheets.
•
board with
the time? seven. conversation? Elicit:
way.
week
Draw clock faces on
Give students a copy of the worksheet.
and
Ask students to look at the blank application
days and
Elicit t h e rest of t h e days o f t h e
the first picture.
the
Make up more w h -
q u e s t i o n s a n d c o n t i n u e in t h e s a m e
class if
practising
in order f r o m t h e students.
Elicit t h e correct
is/name?/ What/your; your/ Jose?/name/Is; old /you? / How/ are; you / Are/29?
Answers
Monday.
minutes
half past eight, three o'clock,
following words on the board:
•
a few
Point t o one of the clocks.
Briefly revise question f o r m a t i o n .
yes/no
minutes
Make one copy of the worksheet for each
worksheet. •
15-20
Spend
of
half of
conversations
•
Say
B a n d t h e f e m a l e s t u d e n t s t h e role
making
prompts
Instructions:
role
of Student
Matching then
times
•
where
male students should take the
To practise talking a b o u t days and
Activity t y p e :
3 Time:
minutes
meeting?
Photocopiable p.181
from
play
Instructions: •
W h a t t i m e is t h e
help
with
lines as
a
9
Everyday
1
Aim:
2
Activity t y p e :
3
Time:
4
10
life
Photocopiable p.182 To practise everyday
15
life
vocabulary
Crossword
minutes
Make one copy of the worksheet for every students.
•
Cut t h e w o r k s h e e t s in
half.
Show a worksheet to the students.
•
Put students in A / B
pairs. Assign t h e
or B to each student. half of the •
Hand
out the
role o f
pointing
down
d o w n and an
and
across.
Elicit t h e answer
dinner.
Ask a B student to
What's 2 across?
Make one copy of the worksheet for each Give students a copy of the worksheet.
the verb
to
form
Remind them and
them:
3,
•
ask
another
•
6, a n d
7.
Check the answers
exercise 2,
word
read t h e e x a m p l e t o t h e •
o u t their clues t o each other and
together
third
with
Circulate to
help
them
spelling and to correct their pronunciation
necessary. Check the answers for all t h e
by asking
What's 2 across?,
• if •
etc.
person
Check the answers
or
ANSWERS
look at
the
gapped
Remind them to
they
by saying
sentences use
make
sentences
I work in an office. I start work at eight o'clock, etc. e.g.
ANSWERS 1
We work in a cafe. / Tim and H a z e l work in a cafe.
1
dinner
2
I live near t h e cafe. / H a z e l lives near t h e cafe.
2
get
3
I d o n ' t live near t h e cafe. / Tim doesn't live near t h e cafe.
4
finish
4
We start work at 7 . 3 0 a . m . / They start work at 7 . 3 0 a . m . I wash t h e glasses. / H a z e l washes t h e glasses.
5
leave
5
7
watch
6
I don't wash t h e glasses. / Tim doesn't wash t h e glasses.
9
start
7
We d o n ' t like t h e j o b . / T h e y d o n ' t like t h e j o b .
8
We like t h e money. / They like the money.
2
go
3
breakfast
5
lunch
6
shopping
7
wake
8
shower
137
the
Picture 2. Elicit: Hazel
Down
Across
to
forms.
ask students to
t h a t are true for t h e m ,
clues.
with
class.
lives near the cafe, etc. As an extension,
negative through
Ask a different student
column.
he, she,
or the
Picture 2. Elicit: I live
Students complete the remaining in t h e r i g h t - h a n d
on
help students
ask students t o
reading
activities go where.
by saying
to use a
h a v e a cross
Circulate to
sentences on the right.
crossword.
deciding
Remind them
spelling.
near the cafe, etc. For
speech
not to focus on the sentences
vocabulary and
the
to use t h e first person I
verb f o r m in sentences t h a t
ask
and
read
class.
Ask students to complete the remaining
right at this stage.
to
speech
Point t o t h e first picture
Ask a confident student to
example to the
the
ask all t h e s t u d e n t s t o w r i t e t h e
work.
left.
student.
Ask
look at the pictures and the
on the
S t u d e n t c o m p l e t e their crosswords in pairs
what
•
minutes
bubbles
crossword.
Ask
sentences
•
W e
Look at their first clue and
Gapped
negative
Instructions:
A
board. Then
go.
15
bubbles.
Ask another student
Elicit t h e answer
To practise present simple positive and
•
What's 1 down?
student t o spell the word and write it on
in t h e
Time:
the
all t h e s t u d e n t s t o w r i t e t h e w o r d in t h e
•
3
arrow
Ask an A student
spell the word and write it on the
board. Then
Activity type:
•
look at their first clue a n d ask
•
2
corresponding
across on t h e board and elicit
directions
Aim:
students to
worksheet.
Draw an arrow pointing
What's this?
Ask
A crossword.
and elicit
two
Photocopiable p. 183
1
4
Instructions: •
We w o r k in a cafe
11
Photocopiable p.184
1
Aim:
2
Activity type:
To practise writing a b o u t a person's everyday
3 Time: 4
12
My day
20
Guided
life
writing
minutes
Instructions: •
students.
Cut t h e worksheets in half and give
sheet to each •
Hold
one
look at the information
up a spare worksheet and
in
With weaker students, a b o u t t h e rest o f t h e
missing words
own, with •
continue asking
When
Megan McGuire.
sections of the
Give students a copy of the worksheet.
Focus
the first picture.
Ask:
•
Ask two
Edinburgh bookshop
4
by bus nine o'clock / 9 a . m .
6
seven o'clock / 7 a . m .
7
eight o'clock / 8 a . m .
8
five o'clock / 5 p . m .
9
go home
and elicit
aloud.
When
In
With
read t h e
gaps.
a w e a k e r class, repeat this
Otherwise,
them to help
•
When
gap,
complete the
they
the
ask
worksheet.
have finished,
Drill difficult w o r d s a n d
out
the
procedure
p u t students in pairs a n d
check the answers
read o u t t h e different parts of t h e
the
read
first
with the other pictures before they complete
their
check
on
Where
from the words in
asking four confident students to take have finished,
student.
they get to the
know
elicit t h e missing word
by
parts
and
conversations.
lines as a class
if
necessary.
text.
5
Establish the context.
confident students to
conversation
•
Check understanding worksheet,
Megan McGuire
3
10
Make one copy of the worksheet for each
are the people? a cafe.
ANSWERS 2
minutes
•
then
Circulate to
conversations
Instructions:
problems.
all t h e s t u d e n t s
15
Gapped
say
•
elicit
Students
complete the gapped text on given.
To practise responding to t h i n g s people
box.
answers by asking confident students to
1
Time:
information.
using the information any
3
questions
Ask students to read t h e first sentence and
continue to
Activity t y p e :
to
Ask: What's her name? Elicit: Megan McGuire. Ask: Where's she from? Elicit: Edinburgh.
the
2
the
point
the photo.
•
Aim:
student.
Ask students to chart.
two
Photocopiable p.185
1
4
Make one copy of the worksheet for every
That's funny
asking
of the story by holding up
pointing to the characters in turn
Who's that?
the
and
Elicit t h e characters' names.
Then
Where's Tim? He's at the sports centre. Who fancies Anna? Tim. Where's Anna now? She's at the sports centre. Why is she at the sports centre? Because she fancies Tim. ask questions a b o u t t h e story, e.g.
•
For
exercise 2,
and assign
have dinner
Tell t h e m
put students into
groups of
to
practise the conversations.
11
like books
12
earn a lot o f money
to
13
long j o u r n e y
prepared t o drill difficult words a n d
14
go t o work
15
go shopping
16
friends
help with
if necessary.
pronunciation
1
137
know
2
right
3
funny
4
Really
5
Really
and intonation. lines
class.
story.
Circulate Be again
Ask confident groups to act out
conversations to the ANSWERS
four
each student a character from the
the
13
Free-time
14
activities
Photocopiable p.186
1
Aim:
To practise the vocabulary of free-time
2
Activity t y p e : guessing
Writing sentences a b o u t pictures
Time:
4
Instructions:
15
minutes
Make one copy of the worksheet for each Give students a copy of the worksheet. look at picture
1 and the example
Explain that students and a noun from
about the
people.
box
B, and write
Remind
students to
Check the answers
•
For
3
Time:
e.g.
exercise 2,
and sentences
15
questions
Writing questions then
a
minutes
Make one copy of the worksheet for each Give students a copy of the worksheet. i t is a s u r v e y w i t h
•
Explain
have to
Ask students t o look at t h e first set of cues
by calling out the
you listen to?
and
n o u n s are o n l y used
•
once.
and
Do you like music?
formation
you
Picture 2-1 listen to the radio.
tell students to cover the 1-14.
•
turns to describe and
ask t h e m
to take it
problems
of
questions.
question
and w o r d order. Check t h e answers
For
exercise 2,
p u t students in pairs. Ask
students t h e first question
Say:
with
different
in t h e survey D o
y o u
like music? Elicit: Yes, I do. No, I don't. What kind of music do you listen to? I listen to Coldplay. I don't listen to music.
I play table tennis. Who am I? Elicit: Picture 14. Put students in pairs a n d
help with
and
class.
words
Demonstrate the activity.
Ask students to continue writing out the Circulate to
picture
write
What kind of music do
elicit t h e second question
remaining
use t h e verbs
that
music,
questions.
read o u t t h e e x a m p l e question
t h e
student.
different questions on
sport, TV, etc. Tell students t h a t t h e y the
box
sentences
survey
Instructions:
sentence.
numbers and asking different students to give the answers,
To practise present simple
Ask t h e m t o look at the second set of cues
n o u n s in t h e boxes. T h e •
Activity type:
them
need to use a verb from
Students write the sentences for the pictures.
2
•
student.
Ask
Tell s t u d e n t s t o cross o u t
piano in box B. •
Aim:
•
•
time?
Photocopiable p.187
1
4
•
A
then
game
3
to
activities
W h a t do you do in your free
or
Then
ask
in
Elicit
names
guess.
of different singers and
bands,
the
e.g.
I f a n y o f t h e s t u d e n t s d o n ' t like
ANSWERS
explain that they
1
I play t h e piano.
2
I listen t o t h e radio.
3
I read books.
in t h e space at t h e t o p o f t h e w o r k s h e e t .
4
I play f o o t b a l l .
then
5
I do karate.
6
I read magazines.
7
I do y o g a .
8
I go j o g g i n g .
9 10
•
I go s w i m m i n g . I go t o t h e cinema.
13
I listen t o music.
14
I play table t e n n i s .
ask a n d answer t h e questions on t h e
the spaces.
name
Students survey
Circulate to
help with vocabulary
in
and
pronunciation.
I go t o restaurants.
12
Explain t h a t they should write their partner's
in pairs a n d write d o w n their partner's answers
•
I play t h e v i o l i n .
11
music,
can reply
When
students
pairs. T h e y
have finished,
ask t h e m
can t h e n tell their n e w
to
swap
partners
Miguel likes music. He listens to Green Day. He plays sport. He plays football and tennis, a b o u t their first partner,
e.g.
etc. Ask confident students
report back to the
class.
ANSWERS 1
Do y o u like music?
2
W h a t kind o f music do y o u listen to?
3
Do y o u play sport?
4
W h a t sports do y o u play?
5
Do y o u watch TV?
6
When do y o u watch TV?
7
Do y o u like books and magazines?
8
W h a t books and magazines do y o u read?
9 10
137
Do y o u meet y o u r friends at t h e weekend? Where do y o u go?
to
15
What do people
1
Aim:
2
Activity t y p e :
3
Time:
4
To practise talking
15
16
like?
Photocopiable p.188 about
likes a n d
Questionnaire then
dislikes
mingle
minutes
Instructions: •
students.
C u t t h e w o r k s h e e t s in h a l f a n d g i v e
sheet to each •
Elicit t h e first question in t h e
same question
Yes, I do.
and elicit
W i t h w e a k e r classes,
understanding.
under
briefly
questionnaire,
looking
either Y e s or N o .
Ask them
complete
h e l p as
a small group
column.
like t h e t h i n g s o n t h e name of a person
CLASS
column.
complete this •
Briefly review
£1.50
Elicit:
on the board.
of
Ask
•
and
Put students in pairs. Ask t h e m t o read
prices. Circulate t o ticking
•
people
near
t o t h e class. class if •
For
you.
elicit
elicit
e.g.
Student
they
You
write
likes an a c t i v i t y in
Student
T H E to
•
ask students t o
What does Tomas like doing? Does Anna like sailing? Do Viktor and Yoshi like eating Indian food? Maria, do you and Eduardo like jogging?, etc. e.g.
137
1
£2.10
2
£4.60
3
£3.20
lines as
make
up their
a confident
One orange juice, please. To drink here or take out? To take out, please. Would you like anything else?
Ask confident students to act out
ANSWERS
students
of
conversations
about different items on the
conversations to the class.
pronunciation.
Drill difficult w o r d s a n d
exercise 2,
You
up
missing
different pairs
read o u t their
Demonstrate the task with
do.
the
a
necessary.
conversations
and
says Y e s , I
help with
Check the answers by asking confident students to
confident
Ask different questions to ensure that
them
One cappuccino to drink here. Elicit: £2.70. One tea to take out £1.60. Say: One lemonade to drink here and one cake. Elicit: £3.10,
questionnaire.
report back to the
etc.
Say different items and
Say: Say:
activity.
Ask confident students to
Write:
One pound fifty,
t h e prices, e.g.
the
people if
student.
English.
Give students a copy of the worksheet. to look at the menu.
or
Give students about five minutes
practise different forms,
h o w t o say prices in
etc.
mime
list. R e m i n d t h e m t o who
minutes
Make one copy of the worksheet for each
the
Ask students to stand
a n d w a l k r o u n d t h e class a s k i n g
the
pairwork
•
review
Do you like cooking?
name of a student who
THE CLASS
conversations then
Instructions:
necessary.
t o s t a n d in a g r o u p
Ask the first question
15
Gapped
drink
•
•
E x p l a i n t h a t s t u d e n t s are g o i n g t o ask o t h e r
in
Time:
the
at the questions and
Circulate to
Demonstrate with
To practise ordering food and
conversations t o g e t h e r a n d t o fill in t h e
in t h e class a b o u t t h e t h i n g s in t h e
write the
3
this.
Students work individually to
students.
Activity t y p e :
check
Y o u can ask students to
elicit examples to do
•
2
No, I don't.
or
t h e v o c a b u l a r y in all t h e q u e s t i o n s t o
•
one
questionnaire
Ask different students
Tell t h e class t o tick e i t h e r Y e s or N o M E .
Aim:
student.
Do you like cooking? heading
two
please
Photocopiable p.189
1
4
Make one copy of the worksheet for every
Two coffees,
class.
their
own
menu.
student,
etc.
17
18
Family members
Photocopiable p. 190
1
Aim:
To practise family
2
Activity t y p e :
vocabulary
Information
gap then
gapped
sentences
3 Time: 4
15
minutes
•
Make one copy of the worksheet for every students.
•
Cut t h e w o r k s h e e t s in
Put students into A / B or B to each
student.
have
two
out the
role o f
Activity t y p e :
3
Time:
Elicit: Sally. Ask: S-A-L-L-Y.
Tell t h e
Make one copy of the worksheet for each Give students a copy of the worksheet.
in the middle and say
Then
students
with
in •
a
Ask: Who's Isabel's father? Elicit: James. Ask: How do you spell that? Elicit: J-A-M-E-S. Tell t h e A
talk about
more than
Isabel's uncles? •
Ask students to
e.g.
W h o
•
in
complete the family tree by
help with
people on their
pronunciation
lists. other •
problems. •
Check the answers to A
and
by asking
B students,
are Isabel's uncles? brother?, etc.
•
Ask students to 2.
e.g.
ask an A
Ask a B student
Students
continue
W h o
exercise trees
Check the answers
with
class.
As an extension, answering
students
questions
can continue asking
about other people on
and
Isabel's
Who are Isabel's grandparents? John and Margaret. family tree,
e.g.
John = Margaret
Sally = James
f>
A Isabel
t Harry
Exercise 2 1
niece
2
husband
3
grandfather
4
uncle
5
cousin
6
grandmother
Circulate to
help,
are using t h e correct v e r b
Check the answers by saying each
sentences continue Max's
and eliciting a response,
He hasn't got a brother.
Max
checking
forms. word in the
e.g.
box
brother.
Say:
Tell s t u d e n t s t o cover t h e i r s e n t e n c e s . A s k :
H a s
Max got a sister? Elicit: Yes, he has. Have Max and his sister got dark hair? Elicit: Yes, they have. For
exercise 2,
put students in
ask
pairs. Ask t h e m
to
ask a n d answer questions a b o u t
Max and
his
sister.
With
cues on the
board,
w e a k e r classes, write s o m e
1
Max has g o t a car.
2
He hasn't got any children.
3
He's g o t a sister.
4
He hasn't got any books.
5
He's g o t a mobile phone.
6
He's g o t a wallet.
7
He hasn't g o t a d o g .
8
He's got a computer.
10
Exercise 1
Sam
and
Ask students to write sentences about w h a t
9
ANSWERS
Jack
in n e g a t i v e
w e a k e r classes, about
hasn't got.
to car.
He hasn't got any children.
using the words in the
ANSWERS
sentence
using their family
boys
a
e.g. Max / short hair?, his sister / a dog?, they / mobile phone?, etc.
Who's Isabel's
look at the sentences in
to complete the sentences. the
questions
student
Elicit t h e missing w o r d in t h e first
niece. •
different
point
Then
asking
and any
With
them man
g o t
box.
Elicit:
are
h a s
possessions
in t u r n
to
•
their partners about the Circulate to
Elicit t h e question
Then
in the same w a y eliciting sentences
students
students to write the name
one person,
a plural noun.
has and
B student.
the correct place on the tree.
Elicit:
Briefly review t h e use of a n y
tree.
Choose
This is Max.
point to the picture of the t w o
shake your head.
students
student.
Ask
Point to the young
t h e picture o f t h e car a n d elicit M a x
Ask:
the correct place on the tree.
minutes
•
A
B students to write the name
pairwork
Instructions:
Who's Isabel's mother? How do you spell that? Elicit:
student.
15
Writing sentences then
•
corresponding
half of Isabel's family tree. Ask
Choose an A
2
have got
To practise using
to look at the pictures.
Explain that the
to find Isabel on the family •
Aim:
half.
pairs. Assign t h e Hand
half of the worksheet. each
1
4
Instructions:
M a x has g o t a car
Photocopiable p. 191
137
He hasn't g o t a brother. He's got a girlfriend.
19
Michelle Green's
1
Aim:
To practise writing
2
Activity type:
about a
Information
20
family
Photocopiable p.192
1
family
transfer to complete
4
15-20
minutes
•
Make one copy of the worksheet for each Give students a copy of the worksheet. to
read t h e interview. T h e n
Activity type:
3
Time:
Ask
•
them
text. •
read o u t t h e first sentence of
Elicit t h e a n s w e r t o
number 2 -
Ask students to work individually to the text,
transferring the information
interview.
London. from
the box -
the
students to completed •
read o u t a section
•
the
As an extension,
interview.
the
ask students in their pairs
•
Students can then
write three or
sentences a b o u t their partner's
For
and
four
family.
•
2
London Oxford
4
parents
5
four or five
6
children
7
brother
8
Toby
9 10
Spain emails
ask students t o
box.
e.g.
Ask:
complete
way.
practise
to
the
Drill difficult
words
necessary. tell t h e m to
again, this time
some of the ideas.
practise
changing
Write the words on the
board
Conversation 1: go for a drink; Conversation 2: go to the cinema; Conversation 3: go for a meal, have a pizza, have a Chinese meal. go to a restaurant, have an Italian meal, go to the pub, have a hamburger, play tennis, etc. need to change:
Give them
24
12
the
pairs o f students
students feel confident,
that they
•
single
11
by asking
lines as a class i f
When
ask t h e m t o
3 in t h e same
in their pairs.
the conversations
Michelle Green
3
they from
conversations.
exercise 2,
conversations
the
ANSWERS 1
2 and
Check the answers
•
to
When
a n d cross t h e w o r d o u t in t h e
read o u t their
other using t h e questions in
two
them
elicit t h e missing word
P u t students in pairs and conversations
text.
interview each
Choose Ask
Does Tim fancy Sue? Elicit: Yes, he does. Ask: What does he want to do? Elicit: Go out with Sue/Go for a drink.
their
of
and Sue.
Ask questions to check comprehension,
asking
at a time
be Tim
student.
Tell t h e class t o w r i t e it in
W h y .
conversation
•
C h e c k t h e a n s w e r s w i t h t h e class by
conversations
minutes
get to t h e first gap,
answers. •
to
t o start reading the first conversation.
complete
P u t students in pairs t o check
responding
Give students a copy of the worksheet.
Point to the photo.
Ask a student to
15
Gapped
confident students to
check
etc.
•
and
Make one copy of the worksheet for each
Ask: Who's this? Elicit: It's Michelle Green. Ask: Has she got any sisters? Elicit: No, she hasn't, comprehension.
making
meal?
Instructions: •
student.
ask questions to
To practise
2 4
Instructions: •
Photocopiable p.193
suggestions
a
description
3 Time:
Aim:
Why don't we go for a
Ask confident students to act out their conversations to the ANSWERS
137
some ideas,
1
Why
2
don't
3
Thanks
4
we
5
Yes
6
Let's
7
about
8
idea
class.
e.g.
new
21 1
Aim:
2
Activity type:
3
Time:
4
22
Places in a t o w n
Photocopiable p. 194
To practise t h e vocabulary
10-15
Labelling a
o f places in a
town
picture
minutes
Instructions: Make one copy of the worksheet for each
•
Give students a copy of the worksheet. letter s on the board.
Ask students to
Number 1 How do you spell 'station'? Say:
picture.
and elicit
complete the word you •
•
When
help t h e m .
students
asking them •
office,
3
Time:
to identify
using t h e first
Circulate t o
have finished,
street.
cover the words.
Say:
the
Number 12
Say:
•
gap
minutes
Cut the worksheets
Put students into A / B or B t o each s t u d e n t . half of the
•
in
out the
and
B each
Ask students to
have
a B student to
read o u t the examples.
classes,
Number 8 post
•
for
There's, There are, There isn't, There aren't any.
their picture using in
or
the
Circulate to
students are using t h e correct •
help and
check
forms.
Check the answers by asking students to read their
•
For
out
sentences.
exercise 2,
focus attention
on the places
2
park public toilets
student
4
car park
5
bus stop
6
square
9
and
weaker
Tell s t u d e n t s to c o m p l e t e t h e g a p p e d s e n t e n c e s
and elicit
3
market
With
briefly review the use of
the boxes and the example sentences.
street
their
Ask an A
There's, There are, There isn't, and There aren't any.
by
them.
station
8
different
look at
pictures and the example sentences.
way.
7
A
corresponding
worksheet.
pictures of a t o w n .
spelling.
two
half.
pairs. A s s i g n t h e role o f Hand
Explain that students A
and
etc. Tell students in their pairs t o take it
Information
Make one copy of the worksheet for every
and
check the answers
15
there is/are
Instructions:
letters
help with
To practise
students.
ANSWERS 1
Activity t y p e :
•
board.
turns t o ask a b o u t a n d identify t h e places in same
2
Ask:
on the
to say t h e words and spell
Tell students t o and elicit
Aim:
the
look at
Elicit t h e letters
P u t students in pairs. Ask t h e m
given to
Write
station.
have started
write the names of places,
student.
cafes
Photocopiable p. 195
1
4
•
There are t w o
Is there a hospital?
in
Ask an
A
No, there isn't. hospital Is there a pedestrian crossing? Yes, there is. pedestrian crossing and
elicit
Point o u t t h e cross in t h e
B students.
and elicit
•
box to the A
answer
questions a b o u t the places in their box.
Remind
chemist's
11
hairdresser's
12
post office
them to
13
pedestrian crossing
appropriate.
14
hospital
p u t ticks or crosses in t h e boxes Circulate t o
help with
tick
students.
Tell s t u d e n t s t o w o r k in pairs t o ask and
10
the
Point out the
in t h e
newsagent's
box to
Ask a B student
as
pronunciation.
Drill d i f f i c u l t w o r d s a n d lines as a class
if
necessary. •
Ask confident students to partner's picture,
picture. ANSWERS Student A 1
There's
2
There aren't any
3
There isn't
4
There's
5
There are
6
There isn't
7
There aren't any
8
There are
Student B
137
1
There's
2
There aren't any
3
There are
4
There's
5
There isn't
6
There aren't any
7
There are
8
There isn't
e.g.
report back about
their
There isn't a square in Maria's
23
There's a hotel on George
1
Aim:
2
Activity t y p e :
3
Time:
4
To practise describing
15-20
Guided
a
24
Street
Photocopiable p.196
town
writing
minutes
Make one copy of the worksheet for each
•
Give students the
map.
1
Aim:
2
Activity type:
3
Time:
4
Instructions: •
a copy of the worksheet.
student.
Focus
Ask different students questions,
on
exercise 1 .
asking individual •
Check the answers
answer to t h e first gap
exercise 2.
Elicit
George Street.
different students to places t h e y
w e a k e r class, c o n t i n u e t o do this w i t h t h e text.
Otherwise,
ask t h e students t o
the text individually.
Circulate to
students to
traffic lights, •
a
ask d i f f e r e n t
answers
any
•
students
For
Exercise 1 The Red Cafe, Sue's Cafe
You
3
It's on Market Street. It's between The Red Cafe and Sue's Cafe.
4
Green Street, George Street, Market Street, A l b e r t Street
Student
5
a b o o k s h o p , a shoe shop, a chemist's It's on Green Street. / It's next t o t h e shoe shop.
8
King's Square
You •
Exercise 2 are t w o cafes on Market Street.
It's called The Royal Hotel.
•
They're called The Red Cafe and Sue's There's a bookshop
There's a car park on Albert Street. It's next to t h e hospital. There's a museum at the end o f Albert Street.
There's a market in King's
It's opposite t h e hairdresser's.
ask students t o w o r k w i t h
write the following
with
and
a
new
pairs.
words
a confident
wrote on the
board.
Ask confident students to act out
1
get
2
traffic lights
3
on
4
Take
5
chemist's
6
down
7
left
8
Excuse
9
Go Turn
the
their
Drill difficult w o r d s
Ask s t u d e n t s t o role play c o n v e r s a t i o n s
10
137
read o u t
on
the
student:
Excuse me. How do I get to the bookshop? Go down here to the traffic lights. Turn right. Go down to the police station. Turn left. It's on the right. Thank you.
ANSWERS
t h e chemist's and t h e police s t a t i o n .
complete Check
necessary.
conversations to the
between t h e cafes. There's a shoe shop
on t h e corner o f Green Street and George Street. It's between
There
to
practise t h e conversations in
other places y o u
There's a hotel on George Street.
the
them.
conversations.
Role play a conversation
The Royal H o t e l
It's on A l b e r t Street. / It's next t o t h e car park.
get,
bookshop, post office, bank, hairdresser's.
2
7
the
Tell t h e class t o cross o u t
conversations.
As an extension,
1
Square.
gapped
exercise 2,
partner to
text.
board:
Cafe. There's a hairdresser's
on.
gapped
Elicit t h e words
by asking students to
completed
•
6
sentences,
can find
P u t students in pairs a n d ask t h e m the remaining
whole
ANSWERS
on Green Street.
and
lines as a class i f
W h e n t h e class has f i n i s h e d ,
and
Elicit
read o u t t h e first
Tell s t u d e n t s t h e y
w o r d s in t h e b o x as t h e y f i n d
complete
t o read o u t sections of t h e c o m p l e t e d
map.
missing words in t h e b o x .
problems. •
Ask t w o
conversation.
the
the
help with
describe the shops
can see on t h e
student.
Ask
e.g. There's a bank. There's a supermarket. The supermarket is opposite the hairdresser's, etc.
by
With
minutes
Give students a copy of the worksheet.
students.
Start reading the text in
conversations
Make one copy of the worksheet for each
•
questions in
15-20
Gapped
directions
•
same
P u t students in pairs a n d ask t h e m t o answer
To practise asking for and giving
Instructions:
e.g.
way. •
station?
•
Where's the bookshop? Elicit: It's on Green Street. It's between the chemist's and the police station. Ask a b o u t o t h e r places on t h e m a p in t h e
H o w do I get to the police
Photocopiable p.197
class.
their
about
the
25 1
Furniture and parts of a
Photocopiable p.198
Aim:
To practise the vocabulary of furniture
parrts of a
Activity type:
3
Time:
4
and
house
2
15
26
house
Matching
words with
•
Briefly revise t h e vocabulary
use of different objects and
the correct
word.
Give students match
•
For to
the parts of the
Check the answers
exercise 2,
of the
Ask
an
name of the
•
Check the
read o u t
For
are on the table. t h e
b e d .
items in t h e
draw
B both
have
rewrite
Circulate to
sentences
them,
help and
explain t h a t there are
between
Student A
and
check
forms.
three
Student
B's p i c t u r e s . Tell s t u d e n t s t o a s k a n d
answer
q u e s t i o n s in t h e i r pairs t o f i n d o u t t h e
•
differences. need
t h e
S t u d e n t s ask a n d a n s w e r in pairs t o f i n d differences.
•
Circulate to
help with
the
pronunciation.
Ask confident students to report back, e.g. an
A
In my picture, there's a man sitting on the grass. He's reading a newspaper. In Chiara's picture, the man is talking on his mobile phone.
for
set up
a
flowers. Elicit: The flowers jeans. Elicit: The jeans are
Tell students t o c o n t i n u e talking
if
student might say
ANSWERS Exercise 1 Student A
about
way.
1
The men aren't drinking cola. They're drinking coffee.
2
The w o m a n isn't eating a sandwich. She's eating a p i z z a .
3
The boys aren't talking. They're playing f o o t b a l l .
4
The man and the w o m a n aren't having a rest. They're playing tennis.
Exercise 1 kitchen
C
5
The w o m a n isn't sitting. She's r u n n i n g .
bathroom
B
6
The man isn't reading a b o o k . He's reading a newspaper.
hall
E
living room
D
Student B
bedroom
A
Exercise 2 curtains
m e n
necessary.
ANSWERS
1
to
t w o
Drill d i f f i c u l t w o r d s a n d q u e s t i o n s as a class ask
Say: Say:
picture in the same
and
sitting in the cafe? Elicit: Yes, they are. Ask: Are they drinking coffee? Elicit: Yes, they are.
point to the correct position
prepositions,
exercise 2,
differences
item.
activity.
them
Say: Elicit:
ask by asking a c o n f i d e n t s t u d e n t A r e
spare
pairwork
corresponding
Demonstrate the kind of questions they
pairs.
To give further practice with
out the
t h a t s t u d e n t s are using t h e correct v e r b
each
I f t h e r e are a n y differences,
o n
working individually.
names
some
students t o c o m p a r e their drawings in
each
Hand
Explain that students A
answers
have read o u t t h e final sentence,
up a
student.
A
worksheet.
t h a t are false. Ask s t u d e n t s t o
The bag is in front of the wardrobe. The cat is behind the sofa. The keys are on the washing machine. The sugar is in the cupboard. The book is next to the bath. The mobile phone is under the sofa.
worksheet and
•
•
twice.
hold
pairs. A s s i g n t h e role o f
Look at the cafe. The men are drinking cola. They aren't drinking cola. They're drinking coffee.
the
Read out
two
half.
Ask s t u d e n t s t o look a t their pictures. Tell
• are g o i n g t o
missing items on the picture.
When you
Cut the worksheets in
to cover the example sentence.
furniture.
sentence
1 2 3 4 5 6
•
room,
and eliciting the
finding
minutes
half of the
them
then
picture
P u t s t u d e n t s in A / B
activity
sentences and that you want the students to the
•
words
information
Make one copy of the worksheet for every
them
bedroom.
i t e m s in t h e picture.
Explain that you
15
students.
p u t students in pairs a n d ask
b y caLLing o u t t h e n u m b e r s
•
Correcting
continuous
Instructions: •
eliciting
the names of the furniture with
numbered
Time:
by
house with the by miming
m i m e sleeping and elicit
match
To practise t h e present
or B to each
a copy of the worksheet.
and asking students to tell you e.g.
student.
of furniture
miming the
given.
Activity type:
4
Make one copy of the worksheet for each
to
2 3
Instructions:
•
Aim:
t h e differences in a
minutes
coffee?
Photocopiable p.199
1
pictures
•
Are they drinking
8
dishwasher
1
The men aren't drinking cola. They're drinking coffee.
2
The w o m a n isn't eating a sandwich. She's eating a p i z z a .
3
The boys aren't talking. They're playing basketball.
4
The man and t h e w o m a n aren't playing t e n n i s . They're t a l k i n g .
2
wardrobe
cooker
5
The w o m a n isn't having a rest. She's r u n n i n g .
3
washbasin
10
washing machine
6
The man isn't reading a newspaper. He's talking on his mobile
4
fridge
11
sofa
5
microwave
12
carpet
6
cupboard
13
armchair
7
sink
14
mirror
9
phone. Exercise 2 The three differences are: •
I n S t u d e n t A's picture t h e man on the grass is reading a
•
I n S t u d e n t A's picture t h e man and t h e w o m a n on the tennis
newspaper. I n Student B's picture he's talking on his mobile phone. courts are playing t e n n i s . I n S t u d e n t B's picture they're t a l k i n g . •
I n S t u d e n t A's picture t h e three boys are playing f o o t b a l l . I n S t u d e n t B's picture they're playing basketball.
137
27
There's a mirror on the
1
Aim:
To practise writing a b o u t a
2
Activity t y p e :
3
Time:
4
Instructions:
15
1
room
Questionnaire then
guided
minutes
3
Make one copy of the worksheet for each Give students a copy of the worksheet. t h a t it s h o w s a q u e s t i o n n a i r e makeover for a room. through
and check the
some and
of the
new ideas.
can
help with
had
that they
their
them
should
by writing t h e first g a p p e d
Then
Use this information
help t h e m
and with
relevant,
•
you
circulate
Remind them that
collect the
to
•
students to guess whose ideal rooms they
are.
I n my partner's ideal room, there's a bed, a sofa,
expensive the room,
out the
nice pictures.
a TV, and a lot of
stereo
and
help each When
other with
they
Mike
to the
partners and
class.
137
Hello, Sue. Where are y o u doing? I'm decorating my f l a t . Would y o u like some help? T h a t would be great.
L e t me give you hand. Thanks a lot. W h a t colour are y o u painting t h e walls? Pink and yellow. Really? Very nice . . .
their
get
read o u t t h e lines
practise
Ask confident students to act
I'm m o v i n g t h e furniture.
Sue
books.
lines
conversation.
W h a t are y o u doing first?
Mike
in
have
spellings
have finished,
B students to
Sue Sue
to
order.
Mike Mike
In t h e w a r d r o b e / c u p b o a r d t h e r e ' s / t h e r e are a
Get
Circulate
and to check students
Ask students to change
Sue
and
of
up.
lines a n d
Sue
and
each
ask students t o dictate their
necessary.
A
corresponding
missing
Mike
O n t h e d e s k / t a b t e t h e r e ' s / t h e r e are an
T h e r e ' s / T h e r e are also an expensive
sentences:
and that some
ANSWERS
the curtains are blue, and the f l o o r /
O n t h e walls t h e r e ' s / t h e r e are a big mirror
computer.
lot of clothes.
a big wardrobe,
the
o t h e r in pairs. T h e y each write d o w n
Mike
The walls are yellow,
exercise 2,
the conversation
SAMPLE ANSWER
are some
For
conversation.
worksheets, ask
there
make
Explain that they
any problems
check the complete
aren't
read o u t s o m e of t h e c o m p l e t e d texts and
carpet is white.
sentences on
to each
different A
information,
there's/there are a big mirror.
W h e n t h e class has f i n i s h e d ,
a desk.
Hand
half of a conversation
where
with transferring the
two
half.
pairs. Assign t h e role o f
student.
used the correct word
board.
spelling and vocabulary.
e.g.
Put students in A / B
help with
e.g.
to complete the sentence
cross o u t t h e w o r d s in t h e description
•
in
students to rewrite their sentences.
ask a s t u d e n t
While students are c o m p l e t i n g t h e t e x t , to
Write the following jumbled
have
sentence
Elicit their answer,
•
Cut the worksheets
t h e sentences in their half are j u m b l e d
In my partner's ideal room, there's What furniture is in your partner's room? a desk, a bed, a big wardrobe, an armchair, etc. on the
Make one copy of the worksheet for every
half of the worksheet.
about
on the board:
wrote
minutes
or B to each
partner.
Demonstrate
conversation
Would you like some help? and That would be great.
•
Explain
15
Elicit t h e correct order of words to
vocabulary
complete the gapped text with information
words in a
help
board:
of
p u t students in pairs a n d ask
Reordering
accepting
you / help? / Would / some / like be / That / great. / would
spelling.
exercise 2,
For
to swap worksheets.
•
•
about
or think
offers and
Instructions: •
read
help?
dictation
students.
use t h e ideas t h e y
Circulate t o
To practise making
Time:
vocabulary.
Student's Book
Would you like s o m e
Photocopiable p.201
Activity t y p e :
ideal
Ask students to complete the questionnaire their ideal room. They
•
on the
4
student.
Explain
Give students time to
the questions
Lesson 2 7
Aim:
then
•
in
2
writing
•
•
28
wall
Photocopiable p.200
the out
to
29
What's the
Photocopiable p.202
1
Aim:
2
Activity type:
To practise
3 Time: 4
30
date?
15
months
Writing
and
dates
dates then
gapped
sentences
minutes
Instructions: Make one copy of the worksheet for each
•
Write the following
Jan Mon
information
Point to
speech
14
and elicit t h e full m o n t h
and elicit t h e date
14th.
board:
under the calendar.
bubble
on the board
draw a
and elicit t h e
correct •
•
Explain
that ways
w h a t w e write a n d w h a t w e say. Circulate t o
•
check their
have finished,
read out their
so
spelling.
exercise 2.
ask confident students
to
•
sentences.
can't
can distinguish the in the short
Students then
stand
Yes, can
Elicit: of
Make
sure
pronunciation
of
c a n
answers. asking
and
a n s w e r i n g questions a b o u t t h e activities in
the
up and mingle,
who
can do each activity.
five
minutes.
names
Set a time limit of
Bring t h e class b a c k t o g e t h e r t o r e p o r t b a c k can do what.
order to
1 7 t h January
Ask different questions
practise a range of forms,
Then
23rd December
ask
Yes,
3 1 s t March the 3 1 s t o f March
ANSWERS
22nd October
1
t h e t w e n t y - s e c o n d o f October 3rd A u g u s t the third o f A u g u s t 18th November the eighteenth o f N o v e m b e r 3rd J u l y the third o f J u l y 8
Ask a student
out
in
of
about
on
Anna, can Eduardo play the piano? Elicit: Yes, he can./No, he can't. Leila, can you and Pavel use a computer? Elicit: we can. /No, we can't. /I can use a computer, but Pavel can't, etc.
t h e t w e n t y - t h i r d o f December
7
Can you speak Italian? I can./No, I can't.
who
t h e seventeenth o f J a n u a r y
6
by asking students to read
answers.
pictures. Tell students t o write d o w n the
ANSWERS
5
Check the answers
and
students
on the board
help
vocabulary.
students
help
1
sentences
Circulate to
in t h e questions a n d short answers.
problems.
Write them
students'
on the example sentences for pictures
Drill t h e p r o n u n c i a t i o n
different
to
picture.
2.
their
n e e d t o w r i t e t h e d a t e s in t w o
they
look at t h e first picture.
Students work individually to write
with
bubble.
together
When
student.
Ask
Ask: Can they play rugby? Elicit: Yes, they can. Ask: Can he change a wheel on a car? Elicit: No, he can't.
a b o u t t h e rest of t h e pictures.
the fourteenth of January.
Students work individually to complete
4
Give students a copy of the worksheet.
big
Put
t h a t t h e y can
3
Make one copy of the worksheet for each
•
and
Give students a copy of the worksheet.
to tell you the dates.
2
minutes
Instructions:
•
students in pairs a n d ask t h e m t o w o r k
any
mingle
•
January.
Now
Check the answers but asking different
1
15-20
attention
Write:
to write the dates on the worksheets.
•
Time:
Writing sentences then
abilities
Focus
Write this in t h e speech
with
3
to talk about
Tell students
way to say the date -
•
Activity type:
can/can't
look at the second
January 14th
-
2
To practise
students to
Point to
they
Aim:
12
lues 13 Wed@ Thurs 15 Jan
•
on the
student.
rugby
Photocopiable p.203
1
4
•
T h e y can play
1 6 t h February the sixteenth o f February
He can't change a wheel on a car.
3
She can speak Italian.
4
He can use a computer.
5
She can't play t h e piano.
6
They can't swim.
7
He can make a cake.
8
They can do j u d o .
9
They can drive.
10
137
They can play rugby.
2
He can't use a digital camera.
e.g.
31
Making an
1
Aim:
2
Activity type:
To practise m a k i n g
3 Time: 4
32
appointment
Photocopiable p.204
15-20
Gapped
an
appointment
1
2
conversation
minutes
Make one copy of the worksheet for every students.
Cut the worksheets in
sheet to each •
two
half and give
one
student.
Focus on t h e first line o f t h e c o n v e r s a t i o n . the first missing
Mr Brown's office
line
c o n t i n u e w i t h t h e rest o f t h e Check the answers students to •
and
read o u t t h e
exercise 2,
class if •
Circulate to
write the following
Tell students t h e y
Brainstorm
holiday
Tell
on their
different
/at
e.g.
at a
a meeting,
Ask the A
dates for a m e e t i n g important
make
Tell s t u d e n t s t o
out their
students to
•
and the
•
ideas and
e.g.
conversation.
roles a n d
Ask confident
role B
a
two
finish
new
pairs o f students
act out their new conversations to the
using
help
Students who
to
class.
ANSWERS 1
Mr Brown's office.
2
Can I make an a p p o i n t m e n t with Mr Brown, please?
3
I can't make t h a t .
4
at a conference
5
Yes, that's fine.
6
Thank you.
1
Could
2
are
3
have
4
help
5
please
6
turn
7
use
8
course
Exercise 2
in London 1-9
make another
class.
Exercise 1
make
in t h e i r lists. Circulate t o
the conversations Check the
137
read
with
the
answers. to
e.g.
elicit requests t h a t can
be
used
e.g.
etc.
students to
possible
continue
Could I use your pencil/ dictionary? Can you turn up the CD/cassette player? Could you open /close the window?, ANSWERS
role p l a y n e w c o n v e r s a t i o n s
pronunciation.
quickly can swap
match
exercise 2.
As an extension,
in
list
pair to
Conversation 1: Where are they? In the park. Conversation 2: Where are they? At home. Conversation 3: Why is she cold? The window's open. Conversation 4: What room are they in? The living room. Conversation 5: What does speaker A want? A pen.
to
a
are.
box.
by asking different pairs t o
check comprehension,
more
B students to
Elicit and
Ask students questions about the conversations
students
list t h r e e
Could
conversations.
pictures in
with
pairs. Assign t h e
two
conversations.
•
etc.
dates for their diary,
the information
the
Check the answers
worksheet.
unable to
student.
Ask
read o u t t h e first conversation.
•
wedding/away/on
August, on holiday 22-26 August. Telll s t u d e n t s t o
a copy of the worksheet.
P u t students in pairs a n d ask each
W h o
of secretary to t h e A students and caller to the students.
with
Make one copy of the worksheet for each Give students
information.
reasons for being
P u t students in n e w A / B
•
•
information
on the board.
are g o i n g t o
with
an appointment,
minutes
in t h e classroom,
underline the information
conversations
15
completing
help
matching
•
•
Friday the 8th of March at three o'clock? I'm on holiday. Thursday the 14th of March at ten o'clock? at a conference
•
Instructions:
necessary.
As an extension,
•
4
confident
Drill d i f f i c u l t w o r d s a n d lines as
conversations then
Tell s t u d e n t s t o cross o u t t h e s e w o r d s in t h e
p u t students in pairs. Tell t h e m
from the conversation to
Time:
to
conversation.
practise the conversation. pronunciation.
requests
t h e a n s w e r s f r o m t h e w h o l e class -
answers the phone? Mr Brown's secretary. What does the caller want? To make an appointment with Mr Brown. What is the caller doing on the 8th of March? He/She's on holiday. What's he/she doing on the 14th of March? He/She's at a conference. When is the appointment? Tuesday the 19th of March at ten o'clock. For
3
tell
e.g.
Gapped
polite
please?
pictures
students to
conversation.
by asking t w o
Ask questions to check comprehension,
•
To practise m a k i n g
Activity t y p e :
Elicit
students t o cross it o u t in t h e b o x . Tell t h e m
•
Aim:
with
Instructions: •
Can I use y o u r pen,
Photocopiable p.205
3
b
4
c
2
d
5
e
1
make these
requests w h e n
Encourage
appropriate
33
34
He's a chef
Photocopiable p.206
1
Aim:
To practise identifying
2
Activity type:
and talking about
Labelling then
choosing the
1
jobs
2
4
15
3
Instructions: •
Make one copy of the worksheet for each
•
Give students a copy of the worksheet. pictures.
pictures in r a n d o m
3 •
chef.
and elicit
them
Ask a b o u t t h e j o b s in
order.
For example,
say
exercise 2.
attendant.
read o u t t h e first
Gapped
descriptions then
Check the
20
minutes
Make one copy of the worksheet for every
the
students. •
Cut the worksheets in
Write the following
gapped
sentences with
students
flight
'm not working.
working
answers.
write the following
Put students in
•
t h e m t o t a k e it in turns t o describe a n d
guess
or B to each student. half of the worksheet. complete the two
the
Hand
Tell each
When
students
answers with
have finished,
the whole
pilot police officer
in
3
chef
4
mechanic
5
flight a t t e n d a n t
manager
3
waiter
4
nurse
5
mechanic
6
shop assistant
exercise 2.
using of
any
•
any
their texts
Encourage students to work out them.
Circulate to
the help
queries.
Check t h e answers w i t h t h e w h o l e class by different students to ANSWERS Student A 1
repair
2
aren't working
3
're drinking
4
teaches
5
gives
6
isn't teaching
Student B
137
the
tell
can c o m p l e t e their
correct verb forms between with
Exercise 2 flight a t t e n d a n t
1
don't check
students t o take it in turns t o read o u t
2
1
to
help with
class. I n s t e a d ,
1
2
A
corresponding
student
Circulate to
descriptions so t h a t t h e y
bus driver
out the
problems. •
Exercise 1
shop assistant
and
pairs. A s s i g n t h e role o f
descriptions in exercise
t h e verbs in brackets.
ANSWERS
9
to
the present simple or present continuous form
tell
jobs.
8
in
Elicit t h e missing verbs f l y
Put students in A / B
list o f j o b s
pairs a n d
that
need t o use t h e verbs in brackets
complete the text.
one of the jobs.
lawyer
the
the present simple or the present continuous
Describe
manager
sentences on
Explain
on the board:
7
two
half.
I'm a pilot. I (fly) planes every day. I (not work) at the moment because I'm on holiday.
pilot, waiter, waitress, chef, nurse, mechanic, shop assistant, flight attendant. Say: This person cooks food. Who is it? Elicit: a chef.
6
information
Instructions:
sentence
Elicit t h e correct a n s w e r
As an extension,
Time:
answers.
Students complete the exercise
individually. •
present
board.
vocabulary and spelling. Check the
in
To practise t h e present simple and
Activity type:
•
Picture
with the names of the jobs. Circulate t o help
Ask a student to
4
student.
Ask
Students work individually to complete the
•
Aim:
gap
minutes
to look at the
London
Photocopiable p.207
continuous
correct
words
3 Time:
They drive buses in
1
likes
2
isn't working
3
's driving
4
drive
5
aren't driving
6
're eating
read out their
asking
descriptions.
35
I enjoy my
1
Aim:
2
Activity type:
3
Time:
4
36
job
Photocopiable p.208 To practise talking a b o u t
15
Answering
jobs
questions
about a
text
minutes
Instructions: Make one copy of the worksheet for each
•
Give students a copy of the worksheet.
student.
Focus
•
of the
Elicit answers t o
•
•
His name's Carlos.
use full sentences in their help with
have finished,
a confident student.
Elicit:
Say:
False. He's Spanish.
pairs a n d tell t h e m t o
When
they
get to the first
Then
pairs.
ask students t o find the
Elicit:
in the box.
that
job? •
c o n t i n u e in t h e same
read t h e
other's
fourth
•
When
have finished,
to
read
Explain that
don't need to
ask t w o
way.
the answers.
Drill difficult w o r d s a n d
check
lines as
Encourage students to
the feelings of the characters
there use.
confident
students to read o u t their conversation t o
ANSWERS
the
the
different
class if necessary.
line
worried.
aloud together and identify
sentences that they
they
line.
sentence
w o r d in t h e f o u r t h
Elicit t h e word
missing sentences in the box. are t w o
the
Are you worried about your new
Ask students which a clue.
missing
P u t students in pairs a n d tell t h e m
activity
Carlos is Italian.
are
gap,
line in order t o find a clue t o t h e missing
conversation
Put students in
W h o
confident students to start reading
conversation.
answers.
Demonstrate the
Ask:
the people? Elicit: They're boyfriend and girlfriend.
Ask two
individual
one
student.
Ask students to look at the photo.
gave them
ask
two
Cut t h e w o r k s h e e t s in half and give
sheet to each •
answers.
ask students to test each
m e m o r y a b o u t Carlos. with
Make one copy of the worksheet for every
accuracy.
read out their
As an extension,
conversation
minutes
students.
Elicit
Explain
Circulate to
students
15
Gapped
problems
Instructions:
1
P u t students in
they should
When
To practise talking about
p a u s e a n d t h e n t e l l t h e class t o
look at t h e first question.
answer the questions together.
students to
Time:
the
(Spain, a tour guide). They
3
the
questions at the end of paragraph
Ask students to the answer
Activity type:
man.
text while the others follow.
•
2
on
Ask confident students to read o u t sections of
pre-reading
Aim:
•
Ask: Where do you think he is from? What do you think his job is?
the photo
Photocopiable p.209
1
4
•
Are you worried about your new job?
by using
a
express
appropriate
intonation.
1
His name's Carlos.
2
He lives in Madrid.
3
He's a tour guide.
conversation
4
He talks t o schoolchildren and tourists in castles and palaces.
act out the conversation
•
For
He travels t o o t h e r cities.
exercise 2,
tell students to
5
He's in Toledo.
ANSWERS
6
He's having a break. He's having a cup o f coffee and eating a
1
sandwich.
2
I'm only trying t o help.
7
He goes t o a lot o f places and meets a lot o f people.
3
What's t h e problem?
8
He travels a lot and he's often away from his family.
4
I can't explain.
137
practise
the
in pairs. Ask confident students to the
Are y o u worried a b o u t y o u r new job?
class.
to
37 1
Places to go and
Photocopiable p.210
Aim:
38
events
To practise talking a b o u t places t o go
and
events
2
Activity type:
3
Time:
4
Instructions:
15
Labelling
pictures then
pairwork
minutes
•
Give students
a copy of the worksheet.
pictures in r a n d o m
order and elicit t h e
the places or events.
beach. Say: Picture 2 Make sure students -
Aim:
2
Activity type:
3
Time:
as t h e y a p p e a r in
Say:
Call o u t names
use a
appropriately
Student's
Students work individually to label the
•
Check the answers the correct order
Ask
by calling o u t t h e
pictures.
pictures
Ask similar questions to
in
range of different
1-12.
Before students do
exercise 2,
stems on the
write the
•
following
•
Ask different students
the gapped
Do you ever go to concerts? How often do you go to a football match? Do you like shopping centres? Put students in pairs a n d tell t h e m t o ask
When they
have finished,
with •
and •
report
Nicole likes going to concerts. We don't like theme parks, etc. the t h e a t r e / a play
2
an art gallery
3
a f o o t b a l l match
4
the beach
5
a show
6
a shopping centre
7
the zoo
8
a club / a disco
9
t h e cinema / a film
10
a music festival
11
a t h e m e park
12
a concert
have finished,
help
check the answers
exercise 2,
by
questions
demonstrate
a confident student.
pictures and sentences.
and elicit where t h a t
shopping centre. ANSWERS
137
complete
Circulate to
different students to read out the
cover the
1
word
correct
answers.
Before students do
ANSWERS
them
problems.
activity with
back about their partner, e.g.
1
sentences together.
students
asking
and
way.
ask students to
any
When
Ask
worksheet.
Put students in pairs a n d ask t h e m t o
e.g.
a
Elicit t h e first missing
and tell students t o write it in t h e
place on the • questions,
practise
Give students a copy of the worksheet.
Were
complete
a n s w e r questions in t h e same •
another
forms.
to look at the pictures.
board:
Do you ever go to ... ? How often do you go to ... ? Do you like ... ? •
students
student
•
question
student.
Yes,
Book.
•
game
minutes
Ask two
etc.
of the
memory
Ask another student.
of
and elicit
lesson 3 7
sentences then
(Juan), were you at home yesterday? Elicit: Yes, I was./No, I wasn't. I was (at school). Was (Juan) at home yesterday? Elicit: he was./No, he wasn't. He was (at school). (Marta and Jan), were you at the theatre on (Wednesday)? Elicit: No, we weren't. We were (at school). Were (Marta and Jan) at the theatre on (Wednesday)? Elicit: No, they weren't. They were (at school).
Picture 4 the an art gallery,
and t h e
15
Gapped
b e
Ask a student
the
and elicit
To practise using t h e past simple of t o
Make one copy of the worksheet for each
•
student.
theatre?
Instructions: •
Make one copy of the worksheet for each
Photocopiable p.211
1
4
•
Were they at the
Were / weren't / were
2
Was / wasn't / was
3
Were / weren't / were
4
Were / wasn't / was
5
Was / wasn't / was
6
Were / wasn't / was
person
the
Ask h i m / h e r
Say:
was: S h e
to
Picture 4.
w a s
at
t h e
39
The staff were
1
Aim:
2
Activity type:
To practise saying
3 Time: 4
40
friendly
Photocopiable p.212
15
how
good something
was
Questionnaire
minutes
Make one copy of the worksheet for each
•
Give students a copy of the worksheet. students to
Elicit:
Ask:
look at the photo.
A sports centre.
questions
Read through the
questionnaire.
Circulate to
have finished,
a confident student.
help with
questions
to ask a n d
with •
Circulate to words and
students
have finished,
ask
the
continue 1 and
2.
practise the conversations in pronunciation.
l i n e s as a class i f
in t h e
pairs.
underline
the
conversations:
Conversation 1
help
across
Conversation 2
on Friday I'm working late. Saturday at 7.30 at my place
class.
•
Ask students to
make
more conversations
changing the underlined own
words
by their
brainstorm
pronunciation.
Ask confident students to act out their conversations to the
class.
ANSWERS
137
using
w i t h t h e w h o l e class first. Circulate
help students with ideas and •
and
ideas. W i t h w e a k e r classes,
wording
to
difficult
necessary.
tell students to
information
Drill
a meal this evening to the cinema tomorrow evening eight at the restaurant
confident
students t o ask a n d a n s w e r t h e questions
at the
by asking confident students
help with
As an e x t e n s i o n , following
are
conversations.
Ask students to
•
W h o
I can't make this evening.
read o u t t h e
pronunciation.
When
Ask:
Ask students to look
1 and elicit t h e order of words in
Check the answers
answer
t h e questions g i v e n in exercise 2. Circulate t o
look at the photos.
Put students in pairs. Ask t h e m t o
For
one
student.
they? Elicit: Two friends.
•
two
Cut t h e w o r k s h e e t s in half and give
Ask students to
•
ask
P u t students in pairs. Tell t h e m
conversation
reordering t h e words in conversations
When were you there? I was there in June/on the 15th of June. Who were you with? I was on my own. /1 was with a friend, etc. •
words in a
Make one copy of the worksheet for every
the problems.
Reordering
minutes
first gap:
go through the
arrangements
Instructions:
•
w a s
any
ELicit full answers.
15
conversation
8, e.g. I t
Students work individually to complete
example,
Time:
•
noisy. / The classes were expensive. / The swimming pool and the sauna were small, etc. with
3
o'clock
making
sheet to each
should
the questionnaire.
they
Activity type:
the
complete
To practise
students.
Where is it?
day and to imagine their answers to
When
2
Ask
Explain that students
t o g e t h e r a n d eLicit ideas for q u e s t i o n
•
Aim:
•
student.
imagine they were at the sports centre for
•
1
4
Instructions: •
Let's m e e t at six
Photocopiable p.213
1
I can't make this e v e n i n g .
2
I'm not doing a n y t h i n g t o m o r r o w .
3
Shall we go o u t on Friday?
4
W h a t a b o u t Saturday?
5
Let's meet at 7 . 3 0 at my place.
new
new to
41
School
1
Aim:
2
Activity type:
3
Time:
4
42
subjects
Photocopiable
p.214
To practise talking a b o u t school
15
Labelling
pictures t h e n
subjects
1
Aim:
group
2
Activity type:
3
Time:
work
minutes
Instructions:
4
•
Make one copy of the worksheet for each
•
Give students a copy of the worksheet. students to look at the
pictures.
the names of the subjects, elicit •
History.
e.g.
student.
Ask
Call o u t
n u m b e r s o f t h e pictures in r a n d o m
sentences
of
Write the word A r t
the
story.
on the board.
Ask a
draw a smiley
next to the word A r t
on the board.
says N o ,
face.
draw a sad
exercise 2,
column
If the
at t h e subjects or
Put students into groups of three. writes the
names of the two
their group
Each
on the worksheet.
on
drawing smiley and
in t h e c o l u m n s as a p p r o p r i a t e . with
pronunciation.
problems with •
as
of it
the
faces
Circulate to
help
Drill t h e words s t u d e n t s
have
necessary.
Ask confident students to members
sad
of their groups.
report back
about
For example, J a n
w a s
good at French, Chemistry, Physics, and Biology. He wasn't very good at Art, Music, or English. ANSWERS 1
Art
2
Geography
3
History
4
Music
5
Chemistry
6
Physics
7
Biology
8
I n f o r m a t i o n Technology ( I . T . )
9
Cookery
10
English
11
Physical Education ( P . E . )
12
Metalwork
13
Mathematics (Maths)
14
Science
15
French
by asking
137
the is
different students
to
sentences.
exercise 2,
ask students t o cover
Tell t h e m
to
the
retell t h e story in
Ask a confident student to
retell t h e w h o l e
class.
1
Jack didn't get up at seven o'clock.
2
He g o t up at nine o'clock.
3
He didn't eat his breakfast.
4
He drove t o work.
5
He arrived at 1 1 o'clock.
6
His boss and colleagues had a m e e t i n g .
7
Jack didn't go to the m e e t i n g .
8
Sarah had lunch.
9
Jack stopped work at eight o'clock.
10
Jack's colleagues ate in a restaurant.
11
Jack w e n t home.
12
He cooked dinner.
pairs,
cues.
ANSWERS
student
They then take
For
to the
not.
in turns t o ask and answer questions a b o u t school subjects,
•
smiley
other members
work
that the past simple form
just using the pictures and the
ME
or sad faces next to t h e subjects d e p e n d i n g
to
persons.
Check the answers
sentences.
student
They should draw
Ask
2.
Remind them
read o u t their •
face
ask students t o c o m p l e t e t h e
on the worksheet.
whether they were good •
•
student
them
example
t o g e t h e r t o write s e n t e n c e s for t h e rest o f
Were you good at Art? Elicit: Yes, I was./No, I wasn't. Yes, For
1 and
student.
Ask
2 and the cues.
read o u t t h e
Put students in pairs a n d ask t h e m
t h e s a m e f o r all
I f t h e student says
•
look at pictures 1 and
a confident student to
class. •
minutes
Make one copy of the worksheet for each
and
Check the answers with
story
Give students a copy of the worksheet. to
Students work individually to write the names
15
Picture
simple
•
•
the school subjects.
To practise using t h e past
Instructions:
elicit
Picture 3
lunch
p.215
•
the
order and
say
He didn't have Photocopiable
story
43
School
44
life
Photocopiable p.216
1
Aim:
To practise writing a b o u t
2
Activity type:
3
Time:
4
Instructions:
15-20
schooLdays
Questionnaire then
guided
writing
minutes
Make one copy of the worksheet for each
•
BriefLy review t h e school subjects from
41
of the
Student's Book.
Then
ask
student.
Lesson
Aim:
2
Activity t y p e :
3
Time:
Then
ask
to
•
to complete the questionnaire
Circulate t o •
When
they
help with ideas and
their completed
such
Ask that student's
partner
(Yoshi's) first school?
it in t h e second g a p .
Remind them to
gap.
have finished,
students swap
completed
descriptions to check them.
confident students to read out their
Picture
w e n t to St. Joseph's.
H e / S h e started in 1974.
day, h e / s h e cried and then he played Liked/didn't
like school
because
English and History b u t h e / s h e d i d n ' t like Chemistry H e / 5 t i e left school in
out
by asking
more
questions,
1:
2:
For
exercise 2,
p u t s t u d e n t s in pairs t o
the conversations.
On h i s / t i e r first He/She
H e / s h e liked Geography.
1987.
137
1
done
2
so
3
on
4
can't
practise
Ask confident students to
out the conversations to the
texts.
or
story.
read
Picture 6:
out
Ask
with his new friends.
the
Picture 5:
way
their
he had a lot of friends.
to choose
Picture 4:
the
ANSWERS Juan
in
Point
Picture 3:
SAMPLE ANSWER
the
conversations.
Picture
•
When they
as
woman
Is Paul happy? No, he isn't. Why? He likes Hannah, but she's got a new job. What is Hannah doing? She's making sandwiches. What is Hannah doing? She's doing the washing-up. Where's Hannah's new job? In a restaurant. Who's this? (point to Mrs Green) It's Mrs Green. What is Hannah doing? She's making sandwiches. Is she happy? No, she isn't. Why? She wants her old job.
relevant,
e.g. He/She.
they
man.
Check comprehension
e.g.
write
cross
t h e words in t h e descriptions t h a t aren't
•
•
the
a b o u t their partners in t h e same
to complete the text.
the
What was the name of use
done
Check the answers by asking students to
Write
Tell students t o
Tell t h e m Elicit
and
students
Point to the young
P u t students in pairs. A s k t h e m
swap
Elicit t h e n a m e and
confident
correct o p t i o n s t o c o m p l e t e t h e rest o f t h e •
n a m e of one of y o u r students in the first
ask
new job.
partner.
went to
board
information
Then
•
on
ask t w o
Ask:
to the young
Write
1.
them
Who's this? Elicit: Hannah. Ask: Who's this? Elicit: Paul. Why is Hannah happy? Elicit: She's got a
the picture.
vocabulary.
Write t h e first line of t h e g u i d e d w r i t i n g
the
answer for number
Ask
questionnaires with a
Then
student.
Ask
Where do they work?
need to choose the correct word.
individually.
have finished, tell students to
In a cafe.
1. Ask
to start reading the conversation.
board.
Give students a copy of the worksheet. them
look at picture
elicit
board.
etc.
ideas on the
minutes
Make one copy of the worksheet for each
/ I
Elicit answers
words
Give students a copy of the worksheet.
ask
Write ideas on the
Choosing the correct
•
What was the name of your first school? What did you do on your first day? I played. cried. /I went home. Did you like school? as No, it was boring /hard/horrible. Yes, it was fun /interesting. /I had a lot of friends, Then
15
news
Instructions:
different
Elicit answers, e.g.
To practise talking a b o u t g o o d
•
students
Elicit their answers.
sandwiches!
Photocopiable p.217
1
4
•
No more
class.
act
45
Parts of the
1
Aim:
2
Activity type:
3
Time:
4
46
body
Photocopiable p.218
To practise t h e vocabulary
15
Information
of parts of the
body
gap
Instructions: •
students. •
Cut the worksheets
Put students in A / B or B to each
student.
Hand
2 next to the
out the
neck. Ask an A
A
•
on their
exercise 2,
For and e.g.
Number 6
Students
•
As an extension, up your
memory.
practise using
hand and
a student to
•
Students
missing
m i m e t h a t it
head ear
3
face
4
neck
5
elbow
6
arm
to find out about
Eddie and the
to find out about
Millie. Tell t h e they
N o w tell the A they
Tell t h e
sore.
the correct •
look
Ask:
He went
and elicit
students to
S t u d e n t s w o r k in pairs t o ask a n d a n s w e r
confident students to report back.
in
look
Ask:
in
questions ask
For example,
an
Eddie went to Italy last year. He went with Ben and Paul. They stayed in a hotel, etc.
A student would say
similar
to
ANSWERS
class.
Student A 1
Where did Eddie go last winter?
2
Who did he go with?
He w e n t t o Italy.
He w e n t with Ben and Paul.
3
Did t h e y stay in a hotel?
4
Did t h e y go skiing?
Yes, t h e y did.
5
W h a t did t h e y do in the evening?
Yes, t h e y did. T h e y w e n t t o clubs and
restaurants. 6
Did he have an accident?
7
H o w did he do that?
Yes, he did.
He fell over on his skis.
Student B
ankle
1
Where did Millie go last summer?
10
hair
2
Who did she go with?
11
eye
3
Where did t h e y stay?
12
nose
4
W h a t did t h e y do in t h e day?
13
mouth
14
tooth
15
shoulder
She w e n t t o Paris.
She w e n t with S a l l y - A n n . T h e y stayed in t h e H o t e l France. They visited the Eiffel Tower and
w e n t t o museums. 5
W h a t did t h e y do in t h e evening?
T h e y ate in expensive
restaurants.
16
chest
6
Did Millie have a good time?
17
finger
7
Why did she have a good time?
18
stomach
19
leg
toe
Eddie.
in the same way. W h e n t h e y have finished,
9
22
need
B students to
B students to write the answer
hand
knee
B students
place.
back
foot
need
have a b o u t Millie.
7
21
order.
students
have about
8
20
any
Where did Millie go last summer? Elicit: She went to Paris.
the
ANSWERS 2
and word
explain that the A
t h e correct place.
a n d ask
act out their conversations to the
formation
complete
help with
Tell t h e A students t o write t h e a n s w e r
hurts.
making
sentences:
Circulate to
Where did Eddie go last winter? to Italy.
board.
Ask
practise
question
exercise 2,
at the information
words
conversations in pairs. Ask c o n f i d e n t students
1
For
order,
and
and
mime a pain
exercise 1 .
at the information
hurts
cues
Ask students to work individually to write questions in
My hand's sore. What's the matter (Aleksander)? Elicit: My (head's) sore./My (head) hurts. Elicit:
My hand hurts,
•
the
c o n t i n u e in their pairs t o identify
parts of the b o d y from
Hold
arm.
and elicit
•
the
numbers,
call o u t several n u m b e r s in r a n d o m
corresponding
Write the following
Elicit t h e full
Elicit:
on the
Hand out the
A
on the board:
worksheets.
ask students t o cover t h e
two
half.
Where/you/go/last summer? you/stay/in a hotel? Where did you go last summer? Did you stay in a hotel?
and
problems with
Check the answers by calling out the
gap
pairs. A s s i g n t h e role o f
half of the worksheet.
answering
eliciting t h e words and writing t h e m •
Cut the worksheets in
or B to each student.
student
questions in t h e same w a y t o find o u t t h e
information
minutes
Put students in A / B
board.
S t u d e n t s w o r k in pairs asking a n d
parts of t h e b o d y
•
on
Elicit
Cued questions then
Make one copy of the worksheet for every
head. Ask: How do you
What's number 2? How do you spell 'neck'?
spelling and write it on the •
15
questions
Instructions:
corresponding
1 next to the head
and elicit
To practise past simple
students.
Ask a B student
neck. Ask:
Activity type:
•
Elicit t h e spelling and write it on
board.
2
half.
Draw a stick person
the board, write number
What's number 1? spell 'head'?
in
two
pairs. Assign t h e role of
half of the worksheet.
number
Aim:
4
Make one copy of the worksheet for every
summer?
Photocopiable p.219
1
3 Time:
minutes
W h e r e did t h e y go last
137
Yes, she did. She met a handsome waiter.
47 1
Aim:
2
Activity type:
3
Time:
4
Instructions: •
48
I fell off a chair
Photocopiable p.220
To practise talking a b o u t an
15
Gapped
accident
conversation
minutes
Make one copy of the worksheet for every students.
Cut the worksheets
sheet to each •
Aim:
man.
a n d elicit
and elicit
Point to
2
Activity type:
3
Time:
4
Instructions: Make one copy of the worksheet for each
•
Ask t w o
read
with the
ask t h e m
to
•
the
a confident
students to read out the completed
exercise 2,
p u t s t u d e n t s in n e w
practise the conversation.
As an extension, conversations.
students
to the
•
Ask students to
make
conversations
students
the
class.
can role play
•
to
up more
more
picture
1
(cough)
Ask students to write
•
conversation.
to read
the
I fell o f f a chair.
2
I hurt my leg.
3
I t happened in t h e kitchen.
4
My wife called an ambulance.
5
I had an X-ray.
6
Well, it's painful.
7
Yes, but I can't go t o work.
pairs t o
write spelling.
read o u t
missing words
p u t students in n e w
pairs
to
Encourage them to
Drill difficult w o r d s a n d
treatments.
get students to
role play
different problems and
Elicit o t h e r words students can
W i t h w e a k e r classes,
conversation
class
build
other the use,
the
w i t h t h e w h o l e class a n d w r i t e it
t h e board first. Ask confident students to act their conversations to the ANSWERS
difficult
necessary.
137
use
medical
lines as a
e.g. stomach ache, a headache, sunburn, a cold, capsules.
Circulate
their on
necessary.
conversations with
ANSWERS 1
help with
and gestures to express the different
As an extension,
1
the
board.
problems. if
the
Drill
by asking
and writing the
exercise 2,
mime
conversations
pronunciation.
lines as a class i f
Circulate to
practise the conversations. box
the
and the ideas on the board.
help with ideas and
words and
For
ideas:
in their pairs using t h e questions f r o m conversation
Check the answers
to
Write the sentences from the
and elicit more
the missing words.
I fell off a chair/a ladder. /I tripped over the cat. /1 lifted a heavy box. I hurt my leg/knee/arm/ankle. It happened in the kitchen/dining room/garden/ bathroom. My wife/husband/friend called an ambulance/ phoned the doctor/took me to hospital. I had an X-ray /an operation / an injection. It's painful /broken /OK. I can't go to work/walk/drive. •
get to
(medicine).
P u t students in pairs. A s k t h e m
of
conversation.
on t h e board in t h e order t h e y a p p e a r in conversation
pair
pairs
Ask confident
to act out the conversation •
class as y o u
picture 2
the from
conversations together and to identify and
Check the answers by asking
For
the
pictures.
Elicit t h e missing words
words in t h e correct spaces in t h e
complete
missing sentences in
in t h e
confident students to start reading
the whole and
student.
With
briefly revise t h e names of
first conversation.
including
cues
minutes
problems and treatments shown
Harry. Ask: Who is
picture
Give students a copy of the worksheet.
box.
•
Gapped conversations with
•
sentence.
P u t students in pairs a n d
•
15
chemist's
•
the
Ask students to
t h e first t h r e e lines o f t h e c o n v e r s a t i o n
the conversation
To practise asking for things at a
w e a k e r classes,
look at the picture.
Ask: Who's this? he talking to? Jan.
•
one
for
Photocopiable p.221
1
student.
Ask students to
the example
two
in half a n d give
Have you got anything a cough? ~
cough
2
medicine
3
earache
4
tablets
5
sore eyes
6
drops
7
rash
8
cream
class.
on out
49
Photocopiable p.222
1
Aim:
2
Activity t y p e :
3
Time:
4
50
Travel
To practise travel
15
vocabulary
Crossword then
categorization
Make one copy of the worksheet for each
•
Give students a copy of the worksheet.
•
down
the answer
down
and
across.
miss your train.
Focus on
•
2 down
•
Ask students to
the
Ask a student to
miss
in t h e
Circulate to
2,
ask students to
Say each category in t u r n the crossword,
e.g.
etc. Students then
the pictures.
exampLe
say
objects
Point to the young
look at the
and elicit
c o m p l e t e t h e table in
woman
in t h e
on
first
Say:
Point to the second
•
P u t students in pairs and
•
•
For
exercise 2,
table.
question
from
asking
•
ask t h e m t o correct
the
pictures.
by asking students to read
ask students t o
out
look at picture
read o u t t h e
and answer. Students
and answering
pictures. as
their
say
sentences.
Ask confident students to
ticket,
picture and
a b o u t the people in the other
Check the answers their
spelling.
and elicit a word
Tell s t u d e n t s t o c o v e r t h e
student.
Tina's going to go to the beach. Elicit: Tina isn't going to go to the beach. She's going to go shopping. Frank and Amy are going to play golf. Elicit: Frank and Amy aren't going to play golf. They're going to go sailing.
Tell
pairs. •
Focus
Elicit
etc
pairwork
Make one copy of the worksheet for each
spell
What's 4 across?,
then
Give students a copy of the worksheet.
information
help with
Correcting information
•
look
doing
plans
minutes
sentence.
picture
for future
Instructions:
crossword.
station.
15
going to
•
clues.
exercise
To practise
picture.
What's 1 across?
Check the answers by asking
For
Activity type:
the
P u t students in pairs. Ask t h e m t o c o n t i n u e
for all t h e
2
arrow
and the corresponding
Elicit the answer
the crossword. •
and an
missing word and write it on the board.
students to write the word
clue.
Aim:
A
at t h e picture clues a n d ask
the
Point to
across on t h e board and elicit
directions
student.
What's this? Elicit: crossword.
Draw an arrow pointing pointing
1
4
Instructions: •
Paris
Photocopiable p.223
3 Time:
minutes
p u z z l e a n d ask
They're going to go to
continue in
about the
Drill t h e i n t o n a t i o n
1.
example
people in
pairs, the
with the whole
class
necessary.
As an extension,
practise the first person
form
Exercise 1
Are you going to stay in bed on Saturday? Elicit: Yes, I am. /No, I'm not. I'm going to go shopping. stay in bed, go to work, relax, go shopping, go to the beach.
Across
a n s w e r in pairs a b o u t their plans for
Check the answers
by asking different students
list t h e w o r d s for e a c h
to
by asking
category.
questions,
e.g.
Write some cues
the board,
ANSWERS
on
e.g.
Tell students t o ask
and
Saturday.
1 miss ANSWERS
4 ticket 6 lose
1
9 forget
2
Tina isn't going to go t o t h e beach. She's going t o go s h o p p i n g . Frank and A m y aren't going t o play golf. They're going t o go sailing.
1 0 plane 1 1 suitcase
3
Tom isn't going to get up early. He's going t o stay in b e d / g e t
4
Sarah isn't going t o have lunch with her friends. She's going t o
5
J o , S a m , and Emily aren't going to study for their exams.
up late.
1 5 airport Down
relax in t h e garden.
2 station 3 port
They're going t o have a party.
5 camping
6
7 cruise
Robert isn't going t o go t o a museum. He's going t o watch a f o o t b a l l match.
8 passport
7
1 2 trip
Liz and Mike aren't going t o play t e n n i s . They're going t o play basketball.
1 3 train
8
1 4 boat Exercise 2 Objects
ticket, passport, suitcase
Transport
plane, b o a t , train
Problems
miss y o u r train, lose y o u r luggage, forget y o u r passport
Places
airport, s t a t i o n , port
Activities
go on a business trip, go c a m p i n g , go on a cruise
Kate isn't going t o read a b o o k . She's going t o meet her friends.
51
An ideal
Photocopiable p.224
1
Aim:
2
Activity type:
3 Time: 4
52
holiday
To practise using
15-20
going to
to describe a
Questionnaire then
guided
holiday
writing
1
Aim:
2
Activity type:
4
Instructions: Make one copy of the worksheet for each
•
Explain t h a t t h e students are g o i n g t o
make
Where are you going to go? the Caribbean/ Florida/Egypt, etc. Ask: When are you going to leave? Tomorrow. /Now. /In June. /On 1st August, etc. Elicit ideas,
•
When they
help with ideas and have finished,
their completed
•
•
•
swap
•
Check the answers
Students complete the task by transferring
relevant, e.g.
He/She.
grammar and •
When
For to
e.g.
•
sentence
help
Read out some
ask t h e class t o
collect
aren't
ask students to in t h e
make
W i t h w e a k e r classes,
and
underline
e.g.
m o r e conversations in
they're going t o go on a boat home in / o n
Egypt.
build complete
class.
ANSWERS
H e % / S h e ' s going to
hotel.
First, they're going t o
T h e n , they're going t o go shopping.
have
After that,
trip on the Nile. They're going t o come
September.
137
1
I was sorry t o hear a b o u t y o u r grandfather.
2
You must feel very sad.
3
I'm going t o miss him.
4
I'm going to be away for a couple o f days.
5
I hope everything goes O K .
their
underlined.
conversations
o n t h e b o a r d w i t h t h e w h o l e class first.
are
friend.
visit the Pyramids.
them
conversation:
pairs by c h a n g i n g t h e details t h e y
to the
They're going t o stay in an expensive
if
conversation.
SAMPLE ANSWER
go w i t h her best
conversation.
p u t students in pairs a n d ask
confident students to act out their
For my partner's ideal holiday, h e / s h e ' s going t o go t o
the
confident
lines as a class
information
Ask students to
describing.
fte^s/She's going t o leave i n / o n tomorrow.
reorder
Elicit
the
holiday you
by asking t w o
alternatives for these words,
with
of the texts
guess whose
board:
grandfather/man /train / a couple of days. grandmother, aunt, uncle/plane, boat, taxi /a month, a couple of weeks, etc. •
have finished,
exercise 2, practise the
As an e x t e n s i o n ,
the
spelling.
students
worksheets.
Circulate to
the
conversation.
read o u t the parts o f the
the following
questionnaire
and crossing o u t t h e words in t h e text t h a t
Who's Ben?
necessary. •
board.
information from their partner's
character.
one
and get students to point to
Drill difficult words a n d
e.g.
Complete the
right
students to
the
For my partner's ideal holiday, he/she's going to go to Ask Where is (Eduardo) going to go? He's going to go to (Egypt). on the
Who's Asha?
Ask students to work individually to
•
their
Elicit t h e destination,
Ask:
look at the photo.
and
o t h e r sentences in t h e
writing task on the board:
a student a b o u t their partner,
student.
two give
Elicit the correct order:
partner.
Explain that they're going to write about
Cut t h e w o r k s h e e t s in half and
grandfather, /your/sorry /!/ was /hear /to/ about. I was sorry to hear about your grandfather.
vocabulary.
partner's ideal holiday. W r i t e t h e first line of
conversation
Write t h e first j u m b l e d sentence on t h e
Students
get students to
words in a
minutes
Ask students to
questionnaire.
questionnaires with a
event
Make one copy of t h e worksheet for every
Elicit ideas, e.g.
Give students a copy of the worksheet.
Reordering
sheet to each
e.g.
work individually to complete the
15
students.
plans
for their ideal holiday. Ask a student
Circulate t o
To practise talking a b o u t a sad
Instructions: •
student.
OK
Photocopiable p.225
3 Time:
minutes
•
•
I hope everything goes
Ask
conversations
53 1
Aim:
2
Activity type:
To practise food
3 Time: 4
54
Food
Photocopiable p.226
15
vocabulary
Information
gap
•
Cut t h e w o r k s h e e t s in
Put students in A / B or B to each
student.
and elicit
two
half.
pairs. A s s i g n t h e role o f Hand
half of the worksheet.
picture 1? apples?,
board. Tell t h e
out the
Ask a B student
lettuce.
ask a student
Yes, I do. /No, I don't.
•
afternoon snack.
and
the words
•
numbers, on the
S t u d e n t s ask
board.
in
•
Limit them to
to
oranges
5
fish
6
cheese
7
bread
8
butter
9
onions
10
pork
11
beef
12
potatoes
13
carrots
14
tomatoes
15
grapes
16
rice
17
eggs
18
peas
a, an,
whether fill
some.
or
Check the answers with the
class.
coffee, oranges, sandwiches, cheese. coffee How much coffee do you drink? oranges How many oranges do you eat? sandwiches (how many) and cheese (how much). Write the following words
on the board:
Point
A s k s t u d e n t s t o c o m p l e t e t h e q u e s t i o n s in
asking t w o
three
the
he/she
•
in
exercise 2.
to
confident students to
P u t students in pairs a n d tell t h e m t o ask
and
answer t h e questions in t h e c o n v e r s a t i o n .
Ask
has a good
of
diet.
A s k a s t u d e n t t h e q u e s t i o n s in t h e c o n v e r s a t i o n
in
I don't drink/ eat... . Not much/many. I drink/eat a lot of... Elicit answers t h a t include
As an extension, f o o d diaries as in in
pairs.
ANSWERS Exercise 1 1
some
2
a
3
an
4
a
5
an
6
some
7
some
8
a
9
some
10
some
11
some
12
a
Exercise 2
137
by
read the parts
conversation.
exercise 2. •
the
Check the answers
students if they think S a m a n t h a •
ANSWERS
chicken
decide
are c o u n t a b l e or u n c o u n t a b l e a n d t o
conversation
Antonio likes apples, chicken, and potatoes. He doesn't like lettuce, carrots, or fish. 3
food
mid-morning/mid-
Do the same with
d o e s n ' t like, e . g .
4
Focus on Samantha's of
Focus
Do you think
and elicit t h e question
and
dislikes
t h i n g s t h e i r p a r t n e r likes a n d t h r e e t h i n g s
lettuce
Elicit
and
and say
Do you like fish?
report back a b o u t their partners.
apples
Ask:
Tell students t o
in t h e gaps w i t h •
onion, apples. some.
Give students a copy of the worksheet.
diary. Check c o m p r e h e n s i o n
write
W h e n t h e y h a v e finished, ask c o n f i d e n t students
2
potato, some, an, a;
she looks healthy?
correct
pairs.
1
butter,
student. the
Point to
by calling out the
a n s w e r q u e s t i o n s a b o u t t h e i r likes a n d
•
Write the following spaces and words on
food.
F o r exercise 2, Elicit:
their
Make one copy of the worksheet for each
•
the missing words:
missing
questions
minutes
board:
answering
eliciting the words and writing t h e m •
diary and
nouns
Instructions:
What's
questions in t h e s a m e w a y t o find o u t t h e
Check the answers
Gapped food
uncountable
•
worksheet.
S t u d e n t s w o r k in pairs asking a n d
20
and
on the photo of Samantha.
Elicit t h e spelling
it in t h e correct place on their
•
Activity type:
the
B students t o write it in t h e
a n d elicit
of the
To practise countable
corresponding
write it on t h e board. Tell t h e A students to
names
2
A
What's How do you spell
apples. Ask:
place on their worksheet.
•
Aim:
Ask an A student
elicit t h e spelling a n d write it o n
picture 2?
1
4
Make one copy of the worksheet for every students.
Photocopiable p.227
3 Time:
minutes
Instructions: •
She eats a lot of vegetables
1
H o w much
2
H o w many
3
H o w many
4
H o w much
5
H o w much
6
H o w many
tell students to write their
exercise 1
and talk about
own them
55 1
I usually have toast for
Aim:
To practise describing
56
breakfast
Photocopiable p.228
w h a t a person eats
and
drinks
2
Activity type:
3
Time:
4
Instructions:
15-20
Questionnaire then
guided
writing
minutes
Make one copy of the worksheet for each
•
Explain that students questionnaire
are g o i n g t o c o m p l e t e
about their diet.
Aim:
2
Activity type:
3
Time:
Give students
elicit possible answers to each
Make one copy of the worksheet for each
Students work individually to
complete
Elicit: •
and
an answer with the relevant frequency for questions
1,
2, and
3. Circulate to
and
When
have finished,
their completed
•
P u t s t u d e n t s in pairs a n d ask t h e m the
•
adverb
get students to with
a
•
swap
Explain that they're going to write about partner's diet. Write t h e first line o f t h e
For
their
•
following
My partner usually/often has for breakfast. What does (Maria) usually/often have for breakfast? toast and coffee. usually often.
their partner,
•
Students
crossing text,
e.g.
help with •
When
and
+te/She
usually/often.
and
grammar and
students
worksheets.
•
and
o u t t h e words t h a t aren't relevant in
collect
t h e class t o g u e s s w h o s e d i e t y o u are
1 ask
describing.
SAMPLE ANSWER My partner ttsttatty/often has toast u s u a l l y / o f t e n has a sandwich u s u a l l y / o f t e n has chicken fruit
and biscuits
yoghurt.
and coffee
and an apple
for breakfast. H e / 5 b e -
for Lunch and h e / s h e -
and rice for dinner. H e / 5 t w often eats
as a snack. H i s / H e t favourite f o o d is chocolate
H e / S h e doesn't like cheese
or
in the
more conversations
pairs
to
underline
the
conversation:
in their pairs
and
carrots.
137
to
by
have underlined.
With
w e a k e r classes, elicit t h e alternative w o r d i n g
first
and build the conversation
the
ANSWERS and
ask students to
information
w i t h t h e class o n
order
2
have
3
for
4
me
5
Anything
6
same
7
bill
new
Ask confident students to act
their conversations to the
to
the
Read out some of the texts,
p u t students in n e w
Drill
necessary.
conversation.
conversations.
spelling.
have finished,
lines as a class if
G i v e students t i m e t o role play their
the
Circulate
pair
board.
the
from their partner's questionnaire
by asking a confident
changing the details they
or
complete the task by transferring
information
make
e.g.
Complete the sentence on the board
cross o u t e i t h e r
complete
Ask students
about
e.g.
Elicit t h e answer,
out
steak /chips/salad/grilled salmon/potatoes / sparkling mineral water/the same.
task on the board:
Ask a student
exercise 2,
As an extension,
writing
to
read o u t t h e parts of t h e conversation.
practise the
partner.
first
cross
conversation.
Check the answers to
with
spelling.
questionnaires
Elicit t h e
and tell students to
box.
difficult words and
vocabulary they
order
missing word
write
help
them
Where are they? In a restaurant. Ask: What are they doing? They're ordering a meal.
Ask s t u d e n t s t o read t h e first line.
in
the
Point out that they should
student.
Ask
look at the p h o t o and ask
t h e w o r d in t h e
questionnaire.
•
a copy of the worksheet.
and elicit
exercise 1 . •
minutes
Give students
the
of the questions
conversation
•
Student's
of the
15
Gapped
restaurant
Instructions:
to
a copy of the worksheet
To practise ordering a m e a l in a
•
a
Briefly review
Lesson 53
food vocabulary from
Book.
student.
order?
Photocopiable p.229
1
4
•
Are you ready to
class.
out
57 1
Aim:
2
Activity type: in a
To practise the vocabulary of Labelling then
clothes
finding the
differences
picture
3 Time: 4
58
Clothes
Photocopiable p.230
15
minutes
•
Make one copy of the worksheet for every students.
•
Cut t h e w o r k s h e e t s in
Put students in A / B
half of the worksheet. number 1
•
on the
coat.
two
their •
•
Hand
out the
Activity type:
3
Time:
at
picture a n d elicit t h e i t e m
of
numbered items
eliciting the items
of
exercise 2,
in t h e r o o m
- short. •
between the two
at each
A
and
B
•
read o u t their •
without
circle t h e s h o p
assistant.
e.g.
Circulate to
help with
the
vocabulary. to
differences.
As an extension,
Elicit:
exploit t h e prices s h o w n in
the
Ask students to practise
similar
Excuse me. How much are these socks? They're £3. Say:
conversations
using the information
in
their
pictures. ANSWERS Exercise 1 1
coat
7
boots
13
socks
2
top
8
shorts
14
gloves
3
knickers
9
vest
15
underpants
4
bra
10
jacket
16
shoes
5
jeans
11
shirt
6
tights
12
trousers
Exercise 2 1
I n picture, A t h e shop assistant is wearing a jacket. In picture B, he isn't wearing a j a c k e t .
2
In picture A , there is a pile of knickers on t h e shelf. In picture B, there's a pile of vests on the shelf.
3
In picture A , t h e female customer is holding a jacket. In picture E , she's holding some trousers.
4
briefly review
nouns.
the
Put students
in
complete correct
For
exercise 2, Say:
by asking different students
ask students t o cover
Picture 4 They've got a beautiful big new house.
In picture A , there aren't any shoes on the shelf. In picture B, there are some shoes on the shelf.
137
to
the
and elicit t h e
sentence Ask
t o take it in turns t o
describe the pictures
m e m o r y in t h e same
way.
ANSWERS
to
Check the answers by asking different students
picture.
Focus
example
sentences.
sentences.
student
difference
c o n t i n u e in their pairs t o find
explain the
W i t h w e a k e r classes,
Check the answers
pictures
He's/She's wearing .... He's/She's holding some .... There are some ...on the desk. He's looking at some ....
•
and the
order.
need to identify them
talk about the pictures,
•
1, the cue words,
elicit
long
e.g.
t h e sentences w i t h t h e adjectives in t h e
and
Briefly review the language students will need
differences.
adjectives,
order of adjectives before
four
other's picture. Say to a B
and ask students t o
Students
picture
sentence.
clothing.
E x p l a i n t h a t t h i s is t h e f i r s t
•
of common
of
colours Also
Give students a copy of the worksheet.
In picture A, the shop assistant is wearing a jacket. Elicit: In picture B, the shop assistant isn't wearing a jacket. •
Point to a range of
and elicit t h e correct word.
the opposites
in
numbers
explain t h a t there are
and that students looking
Student's Book.
student.
Lesson 58
pairs a n d ask t h e m t o w o r k t o g e t h e r t o by caLling o u t t h e
game
minutes
Briefly review the adjectives from
pictures.
differences
memory
Make one copy of the worksheet for each
the
of clothing
Cued sentences then
•
on
of all t h e
15
order
Instructions:
A
look
To practise adjective
•
corresponding
A s k t h e class t o
Check the answers
For
2
the
Tell students t o w o r k individually t o write names
Aim:
half.
pairs. Assign t h e role of
or B to each student.
clothing
1
4
Instructions:
It's a horrible old w h i t e van
Photocopiable p.231
1
The dog's g o t b e a u t i f u l big brown eyes.
2
The woman's got nice long w h i t e boots.
3
He's wearing dirty old blue jeans.
4
They've g o t a b e a u t i f u l big new house.
5
He drives a horrible old w h i t e v a n .
6
He's g o t nice short black hair.
7
She's got a nice new black dress.
8
That's a beautiful long w h i t e car.
students from
59
W h a t are y o u r favourite
1
Aim:
To practise describing
2
Activity type:
3 Time: 4
15-20
60
clothes?
Photocopiable p.232
clothes
Questionnaire then
guided
writing
minutes
Instructions: Make one copy of the worksheet for each
•
Explain t h a t students are g o i n g t o questionnaire
on
clothes.
complete
Aim:
2
Activity type:
3
Time:
individually.
Give students a copy of the worksheet.
Circulate to
Elicit •
When
they
have finished,
get students to
questionnaires with
partner's clothes.
line
a
partner.
•
Write t h e first line o f t h e
Ask that student's
guided
answer, e.g
and
sentence on the
•
When
He/5ht
worksheets.
and
help with
students
their
the
and
N o , I've got an interview at a design company.
3
I'm fine, t h a n k s .
4
Er, no. I've g o t a new girlfriend now.
collect
the
of the texts and
ask
described.
A t t h e weekend, h e / s h e usually wears jeans
On h i s / h e r summer holiday, h e / s h e often wears
and T-shirts. H i s / H e r favourite clothes are jeans. colours for clothes are black and red. and
Yesterday,
For w o r k / s c h o o l / university, h e / s h e wears
tte/She
and
shorts
H i s / H e r favourite
doesn't like
gloves
hats.
137
pairs
is to
of
Drill
necessary.
Ask confident
2
1
that there Circulate
pairs
to act out their conversations to the
the
spelling.
A t t h e m o m e n t , my partner is wearing j e a n s and a top.
!
lines as a class i f
p u t students in n e w
practise the conversations.
SAMPLE ANSWER
trousers.
exercise 2,
line
complete
by asking confident
grammar and
have finished,
out
missing
read o u t the conversations.
difficult words and For
the
missing
problems.
ANSWERS
t h e c l a s s t o g u e s s w h o is b e i n g
skirts and dresses.
any
For work/school/university.
Read out some
h e / s h e wore a dress.
conversation.
students to
the
from their partner's questionnaire
Remind them
one extra reply for each
Check the answers
•
o u t t h e words t h a t aren't relevant in
Circulate to
•
board.
complete the task by transferring
information
e.g.
complete
that
Tell s t u d e n t s t o cross
Elicit t h e second
the other conversations.
help with
partner
Elicit
Elicit t h e
P u t students in pairs a n d ask t h e m t o
their
At the moment, my partner is wearing What is (Adam) wearing at the moment? .jeans and a T-shirt
text,
Oh, hello. Thanks.
Explain
but that one of
No, I've got an interview at a design company.
swap
writing on the board
crossing
read t h e first line.
l i n e is i n t h e b o x ,
lines in t h e b o x isn't n e e d e d .
and
Explain that they're going to write about
Students
look at the first picture.
t h a t line in t h e b o x .
their completed
•
to
Ask students to
questionnaire
help with ideas
student.
Ask
Ask: What's he wearing? Elicit: He's wearing a jacket and trousers/a suit.
vocabulary. •
minutes
the missing
Ask students to complete the
conversations
Make one copy of the worksheet for each
them
the
Gapped
comments
•
questionnaire. •
15
making
Instructions:
clothes
o f t h e q u e s t i o n s in
To practise
•
Student's Book.
of the
Give students a copy of the worksheet. possible answers to each
a
Briefly review the
Lesson 57
vocabulary from
student.
interesting
Photocopiable p.233
1
4
•
That sounds
to students
class.
O h , hello. Thanks.
5
He's fine, t h a n k s . We're going t o get married next year.
6
Yes. We're very happy.
7
I'm going t o have a gap year and go travelling.
8
S o u t h America.
61
Photocopiable p.234
1
Aim:
2
Activity type:
To practise talking a b o u t things
3 Time: 4
62
A t t h e post office
15
Gapped
at a post
office
sentences
minutes
Instructions:
1
Aim:
2
Activity type:
3
Time:
4
•
Make one copy of the worksheet for each
•
Give students a copy of the worksheet.
student.
Ask
What's the man doing? He's sending a parcel. How is he sending it? Special delivery. Who's this? It's the cashier. What are these? They're scales. scales)
With
q u e s t i o n s a b o u t all t h e t o elicit t h e •
Ask students to
Make one copy of the worksheet for each
box.
Tell t h e m
t o cross o u t t h e w o r d in t h e
Circulate to
to
help with
exercise 2,
For
group
of sentences.
box.
of
•
In
to
the
pictures in t h e s a m e way.
with •
cover the sentences and Circulate to
first
describe all t h e
1
5 pilot,
9 shop
receptionist, 6
nurse,
assistant,
footballer).
Check comprehension
o f t h e verbs in t h e b o x .
look at the example sentence.
and
the
use t h e
they
Circulate to students •
describe •
pictures.
help w i t h
3, 4,
any problems and
are using t h e correct v e r b
them and
forms.
by asking students to
read
exercise 2, What do you have to do at work? What don't you have to do? What do you have to do in your studies? What don't you have to do? For
ask a s t u d e n t w h o
has a j o b
Elicit h i s / h e r answer. A s k a s t u d e n t
Elicit h i s / h e r answer. S t u d e n t s
their answers and then compare with a
Ask confident students to report back about
3
cashier
partner, e.g.
4
scales
7
birthday card
8
air mail
9
letter box
10
postcard
11
stamp
•
write
partner.
parcel special delivery
postman
out
sentences.
1
deliver
10.
check
2
6
the
work
Remind
f o r m in sentences
Check the answers their
help
cross o u t
P u t students in pairs a n d ask t h e m t o
to
ANSWERS
5
Tell
Say:
box.
together to write the sentences.
pronunciation.
Ask confident students to
8 taxi driver,
verbs in the
e.g.
pairs, students
of jobs:
students to write the sentences
The man has a parcel. He's sending it special delivery. The cashier is putting it on the scales. picture,
(Names
Tell
problems.
•
Elicit a description
in
Number 2. What do they have to do? Elicit: They have to study hard. Ask: What don't they have to do? Elicit: They don't have to go to work.
the
sentences. ask students t o cover t h e
the
Picture 3. What do they do?
ask
3 chef, 4 manager,
students to
complete any
order, e.g.
postman,
10
sentence
Check the answers by asking confident students read out their
•
7
student.
Elicit
by asking about the people
They're chefs.
2 student,
ask
from t h e words in
P u t students in pairs a n d ask t h e m the sentences.
•
Elicit:
a copy of the worksheet.
of the jobs
random
•
parcel
jobs
Give students
worksheet
look at t h e first g a p p e d
a n d elicit t h e answer
•
pictures on the
about
minutes
names
vocabulary.
Writing sentences
•
the
weaker classes,
15
have to/don't have to
Instructions:
cashier)
(point to
To practise
•
questions a b o u t the first picture:
(point to the
H e has t o fly a plane
Photocopiable p.235
their
Marta has to meet visitors. She doesn't have to sell things. I have to drive. I don't have to repair cars. Elicit: Picture 8 or a taxi driver. Say: We have to cook. We don't have to talk to customers. Elicit: Picture 3 chefs. As an extension,
say
or
Students
it in t u r n s t o use t h e first person t o describe people in t h e
take
the
pictures.
12
post
13
post box
14
envelopes
15
letter
1
She has t o meet visitors. She doesn't have t o have meetings.
16
get
2
They have t o study hard. They d o n ' t have t o go t o work.
ANSWERS
3
They have to cook food. They don't have t o speak to customers.
4
She has t o have meetings. She doesn't have t o make coffee.
5
They have t o fly a plane. They d o n ' t have t o serve drinks.
6
She has t o look after ill people. She doesn't have to make meals.
7
He has t o deliver letters. He doesn't have t o weigh parcels.
8
She has to drive. She doesn't have t o repair cars.
9 10
137
He has t o sell things. He doesn't have t o lift heavy boxes. They have to play football. They don't have t o learn a language.
63
Can y o u c o m e for a
1
Aim:
To practise m a k i n g
2
Activity t y p e :
3 Time: 4
15
Making
and
64
meat?
Photocopiable p.236
responding to
conversations from
requests cues
1
Aim:
2
Activity type:
4
Instructions: •
Make one copy of the worksheet for each
•
Give students a copy of the worksheet. to look at picture 1.
Point to the
man
student.
Ask and
them
example
•
Ask a confident pair
read the conversation
P u t students in pairs. Tell t h e m conversations to
help with
and •
using the words pronunciation.
lines as a class if
Check the answers
Make one copy of the worksheet for each
to
For
exercise 2,
Sarah
the
•
conversation
more
•
•
to
•
make sentences in their
•
make
up
Elicit s o m e ideas for
on the board,
ideas for reasons,
their
roles w i t h
etc. Ask students to
They then
make
more conversations
using to
act out their conversations to the
in w h i c h ANSWERS 1
speak
2
calling ring
ANSWERS
4
there
Exercise 1
5
afraid
1
Can you come for a meal? I'm sorry. I can't. I have to finish a
6
message
report.
7
out
Can you play football tomorrow? I'm sorry. I can't. I have t o go
8
speaking
3
Can you go shopping? I'm sorry. I can't. I have t o write a letter.
4
Can you come t o my party? I'm sorry. I can't. I have to visit my parents.
5
Can y o u go t o t h e post office? I'm sorry. I can't. I have t o send some emails.
6
Can you p h o t o c o p y the report? I'm sorry. I can't. I have t o go t o a meeting.
7
Can you meet Mr Brown at t h e airport? I'm sorry. I can't. I have t o go t o t h e bank.
8
Can you come for a drink? I'm sorry. I can't. I have t o look after some visitors.
Exercise 2 1 2
He can't come for a meal because he has t o finish a report. He can't play f o o t b a l l t o m o r r o w because he has t o go t o the dentist's.
3
He can't go shopping because he has t o write a letter.
4
He can't come t o the party because he has t o visit his parents.
5
He can't go t o t h e post office because he has t o send some emails.
6
He can't photocopy the report because he has t o go t o a meeting.
7
He can't meet Mr Brown at t h e airport because he has t o go t o t h e bank.
8
He can't come for a drink because he has to look after some visitors.
137
asking:
pairs
Circulate to
Drill difficult w o r d s a n d
to
help
with
lines as
Encourage students to read
a the
expression. the
class.
get students t o role play
s i t u a t i o n s in w h i c h t h e y
t o the dentist's.
by
As an extension,
3
2
conversations.
of the context
p u t students in n e w
conversations to the
class.
box.
confident
•
swap
Ask confident students
pairs of
Ask c o n f i d e n t pairs of students to act o u t
e.g.
elicit
from word.
complete
•
e.g.
the ideas on the board.
exercise 2,
pronunciation.
requests
etc. Then
partners.
For
pairs
come to the pub/play tennis/buy some milk, meet a friend/go shopping/ do my homework, and write them
read o u t t h e
comprehension
class if necessary.
tell students to
conversations.
by asking
practise the conversations.
pictures.
As an extension, own
a n d elicit
the
Who is Mark? He's Sarah's boyfriend. Why is Sarah angry? Because Mark didn't go the restaurant.
cLass.
read t h e e x a m p l e aloud.
about the other
Check
to
w i t h t h e words in t h e
Check the answers
•
to
lines o f
G e t s t u d e n t s t o cross o u t t h a t
the conversations
words
a n d ask a s t u d e n t
of
the
and elicit the first missing w o r d
speak.
students to
across t h e
and elicit
Put students in pairs a n d ask t h e m
Circulate
pairs o f students
What's her name?
ask
them
Point to the pictures
Ask students t o read t h e first t w o
of
Say: Picture 2 He can't play football tomorrow because he has to go to the dentist's. Students
and
student.
Ask
answer.
necessary.
Picture 1
say
make
look at the pictures.
the box
Drill difficult
by getting
say the conversations •
to
minutes
Give students a copy of the worksheet.
aloud.
provided.
conversations
•
ask
look at t h e first pair of cues and
15
Gapped
expressions
Instructions:
say
Michael's girlfriend and
conversation.
students to
To practise using telephone
•
This is Michael. People are asking him to do a lot of things. Point to
please?
Photocopiable p.237
3 Time:
minutes
students to
Who's calling,
get a wrong
they offer to take a
new
number
message.
and
65
The
66
weather
Photocopiable p.238
1
Aim:
To practise talking
2
Activity type: memory
about the
Matching words with
weather pictures
then
game
R o m e is h o t t e r t h a n
1
Aim:
2
Activity type:
3 Time:
London
Photocopiable p.239 To practise using
15
comparatives
Writing sentences from
cues
minutes
3
Time:
4
Instructions:
•
Make one copy of the worksheet for each
•
Make one copy of the worksheet for each
•
Choose two
•
Give students a copy of the worksheet.
15
picture
minutes
answers:
P u t students in pairs a n d two
student.
Focus
What's the weather like? wet windy.
1 and ask
the example •
4
Instructions:
(Marek) / (Antonia) / tall. is taller than (Antonia).
the board:
on
board.
and
ask t h e m t o
For
exercise 2,
•
other
example words.
Students continue
a b o u t t h e w e a t h e r in t h e •
As an extension,
order, e.g.
asking and
pictures in
elicit t h e c o m p a r a t i v e
etc.
own
class.
weather
Circulate to
e.g.
Encourage students to think of
•
help with
Check the answers read o u t their
•
their
For
elicit
snowing / icy
sentence
4
cool / cloudy
hot/fine
to
pictures.
problems.
look at the Elicit
to
first
the and
and
3
frosty / dry
any
short. Write: (Antonia) is shorter than (Marek). Say: hot cold. London is colder than Rome.
the opposite adjective
7
Mice
class,
need
opposite adjective
f o g g y / cold
8
second
a weaker
on the board.
wet / windy
raining / stormy
With
adjectives they
ask students t o
wrote
1
sunny / warm
look at the
and elicit t h e sentence
by asking different students
2
6
them
the
sentences.
exercise 2,
sentence you
questions.
ANSWERS
5
to
Ask
and
Students write sentences about the other
questions
What's the weather like today? What was the weather like yesterday/last weekend /on your birthday? What's your favourite weather?,
about the weather,
the
use: 1 hotter, 2 smaller, 3 more expensive, 4 faster, 5 bigger, 6 shorter, 7 better, 8 more interesting.
answering
pairs.
ask students different
Ask them
are smaller than elephants.
What's the weather like in picture 4? Elicit: It's cloudy and cool. Ask a b o u t t h e pictures in r a n d o m
sentence.
picture and the cues,
on
students
Give students a copy of the worksheet.
class.
tell students to cover t h e
(Marek)
Say
other pairs o f
t o look at t h e first picture, t h e cues,
Check the answers with the
•
Do the same with
and elicit sentences from t h e
match
pictures. •
on
Leave this sentence
Elicit
words from each group of with to the
student.
students and write the following
Focus on the
elicit example
Elicit all
the
1 cold, 2 big, 3 cheap, 4 slow, 5 small, 6 tall, 7 bad, 8 boring. opposite adjectives students
Students then
about each •
need to
write another
picture using the opposite
Check the answers read o u t their
by asking
use:
sentence
adjectives.
different students
sentences.
ANSWERS Exercise 1 1
Rome is h o t t e r t h a n L o n d o n .
2
Mice are smaller t h a n elephants.
3
The A p o l l o is more expensive than Seaview.
4
Aeroplanes are faster t h a n cars.
5
France is bigger t h a n Britain.
6
J o e is shorter t h a n S a m .
7
The weather t o d a y is better t h a n t h e weather yesterday.
8
The book is more interesting t h a n t h e film.
Exercise 2 1
137
L o n d o n is colder t h a n Rome.
2
Elephants are bigger t h a n mice.
3
Seaview is cheaper t h a n The A p o l l o .
4
Cars are slower t h a n aeroplanes.
5
Britain is smaller t h a n France.
6
Sam is taller t h a n J o e .
7
The weather yesterday was worse t h a n the weather today.
8
The film is more boring t h a n t h e book.
to
67
We love our life in
1
Aim:
To practise c o m p a r i n g
2
Activity t y p e :
3 Time: 4
15
different
Correcting wrong
68 Photocopiable p.241
Greece
Photocopiable p.240
Welcome
pLaces
information
minutes
Instructions: Make one copy of the worksheet for each
•
Give students a copy of the worksheet. Look at t h e p h o t o
to Toby and say
of Toby and
This is Toby.
student.
Ask
Ask different
ask questions t o check
exercise are incorrect.
to
read
Cut the worksheets in
Ask students to
t h e first t w o
lines o f t h e c o n v e r s a t i o n .
Welcome back.
box.
•
Explain that they
Check the answers
by asking
the
difficult words and
exercise 2,
confident
lines as a class i f
p u t students in n e w
practise the conversations.
to do
help with
the
•
As an extension,
any
class.
ask pairs o f students t o tell
other about two
places t h e y
know well.
on the board to
each
Write
the
help them:
t h e
weather,; the food, the price of things.
Ask
students to describe the
class.
places to t h e
pairs
Ask confident
correct incorrect - Toby's old j o b is more interesting t h a n his new j o b .
3
correct
4
incorrect - His salary now is lower t h a n in Britain.
5
correct
6
incorrect - Meals in restaurants are more expensive in Britain.
more following 2
alternative
ideas for each underlined section, e.g. 1
ANSWERS 2
1
Elicit
confident
1
to students
class.
get students to make up
words in t h e first conversation:
As an extension,
Drill
Last night. Yes, I am. I didn't sleep on the plane. 3 the conference was very long, but it was interesting. yesterday/ yesterday evening/this morning 2 No, I'm not. I slept on the plane/train./Yes, I am. I travelled all night./ No, not really. 3 The family party / holiday / wedding was fun/ boring/ long, e t c . / I t was nice to see my family /friends, etc.
problems.
•
for
order.
necessary.
conversations. Tell t h e m t o underline t h e
Check the answers with the
the
the
pairs
conversations.
to act out the conversations to the
Circulate to
prompts
to complete
b u t in a different
to read out the c o m p l e t e d
For
read the
need the same sentences
the
•
Elicit
with the missing sentences in
the second conversation
is
Ask students to
P u t s t u d e n t s in pairs a n d ask t h e m conversations
one
Where
look at the photos and ask
missing sentence •
two
half and give
student.
are they? Elicit: In the street.
the
•
following
conversations
Make one copy of the worksheet for every
•
the
trip
minutes
sheet to each
Toby's old job is more
P u t students in pairs a n d ask t h e m exercise together.
15
Gapped
about a
Instructions:
Point
and elicit t h a t t h e i n f o r m a t i o n
Elicit the sentence
interesting than his new job.
•
Time:
comprehension,
Elicit t h a t
is c o r r e c t . A s k t h e m
second sentence incorrect.
3
each
Ask students to read
first sentence in t h e exercise.
To practise talking
students.
students
After
E x p l a i n t h a t t h r e e o f t h e six s e n t e n c e s in
information
Activity t y p e :
•
e.g. Where is Toby from? Manchester in Britain. Where does he live now? In Greece. What's the weather tike in Greece in summer? It's hot. What's it like in winter? It's cold, etc. •
2
them
his family.
t o read o u t short sections of the text. paragraph,
Aim:
4
•
to
1
back
•
Ask students to
make
conversations first
conversation
Circulate
to
and the ideas on the board.
help with ideas and
ANSWERS
137
up more
in their pairs, using t h e sentences in t h e
1
Welcome back.
2
When did y o u get back?
3
Are y o u tired?
4
How did it go?
5
Welcome back.
6
H o w did it go?
7
When did y o u get back?
8
Are y o u tired?
pronunciation.
69
Geographical
1
Aim:
2
Activity type:
3
Time:
4
70
features
Photocopiable p.242
To practise talking a b o u t geographical
15
Crossword then
features
pairwork
Instructions: •
Give students a copy of the worksheet. the
pointing
across down across. What's 1 down?
and
and
corresponding
Focus on
picture clue.
Circulate to
help
write •
cliff.
Students continue asking
features in t h e
the geographical
give different •
world is
•
Students
of
hill forest
5
valley
complete the sentences
•
Students discuss their answers to pairs. W h e n
9
road
class discussion
lake
7
motorway
9
river
11
they
have finished, on the
railway ANSWERS
Across
Exercise 1
island
12
field
13
sea
1
the largest
2
the most interesting
3
t h e most famous
4
t h e hottest
5
t h e best
6
t h e most expensive
7
t h e most b e a u t i f u l
8
the oldest
9 10
the cheapest the worst
Exercise 2
137
to
in.
mountain
6
a
e.g.
Encourage other students
join
bridge
cliff
formed ask
I think (Madonna) is the best singer in the world. Say I don't agree. I think (Placido Domingo) is the best singer in the world.
8
3
a
singer.
have
s t u d e n t t o tell y o u their first sentence,
7
10
on
individually
Check students
the superlative adjectives correctly. Then
tunnel
4
sentence
and
with their o w n ideas.
features.
to
disagree/
(good) singer in the Elicit: The best
v a r i e t y o f a n s w e r s a b o u t w h o is t h e b e s t
Down 1
Ask the questions
write t h e first g a p p e d
the board:
and
the
opinions.
exercise 2,
For
geographical
report back about each
out
answer
t h e w h o l e class a n d e n c o u r a g e s t u d e n t s t o
ANSWERS
2
exercise 1 .
t h e questions in etc.
area.
Ask different students to
read
answer. S t u d e n t s w o r k in pairs t o ask a n d
ask a s t u d e n t
questions about the
by asking students to
questions.
Elicit
with
7
the
P u t s t u d e n t s in pairs. A s k t h e class
doing
What's across?,
the
of
What's the largest city in your/our country?
•
gap.
given.
Check the answers their
Elicit
and write it in t h e
using the superlative form
adjectives
word
sentence on the board.
the largest
Students work individually to complete sentences
one
student.
Write the first g a p p e d
•
two
Cut t h e w o r k s h e e t s in half and give
sheet to each •
Is there a river near here? Yes, there is. It's the River (Thames). No, there isn't. answering
Make one copy of the worksheet for every
answer
the
pairwork
minutes
students.
picture
questions then
Instructions:
clues.
exercise 2, Elicit:
For
15
superlatives
Gapped
the superlative
Elicit t h e answer
Check the answers by asking
or
•
Elicit t h e
3 across and
spelling.
for all t h e
Activity type:
to
Put students in pairs. Ask t h e m t o c o n t i n u e t h e crossword in pairs.
•
2
the
Tell s t u d e n t s to w r i t e t h e
in t h e c r o s s w o r d .
•
A i m : To practise using
•
arrow
Ask a student to spell the word and
it on the board.
•
Point
Focus onthe
clues and ask
tunnel.
an
on t h e board and elicit
directions
student.
What's this? Elicit: A crossword. down
p u z z l e a n d ask
Draw an arrow pointing
1
4
Make one copy of the worksheet for each
world?
Photocopiable p.243
3 Time:
minutes
•
•
Who's the best singer in the
1
The best
2
The most beautiful
3
The most handsome
4
The most interesting
5
The worst
6
The best
7
The most interesting
8
The worst
answers.
exercise 2
have another
in brief
71
T h e h i g h e s t m o u n t a i n is Logan
Photocopiable p.244
1
Aim:
2
Activity type:
To practise describing
3 Time:
15
a
country
Finding grammar mistakes
correcting wrong
4
72
Mount
then
information
minutes
•
Make one copy of the worksheet for each
•
Give students a copy of the worksheet. to
look at t h e p h o t o s and elicit,
name they •
Canada.
of the country know
student.
Ask
Tell t h e m t h a t t h e
student to start reading. gets t o it -
correct superlative
•
Make sure t h e y building,
tall •
Check the answers
For
•
the
we talk about
tall,
but we only
Circulate to help
exercise 2,
write the following
numbers
and
•
the questions,
Students
Circulate to
the
•
about
Exercise 1
Exercise 1 T h e h i g h e s t m o u n t a i n is M o u n t Logan and t h e l o n g e s t river is the Mackenzie. . . . t h e largest lake is t h e Great Bear Lake. O t t a w a is a big city, b u t it isn't t h e b i g g e s t city in Canada. T h e c o l d e s t place in t h e country is in Y u k o n . Exercise 2
There are millions o f lakes in Canada.
4
Toronto is bigger t h a n O t t a w a .
5
Y u k o n is colder t h a n O t t a w a .
6
A v r i l Lavigne is a singer.
choosing from the
make sure t h e y
answer
alternatives.
say t h e
numbers
Drill t h e c o r r e c t f o r m s as a class
Check the answers
ANSWERS
ANSWERS
3
the
most
It's about 3,000 metres high.
by asking confident
read t h e questions and answers
Say:
The Mackenzie is a mountain. Elicit: No, it isn't. The Mackenzie is ariver,etc.
M o u n t Logan is a m o u n t a i n .
look at
and choose the
if
necessary.
more false s t a t e m e n t s
2
exercise 2 Elicit:
P u t students in pairs. Ask t h e m t o ask a n d
correctly.
Canada is in North America.
the
to
Ask the first question
alternatives in
to
class.
1
to
on
Elicit t h e correct w a y
logical answer.
the text and get students to correct t h e m .
with
say the numbers:
first
w o r k individually t o correct t h e rest o f
a use
by asking different students
Tell students t o
Canada is in North America.
Tell
sentences.
2,000, 15.8, 0.5. two thousand, fifteen point eight, nought point five. How high is that mountain?
identify
elicit t h e correction for t h e
make
or
high.
-
answers.
board:
above
paragraphs.
As an extension,
high
them that
problems.
read o u t their
errors.
Check the answers with the
know that when
w e can use
student.
Ask
Elicit t h e w o r d
sentence
to talk about people.
any
statements. •
look at t h e first picture.
students to continue completing
•
read o u t different
then
minutes
Make one copy of the worksheet for each
the
by asking confident students
sentence:
pairwork
Give students a copy of the worksheet.
line.
exercise 2,
sentences then
completes the gapped
when
Check the answers
For
15
Gapped
measurements
•
to
Tell
and write
To practise giving
Instructions:
with
Elicit t h e first error
mountain?
•
what
Elicit
and correct the other
•
Time:
confident
Students continue to read the t e x t and
•
3
grammar
the high mountain. the highest mountain. high highest
students t o cross o u t the
Activity t y p e :
ideas.
mistakes are
of the superlative forms. Ask a
he/she
2
the
Ask students
E x p l a i n t h a t t h e r e are five m i s t a k e s in t h e
some
Aim:
them
or provide,
a b o u t Canada and elicit a f e w
of the text.
1
4
Instructions:
H o w h i g h is t h a t
Photocopiable p.245
1
high
2
wide
3
long
4
deep
5
tall
6
long
7
tall/high
8
wide
Exercise 2
137
1
a
2
a
3
b
4
b
5
a
6
b
7
b
8
b
pairs
across t h e
to
class.
73
Everyday
1
Aim:
2
Activity type:
To practise t h e vocabulary
3 Time: 4
74
jobs
Photocopiable p.246
15
Making
of everyday
collocations then
jobs
pairwork
Aim:
2
Activity type:
3
•
Make one copy of the worksheet for each
•
Give students a copy of the worksheet.
4
student.
•
to look at t h e first picture and the e x a m p l e
verb
•
Explain that they should take
box A
and a group
of words from
m a k e t h e e v e r y d a y j o b s t h a t a p p e a r in
• •
and writing them
Check the answers with the
in t h e correct
a
P u t students in pairs a n d tell t h e m
everyday
look at the
picture.
matching
form in sentence
•
to
•
other
clean t h e windows
4
pay t h e bills
5
go t o t h e bank
6
tidy the room
7
make the beds
8
cook the dinner
9
take t h i n g s t o t h e cleaner's
10
take out t h e rubbish
11
do t h e w a s h i n g - u p
12
do the washing
13
lay the table
14
do the shopping
and
as t h e
Focus
the 2.
negative
they
understand
2 is t h e s h o r t f o r m
of
a w e a k e r class, elicit all t h e p a s t
has.
participles
tidied, 4 bought, 5 read, 6 done, 1 typed, 8 cooked, 9 had, 10 finished. P u t students in pairs a n d
ask t h e m t o write
Circulate to
help with
the
any
problems. report back on
their
•
Check the answers read o u t their
•
For
exercise 2,
by asking different students
ask a pair of students t o
read
out
Students ask and answer questions a b o u t t h e
rest
o f t h e pictures in •
say
pairs.
Check the answers say the questions
Picture 2. Has she Yes, she has.
Then
done the ironing? Elicit: •
by asking
pairs o f students
and answers
across t h e
ANSWERS Exercise 1 1
They haven't laid t h e table.
2
She's done t h e ironing.
3
They h a v e n ' t tidied their room.
4
She's b o u g h t a birthday present.
5
She's read t h e newspaper.
6
He hasn't done his h o m e w o r k .
7
She's t y p e d a letter.
8
He hasn't cooked dinner.
9 10
He hasn't had dinner. They've finished dinner.
Exercise 2 1
Have t h e y laid t h e table? N o , t h e y h a v e n ' t .
2
Has she done t h e ironing? Yes, she has.
3
Have t h e y tidied their room? N o , t h e y h a v e n ' t .
4
Has she b o u g h t a birthday present? Yes, she has.
5
Has she read t h e newspaper? Yes, she has.
6
Has he done his homework? N o , he hasn't.
7
Has she t y p e d a letter? Yes, she has.
8
Has he cooked t h e dinner? N o , he hasn't.
9 10
137
to
sentences.
the example exchange.
do the ironing vacuum t h e floor
the cues,
haven't
a
live there.
Check students
sentences together.
ANSWERS
3
With
them
the students will need for the exercise: 3
e.g.
2
1.
t h a t ' s in sentence
e.g.
Ask
Do the same for picture
Highlight the use of
place.
student.
Explain t h a t it shows
on t h e boys in picture 1 ,
Nicole does the washing-up every day. She never deans the windows, etc. 1
Give students a copy of the worksheet.
the
jobs.
Ask confident students to partner,
then
minutes
block of flats and the people w h o
ask a s t u d e n t
ask and answer questions a b o u t the
•
15
box
exercise 2, How often do you vacuum the floor? I never vacuum the floor. My husband vacuums thefloor./ I often vacuum the floor. For
cues
Make one copy of the worksheet for each
to
class.
Elicit an answer,
•
Writing sentences from
example sentence.
Ask students to complete t h e exercise by the words
perfect
Instructions:
them
pictures. •
To practise using t h e present
Time:
Ask
B to
dinner
pairwork
Instructions:
verb from
Photocopiable p.247
1
minutes
do the ironing.
They've finished
Has he had dinner? N o , he hasn't. Have t h e y finished dinner? Yes, t h e y have.
to
class.
75 1
Aim:
I've gone to the
76
airport
Photocopiable p.248 To practise understanding
and writing
short
messages 2
Activity t y p e :
3
Time:
4
Instructions:
15-20
Matching then
writing short
messages
minutes
about?
Photocopiable p.249
1
Aim:
2
Activity t y p e :
3
Time:
4
To practise asking for an
15
Gapped
explanation
conversations
minutes
Instructions: •
Make one copy of the worksheet for each
•
Give students
a copy of the worksheet.
Make one copy of the worksheet for each
•
Give students a copy of the worksheet.
Explain
i n t o groups o f t h r e e a n d ask a c o n f i d e n t
t h a t t h e m e s s a g e s are in t w o
the
t o read t h e first c o n v e r s a t i o n ,
have to
read the first message
Then
helped them.
Ask students to continue halves, working
•
For
Ask
exercise 2,
in t h e
message
t h e y will need for t h e first message,
to
D o an e x a m p l e w i t h t h e w h o l e class first necessary,
•
W h o
•
write suitable
messages.
ideas and any
problems.
Circulate to
Ask some of the students to
•
causes in each
Mark's girlfriend, about job,
use.
different groups
for the final
of Only
two
conversation.
lines as a class
if
For
by eliciting the problem
conversation:
missed the
their
Exercise 2 Sample answers Message for Mr Brown I ' v e missed my train, so I'm going t o be late for t h e m e e t i n g . I'm going t o get a t a x i . Ana Everyone The c o m p u t e r isn't working. Please d o n ' t use i t . Mum Eddie I've booked cinema tickets. Let's meet at 7 . 3 0 at t h e cinema. Karl
137
about
2 He tells
Tess
n o w . 4 J a n e is
his
angry
train.
ask students t o
conversations in their groups.
with
that
He asks
3 He asks Harry a b o u t
but he hasn't g o t a j o b
exercise 2,
1
b u t she left him.
her surprise party.
because they •
to
Exercise 1
3
by asking
are
problems.
read o u t their conversations.
Check comprehension Ben
ANSWERS
2
Check answers
any
Drill difficult w o r d s a n d
messages.
1
help with
them
Point out that there
practise
the
Ask confident
to act out the conversations to the read o u t
out
necessary.
if
help
the
working
and completing
extra words that they don't need to
students are n e e d e d
e.g.
P u t students in pairs. S t u d e n t s w o r k t o g e t h e r
words in the box.
students to
Message for Mr Brown I've missed my train, so I'm going to be late for the meeting. I'm going to get a taxi. Ana •
the conversations
Circulate to
is the message for? Your boss/colleague. What happened? You missed the train. What's going to happen? You're going to be late for a meeting.
elicit
a n d tell s t u d e n t s t o cross it
Ask the groups of students to continue
two
write
information
e.g.
and
box.
through
messages. have to
Point
Mark in t u r n
Then
missing word
with
Elicit t h e kind o f
gap.
Ask: Who does Ben ask about? Mark's girlfriend. Ask: What's the problem? Mark hasn't got a girlfriend. She left him. Who is angry? Elicit: Jane. sorry
•
explain that they
messages.
and
Elicit: Elicit: Ask:
students
different students
ignoring the
elicit their names.
half
appointment
Elicit:
matching the
by asking
read o u t t h e c o m p l e t e
their own
missing
them
group
ask questions to check comprehension.
to the picture of Ben, Jane,
individually.
Check the answers
•
Then
to
understanding
Elicit t h e answer b .
key words
and garage.
•
Check
ask students t o find t h e
of the message. which
half.
Ask students
What's the problem? Elicit: The car isn't
by asking
working.
parts and
match them.
student.
Put
•
students
student.
W h a t are y o u t a l k i n g
class.
groups
77 1
2
Photocopiable p.250
Aim:
To practise talking a b o u t
Activity type:
3 Time: 4
78
Experiences
15-20
1
experiences
Labelling then
pairwork
Instructions: •
Make one copy of the worksheet for each
•
Give students a copy of the worksheet.
•
•
drive a sports car.
Ask the students to write the
names
of the
Check the answers
asking
read t h e m
exercise 2,
For
Activity type:
3
Time:
to
record their partner's answers.
they
should
put a tick ( / )
Make one copy of the worksheet for each
relevant picture. a cross ( X )
For
No, I haven't,
in the box
London?
they
reply
Elicit:
put
•
Students
Circulate to
•
tick
to record their partner's
Ask a student about
his/her
•
pairs.
e.g.
their previous
e.g.
to
wor-;sheet.
go through
class
•
about
and
all t h e
first.
class.
p u t students in pairs and tell answering tne
make a note of their
Circulate to
help with
them
c_estions.
part-el's
pronunciation.
t h e verbs f o r m s w i t h t h e w h o l e class Ask a student to tell you something
Drill
necessary. about
their
(Miguel) has been to London. He went there last month, etc. partner, e.g.
partners.
Confident students can report back a b o u t partner,
exercise 2,
answers.
different
answer questions
weaker students,
practise asking and
Ask them
H a s
(Tamiko) ever driven a sports car? Elicit: Yes, she has./No, she hasn't. pairs. Tell t h e m t o ask and
For to
city.
Students
help with the question formation
Check the answers with the
answers.
partner,
questions on the
their
nobody
ask a b o u t a different
questions with the whole •
Put students in
•
tenses. With
board.
continue asking and answering in
Remind them
London,
who
Elicit
etc. I f
write the remaining
picture.
record a
a n d ask a s t u d e n t
When did you go there? Last year. /Three years ago,
Give students a copy of the worksheet.
Have you ever seen a ghost? Yes, I have./No, I haven't, and
Elicit answers
has been to •
Ask a different student
or cross o n t h e
question
Have you ever been to Yes, I have. /No, I haven't.
Elicit t h e second question
the
should
Elicit t h e first
has been there
how
next to the relevant
student.
be/to
a n d ask different students
a
next to
cues on the board:
London? When/go there?
by
For
in t h e box
minutes
Write the following
Have you ever driven a sports car? Elicit: Yes, I have./No, I haven't. Yes, I have.
to
pairwork
•
student
Show students
Cued questions then
Instructions:
out.
p u t students in pairs. Ask
15
the
experiences
•
other
activities on the worksheet. different students to
2 4
student.
Ask them
London?
To practise using t h e present perfect and
past simple to talk about
minutes
look at the example
Aim:
Have you ever been to
Photocopiable p.251
Karl has never seen a ghost.
their •
P u t students in different pairs. Ask t h e each
ANSWERS Exercise 1
o t h e r a b o u t their first
-
to
tell
partner.
ANSWERS
1
drive a sports car
7
write a book
1
Have y o u ever been t o London? When did y o u go there?
2
see a ghost
8
be on TV
2
Have y o u ever seen a ghost? Where did y o u see it?
3
do a bungee j u m p
9
ride a horse
3
Have y o u ever met a famous person? W
go scuba diving
4
Have you ever lived in another country? Where did y o u live? Have you ever eaten in an I n d i a n restaurant? W h a t did y o u eat?
4
fly
a plane
10
did y o u meet?
5
run a marathon
11
climb a m o u n t a i n
5
6
lose a match
12
win a prize
6
Have you ever won a competition? W h a t did y o u win?
Exercise 2
7
Have y o u ever been t o t h e theatre? A hat did y o u see?
A
Have y o u ever driven a sports car?
8
Have y o u ever lost y o u r wallet? W h a t did y o u do?
B
Yes, I have. / N o , I haven't.
1 2 3 4 5 6 7
8 9 10
A
Have y o u ever seen a ghost.
B
Yes, I have. / N o , I h a v e n ' t .
A
Have y o u ever done a bungee j u m p ?
B
Yes, I have. / N o , I h a v e n ' t .
A
Have y o u ever flown a plane?
B
Yes, I have. / N o , I h a v e n ' t .
A
Have y o u ever run a marathon?
B
Yes, I have. / N o , I h a v e n ' t .
A
Have y o u ever lost a match?
B
Yes, I have. / N o , I h a v e n ' t .
A
Have y o u ever written a book?
B
Yes, I have. / N o , I h a v e n ' t .
A
Have you ever been on TV?
B
Yes, I have. / N o , I h a v e n ' t .
A
Have y o u ever ridden a horse?
B
Yes, I have. / N o , I haven't.
A
Have y o u ever been scuba diving?
B
Yes, I have. / N o , I haven't.
11
A Have y o u ever climbed a mountain?
12
A
Have y o u ever w o n a prize?
B
Yes, I have. / N o , I h a v e n ' t .
B
Yes, I have. / N o ; I h a v e n ' t .
137
I?
An
80
interview
Photocopiable p.252
he
1
Aim:
To practise asking s o m e o n e
about
their
experiences
2 Activity type: 3 Time: 4 ,ent.
15-20
to en't.
role
play
•
•
Cut the worksheets
P u t students in A / B B to each student. of the worksheet.
,vho
in
called J o h n
dy
Hand
Howard
and the
students
basketball
the
exercise 1 .
read out their questions. ns.
B students •
half of the worksheet.
have the same
Note that
Europe? go there?
•
with a B •
When they that the •
have finished,
B students interview the A
Ask confident
B
Demonstrate the activity by writing Student line on t h e Ask an A
student to
in the same way.
Remind them to
with
not to
spelling
and
as t h e y
lines
help each
look at each
other
other's
do the activity.
Circulate
accurate.
When they
ask students t o
have finished,
first
students
their
m a k e sure t h e y are b e i n g
put
to
their
and
spelling. Ask confident students to
so
across t h e class. class if
the
For
read t h e
conversation
Drill difficult w o r d s a n d
lines as
a
necessary.
exercise 2,
p u t students in n e w
pairs
Circulate to
to
help
with
pronunciation.
1
What's y o u r name?
2
W h a t do y o u do?
3
Where are y o u from?
the following
4
H a v e you ever travelled in Europe?
conversations:
5
When did y o u go there?
6
Where did y o u go? Have y o u ever w o n a prize?
B
worksheets together to check the wording
ANSWERS
W h a t did y o u win?
B's
read their
Are you travelling.
practise the conversation.
7
the
board:
read their relevant parts and
conversations
interviews.
8
have
and
students.
pairs o f s t u d e n t s t o role play
students
B students
partner writes down the missing words and
students. roles
the
At the
Students
procedure
t h e y can swap
look at
elicit
to
student.
Tell the A students t o interview the
and
line and write t h e missing words for t h e
about
A
lines.
to Singapore?
any
ask
Repeat the
role o f
corresponding
Ask students to
Ask:
first g a p p e d
questions.
Then
out the
Explain that the A
the
both the A
two
half.
Where is the man? check-in of an airport. photo.
John. Have you ever been to Yes, I have. When did you Last year.
Say: Elicit: Elicit:
Howard.
Hand
Trent.
different students
in
pairs. Assign the
passenger's
Ask an A student to look at the information John
Cut the worksheets
Put students in A / B
on the board:
Check the answers by asking
them
Make one copy of the worksheet for every
half
problems. •
Instructions:
or B to each student.
individually
help with
minutes
or
each
Students work
Circulate to
airport
conversation
going
other, so first t h e y s h o u l d use t h e cues t o write
complete the task.
15-20
Gapped
h a v e t h e clerk's lines, a n d t h e
nts
questions in
Time:
are
E x p l a i n t h a t t h e y are g o i n g t o i n t e r v i e w
to
3
player
B s t u d e n t s are
To practise checking in at an
students.
out the corresponding
Explain that the A
t o role play an Australian writer called Liza
arid
Activity type:
•
y-
;et.
2
two
half.
pairs. Assign t h e role o f A
g o i n g t o role play an A m e r i c a n
their
Aim:
•
Make one copy of the worksheet for every
Singapore?
Photocopiable p.253
1
4
minutes
Instructions: students.
ion
Writing questions then
Are you travelling to
As an extension,
tell students to
information
underline
in their
completed
Singapore/just one/aisle seat/ 1.30/gate number 7. Tell t h e m t o
conversations, students,
make
more
changing these details. With
build the whole
b o a r d w i t h t h e class
conversation
on
weaker the
first.
ANSWERS Clerk Passenger Clerk Passenger Clerk Passenger Clerk Passenger Clerk Passenger Clerk Passenger Clerk
Are y o u travelling t o Singapore? Yes, I am. Can I see your ticket and passport, please? Here y o u are. T h a n k y o u . H o w many bags are y o u checking in? J u s t one. Did y o u pack the bag yourself? Yes, I did. Has anyone given y o u a n y t h i n g t o carry? N o , t h e y haven't. Can I see y o u r hand luggage, please? Yes. Here it is. T h a n k y o u . Would y o u like a w i n d o w seat or an aisle seat?
Passenger Clerk
A n aisle seat, please. Here's y o u r boarding card. Boarding is at 1 . 3 0 from gate number 7 . H a v e a nice flight.
Passenger
137
Clerk
Thank you. Goodbye. Goodbye.
-
Student's Book Review pages answer key 5 a 1 In the south of Hong Kong.
Review 1 - 8 1
1 'm
2 meet
3 name
4 do
5 an
6 work
7
3 Every day.
That
b 1 We
1 Argentina 6 Polish
3
2 Brazilian
7 Spain
1 t h r e e keys
4
3 China
5
Britain 6
3 four men
1 Is t h i s O l i v e ' s desk?
4 five boxes
5 /
6
4 he is
5
1 I am
6
eight, twelve, sixteen, twenty-four, thirty-three, forty-one,
1
7
second, fourth, sixth, eighth, tenth 1 Six
9 a
I d
10
1 Goodbye. 4
11
2 third 2 f
3 first
3 a
4 c
4 Two 5 b
3
3 S e e y o u later.
B B 3 A B 4 A B
It's a t h a l f p a s t t w o .
6 Are, putting
4 Can he m a k e a cake? N o , he c a n ' t .
W h e n is F a w z i a ' s p a r t y ?
5 Can t h e y p l a y t h e p i a n o ? N o , t h e y c a n ' t .
It's o n Friday.
6
What's the time?
1 B e c a u s e he's d o i n g a m a k e o v e r . 2
It's q u a r t e r t o f o u r .
Rupert.
3 Next week. 4 B e c a u s e he's on h o l i d a y . 5 Wednesday the third of September.
w a k e u p , g e t u p , h a v e b r e a k f a s t , leave h o m e , s t a r t w o r k , do: karate, y o g a
8
l b
9
1 Can, Sure, y o u
2 c
3 d
4 a 2 C o u l d , please, O K
I d
listen t o : t h e r a d i o , music
1 cinema
2 art gallery
1 d o n ' t live
5 theatre
6 shopping centre
2 speak
3 watches
4 don't have
6 go 2 D o e s M a y a like s p o r t ?
3 W h a t s p o r t s do y o u play? c 2
d 5
2 c
3 e
4 b
5 a 3 disco / c l u b
4
restaurant
1 Is P a v e l t e a c h i n g , t e a c h e s
2 isn't raining
3 are t h e y d o i n g , 're p l a y i n g
4 D o y o u o f t e n g o , do
5 are y o u w a l k i n g , is r e p a i r i n g
4 Do t h e y play tennis?
4 a T h e r e w e r e a l o t o f p e o p l e a t t h e music f e s t i v a l y e s t e r d a y . M i k e
5 W h a t do y o u do in the evening? b l
3 Excuse, Here, T h a n k
Review 3 3 - 4 0
read: b o o k s , m a g a z i n e s
b a 3
3 Is, watching
5 're g o i n g
3 Can t h e y p l a y v o l l e y b a l l ? Y e s , t h e y c a n .
It's on W e d n e s d a y .
4 a 1 W h a t does P a u l do?
w a s w i t h his g i r l f r i e n d , Mary. T h e y w e r e n ' t h a p p y . T h e singers
e 4
w e r e n ' t v e r y g o o d , t h e music w a s n ' t v e r y i n t e r e s t i n g , a n d M a r y
5 b 1 W h e r e d o e s she live?
and Mike w e r e cold.
2 Is she married?
b 1 Yes, t h e r e w e r e .
3 W h o does she live w i t h ?
4 No, it wasn't.
4 W h a t d o e s she do? 5
5 Where d o e s she work? 6 W h a t d o e s she do i n t h e e v e n i n g ?
2 N o , he w a s n ' t .
3 No, they weren't.
5 Y e s , t h e y were.
1
He's a f l i g h t a t t e n d a n t .
2
Dubai.
3 He's m a k i n g c o f f e e f o r t h e p i l o t .
c 1 S h e lives i n B e r l i n . 2 Yes, she is.
4 He travels around t h e world and meets different people.
3 S h e lives w i t h her h u s b a n d a n d t h e i r t w o c h i l d r e n .
5 S o m e f l i g h t s are l o n g a n d t h e y d o n ' t h a v e m a n y breaks.
4 She's t h e m a n a g e r o f a b o o k s h o p .
1 I can't explain.
5 I n t h e city centre. 6
I I
know
7
l c
2 a
2 right 3 e
I d
5 b 2
2 grandfather
3 niece
4 uncle
5 wife
6 bought
2 a
1 's g o t
1 neck
3 a 1 g o t up
6 parents l c
2 a
3 e
4 b
1 Are there
2 ankle 2 took 7 ate
3 toe
4 elbow
3 started
5 stomach
4 had
8 liked
2 We d i d n ' t t a k e t h e t r a i n t o w o r k .
3 H a v e , go.t, ' v e g o t
3 Mark d i d n ' t s t a r t w o r k at 8 . 3 0 a . - .
5 H a s , g o t , has, 's g o t 2 There's
4 b
b 1 Y o u d i d n ' t g e t up a t s e v e n o ' c l o c k .
5 d
2 Have, got, haven't
4 hasn't g o t
3 c
Review 4 1 - 4 8
Review 1 7 - 2 4 1 a 1 daughter
4 I don't understand.
5 What's t h e problem?
3 funny
4 d
2 I'm only trying t o help.
3 Are y o u worried a b o u t y o u r exam?
6 S h e usually w a t c h e s TV.
4
2 aren't reading
2 Can y o u ' d r i v e a car? Y e s , I c a n .
W h a t d a y is Sally's i n t e r v i e w ?
5 d o e s n ' t like
3
4 the thirty-first of December 6 the twenty-seventh of January
5 a 1 Can she speak I t a l i a n ? N o , she c a n ' t .
go: t o the cinema, j o g g i n g , swimming
2
2 the fifth of J u n e
7 aren't using
W h a t t i m e is y o u r a p p o i n t m e n t ?
play: table tennis, t h e piano, football
3
1 the second of September
4 'm n o t m a k i n g
finish w o r k , c o o k d i n n e r , g o t o b e d 2
J a n u a r y , F e b r u a r y , M a r c h , A p r i l , May, J u n e , J u l y , A u g u s t ,
4 a 1 're s i t t i n g
Review 9 - 1 6 1
We
me
k i t c h e n : cooker, f r i d g e , d i s h w a s h e r , w a s h i n g m a c h i n e , sink
5 t h e f o u r t e e n t h o f March
Goodnight.
2 A
7
13
3 H o w , Yes
3 the eleventh of November
M o n d a y , T u e s d a y , W e d n e s d a y , T h u r s d a y , Friday, S a t u r d a y , 1 A
6 They he
September, October, November, December.
Four
Sunday 12
2 Let's, Sorry
12
l i v i n g r o o m : a r m c h a i r , sofa
6 e
2 Good morning.
5 us
him
bathroom: washbasin 2
5
11
bedroom: bed, wardrobe
5 they aren't
fifty, seventy-nine
8
1 Why, Good
4 She
10 I
Review 2 5 - 3 2
4 T h e y a r e n ' t in t h e office.
3 w e are
3 she
9 He
/
2 L u c y i s n ' t here t o d a y .
3 A r e y o u her secretary?
2 her
8 them
8 American
2 /
2 it isn't
4 Dutch
5 A hotel.
6 A t t h e end of Edward's street,
8 a 2
2 T h e r e ' s a big m a r k e t .
4 The market.
3. T h e r e a r e n ' t
4 T h e y d i d n ' t h a v e lunch i n a r e s t a - ' a T L
4 Is t h e r e
5 Elena didn't stop work a t 5 . 3 0 p . - . 6 I didn't buy a newspaper. 7 Y o u didn't eat my sandwiches. 8 H e d i d n ' t like t h e f i l m .
137
5 stopped
6 nose
6 1 Ben
4 a 1 Did J o r g e go skiing w i t h his friends? 2 Did y o u e n j o y t h e film? 3 Did t h e y see t h e match yesterday? 4 H o w did A n i t a break her arm? b l
c 5
d 3
9 1 c
3d
1 a 1 cloud
3
6 We travelled a lot w i t h our j o b s .
4
7 We retired last year. 8 We b o u g h t a new house last w e e k . 2 fell
3 broke
5
4 called
5 went
6 had
7
9
1 1 sore
2 yourself
2 1 cold
2 take
2 Well
3 Congratulations
4 wait
3 drops
4 use
5 every
3 twice
1 Airport 1 beef
2 missed 2 pork
7 grapes 3
3 suitcase
4 port
5 cruise
3 tomatoes
4 peas
5 carrots
2
6 oranges
5 a valley
4 worse
5 sunnier
2 more interesting 6 younger
3 better
2 t h e most expensive 5 the wettest
4
hotter
3 t h e worst
6 t h e oldest
2 c
3 d
4 a
2 long
3 deep
4 wide
5 high
2a
3d
4c
5b
5 I h a v e n ' t cleaned t h e w i n d o w s . 6 Has he paid t h e bills? 4
4 lot
5 much
6 some
3 tomatoes
4 toast
5 chicken
1 H a v e , b e e n , travelled 3 H a v e , learned, studied
5
peas 2 sad
l e
3 H a v e t h e y done t h e ironing?
u n c o u n t a b l e : beef, f o o d , cheese, milk, t e a , bread
2 bacon
3 lay t h e table
4 Helen's made t h e beds.
c o u n t a b l e : b i s c u i t apple, grape, o n i o n , t o m a t o , sandwich 3 a
2 do t h e ironing
2 Ari hasn't booked t h e tickets.
6 We're going t o see a s h o w in L o n d o n .
2 many
1 make t h e beds
3 a 1 She's t a k e n t h e rubbish o u t .
5 Are t h e y going t o buy a car?
7
3 more expensive
1 cheaper
1 high
3 Is Luis going t o play tennis?
6 rice
4 a forest
8 more famous
5 cloudier
9
4 She isn't going t o take a gap year.
8 a 1 eggs
3 a river
6 ice
4 clean t h e windows
8 chicken
1 much
5 storm
1 T 2 F 3 T 4 F 5 F 6 T
2 Y o u aren't going t o come t o my party.
6
2 shorter 7 wetter
1 b
1 David's g o i n g t o work at home t o m o r r o w .
5
1 older 6 nicer
8
1
6 ticket 2
4 fog
Review 7 3 - 8 0
Review 4 9 - 5 6 1
2 an island
4 t h e longest 6
1 so
3 wind
1 t h e smallest
gave
8 hurts 8
2 sun
6 a mountain
4 I started work in an art gallery in L o n d o n . 5 I met my husband at w o r k .
1 work
4 good
4 b
2 a 1 a tunnel
2 I left school when I was 1 8 . 3 I studied A r t at university.
7
2a
4 Steve
3 glad
Review 6 5 - 7 2
e 4
1 I started school w h e n I was four.
5
3 Louise
2 Really
5 Where did y o u m e e t t h e m ? b a 2
2 Alice
8 1 sounds
1 1 b
2 c
2 1 d
2 a
2 Has, m e t , spoke 4 have, v i s i t e d , w e n t
3 e
6
1 mean
8
1 Can I see y o u r passport, please?
2 sorry, understand
3 about
4 problem
2 H a v e a nice f l i g h t .
9
1 hear, T h a n k
3 miss
10
1 Are y o u ready t o order?
4 Would y o u like an aisle seat?
2 Yes. Can I have t h e cheese o m e l e t t e , please?
5 Did y o u pack t h e bag yourself?
3 W h a t w o u l d y o u like w i t h t h a t ?
6 H o w many bags are y o u checking in?
3 Here's y o u r boarding card.
4 O h , can I have t h e salad, please? 5 A n d w o u l d y o u like a n y t h i n g t o drink? 6 Can I have a glass of fruit j u i c e , please? 7 Would y o u like orange j u i c e or apple juice? 8 A p p l e j u i c e , please.
Review 5 7 - 6 4 2
People: cashier, p o s t m a n
v
T h i n g s in a post office: scales, post b o x , stamp
%
Y o u p o s t these: letter, postcard, b i r t h d a y card 3
1 J o r d a n ' s wearing a new red shirt. 2 Lucy's g o t a nice blue dress. 3 That's a very c o m f o r t a b l e chair. 4 I b o u g h t a big black b a g . 5 T h e y live in a horrible old a p a r t m e n t . 6 Y o u ' v e g o t b e a u t i f u l long hair.
4 a (in any order) T h e y have t o t y p e letters. Eva doesn't have t o do p h o t o c o p y i n g . Boris has t o do p h o t o c o p y i n g . T h e y d o n ' t have t o fix t h e c o m p u t e r s . Eva doesn't have t o go t o t h e post office. Boris has t o go t o t h e post office. T h e y have t o make coffee, b 1 Yes, she does. 4 Yes, he does.
2 Yes, I do. 5 Yes, we do.
3 No, they don't. 6 N o , she doesn't.
137