INTRODUCTION
Ma xi mu m sup por t for stude nts
Eng ngli li sh f or Lif e i s l a n g u a g e l e a r n i n g made
The simple, direct approach and generous amount of practice in
simple
English Engtish
for
Life
is an exc iti ng new four-l eve l course for adu lt
for
gives the stude nts max imu m sup port .
Life
• There' There'ss plenty of simp le, conf iden ce-b uil ding practice.
and young adult learners. It features British English, wi th
E x e r c i s e s r e g u l a r l y a s k s t u d e n t s t o ' L i s t e n a n d r e pe 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 i n m i n d . T h e c o ur ur s e t a k e s l e a r n e r s
give students the chance to learn and practise new lang uage
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
thoroughly before moving on to freer practice.
for
Life
h a s 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 a n e n jo y a b l e a n d
•
reassuring experience, offering everything needed for success. English
for
Life
carefully control led input of grammar and vocabul ary
•
skills work for revis ion of gra mmar and voca bul ary
•
a practical language syllabus wit h real-life outcom es
•
students through' and to bring texts to life.
offers an easy, managea ble syllabus thro ugh :
•
for
Life
•
Read ing and lis teni ng te xt s are are kept to manageable lengths.
•
Speaki ng and writ ing tasks have lots of str uct ure d s up po rt , therefore placing realistic demands on students in terms o f perfo rmance and ideas gener atio n.
•
an engag ing story line.
English
•
easier:
Real-life focus
•
one- page , low preparat ion lessons
•
a ste p-b y-s tep approach for building c onfid ence
English
•
lots of rep eti tio n of new langua ge for learn ing at a ste ady pace
•
clear, achi evab le lesson
•
audi o model s for all new langua ge and te xt s
•
easy -to- use support and test ing materials in one, i nterle aved
•
Life
for
Life
Common European Framework. T h e s e o u t c o m e s a r e e x p r e s s e d r e l e v a n c e o f e a c h l e s s o n . F o r e x a m p l e , a t E l e m e n t a r y l e v e l , Now I can ask ask for
website. •
has been created by Tom Hutch ins on, Lifelines,
Life
an d
Project
Life
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 ha ha v e a n o p p o r t u n i t y t o
Your life
of the lesson . •
English
for
Life Life
recognizes the inte rnat iona l use of English.
to eve ry on e. Cont exts are chosen from a wide range of
effec tivel y.
countri es, not jus t the English- speaki ng w orld.
• The Engtish in the world feature looks at aspects of daily life and English language use in a range of English-speaking
has:
A s i m p l e f o r m a t
cultures. It encourages learners to com pa re their own wo rld, language,
T h e f o r m a t o f t h e c o u r s e is is s i m p l e a n d c o n s i s t e n t , s o s t u d e n t s always know where they are and what they are learning.
and
experiences.
Flexibility of use
• The material is grouped in regula r cycles of fou r less ons: V o c a b u l a r y , G r a m m a r , S k i l l s , a nd E n g l i s h f o r E v e r y d a y L i f e . Th i s
Each page in the English for
ensures syste mat ic cove rage of all th e key ele ment s of the
con ten t for a tho rou gh and inte rest ing lesson wit h m inim al
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
prep arati on. H owev er, some teacher s may wish to expan d or
•
The form at of the Student' s Book is 80 one -p ag e
•
E a c h l e s so so n i s 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 i s s e l f - c o n t a i n e d ,
English
less ons.
w i t h a cl ea r l e ar ni ng o u t c o m e g i v e n at t h e b o t t o m o f t h e p a g e .
• The quick and si mpl e lesso ns, each wit h its own separate
deve lop lessons to meet the needs of their own partic ular s itu ati on.
• The course packag e is is simp le to use. Each one-page lesson •
teacher, and one set of Mult iRO M acti viti es.
for
Life
makes it eas y and qui ck to plan your teac hing
teacher's notes directly opposite the Student's Book p age
means easy access to answer keys and audio scripts while
offe rs clear sta rti ng poin ts and out com es for each
y o u t e a c h .
• The Teacher's Boo k provides ad di ti ona l resources to use in
All new lang uag e and vo cab ula ry is pres ente d on th e pa ge as
class, for hom ewo rk , or to tes t you r stu den ts'
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 ar e l e a r n i n g . •
English
reference to the teacher's notes easier in class. Having the
lesson. •
provi des teachers with this fle xibi lit y in tw o ways :
programme. The interleaved Teacher's Book makes quick
A d i r e c t a p p r o a c h Life
Life
at a ti me ac cording to your student s' needs.
photocopiable classroom activities, one page of notes for the
for
for
l e a r n i n g o u t c o m e , m a k e t h e c o u r se se i d e a l f o r u s i n g o n e l e s s o n
corre spon ds with one page of Wor kbo ok mate ria l, one page o f
English
The
themes and characters reflect situations that are meaningful
learn one thi ng at a tim e. The clear ste p- by- ste p approac h g ives
for
respond
v e r y m a n a g e a b l e 'a sk a nd a n s w e r ' p a i r w o r k e x e rc i s es a t t h e en d
new approach to language teaching which recognizes the need to
English
( l e s s o n 2 4 ) , Now I can
sections . These are simple sentenc e-g enera tion exercises, or
aims to establ ish a
studen ts the confidence they need to use the language
directions
63).
personalize the new language in the frequent
th e
He has over 20 years' exp erie nce of wri tin g courses tha t
r e a l l y w o r k i n t h e c l a s s r o o m . English for
and give
(lesson
to requests
methodology
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, English.
Each lesson has a cle ar le ar ni ng out co me taken from the as 'can do' st at em en ts , showi ng stude nts the re al-world
M u l t i R O M , a n d t h e English
for
give s stu den ts th e lan guag e th ey need in the
Life
communication.
outco mes
a ful l set of pract ice materia ls for stu den ts via th e Wo rkb oo k,
English
for
real world : for work, for study, for travel , and for in terna tion al
Teacher's Book
A p p r o a c h a n d
The Mu lt iR OM gives learners the opp ort uni ty to rev isi t the les son in the ir own time , or to catch u p with a missed lesson.
course provides eve ryth ing teachers need to make teach ing and
•
The Wo rk bo ok provides con sol id ati on work at home, one page for ever y lesso n.
is desi gned for teach ers and learners wh o w an t
a simp le, dire ct appr oach wi th lots of sup por t and practic e. T he learning
There are au di o scri pt s for all th e readi ng te xt s 'to help
New voca bular y is presente d in an attr acti ve
•
pic tur e
di ct io na ry sty le with labelled pictures to show the
progres s.
For teachers who want to try out ex tr a reso urce s,
addit iona l
activities and ideas are provided in the Teacher's Book via
meanin g
short warm-up and follow-up activities and photocopiable
directly.
• New New gramm grammar ar is highli ghted in presentat ion tex ts and dialogu es.
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
•
Stude nts learn, practise, and produce one thi ng at a ti me , and
( 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 ) p r o v i d e s f u r t h e r
so are able to see thei r pro gre ss
material, for both teachers and students.
imm edi ate ly.
6
for
Life
website extens ion
INTRODUCTION
Ma xi mu m sup por t for stude nts
Eng ngli li sh f or Lif e i s l a n g u a g e l e a r n i n g made
The simple, direct approach and generous amount of practice in
simple
English Engtish
for
Life
is an exc iti ng new four-l eve l course for adu lt
for
gives the stude nts max imu m sup port .
Life
• There' There'ss plenty of simp le, conf iden ce-b uil ding practice.
and young adult learners. It features British English, wi th
E x e r c i s e s r e g u l a r l y a s k s t u d e n t s t o ' L i s t e n a n d r e pe 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 i n m i n d . T h e c o ur ur s e t a k e s l e a r n e r s
give students the chance to learn and practise new lang uage
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
thoroughly before moving on to freer practice.
for
Life
h a s 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 a n e n jo y a b l e a n d
•
reassuring experience, offering everything needed for success. English
for
Life
carefully control led input of grammar and vocabul ary
•
skills work for revis ion of gra mmar and voca bul ary
•
a practical language syllabus wit h real-life outcom es
•
students through' and to bring texts to life.
offers an easy, managea ble syllabus thro ugh :
•
for
Life
•
Read ing and lis teni ng te xt s are are kept to manageable lengths.
•
Speaki ng and writ ing tasks have lots of str uct ure d s up po rt , therefore placing realistic demands on students in terms o f perfo rmance and ideas gener atio n.
•
an engag ing story line.
English
•
easier:
Real-life focus
•
one- page , low preparat ion lessons
•
a ste p-b y-s tep approach for building c onfid ence
English
•
lots of rep eti tio n of new langua ge for learn ing at a ste ady pace
•
clear, achi evab le lesson
•
audi o model s for all new langua ge and te xt s
•
easy -to- use support and test ing materials in one, i nterle aved
•
Life
for
Life
Common European Framework. T h e s e o u t c o m e s a r e e x p r e s s e d r e l e v a n c e o f e a c h l e s s o n . F o r e x a m p l e , a t E l e m e n t a r y l e v e l , Now I can ask ask for
website. •
has been created by Tom Hutch ins on, Lifelines,
Life
an d
Project
Life
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 ha ha v e a n o p p o r t u n i t y t o
Your life
of the lesson . •
English
for
Life Life
recognizes the inte rnat iona l use of English.
to eve ry on e. Cont exts are chosen from a wide range of
effec tivel y.
countri es, not jus t the English- speaki ng w orld.
• The Engtish in the world feature looks at aspects of daily life and English language use in a range of English-speaking
has:
A s i m p l e f o r m a t
cultures. It encourages learners to com pa re their own wo rld, language,
T h e f o r m a t o f t h e c o u r s e is is s i m p l e a n d c o n s i s t e n t , s o s t u d e n t s always know where they are and what they are learning.
and
experiences.
Flexibility of use
• The material is grouped in regula r cycles of fou r less ons: V o c a b u l a r y , G r a m m a r , S k i l l s , a nd E n g l i s h f o r E v e r y d a y L i f e . Th i s
Each page in the English for
ensures syste mat ic cove rage of all th e key ele ment s of the
con ten t for a tho rou gh and inte rest ing lesson wit h m inim al
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
prep arati on. H owev er, some teacher s may wish to expan d or
•
The form at of the Student' s Book is 80 one -p ag e
•
E a c h l e s so so n i s 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 i s s e l f - c o n t a i n e d ,
English
less ons.
w i t h a cl ea r l e ar ni ng o u t c o m e g i v e n at t h e b o t t o m o f t h e p a g e .
• The quick and si mpl e lesso ns, each wit h its own separate
deve lop lessons to meet the needs of their own partic ular s itu ati on.
• The course packag e is is simp le to use. Each one-page lesson •
teacher, and one set of Mult iRO M acti viti es.
for
Life
makes it eas y and qui ck to plan your teac hing
teacher's notes directly opposite the Student's Book p age
means easy access to answer keys and audio scripts while
offe rs clear sta rti ng poin ts and out com es for each
y o u t e a c h .
• The Teacher's Boo k provides ad di ti ona l resources to use in
All new lang uag e and vo cab ula ry is pres ente d on th e pa ge as
class, for hom ewo rk , or to tes t you r stu den ts'
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 ar e l e a r n i n g . •
English
reference to the teacher's notes easier in class. Having the
lesson. •
provi des teachers with this fle xibi lit y in tw o ways :
programme. The interleaved Teacher's Book makes quick
A d i r e c t a p p r o a c h Life
Life
at a ti me ac cording to your student s' needs.
photocopiable classroom activities, one page of notes for the
for
for
l e a r n i n g o u t c o m e , m a k e t h e c o u r se se i d e a l f o r u s i n g o n e l e s s o n
corre spon ds with one page of Wor kbo ok mate ria l, one page o f
English
The
themes and characters reflect situations that are meaningful
learn one thi ng at a tim e. The clear ste p- by- ste p approac h g ives
for
respond
v e r y m a n a g e a b l e 'a sk a nd a n s w e r ' p a i r w o r k e x e rc i s es a t t h e en d
new approach to language teaching which recognizes the need to
English
( l e s s o n 2 4 ) , Now I can
sections . These are simple sentenc e-g enera tion exercises, or
aims to establ ish a
studen ts the confidence they need to use the language
directions
63).
personalize the new language in the frequent
th e
He has over 20 years' exp erie nce of wri tin g courses tha t
r e a l l y w o r k i n t h e c l a s s r o o m . English for
and give
(lesson
to requests
methodology
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, English.
Each lesson has a cle ar le ar ni ng out co me taken from the as 'can do' st at em en ts , showi ng stude nts the re al-world
M u l t i R O M , a n d t h e English
for
give s stu den ts th e lan guag e th ey need in the
Life
communication.
outco mes
a ful l set of pract ice materia ls for stu den ts via th e Wo rkb oo k,
English
for
real world : for work, for study, for travel , and for in terna tion al
Teacher's Book
A p p r o a c h a n d
The Mu lt iR OM gives learners the opp ort uni ty to rev isi t the les son in the ir own time , or to catch u p with a missed lesson.
course provides eve ryth ing teachers need to make teach ing and
•
The Wo rk bo ok provides con sol id ati on work at home, one page for ever y lesso n.
is desi gned for teach ers and learners wh o w an t
a simp le, dire ct appr oach wi th lots of sup por t and practic e. T he learning
There are au di o scri pt s for all th e readi ng te xt s 'to help
New voca bular y is presente d in an attr acti ve
•
pic tur e
di ct io na ry sty le with labelled pictures to show the
progres s.
For teachers who want to try out ex tr a reso urce s,
addit iona l
activities and ideas are provided in the Teacher's Book via
meanin g
short warm-up and follow-up activities and photocopiable
directly.
• New New gramm grammar ar is highli ghted in presentat ion tex ts and dialogu es.
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
•
Stude nts learn, practise, and produce one thi ng at a ti me , and
( 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 ) p r o v i d e s f u r t h e r
so are able to see thei r pro gre ss
material, for both teachers and students.
imm edi ate ly.
6
for
Life
website extens ion
Course
A t e v e r y l e v e l , t h e c ou rs e c o ns i s t s o f :
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 g u i d e s
students
thro ugh the langua ge, at a comf orta ble and manage able pace.
•
Stu den t's
•
Wo rk bo ok , with 80 singl e-pag e sets of practice exercises
Boo k,
with 80 singl e-pag e
l e s s on on s
•
Tea che r's Bo ok , with one page of class note s ne xt to ev ery Stu dent 's Book lesso n, plus a cus tom iz abl e Test CD
Grammar
• 3 class audi o CDs or 3 class aud io cass ette s, including all of
The course has a carefull y graded grammar syllab us.
Gramm ar
the texts , dialogue s, and drills from the Student' s Book
lessons intr oduc e new structures one at a tim e. For exa mpl e w it 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 ' a r e u s u al l y i n t r o d u c e d i n
Mu lt iR OM with interac tive audio practice of the key new lang uage for eve ry Stu dent 's Book lesson, and audio
one lesson and the n 'questi ons' are int rodu ced in a separat e lesson.
mate rial
coverin g all of the pro nuncia tion wo rk in the Student's
There is also a gene rous overl ap in sylla bus coverag e bet wee n
Book .
Each of the co mp one nts is descr ibed in more detai l belo w.
l e v e l s i n t h e c o u r s e , s o s t u d e n t s h a v e p l e n t y o f o pp 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 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
r e v i s e w h a t t h e y k n o w a n d b u i l d t h e i r c o n f i d e n c e b ef o r e m o v i n g
t e a c h e r s a n d s t u d e n t s , a t 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 i s g i v e n t o b a s ic t e n s e s a t t h e beg inn ing of a new level before proce eding to new str uctur es.
Th e Stu de nt' s
V o c a b u l a r y
The Student 's Book conta ins:
B e t w e e n 1 2 a n d 2 0 n e w w o r d s c a n b e p r e s e n t e d i n a Vo c a b u l a r y l e s s o n 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 i n English Life
for
El eme nta ry have been chosen to reflec t basic needs such as life ( l e s s o n 9 ) , furnit furniture ure
everyday
( 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 a s places go ( l e s s o n 3 7 ) a n d at the post office
to
(lesson 61) . Voc abul ary is
recycled in the Skills lessons where great care has been taken that
Bo ok
•
an easy -to- use cont ents page
•
8 0 one -p age
•
10 Rev ie w lesso ns - one for ev er y 8 lessons
lessons
•
wo rd lists
•
au dio scrip ts
•
a list of irr egu lar ve rbs
•
a pro nunc iat ion char t of the sounds of Eng lis h.
F o r e a c h l e v e l , t h e 8 0 l e s s o n s i n t h e S t u d e n t ' s B o ok a r e g r o u p e d
reading and listeni ng text s presen t a lim ited numb er of new wo rds.
in cycles of four. Eve ry cycle fol low s th e same sequ ence :
Functions The functional syllabus is organized to support and give more practice of the grammar and voc abul ary point s tha t s tudent s are learning. Students learn key language to enable them to 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 a s ordering drink
( l e s s o n 1 6 ) , making
arrangements
food
( l e s s o n 4 0 ) , a n d
for
Life
Grammar
•
Skills
•
Engl ish for Ev ery day
• •
Life .
Pronunciation Engli sh in the wo rld.
One page, one lesson, one focus
Skills work English
Vocabulary
E a c h c y c l e a l s o ha ha s t w o s m a l l e r s u b - s e c t i o n s :
and
giving
(lesson 72) .
measurements
• •
gives students regular practice in reading,
T h e f o r m a t o f English
wri ting ,
l i s t e n i n g , a n d s p e a k i n g , i n d e d i c a t e d S k i l l s l e s s o ns . T w o s k i l l s a r e f o c u s e d o n i n a n y o n e l e s s o n , e . g . Listen
and speak,
Read
for
Life
lessons is simpl e and p redi cta ble ,
mak ing the m easy and reliable to use. Ev ery lesson move s in the same manage able p rogression :
and
•
pre sen tat ion of one new te xt or lan guag e area
around a managea ble, grade d te xt . The main func tio n of the
•
co ntroll ed practice
reading and listeni ng text s is for stu den ts to meet th e gr amma r
•
s e v e r a l l e s s o n s c o n t a i n a Language
write,
Listen
and
write,
or Read
and speak.
Eac h lesso n is base d
activit ies
note b o x . T h e s e b o x e s
highl ight an im por tan t aspect of the lang uage area tha 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 in a w i d e r c o n t e x t .
being studied.
Pronunciation
•
freer pract ice of te n end ing wi th a
Your life p e r s o n a l i z a t i o n
exerc ise, whe re learners talk or wri te abou t the ir own life
Pronunc iatio n is tau ght with re levant languag e or vocabu lary in •
separate 'boxes' at the end of a lesson. This gives the tea cher the
a cle ar '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 ni ni n g
out co me of th 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 i n t h e l e s s o n th e y w i s h t o f o c u s on pronunciation for a particular language area. The pron unciation b o x e s e m p h a s i z e p r o b l e m a r e a s , a n d i n t r o d u c e s t u d e nt s t o w o r k o n
V o c a b u l a r y
i n d i v i d u a l s o u n d s , s t r es es s , r h y t h m , a n d i n t o n a t i o n .
Students spend the first lesson in each cycle of 4 lessons learning a new set of vocabulary. They meet the words again in the other three
Cultural awareness English
for
Life
lessons in the cycle and have further opportunities to use them. •
aims to appe al to stud ent s of all cultu ral
p a r t i c u l a r t o p i c , s u c h a s family
backgr ounds. Th e topics and tex ts are supp leme nted by a regular
subjects
focus on aspects of cultural life via English in the wor ld boxes. T h e s e f o c u s o n t o p i c s s u c h a s families
( l e s s o n 1 9 ) a n d
G r o u p s o f n e w w o r d s a re re 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
•
tipping
members
( l e s s o n 1 7 ) o r school
(lesson 41) .
The new voca bular y is presente d thro ugh labelled
pictures,
'picture dictio nary' style. As the y work thro ugh the cycle,
(lesson 5 6). The y can be used as a spri ngbo ard for c ross- cult ural comparison, giving students an opportunity to find out more
students can easily go back and check new words in the 'picture
a b o u t ea ea c h o t h e r a n d t h e E n g l i s h - s p e a k i n g
dictionary'.
world. •
Th e Eng lis h fo r Li fe cou rse E a c h l e v e l o f English
for
Life
Every presen tatio n includes recorded models for stude nts to copy and repeat.
pa ck ag e
•
p r o v i d e s 6 0 - 1 2 0 h ou ou r s o f t e a c h i n g
St ude nts then prac tise via a range of simp le exercises, to build confi dence with the sound, me anin g, and form of the words.
m a t e r i a l . T h i s c o n s i s t s o f 8 0 l e s s o n s d e s i g n e d t o la s t a t l e a s t 4 5
These migh t include drills, gap- fill ing, listening
minu tes , with a wid e range of add iti ona l classro om res ources,
and 'ask and answer' exercises.
home work , and test ing ma terial.
7
compr ehensi on,
•
The exercises move fro m cont rol led to freer, oft en ending w it h a
languag e the y have learned.
T h a t ' s Li f e ! lessons
pres ents and practise s new gra mma r in a clear and struc ture d wa y. The Gramma r lessons focus on one aspect of struct ural grammar, e.g. present simple : statem ents (lesson 10) , or pres ent per fec t and past simp le (lesson
•
Thes e lessons deal wi th ever yda y socia l int era cti on in th e fun
•
The story revises the lan guag e of the cycle and focuses on
co nt ex t of a soap opera sto ry. 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 i n t h e Everyday
78 ).
boxes, such as suggestions
The new gra mmar is pres ente d in eve ryda y co nte xt s thr oug h a short, simple te xt or dialogue on the page. Of ten the familiar c h a r a c t e r s f r o m t h e That's
Life! s t o r y l i n e a r e u s e d i n t h e
•
•
•
S h o r t a n d s i m p l e
•
Learner s read and listen to th e sto ry, do a comp reh ensi on
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 i n t h e c o u r s e , t o i n t r o d u c e n e w l an g u a g e i n interactive
Language notes e m p h a s i z e p o i n t s o f f o r m o r
contexts.
usage which students should learn.
E a c h c yc l e o f 4 l e s s o ns ha s 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
Stu den ts practis e via a range of simpl e exercis es inc ludi ng
E n g l i s h i n t h e w o r l d . T h e s e a re 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 , i n
drills, gap- fill ing, list ening compr ehens ion, listen and check
th e mos t rele vant lessons for the tea chin g po int .
exercises, and ask and answer exercises. •
events
s t u d e n t s c a n r e l a t e t o . T h e s t o r y c h a r a c t e r s a l s o oc c a s i o n a l l y
te xt s and dial ogue s, so it's easy to focus on lan guag e p att ern s. Stu den ts stu dy th e gra mmar thr oug h clear rules and tabl es.
sad
story in pairs or groups.
pre sen tat ion
•
expressions
about
exercise, study the useful expressions and finally practise the
r e l a t e n e w l a n g u a g e t o ' r e a l ' c h a r a c t e r s a n d s i t u a ti o n s . New langu age ite ms are hig hli ght ed in blue in the
(les son 20) or talking
(lesson 52).
grammar presentation texts and dialogues to help students •
Stude nts practise the new language in furt her listening and speaking exercises.
The Gra mma r lesson is the se cond in each cycle of 4 lessons. It
•
languag e tha t stude nts should learn. •
Grammar
•
• Everyday expressions b o x e s h i g h l i g h t t h e e s s e n t i a l p r a c t i c a l
Your life e x e r c i s e , w h i c h e n a b l e s l e a r n e r s t o p e r s o n a l i z e t h e
Pronunciation
As wit h the Vocabulary lessons, the activiti es move from controlled to freer, often ending with a
and
Your life e x e r c i s e .
•
T h i s f o c u s e s on i m p o r t a n t a s p e c t s o f E n g l i s h
pronu ncia tion
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 a s word stress
Skills
3, 5, 33) and past
Skills lessons are the third lesson in each cycle of 4 le ssons. They
•
participles
(lessons
(lesson 77 ).
There is also an int rod uct io n to th e ph one mi c alp hab et and to
g i v e l e a r ne r s t h e o p p o r t u n i t y t o s e e 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 a s schwa / a / ( l e s s o n 1 7 ) o r
from th e previ ous tw o lessons in th e con te xt of a reading or
/ s / and / z / (l e s s o n 5 7 ) .
list enin g te xt on the gene ral top ic of the cycle . •
Across the course, the lessons pro vide a balan ce of th e fo ur
English in the world
skills - reading , listening , speakin g, and wri tin g. The lesson
•
heading always makes it clear which skills students will p r a c t i s e , e . g . Read •
• •
and write
or Listen
and
o f t o p i c s a r e c o v e r e d , s u c h a s foreign
speak.
1 6 ) , working
Read ing and lis teni ng te xt s are carefu lly grad ed for len gth
and
•
The topi cs are drawn from aspects of life in
signs ( l e s s o n
47).
Eng lis h-s pea kin g
and talk about their own culture and language in compar ison.
Read ing tex ts are recorded on the class audi o cass ettes and CDs, so you r st ude nts can listen and read at th e same ti me .
A d d i t i o n a l S t u d e n t ' s B o o k r e s o u r c e s
Compr ehensi on tasks build studen ts' confi dence wit h reading
T h e S t u d e n t ' s B o o k a l s o h as a s e t o f e s s e n t i a l l e a r n i n g
for general and detailed me anin g, and with coping
at the back of the
wit h
•
Skills section s buil d to eit her a spea king or wri tin g task •
The
There is one R ev ie w for eve ry two cycles of 4 lessons, i.e. evey
focus.
Wor dli sts , cont aini ng all of the essential voca bular y to learn, toget her with phonemic transcriptions
•
Au di o scrip ts for quick checki ng and revision of listenings and
•
An Irr egu la r ver b list , cove ring all of the essenti al verbs for a
•
A Pron unc ia ti on ch art with all of the sounds of English for
stu den ts. T he task can be a simp le response to the tex t or more personali zed practice of the main language
drills done in class
Your life s e c t i o n s o f f e r m o t i v a t i n g o p p o r t u n i t i e s f o r
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.
easy
English fo r Eve ryd ay Life Engli sh for Ever yda y Life is the fo urt h lesson in each cycle of 4 lessons. They focus on functional language and how this language
Ot he r course 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 s u c h a s giving
•
directions
That's Life! s t o r y l i n e . •
telephone
( 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
80).
The new langu age is pres ente d in a mod el dialog ue on the w h i c h s t u d e n t s c an l i st en t o a nd t h e n p r a c t i s e .
co mpo nen ts
Each Stu dent 's Book one- pa ge lesson has one page of pract ice St ude nts conso lid ate the langu age of the lesson in simple parallel
The lessons focu s on co mmo n act ivi tie s and sit uati ons in polite
Life
material in the Work book .
Functional lessons e v e r y d a y l i f e , s u c h a s making
for
reference.
is used in the real worl d. E nglis h for Ever yda y Life lessons ( l e s s o n 2 4 ) , a n d an e p i s o d e o f t h e
resources
boo k:
8 lessons, wit h exercises on all four lesson ty pe s
th em easy to run in class, and con fi den ce -bu il din g for the
•
(lesson
much info rmat ion or langua ge the y don't need.
are tig htl y controlle d and have plen ty of supp ort. This makes
•
( l e s s o n 3 5 ) , a n d medical
hours
in English
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
based on the topi c of the lesso n. Speak ing and wri ti ng t asks
•
words
c o m p l e x i t y , t o en s u r e t h a t s t u d e n t s a r e n ' t d i s t r a c t e d b y t o o
different types of text. •
This feat ures aspe cts of Eng lis h-s pea kin g culture. A wid e range
•
contexts.
Ther e is no dis trac tin g new lan gua ge wo rk.
• Practise and learn b o x e s g i v e s t u d e n t s a n o p p o r t u n i t y t o pers onal ize and mem ori ze lang uage the y can use in the w orl d
page
outsi de the classroom. •
A shor t revi ew exercis e eve ry fou r lessons allows stud ent s to assess the ir own
progres s.
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
Class Cassettes / CDs •
Thes e con tai n all th e audio work from the Stud ent' s
•
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 i n t h e B o o k :
highlighted in bold e.g.
Boo k.
W r i t e : My name
Stud ent' s
E l i c i t : He likes
ron
A s k : How many
MuttiROM •
•
When stu den ts wan t to revisit the key lan gua ge in a lesson,
names
can you find
in the
text?
•
Spe cif ic la ng ua ge not es are giv en in boxe s. Thes e raise
because they have had difficulties, or haven't been able to
awareness of specific problems student s mig ht have wi th
att end the lesson, the Mult iRO M will help the m to 'catch -up'
grammar and voca bular y, or draw student s' atten tio n to the
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 ar e i n t e r a c t i v e ' l i s t e n - a n d - d o '
Englis h. It is imp ort ant to encourage students to thin k abo ut how their language might affect the way they speak English.
Boo k.
• Ans wer keys and key audi o scripts are provided in the notes
For stu den ts' CD players there are audi o models for practi sing all of the Pron uncia tion areas from the Student's
•
board .
chocolate.
S a y : I live i n a f l a t .
exercises for eve ry lesson of the Stude nt's •
on the
is
Book .
n e x t t o e a c h c o r r e s p o n d i n g S t u d e n t ' s B o o k p a g e . T h is m a k e s 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 ' ca n d o ' statements from the Student's Book to help students asses s
•
Dr il li ng is a ver y usefu l tec hni que to help build stud ent s'
their progress, a learning record for each component of the
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
for L i f e , it is
course for each level, and an attractive 'bookmark' with space
sugg este d that you drill as a who le class and ind ivi dual ly.
f o r s t u d e n t s t o r e c o r d n e w w o r d s a n d t h e i r t r a n s l a ti o n .
are some tips for successful drilling:
Here
1 P r o v i d e a c l e a r m o d e l a t t h e s t a r t u s i n g e i t h e r th e a u d i o
Teacher's Book
or yourse lf if you prefer. Allow stu dents suf fici ent 'listeni ng
•
An int rodu cti on to the course.
tim e' before they rep eat. Say the ite m two or thre e tim es i f
•
Page- for- page teachi ng notes , interl eaved wit h the Student' s
necessary.
Book less ons, so yo u only have to carry and cons ult one b oo k.
2 Do a class drill (chora l drill ing) fir st. As k stu den ts to re peat
•
One page of pho toc opi able classroom acti vit ies for eve ry lesson.
the items as a group at the same time. Give short, sim ple
•
A d d i t i o n a l W a r m - u p a nd F o l l o w - u p a c t i v i t i e s f o r e v e r y l e s s o n .
c o m m a n d s : Everyone,
•
Ex tr a ideas for gam es to use in class.
conductor of an orchestra to keep everyone together in a brisk
•
A c u s t o m i z a b l e T e s t C D w i t h t e s t s as W o r d d o c u m e n t s o r a s
rh yt hm.
downloadable PDFs. There are 20 progress tests and a mid-course
a lot of fun if don e with c onf ide nce and in a goo d spir it.
and end-of-course test.
3 Selec t a few indivi duals to say the items ( indi vidua l drilling)
Together,
Again.
Use han d ges tur es like a
Be ent hus ias tic and keep up the pace - drilling can be
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 i s a g o o d t i me f o r a l l
Website English
for
Life
s t u d e n t s t o l i s t e n t o t h e c o r r e c t i o n b e i n g g i v e n . Of f e r l o t s of praise and the opportunity for individual students to 'have
has a webs ite for teac hers, an d one for s tud ent s.
anot her go' after correct ion.
V i s i t 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 , a n d y o u ' l l f i n d a w i d e r a n g e of materials and activ itie s.
The Voc abu lary lessons
For teachers:
•
•
cust omiz able tests
•
asse ssme nt records for yo ur stud ent s
•
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 re s o u r c e s f o r l e a r n i n g
for for
makes the meaning clear. Each picture is directly labelled with the appropriate word / phrase.
and th e CEF
Life
Life s y l l a b u s
•
documents
encourage them to supply any words they know on the t opic. •
•
separate cust omiz able 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
•
indi vid ual learning records
•
in terac tive langua ge games.
Life!
story
audi o or sayi ng th e word and the n encour agi ng the st ude nts 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 th i s a s m a n y
Teac hin g wi th Englis h for
times as necessary, until students feel c onfi dent .
Lif e
Check the mean ing and pro nun cia tio n of any usef ul new words w h i c h ar e n' t p i c t u r e d ; us e 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 l e s s o n s m a y re q u i r e a d d i t i o n a l v o c a b u l a r y f o r
General points
th e practic e stag es. These are listed in the teacher's for Life
have been desi gne d to make
•
teaching simple, effective and enjoyable. 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 ha s a c l e a r o b j e c t i v e ,
not es.
Encour age stude nts to cont ribu te additio nal words to the v o c a b u l a r y a re 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
giv en
own life or job.
at the to p of th e page , e.g. St ude nts l earn a lexi cal set of
•
countries and nationalities and say where people are from. (Vocabulary
Use the Class Cass ette / CD to pres ent and practise the pro nun cia tio n of the new word s. Drill each word by pla yin g the
•
•
Stu den ts may wel l alread y know some of th e words to be learned. Therefore, before students open their books,
Englis h.
For students:
The lessons in English
The 'picture dict iona ry' approach to voca bular y pre sentati ons
Enc oura ge stud ent s to keep all of thei r voc abu lar y work in a separate
lesson)
•
• Each lesson is accompanied by sho rt and simpl e p roced ural
notebook.
Use the wordl ists at the back of the Stude nt' s Book to rev ise the new vocabula ry. Test the studen ts on both meaning
n o t e s w h i c h a i m t o h e l p t e a c h e r s m a k e t h e m o s t o f th e
and
pronunciation.
material. These notes should be particularly supportive for tho se teache rs who are jus t embark ing on a career in TEF L,
The Grammar lessons
or
w h o m a y be t e a c h i n g t h e i r f i r s t e l e m e n t a r y - l e v e l cl as s. 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 .
Use the Gramma r lesson present atio n dialog ue to drill the new language, until students are confident with the form. Students can
F o r e x a m p l e , w h e r e t e a c h e r s a r e e x p e c t e d t o a sk q u e s t i o n s ,
drill as a who le class, or in pairs, cha ngi ng roles in th e dial ogu 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 Pronu nciat ion se ctions
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 it is appro priate . Encou rage students to writ e down
•
inf orma tio n
that they should learn. •
as playing the Class Cassette / CD.
It's oft en usef ul to copy the table s on to the board. They can •
then be referred to during the lesson to clarify or ex plain. •
Giv e st ude nts as muc h ex po sur e as yo u can to a new pronunciation point by modelling the sounds yourself, as well Drill th e po int as a class, and ind ivi dual ly. As k stu den ts to drill each other in pairs and test each other.
Work thr oug h the example s for each of the exercises on the board . •
U s e t h e C l a s s 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 ma y w a n t t o
Encoura ge stude nts to: thin k abou t how sounds are made,
wit h
the mo ut h, lips, and te et h; clap the rhyt hm for sent ence st ress;
repeat the correct forms, to give students further practice.
show how in to na ti on moves up and dow n wi th thei r hands . •
The Skills lessons •
Ask stu den ts to spen d fiv e min ute s eve ry day rep eati ng ne w w o r d s a nd 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
As a gene ral rule, don 't be afrai d to go thr oug h t ex ts ,
on th e way to work , or firs t thi ng in the
dialogue s, liste nings, etc. several times . Re peti tion is a very effective means of learning and it's very important that
mor nin g.
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 a s 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 w i l l b e g r e a t l y r e a s s u r e d b y t hi s .
Focus stu den ts carefull y on any photo s / ill ust rati ons in the Stud ent 's Boo k and encoura ge th em to tel l yo u wha t th ey see.
Reading and Listening •
•
Pre- teac h or elici t any neces sary vo cab ula ry. The teacher's notes will point out any new words that are needed.
•
• •
awarenes s of the co nt ex t / sett ing for the readi ng or lis teni ng •
details where he lpful .
•
•
Book.
Ask stude nts to draw aspe cts of the ir own cult ural lives to supp ort their verbal compari sons.
Lis ten to th e te x t as a class . For rea din gs, li sten and read at
V o c a b u l a r y
the same time.
•
ask
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 a s y o u ca n 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
te xt . Expl oit the pictures for addit ional inf orma tio n, e liciti ng
•
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 a re p r e s e n t e d ,
students to translate into their own languages for comparison.
Use the pic tures and the gener al firs t task to help stude nts to ge t a goo d idea of the ge neral mea nin g of the te xt and a goo d
•
Enc oura ge pair / group discuss ion for this par t of the lesson so that the discussion is productive.
Go thro ugh the te xt at least twi ce, with stude nts worki ng
Activities
alon e. For list enin gs, stu den ts shou ld listen at least three
Games
time s, as this will impr ove their confi dence .
Bingo (lessons 8, 50, 78)
Enc oura ge stu den ts to focus on the keywo rds and the m ean ing
Prepare a list of vo cab ula ry tha t yo u want to re vise.
of the tex t, rath er than on ever y indi vidu al w ord.
Go through the items to check that 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
abo ut
how to pronounce each one.
unk no wn words in the te xt unt il th ey have read / listen ed to
A s k s t u d e n t s t o dr aw 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 i n
the whole text at least once.
each
As stu dent s bec ome bet ter readers and liste ners, e nco urag e
Call out words at random. If students have an item in their grid,
the m to find the parts of tex ts which contain the inf ormat ion
th ey cross it of f.
the y need to answer the comprehe nsion task s. For list enings,
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 c r o s s o f f f o u r i t e m s i n 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 c l a s s i f n e c es s a r y .
(across, dow n, or diag onal ly) and sho ut 'Bing o'.
square.
Speaking and Writing
Guess Wha t (lesson 7 7 )
•
Writ e out a sele cti on of act iv iti es or words th at stud ent s have
Clar ify what stu den ts have to do befor e th ey start . Use th e board, if necessary, to help wit h instr uctio ns.
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,
•
Enc our age stude nts to make notes, work ing alone or in pairs,
a letter,
before they start the task.
in a pile at the front of the class.
•
Go throu gh thei r note s as a class. List ideas or usef ul l ang uag e
Put students in A/B teams. One student from team A c omes to the
on th e boa rd.
front and picks up a piece of paper, then mimes the activity.
In a Skills lesson, refer stu den ts back to the te xt , to give th em
The first team has 30 seconds to guess th e acti vi ty or word.
a model to work from.
th at if you have wri tte n a phrase , studen ts have to guess the whol e
Whe n necessary, estab lish a basic pat ter n for the wri ti ng or
phras e.) Aw ard a point for a correct guess. If the first team doesn 't
spea king on th e boar d.
g u e s s c o r r e c t l y , a s k t h e o t h e r t e a m . S t i c k t o t h e ti m e l i m i t f o r e a c h
Whe n stu den ts have com pl ete d a tas k, ask one or tw o to read
phrase to keep the game movi ng quickly and stud ents inv olv ed.
• • •
read
a newspaper,
drink
a hot
coffee,
drive
a car,
write
etc . Place the
papers
(No te
ou t the ir work, or repeat their dial ogue , for all of the class.
• •
Point out where they have successfully used new language, to
Ha ng ma n (less on 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 c l a s s o n w h a t th e y h a v e
C h o o s e a w o r d , e . g . Japan.
learned.
b o a r d, o n e f o r e a ch l e t t e r:
M a k e a n o t e o f a n y e r r o rs 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 ,
Stu den ts tak e it in turn to call out lette rs th at
and deal with these later if possible.
the y think migh t be in the word. If they call out
Whil st we need to enco urag e stu den ts to use the
.
U
lang uage
fluently, don't be afraid to insist on accuracy, especially
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
w h e r e i n a c c u r a t e u sa g e ma k es c o m p r e h e n s i o n
lett er, draw a piece of the
difficult.
r \
u ^ L J ^ - s (
\ /
a correct letter, write this in the appropriate
\ 9
han gm an.
There's no point in students saying something fluently if their
Students have to guess the word before the hangman is compl eted.
pronu ncia tion, for examp le, means that people can't understand
Sentence Hangman (lesson 2 4 )
w h a t t h e y ar e s a y i n g . •
—
Put fi ve dashes on the
Follow the instructions for Hangman (see above) but use
E n c o u r a g e s t u d e n t s t o l e ar n 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
sent ence s or a shor t te xt inst ead of single word s. Eac h dash
the m to perfor m the dialog ues in fr ont of th e class. This wi ll
repre sents a word in th e sentenc e or te xt .
increase their confidence in using the language.
10
Put students into two teams. Teams take it in turns to call out a
The activ iti es sugge ste d here are for pic ture flashcards
w o r d . I f t h e w o r d o cc ur 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 ca n al so m a k e f l a s h c a r d s w i t h w o r d s 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 point.
normally or as phone mics , and adapt the activ itie s accordingly.
Cont inue unt il the tex t is complet e.
but
Drilling
Nou gh ts and Crosses (Lessons 30, 42, 72 )
Hold up each picture. Elicit the target vocabulary and check
Draw a 3 x 3 grid on th e board an d writ e a wor d in each sq uare.
pronunciation. Drill each vocabulary item as a class and individually.
Divide students into two teams - 'noughts' (0) and 'crosses' (X).
A n a l t e r n a t i v e t o t hi s is a ' d i s a p p e a r i n g dr il l' . S t i c k f l a s h c a r d s in a
Teams take it in turns to choose a square and make up a sente nce
line on the board. Elicit and drill each word then remov e the first
u s i n g t h e w o r d o r p h r a s e i n t h a t s q u a r e . I f t h e s e nt e n c e i s c o r r e c t ,
card. Stud ent s say the words in order agai n, incl udi ng the missing
put a nought or a cross symbol over the word in the square.
it em. C ont inu e unti l all of the cards have been remo ved and
The win ner is th e firs t tea m to get their symb ol in thre e squares
stu den ts have to say all of th e words fro m mem ory .
in a row (dow n, across, or dia gon all y).
Listenin g and ide nti fyi ng words
Spelling Lines (lesson 71)
Give each student a flashcard.
W r i t e a l i s t o f w o r d s t h a t s t u d e n t s h a v e l e a r n e d , e. g . h i l l , river,
ocean,
desert,
Say a word . The st ude nt with the mat chi ng flashcar d holds it up.
mountain,
Y o u c o u l d al s o o r g a n i z e t h i s as a bo a rd r ac e : S t i c k f l a s h c a r d s o n
c l i f f , f i e l d , island.
A r r a n g e s t u d e n t s in t w o ro ws - A a n d B. S a y a w o r d . T h e f i rs t
th e board. Pu t stu den ts in tw o teams. Call out a word . One runner
pers on in Team A says th e fir st lette r of th e word, th e nex t p erson
f r o m e a c h t e a m r ac e s 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 the second lette r. They cont inu e, al ong the row, to the end of
w i t h t h e m o s t ca rd s a t t h e e n d is t h e w i n n e r .
th e word. I f a tea m makes a mis tak e th e ot her tea m has a chance
Memory game
to finish the word and win the point.
A r r a n g e f l a s h c a r d s o n t h e b o a r d . G i v e s t u d e n t s a m i n u t e t o l o o k
V o c a b u l a r y Sn ap ( l esson s 3 7 , 6 1 , 7 5 )
at, and memo ri ze, all of th e ite ms.
P r e p a r e a l i s t o f c o l l o c a t i o n s o r p h r a s e s t o r e v i s e, e . g . play
Remove flashcards from the board, then put students in pa irs and
f o o t b a l l , Good
tell the m to write down the thing s they remember.
morning.
Write half of each collocation or phrase on separate pieces of
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 oo k at
p a p e r . U s e t h i c k p a p e r o r c a r d s o t h e w r i t i n g c a n n ot b e s e e n f r o m
the item s the n tell the m to close thei r eyes . Re mov e one or two
the back. Arrange the pieces of paper face down on a table.
i t e m s a n d m i x t h e r e s t u p , t h e n a s k s t u d e n t s t o l o ok a n d s a y w h a t
Put stud ent s in tw o teams . Eac h tea m takes it in turn to turn over
has been r emo ved .
tw o pieces of paper. I f the y tur n over a mat chi ng pair of wo rds, th ey keep the tw o pieces of paper. If the words don't mat ch,
Organizing words
th ey
Mix up flas hcards for fou r dif fer ent topi cs and arrang e th em on
replace the pieces of paper.
the
The tea m wit h the mo st pairs at the end of th e game is th e wi nne r.
board.
P u t s t u d e n t s i n 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 .
Whiteboard Scrabble (lessons 55, 69)
food,
in large lett ers on the
items,
free-time
activities.
transport,
Tell th em to run to the
board and collect the words which are connected to their topic.
C h o o s e a v o c a b u l a r y t o p i c t o r e v i s e , e . g . f o o d . W r i t e a w o r d , e . g . chicken
classroom
A l t e r n a t i v e l y , us e 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
boar 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 i n t ur 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 th e w o r d s i n
wo rd s t o t h e bo ar d us in g on e o f t h e le tt er s f ro m chicken,
topic groups.
t h e y m i g h t u s e t h e c to add cheese,
or the i to add ice
for examp le 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 i n t h e i r w o r d s , e . g . cheese 6 p o i n t s , ice cream
Pu tti ng words in order / Revisin g the alph abet
=
Select a mixt ure of voca bular y / voc abula ry to pics .
= 8 poi nts . The wi nni ng team is the one wi th
Give each st ude nt a fla shca rd. Tell th em to thi nk abou t h ow
the most points.
their item is spelt and then organize themselves in a line in
Word Snake (lessons 5, 14, 26, 33)
a l p h a b e t i c a l o r d e r , e . g . bag,
Prepare a grou p of words to revise. Wr ite out the words wi th no
Go through the words and the spellings together.
s p a c e s o r p u n c t u a t i o n , e . g .
sitpaintplayhaverun.
cake,
cat,
chicken.
Put stud ent s in tea ms. Hol d up a flas hcar d. The first te am to say th e
w o rd sn ak e on 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 rd ha s t o sp el l i t . I f t h e y sp el l i t c or r ec tl y , t h e y w i n t h e w o r d .
as possible in the word snake.
Spotting the odd one out
Whispers (l esson 16)
Stick a row of five or six flashcards on the board. All but one
Prepare a list of sentenc es to pract ise.
should be connected by topic.
A r r a n g e s t u d e n t s i n t w o l in es . 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 a t t h e f r o n t o f e a c h l i n e , e . g . I went
bridg e,
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 i n s m a l l g r o u p s ( or w r i t e t h e
Saturday.
book,
shopping
with
my mother
A s k s t u d e n t s t o g ue s s w h i c h is t h e o d d o n e o u t a nd sa y w h y . Fo r
on
e x a m p l e i f y o u r w o r d s a r e 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 hi s / h e r
o n e o u t m i g h t b e bicycle
nei ghb our . When the senten ce reaches th e last st ude nt he / she
plane
w r i t e s w h a t t h e y he a rd on t h e b o a r d .
t a x i , t r a i n , plane,
bicycle t he
odd
(the only one wi th ou t an engi ne) , or
(the only one wit h wing s). Acc ept any logical answers.
Y o u ca n al so p l a y t h i s g a m e w i t h :
T o k e ep 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 h a s
•
reache d the middle of the line and giv e th e nex t sent ence so
words beginni ng (or endi ng) wit h the same letter, e.g. hand,
the re are tw o or more sentences trav ell ing do wn the li nes.
hamburger,
regularly •
Using flashcards Prep arin g flashcar ds can be ti me -c on su mi ng so it's a go od idea to use good quality card and, if possible, to laminate your cards so they can be reused.
11
apple.
house,
Choose letters tha t your stude nts
misspell.
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,
Flashca rds are large pict ures sho win g key voc abu lar y it ems .
hair,
keys,
watches.
cards,
\
TEACHER'S NOTES
Students learn how to introduce themselves and practise spelling.
LESSON 1
War m- up •
6
y o u r l e f t s a y s y o u r n a m e a n d h i s / h e r n a m e . T h e n e x t says you r nam e, the name of th e first st ud ent , and
Anna, Anna,
student
to spell th e first name and surnam e of each
•
Ask ques tio ns ab out the are
A u d i o s cr i pt 1
advertising
company.
p i c t u r e , e . g . Who
can you
see?
they?
F o c u s o n t h e t e x t . P o i n t t o y o u r ea r a n d t h e n t o t h e t e x t . S a y : Read
and
listen.
Play audi o
H
I
2
Hello. My name's Imran Kanu.
Man 2
Sorry. What's your last name again?
Man 1
It's Kanu.
Man 2
How do you spell that?
Man 1
It's
Man 2
Oh yes, thank you. Here's your badge.
Man 1
Than k yo u.
Woman
D r i l l e a c h l i ne a s 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
Man Woman
pronunciation.
b • A s k t w o s t u d e n t s t o re a d t h e c o n v e r s a t i o n . C h e c k
Woman
pronunciation.
Man
• P ut st ude nts in pairs to pract ise the conver sat ion .
Mon ito r.
Wom an 3
• Focus on the Lang uage note. Write : a student, an engineer on th e boa rd. Elici t more occup ati ons and wri te th em 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,
•
an
on
Drill eac h engineer.
Check
Hello. My name's Emily Winfield. Sor ry. Can you repe at you r last name aga in, please? It's Winfield. Ho w do you spell tha t? It's W-I-N-F-I-E-L-D. Oh yes , tha nk yo u. Here's you r bad ge. Thank you.
Man 1
Hello. My name's Nelson Chagga.
Man 2
Sorr y. What's you r last name again?
Man 1
It's Chagga.
Man 2
How do you spell tha t?
Man 1
It's C-H-A-double-G-A.
p r o n u n c i a t i o n o f a ( t h i s i s a w e a k f o r m / s / ) . T e l l s t u d e n t s
Man 2
Oh yes, here yo u are. Here's you r badge .
Man 1
Thank you.
W r i t e : I work
for
in a shop.
I work for
103 .
an advertising
company.
and
In some countries surnames have suffixes which
wit h a com pan y.
a teacher,
about their
on th e boar d. Ask stu den ts to writ e a
7
oc cupat ion.
• 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 Writ e the job s on th e boar d.
(Manolo)?
check
do you
IMIIHU-JI • A sk stud ent s to spell thei r first name and surn ame.
do,
Drill new words
th e letters on the boa rd so st ude nts can check the y
and
said the correct
comprehension. •
Nom inat e individual student s to say a sentenc e a bou t w h e r e t h e y w o r k u s i n g I work plac es/c omp anie s on the
i n / f o r . . . W r i t e
themse lves to peopl e.
have
lett ers.
Focus on the tex t in ex erc is e 5. No mi nat e a st ude nt to read own
board. •
name,
e . g . Hetlo.
My name's
(Mark
Put studen ts in pairs to practise .
Jones).
Moni tor .
• A sk differ ent pairs of stu den ts to read the ir conv ers ati on
Mo nitor.
t h e c l a ss . C h e c k
to
pron unciat ion.
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 c l a s s t h e n ind ivid uall y. Tell stu den ts to look at the rules on St uden t's Boo k page
10 3.
• A sk indiv idu al stu den ts to tell the class ab ou t one of th e
•
Writ e
t h e p a r t o f t h e m a n . R e a d M a r i e' s p a r t y o u r s e l f b u t u s e y o u r
the
• Tell stu den ts to move around th e classr oom and int rod uce
b •
happen
in En gl is h, so 'A. Man so n' could be fem ale or male.
W r i t e : I'm sentence
tell you
w h e t h e r t h e p e r s o n is m a l e o r f e m a l e . T h i s d o e s n ' t
3a l U l i m m
•
K-A-N-U.
to look at th e rules on Stu dent 's Boo k page
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
•
1.4
Ma n 1
Man
2
pers on.
hi s/ he r
Kamel
E l i c i t / T e a c h : conference,
and
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
Giorgio Giorgio,
•
•
li sten
Kanu, WinfieLd, Chagga
S t u d e n t 2
Where
Dril l each one . Tell st ud en ts to
Anna
Stud ent 1
•
on
e.g.
T e a c h e r
la
Fo cus on th e nam es.
a n d w r i t e t h e s u r n a m e s . P l a y a u d i o
Arr ang e the class in a circle. Say you r name. The stud ent
name,
•
English in the world • 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 ) , o n t h e
board .
peo ple th ey spoke to in ex erc is e 3 a.
Intr oduc e yourse lf using your first name. Ask differe nt
Put stud ent s in pairs to ask and answer questi ons ab ou t t he
to int rod uce the mse lve s using thei r first n ame .
stude nts
• R epe at wit h you r first name and you r surn ame. Tell stud ent s
oth er member s of the class. Moni tor .
to sta nd up and move arou nd int rod uci ng themse lve s to o the r 4
•
Focus on th e alp hab et . Play aud io 1 I M
for st ude nts
to
mem ber s of th e class. M onit or.
listen and re peat . •
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
• 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 are not used to Roma n script, pro vide ext ra practi ce by
myself
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 a n d l o w e r c a s e
Follow-up
on the board and drilling the letters out of order.
•
and
spell
my
•
E l i c i t / T e a c h : r e g i s t r a t i o n , badge.
•
Ask que sti ons Where
is Marie?
abou t the What
p i c t u r e , e . g . Who
Wri te some of th e name s and words fro m th e lesson on pieces
is she
P l a y a u d i o
i W t l f o r s t u d e n t s t o r e a d a n d
•
Dril l each line as a class th en W r i t e : Casson What's
this?
on the
board.
E l i c i t : double
Y .
•
music,
B A N K , etc . Prepa re one word for each
nice, N A M E ,
st ud en t.
Ha nd out th e pieces of pape r and tel l st ud ent s to look at the ir w o r d s a n d a r r a n g e t h e m s e l v e s in a l p h a b e t i c a l or d er . A s k e a c h
listen.
stu den t to hold up their word and say it. Check
ind ivi dua ll y. Point to th e dou ble
badge,
see?
doing?
•
•
double, can you
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, 5
I
letter.
pro nunc iat ion.
A sk :
Resource activity pages 184 and 259
LES SON 2
TEACHER'S NOTES
Students learn and practise singular and plural nouns. •
Warm-up •
•
El ic it /Te ach
are close to us and that/those u p t w o p e n s . S a y : these.
st ude nt on you r lef t, e. g.
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).
(Omer)?
E l i c i t : It's
o b j e c t s t o e l i c i t It's
things
ano th er
chain wit h the stu den t on yo ur ri ght .
in the
th em if th ey can name any of the
•
Repe at wit h each
ite ms.
the
•
box.
• •
b
for stu de nts to listen and
•
place.
do you
in to nat ion
you,
7 a penc il
3 a desk
8 a not eb ook
4 a bag
5 a pen
mean?
'notebook'
E l i c i t : It
means
'a thing
say
'Hello'
pleased
to
o n t h e b o a r d . A s k : How
do you
say
•
th at
meet
this
Elic it: /'w in do u/ . Practise with other items from the
9 a com put er
How
Use words and expr essio ns
in Spanish?
pen.
W r i t e : window
6 a bo ok
we
helping
vocabula ry.
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,
• 2 a boa rd
does
p rac tis e.
• A s k s t u d e n t s h o w t o s a y t h i n g s i n t h e i r l a n g u a g e , e . g .
pronunciation.
1 a do or
in di vid ual ly .
in'. Repeat with othe r items from exerci se 1,
stude nts wit h
repe at.
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
A s k : What write
chec k.
Play the audio again for stu den ts to listen and
and
about
conve rsa tio n.
P ut st ud en ts in pairs to
Poin t to the words and gaps abov e th e pict ure. Tell stud ent s
Play aud io W
questions
c l a ss . C h e c k p r o n u n c i a t i o n . •
Eli cit th e nam es of th e it ems in
to write the words from th e box in the corr ect b
answer
• N o m i n a t e p a i rs o f s t u d e n t s t o r e a d a c o n v e r s a t i o n t o t h e
Go th ro ug h the words in th e box . Dril l each item as a class
this?
and
l ist en.
Focus on th e pict ure. Tell stu den ts to cover the words . A sk
A s k : What's
classr oom
Monitor.
Drill each line as a class and
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 o r i n t h e
•
classroom.
•
picture.
this
6 a • 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 a u d i o V - K l f o r s t u d e n t s t o read and
•
What's
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
ne xt
thing s
those.
Practi se wit h dif fere nt
a pen.
th at Hol d
Hold up /p oi nt to diffe rent
• N omi nate a stu dent . Hold up your pen. As k:
The stud ent on yo ur left int rodu ces him / herself to the
•
for thi ngs
for thi ngs th at aren't .
Arr ang e th e class in a circle. Int rod uce yours elf to t he
st ude nt, a nd so on. If yo u have a large class, start
la
t h a t w e u s u a l l y u s e this/these
A s k : How
do you
'pencil'?
spell
E l i c i t : P-E-N-C-I-L.
word?
lesson.
Practise
w i t h d i f f e r e n t i t e m s . 2
• Pu t stu den ts in pairs. Give th em one min ut e to look ar ound
•
P u t s t u d e n t s in p a i r s t o p r a c t i s e t o g e t h e r . M o n i t o r a n d
th e classroom and list as man y objec ts as possibl e.
check
• A sk stud ent s to call ou t thei r words and write th em on t he
7
board. •
Drill th e new words and check
•
Focus on th e ta bl e.
pronunciation.
m m i m • W rit e th e nam es of th ree item s in th e cla ssr oom on th e
com pre hen sio n.
b o a r d , e . g . ten pens, 3
and •
•
P l a y a u d i o E £ f l f o r s t u d e n t s t o l i s t e n
e . g . It's
Drill th e singu lar and plural form s. Check pron unc iat ion o f 5
•
in regu lar
•
plur als.
Tell stu den ts to cover th e tab le. Say words from the tabl e at 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.
E l i c i t :
W r i t e : umbrella (umbrellas).
•
1.
of
lan gua ges such as Ara bic , whe re plural s are of te n f or me d
E 0 .
S t u d e n t s h e a r a desk,
5
•
2 3
a (notebook)? write
a badg e - thr ee badg es
a woma n - thr ee wom en
5
a perso n - thre e peop le
a win do w - thr ee win dow s
6
a box - thr ee boxes
Drill each qu es ti on and
to
in.
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 name
things
in my
classroom.
10 ).
Arr ang e st ude nts in tw o group s and exp lai n the rules of
Onc e stu den ts und ers tan d th e gam e, pu t th em in m oni tor .
Resource activity pages 175 and 254 4
Focu s on th e pic tur es.
you
then
A u d i o s c r i p t 2 . 3 a desk - thr ee desks
a thing
groups to play to get her , and
Pla y th e rest of th e au di o.
1
ind ivi dua l
Ha ng ma n. P lay th e gam e using a sele ctio n of words
listen and r epea t. •
Monitor.
fro m
lessons 1 and 2.
audio
m a k e t h e p l u r a l w i t h three,
classroom.
•
• Play the firs t ite m on
in the
Play a gam e of Ha ng ma n (see page
English.
Do th e exa mpl e tog eth er.
write w i t h .
of things
•
by cha ng in g th e wo rd itsel f, ma y forg et to add s i n
•
sent ence s,
Follow-up
hav e pro ble ms wit h irre gula r plural s or forg et to use
4
you
to elicit
Put stu den ts in pairs to compa re thei r lists. Ask
can
ma y
e s w i t h w o r d s e n d i n g ch, sh, e t c . H o w e v e r , s p e a k e r s
a list
e l i c i t s e n t e n c e s , e . g . It's
who se
lang uage uses s to ma ke plural forms , th ou gh the y
a thing
S a y : Make
computers. a (pen)?
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
103.
on th e boar d. Elicit th e plura l form
The plural s is no t usuall y a pro ble m for st ude nts
two
stu den ts to read ou t some of the item s on the ir list. Ask
men.
Repeat wit h a selection of words from exe rci se
a desk,
P o i n t t o t h e i t e m s . A s k : What's
repeat.
• Tel l st ud ent s to look at th e tab le on Stu den t's Bo ok page •
•
answ er.
14
smaller
I
Students learn cardinal numbers 0-100 and ordinal numbers {first, second, etc.), and practise asking where things are.
LESSON 3
War m- up •
•
b •
Play the audio agai n and go th ro ug h the answer s as a class.
Div ide the board int o tw o colu mns wit h six rows. Labe l the
Y og a : 20 , se co nd
c o l u m n s team
first
1 a n d team
2 a n d n u m b e r t h e
rows 1 -6 .
Put stu den ts in tw o tea ms. Each te am choo ses one pers on
1
Man
•
students, please? Rec ept ioni st
written..
It's in Room 42.
Man
Room 42? Where's th at , please?
Re ce pt io nis t
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 spelt
Excus e me. Where is th e mee tin g for new
col umn .
No te that they can not use obj ect s which the other tea m has already
It's on the four th floor.
Man
words.
2
Thank you.
Woman
Excu se me. Where is th e yoga class, p lease?
Re ce pt io nis t
la •
R e p e a t w i t h 20,
30,
C h e c k p r o n u n c i a t i o n o f 50,
60,
7 0 , 90,
100.
3
teen.
Check
Excu se me. Where is th e Engli sh class, p lease? English 1 or English 2? Oh, English 1.
Re ce pt io nis t individually.
Play aud io
for stu de nts to listen and
5 five
16 sixte en
Room 59. Where's that, please?
Receptionist
7 seven
9 nine
18 eight een
12 twe lve
40 for ty
It's on the fifth floor.
Woman 4
check .
Play th e audi o again for stu den ts to listen and 3 thr ee
English 1 is in Room 59.
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 l is t o f n u m b e r s .
•
Thank you.
Woman Wo ma n
Foc us on th e numb er s in th e bo x. D rill each one as a class
b •
Yes. It's on the second floor.
Wom an Re ce pt io nis t
pronu nciati on
o f t y .
then
Room 20?
Re ce pt io nis t
15 ,
1 7 , 1 9 . P o i n t t o t h e f i r s t n u m b e r . 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 Room 20.
Wo ma n
Tell stu de nts to cover th e exerc ise. Write th e fo llo win g num be rs on th e bo ard : 0, 1, 2, 4, 6, 8, 10, 11 , 13,
Thank you.
Man
Excuse -me. Where is-Xomp uters for beginners, please?
repe at.
Rec ept ioni st
It's in Room 11.
Man
14 fou rt een
Room 7?
Rec ept ioni st
80 eig hty
No, Room 11.
Man
Oh. Than k you. Where is tha t, please?
Receptionist 2
Co mp ut er s fo r be g in ne rs : 1 1 ,
A u d i o s c r i p t 3 . 4
to writ e on th e board . Teams have tw o minu tes to call out classro om obj ect s, which the ir 'wri ter' adds to their
En g li sh : 59 , fi ft h
• P ut st ud en ts in smal l gro ups to say th e num be rs as a chai n
It's on the first floor.
Wom an
Thank you.
f r o m 3 0 t o 5 0 , e . g . S I : t h i r t y , S 2 : t h i r t y - o n e . M o n i t o r . • 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 c l a s s .
6
•
•
pronunci atio n.
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
• Wr it e th e num be rs on th e boa rd. Po in t to each one at ran dom and elicit the
•
numb er.
Yoga,
E •
H
1
3
0 0 .
A s k : Is the stress second
I'm fort y-s even .
Monitor.
conv ers ati ons.
W r i t e : thirteen
on th e boar d. Mod el th e
on the f i r s t or second
syllable?
E l i c i t : the
s y l l a b l e , a n d m a r k t h i s . R e p e a t w i t h t h i r t y , m a k i n g
sure stu de nts can hear th e d iffe renc e.
It's £30.
2
•
A How many students are there in your class? B
p a i rs t o r e a d o u t t h e i r
conversations
pro nunc iat ion by poin tin g to each syllab le as yo u spe ak.
A H ow muc h is thi s shir t? B
beginners.
pronunciation.
• Pl ay audi o
A H ow old are you ? B
for
• E l i c i t / T e a c h : syllable.
A u d i o s cr i pt 3 . 2
2
Computers
Pronunciation
pro nun cia tio n.
47, 30, 16, 99, 68, 21
1
1 , and
aud io
twice.
Go th rou gh the answers as a class. Check
English
N om in at e dif fer ent Check
b • Tell st ude nts to listen and write the numbe rs. Play
conve rsat ion.
Check pronu nci ati on. Pu t stu den ts in pairs to pr acti se.
Foc us on th e numb ers . Dril l each one as a class th en individ ually. Check
Nom ina te tw o stud ents to read out th e exa mpl e
•
Sixteen.
D rill th e pairs of num be rs ind ivi du al ly th en as a class. Foc us on th e fir st pair of num be rs . Play the fir st it em audio 0 0 .
4
Goo d morni ng. This is Cit y Rad io. It's on 99 FM.
5
So, here's you r key. You're in Room 68.
6
This is our bus - number t wen ty -o ne.
A s
k ;
thirteen
or thirty?
E l i c i t : thirty
and
on writ e
this on the boa rd so stu den ts can che ck. •
Play th e rest of th e au di o. A u d i o s c r i p t 3 . 6
4
• •
Focus on th e ordi nal numb ers. Pla y audi o to listen and
•
thirty, fifteen, sixty, seventeen, eighteen, ninety
Elici t/Teac h: l i f t / e l e v a t o r , f l o o r .
D r i l l : It's
on
M H
for stud ents •
repe at. the
third
as a class th en
floor
can
in divi dual ly.
Rep eat wit h each ordi nal num ber . • S a y n u m b e r s a t r a n d o m t o e l i c i t t h e o r d i n a l , e . g . S a y :
5a
•
Put st ude nts in pairs to
pract ise.
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
•
42 on? E l i c i t : In
for
Room
new 42.
students? On
the fourth
location.
Dic tat e ten pairs of numb ers . Tell stu den ts to add up th e t wo
beginner. is
Resource activity pages 176 and 255
flo or.
P l a y a u d i o H i C f t w i c e f o r s t u d e n t s t o l i s t e n a n d the
ask about
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
•
meeting
and
3 1 , s t u d e n t s w r i t e 5 5 .
•
is the
use numbers
I
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
com ple te
table.
17
and
TEACHER'S NOTES
Students learn and practise expressions for saying hello and
LESSON 4
goodbye.
Warm-up
2
• Focus on the Ev er yd ay ex pre ssi ons . Tell stude nts to find and underline them in the text.
•
Dict ate 12 numbers betwee n 0 and 100. Go thro ugh t he
• P l a y a u d i o E W - 1 f o r 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 .
numbers, writing the figures on the board. •
w o r d s , e . g . •
•
Put studen ts in pairs. Ask th em to wri te out th e numb ers as
E l i c i t / E x p l a i n w h e n t o u s e Good
morning
Good
and
afternoon
(after
twenty-one.
•
Go thr oug h the number s as a class. Ask ind ivi dua l stud ent s
•
to spell numbers.
6
•
12 p.m.
(before
6 p.m.),
12 p . m . ) ,
Good
evening
p.m.).
Drill each expres sion as a class the n i ndi vid ual ly. P u t s t u d e n t s i n p a i r s . S a y : Cover expressions
la
(between
for
saying
the text
and
write
down
'hello'.
R e p e a t w i t h e x p r e s s i o n s f o r s a y i n g
'goodbye'.
• Exp lai n th at stud ent s are goi ng to read and listen to a sto ry 3
throughout the book. In this lesson they meet some of the
• Focu s on the story. Put stu den ts in gro ups. Tell th em t o practise the conve rsati on, each tak ing one p art.
characters.
• G i v e s t u d e n t s a n o p p o r t u n i t y t o p r a c t i s e al l s i x r o l e s .
• Pl ay audi o E H 1 to famili arize student s wit h how the st ory
Monitor.
develops and with the characters' voices. •
• Ask one gro up to act out the stor y for th e rest of th e class.
Eli cit /Tea ch key voca bular y for each picture,
e.g.
p i c t u r e 1 : Internet
counter,
cafe, I r e l a n d , w i f e , shop,
•
sign,
p i c t u r e 2 : street, p i c t u r e 3 : box,
o f f e r , computer
engineer,
•
p i c t u r e 5 : j o g , o f f i c e , USA,
Singapore,
magazine
company
1 syllable:
individually. • Tell stud ents to cover the tex t. Ask questio ns about the p i c t u r e s t o c he c k b a s i c c o m p r e h e n s i o n , p i c t u r e 1 : Where is the man? is the
people
What does
*
the
doing?
Where
are in the
is the
cafe?
What
are
London? name?
Where
name?
does he live?
Whose Internet
cafe
What's
his
surname?
Is he married?
What's
is this?
p i c t u r e 2 : What is the girl's f i r s t name? p i c t u r e 3 : What's
Lucy's
surname?
Is she a student?
What
does she do? Who is Olive?
p i c t u r e 4 : Who is the man?
What's
What does he do? Is he married?
p i c t u r e 5 : Who is the man? work?
Does
he work
Is Sarah from
with
the USA?
Does
P u t s t u d e n t s i n p a i r s . S a y : Read the first
names
with
the
Who is his
What's
Sarah
b • Foc us on th e nam es. Dri ll each •
his surname?
Is he
English?
girlfriend?
Where is he from?
Sarah?
Sarah's
Where does
he
surname?
work?
nam e. the text
again
and
match
surnames.
• Go over th e answers as a class. Ask ind iv id ual stu den ts to spell the firs t names and su rname s. lb
2d
3e
4d
5c
wife
vowel,
computer,
boyfriend,
alphabet,
cafe Internet,
Put stude nts in tw o tea ms. Teams take it in turns to say if
etc.
Resource activity pages 177 and 255
going?
comprehension, e.g.
his wife's
boss,
they
Play the audio again. Ask questions abou t the te xt to check
Is he from
company,
tw o syllables wins 2 poi nts,
van?
Where is the man
is the man's first
umbrella,
name,
notebook,
A o n e - s y l l a b l e w o r d s p e l t c o r r e c t l y w i n s t h e t e a m 1 p o i n t ,
doing?
p i c t u r e 1 : What
3 syllables:
desk,
music,
th ey wan t to spell a wor d wi th one, tw o, or thre e sy llabl es.
What is she
p i c t u r e 5 : What is the girt doing?
spelt,
country,
magazine
job?
p i c t u r e 3 : What is the man holding? p i c t u r e 4 : How many
badge,
2 syllables:
e.g.
What is he doing?
woman's
p i c t u r e 2 : Where i s the girl?
•
P r e p a r e a l i s t o f w o r d s f r o m L e s s o n 1 t o 4 a n d m a r k t h e numbe r of syllables, e. g.
• Wr it e th e new word s on th e boar d and drill as a class an d
What
goodbye.
Follow-up
boss
boyfriend
say?
and
mobile v an,
p i c t u r e 4 : f i x (a computer), Australia,
sign
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 hello
unload
6a
18
I
Students learn a lexical set of countries and nationalities and say where people are from.
Warm-up
2
Make Word Snake s (see page 11 ) of th e quest ions
Wo ma n
and
Nice to mee t yo u, Iva na. I'm Jo se. Where are you from?
answers in les son 2 ex er ci se 6, e.g .
Wo ma n
whatdoesfrenchmeanitmeansfromfrance.
I'm from the USA . And you?
Man 3
Put stu den ts in group s to unscram ble th e que sti ons a nd answers, rewrite the m with the correct punc tuat ion, the n practise
Hello. My name's Ivan a.
Man
I'm from Braz il.
Man
Hi. My name's Sam . I'm from Bri tai n.
Wo ma n
and
Pleased to mee t yo u, Sam. My name's Olga . I'm from Russia.
the m. 4
W om an
Hell o. My name's Maria .
Man •
E l i c i t / T e a c h : country, Play audi o H I
•
W r i t e : Her country
is
the first gap. As k:
What's
• •
•
Wo ma n
f l a g , n a t i o n a l i t y , language.
•
all th e way
nationality
this?
I'm from Ital y. And you?
Man
thro ug h.
, Her
Nice to meet yo u, Maria. I'm Bill. Where are you from ? I'm from Austr alia.
Poi nt to
is
Focus on the La ng ua ge no te and read th e exam ple t oge the r.
E l i c i t : I t a l y . R e p e a t w i t h t h e
s e c o n d g a p t o e l i c i t I t a l i a n . P l a y t h e f i r s t t h r e e l i n e s o f t h e
A s k : When
audi o for stu den ts to listen and
of a sentence.
repe at.
letter?
do we use a capital
E l i c i t : at the
beginning
No te th at we also use cap ita l lett ers
for
Drill each line of th e con ver sa ti on as a class an d
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.
stops
Focus on the count ries and nation alit ies . Play the rest of
E l i c i t / T e a c h : famous,
the audio for stu den ts to listen and rep eat.
Check tha t stud ents recogni ze the
people.
Drill each item as a class and indiv idu all y. Tell st ude nts
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,
to
cover the countri es. Say natio nalit ies to elicit count ries, S a y : Spanish,
E l i c i t : Spain.
Rep eat wit h nationa lities
to elicit th at we use th ese at th e end of a sent enc e.
P o i n t t o is. A s k : Is Madonna
e.g.
R e p e a t w i t h Che Guevara
covered.
Focus on th e
a l i v e , dead.
alive
or dead?
was Argentinian.
picture s.
on the
E l i c i t : She's E l i c i t : He's
boar d. alive.
dead.
A s k s t u d e n t s t o n a m e t w o f a m o u s p e o p l e . E l i c i t s e n t e n c e s
•
P u t s t u d e n t s in p a i r s t o p r a c t i s e .
Moni tor .
•
Focus on part 1 of th e La ng ua ge no te . Drill the
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 sent ence s.
the
• 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 ) . I'm
•
Argentina.
•
fiv e more fam ous peo ple.
Nom inat e indi vidu al stud ents to make similar sentences 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 I'm
Argentinian.
I speak
Check
Poland.
I'm from
Czech
•
is incor rect. Elicit tha t the Czech Rep ublic needs a defini te 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, 2
•
Pl ay th e fir st it em on aud io I M . China,
•
the
U K , the
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 individually.
Netherlands).
S t u d e n t s h e a r He's
say the nat ion ali ty, the n listen and
pronunciation.
Y o u r l i f e
Put a cross ne xt to th e seco nd sen ten ce to sho w it
Republic.
ab out
Moni tor .
A s k i n d i v i d u a l s t u d e n t s t o r e a d o u t o n e o f t h e i r s e n t e n c e s .
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
board.
Put stude nts in pairs. Tell th em to wri te sentenc es
B r i t i s h . I speak E n g l i s h .
on
from
A s k : Where
(Germany).
are you f r o m , (Hans)?
E l i c i t : I'm
Repeat wit h each ques tion .
• Tell stu den ts to read th e que sti ons and write answers f or
from
themselves.
repea t.
• Ask stude nts to move aro und , asking and answ eri ng t he
Play th e rest of th e aud io .
questions.
Monitor.
A u d i o s c r i p t 5 . 2 1
He's from China.
She's from Franc e.
He's Chinese.
She's French.
She's from Bra zil .
He's from Holl and.
She's
Brazilian.
Pronunciation a
•
He's Dutch.
He's from the USA.
s y l l a b l e . A s k : Where
She's from P ola nd.
He's American.
• describing nat ion ali ty
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
hav e
•
tw o forms, mascul ine and fem ini ne. In Englis h there is
1 Austr alia / Aus tra lia n
e . g . He/she
4 Hung ary / Hun gar ian
Spanish.
7 Ameri ca / Ame ric an • W r i t e : Hiroko S a y : Listen.
is What
boar d.
E l i c i t : On the
second
wor ds .
to elic it th at th e stress is on th e
a n d t h e s e c o n d i n
Chinese.
Play the audi o again for stude nts to underl ine the stress.
only one for m, used wi th bot h male and female n oun s, is
is the stress?
s y l l a b l e , and mark this on both
She's Polish.
In some lang uage s adjectives
P l a y a u d i o 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 o n t h e
Mod el th e pro nun cia tio n of each word by poi nti ng to each
2 China / Chines e 5 Pola nd / Polish
3 Brit ain / Briti sh 6 Ita ly / Ital ian
8 Canad a / Canad ian
on th e boar d. Poi nt to th e gap. is Hiroko's
nationality?
Play th e firs t
c o n v e r s a t i o n o n a u d i o 1 3 * 1 . E l i c i t : Hiroko > Tell stu den ts to listen and comp let e the
is
b •
Japanese.
•
gaps.
Play the audio again for st ude nts to listen and
repe 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 can
give
I
someone's n a t i o n a l i t y .
' Go th ro ug h the ans wers as a class. 1 Japanese, Spanish
2 Amer ican , Brazilian
3 British,
Follow-up
Russian
4 Italian, Australian
Writ e out countr ies and national iti es on th e boar d but leave a g a p f o r e a c h v o w e l , e . g . H _n
g _ r y , P _l
_s
h.
A u d i o s c r i p t 5 . 3 1
Wo ma n Man
Hi. I'm Hiroko . I'm from Jap an.
P u t s t u d e n t s i n p a i r s . T el l t h e m t o w r i t e t h e m i s s i n g
Pleased to mee t yo u, Hirok o. My name's Pedro. I'm
in each word. Give the m a ti me
limit .
from Spain. Wo ma n
Nice to meet you , too , Pedro.
Resource activity pages 179 and 256 22
vowe ls
TEACHER' S NOTES
LE S S ON 6
Students learn and practise the verb to be.
Warm-up
Do the exa mp le toge th er. Students
•
Revise coun tri es and nati onal itie s wit h 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,
Divi de
other.
St ude nts
run to the board to writ e the
1 2
Check
coun tri es.
pronunciation.
3
l a • Tell stu den ts to cover the te xt . Ask que sti ons abou t the 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,
here,
are
Brussels,
• A s k q u e s t i o n s a b o u t t h e t e x t t o c he c k e . g . Where
•
is Paul Where
Smith?
does
Why
Tim
are Paul
comp rehens ion, and
his assistant
work?
part .
each tak ing
one
Give stud ents an op po rt uni ty to play all thre e roles. Mo nito r.
•
Ask one gro up to act ou t th e te x t for th e rest of th e clas 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 , ar en 't )
work,
isn't
using
possi ble. to
pro nun cia tio n.
1 Are, 'm not, 's/is
2 Is, isn't, 's/is 5 Is, is
conversat ions. Check
3 Are, aren't, 're/are
pron uncia tion .
Put stu den ts in pairs to pract ise the conve rsat ion s.
old,f i l m
103.
Moni tor .
E l i c i t : am.
Repeat
young,
star.
P u t s t u d e n t s i n p a i r s . S a y : Write
questions
using
Go th rou gh the questi ons as a class. Check
to elicit th e full
the
cu es.
pro nun cia tio n.
Thi nk of a fam ous perso n th at yo ur stu den ts will reco gniz e.
not).
I t a l y . She is in Brussels
I t a l y . She
yourself.
4 Are, are,'m/am is
not.
We arn't
T e l l s t u d e n t s t o as k y o u q u e s t i o n s t o f i n d o u t w h o
at
in Brussels.
We aren't
at
th e
person is. No te tha t for a mix ed nat ion ali ty class yo u c ould
on th e boa rd. Pu t a cross ne xt to each sen ten ce t o
from
seat, f r e e ,
Yo ur li fe
show the y are incorr ect. Ask stud ent s to correct th em. They're
They're from Poland . Ar e t h e y fr om Po la nd ?
F o c u s o n t h e c u e s . 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 .
W r i t e : 'm o n t h e b o a r d . A s k : What's
W r i t e : They's from
They' re in a mee ti ng. Ar e t h e y in a me et in 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,
pronunci atio n.
• G o t h r o u g h t h e r u le s o n S t u d e n t ' s B o o k p a g e
•
Is it on the first floor?
A s k d i f f e r e n t p ai r s o f s t u d e n t s t o r e a d o u t o n e o f t h e
• F ocus on th e ta bl e. Dril l th e ex amp le s as a class and
are
It's on the first floor.
Is she on holiday?
say one line each. Check
in
th em to pract ise the con ver sat ion ,
are,
Is he her boyfriend?
She's on hol iday .
Go over the answers as a class. Ask indiv idu al stud ent s
Tell
f o r m s ( i s , is not,
He's her boyfriend.
shor t form s wher e
listen.
•
•
You're new here.
Put stu de nts in pairs to com ple te the conver sat ion s,
Focus on th e te xt . Put stude nts in grou ps of thr ee.
individua lly. Check
listen
Ar e yo u ne w he re?
help
assistant,
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 •
2
today,
P l a y a u d i o I - H l f o r s t u d e n t s t o r e a d a n d
Brussels?
6a
they?
g u y , Marketing, u n f o r t u n a t e l y .
conference,
•
Where
make a que sti on, th en
repeat.
A u d i o s c r i p t 6 . 3
correc tly wins a poi nt. 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
Play the firs t ite m on audi o i here,
5,
nat ion ali ty
in the correct column. The first team to write the word
•
new
Play the rest of th e audi o.
Put stu de nts in tw o tea ms. Call out a co unt ry from les son e . g . Spain.
and
h e a r You're
elicit a list of fam ous pe opl e th at ever yo ne recog nize s an d
Eli cit :
use the se peop le in th e
work.
gam e.
Play the ga me as a class unt il you r st ude nts are co nfi de nt. Do th e exa mpl es toget her. Students
h e a r They're
Play the first ite m on audio
in P a r i s , s a y 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
neg ati ve, the n li sten
can say
Play the rest of th e a udi o.
3
Monitor.
who
and
where
people
They 're in Paris.
She's Russian.
Writ e out the foll owi ng p arag rap h, or make up a similar o ne
They aren't in Paris.
She isn't Russian.
abo ut someone your stude nts will recognize.
I'm his ass ist ant .
We're in Room 10.
I'm not his assistant.
We aren't in Room 10.
He's at a conf eren ce.
This is my office.
He isn't at a conference.
This isn't my office.
I'm
from
England.
I'm
a sportsperson.
I'm
not
old.
I'm
We're famous.
Put stud ent s in A / B
married. My name
My
wife's
a
singer.
is
pairs. Arran ge the As in a row wit h a
piece of pape r and a pe n/ pe nc il and th e Bs at the fro nt .
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 co py of th e para gra ph at th e fr on t of th e class . Th e Bs race
ow n lang uage doesn't have an equi vale nt, e.g. Ar abic
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 a s m u c h as p o s s i b l e ,
or Tur kis h, or if it exists in thei r lang uag e but is rarely
run back to their partner who writes it down.
used, e.g.
Viet name se.
' Focus on the tabl e. individ ually. Check 1
I
are.
Follow-up
A u d i o s c ri p t 6 . 2
2
together.
game
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
and repeat. Do th e same wit h th e seco nd e xam ple .
1
the
Go over the par agr aph as a class.
here?
Writ e the names of thr ee fam ous peo ple on th e
Drill th e exam pl es as a class and
You student?
Jennifer
10 4.
on th e boa rd.
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.
abo ut David
Ask
Yes,
Lopez,
David
Beckham.
Cruise,
Ask st ude nts to guess whic h
perso n you were tal king abo ut. (T he ex amp le paragra ph is
Put a cross
ne xt to th e que sti ons to sho w th ey are inco rrec t.
boar d,
i n c l u d i n g t h e o n e d e s c r i b e d in t h e d i c t a t i o n , e . g . Tom
pronuncia tion.
F o c u s o n t h e r u le s o n S t u d e n t ' s B o o k p a g e
• W r i t e : They
th en
Beck ham. )
we're.
Rem ind stude nts not to use con tra cte d forms in sho rt
Resource activity pages 179 and 256
answers.
22
TEACHER'S NOTES
Students learn wh- questions with the verb to be and practise giving information about themselves.
LESSON 7
•
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 c l a s s and individ ually.
•
Put a targe pict ure of a fa mo us perso n on th e boa rd ( use
•
W r i t e : Is your
som eone tha t stud ents will recog nize) . •
name
pronunc iati on. on the boar d. Elicit
Teodor?
a n s w e r s , e . g . Yes, it is. No, •
Elicit as many detail s as possib le ab out th e person usi ng t h e s e c u e s o n t h e b o a r d , e . g .first
Check
name,
surname,
3a •
Focus on th e first head ing on th e for m in ex erc is e
•
E l i c i t / T e a c h : customer,
bank
account,
bank
clerk,
question?
application
p i c t u r e , e . g . How
•
many
people
are there?
Where
are
Foc us on th e hea di ngs on th e fo rm . Play aud io
fo r
your f i r s t
chec k. the
bank
clerk's
questions
(Re min d stu den ts th at th e bank
clerk
D r i l l t h e h e a d i n g s as a c l a s s a n d i n d i v i d u a l l y .
can see him .)
Go thro ugh the personal details. male,
female,
single,
E l i c i t / T e a c h : Mr, Ms,
married,
separated,
divorced,
•
Mrs,
E l i c i t : Marital
Play th e rest of th e audi o, stop pin g after each que sti on f or
b • Tell stu den ts to work ind ivid uall y and write thei r ow n answers to th e
divorced.
que sti ons .
4 K A W H I / J I
status.
Rep eat wit h th e head ings covered to elicit personal de tail s.
•
Put stude nts in pairs to practise .
• As k indi vidua l stud ents question s abo ut their details, e. g.
Moni tor .
What's
your
title?
How
old are you?
What's
your
post
code?
• Tell st ude nts to copy out th e for m heading s. Put s tud ent s
Focus on th e for m in ex er cis e 1. Tell stu den ts to listen a nd fin d four
Moni tor .
stud ents to check.
nurse.
Ask stud ent s to cover th e persona l deta ils and look at th e
•
•
check.
play th e audi o to
heading.
clerk's
of
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
Check
each
bank
for
s t u d e n t s t o t e l l y o u t h e c o r r e c t h e a d i n g , e . g . S a y :
•
the
Play th e fir st line
title?
• P u t s t u d e n t s i n p a i r s . S a y : Write
head ings . Say pers onal deta ils at rand om and no mi nat e
2a
What's
1
stu den ts to listen and re peat .
Miss,
•
and
name?
they?
pronunciation. •
to
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
• Tell stu de nts to cover th e te xt . Ask que sti ons abou t the
•
E l i c i t : What's
a u d i o W N M a g a i n
fo rm .
th e
Monitor.
( T i t l e ) . W r i t e : Mr o n t h e b o a r d . A s k :
1
ques tio n.
Put stud ent s in pairs to practi se askin g and answer ing questions.
age,
nationality, married?, job, house?
possibl e
Rep eat for each
it isn't.
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
mist akes .
and complete the form.
P l a y a u d i o W R r h t w i c e .
Monito r.
• A sk ind ivi dua l stu den ts to tell the class ab ou t the they
b • Tell stu den ts to correct th e mi stak es.
person
interviewed.
• G o th ro ug h the answers as a class . If neces sar y pla y th e audi o agai n, sto pp ing aft er each
English in the world
mi stak e.
• W r i t e : I'm
He's 35. He's Polis h. He lives in Wick ham Str eet . His tel eph one
Mrs Ann
Jones,
I'm
Mrs Jones
on th e bo ard . Put a
cross ne xt to the first sente nce to show it is inco rrec t.
numbe r is 07 21 3 89 3214
Rem ind
students that we don't say the first name when we use a title. •
A u d i o s c ri p t 7 . 2 Clerk
Po int to yours elf.
First, I need some infor mati on for the form. So,
different
wh at 's yo ur t it le ? Is it Mi st er ? Cu st om er Cle rk Customer Clerk Customer Clerk Customer Clerk Customer Cle rk Customer Cle rk Cust omer Clerk Cus to mer Clerk Customer Clerk Cust ome r
An d what' s you r first name?
informal?
It's Teodor.
Hi,
Is that T- H-E -0 ... ?
•
Customer Clerk Cust ome r Clerk Customer Clerk Customer Clerk
Jones).
Point to a stud ent.
Thank you, and what's your surname?
or
E l i c i t : f o r m a l . R e p e a t w i t h a n i n f o r m a l g r e e t i n g ,
e.g.
Mr Kennedy,
Sam.
i n f o r m a l : work,
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 a re a h o t e l g u e s t a n d
How do you spell th at, please?
wit h
o n t h e b o a r d . A s k -.formal
morning,
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,
It's Makk.
A sk :
Repe at
Elicit and wri te exampl es of for mal and inf orm al sit uati ons
No, it isn't. It's T-E-0-D-0-R. Teodor.
i s t h e r e c e p t i o n i s t . S a y : Good
It's M-A- double K.
E l i c i t : Good
M- A- dou ble K. Than k yo u. How old are you , Mr Makk?
morning,
(Mr
Brun).
morning.
My name's
(Stefan
Repeat with anoth er
he /s he Brun).
exam ple
f r o m t h e l i st t o e l i c i t a n e x a m p l e o f a n i n f o r m a l i n t r o d u c t i o n .
I'm thirty-five. OK. An d you're male , of course. Are yo u married ?
• 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'm divorced.
give
and
ask for
personal
I
can
information.
What's your nat ional ity? I'm Polish.
Follow-up
OK. And what do you do? I'm a nurse.
•
What's your address?
Writ e out th e pers onal deta ils cues fro m ex erc ise 1 on sep arate pieces of paper. Prep are one for each
st ude nt.
It's 29 Wickham Street - That's W-I- C-K -H-A -M •
- Wickham Stre et, Bri stol. Clerk
(Mrs
students.
• W r i t e : Good
Yes, it is.
S a y : I'm
Elicit th e stu dent 's tit le and surn ame.
Who are you?
Ha nd out the pieces of paper . Ask stude nts to ming le and ask 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
And what's the postcod e?
Whe n stu den ts
-
What's
have asked and answ ered
your
first
a que sti on
It's BS6 7PK.
name?
What's your phone number?
tell th em to exc han ge papers and fin d ano the r person to ta lk
It's 072 13 893214.
to wit h the ir new q uest ion .
And that's a mobile number. Ye s, it is .
Resource activity pages 184 and 259
And wha t abo ut an email address? Ye s. It 's t e o m a k k l , th at 's T - E - O - M - A - K - K - l at ma k k . ne t . OK. Thank you. Now which ...
33
TE ACHE R' S NOTE S
LE S S ON 8
Students learn to talk about days and times.
War m-u p
7
A Wh at ti me is th e trai n? B It's at half past seven.
•
Play Bin go (see page 10 ) to revise numb ers
1- 60 .
•
Tell stu den ts to fill in the ir 4 x 4 g rid wit h numb ers of their
8
A Is th e shop open to day ? B N o, it's closed on Sunda ys.
choice bet we en 1 and 30. •
Play again using
number s be tw ee n 31 and
60.
5 a • Focus on the Ever yd ay expr ess ion s. Go thro ugh each one. Elic it/T each
1
• Elicit /Teach: time, dock. •
Focus on th e pictures. P lay audio M i l
for stu den ts
•
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 o f o in o'clock a n d to. T h e y a re b o t h w e a k f o r m s
pro nunc iat ion b
• Tell stu den ts to cover the te xt and look at th e p ictu res. Nominat e a student. As k: ten past
What's
number
Repeat with diffe rent
eleven.
3,
(Omer)?
Go th ro ug h th e words in th e b ox.
•
W r i t e : What
Elicit:
this?
E l i c i t :
appointment.
on th e boar d.
is it today?
A s k : What's
(/a /)-
e . g . meeting,
• to
listen and repeat th e ti me s.
key vocab ulary,
Point to the
gap .
day.
•
Put stu den ts in pairs to compl ete the ex pres sion s.
•
Play aud io H H
•
Play the audi o again for stude nts to listen and
•
Drill the exp ress ions as a class and
for stu de nts to listen and
chec k. repe at.
indi vidu ally .
time s. day, the, What, When
2
•
Focus on th e pict ures.
D r i l l : What's
the
time?
as a cla ss an d
individually. •
Elicit th e tim es shown on th e clock faces . Drill th em 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
Poin t ou t th e dif fer ent ways of sayi ng each tim e.
•
Put stu de nts in pairs to practise .
•
L o o k a t y o u r w a t c h . A s k : What's
•
A s k : What
day
is today?
Moni tor . the
time
•
Focus on the Lan gu ag e note . Drill the example
•
Check comp rehens ion.
time?
•
ti me and write it on th e 3a
the
by
now?
Elicit
•
6
th e
•
•
at
(three
is your time
sentence s.
English
is your
class?
English
class?
o'clock).
Go th rou gh Sand y's diary.
Elici t/T eac h key voc abu lar y for
conference,
p a r t y , tennis
match.
Focus on th e exa mpl e dial ogue . Drill each se nten ce. t h a t w h e n w e ' re t a l k i n g a b o u t
som eth ing
t h a t ha 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
Drill th e wor ds in th e box as a class and
a m e e t i n g , w e o f t e n s h o r t e n What
in di vid ual ly .
t o What
appointment?
Put stu de nt s in pairs. Ask th em to wri te the days in the •
correct order. •
on ( M o n d a y ) . A s k : What
E l i c i t : It's
Eli cit /Ex pl ain
th e
board. •
day
E l i c i t : It's
e a c h d a y , e . g . interview,
boar d. Elic it th e day and wr it e it on
A s k : What
W r i t e : When's
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,
appointment?
Go th ro ug h th e answers as a class.
time/What
time?/What
or
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 a n d Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday
o r a p e r s o n ' s n a m e b e c a u s e we ' r e t a l k i n g a b o u t t h e i r
your
app oin tm ent . Ask student s to read Sandy's diary and f ind b
•
P l a y a u d i o l i f M f o r s t u d e n t s t o l i s t e n a n d
•
D r i l l t h e d a y s a s a c h a i n . S a y : Monday. students.
4
E l i c i t : Tuesday,
Wednesday,
rep eat.
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,
diff erent
etc.
Jack's
Play aud io K : M
•
Tell st ude nts to listen and writ e th e day or the tim e t he y
all th e way t hro ug h.
hear. Play the first con vers ati on on th e audio again.
quarter
Repeat with the second conver satio n.
•
past
Eli cit : •
match
your,
or a na me .
your
interview,
cou ld be eit her ,
2 quarter past one
at the
doctor's?
What
time
5 Mond ays
6 half past nine , five o'clock
3 Friday
4 tw en ty to nine 7 half past seven
class?
bot h
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 talk
about
days
and
times.
Follow-up •
Ask stu den ts to draw a blank diary page and label th e days Monday
B It's Thursday.
•
-
Sunday.
Tell th em to th in k of one act iv it y for each day (real or ima gin ary ) and to write it on the diary page with the
B It's quarter past one.
•
Put stu den ts in pairs to talk abou t thei r wee k.
Resource activity pages 181 and 257
A My app oint ment at the dentist's is toda y. B What time? A Tw e nt y t o ni ne .
R e v i e w a n d W o r d l i s t s L e ss o n s 1 - 8
A Is Kat e here tod ay?
Student's Book pages 83-84
B No, she isn't here on Mo nda ys. A Is th e bank open tod ay? B Yes, it's open from half past nine to five o'clock.
14
tim e.
Mon ito r.
A When is our meeti ng? B It's on Friday.
6
is her
Put stu den ts in A / B pairs. Stud ent B is San dy. Tell th em
can
A u d i o s c r i p t 8 . 3
5
tha t
is her computer
stud ents the opp ort uni ty to act the role of Sand y.
8 Sundays
4
but
when talking about a match
to ask and answer que sti ons abo ut Sandy's week. Give
• 1 Thursday
3
conference,
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 on.
a u d i o a g a i n , s t o p p i n g a f t e r e ac h c o n v e r s a t i o n .
A What's th e tim e?
p a r t y . N o t e t h a t tennis
appointment
• G o th ro ug h the answer s as a class. If nece ssa ry play t he
2
the
• 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 day
El ic it :
Play th e rest of th e au di o.
A Wha t day is it today ?
class,
som eon e is wat ch ing rathe r th an playi ng in.
one.
1
computer
we w o u l d u s u a l l y us e the
•
Thursday.
E l i c i t : the
I
TEACHER'S NOTES
Students learn a lexical set of daily activities and talk about their daily life.
LESSON 9
Warm-up W r i t e a s e l e c t i o n o f t i m e s o n p i e c e s o f p a p e r , e . g . f i v e o'clock
on Monday
quarter
each
past
evening,
three
twenty
on Monday
past
two
afternoon,
on Friday
morning,
etc . Prep are one
for
student.
Han d out the pieces of paper. Tell stu de nts to
1
I usuall y wat ch TV in th e even ing .
2
I som eti mes wake up at five o' clock.
3
I always leave hom e at 7.3 0.
4
I sometime s go shopp ing after work.
5
I usually cook dinner .
6
I always have cof fee in the m orn ing .
org aniz e
t h e m s e l v e s i n a r o w s t a r t i n g w i t h t h e e ar l i e s t d a y / t i m e .
E l i c i t / T e a c h : hairdresser,
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 re ad o u t t h e i r t i m e s / d a y s .
you
E l i c i t / T e a c h : everyday
•
F o c u s o n t h e p i c t u r e s . P l a y a u d i o i - ' J I l
lif e.
for stu den ts
to
A s k : What's f i v e , t en ,
D r i l l e a c h i t e m as a c l a s s a n d
ind iv id ual ly .
•
E l i c i t : cook
Check
dinner.
What's
pron uncia tion .
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
0 3
people
can
or spell En gl is h wor ds beca use the y are no t
gap.
Elic it pos sibl e wor ds to fi t in th e gap . e. g.
this?
q uar te r,
s i x . Poin t to the
past
half.
th e
audi o agai n, sto pp ing after each answe r. No mi nat e a st ude nt to read the first sent ence from
th e
t e x t . C h e c k p r o n u n c i a t i o n . C o n t i n u e r o u n d t h e cl a s s , a s k i n g
alway s
p r o n o u n c e d t h e w a y t h e y ar e s p e l t , e . g . shower
twice.
Go th ro ug h the answer s as a class. If nec ess ary play
this?
Stu den ts may have proble ms rem emb eri ng how to say
dif fer ent st ude nts to read one sen ten ce each .
/'Jaoa//
/'brekf ast/.
1 half
2 bre akfa st
6 have lunc h •
many
doing?
Tell stu den ts to listen and com ple te the te xt . Play aud io
Put stud ent s in pairs. Tell th em to cover the te xt and take it
breakfast
are they
Go th ro ugh th e te xt elicit ing possibl e words for each gap .
• A s k d i f f e r e n t s t u d e n t s t o s a y t h e a c t i v i t i e s . S a y : 10?
What
t h e t e x t . W r i t e : I get up at
listen and r epea t.
number
see?
f r i e n d , open.
Read thr oug h the whol e te xt . Focus on th e first senten ce o f
•
•
salon,
weekdays,
Put stude nts in pairs. Ask th em to add thr ee more daily
3 showe r
7 go for a dri nk
4 driv e 8 cook
5 nine 9 watc h TV
10 go shopping
act ivi tie s to the list. (Th ey can use thei r dic tion arie s if necessary.)
6a Yo ur li fe
• A s k s t u d e n t s t o c al l o u t t h e d a i l y a c t i v i t i e s a n d w r i t e t h e s e
Use th e pictures in ex er ci se 1 and adverbs of fre que ncy
on th e bo ard . Drill th e new w or ds. Do the exam ple s tog eth er. Students
h e a r to work,
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
Play the first ite m on audio
make a sent enc e, the n listen
and
to work
l i f e . S a y : I usually
breakfast
I go to work,
I have breakfast,
a shower
to bed
I have a shower,
I go to bed.
shopping
lunch
I go shopping.
I have lunch.
for st ude nts to read and
have.
I watch
• I
wake
up
I usually
wake
past
seven.
T
and
What
about
o'clock,
you,
too. /
M oni tor .
talk
about
my everyday
I
lif e.
Give st ude nts one mi nut e to read th e te xt fro m ex erc is e 5
TV. o n t h e b o a r d . P u t a c r o s s
•
Ask
Put stude nts in pair s/sm all groups. Write the fo llowi ng 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
s i x , eight
one, f i v e , half
o'clock, past
six ,11 .30 .
evening,
A s k : Where
up at half
o'clock.
at seven
again.
sentence s.
TV in the
up at seven
Follow-up
stud ents to correct th em. Read thro ugh the
wake
sentence s.
list en.
nex t to the sentence s to show th ey are inco rrec 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
Focus on th e rules on Stu dent 's Book page 104. Wr it e:
P o i n t t o usually.
home
Monito r.
E l i c i t : I usually
comp are the ir days.
Drill eac h line as a class and i nd ivi dua ll y.
W r i t e : I watch
leave
Focus on the example sentences. Put students in pairs to
Focus on the La ng ua ge no te . Drill the example
never
I usually
(Maria)?
can
a shower
a shower.
A s k d i f f e r e n t s t u d e n t s t o s a y s e n t e n c e s a b o u t t h e i r d ai l y
A u d i o s c r i p t 9 . 2
Play audio H M
have
to at
to e i g h t , e t c .
the m, using adverbs of freque ncy.
Play th e rest of th e a udi o.
4a
I always
up
Tell stu de nts to wri te sentence s abo ut a ty pic al day for
repe at. Do th e same wit h th e seco nd e xam ple .
1
o'clock.
quarter
wake
does
(usually)
on th e
this
go?
word
boar d.
•
Elicit:
Tell stu den ts to thi nk abou t th e hairdresser's day and wr ite w h a t s h e d o e s a t e a c h o f t h e s e t i m e s .
'watch'.
Put stud ent s in pairs and tell th em to read th e sent ence s and put th e adverbs of fre que ncy in th e correct
place.
Resource activity pages 182 and 258
Go th ro ug h the answe rs as a class.
29
TE ACHE R' S NOTES
LE S S ON 10
Students learn and practise present simple statements.
Warm-up •
A u d i o s c r i p t 1 0 . 3 1
Draw tw o columns on the board . Writ e th e firs t part of the daily act ivi tie s fro m lesso n 9 ex erc ise 1 in the first co lum n
2
and the secon d part in the seco nd colum n. Writ e th em ou t of order,
I live near a sho p. I don't live near a shop.
e.g.
3
wake
The y driv e to work .
dinner
watch
•
She work s in a cafe. She doesn't work in a cafe.
They don't drive to work.
up
4
Put stude nts in tea ms. The tea ms take it in turn s to 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
He finishes work at five . He do es n't finish work at five.
mat ch
up at six
5
o'clock.
We get up at seven o'cl ock. We don't get up at seven o'clock.
6 1
•
E l i c i t / T e a c h : j o b , pub,
clean,
wash,
glasses,
like,
• 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 J o h n , e . g . old
is he?
What
is he
He doesn't wash cars.
How
doing?
5
•
Play aud io H H I
•
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
•
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 p r o n u n c i a t i o n .
•
Tell stu den ts to read the te xt in ex erc is e 1 again .
f o r s t u d e n t s t o r e ad a n d l i s t e n .
John money).
•
activity?
R e p e a t w i t h I usually
pers on
1 does n't go
clean
the
5 washes or
6 •
clean,
wash.
have,
work,
1 . A s k : Which
verbs
are
activities?
R e p e a t w i t h Which
v erbs
are
states?
t o e l i c i t go,
( a n e x t r a s y l l a b l e i n washes
goes
• 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, clean,
•
l i k e , do o n t h e
wash,
1 04 .
have,
•
neg ati ve
•
work,
bo ard.
in a school.
in a school,
I go
to work
E l i c i t : I don't in the
neg ati ve
What
t o o . / I don't
Ask the same quest ion to diffe rent
evening.
go
to work
in the
about
work
go
to
at six o'clock,
pub
at six o'clock,
do at six o'clock?
on th e boar d.
E l i c i t : He goes
and writ e it on th e
As k :
to the
doesn't
Check
neg ati ve works
in
pron unci atio n.
drive
to work.
time,
ful l-t ime , holida y.
pub
English in the world
boar d.
•
Focus on the senten ces. Tell stu den ts to wri te ab out J oh n.
•
E l i c i t / T e a c h : part-time,
•
Put stude nts in pairs to comp are the ir se nten ces.
•
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
•
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
•
/
Moni tor .
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)
John
in
evening.
• Ask dif fer ent stude nts to say one pos iti ve and one
does
work either.
sing ular for each verb . Go th ro ug h as a class.
W r i t e : I go to the
in a
evening
P u t s t u d e n t s i n p a i r s t o c o m p a r e t h e i r d a i l y li f e .
an o f f i c e . / (Ana)
you,
st udent s.
•
Chec k
go
Mon ito r.
a s t u d e n t . S a y : I work
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
I don't
Put stu den ts in pairs. Ask them to write the thir d p erson
What
b
No min ate
school.
pronunciation. 3a
4 doe sn't clean
8 doe sn't like
evening.
( K a t i a ) ? E l i c i t : I work
bu t no t in
the rules on Stud ent' s Boo k page
in the
sent ence s ab ou t thei r life. •
Go th ro ugh
7 goes
• Tell stu den ts to wri te thre e pos itiv e and thr ee
• F ocus on th e tab le. Drill the examp les . Check pr onu nci ati on
goes).
3 does n't work
Focus on th e verbs in th e box. Say pos iti ve and
to work
Elicit:
like.
o f es in washes,
2 has
6 doe sn't go
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 in a school.
Put stu de nt s in pairs . Tell th em to look at verb s in th e fir st te xt in exe rcis e
ab out
l A i i u m
tables.
t o e l i c i t a c t i v i t y . •
go.
say the sentences. Check p ronun ciat ion.
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.
u n d e r l i n e doesn't
John
Go th rou gh the answers as a class. Ask diff ere nt stud ent s t o
audi o.
- p o s s i b l y b e c a u s e t h e r e a re f e w v e r b e n d i n g s i n E n g l i s h .
• W r i t e : I go to Leeds
E l i c i t : no a n d
W ri te :
o n t h e b o a r d . A s k : Does
Put stude nts in pairs. Tell th em to make sent ences
•
St ud ent s ofte n forge t to use s in the thi rd
2
go to school
Jo hn using the verbs in bra cket s.
pronunciation.
Rep eat with the second par t of the
goes/doesn't
go to school?
•
• Ask indivi dua l stu den ts to read sent ence s from the te xt . Check
He washe s cars.
money.
c o m p r e h e n s i o n , e . g . Do all students
check.
Play th e audi o again for stude nts to listen and
term
do students
repe at.
in the
UK have jobs?
Where
work?
• P ut stude nts in pairs to discuss st ud ent job s in thei r c oun try . A u d i o s c r i p t 1 0 . 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
1 He goes to th e pub at six o'clock . 3 He sta rts work at seven o'clock. eleven .
2 He usually has dinne r ther e.
describe
6 He always walks hom e. 8 Then he goes to be d.
•
pronunci atio n.
•
Focus on the rules on Stu den t's Boo k page 1 04 .
go,
goes
= doesn't
neg ati ve
in a cafe,
say the nega tive , then
listen and repeat . Do th e same with the seco nd e xa mpl e. •
Pla y th e rest of th e au di o.
Use the seco nd te xt fro m ex er ci se
1 as a di ct ati on.
Dic tat e
Put stud ent s in pairs to check each other's work using t he and
punctuation.
go.
D o 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 o n a u d i o H i K I . S t u d e n t s h e a r She works
can
Stud ent' s Book. Re mind the m to check for correc t spellin g
• G o th rou gh the verbs in ex erc is e 1 and elicit the
b •
I
life.
each sent ence twi ce, speak ing clearly and na tural ly.
Go throu gh the table . Drill th e exampl es as a class and
f o r m o f e a c h , e . g . go = don't
everyday
Follow-up •
individua lly. Check
else's
4 H e finishes work at half past
5 He lives near th e pub .
7 He watc hes TV for half an hour.
4a •
someone
Resource activity pages 183 and 258
TEACHER'S NOTES
Students revise the present simple and write a paragraph about their everyday life.
LESSON 11
Warm-up • F ocus on th e La ng ua ge no te . Elicit th at the re are tw o •
Writ e five presen t simple sentenc es on th e boar d. 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
Each
haves
a
pieces of inf orm ati on in each of the exam pl e se nten ces. 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. •
Put stude nts in small grou ps. Tell th em to fin d the and
•
rewrite th e sent ence s
o f i n f o r m a t i o n , a n d because
• on the
board
W r i t e : 1 He cleans earns
for
Elicit th e opp osi te of each sen ten ce,
e . g . She
has a
by bus.
tables.
She
He hasn't
•
A s k : What's
old
Enc our age stu den ts to
Where
does
some of Ligaya's
her
E l i c i t : She's
a
and,
a b o u t t h e P h i l i p p i n e s , e . g . Where
•
capital
or
but,
1 : elementary time,
travels
guess
As k :
•
are the
any th in g
glasses.
2
She
3 He travels
to
boar d. wit h
the
a lot of money
to work
tables
but
and
washes
she doesn't
by bus because
he hasn't
the
glasses.
like her job. got
a
He
car.
Use the cues to tell stude nts ab out your eve ryd ay life, e.g .
Philippines?
•
school,
near,
city
you
e.g.
centre,
main
and
I live
in ( L o n d o n ) .
begin
and
end
and end with
a sentence?
E l i c i t : Begin
a f u l l stop.
with
a
Rem ind stu den ts to
do
capital
use
cap ita l lette rs wit h the name s of days.
expensive,
•
S a y : Follow
•
the pattern.
Write
about
your
l i f e . M o n i t o r .
Put stu den ts in pairs. Ask th em to ex cha nge their te xt s.
road
S a y : Read
journey
p a r a g r a p h 4 : church,
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
What's
t r a f f i c , summer
p a r a g r a p h 3 : earn,
2
earns
letter
p a r a g r a p h 2 : normally,
•
How
city?
t r a v e l , long
on th e
a car.
the
her job.
because.
S a y : My name
Elic it/T each key vocab ulary for each paragr aph, paragraph
She
teacher.
• As k ques tio ns to fin d out if you r stu den ts know
the
name?
for stu den ts to read and listen.
job?
Ligaya's
live?
washes like
deta ils.
• Pl ay audi o > H I What's
she
for
• As k ind ivi dua l stu den ts to rewr ite th e sent ence s on the
Focus on th e pict ure of Lig aya. is she?
we giv e a reas on
He
doesn't
got
b o a r d . E l i c i t : He cleans 1
wh en
piece
Put st ude nts in pairs and tell th em to wri te sentence s
part-time
job. / She doesn't have a part-time job.
the
a lot of money.
work
check. •
•
to joi n a posi tive and a neg ati ve
something.
mistak es
corre ctly,
Go th ro ug h th e answe rs, wri ti ng th em stu den ts to
E l i c i t / E x p l a i n t h a t w e u s e and t o j o i n t w o p o s i t i v e p i e c e s o f i n f o r m a t i o n , but
about
your
Check
partner.
s p e l l i n g , capital
letters,
and f u l l - s t o p s .
beach
•
Play th e audi o again while stude nts read and li sten.
Nom inat e indi vidua l stud ents to read out their tex ts.
Check
pronunciation.
• Tell stu den ts to read the first para grap h agai n. Focus on the first state ment.
A s k : Is this
or false?
true
Pronunciation
E l i c i t : True a n d
w r i t e T n e x t t o t h e s e n t e n c e .
1
•
• Re ad thr oug h the stat em ent s. Pu t stu den ts in pairs to
Mode l th e pro nunc iat ion
compl ete the exercise.
for stu den ts to 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
2
•
•
W r i t e : Ligaya
5T
teaches
6 F
rep eat.
A s k : live or leave?
E l i c i t : leave
and wr it e thi s on
th e
boar d so stu de nts can chec k. on th e boa rd. Ask stu den ts
French,
M
Foc us on th e fir st pair of wor ds . Play th e fir st it em on au dio H i l
4 F
Drill
pronunciation.
for each an swer .
3 F
H
• D rill each pair of wor ds ind iv id ual ly th en as a class. C hec k
gi vin g, or aski ng for, th e numbe r of th e corre ct p arag raph
2 F
in leave.
fin d
the exercise dif fic ult , numb er the paragr aphs and help by
I T
o f / i / i n live a n d /v./
each sound as a class th en ind ivid uall y. Play audio
to
•
Play the rest of th e audi o, stop pin g after each word .
•
Go th rou gh th e
answers.
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 teaches E n g l i s h . •
Put stud ent s in pairs. Tell st ude nts to look at th e o the 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
•
Go over the answers tog eth er. work.
She
likes
her job.
She
the statements
E l i c i t : She
doesn't
normally
takes
the
A u d i o s c ri p t 1 1 . 3 true.
bus
go to work
1 leav e
on
Saturday.
•
Ask stud ent s to look at the te xt again and under line
f i r s t a n d never sometimes,
3
•
l a s t , i . e . always,
4 th es e
Play the audio again for stu de nts to listen and
•
Put stu de nt s in pairs. One stu de nt says a wor d fro m th e list
•
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
u s u a l l y / n o r m a l l y , o f t e n ,
write
about
my everyday
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 stu de nts to read the get
up? E l i c i t : at
»
quarter
Focus on th e te xt in ex erc ise 1. Tell st ude nts to thi nk a bo ut som eo ne they kn ow, e.g. a frie nd or a relat ive. Ask the m
to f i v e .
w r i t e a p a r a g r a p h a b o u t t h a t
•
Put stu den ts in pairs to compl ete the ex ercis e.
•
Go th ro ug h th e answers as a class. 2 at six o'clock
5 at five o'clock
home /o n Satur day
I
li fe.
Follow-up
t e x t a g a i n . A s k : When
1 at quar ter to five
repe at.
in part 1, the other points to the word in the list. on
never.
4 at five o'clock
3 it
•
the
adver bs of fre que ncy . Elicit the adverbs and writ e th em t h e b o a r d . A s k s t u d e n t s t o p u t t h e m i n o r d e r w i t h
2 his
to
Resource activity pages 184 and 259
3 at half past seven
6 aft er wo rk /b ef or e she goes
7 on Sund ay morning
person.
8 on Sunday aft erno on
33
to
TEACHER'S NOTES
Students revise the present simple and learn phrases for responding to things people say.
LESSON 12
War m-u p
3a
•
Focus on the Ever yd ay exp res sio ns. Tell stud ents to find and underline them in the
•
U s e t h e p i c t u r e s i n l e s s o n 4 t o r e v i s e t h e s t o r y t o d a t e . 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 , e . g . Where What's
his wife's
from?
What's
n ame?
Jordan's
Who job?
is Lucy's
does
boss?
Ryan
Where
Is he married?
What
•
work?
is
Peter
does
Sarah
•
Play audi o
• Ask stude nts to complet e the •
Play aud io I W I
•
Play the audio again while stud ent s listen and Ye s, I k no w.
key voc abu lar y for each pict ure,
p i c t u r e 1 : coffee
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
•
counter
4
go j o g g i n g , play
tennis,
pract ise the
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?
Where
is Peter
talking
to?
p i c t u r e 3 : Who
is Ryan
talking
to? Is Peter
What
are they?
is Cindy
Who
is Cindy
talking
Focus on the question. As k:
•
doing?
arriving
come
in?
is Peter
come
Why
the
is Sarah?
does
a cup
Peter
cafe?
Peter
come
Cindy
Is Sarah What
sports
she do judo come
of coffee?
p i c t u r e 4 : Why does
for?
What
Does
p i c t u r e 3 : Why does have
looking
into
she go jogging?
always
into
•
into
Why say
The
does
does
she do?
Coffee
he want What
e.g.
cafe?
time
The
'Men!'?
in the
at the
does
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 • •
correct
she
When
2 Tuesd ay
3 spor ts cent re
people
say.
Write out the indiv idual words from the
Ev er yd ay
no punc tuat ion,
e . g . know,
yes,
thats, r e a l l y ,
Shop?
Does
to see
do men
6.30/7.30
the
t e x t . What
the
text
again
•
Make enoug h copies so stu de nts can wor k in small gro ups.
•
Gi ve each grou p one piece of pap er. Ask th em to use th e
in
he
Sarah? never
the time
and
pun ctu ati on.
Resource activity pages 185 and 259
weekend?
is it?
choose
answer.
5 does n't have
to things
expressions wit h
usually
Go over th e ans we rs as a class. 1 6.3 0
respond
w o r d s t o m a k e f o u r e x p r e s s i o n s . T e l l t h e m t o w r i t e t h e
Does
and circle th e corr ect answer.
P u t s t u d e n t s i n p a i r s . S a y : Read the
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
Sarah.
notice?
2
•
right, fun ny .
to?
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 2 : Where does
part.
expressions on a Large piece of paper. Write the words at
or
• Ask questions abou t the te xt to check compr ehens ion,
usually
one
Ask one gro up to act ou t th e stor y for th e rest of th e cl ass.
rando m with
p i c t u r e 1 : Who
conver sat ion , each tak ing
Follow-up
leaving?
Shop?
Re al ly .
•
can
e.g.
p i c t u r e 2 : Who
p i c t u r e 4 : Who
O h , ri g ht .
Monitor.
pic ture s to check basic comp rehens ion,
talking
Th at 's f un n y .
• Gi ve stu den ts an op po rt uni ty to pract ise all thre e roles.
notice
• Tell stu de nts to cover th e te xt . Ask que sti ons abou t the
Sarah
repe at.
• 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
stop
Wri te the ne w wor ds on th e boa rd and dril l as a class a nd
Coffee
answers.
e. g.
individually.
•
for st ude nts to check thei r
to fami liar ize stu den ts wit h how th e sto ry
El ic it /Te ach
p i c t u r e 4 :
expressions.
do?
develops and with the characters' voices. •
on th e bo ard . Poin t to th e gap and 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 l e t t e r . E l i c i t : o.
b la
W r i t e : Yes, I kn_w.
te xt .
4 does ju do
6 fanci es
18
I
~ TEACHER'S NOTES
Students learn a lexical set of free-time activities and talk about what they do in their free time.
LESSON 13
Warm-up •
A u d i o s c r i p t 1 3 . 3
order. Drill th e word s and check •
Wo ma n 1
Elicit daily act ivi tie s and wri te the se on th e board in ra ndo m
My name's Maria . Wha t do I do in my free tim e? I go swimming and I play tennis. I don't play a musical
pr onu nci ati on.
instrument, but I listen to music. I like jazz.
Tell stu den ts to list th e act ivi tie s in the order th at th ey
do
Man 1
My name's Dev. Free time ? Let me see. I do karat e and I play the piano. And I play computer games, too.
them. •
Put stude nts in pairs to compar e thei r lists and talk their daily activi ties .
Wo ma n 2
ab ou t
My name's An na . In my free ti me I read book s - n ovels mostly. I don't play any sports, but I do yoga. And I
Monitor.
go jogging. Man 2
1
• Elicit /Teac h : free •
My name's Caspar. I don 't play any spo rts . In my free time I go to the cinema or I watch TV. I go to
time.
Focus on th e pict ures. Play audio
nil
for stu den ts
restaurants with my friends, too. I love food.
to
listen and re peat . •
Dril l each item as a class and
b
ind ivi dua lly .
• Ask diffe ren t stu den ts to say the activi tie s.
•
E l i c i t : goes,
Pu t st ud en ts in pairs . Tell th em to take it in tur ns to 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
this?
•
po in t
• 2
•
Tell stu den ts to add more fre e- ti me (using
dictionaries
if
activi tie s to the
list
•
necessary).
board. plays,
She
tennis
Poin t to each gap.
listens
that
Dev,
Anna,
and
she
A s k : What's
this?
to.
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.
on the
music,
Check
pronunciation. •
W r i t e : Maria
and
sentences
Caspar
about
the
do.
Put stud ent s in pairs to compa re thei r answ ers. Go thr oug h the answers as a class. Ask indiv idu al s tud ent s to read ou t one sent ence each. Check
pro nunc iat ion .
• A sk stude nts to call th em out and wri te th em on th e b oard . Drill th e new words and check •
Dev does karate. He plays the piano and he plays computer games.
com pre hen sio n.
A nn a re ad s b oo ks . Sh e do es y og a an d she go es j o g g i n g .
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
Caspar goes to the cinema and he watches TV. He goes to
individually.
restaurants with his friends.
• Tel l stu den ts to cover the pict ures in ex er ci se 1. Say an a c t i v i t y . T e l l s t u d e n t s t o s a y y e s i f w e u s e t h e v e r b p l a y , 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 Say tw o or thr ee act ivit ies at rand om th en
yes.
in pairs to
Elicit:
put
5 mam • Go thr ou gh the act ivit ies in exe rc ise 1. Say tru e sent ence s
stu den ts
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
pra cti se.
Collo cati ons
(words th at
tennis.
go tog et her ) can cause
/ I don't
play f o o t b a l l .
• Ask diffe ren t stu den ts to say sent ence s ab ou t the ir free-
prob lems
for st ude nts as th e Eng li sh colloc atio n is no t always t he
t i m e a c t i v i t i e s . S a y : I play
same
(Maria)?
as i n t h e s t u d e n t ' s l a n g u a g e .
For ex amp le,
Eng li sh
u s e s t h e s a m e v e r b ( p l a y ) w i t h m u s i c a l i n s t r u m e n t s some sport s, bu t Sp ani sh uses dif fer ent
E l i c i t : I play
•
Do th e exa mpl es tog et her .
•
ve rbs.
B Q .
Play the first ite m on
S t u d e n t s h e a r karate,
W r i t e : I play U n d e r l i n e and,
audio
make a sent ence wit h
two
the
•
table
• karate
4
swimm ing
tabl e tennis
5
•
the radio
the violin
6
magazin es I read mag azi nes
the
piano.
sentences .
but
I
don't
play
on th e
do yoga,
R e m i n d s t u d e n t s t h a t and
s e n t e n c e s , or c o n n e c t s
boar d.
se ntences,
se nten ce.
Maria and wri te the activi tie s she does.
to ( j a z z )
Play th e firs t
t w i c e . E l i c i t :
do.
work.
talk
about
my free-time
•
swimming,
activi ties.
_
A r r a n g e t h e c l a s s i n t w o or t h r e e t e a m s . A s k o n e m e m b e r
Exp lai n th at yo u are goi ng to whisp er a fre e-t im e
ac ti vit y
to the stud ent s at the fro nt of th e class. The y have to
music.
the act ivit y and their teams com pete to guess the
• Tell stu den ts to listen to the othe r conv ers atio ns and wri te
mim e
acti vity .
T h e f i r s t t e a m t o c al l o u t t h e a c t i v i t y w i n s a p o i n t .
th e act ivit ies . Play the rest of th e au dio. Go th ro ug h the answers as a class. Maria: swimming, tennis, listening to music (jazz) Dev: karate , play the piano, comp uter games
I
fro m each te am to come to th e fr on t of th e clas s.
Focus on th e first pictu re. Tell stu den ts to listen to conversation on audio J H 0
•
piano
connects
two negat ive
con nec ts a pos iti ve and a neg ati ve
the
Follow-up •
listening
you,
play
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 to the radi o.
I play th e vio lin
tennis,
about
• A s k i n d i v i d u a l s t u d e n t s t o r ea d o u t t h e i r p a r a g r a p h s .
I go swimm ing.
I play tab le ten nis .
4a •
What
t o o . / I don't
Put stude nts in pairs. Ask the m to ex cha nge and read each other's
I do karate.
3
karate, but.
piano.
and f o o t b a l l . I don't
exe rcis e 1 that they do /d on 't
A u d i o s c r ip t 1 3 . 2
2
or,
tennis
the piano,
• Tell stu den ts to writ e a para grap h abou t th e act ivit ies in
item.
Pla y th e rest of th e au di o.
1
positive
w h i l e but
corre ct verb , the n listen and repeat . Do the same wit h t he second
the
• Read through the exam ple
and
or the v i o l i n . I do
3
table
•
Rep eat wit h dif fer ent act ivi tie s fro m ex er ci ses
Resource activity pages 226 and 280
A n na : rea d bo ok s (n o ve l s) , y o g a, j o g g i ng Caspar: go to the cinema, watch TV, go to restaurants
117
1 and
3.
Students learn and practise present simple questions and ask LESSON 14 each other about their free time.
~ TEACHER'S NOTES
Tell stud ents to comple te the conversation wi th words fro m
Warm-up
the box . Remi nd them tha t th ey need to use som e word s Make a Word Snake (see page 11 ) of fre e- ti me activ iti es les son 13 ,
fro m
more tha n once .
e.g.
Mon ito r.
Put students in pairs to compare their answers.
swimmingviolinradiokaratecinemamagazinesfootballbooks.
Whe n stu den ts have unsc ramb led the word snake, elicit the 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
1 Do
2 go
3 do
9 go
10 doe sn' t
4 Do 11
5 go
go
6 do n' t
12 do
7 go
13 don 't
8 Does
14
go
swimming.
b • P ut stu den ts in pairs to practise th e c onv ers ati on.
la
1
Focus on the picture. Ask: What
1
can you
Who
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
•
1 1
P l a y a u d i o > £ H 1 f o r s t u d e n t s t o r e a d a n d
ind ivid uall y.
•
Refer st ude nts to th e rules on Stu dent 's Book page
105 .
•
W r i t e : Do you
on
a n d wh-
(wh en it's a wea k for m /d a/ ) and in answ ers (wh en it's as /dj u:/ .
Stu dent s who lang uage
practise each role.
translate
your
Mo nit or.
free
bec ause
1 W hat do you do in you r free time?
e.g.
occur if que sti ons
yo ur fr ie nd s?
and st ate men ts in th e stud ent' s
ow n
Refer st ude nts to the rules on Stud ent' s Book page W r i t e : don't
this?
go to the
E l i c i t yes/no
gym,
(Pedro)?
S a y : Read
105 .
E l i c i t : do
Does
free
(Hamid)
play
th e
the
questions
time?
What
and
things
W r i t e : What
ques tio ns in th e tab le.
these
G o t h r o u g h e a c h wh-
write
answers
do you
for
question
you.
do you
do in
your
read?
Mon ito r.
likes
he
sport.
in
P o i n t t o e a c h g a p . A s k : What's
on th e
free
time?
this?
E l i c i t : does,
boar d. do,
Tell st ude nts to look at the ir que sti ons and change
' Do th e exa mpl es toge the r. Play the first ite m on audio
second
Elicit/E xpl ain that
A s k d i f f e r e n t s t u d e n t s t o s ay a s e n t e n c e a b o u t t h e i r
the
• Put stu den ts in pairs to pract ise asking and answe ring
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 th e
que sti on, th en listen and repeat . Do th e same with
6 Where do you mee t
answers.
p a r t n e r , e . g . (Manolo)
to the gym,
4 Do you play a musical
Put stu den ts in pairs to int erv iew each othe r.
class,
answers.
h e a r He goes
ques tio ns.
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.
not.
' Use the tab le to ask que sti ons ab out pe opl e in the
t f W - t . S t u d e n t s
questions.
elic iting possib le
1
e . g . Do you
like
7 Do y o u go t o t he ci ne ma ev er y we ek ?
questio ns ask for info rmat ion.
questions.
1
piano?
in
t o e l i c i t Do you
5 What thing s do you read?
F o c u s o n t h e wh-
indi vid uall y.
Check pronun cia tio n and focus on in to nat io n, whic h rises in
t o e l i c i t does
Ask
do
8 Do yo u play compu ter game s?
Chine se.
' Drill the ex amp les in th e table as a class and
R e p e a t w i t h doesn't
do you
2 Do yo u like sport?
3 Wha t kind of music do yo u listen to? instr ument?
What's
on th e boar d.
time?
R e p e a t w i t h like/sport?
time?
S p a n i s h . P r o b l e m s w i t h w o r d o rd e r i n E n g l i s h m i g h t a l s o
on the board. As k:
free
q u e s t i o n e a c h . C h e c k i n t o n a t i o n a n d p r o n u n c i a t i o n o f do.
or
th ey don't ha ve to use th em in th eir ow n la ngu ag e,
yes/no
th e yes/no
Go thro ug h the ques tio ns as a class. Ask stud en ts to say one
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
e.g.
read?
questions.
Tell st ude nts to use th e cues to make
o wn
Eng lis h.
have th e same wo rd order,
do you
sport?
question s direct ly fro m thei r
may ma ke mist akes in
books
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
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, e t c )
lan gu age
What
W r i t e : W h a t / d o / i n your
• Put stude nts in pairs to practi se th e con ver sat ion . an o p p o r t u n i t y t o
books?
Yo ur li fe
a strong form /d u: /) . No te tha t native speakers oft en
th em
read
b o a r d . E x p l a i n t h a t w e u s e t h e s a m e w o r d o r d e r f o r
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
p r o n o u n c e do you
wh-
questions.
listen.
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
Check
pronun ciati on and focus on int ona tio n, which falls in
week,
v o l l e y b a l l , love. 1
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 .
his.
th em
she.
Go thr oug h the que sti ons as a class. Check pro nun cia tio n
th e
of
third person 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 as k a n d a n s w e r q u e s t i o n s
' Pla y th e rest of th e au di o.
ab ou t thei r first
par tner .
A u d i o s c r i p t 1 4 . 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
1
1 2 3
He goes to th e gym .
They listen to music.
can
Does he go to the gym?
Do they listen to music?
You read a lot of books .
He does yoga.
Do you read a lot of books?
Does he do yoga?
She plays the viol in.
They go to the cinema.
Does she play the violin?
Do they go to the cinema?
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
•
every this?
day?
own,
Choose a stu den t but don' t say his /he r name . Tell stu dent s
in an office?
meet,
Is he Spanish?
Does
h e like
tennis?
Does
R e p e a t f o r t h e s e c o n d g a p ( 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 a s
you
on th e boar d. Point to th e first gap.
E l i c i t : Do.
I
time.
examp les then p ut studen ts in small groups to p lay.
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 . W r i t e :
What's
free
th ey have to ask que sti ons and guess wh o th e st ud en t is, e.g .
park.
jogging
their
Follow-up
Is it a man?
4a
about
Students revise present simple questions and talk about likes and dislikes.
t
LESSON 15
Warm-up •
Put stud ent s in pairs. Set th em a ti me limit of one minu te t o list as many fre e- ti me acti vit ies as possible.
•
Go thr ough the activi ties . Check
pron uncia tion. 4
1
•
E l i c i t / T e a c h : D J , radio
•
station.
many
people
are there?
Where
• F ocus on the quest ions . Play aud io E S I to listen and choo se th e correct
are
they?
twic e for stud ents
answers .
2 his wife
DJ Ed di e DJ Edd ie DJ Edd ie DJ Edd ie DJ Ed di e DJ Edd ie DJ
It's Wednesd ay afte rnoo n and this is the Ken Stevens
DJ Edd ie DJ Ed di e DJ Ed di e DJ
co nve rsa tio n.
Monitor.
•
Ask
p ai r s t o r e a d o n e c o n v e r s a t i o n .
•
Focus on the La ng ua ge not e. Drill the W r i t e : I like
music.
I like
listening
Check
pr onu nci ati on.
exampl es.
to music.
we talk ab ou t
Elicit/Explain act ions .
Draw tw o column s on the board and wri te the thi ngs
yo u
Hello.
like doing in one and things you don't like doing in the
Now, you want a song for your wife , Ka th.
other. Tell stud ents ab out these
thing s.
• Te ll st ud en ts to make a list of fou r th in gs the y like doin g
Yes, it's her birt hday tod ay.
and four thi ngs the y don't like doi ng. Ask them to give y ou
OK. Well, Happy birthday , Kath. Where do you work,
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 work in a shop - a sup erm ark et.
•
I see, and wha t ab out Kath , where does she work?
• A sk ind ivi dua l stu den ts to say one of the ir se ntenc es.
sentences
about
the
things
She works in a bank . An d wh at do you do in you r free ti me , Eddi e?
b
I go sailing.
•
Focus on the exa mp le
•
Put stud ent in pairs. Tell th em to ask and answer
Does Kath go wit h you ?
c onve rsa tio n.
ab ou t the thin gs they like or don' t like doi ng.
No, she doesn't . She doesn't like sailing.
ques tio ns
Mon ito r.
• Ask ind ivi dua l stu den ts to say sente nces abou t their
So, wha t does she do?
p a r t n e r , e . g . I like j o g g i n g , but
She does jud o. I see. Now wh at do you do aft er work in the ev ening ?
(Gemma)
doesn't.
Pronunciation
I usually watc h TV. OK. What things do you and Kath watch?
1
Oh, Kath doesn't like watch ing TV. She reads book 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 / in jog Drill each sound as a class th en
So you like saili ng, but Kat h doe sn't . An d you like
2a
No, we don't . Kath likes Indian food, but I don't . I don't
i H M
a n d /su/
Pl ay audi o
•
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 / and /su/.
•
I like Italia n food .
yoga.
•
for st ude nts to listen and r epeat .
i n 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
jogging
What kind of foo d do you like?
i n
ind ivid uall y.
• Say: j o g g i n g . Ask: / d/ or/su/? Elicit: / d /
like hot food. DJ
Po int to the firs t pair of
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 p i c t u r e s ( s a i l i n g / j u d o ) .
•
yo u do to g et he r? Do yo u go to re st au ra nt s?
Edd ie
Focus on th e exa mpl e con ver sat ion.
5a E S 2 9 H
wa t ch in g TV bu t sh e lik es re ad in g b oo ks . Wh at th in gs do Edd ie
Kath likes ope ra, but Eddie likes rock music.
Ask tw o stu den ts to read th e exa mpl e
Eddie? Ed di e
5
t h a t w e u s e like + ing w h e n
afternoon, Eddie.
DJ
Kath likes India n foo d, but Eddie likes Italian food .
other pictures.
show on Radio 656. On the line now is Eddie Baker. Good
Edd ie
4
•
A u d i o s c ri p t 1 5 . 1
DJ
Eddi e watc hes TV in the eveni ng, but Kath reads boo ks.
•
•
Eddie
Eddi e likes sailin g, but Kat h likes jud o.
3
• Tell stu den ts to make up similar conv ers ati ons using t he
audi o again st opp ing after each answer .
DJ
2
sentence for exercise 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 . I f n e c e s s a r y , p l a y t h e
1 Ken Ste vens
Kath works in a bank , but Eddie works in a sup erm ark et.
pictur es in ex erc is e 2. Tell stu den ts to look at th e e xam ple
• Tell stu den ts to cover the te xt . Ask ques tio ns abou t th e p i c t u r e , e . g . How
1
and writ e yoga.
Focus on th e list. Tell st ude nts to copy the table and
writ e
th e words in the correc t c olu mn.
Well, wha t abo ut music? Oh yes, we both like listening to music.
b
Gre at. What kind of music do you like?
•
P l a y a u d i o < 1 * 1 f o r s t u d e n t s t o c h e c k t h e i r a n s w e r s .
•
Play the audi o again for stu den ts to listen and rep eat.
Well, I like rock music . Does Kath like rock musi c, too ?
A u d i o s c r i p t 1 5 . 3
Er no, she doe sn't . She likes oper a.
/ d /jogging,
OK. Well, thanks for th at, Edd ie. Here's a song for you and
song, opera, sorry, rock, coffee
/ao/yoga, open, know, go, phone, don't
Kath. It isn't rock music or opera, but I hope you like it. Bye for now. Edd ie
3
Thank you . Bye.
• •
2
•
E l i c i t / T e a c h : bank, I ndian
s a i l i n g , j u d o , TV,
supermarket,
f o o d , I t a l i a n f o o d , opera,
rock music.
book,
Writ e new
talk
about
likes
and
Follow-up •
next to each picture. Do the first two as an example.
Use the wordlist s for Le ss on s 1 to 15 to elicit more wo rds w i t h t h e s o u n d /o/
Play th e aud io tw ic e. Go th ro ug h the answ ers as a class.
a n d / s o / . W r i t e t h e s e o n t h e
•
Put stude nts in small group s to make up sent ence s, w o r d s w i t h t h e s e s o u n d s , e . g . John
3
•
3 E, K
4 K, E
5 K, E
Tell st ude nts to writ e five sent ences
phone
abou t Eddi e and
boar d.
If
necess ary play th e audi o agai n, stopp ing aft er each answe r. 2 E, K
I
dislikes.
words
• Tell stu den ts to listen again and write E (Edd ie) or K (K at h)
1 K, E
p ron unci ati 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 can
on the board and drill them.
•
Ask stu den ts to say one sent ence each. Check
K ath ,
is old.
goes j o g g i n g . My
Ask group s to read thei r sent ence s.
Resource activity pages 188 and 261
using the ir answers to ex er ci se 2. Do the examp le t og eth er.
41
using mobile
TEACHER'S NOTES
Students learn and practise expressions for ordering food and drink.
LESSON 16
Warm-up •
A u d i o s c ri p t 1 6 . 3 1
Play a gam e of Whisper s (see page 11) wit h sentenc es fr om Lessons Where like
1 3 t o 1 6 , e . g .
do you
meet
listening
My husband
to?
your
friends?
What
We go jogging
likes
kind
in the
of music
park
every
do
morning.
l a • Tell stu den ts to cover th e te xt . Ask ques tio ns about t he p i c t u r e , e . g . Who can you
see?
Where
are
they?
What
can
you
To dr in k he re or t ak e ou t?
Cus to me r
To take out , please.
A s s i s t a n t
A n y t h i n g els e?
Customer
Ye s, ca n I ha ve t w o of t ho se sa nd wi ch es , pl ea se ?
A s s i s t a n t
He re yo u ar e. Is t h at e ve ry t hi ng ?
Customer
Ye s, t h an k y o u .
A s s i s t a n t
That's £10 .60 altoge ther the n, please.
2
As si st ant
see?
•
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 and
•
Elic it/ Tea ch
v o c a b u l a r y , e . g . regular, •
read
large,
key foo d and
espresso,
drink
St il l or sp ar kl in g?
Customer
Sparkling, please.
A s s i s t a n t
To dr in k he re or ta ke ou t?
Cus to me r
To drink here, please.
cappuccino.
A s s i s t a n t
A n y t h i n g el se ?
individually.
Customer
Ye s, ca n I ha ve t w o of t he s e ca ke s, pl ea se ?
t h a t t h i s i s t h e s y m b o l f o r a pound Drill each price as a class and • F o c u s o n t h e q u e s t i o n What audio again.
E l i c i t : two
Eli ci t/E xp lai n
(th e curre ncy of
Bri tai n).
ind ivi du all y.
does
coffees
the customer and
a
buy?
Play
Does
the
coffees
customer to take
ask for
out?
How
large much
coffees? does
th e
cake.
• A s k q u e s t i o n s a b o u t t h e t e x t t o c h ec k c o m p r e h e n s i o n , Does
she
she
want
4
•
e.g.
•
the
Ye s, t ha nk y o u.
A s s i s t a n t
Th at 's £ 9 . 20 al t og et he r t h e n , pl ea se .
Fo cus on th e me nu .
A s k d i f f e r e n t p a i r s t o c o m e t o t h e f r o n t o f t h e c l a ss a n d
•
Put stu de nt s in pairs. Ask th em to mak e a list of wor ds tha t are th e same in the ir langu age and in Engl ish.
on th e boa rd.
Poi nt to th e gap and
ask
• Ask stud ents to call out their suggestio ns.
Stud ents '
sugg est ions will dep end on wh at language s th ey speak b ut
yes.
m a y i n c l u d e : supermarket,
•
Ask stu den ts to com ple te th e
expres sions .
•
P l a y a u d i o W V W 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 t h e i r
cigarette,
bar, I n t e r n e t , email,
g u i t a r , yoga,
vodka,
opera,
No te th at if yo u have a mixe d-
tea.
n a t i o n a l i t y c l a ss , t h e y w i l l p r o b a b l y s u g g e s t d i f f e r e n t
answers.
words.
If thi s is th e case, writ e th e new words on th e board and
Play the audio again while stud ent s listen and r epea t.
tha t every one unders tands
Ye s, he re , o u t , a n y t h i n g , ha ve , t h a t , al t og et he r
chec k
th em.
• 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 can order food
and d r i n k .
Focus on the Lan gu ag e note . Drill the e xamp les.
• 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 like a cup of tea?
3
pronu ncia tion .
individually.
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 . T el l s t u d e n t s t o f i n d
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 :
•
use
• G o th ro ug h the exam pl es . Dril l each item as a class and
and underli ne th em in th e t ex t.
•
to
Moni tor .
• Elic it / Teach: foreign.
Give
the m an opp ort uni ty to practise both roles. Monit or.
b
Put st ud en ts in pairs . Tell th em
menu to make new con vers ati ons.
English in the world
Check
• P ut stu den ts in pairs to practise the conve rsa tio n.
, please?
He re y o u ar e. Is t ha t ev e ry t hi ng ?
Customer
role play their conversatio ns. Check
pronunciation.
Writ e: Y
A s s i s t a n t
the
pay?
b • A sk one pair to read ou t the conv ers ati on.
•
One orange juice and one mineral water, please.
A s s i s t a n t
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 c l a s s a n d
• Go thro ugh the prices. Wr it e: £ on the board.
2a •
Yes, please?
Customer listen.
Go thr oug h th e men u.
Yes, please? A te a an d an es pr es so , pl ea se .
A s s i s t a n t you
f o o d , but I like I t a l i a n f o o d .
Indian
As si st ant Customer
E l i c i t : Yes, p l e a s e . / N o , thank
•
Put stu den ts in pairs to practis e.
•
F o c u s o n t h e t a b l e . E l i c i t / T e a c h :
Moni tor .
Follow-up •
Put st ude nts in tea ms.
•
Use the men u in ex erc is e 1 to make up orders the n d ict ate
cost.
• Tell stu den ts to listen and com ple te the tab le. Play i n g i
you
you.
audi o
twice.
th e order. Tell stu den ts to look at th e men u while th ey
listen
and write the cost of each item and calc ulate the tota l,
e.g .
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
coff ee
and
two
sandwiches.
E l i c i t : £9.20.
The
first tea m to call ou t the cor rect answer wins a poi nt.
audi o agai n, stopp ing after each answer. •
As st ude nts be com e more co nfi de nt,
Custome r 1: a tea, an espresso, two sandwiches , £10 .60
e . g . a regular
Custome r 2: an orange juice , a mineral water (sparkli ng), two
and four
coffee,
two
hot
chocolates,
make th e orders a still
mineral
sandwiches.
cakes, £9.20
Resource activity pages 189 and 261 Review and Wordlists Lessons 9-16 Student's Book pages 85-86
122
longe r water,
TEACHER'S NOTES
Students learn a lexical set of family members and talk about their family.
LESSON 17
Warm-up •
Colle ct ind ivi dua l pictur es of wel l- kno wn w e l l - k n o w n r e l a t i v e s , e . g . David
and
and
Julio
Paloma
Bush
and
Picasso, George
Enrique
Bush
and
senior,
the
people and thei r
Victoria
Beckham,
Iglesias,
Queen
George
and
grandson,
husband
and
W
Prince W i l l i a m .
and
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.
• •
•
Disp lay th e pictu res on the board and num ber each one.
4
1
Andr ew is Betty 's husband. Bett y is Andrew's wife .
2
Gavin is Elliott' s nephew. E llio tt is Gavin's uncle.
3
Diana is Ian's aun t. Ian is Diana's nep hew.
4
Helen is Ian's cousin. Ian is Helen's co usin.
5
Gav in is Helen's broth er. Hel en is Gavin's siste r.
6
Bet ty is Ian's grand mothe r. Ian is Bett y's gra ndson.
7
Ellio tt is Jenny 's father. Jenn y is Elliott' s daughte r.
8
Andre w is Helen's grandfa ther. Helen is Andrew's g randda ughter .
i w H ' i i i a
Ask stude nts to com e to th e boar d and work out wh ich
•
Read thr oug h th e te xt . Ask ques tio ns ab out
peo ple are related .
e . g . Who
Go th ro ug h as a class. Eli cit th e nam es of each perso n b ut
names?
•
not the relat ions hips at this s tag e.
is the How
W r i t e : family home,
girl in the
old
is she?
member,
photo?
What
Is she name,
are
Anna's
her
family ,
parents'
married? parents,
age,
marital
status,
o n t h e b o a r d . S h o w t h e c la s s a p h o t o o f a m e m b e r
job
o f y o u r f a m i l y . P o i n t t o t h e w o r d s o n t h e b o a r d . S a y : Ask 1
•
E l i c i t / T e a c h : family
member.
questions
• A sk stud ent s to call out the names of any family
memb ers
he/she?
they know and write these on the board.
are the
grandparents,
the
is the grandmother,
woman
man
is the
Sa y:
grandfather,
name
the
•
•
Drill each item as a class th en indivi dual ly. Chec k i nt ona ti on
for stu den ts to listen and
rep eat.
•
3? E l i c i t : grandmother.
Check
po in t
Englis h fam ily
•
wo rds.
In Engl is h we use th e wo rd 'par ents ' to mea n our
mo th er
and father. Some langu ages, for exa mpl e Span ish,
don't
hav e a separ ate wor d for par ent s and use th e
•
•
wor ds
'br oth er' and 'sister' can also be pro ble mat ic; In
Eng li sh 2
children,
to
sound.
husband.
Check th at st ude nts
under sta nd th e words in th e
S a y : Listen.
words
Tick the
with
an / a / sound.
list.
Play audi o
this?
sister
E l i c i t :
Poin t to the
is your
gap.
Go ove r th e answe rs as a class. person, student, cousin, brother, centre
aunt.
• P lay th e aud io aga in. for stude nts to listen and r epea t. •
s ente nces .
Put stud ent s in pairs. Tell th em to look at th e wordlist s for
Go th rou gh the answers as a class. Ask ind ivi dua l s tud ent s
cyc les 1 - 4 and fin d five more words with /a/ . Put stud ent s
t o re a d s e n t e n c e s . C h e ck
in small grou ps to compar e the ir word s.
2 gra ndp are nts 7 niece
pron uncia tion .
3 cousins
4 uncle
people,
e . g . Who's Jenny'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
Ask ques tio ns
grandmother?
Moni tor .
talk
about
family
relationships.
Follow-up
a bo ut
Who's
•
Disp lay th e pict ures from th e W a r m- u p in pairs.
father?
W r i t e : Andrew/Betty
on th e boar d. Ask st ude nts to
tw o sentences abo ut And rew Betty's
•
5 nep hew
8 grand son
Fo cus on the fami ly tree in ex erc is e 1.
Gavin's
husband.
Betty
and Bet ty.
is Andrew's
•
make
E l i c i t : Andrew
is
England
wife.
Foc us on th e cues. Tell st ud en ts to use th e cues to
are father
and
are grandson
son. and
Prince
William
and
the
grandmother.
wri te
Resource activity pages 204 and 269
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 d i f f e r e n t s t u d e n t s t o read th e
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
sentences. •
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/
Put stud ent s in pairs. Tell th em to look at th e fami ly t ree
different
•
W r i t e : sister
again and com ple te the
6 pare nts
•
for stu den ts
I C T 1 t w i c e .
• W r i t e : Your mother's
•
Foc us on th e list of wor ds . Play audi o i > W
•
friends.
1 aunt
3
Drill the sou nd as a class
•
•
•
of / a/ .
individually.
R e p e a t w i t h parents,
for ex amp le Chin ese, t he y can be use d to refer to v er y
•
fami ly
listen and re peat .
plur al
of 'fat her' to me an bo th mot he r an d fat her. The
A s k : What's
member.
Mo del th e pro nunc iat ion then
t h e y a r e u s e d t o r e f e r t o s ib l i n g s ^ b u t i n o t h e r l a n g u a g e s ,
2
Moni tor .
pa rt ne r
Pronunciation 1
close
Put stud en ts in pairs and ask th em to tel l th eir
to
member.
this?
Stu den ts oft en have problem s wi th
niece,
pron uncia tion .
Pu t st ud en ts in pairs . Tell th em to ta ke it in tu rn s to a t t h e p i c t u r e s a n d a s k What's
on th e
=
• A sk stude nts to tell the class abo ut their partner's
• Ask diffe ren t stu den ts to say the fami ly mem ber s, e.g. S ay : •
member
= E m i l y .
abo ut their family
pronunciation.
number
E l i c i t : Who is
etc . Writ e the answers
make similar note s ab ou t so meo ne in the ir famil y.
Play aud io i M I
What's
name?
Poin t to th e inf orm ati on on the board and tell st ude nts
etc.
•
and
in my photo.
the person his/her
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
• Go th rou gh th e fami ly tree, descr ibing each branch These
about What's
sent ence s.
73
Queen
and of
I
Students learn and practise have/has got and talk about LESSON 18 possess ions, families, and desc ri ptions .
~ TEACHER'S NOTES
•
Warm-up •
to writ e sente nces
to
them sel ves .
• Ask stude nts to say sentences abou t t hemsel ves. Use th e inf orm ati on
that
Ask stud ent s to say how man y peop le the re are in thei r
s e n t e n c e s w i t h and,
or,
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
•
are four
people
my f a t h e r , and
Jaime,
in my
my
sisters.
got
hasn't.
mother.
stude nts
but,
•
l a • E l i c i t / T e a c h : not yet,
drawer.
provid e to
e . g . (Ivan
( M i k h a i l ) has got
( E r r o l ) hasn't
got
any
s t u d e n t s w h e n t o u s e and,
•
abou t
Monitor.
Tell stu den ts to organi ze the mse lve s in a line, according w h o ' s g o t t h e l a r g e s t f a m i l y .
•
N ow tell th em
mak e
Carolina)
a brother
sisters
but,
and
have
but
(Andrea)
or brothers.
Remind
or.
Put stu den ts in small group s to compar e thei r sen tenc es.
• A s k i n d i v i d u a l s t u d e n t s t o s ay s e n t e n c e s a b o u t t h e
P l a y a u d i o B M I 1 f o r s t u d e n t s t o r e ad a n d
listen.
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,
but,
stud ents
or.
• F ocus on the first pict ure. Ask que sti ons abou t th e p ictur e, e . g . Who •
can you
see?
Where
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 for stu den ts to read and
•
are they?
E l i c i t / T e a c h : lovely,
Jordan
drawer
4
doing?
over
• Fo cus on th e ta bl e. Drill th e ex am pl es as a class and individual ly. Check
there)
• F ocus on th e rules on St ude nt' s Book page 1 05 .
listen. dark, fai r, hair,I
long,
•
wonder.
No mi nat e pairs of st ude nts to ask and answer th e q ues tion s in th e ta ble .
•
Rep eat with the rest of th e au dio.
•
Drill each sent enc e as a class and indi vid ual ly .
• N o m i n a t e t w o s t u d e n t s . A s k a b o u t t h e i r p a r t n e r s , e . g . Has
Chec k
(Stefan)
pronunciation. • 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
got
his sister?
any
nieces
What
or nephews?
colour
hair
Has
got
a sister?
Jordan
has Jordan's
got
sister
•
Has
a picture
the 5
•
pronunciation. • P ut st ude nts in pairs to practise th e con vers ati on.
f l u ) a n d t i m e t a b l e d e v e n t s (I've Have
c a n r e p l a c e have
•
English.
pronunci ation .
• F ocu s on th e rules on St ude nt' s Bo ok page 1 05 . •
W r i t e : I've
got
some
f a m i l i e s , or descriptions?
possessions,
R e p e a t w i t h We haven't brown
hair,
o n t h e b o a r d . A s k : Is this
photos,
got
t o e l i c i t families
any
E l i c i t :
a n d
hasn't
6 •
descriptions.
Do the exa mpl es tog et her .
Play the first item
H - W
you
S t u d e n t s h e a r Have
W r i t e : He's got this?
•
E l i c i t :
Ask
•
sentence s.
P o i n t t o t h e g a p . A s k :
t o e l i c i t
got
money.
Have
you
Has he got a brot her? No. - No, he hasn' t.
3
Has she go t lon g hair? Yes . - Yes, she has.
4
Have you got a dog? No. - No, I haven't.
5
Has she got a boyfr iend? Yes. - Yes, she has.
6
Have the y got any children? No. - No, the y haven 't.
Wri te:
Wr it e:
•
on the board . Ask stu de nts to make a got/has
got
•
4 His sister hasn't got
• ab out
y o u r s e l f a n d as 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
about too.
you,
you,
(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
(Hans)?
I haven't
a
got
any
children
pencil?
you
got
a pencil
Go
bag, ( K a t i a ) ?
in your
haven't.
possessions.
Moni tor .
(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 talk
about
possessions,
f a m i l i e s , and
descriptions.
Writ e out com mo n ite ms on sepa rate pieces of paper, d i c t i o n a r y , cat.
Prepare one for each
e.g .
st ud ent .
Han d th em out . Tell stu de nts to fin d fiv e peo ple wh o ow n
Ask stud ents
about their findi ngs,
e . g . Who's
got
Resource activity pages 226 and 280
a children, got
pen,
the item on their piece of paper.
6 Lucy hasn't go t any
Focus on th e cues. Tell stu den ts true sent ences
brother,
got
Follow-up
brothers or sisters.
what
you
Moni tor .
2 He hasn't got any bro ther s.
5 Rachel's got long hair.
about
E l i c i t : Have
sister.
•
3 He's got some pho tos of his fam ily .
what
got'.
a
Put stu de nts in pairs to ask and answer questi ons ab ou t th e
car,
brother,
'have
o n t h e b o a r d . S a y : Make
No mi na te a st ude nt. Tell hi m/ he r to look in hi s/ he r bag or
can
a
• G o ove r th e ans wer s as a class. 1 Jord an's got a sister.
ma ke a
Focus on the list. Tell stu den ts to make eight ques tio ns.
e . g . Has
use th e cues to make true sentenc es.
b •
with
a pencil?
• Ask differ ent students ab out their partner's
Put stud en ts in pairs. Tell th em to read th e te xt agai n an d
any chil dren .
you
thi ngs in thei r bag.
got
any.
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 •
Hav e you got any cousins? Yes. - Yes, I have.
2
• As k diff erent studen ts about their
What's
3 a • Tell st ude nts to look at th e te xt in ex er ci se 1 agai n. J o r d a n / a sister
Yes.
1
E l i c i t : Yes, I h a v e . / N o , I
•
We haven't
cousins?
example.
b r i e f c a s e . A s k : Have
some.
Rep eat with sisters?
photos.
any
audio
t h r o u g h t h e q u e s t i o n s a s a c l as s .
Put stude nts in pairs to compa re thei r sent ence s.
• Focus on the Lan gu ag e note. Read thr ough the examp les. •
got
on
Play th e rest of th e a udi o.
question
•
one for famil ies, and one for d esc ript ions .
i n d i v i d u a l s t u d e n t s t o r e ad o u t t h e i r
in
i w m w i
got
• As k stu den ts to write thre e sent ence s, one for poss essio ns, •
eyes?
about
possessions.
a n d She
children,
blue
A u d i o s c r i p t 1 8 . 2
to day) .
• Fo cus on th e ta bl e. Drill th e ex am pl es as a class and individua lly. Check
got
got
in ev er y case an d is th e m or e
got
co mmo n form in Ame ric an
2
descrip tions,
a meeting
got
(Elenor)
shor t answer, the n listen and repeat . Do the same with t he
Moni tor .
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
got
Has
table.
second In additi on to possessions, families, and
a pen?
Put st ude nts in pairs to practis e asking and a nswe rin g
of
Check
got
ab out othe r stu den ts in the class, using the quest ions
got?
b • Ask tw o stu den ts to read th e con ver sat ion.
have/have
pronuncia tion .
a
either.
117
a
cat?
I
TEACHER' S NOTES
LE S S ON 19
Students revise have/ has got and write about their families.
War m- up
4
• W r i t e : Tom every
•
Dr aw tw o colu mns on th e boa rd wi th a man at th e to p of on e
e l i c i t •
Pu t st ud en ts in t wo team s, A and B. As k eac h te am t o 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 .
this?
E l i c i t : He.
in London.
I
phone
Point to th e first
gap.
Rep eat wit h the second gap to
him.
Focus on th e exerci se. Put stud ent s in pairs to comp let e t he sent ence s using th e word s in brac kets .
Tell
tea m A to call out fema le family me mbe rs and team B to
lives
on th e boar d.
weekend,
A s k : What's
and a wo ma n at the to p of th e o the r. •
is my best f r i e n d .
•
call
Go thr oug h th e answers
t oge the r.
out male family memb ers for the ir 'writ er' to wri te. Giv e th e 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
1
the
him, he
2 I, me
3 th em , th ey
4 We, us
5 her, She
mos t (corr ectl y spelt) family memb ers in thei r co lum n. •
Put stude nts in pairs. Tell th em to mat ch male and fe mal e family members from the columns , e.g.
•
F o c u s o n t h e s t r u c t u r e o f t h e t e x t i n e x e r c i s e 1 . A s k :
brot her/ sist er,
paragraphs?
many
niece/nephew.
E l i c i t : f o u r . L o o k a t t h e f i r s t
How
par agr aph.
Poin t out tha t a para grap h is a group of senten ces th at are conn ect ed, i.e. abo ut 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
Pla y aud io m i l Who
•
are the people
Who
are
in the
to
E l i c i t : 1 - his wife
2 - his grandfather,
3 - his sister,
and
Luis
talk
children,
his
4 - his
information
to ge the r. 2 his sister, her hus ban d,
does
•
give
about where
himself? they
l i v e , 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
in
parents,
What
E l i c i t : He
about
his grandfather,
3 his brot her, Ma nolo
Luis
about
brother.
• T e l l s t u d e n t s t o l o o k a t t h e f i r s t p a r a g r a p h . A s k :
As k:
photographs?
1 Lu is, his wif e, and the ir tw o childr en
paragraph?
each
pho tos .
twice while stude nts read the tex t.
Go th rou gh th e answers
and the ir litt le girl
is he?
etc. Encour age stud ents
him?
make guesses ab ou t th e people in the •
old
• 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
talks
he
was parents,
sister.
Focus on the exer cise. Go thro ug h the list of peop le and tel l st ude nts to make notes abo ut the peopl e in thei r famil y.
• As k que sti ons to find ou t if you r stu den ts know a b o u t S p a i n , e . g . Where •
is Spain?
What's
the
an yt hi ng
capital
Elic it/T each key vocab ulary for each paragra ph, paragraph
1 : born,
wedding,
birthday
paragraph
2 : good
south,
v i s i t , New
Year,
Monitor.
city?
•
Rem ind stu den ts to use
celebration,
•
4 : now
parag raphs .
• P ut stu de nts in pa irs /sm all group s to talk ab out t heir families.
Monitor.
fun *
p a r a g r a p h 3 : send paragraph
No w tell th em to use thei r notes to write abo ut their f amil y.
e.g.
and
then,
cool,
sports
English in the world
car
Play the audio again while stu den ts read and
•
listen.
E l i c i t / T e a c h : t y p i c a l , single-parent,
a d u l t , leave
home.
• Re ad thr oug h the te xt as a class. Ask quest ions ab ou t th e 2
• Tell stu den ts to read th e first paragra ph again. Focus on th e f i r s t s t a t e m e n t . A s k : Have
Luis
and
Mariluz
got
two
or
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
How
children? E l i c i t : Two. • R ead thr oug h th e st at em ent s. Put stu den ts in pairs to
Are
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
children
leave
does
a typical
in
Britain?
home
British
family
couple?
have?
When
• Ask stu den ts questi ons abou t familie s in thei r coun tri es,
comp lete the exercise. •
many
children
a married
fin d
there
children
a lot usually
of single-parent 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
th e exerci se dif fic ult , numb er th e para grap hs and help by
th e same nation ali ty,
gi vin g, or aski ng for, the num ber of the corre ct p arag raph
abo ut a typ ical family in their
use th e board to recreate a similar t ex t count ry.
for each a nswe r. • 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 can 1 tw o
2 Madri d
6 Canad a
3 don 't like
7 dau ght er
4 one bro ther
5 Only one , is
write
about
my f a m i l y .
8 spor ts car
Follow-up 3
•
Focu s on th e La ng ua ge and
•
no te .
Drill each ex amp le as a class
•
individually.
Put stud ent s in pairs. Tell th em to look back at th e te xt in ex erc is e 1 and make a fami ly tree for Luis. (Refe r th em
Focus on th e tab le on Stu dent 's Book page
106 .
lesson 17 for a model).
• A sk stud ent s to look at the te xt again and under line t he object
p r o n o u n s (us,
them,
her,
me,
h i m ) . Writ e these on
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,
she,
I,
•
the
Put stu den ts in small group s to compar e th e fami ly trees they've
he).
created.
Resource activity pages
113
224
and 279
to
TEACHER'S NOTES
Students revise have got and learn phrases for making and responding to suggestions.
LESSON 2 0
War m-u p
3a
• Focus on the Eve ry da y expr ess ion s. Tell stude nts to find and underlin e th em in th e te xt .
•
Use th e pic tur es in le ss on
12
to revi se th e sto ry to
d at e.
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 . are the
people?
Who
does
Peter fancy?
Where
is
•
Who
W r i t e : Why
we go for
the gap and ask stu den ts to supp ly th e missing
Sarah?
•
P l a y a u d i o M O I B t o f a m i l i a r i z e s t u d e n t s
with
how the
s tor y
b
develops and with the characters' voices. •
El ici t/T eac h picture,
key phrases and voc abu lar y for
need,
on my
all the
wonderful,
time,
back
both
4
in Singapore,
5 : nice
practi se the
guy
e.g.
p i c t u r e 1 : How
are they?
many
people
are there?
Where
is it?
think
What
are Sarah are they
Jordan
is talking
says?
p i c t u r e 5 : Do you
and
Jordan?
doing?
What
to Sarah
What think
do you Sarah
and
What
Who
sort
are they
Jordan?
think likes
•
of
E l i c i t :
Peter
What
do
make
and
respond
to
I
suggestions.
Put stu den ts in pairs. Ask the m to wri te a list of thin gs
is Lucy? Jordan
day
is it? Has
Who
want
doesn't
to
says?
•
go for
a meal,
etc.
Encour age
Are
Sarah's
a boyfriend?
Who
like
got
her boss?
noodles? and
an aunt? works
p i c t u r e 4 : Who
is Peter
p i c t u r e 5 : Does
Sarah
a date What
with sort
Is Sarah
sister
from
•
food
married?
Sarah's
father?
with
restaurant
Peter?
a big
Does
Has
Sarah
got
think
Peter
is a
with? Jordan
guy?
Focus on th e sent ence s. Wr it 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 t e x t . Who
got
a date
hasn't
and wr it e thi s in th e
got
with a
date
gap.
• Tell stu den ts to read th e te xt again and write the c orre ct nam es in th e ga ps. •
Put stu den ts in pairs to compa re the ir ans wers.
•
Go over the answ ers as a class. 1 Jord an 5 Sarah
2 Lucy
and resp ondi ng to sugg est ions
t h e e x p r e s s i o n s f r o m e x e r c i s e 3 a .
Lucy? of
com pre hen sio n.
Tell st ude nts to choo se one of th e ideas fro m th e boar d and mo ve arou nd mak ing
e.g.
married?
Is Sarah
at the like
Ask stud ent s to call out their ideas. Writ e th e ideas on t he
Resource activity pages 193 and 263
g ood
brother
p i c t u r e 3 : Is Sarah
Jordan
necessar y.
boar d. Drill new words and check Play th e aud io
eat?
p i c t u r e 2 : Who makes family?
help wit h voc abu lar y, if
you
Peter.
p i c t u r e 1 : What
Lucy,
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 d o , e . g . go to the cinema,
eating
• Ask questions abou t the te xt to check comp rehens ion,
with
•
Foll.ow-up
Peter?
F o c u s o n t h e q u e s t i o n Who is a nice guy? again.
•
Ask one gro up to act ou t th e st ory for th e rest of th e clas s.
stu de nts to be ima gin at ive and let th em use dic tion arie s, or
p i c t u r e 4 : Who
2
•
can
with?
nice
part.
to?
p i c t u r e 2 a n d 3 : Where restaurant
one
Monitor.
ind ivid uall y.
talking
conver sat ion , each tak ing
• Gi ve stu den ts an op po rt uni ty to practi se all thr ee roles.
the pict ures to check basic comp rehens ion,
is Sarah
rep eat.
• Foc us on the story. Put st ude nts in grou ps. Tell the m to
• Tell stu den ts to cover the te xt . Ask som e ques tion s a bo ut
does
Play the audio again while stude nts listen and
important
Wri te the new wor ds and phras es on th e board and dri ll as a
Where
• each
p i c t u r e 4 : j o i n , visitor
•
Play aud io W M M for st ude nts to check the ir answ ers.
own
chopsticks,
p i c t u r e 3 : auntie,
class and
expressio ns.
don't, Let's, How, idea, but
p i c t u r e 2 : noodles,
picture
wor d.
•
e.g.
p i c t u r e 1 : date,
•
to
Elicit: don't. • Ask studen ts to complet e the
1
on the board . Poi nt
a meal?
3 Jord an and Sarah
6 Sarah's bro ther and sister
4 Sarah's gran dmot her 7 Sarah's pare nts
8 Pete r
122
using
Students learn a lexical set of places in a town and talk about the area where they live.
S
TEACHER'S NOTES
LESSON 21
War m-u p •
4
(snack
b a r ) , stauerrnta
ortssp
tercne
(church),
•
He wants the park.
Writ e ten anagra ms of places th at st ude nts have lear ned 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 ( r e s t a u r a n t ) , nkba
(sports
psoh
( c i t y ) , cnkas
lonsa
centre),
5
rba
6
( p u b ) , u rc hc h
Excu se me. How do I get to th e hospi tal? He wants the hospital.
(shop).
Put stu den ts in small gro ups. Tell th em the top ic i.e. "place s". They have to unscr ambl e the lette rs to find th e
•
w o r d s . •
Excu se me. How do I ge t to the post office? She wants the post office.
( b a n k ) , feca ( c a f e ) ,
( s a l o n ) , b pu
Excu se me. Is th e park near here?
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
The first gro up to unscra mble all of the words and re writ e •
col umn
and add the
l o c a t i o n , e . g . bus stop
Focus on th e pic tur e. Play aud io W B I
for stu den ts
to
Road.
listen and r epea t.
•
•
Dril l each item as a class and
•
Nom inat e differe nt students to say the places, e.g. What's
•
14?
number
E l i c i t : a bus stop.
Check
Sa y:
this?
•
•
cafe
•
near
Exp lain th at
here.
we
1
newsagent's.
the shop
got
(some
public
What
places
has
t o i l e t s ) . They're
S t r e e t ) , e t c . R e p e a t w i t h t h e p l a c e s y o u r a r e a got
(a p a r k ) , e t c .
places
Put stu den ts in small group s to compar e thei r sen tenc es.
pronunciation.
• Elicit/Teach: consonant.
tha t belo ngs to th e
Go th ro ugh the list of word s. Tell st ude nts to
under line
examp les of /s/ + con sona nt.
The re is
a posses sive apos tro phe aft er the job title to sh ow are ta lk in g ab out
E l i c i t : You've
Pronunciation
We us ua ll y refe r to small er sho ps b y th e jo b ti tle of th e hairdresser's,
London
• A sk ind ivi dua l stu den ts to say a sent ence ab out their area.
• e . g . chemist's,
in
Focus on th e exa mpl e sent ence s. Tell stu den ts to t hin k
Check
us e an b e f o r e a v o w e l s o u n d ( a , e, i , o, u ) .
owner,
It's
sentences.
here. Internet
a bus stop.
Monitor.
com pre hen sio n.
Focus on the Lan gu ag e note . Drill the example
W r i t e : There's
got
hospital.
that their area has got and five places it hasn't got.
Ask stu den ts to call out the places and writ e the se on th e
E l i c i t / T e a c h : near
a
ab ou t the area wher e th ey live now and writ e five
dictiona ries if necessary).
•
got
h a s n ' t g o t . E l i c i t : You haven't
Monitor.
boar d. Drill new words and check
got?
area
in (Smith
pronu ncia tion.
• Tell st ud en ts to add mor e place s in a t ow n to th e list (us ing
•
We haven't
P o i n t t o t h e p l a c e s i n t h e yes c o l u m n . A s k : my
P u t s t u d e n t s i n p a i rs t o t a k e i t i n 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
ind iv id ual ly.
(London
Des cri be one place th at your area has go t and one p lace t h a t i t h a s n ' t g o t , e . g . We've
•
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 c o l u m n .
Road).
th em corre ctly is th e win ner.
1
a n d no.
fi ve places from ex er ci se s 1 and 2 th at your area has go t in
•
we
•
c hem ist ,
Pla y aud io M
M
for stu den ts to listen and
Drill th e wor ds as a class and indi vid ual ly .
repe at. Chec k
pronunciation.
haird resse r, etc. How ev er , we rarely say 'chemis t's shop' , 'hairdresser's
3
•
\ /
Go thro ugh the defini tions . Elic it/T each e . g . medicine,
•
Wri te: What's
•
2
salon'.
You
money, take
the
this place?
park train
a car, from
E l i c i t :
cross
here,
key vocab ulary,
the
•
Put stu den ts in pairs to pract ise the
•
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
places
in a
se nten ces .
town.
road.
on the board .
FoUow-up
As k :
station.
•
Put stu den ts in pairs to com ple te the exercise. Rem ind
th em
Put stud ent s in pairs. Tell th em tha t th ey are goin g to to th e def init ion s yo u give and
listen
the n wri te the p laces.
th at there may be more tha n one possible answe r for s ome of the •
•
defin itio ns.
Read out a place def ini ti on fro m ex erc is e 3. Give pairs en oug h ti me to listen, discuss, and write th e place befor e
Go th ro ug h the answer s as a class.
movi ng on to the next definit ion. 1 a sta ti on a stre et
2 a chemi st's
5 a mark et
8 a news agen t's
4
•
9 a hairdresser's
Do th e exa mpl e to get her . 1 2 ® . here?,
•
3 a post office
6 a hos pit al
say wh at the
4 a car park ,
me.
•
10 a bus sto p
Is there
audio
a newsagent's
speaker wan ts , the n listen and
rep eat.
A u d i o s c r i p t 2 1 . 2 Excu se me. Is the re a news agen t's near here? She wants a newsagent's. 2
Excu se me. Ho w do I get to th e market , pleas e? He wants the market.
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
at
pro nunc iat ion .
Resource activity pages 194 and 264 near
Play th e rest of th e au dio .
1
Pick the definit ions
random.
7 a ped est rian crossing
Play th e first ite m on
S t u d e n t s h e a r Excuse
I
Excu se me. Is the re a chemis t's near here? She wants a chemist's.
122
TEACHER'S NOTES
Students learn and practise there is/are and say what there is in a town.
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 c l a s s . A s k d i f f e r e n t s t u d e n t s t o say one sent ence
each. Check
1 There's
as ma ny place s in a to wn as po ssi ble .
2 There are
5 There aren' t any •
pro nun cia tio n.
Put st ude nts in pairs. Give th em one min ut e to writ e do wn 3 Ther e isn't
6 There's
4 There are tw o
7 There isn't
8 There's
Ask pairs to call ou t the ir wo rd s. Writ e th em on th e bo ard and drill as a class and indivi dua lly . Check
pro nun cia tio n.
b • Foc us on th e map . Ask questi ons abo ut thi ngs t ha 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
Elici t/Tea ch:
town
centre,
is
can you
see?
What
church?
do
•
saying?
cash
machine,
over
there,
•
P l a y a u d i o F - f - f f f f o r s t u d e n t s t o r e a d a n d
Go thr oug h the exa mpl e conver sat ion . Drill each line as a
pronunciation.
listen.
Drill each ques ti on and answe r as a class and
•
ind ivi du all y.
Put stude nts in pairs to ask and answer questi ons abo ut t he v i l l a g e .
pronunciation. >
P u t s t u d e n t s in p a i r s 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 , e a c h
Monitor.
Kw naTT ?^ •
tak ing one role. Give th em an op po rt un it y to practise b oth roles.
a
centre?
• Ask tw o stu den ts to read th e con ver sat ion . C heck
Check b •
a sports
class and ind ivid uall y.
petrol
station.
•
Is there
Draw a sim ple map on th e board of th e area ar oun d t he scho ol and mark the schoo l on it. Elicit the names of t he
Monitor.
stree ts and some of th e local buildi ngs and write thes e on 2
•
Foc us on th e ta bl e. Dril l th e ex am pl es in par t 1 as a class and
•
the
individually.
• Go thr oug h the cues.
Re pe at wit h th e ex am pl es in par t 2 as a class and
• 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
individual ly. Check pronun ciati on and focus on in ton ati on, w h i c h ri se s in yes/no •
machine
questions. 106 .
•
any
computers?
Is there
a
•
board?
pos iti ve
and tw o neg ati ve sente nces abo ut thi ngs in the
class room,
telephone.
a teacher. There
W e u s e There plur al no un s.
There
aren't
are twelve
any
is w i t h
students.
There
isn't
arou nd th e scho ol. •
a
computers. are
there is onl y one for m,
used
Mo nit or.
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
•
wi th
Coll ect 20 pict ures or flashc ards of thi ngs tha t stu den ts l e a r n e d , e . g . a man,
bo th plural and singular no uns .
some
shops,
some
some
chopsticks.
women,
a f o o t b a l l , a
•
Do the exa mpl es tog eth er. E 0 there,
S t u d e n t s h e a r a chemist's,
audio
students
m a k e a q u e s t i o n w i t h Is
•
th en listen and repe at. Do the same wit h th e sec ond
e x a m p l e a n d Are •
Play the first ite m on
(I f yo u do n' t hav e access to tha t
know.)
Tell stu den ts you are goi ng to show th em some p ictu res. The y have to remem ber th e thi ngs but th ey can't wri te
there.
any th ing do wn. Stic k the picture s on th e board and giv e
Play the rest of th e au di o.
stud ents one minute to look at the m, the n remove t hem .
A u d i o s c r i p t 2 2 . 2 1
have
supermarket,
pictures, use a selecti on of cla ssr oom /ev ery day items 3
I
town.
Follow-up
with
In some lan gua ges , suc h as Sp ani sh,
Fre nch , Por tug ues e,
If
isn't.
ask for th e loc ati on and mark this on the
Put stu de nt s in pairs. Fo cus on th e cues and the map on the
can say
s i n g u l a r n o u n s a n d There
i s . / N o , there
cash
boar d. Tell th em to ask and answer ques tio ns abo ut the area
Put stude nts in pairs. Ask them to make up tw o e . g . There's
E l i c i t : Yes, there
a
map.
• As k ques tio ns ab ou t class room objec ts to elicit shor t there
here?
near
t h e a n s w e r i s yes,
Refer stu den ts to the rules on Stud ent' s Book page a n s w e r s , e . g . Are
map.
•
a chemis t's
Put stu den ts in small grou ps. Give th em one min ute to wr ite down the thing s the y
remembe r.
Is there a chemist's near here? 2 3
•
any shops
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
Ar e t he re an y sh op s ne ar he re? a car par k
mist ake,
mo ve to th e ne xt
g rou p.
is there a car park near here? 4
any restaur ants
Resource activity pages 195 and 264
Ar e t he re an y re st au ra nt s ne ar he re ? 5
a bus st op Is there a bus stop near here?
6
any public toile ts Ar e t he re an y pu bl ic t oi le ts ne ar her e?
4a • 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 a s p o s s i b l e , e . g . church,
W r i t e : _ _ a church, second exam ple
can
you
cafe.
on th e boar d. Tell stu den ts to 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.
•
.. . .
th ey guess correctly, th ey 'win' th e pic ture . If th ey make a
Do th e
tog ethe r.
Put stu den ts in pairs to compl ete the ex ercise.
122
If
TEACHER'S NOTES
Students learn and practise prepositions of place, and describe their town.
LESSON 23
Warm-up
•
Focus on the La ng ua ge not e. Read the first exampl e. W r i t e : There's
•
Play a gam e of Ha ng ma n (see pag e 10 ) to revise places in to wn fro m les son s 21
and
22 .
•
•
Focus on the
pictures . Play audi o
W B I
for stu den ts
•
to
•
Dril l each item as a class and
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 , a penc il, a coin, and a boo k. Tell stu den ts to find
using corner
between
• 2
•
the
the
book
book
and
next
the
Put stude nts in pairs to
pencil
to the pencil,
is opposite
the
Focus on the box. museum.
on the put
the
•
coin
Elicit bank.
refers to
The hotel
is called
The Angel.
are opposite
the
2
There
on
bank,
bookshops.
a hotel.
They're
It's
opposite
called
The Angel.
the
2
pract ise.
bank.
W r i t e t h e n a m e o f y o u r t o w n o r c i t y o n t h e b o a r d . S a y : I'm ( H u l l ) . It's
an
old
( c i t y ) in the
of ( E n g l a n d ) . I f
(north)
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 i t ' s l ik e . is the
town
•
hall?
Draw a simpl e map of you r to wn or cit y centre. Tell stu den ts 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
hotel?
E l i c i t / T e a c h : police
s t a t i o n ,
museum?
theatre,
P l a y a u d i o f - t M t w i c e . E l i c i t : A is a museum,
Is there
a market?
As yo u ans wer,
o n y o u r m a p a n d a d d n o t e s , e . g . museum
Drill th e words as a class and ind ivi dual ly.
market
a
mark th e
places
(opposite
bank),
Tuesday, S a t u r d a y ) .
(every
• G o thr oug h th e words and expr essi ons. Use the se to ta lk
them to listen and name the buildings. B is a
a b o u t y o u r t o w n , e . g . There's
post
Maritime
offi ce.
•
Museum
and
a museum.
it's opposite
the
It's
called
shopping
the centre.
Put stu den ts in pairs. Tell th em to thi nk abo ut where t he y
A u d i o s c r i p t 2 3 . 2
live now and wha t th ere is in th e to wn or cit y. Tell th em
A
draw a map of th e centre and mark diff ere nt
B
Wh at 's yo ur t o w n lik e? Well, it's qui te old. There's a big square in th e to wn cent re.
in the
Here, I've got a postcard of the square. The Town Hall is the big
are there?
building at the end of the square.
•
Is th er e a ma rk et in th e sq ua re ?
B
Yes, there is. There's a mark et every Wed nesd ay. An d once a A Fr en ch ma rk et ?
B
Yes, peop le fro m France come to the to wn and you can buy Th at so un ds ni ce . W ha t are t he o t he r bu il di ng s in t he sq ua re ?
B
Well, on one side of the square there's a big hot el - th e An ge l Hotel. There's a good restaurant at the hotel, and there's a club
•
Oppo site the hote l there's a museum.
A
W ha t ki nd o f mu se um is it ?
What
shops
Poi nt to th e words and expr ess ions. Tell st ude nts to use Moni tor .
ind ivi dua ll y.
lang uag e.
• N o m i n a t e a s t u d e n t . A s k : ( A n a ) , how
say
Put st ude nts in pairs to
(Thai)?
do you
'No
entry'
describe
Oh, there are phot ograp hs and thing s abou t the tow n ther e.
my
in
prac tise.
• 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
town.
Follow-up
- there's a cafe. When the weather's nice you can sit outside in
•
front of it. B
open?
• Tell stu den ts to wri te the signs in thei r own
Next to the museum - between the museum and the town hall
A
market
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 c l a s s t h e n
in the cellar, too. We usually go there on Saturday nights. B
is the
museum
Eng lis h in th e wo rl d
A
Uh hu h.
When
the police
a
• A s k i n d i v i d u a l s t u d e n t s t o re a d o u t t h e i r d e s c r i p t i o n s .
French cheese and bread and things like that.
A
of (Lviv)?
Where's
th em to wri te ab ou t the to wn or city .
ye ar th er e' s a Fr en ch ma rk et , t o o . A
centre
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 the
Wh er e ar e t he sh op s?
corner
bookshop
Oh , well, when you leave Town Hal l Squa re, there's a pos t office
cinema,
of
the
there's there's
street
there's
a cinema. a l i t t l e
a big bookshop.
Between
the
theatre
a street. Next
On
to
and
the
the
newsagent's.
on the corner next to the hotel. Then you come into Penny •
Stre et. Most of the shops are ther e. There are clothes shops , shoe shops, banks - the normal places. It's a pedestrian street,
•
•
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 f e s t i v a l , cellar,
club,
Hall,
•
Focus on que sti on 1. Tell st ude nts to listen again and t ick 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 the square).
E l i c i t : b - Town
Hall
of
Square.
• Tell stu den ts to listen and answ er th e que sti ons . Play th e rest of the aud io •
twi ce.
Go over th e answers. If neces sary play th e audi o ag ain, sto pp ing l b
2a
after each 3b
4 b
answer. 5a
Put stu den ts in small grou ps to com pare the ir pic tures .
R e S O U T C e
and drill them.
6 b
122
draw
pic ture .
happen,
W ri t e n ew w or d s o n t h e b oa rd
clothes.
Dic tat e th e inf orm at io n. Tell stu den ts to liste n, and and label the
so there aren't any cars.
3
to
places.
• 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 Town Hall Square, because the town hall is there.
A
B
or
There
possible, use a map to show students where your t own is
• A sk st ud en ts to fi nd buil din gs A and B on th e map . Tell
•
on th e boar d.
corner,
The bookshops
E l i c i t : 1 There's
from
pencil.
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 What
•
put
a hotel.
bookshops.
are two
the se
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 desk,
W r i t e : 1 There's
They.
e.g .
ite ms and pu t th em on thei r desk. Give ins truc tio ns
of the
the
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
ind iv id ual ly.
the
on
shops.
are two
listen and r epea t. •
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 196 and 265
can
TEAC HER 'S NOTE S
LESSON
24
Students learn and practise expressions for giving directions.
Warm-up •
A u d i o s c r i p t 2 4 . 3
Play a gam e of Cate gor ies to revise voc ab ula ry 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
prev ious
Woman
Excuse me. How do I get to The Transport Museum, 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 .
The Transport Museum? Yes. Go down here. Take the second turning on the right, and it's on the right opposite the stati on.
Put stud ent s in small tea ms. Say a top ic. Teams have on e minute to write down as many words as possible for that
Woman
Thank you very much.
topic.
Woman
Excuse me. How do I get to Black's Restaurant, please?
•
At th e end of each round comp are how many words eac h
Man
Black's Restaurant? Yes. Turn left here. Go past the
te am has. Ask the team wit h th e most words to call the m
post office and it's there on the left. It's between
ou t. If th ey are alt corr ect, th at team win s th e poin t for t ha t
the post office and a bank.
rou nd. If th ey make a mis tak e, award a poi nt to the
oth er
Woman
Thank you very much.
teams. Remind students that when we give directions we usually use hand gesture s to help the othe r person und ers tan d, l a • Tell stu den ts to cover th e firs t te xt . Ask que sti ons t h e p i c t u r e , e . g . Who can you you
•
see?
Repeat
with
see?
the second
Where
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
to check we
r i g h t , on
the
l e f t , go
down,
right?
does
Is the
the
hotel
woman on
want
the
left
to go?
or the
Where
tog eth er.
A s k t w o m o r e s t u d e n t s t o a c t o u t a c o n v e r s a t i o n u s i n g t h e second set of directi ons. Check
Ask questions about the first te xt to check e . g . Where
und ers tan d.
to the front of the class. Ac t out th e con vers ati on students
to read and listen. •
back
Focus on th e first set of dire cti ons. As k a st ude nt to c ome
past.
• F o c u s o n t h e c o n v e r s a t i o n s . P l a y a u d i o t C T l f o r
e.g.
Whe n
som eon e gives us dire ctio ns we also oft en repe at th em
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
are
ab ou t
pronu nciat ion.
comp rehens ion, does
she
Yo ur li fe
turn
Go th ro ug h the list of plac es. Dr aw a sim ple map
right?
of
th e local area on th e board (or make one up) . Mark t he b
•
Nom ina te tw o stu de nts to Check
•
r e ad o u t t h e f i r s t
co nver sat ion .
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
pronunciation.
newsagent's,
P u t s t u d e n t s in p a i r s 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 . th em an op po rt un it y to pract ise bot h roles.
Give
Mon itor .
diagram
on th e
map .
the
park.
No mi nat e a pair of stu den ts to give direct ions to the
Focus on the Eve ry da y exp res sio ns and the diagrams. t o t h e d i a g r a m s . A s k : Which
s t a t i o n , chemist's)
Put stud ent s in pairs to write dire ctio ns from the schoo l to
• R epeat wit h the second conve rsati on. 2a •
petrol
o f f i c e , bus s t a t i o n ,
is 'take
the f i r s t
park.
Use the ma p on th e board to foll ow their d irec tio ns.
Point
F o c u s o n t h e l i s t o f p l a c e s . Te l l s t u d e n t s t o w r i t e
turning
dire ctio ns
from the school to the se places. M oni tor .
on the right'? E l i c i t : a.
Put stu de nts in pairs to compar e thei r d irec tio ns.
• Tell st ude nts to mat ch th e expr essio ns and th e dia gram s. Put the m in pairs to comp are their
Nom ina te individua l stud ents to read their d irections .
answer s.
Use th e map to check they have includ ed all necess ary b
•
Play aud io M
W
for st ud ent s to listen and
•
Play the audio again while stud ent s listen and r epea t.
•
Drill each expre ssi on as a class and i ndi vid ual ly . a Take th e first tur nin g on th e rig ht, here,
b Turn lef t,
d Take the secon d tur nin g on th e le ft,
f It's on the righ t,
g Go p as t .. .
check.
information. Go thro ugh the exam ple conver satio n.
Nomi nat e
st ude nts to act out givin g dire ctio ns to th e park.
c Go down
the person giving
e Turn right ,
the m.
Pu t st ud en ts in pairs. P oi nt to the list of plac es and t ell
h It's on the left.
on the
l e f t . Repeat with
convers ations.
diff erent
diagrams. •
3
Moni tor .
No mi na te pairs of stu den ts to act out one of the
• Tell stude nts to cover the expressions. N omi nat e a studen t. 'h'? E l i c i t : It's
Enco urag e
th em to use gestu res and to repe at th e directi ons back t o
th em to make con vers ati ons for each place.
A s k : What's
two
Check
pron uncia tion .
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
Put stude nts in pairs to
prac tise .
can
• Elici t/Tea ch: transport.
and
give
directions.
Follow-up
• R ead th rou gh the first set of dir ect ions .
•
• Tell stu den ts to listen and compl ete the direct ions . Play th e first part of aud io
ask for
Play Se nte nce
Hang ma n
(see page 10 ). Choo se one of
the
sets of dir ect ions from exer ci se 3. Nu mb er th e word s on
twi ce.
• R epe at wit h the second set of dir ecti ons.
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 th ro ug h th e answ ers as a class.
th e pu nc tua ti on . Write th e nam e of th e place in the position,
1 1 ri gh t 2 1 le ft
2
e.g
Transport
?
right
2 le ft
I
3 bank
Resource activity pages 197 and 265 Reviews and Wordlists Lessons 17-24 Student's Book pages 87-88
105
_
corr ect
TEACHER'S NOTES
Students learn a lexical set of rooms and furniture and describe their home.
LESSON 2 5
Warm-up •
5
E l i c i t t h e n a m e s o f p l a c e s i n y o u r s c h o o l / c o l l e g e , e . g . the staff room,
•
men's
the l i b r a r y , the computer
toilets,
Put st ude nts in tea ms.
reception,
Use expre ssion s from
room.
less on 24
6
to
giv e directi ons to one of the plac es. The first team to
guess
the place wins a point.
A
Is th at you r mobil e?
B
Where?
A
Th er e, on t he t ab l e.
B
Oh, yes, it is. Thank s.
A
Where's my bag?
B
I don' t kno w. Sorry.
A
Oh , it 's al l r ig ht . I' ve g ot it . It 's he re , be hi nd th e cu rt ai n.
A s k : Where are the sandwiches? 1
• •
•
Elic it/T each :
fl at , furnitu re.
apartment,
E l i c i t : The sandwiches
are in
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 p r o n u n c i a t i o n .
Go th ro ug h the room s in th e pict ure . Drill each word as a
Poi nt to the tab le and tel l stu den ts to write sentenc es fo r
class and
each thi ng.
ind ivid uall y.
F o c u s o n t h e i t e m s i n e a c h r o o m . P l a y a u d i o f 4 . H l f o r
Mo nit or.
Go through the answers as a class.
stu de nts to listen and r epea t. • • 2
•
Drill each item as a class and Put st ude nts in pairs to
•
pract ise.
Po int to the ot her item s in th e pict ure. chair,
picture,
1 T he sandwi ches are in the fridg e.
ind ivi du all y.
TV, shower,
bath,
E l i c i t : bed,
table,
one as a class and indi vidu ally . Check
t u b ) , sofa
(US
for st ude nts .
= couch),
5 The mobi le is on the tab le.
Some ex amp les = range
washbasin
/ stove),
(US
=
room s. Tell stu den ts to ask you ques tion s to find ou t wha t's i n e a c h r o o m , e . g . Have you
English
got
a sofa?
Is
there
(US
•
=
If
a shower?
the answ er is yes , draw the item in the ap pro pria te
in thi s bath
Dra w a sim ple plan of yo ur hom e on th e board . Lab el th e
roo m.
Tell stu den ts to draw a plan of thei r home and writ e w hat' s in each r oo m.
handbasin).
•
N o m i n a t e a s t u d e n t . A s k : What's our
3
4 The keys are under
6 The bag is behi nd the
Y o u r l i f e •
com pre hen sio n.
V o c a b u l a r y d i f f e r e n c e s b e t w e e n U S a n d B r i t i s h
(US
the chair. curtain.
house they know. Write new words on the board. Drill each
t o p i c a r e a i n c l u d e : cooker
3 The coff ee is in the cupboar d.
toilet.
Ask stu den ts to call out oth er furnit ure or parts of th e
can be con fus ing
2 The newspaper is in fron t
of th e TV.
• Tell stu den ts to look at th e pict ure in ex er ci se 1 for one
( k i t c h e n ) , there's
(a cooker
(kitchen)?
in your and
E l i c i t : In
machine).
a washing
Ask
dif fer ent stud ent s to descr ibe rooms in the ir hou se.
min ute and rem emb er wher e thi ngs are. •
Ask st ude nts to cover the A s k : Where's
the fridge?
ran do m, elicit ing th e •
the
picture.
to
no te .
Drill each prep osit ion
•
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 on your
desk.
Mov e you r boo k arou nd behind,
in front
to
b
of.
sand wich es wit h the places. Play th e first conver sat ion
Play th e rest of th e au di o.
•
Go th rou gh th e answers 3d
4e
Exp lain this is th e 'odd one o ut'
P l a y a u d i o K f c l K l 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 .
•
Play the audio again for st ude nts to 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 talk
about
f u r n i t u r e and
parts
of a
house.
Follow-up •
Put stu de nts in A / B
pairs.
•
Tell A stu den ts th ey
h a v e a cup,
6 f
s t u d e n t s t h e y h a v e an apple,
a book,
a pen,
a shoe.
Tell stud ents "
3
4
(w it ho ut
l e t t i n g t h e i r p a r t n e r se e w h e r e ) .
A u d i o s c r i p t 2 5 . 2
2
Tel l B
an eraser.
to draw thei r ite ms in the pictu re in ex er ci se 1
1
rep eat.
on
to get her .
5 h
E l i c i t : chair.
has a
Put stu de nt s in pairs . Tell th em to say th e wor ds and circle
can
E l i c i t : g - in the f r i d g e .
•
2b
different
word
•
•
Poin t to the tab le. Tell stu den ts to listen and mat ch t he
l g
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
the odd one out.
my
G o t h r o u g h t h e l is t o f t h i n g s a n d p l a c e s .
a u d i o H 0 E J t w i c e .
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,
b e c a u s e t h e ' a i' s o u n d i s d i f f e r e n t , a n d c i r c l e i t .
of place
indi vid uall y.
E l i c i t : It's
Exp lain tha t som eti mes the soun d of a lett er chang es wh en
sound?
e l i c i t s e n t e n c e s w i t h i n , under,
•
a • A cover
Aft er tw o minutes tell stude nts
Fo cus on th e La ng ua ge
book?
Pronunciation
at
Moni tor .
as a class th en
4a •
Say ite ms
rooms.
B ask questions.
chan ge roles.
•
Nomi nat e a st ude nt.
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
•
picture .
E l i c i t : in the kitchen.
A
Have you got the sandwich es?
B
No, I haven' t. They're in the fr idge .
A
OK .
A
Where's the
B
I thi nk it's in th e livi ng ro om.
A
Oh ye s. He re it is in f r o nt o f t he TV . Th an k s .
•
Have yo u go t any coff ee?
B
Yes, it's in th e cupb oar d.
A
Wh ic h cu pb oa rd ?
B
Oh, the cupboard next to the dishwasher.
A
O K . Th an k s.
A
Wher e are my keys?
B
They' re over the re.
A
Wh er e?
B
There , unde r th e chair.
is in the
bedroom
under
the
bed.
T heir
draws the item on his /he r picture. At the end,
newspaper?
A
St ud ent s tak e it in turn s to describ e wher e the ir ite ms are, e . g . The pen
compar e their
stud ents
pictures.
Resource activity pages 204 and 269
«i
73
par tne r
I
Students learn and practise present continuous statements and LESSON 26 questions.
~ TEACHER'S NOTES
•
Warm-up •
•
Nomi nate 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 Wor d Sna ke (see pag e 11 ) of verb s whi ch appe ar in
Is Simone
lesson 26 e.g.
Elena
sitpaintplayhaverunworkgowatchstudyreadswim.
Whe n stu den ts have unsc ramb led th e word snake , put
th em
5
la
•
E l i c i t / T e a c h : make,
•
Ask que sti ons Where
•
f o l l o w , instructions,
abou t the
are they?
What's
easy,
Ryan
making
coffee?
Who's
Is he following
•
the
the
talking
to Ryan?
see?
TV, m a k e a q u e s t i o n , t h e n l i s t e n
watching
She's wat chi ng TV.
2
They're having lunch.
Ryan
is Ryan
3
exa mpl e.
You're worki ng tod ay.
making?
Ar e y o u wo rk in g t od ay ?
wrong
4
He's playi ng foot bal l.
desk?
Is he playing football?
Drill each sent enc e as a class and indi vid ual ly .
Check
5
You're list ening to the radio . Ar e y o u li st en in g t o t h e ra di o?
6
She's goi ng to th e gym . Is she going to the gym?
pronunciation. • P ut stu den ts in pairs to practise th e con ver sat ion .
Moni tor . 6
•
W r i t e : R y a n / m a k e / a desk o n t h e b o a r d . S a y : Make question.
Gener ally stu dent s have problems wi th th e prese nt
E l i c i t : Is Ryan
making
a desk?
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
ow n lang uage . For exa mpl e, speakers of lang uage s su ch
desk? E l i c i t : Yes, he is.
will
• •
Dril l th e ex am pl es as a class
pronunciation
I'm
not
teaching
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 ai r s o f s t u d e n t s
1 I s Ryan maki ng a desk? Yes, he is.
106 .
she isn't .
• Wr ite tw o true senten ces abo ut you rse lf on th e boa rd, working.
a
t o r e ad o n e c o n v e r s a t i o n e a c h . C h e c k p r o n u n c i a t i o n .
and
o f ing ( / i g / n o t / i r j g / )
Focus on th e tab le on Stud ent 's Book page
I'm
making
conversations.
Rea d th ro ug h th e ta bl e. Check
to
Focu s on th e cues . Put st ud en ts in pairs to make t he
often forget to use it.
individually.
a
Tell stu den ts
con tin uou s because it isn't used in th e same wa y in th eir as Ge rm an , whic h doesn't hav e a prese nt con tin uou s,
•
and
Is she watching TV?
b • Ask tw o stu de nts to read the conve rsa tio n. Ch eck
•
h e a r She's
1
pronunciation.
2
Tomas
answers.
Ar e t h e y ha vi ng lu nc h?
is it? Is
Is it d i f f i c u l t ? What's
instructions?
Are
A u d i o s c r i p t 2 6 . 2
put.
listen.
What
in a classroom?
Pla y th e rest of th e au dio .
doing?
• 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 day
we sitting
Elicit posit ive and neg ativ e short
and repeat. Do th e same with the seco nd •
piece,
p i c t u r e s , e . g . Who can you
P l a y a u d i o F - M t l f o r s t u d e n t s t o r e a d a n d
with
Students
I go
Teams win a poi nt for each correct se nte nce.
to work.
Are
Russian?
• D o 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 o n a u d i o F - M M .
in two teams. Teams take it in turns to make u p a sentence 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,
eating?
talking?
learning
e.g.
2 Is Cind y helping him? N o,
3 Is she mak ing coffee ? Yes, she is.
Lucy helping Ryan? No, the y aren't.
French.
Ye s, th ey ar e.
4 Are Peter and
5 Are the y watc hing him?
6 Is Jo r d an wo rk in g to d ay ? Ye s, he is .
• Tell stude nts to write two sentences abou t th emsel ves. 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 r ea d o u t t h e i r s e n t e n c e s .
7
•
3 a • Go thr ough the sentence s. Elici t/Te ach key voca bular y, e .g. have
•
a
rest. in the
t h e v e r b . A s k : What
•
garden, is this
on th e boar d.
(sit) in the
Point
continuous?
present
and com ple te the sent ence on the
sitting
having
to
sentences with the present cont inuou s.
Elicit:
5 're play ing
b •
6 're tra vell ing
•
Monitor .
W r i t e : We're sitting
in the
n e g a t i v e f o r m : We aren't •
4
sitting
in the
•
the
sentences
negative.
E l i c i t : Yes, I a m . / N o , I'm
a
Mon ito r. (Chen)
rest?
talk
about
what
people
are
I
doing.
Follow-up
th e
•
garden.
Elicit fre e- ti me act ivi tie s (see les son the
Monitor.
•
Go th ro ug h th e answ ers as a class.
13 ) and wri te the se
on
board.
Ask a st ud ent to come to th e fro nt. Ex pla in th at he/ sh e has to mi me an ac ti vi ty for 15 seconds and the rest of th e class
1 aren't si tt ing
2 'm not hav ing
3 aren't runn ing
4 isn't working
5 aren't playin g
6 aren't travel ling
7 isn't paint ing
8 aren't going
has to guess wh at he/s he' s d oin g. •
Whe n the st ude nts
have guess ed the first act ivi ty ,
anot her studen t to come to the fro nt.
Resource activity pages 226 and 280
individually. Focus on the tabl e on Stu den t's Boo k page
not.
ind ivi du all y.
• 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
•
you
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
8 're goi ng
on th e boar d. Elicit
Are
P u t s t u d e n t s i n p a i r s t o a sk a n d a n s w e r q u e s t i o n s .
having
Put stu den ts in pairs. Point to the senten ces in ex er ci se 3 a . S a y : Make
•
garden,
E n g l i s h , (Paola)?
• 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
4 's wor kin g
7 's pai nti ng
(Chen)?
one as a class and
board so stu de nts can check their an swers. 3 're runn ing
a rest,
studying
• G o th ro ug h th e qu es ti ons as a class. If nece ssa ry, dril l each
boar d.
• G o th ro ug h th e answ ers as a class. Wri te th e verb s on t he
2 'm havi ng
e . g . Are you
• Tell stu den ts to wri te quest ions using th e cues.
Put stude nts in pairs and tell th em to comp let e t he
1 're sit tin g
U s e t h e c u e s t o a s k s t u d e n t s w h a t t h e y ar e d o i n g a t t h e moment,
W r i t e : We
are/'re
wmm
107 .
117
ask
Students revise the present continuous by reading a commentary and then describe their ideal room.
LESSON 27
Warm-up •
Writ e dif fer ent ite ms of furn itu re and dif fer ent parts of a hou se (see le ss on 25 ) on pieces of pap er.
•
Prep are one piece of pap er per st ud en t. Ask th em to loo k at the ir word
and wri te a de fin it ion .
Monito r,
helping
wher e
1
At 9.15 he's tak ing furnitur e out of the b edro om.
2
At 10.3 0 he's havi ng a rest.
3
At 12 .3 0 he's pai nti ng th e walls .
4
At 3.1 5 he's pu tt ing up th e new curtai ns.
5
At 4.0 0 he's put tin g the furni ture in the roo m.
6
At 4. 15 he's wai tin g for Tessa and Phil .
necessary. •
Put stud en ts in t wo team s. Mem be rs of each te am tak e it in
4
tur ns to read ou t the ir def ini tio ns. If th e other team gu esses
•
correc tly, the y get a poi nt.
Ifl WW fll W r i t e : In my ideal
big
1
•
Focus on th e pictu res. Ask ques tio ns ab ou t the e . g . What pictures
can you are?
Who
see?
Who
do you
lives
in the
think
the people
in
the
ideal room .
th ey
Who
•
are the
people
in the
re a d t h e t e x t .
El ic it /Te ac h key voc abu lar y for each para grap h, p a r a g r a p h 1 : TV
presenter
paragraph
out,
2 : take
p a r a g r a p h 3 :
take
•
p a r a g r a p h 7 : outside, •
blue,
to London?
is it?
What
Who
believe,
and
put
•
•
surprise
of
and
Andy
describe
comp rehens ion, Andy?
taking
Who's out
going
of
clothes.
are makeover
programmes
a makeover
or false?
E l i c i t :
a
makeo ver pro gra mme s
true.
giv ing , or askin g for, th e numbe r of th e correct
1 : Thursday
p a r a g r a p h 5 : train
—> Tuesday,
10.45,
London
—> Paris
things coffee
-h> tea
—> red —> bus,
curtains
—>
pictures
p a r a g r a p h 6 : big —> small p a r a g r a p h 7 : car
for each a nswe r.
'
—»taxi
T e l l s t u d e n t s y o u a r e g o i n g t o r e ad t h e t e x t w i t h chang es. Tell th em to read and make th e
chang es.
6 F •
Go th ro ug h as a class.
• Tell stu den ts to look at th e false stat em ent s (2, 3, 5, and 6 ) . W r i t e : He lives in the house,
on th e boar d. Ask
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
stud ent s
Resource activity pages 200 and 267
the
house.
Put st ude nts in pairs. Poin t to stat em ent s 3, 5, and 6 and tell stude nts to make these into true s tat emen ts.
•
Go th ro ug h the answer s as a class. 3 Tessa want s a new bed roo m.
5 They' re keep ing the old bed.
6 Tessa likes the new bedroom.
3
•
Fo cus on th e list of ti me s. f i f t e e n / quarter
past
nine,
E l i c i t e a c h o n e , ten t h i r t y / half
nine
Rupert
•
doing?
ten,
past
• T e l l s t u d e n t s t o r e ad t h e t e x t a g a i n . A s k : It's E l i c i t : He's taking f u r n i t u r e out
9.15. of the
etc. What
is bedroom.
P u t s t u d e n t s in p a i r s . P o i n t t o t h e l i s t o f t i m e s . T e l l t h e m
to
read the tex t and wri te wha t Ruper t is doi ng at thes e t ime 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 . A s k i n d i v i d u a l s t u d e n t s to say one sent ence each. Check
pr onu nci ati on.
65
can
_
p a r a g r a p h 3 : 10.30
parag raph
I
Make the foll owi ng changes to the te xt 'A Roo m in a Day':
p a r a g r a p h 4 : blue
5 F
1- 3,
room.
p a r a g r a p h 2 : f u r n i t u r e —>
the exercise dif ficu lt, nu mbe r th e parag raph s and help by
4 T
programme?
programmes.
paragraph
exercise.
3 F
te xt
popular?
Follow-up
the
• 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
problem,
• 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
listen.
• R ead th rou gh the st at eme nts . Put stu den ts in pairs to
I T
e x p e r t ,
Put stude nts in small grou ps to compar e the ir r ankin gs.
• Tell stu den ts to read the first paragrap h agai n. Read the
com ple te the
d i e t , style
Tell stu den ts to rank the exa mp le
*
f i r s t s t a t e m e n t . A s k : Is it true
change,
popular,
programme,
Read th rou gh the tex t as a class. Ask quest ions ab out the
makeover
together
bedroom?
2
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 li k e t o g o o n as n u m b e r 1 .
are Marina
are Rupert
ideal
pronunciation.
t o c he c k c o m p r e h e n s i o n , e . g . What's
table
• A s k q u e s t i o n s a b o u t t h e t e x t t o c h ec k day
e.g .
up
upstairs,
your
• As k stude nts to think of reasons why peopl e wan t to go on
Play the audi o again while stu den ts read and e . g . What
decorate,
down
bedside
Nom inat e indivi dual stud ents to read out their d escript ions.
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, p a r a g r a p h 6 : keep,
P u t s t u d e n t s in p a i r s . S a y : Describe
•
E l i c i t / T e a c h : makeover
•
ceiling
p a r a g r a p h 5 : t e x t , get on, put
Moni tor.
English in the world
to ge the r.
Ruper t Buxt on- Jon es (a TV presenter), Tessa and Phil Brown. •
Help with voca bular y where
•
Check
A sk :
pictures?
Go thr oug h th e answers
a
Go thro ugh the te xt eliciting several examp les
wardrobe.
• Tell stu den ts to follow th e patte rn and wri te abou t the ir
to
think the text is about. twice while stud ents
Ask a table,
necessary.
Encour age stud ents
house?
R e a d t h e t i t l e 'A R o o m i n a D a y ' . A s k s t u d e n t s w h a t
• Pl ay audi o f J B
on th e boa rd.
there's
to complet e each sentence.
pe opl e,
make guesses ab ou t th e p eopl e. •
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
TEACHER'S NOTES
Students revise have got and learn phrases for making and responding to suggestions.
LESSON 2 8
Warm-up
•
2
F o c u s o n t h e q u e s t i o n s . S a y : Read going
•
U s e t h e p i c t u r e s i n l e s s o n 2 0 t o r e v i s e t h e s t o r y t o d a t e . 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 . Who is Sarah with
talking
her?
does
is Jordan's
Who
g i r l f r i e n d ? Why isn't
Who goes
for
a meal
are they
in?
Who do they
restaurant Who
to?
Peter
with
Jordan?
What
meet
sort
at the
he
to the
•
te x t . Why is
S a y : Read
Put stude nts in pairs to comp are thei r answe rs.
the
text
again
and
answer
the
questions.
• G o ov er th e ans wer s as a class.
of a
restaurant?
1 To buy some paint . her CV.
fancy?
P l a y a u d i o f - M K t o f a m i l i a r i z e s t u d e n t s w i t h h o w t h e
story
3a
4 Raj.
2 They're helping Jor dan .
3 She's writ ing
5 One of his cust omer s has go t a com put er
6 Saturd ay.
• Focus on the Ever yd ay exp res sio ns. Tell stud ents to find and underline th em in th e te xt .
• E li ci t/ Te ac h key phrases and vocab ulary for each picture,
•
e.g.
W r i t e : Would
you
some
on th e board .
help?
gap and ask st ude nts to supply th e missing
p i c t u r e 1 : van,
D I Y , store,
p i c t u r e 2 : hold,
decorate,
CV, look for
p i c t u r e 3 : annoyed,
doing
p i c t u r e 4 : jacket,
help
a j o b , give
away,
the
word .
someone
a
hand
• As k stud ents to comp lete the expre ssions.
something
customer,
5 : drive
Point to
E l i c i t : like.
hotel,
emergency,
b
on c a l l ,
weekend
picture
Jordan
paint.
•
develops and with the characters' voices.
•
the
E l i c i t : To buy some
•
proble m. 1
store?
DIY
•
P l a y a u d i o K ' . W 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 .
•
Play the audio again whil e stu den ts listen and
repe at.
just
like, hand, be, a
Wri te the ne w words on the bo ard and dri ll as a class and individually.
• Tell st ude nts to cover the tex t. Ask some ques tio ns the pict ure s to check basic compr ehensi on, p i c t u r e 1 : How is Jordan
many
people
are there?
ab ou t
4
• 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 pract ise th e con ver sat ion , each tak ing
e.g.
Where
are they?
What
p i c t u r e 2 : Where's
Peter?
Who
is he with?
What
are
•
they
doing?
• is talking
p i c t u r e 4 : What with
on the phone?
is Jordan
doing?
Are
Does
Sarah
and
happy?
Peter
and
Sarah
is Jordan? look
Where
happy?
make
offers
and
accept
I
help.
going
are Sarah
and
Peter?
Do
•
W r i t e o u t p h r a s e s f r o m L e s s o n s paper,
helping
at Jordan's
fl at?
him
decorate/
to
That
e . g . Would
would
surprise.
it .
I'm
you
be great. doing
like
some
Thanks
2 5 t o 2 8 on a lar ge pie ce o f help?
a lot.
something.
Let
I don't
That's
very
me give believe good.
you
a
hand.
i t . What Wh at's
a
this
for?
• As k questio ns abo ut the te xt to check comp rehen sion, p i c t u r e 1 : Is Jordan decorating
going
his bedroom?
p i c t u r e 2 : Why does doing
at the
p i c t u r e 3 : Who
to work? Is Sarah
Lucy
need
moment?
is Jordan
on
p i c t u r e 5 : Are
Where
busy
a CV?
Whose
speaking
p i c t u r e 4 : Who has a problem working
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
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
Peter
As k one grou p to act out the st ory for th e rest of th e cla ss.
Follow-up
• 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
him?
p i c t u r e 5 : Where Peter
part.
Monitor.
doing?
p i c t u r e 3 : Who
one
• G i v e s t u d e n t s a n o p p o r t u n i t y t o p r a c t i s e a ll t h r e e r o l e s .
is he going?
e.g. Is
•
he
today? What
phone
are Jordan
and
•
rings?
their
computers?
Why
•
is he
and
Peter
Mix up th e piec es of pape r. Giv e one piec e to each st ud en t
Whe n th e stu de nts
have fo und
bot h halves of thei r
ask th em to read it o ut .
Saturday? Sarah
on
and tell th em to fin d th e othe r half of the ir phras e.
to?
with
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 each piece of pape r.
alone?
Resource activity pages 201 and 267
122
phras e,
~ TEACHER'S NOTES
Students learn a lexical set of months and dates and practise giving dates.
LESSON 2 9
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? •
b
•
Wh en 's Jo hn ' s b ir th da y?
B
It's in Febr uary , but I don 't kno w th e date .
A
Ha ve yo u g ot a da te fo r y ou r in t e rv ie w, Ke ll y?
B
Yes, I have. It's on the thirty- firs t of Aug ust .
A s k : When
meeting?
is the
Put stu de nts in tea ms. Ask th e first que st ion . The first te am
sixteenth
to write the correct answer on the board wins a point.
s t u d e n t s t o sa y c o m p l e t e •
1
A
•
E l i c i t / T e a c h : month,
F o c u s o n t h e p i c t u r e s . P l a y a u d i o M - ' j i l f o r s t u d e n t s t o
year,
in di vid ual ly .
birt hday, your parents' weddi ng •
ends
May?
with
an 'e'?
What's
What
month
the fourth
month
is before
starts
Po int to the
June
important, of th e
stud ents'
and
F o c u s o n p a r t 1 o f t h e L a n g u a g e n o t e . W r i t e : august,
on th e boar d.
january
for
•
capitaL
stud ents to write dow n. Ask indiv idua l stud ents to come to th e board and wri te th e da tes. R e a d t h r o u g h p a r t 3. D r il l t h e e x a m p l e s . W r i t e : is
December.
John's
birthday
is
second,
•
t h i r d , f o u r t h , f i f t h on the boa rd.
b •
•
questions.
the
Day,
dates
are
important
for
Chec k answers
and
(Ahmed)?
Elicit
Christmas,
celebration,
saint,
New
Year,
Valentine's
Day,
independence.
Read th e first part of th e te xt . Ask if stu den ts these
celeb rate
days.
• G o thr oug h the nex t part of the te xt . Ask quest ions , When
•
C o n t i n u e t o t h i r t y - f i r s t .
is American
Independence
Moni tor .
Elicit ways peop le
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 off f i r e w o r k s , eat
listen and r epea t.
new words and check •
ind iv id ual ly .
e.g.
Day?
Focus on th e ques tio ns. Ask st ude nts to give exampl es o f nat ion al days the y cele brat e.
F o c u s o n t h e l i s t o f d a t e s . P l a y a u d i o t V W M w h i l e s t u d e n t s
D r i l l e a c h i t e m as a c l a s s a n d
wedding
Monitor.
E l i c i t / T e a c h : national May
•
Put stu den ts in small group s to practis e the chain.
is my
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 c l as s a b o u t t h e i r
March.
• S t a r t a c h a i n o f n u m b e r s : S a y : f i r s t . N o m i n a t e a s t u d e n t .
•
of November
is my b i r t h d a y .
English in the world
each number. Check pronu nciat ion.
E l i c i t : second.
of July
question.
p a r t n e r . A s k : What
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 ,
tenth
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
•
John's 21st
The
each
answer
• G o th rou gh part 2. Drill th e exa mpl e. Di cta te three date s for
birthday
date.
holiday.
i n t o n a t i o n ( t h i s f a l l s i n a wh- q u e s t i o n ) . S a y : Write
letter and ask indiv idual studen ts to correct t hem .
•
Elicit the
date? next
• D rill each ques ti on as a class and ind ivi du all y.
december,
Elicit th at the re is no
/ our
• F ocus on th e que sti ons.
th e year , especiall y th ose whi ch are ve ry close to
Swe di sh of te n onl y one or tw o lett ers are di ffe ren t. •
today's
date
e . g . The fourteenth
anniversary.
For exa mpl e, in Ge rm an
Tuesday's
anniversary .
• G o th rou gh the rem aini ng dates and exp lai n wh y th ey are
and
Stu den ts ofte n have problems spelling the mont hs
b o a r d . A s k : What's
R e p e a t w i t h next
with
month?
own langua ges.
today 's
scho ol
holid ay. Add some date s th at are im po rt an t to you , e.g . you r mo nt hs .
Monitor. • 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 and
answ eri ng
Monito r.
dat e, nex t Tuesday's date , th e date of th e next
Put stu de nt s in pairs to tak e it in tu rns to say th e
after
Enco urag e
sentences.
• Wr ite th e fol low ing dates (at ran do m) on th e boa rd:
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
the list of eve nts .
the
4 EJUS
• G o ro und th e class eli cit ing mo nt hs in order. •
is on
Put st ude nts in pairs to practis e asking and
date.
listen and r epe at. •
of A p r i l . G o t h r o u g h
abo ut the events.
•
E l i c i t : The meeting
special
f o o d , say
presents
a special
cel ebrat e or cards,
greeting.
Drill
c omp reh ens ion .
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
exp lain
w h a t y o u d o o n t h i s d a y . W r i t e n e w v o c a b u l a r y o n t h e 3a
•
Go thr oug h th e list of sent ence s. v o c a b u l a r y , e . g . meeting, away,
•
wedding
anniversary,
W r i t e : The meeting What's
the
is on
appointment,
key
and check
on h o l i d a y ,
comp rehen sion.
w h a t t h e y d o . P u t s t u d e n t s in p ai rs t o c o m p a r e t h e i r w o r k .
o n t h e b o a r d . S a y :
Listen.
o n a u d i o
•
S S I -
Play th e rest of th e au di o.
•
Go over th e answers as a class. Wri te the dat es on th e
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 give
and wr it e it in th e gap .
•
dates.
Follow-up
boa rd.
_
___
•
Go th rou gh the num be r of days in each
•
Dict ate the follo wing
mo nt h.
A u d i o s c r i p t 2 9 . 3 1 2 3 4 5 6
board
• Tell stu den ts to choo se one natio nal cele brat ion and wri te
interview.
Play the first conv ers ati on
date?
E l i c i t : 16 April
test,
Elic it /Te ac h
set
A
What dat e is our mee tin g?
B
It's on the six teen th of Apri l.
A
When is our English test?
B
I don 't know th e dat e, but it's in May.
A
When is your app oint men t at the dentis t's, Kate?
B
It's on the twe nti eth of Sept ember .
A
When are you on holi day , Tim?
B
In Jul y.
A
Hell o. Is Hele n the re, please?
B
No. I'm sorry. She's away until the sevent h of October.
A
When is your weddi ng annivers ary, Simon?
B
It's on th e first of Dec embe r.
po em:
Thirty days has September, / April, June, and November, All the others have thirty-one, / All but February alone. •
Wr it e th e po em on th e bo ard . Drill each line as a class.
•
Rem ove the last line and drill the whol e poe m agai n - st ude nts have to remem ber the last line.
•
Co nti nue from
remov ing
lines unt il stu den ts can say th e poem
memory.
Resource activity pages 226 and 280 117
I
TEACHER' S NOTES
LES S ON 30
Students learn can / can't and practise talking about abilities.
Warm-up
A u d i o s c ri p t 3 0 . 2 1
Play Noughts and Crosses (see page 11) to revise vocabulary. Prepare defin iti ons for nine words that stud ent s have le arned i n p r e v i o u s l e s s o n s , e . g . a hot drink in Australia
speak
( E n g l i s h ) , a sport
ball ( f o o t b a l l ) , a room instrument
you
something
you
or a pool
sea take
photos
( t e a ) , a language
where
pick
up and
drive
to work
this
with
with
and
(kitchen), a
3
a
musical
drive
Can you speak Spanish?
Can you drive?
play the guitar
read this letter
Can you play the guitar?
Can you read this letter?
swim
cook
Can you swim?
Can you cook?
fingers ( g u i t a r ) ,
your
nine
people
22 players
in ( c a r ) , you
( s w i m ) , a day with
cook
you
play
with
2
speak Spani sh
can
letters
do
this
in
4a •
the
(Wednesday),
Foc us on th e pic tur es. Dri ll th e ac ti vi ty in each pict ure as a class and ind ivid uall y.
you
•
(camera).
Go thr oug h the pictures saying the thin gs you can /c an 't d o. Writ e tw o true sentence s abou t your self on the board , e.g.
Writ e th e first lette r of each word in one of th e s quares. Teams take it in turn s to choo se a letter . Give th e
can read
def ini tio n
for th at wor d. Tea ms have to gues s and spel l th e wor d to the
•
•
Ryan
can you
What
is
•
P l a y a u d i o K U B 1 f o r s t u d e n t s t o r e a d a n d
•
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
machine,
pronunciation
o f can
translate,
glasses.
•
listen .
(weak in positi ve
ind ivid uall y.
Moni tor .
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
/ka:n t/).
Put stu den ts in pairs to practise th e con ver sat ion ,
indi vidu ally .
•
play
the thi ngs in the
Drill th e ex amp le s in th e fir st par t
the tab le as a class and
of
•
W r i t e : I can swim,
•
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?
pictures .
M oni tor.
can't
E l i c i t : a b i l i t y . A s k s t u d e n t s t o g i v e
speak
play
R e p e a t w i t h He can play
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
to
here,
vocabul ary
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
the
things
I can
or
do.
• G o thr oug h th e act ivit ies saying the thi ngs you can do. A sk grou ps how many thi ngs th ey guessed c orrect ly. • Tell stude nts to think of four thing s th ey can do and •
Tell stu de nts to read the te xt again and look at the these
new
necessary.
four
thi ngs th ey can't do and writ e them d own as a list.
permission.
h i g h l i g h t e d s e n t e n c e s . A s k : Are
not.
Go thro ugh each acti vity eli cit ing /te ach ing
can't
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
•
•
w h e r e
Refe r st ude nts to th e rules on Stu den t's Boo k pag e 10 7.
permission?
pronunc iatio n.
• T hin k of fou r thi ngs you can do and four thi ngs you
indi vidu ally .
•
•
cake,
do. Write each acti vit y on th e board but don't in dic ate
Fo cus on th e ta bl e.
e l i c i t
a
Yo ur li fe
each
w h e t h e r y o u c an d o i t or
on Saturday,
make
Put stu den ts in pairs to practi se aski ng and ans weri ng ques tio ns ab out
Monitor.
f o o t b a l l , I can't
g o l f , ( E l l a ) ? Can you
Elicit short responses. Check
(Hans)?
tak ing one role. Give th em an op po rt un it y to practise b ot h
•
eac h.
pronunciation.
p i c t u r e s , e . g . Can you
pronunciation.
2
I
a car.
• A sk diff ere nt stude nts if th ey can do th e thi ngs in the
sta tem ent s
• Ask tw o st ude nts to read th e con ver sat ion . Chec k
roles.
on
No mi na te dif fer ent stu den ts to read one sent ence
class the n
and questions /ks n/ , but strong in short answers /kae n/
•
a wheel
que sti on for each p ictur e.
E l i c i t / T e a c h : coffee
a n d can't
change
b • Te ll st ud en ts to look at th e pictur es again and wr it e a
holding?
•
Check
see?
I can't
th ey can and can't do.
square.
F o c u s o n t h e p i c t u r e s . A s k : Who/What
glasses,
• Te ll stu den ts to look at the pict ures and wri te the t hing s
wi n
Check 1
without
P u t s t u d e n t s i n p a i r s . S a y : Look the
a b i l i t y , p o s s i b i l i t y , or
E l i c i t : a b i l i t y .
things
h e/she
do.
can
at your
partner's
l i s t . Guess
Monitor.
• As k dif fer ent stud ent s to say one thi ng their partn er can do and one th ing their par tne r can't do. Check
pro nun cia tio n.
Drill each ex am pl e in th e sec on d par t as a class an d •
individ ually. Check pronun ciati on and focus on int ona tio n, w h i c h ri s es as t h e s e ar e yes/no
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 q u e s t i o n s t o el i c i t s h o r t a n s w e r s , e . g . Can you
speak
E l i c i t : Yes, I c a n . / N o , I
can't.
have prob lems
First ly, it has a nu mb er of
e . g . I can introduce
wi th
things
dif fer ent
of coffee?)
a n d o f f e r s (Can
pos sibi lity ,
he,
she,
i t , we,
I can
spell
talk
my
about
h e a r speak
Spanish,
my everyday
name
lif e.
EIti
m a k e a q u e s t i o n w i t h can,
man y
p e o p l e i n t h e c l a ss c an 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 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
Students
I can
Go thr oug h th e st at eme nts at the end to fin d out how
+ c a n / c a n ' t ) .
D o t h e e x a m p l e t o g e t h e r . P l a y t h e f i r s t i t e m o n a u d i o
name,
stu de nts can check thei r work .
I help y o u ? ) .
they
in my classroom,
and
Go thr oug h the stat eme nt s. Wri te each one on the board so
Sec ond ly, unl ik e mos t ot he r verb s, the re is onl y one f or m f o r a l l s u b j e c t s ( I , you,
myself
Dict ate each sta tem ent .
a n d p e r m i s s i o n , i t i s 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 a cup
I
about a b i l i t i e s .
Choo se four or fiv e can do stat em ent s fro m previo us le ssons,
uses. As well as be ing used to sh ow abili ty,
I have
talk
Follow-up
Russian/Arabic/Chinese?
Ther e are tw o reasons wh y st ude nts t h e m o d a l v e r b can.
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
classroom,
then
name
things
in
the
ask hi m/ he r to name three thing s. Not e tha t if
y o u f i n d t h a t a n u m b e r o f s t u d e n t s h a v e p r o b l e m s w i t h
listen and r epea t.
particular state men t, you should think abo ut how you
Play the rest of th e a udi o.
revise the lesson that it comes from.
Resource activity pages 215 and 274 94
one can
TEACHER'S NOTES
Students use can / can't to talk about possibility, and practise making appointments.
LESSON 31
•
Warm-up •
then
Wr ite out th e mon th s of th e yea r bu t leav e a gap for each
vo we l, e. g. J •
Focus on th e Lan gu ag e no te . Drill each exa mpl e as a class
_
•
ry, F__br_ _ ry, M_rch, _pr_l, M_y.
Give stu den ts one min ute to wri te the
missing
individually.
W r i t e : this?
E l i c i t : in.
_
vowe ls.
on th e boar d.
June
the
Point to the
R e p e a t w i t h :
weekend,
_
9.20,
Wednesday,
the 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,
on,
g a p . A s k :
afternoon,
• 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
job
are they
doing?
is?
E l i c i t / T e a c h : make
•
Foc us on th e ta bl e. Go th ro ug h th e list of nam es. Dril L each
on).
f i r s t , a n d third
When
up at 6.30,
is your
My birthday's
in
do
e.g.
March.
•
Go thr oug h the con ver sat ion .
Elicit th e detai ls for
seventh,
Check
pronunciation.
in th e dat es. •
thr oug h.
Put stu den ts in pairs to practis e.
Moni tor .
•
Play the first con vers ati on on th e audi o twi ce . Tell stud ent s
• Tell stu den ts to make th e con vers ati on for Mary.
to choose a name and match the name, day , date, and t ime .
•
Thursday,
1 0 . 1 5 . If
22 June,
William
to co mpl ete the co nver sat ion . DrilL each line as a class. • Ask tw o stu den ts to read the conve rsa tio n.
P l a y a u d i o
Dean,
time
Elicit full sent ence s,
birthday?
•
E l i c i t : William
all the way
3
col umn .
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,
fctwi
up?
appointment.
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,
get
I get
•
an
you
to
December
• 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 1
What's
Moni tor .
No mi nat e tw o pairs of stu de nts to read one of the conversat ions each. Check
neces sary
pro nuncia tion .
play th e aud io agai n, stopp ing afte r each ans wer. •
Rep eat wit h the secon d
4
con ver sat ion .
M ' l U a i • 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
1
William Dean, Thursday , 22 Jun e,
2
Mary Sco tt, Tuesday, 1 Sept ember , 3.00
10. 15
see your
dentist/bank
manager.
e x a m p l e s , e . g . to speak
Ask stu den ts to give
to a teacher/the
more
headmaster.
• Go thr oug h th e pat ter n. Elicit exa mpl es of lan guag e for each
A u d i o s c r i p t 3 1 . 1 1
Sec ret ary Cal ler
part.
Good aft erno on. Mr Kelly's office.
•
Hell o. It's William Dean. Can I make an
• N o m i n a t e p ai r s o f s t u d e n t s t o r e a d o u t t h e i r c o n v e r s a t i o n s .
P ut stu den ts in pairs to
make
ap po int me nt s.
app oin tme nt with Mr Kelly, please? Secretary
Pronunciation
Ye s, ce rt ai nl y. Ca n yo u co me on Mo nd ay t he ninet eent h of Jun e at half past three?
Call er Secretary
1
No, I'm sorry. I can't make th at . I'm at a
•
Mod el the pro nunc iat ion
Secre tary
in th e firs t pair of
conference.
sent ence s. Dri ll th e sentence s as a class and
Well, can you come on Thursday the twenty-second
C h e c k p r o n u n c i a t i o n o f can ( w e a k / k s n / ) , a n d can't
of June at quarter past ten? Caller
o f can/can't
ind ivid uall y. (strong
/karnt/).
Ye s, th at 's fi ne . OK, so that's Thursday the twenty -secon d of June
•
P l a y a u d i o H i W - 1 f o r s t u d e n t s t o l i s t e n a n d
•
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
repe at. in di vid ual ly .
at quarter past ten. Caller 2
Thank you. Goo dby e.
2
• Tell stu den ts to listen and tick the sente nce th ey hear. Play
Secretary
Goodbye.
t h e f i r s t s e n t e n c e o n a u d i o M M .
Sec ret ary
Good aft ern oon . Mr Kelly's office.
th e rest of th e au di o.
Caller
Hello. It's Mary Scott. Can I make an appointment
• G o th rou gh the answers as a class. Nomi na te
wi t h Mr Ke ll y, pl ea se ? Sec ret ary
Secretary
1 I can't swim .
Secretary
2 He can come on Mon day .
4 I can't make th at .
3 She can dri ve.
5 We can speak Fre nch.
Well, can you come on Tuesday the first of •
Yes, that's fine.
Thank you.
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
OK, so that's Tuesday the first of September at 3 o'clock.
Calle r
make
an
•
Follow-up
Good bye .
Goodbye.
•
Go th rou gh the list of opt ion s. Eli ci t/ Tea ch key voc abu lar y, e . g . wedding,
•
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 sho w abil ity,
F o c u s o n W i l l i a m D e a n . S a y : Listen.
Why
can't
William
make
•
Play the first conv ers ati on on th e
a u d i o a g a i n t w i c e . E l i c i t : He's at a
You
Put stu dent s in team s. Read out a sente nce. Teams com pet e to decid e if the sentenc es are abilit y, possibi lity, or pe rmissi on.
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
Arabic?
can't, eat in the classroom. Can you meet me tonight? You can park here.
conference.
the f i r s t appointment?
I
appointment.
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
ind ivi dua l
A u d i o s c r i p t 3 1 . 3
No, I'm sorry. I can't make th at . I'm on holi day in
September at 3 o'clock? Caller
Play
Yes, certainly . Can you come on Friday the twe nt y-
A ug u s t . Secretary
swim.
stu den ts to say one senten ce ea ch.
eig hth of Aug us t at 12 o'clock? Cal ler
E l i c i t : I can't
on
Resource activity pages 204 and 269
holi day.
73
TE ACHER ' S NOTE S
L E S S ON 3 2
Students learn and practise expressions for making requests.
War m-u p
Focus on th e Ev er yd ay ex pr es si on s. D rill each one as a class and
Writ e a list of word s from l ess on 32 tha t stude nts 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
'Can
I
Put st ud en ts in pairs to
in (Greek)?
l i s t , e . g . sandwich.
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
Tea m A says th e fir st let te r of th e
word s
alter nating
S a y : Listen
P l a y a u d i o W - H l f o r s t u d e n t s t o r e a d a n d
here
you
hot
p i c t u r e 4 : remote
control,
e.g.
turn
down,
are
the people?
What
can you
E l i c i t : I can't
a spoon:
want?
Why
does
she
need
a
e.g.
pen?
Nom inat e two student s to read out the first
conver satio n.
Put stu den ts in pairs to practis e the conve rsa tio n.
a
to cut
a piece
salt
of
licence:
for stu den ts
to
paper
to check
someone's
you're
you're
pepper:
to put
because
it's too
identity
hungry hot/cold
on your
dinner
loud/you
can't
hear
it
Put stud ent s in pairs and tell th em to make in di vid ual ly .
5? E l i c i t : a driving
Check
con vers atio ns
Repeat
licence.
A s k d i f f e r e n t p ai rs t o re ad o u t t h e i r c o n v e r s a t i o n s .
wit h
Check
pronunciation.
Put stud ent s in pairs to
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
pract ise.
can What
of
abou t the pictures. M onitor .
items.
S a y : Listen.
coffee
pronunciation.
listen and re peat . Drill each ite m as a class and
st ude nts
e.g.
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 the pictures. Play audio W W i
a f o r k .
cake
because
because
and
want
dinner.
Focus on the cues. Nominate two students to act out a
/ k s d / w h i c h h a s a s i l e n t /.
different
4 I'm hungr y.
in your
to cut
a radio:
Repea t with each conver satio n. Check pronu nciat ion
sugar
a knife:
a door:
Sa y:
Monitor.
number
Ask:
conver sation
dinner
scissors:
a sandwich:
A s k : What's
Pla y th e
it .
3 I'm cold .
to put
a driving
Repeat wit h each con versat ion.
could
hear
Play the
give?
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
A s k q u e s t i o n s 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 , woman
the person
mi ght ask ab out each,
stu den ts read and li sten.
roles.
a reason?
Go thr oug h th e pictur es elic itin g reasons wh y
see?
Focus on th e firs t con ver sat ion . Play th e audi o again
both
give
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
Tell st ude nts to cover th e te xt . Ask ques tio ns abou t th e
Practise
person
Yo ur li fe
loud
individually. p i c t u r e s , e . g . Where
does
1 I can't hear it.
yourself
Why?
the
the
R e p e a t w i t h ea c h c o n v e r s a t i o n .
Wr it e th e new word s on th e boa rd and dril l as a class a nd
does
Does
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,
reason
again.
listen.
Elic it/ Teac h key vocab ulary for each picture,
What
again.
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,
act ivi ty .
Go thr ou gh th e list of reason s. Dri ll each one as a class.
th ey 'lose' th e wo rd .
2a
please?'
say
pract ise. Mo nit or. N ot e th at if all of th e stu den ts speak th e
lett ers, to the end of th e word. I f a tea m makes a mis tak e
V
pen,
do you
Pu t st ud en ts in t w o te am s - A and B. Say a wor d fr om y ou 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
in divi dual ly.
Tell stu den ts to write th e expr essi ons in the ir o wn
does
the person
c o n v e r s a t i o n o n a u d i o t M M .
polite
I
requests.
Play th e fir st
ask about?
E l i c i t : the
make
Follow-up
radio.
Repea t wit h each conve rsatio n. • 1 a radio
2 a spo on
3 a door
4 a sand wich
Writ e item s for stu den ts to coll ect, red pens,
5 salt and pep per
five
dictionaries,
e . g . f i v e l ef t s ho es , f i v e
f i v e passports/
identity
cards.
Write
eac h it em on a sep ara te piec e of p aper. •
E l i c i t / T e a c h : Can I borrow
•
Han d out a piece of paper to each st ud ent . Tell th em
your
,
please?
A u d i o s c r i p t 3 2 . 3 1
2
3
4
5
to
A
Can you turn the radio up, please? I can't hear it.
B
Sure. There you go.
ming le and colle ct the corre ct numb er of ite ms on thei r
A
Th an k s .
piece of paper.
A
Can I have ano the r spo on, please?
B
Yes, of course . Here yo u are.
A
Th an k y o u ve r y mu ch .
Resource activity pages 205 and 269
A
Could you close th e doo r, please? I'm cold.
B
Yes, of cours e. There you go.
R e v i e w a n d W o r d l i s t s L e ss o n s 2 5 - 3 2
A
Th an k y o u.
A
Could I have a san dwi ch, please? I'm hun gry .
Student's Book pages 89-90
B
Sure. Ju st help yourself.
A
R i g ht , t ha nk s . . .
A
Could you pass th e salt and pepp er, please?
B
Sure. There you are.
A
T ha nk s.
105
EACHER'S NOTES
Students learn a lexical set of jobs and duties, and talk about jobs.
LESSON 33
Warm-up Make a Word Snake (see page 11 ) of work -re lat ed
word s.
Prepar e eno ugh cop ies for stu de nts to work in small gro ups (or write the word snake on the board), e.g.
conferencefulltim
Do y o u en jo y yo ur jo b ?
B
Yes, I do, bu t th e hours are ver y lon g.
A
Wh at do yo u do ?
B
I work for a spor ts co mpa ny.
A
Oh , wh er e do yo u wo rk ?
emeetingbossassistantofficecompanyworkinterviewjobparttime.
B
I work in one of the ir fac tor ies .
A s k s t u d e n t s t o c a l l o u t t h e w o r d s a n d w r i t e t h e s e o n t h e
A
Wh at do yo u do th er e?
board.
1
A
•
P l a y a u d i o
:Mll
for stu den ts to listen and
•
Focus on pictu res 1- 9. ( t o a bus driver)
I'm a manag er.
A
Oh , r ig h t . Do y ou lik e yo ur jo b?
B
No, not really, but I need th e mone y.
A
Wh er e do yo u wo rk ?
B
I work for a news pap er com pan y.
A
Oh , re al ly . Wh at do y ou do ? Ar e yo u a re po rt er ?
Play the first part of th e audio ag ain
while st ude nts listen and
•
D r i l l e a c h i t e m as a c l a s s a n d
•
Repe at with
pictures
re peat .
B
repeat.
ind ivi du all y.
10 -1 5.
B
No, I'm not . I'm a lawye r.
A
Oh , O K . Do y ou lik e t he j ob ?
B
Yes, I do. It's very inte rest ing.
• N om ina te stud ent s to say the job s and dut ies , e.g. S ay : What's
•
4? E l i c i t : a chef.
number
Check
pron unciat ion. b • 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 c o n v e r s a t i o n , e . g .
Put stud ent s in pairs to take it in turns to poi nt at di ffe ren t p i c t u r e s a n d a s k What's
this?
her job?
Monitor.
Where
complete 2
•
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
as th e column he adin gs. Ask stu den ts to call out the of any oth er job s th ey kn ow. Wr ite new words in the co lu mn . Drill each one as a class and in di vid ual ly .
work
like
her job?
Elicit
perso n. each.
pronunciation.
• Go th rou gh the ques tio ns. Say sent ence s ab ou t you r jo b,
work.
Drill and check
she
5 iwirii'ifli
Ask stud ent s to call out their ideas. Write new words in the seco nd col umn .
Does
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 p a i r s a n d
Check
Put st ud en ts in pairs . Tell th em to look at th e jo bs in people
work?
• As k dif fer ent stude nts to read out one parag raph
Chec k
ex erc is e 1 and on th e boa rd, th en make a list of wher e t he
•
she
sentences.
tell th em to write a para grap h abo ut each
first
comprehension. •
•
names
does
What's
•
c omp reh ens ion .
e . g . I'm
a teacher.
but
money's
the
I work not
very
in a language
school.
I like
my
job
good.
Focus on the questions . Ask diff erent studen ts about
their
j o b s . ( I f s t u d e n t s d o n ' t h a v e j o b s , t e l l t h e m t o c h o o s e o n e I n E n g l i s h w e u s e a n a r t i c l e ( a / a n ) b e f o r e a j o b ,
from exer cise
1).
ma ny
•
S a y : Write
oth er languag es and stud ents transl ati ng wor d for word
•
Put stud ent s in pairs to ask and answer questi ons
I'm
a teacher.
He's
This doesn't hap pe n in
e.g .
an actor.
w i l l o f t e n f o r g e t t o a d d a n a r t i c l e i n E n g l i s h .
answers
their job .
about
your
job.
ab ou t
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 c l a ss a b o u t t h e i r 3
• Wri te : 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
Pronunciation
Put stud ent s in pairs and tel l th em to read the
def init ion s
and write the job s. •
1
• W r i t e : manager,
stu den ts listen and
a r t i c l e s ( a / a n ) . 2 a wait er
6 a shop assist ant
3 a che f
7 a dent ist
4 a nurse
5 a mech anic
2a •
E l i c i t / T e a c h : children's reporter,
police
home,
long
hours,
security
on the boar d. Mod el th e
in the correct
guard,
while
repe at.
Go throu gh the list of word s. Tell st ude nts to put th e wor ds
8 a compu ter engineer b
4a •
assistant
pro nunc iat ion and mark the stress. Play audi o
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 . R e m i n d s t u d e n t s t o u s e
1 a bus driver
job.
driver.
• R ead th ro ugh the list of de fin iti ons . •
partner's
a
col umn .
•
P l a y a u d i o H H E J
•
Play the audio again for stu den ts to listen and
for st ude nts to listen and check . repe at.
dog.
Q
all th e way
A u d i o s c r i p t 3 3 . 4
•
Play aud io O
th rou gh .
•
Focus on th e ques tio ns. Play th e first con vers ati on on the
first syllable: lawyer, pilot , fact ory, waiter
audi o twi ce . Tell stu den ts to write the jo b. Re peat
second syllab le: policeman, repair, att end ant , mechanic, com puter
wit h
que st ion s 2 and 3. •
Repeat with the remaining two
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
convers ations.
can
• Go thro ugh the answers tog ethe r. Check pro nuncia tion. 1 2
a nurse, in a children's hom e, yes, bu t the hours are ver y long a manager, for a sports comp any /i n a fact ory, no , but needs
•
1
A
Are yo u a nurse?
B
Yes , I am.
A
Do y o u wo rk in a ho sp it al ?
B
jobs.
Ask stud ents to thin k abo ut som eone the y
kno w and
t h e y l i k e t h e i r j o b , w h y t h e y l i k e / d o n ' t l i k e t h e i ir j o b . •
T e l l s t u d e n t s t o u s e t h e i r n o t e s t o w r i t e a p a r a gr a p h . S e t a time
•
limit.
Put stu den ts in pairs to read each other 's wo rk.
No, I don 't. I work in a children's hom e. I look afte r the children when they're ill.
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 lawyer, for a newspaper compa ny, yes (it's very in tere sting )
A u d i o s c ri p t 3 3 . 2
about
Follow-up
the money 3
talk
Resource activity pages 206 and 270
I
TEACHER'S NOTES
Students revise the present simple and continuous, and contrast what people are doing with what they usually do.
LESSON 3 4
Warm-up
4a
•
Ask que sti ons abo ut the is she
•
Writ e th e fol low ing
15 wor ds /p hra se s on the board
r a n d o m o r d e r : serve f o o d , nurse, attendant,
look
lawyer,
•
after
mechanic,
people,
s e l l , school,
in
•
o f f i c e , cook f o o d , f l i g h t
chef,
hospital,
restaurant,
sports
places
centre.
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 think
the people
in the
R e p e a t w i t h At
people
do.
E l i c i t / T e a c h : tennis rain,
•
coach,
tennis
is she
(go)
talking
to?
on th e continuous
or
(be caus e it's a regula r
simple
can you are?
pictures
academy,
the
moment
she
(bec ause it's an ac ti vit y that' s
continuous
see?
Put stu den ts in pairs to compl ete the s ente nces .
•
P l a y a u d i o F E 1 H
•
Go thr oug h the answers as a class. Ask indi vid ual s tud ent s
for stu de nts to listen and che ck.
t o r e ad o n e e a c h . C h e c k
Encourage
pro nun cia tio n.
1 g oes, 's wai ti ng, 's tal kin g
give
her f r i e n d s , (wait)
for
sentence. •
stu de nts to make guesses ab ou t th e peo ple . •
Who
morning,
What
happen ing now) . Nomi nate a stud ent to compl ete t he
b
do you
E l i c i t : present
t o e l i c i t : present
correctly.
Who
every
see?
act ivi ty) . Nomin ate a stud ent to comp lete the sentence. •
Go th rou gh th e words to check stu den ts have gro upe d t he m
1
is she standing?
jogging
simple?
present
Put stu den ts in small grou ps. Tell th em to orga nize the wor ds
E l i c i t t h e t h r e e g r o u p s : jobs,
Where
b o a r d . P o i n t t o t h e g a p . A s k : Is this present
dri ve,
int o thre e grou ps, the n write a head ing for each g roup . •
wearing?
W r i t e : Sarah
p i c t u r e , e . g . Who can you
(lessons),
3 tak es, 's wat ch ing
2 's dri vin g, walks, 's raini ng
4 repair, aren't repa irin g, 're pla ying
5 work, 're having
baseball.
Wri te the ne w words on the bo ard and dri ll as a class a nd individually.
•
P l a y a u d i o K E H l
•
Focus on th e hig hli ght ed words in th e te xt . Ask que sti ons
A s k : Do we use the present
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
with
Marisol work? do? 2
•
do? Why
Which
Where isn't city
twi ce for stu den ts to read and lis ten.
does
she
she
working
do they
work
work?
When
today?
does
What
does usually and
Drill the
•
Focus on th e rules on Stu den t's Bo ok page
on
Tuesdays.
I'm
friends
•
simple
E l i c i t : present
and each ti me
•
107 .
to you
P o i n t t o every
or present
•
e.g .
continuous
Rep eat wit h each
simple.
e xpre ssio n.
at the
TV every
d a y , I usually
now.
•
thems elves.
weekend.
the sentences
f or
you.
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 r ea d o n e s e n t e n c e .
I can contrast usually
what
people
are doing
now
with
what
•
P r e p a r e s i x s e n t e n c e s , e ac h w i t h a p r e s e n t continuous
•
mistake,
shower
at the
mother
go shopping
is speaking
moment.
French
e . g . I works Does
in a shop.
he listening
on Saturday.
Is they
sim ple /pr ese nt My
sister
has
to the
radio
now?
going
to London?
and E n g l i s h .
Put stude nts in pairs or small grou ps. Writ e th e first
h e a r He
•
He drives a ta xi . He isn't driv ing a tax i at the mom ent . They clean wind ows. They aren't cleaning windows at the mom ent .
3
She work s in a shop . She isn't workin g in a shop at the mom ent .
4
I teac h Span ish. I'm not teaching Spanish at the moment.
5
He sells comp uters . He isn't selling computers at the moment.
6
sen tenc e.
•
Go th ro ug h th e answe rs as a class.
Resource activity pages 207 and 270
A u d i o s c ri p t 3 4 . 2
2
Rep eat wi th each
example.
Play th e rest of th e au di o.
1
•
a t a x i , make a neg ati ve senten ce wit h the p res ent
con tin uou s, then listen and repeat. Do th e same wit h th e second
they
do.
sent ence on the boar d. Tell st ude nts to correct i t. Stud ents
Now
Follow-up
Even when students have successfully practised the pr es en t simp le an d co nt in uo us in is ol at io n, 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. P l a y t h e f i r s t i t e m o n a u d i o t t W .
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 :
Put stu den ts in pairs to compar e thei r sen ten ces .
d ri ve s
my
Put st ude nts in pairs to compar e the ir sen tenc es.
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 r ea d o u t t h e i r s e n t e n c e s .
A s k i n d i v i d u a l s t u d e n t s t o r e a d o u t t h e i r s e n t e n c e s .
•
meet
pronunciation.
• N ow tell th em to wri te tw o sent ence s ab ou t thei r part ner.
3
day.
F o c u s o n t h e s e n t e n c e s a n d t h e e x p r e s s i o n s in t h e b o x . S a y : Complete
talking
• Tell stude nts to write two sentences about
•
on th e boar d.
day.
• Go thr oug h th e expre ssion s in the box. Make s enten ces
e xam ple s
• Wr ite tw o tru e sent ence s ab ou t you rse lf on th e boa rd, tennis
day'?
'every
sent ence Boris
ind ivid uall y.
Repe at wit h th e seco nd part of th e tab le.
play
every
a b o u t y o u r s e l f , e . g . I watch
•
I usually
Wri te : I
in?
Read thr oug h the first part of th e tab le. as a class and
she
do Ahmed
•
They wash cars. They aren't washing cars at the moment.
122
a My He
S
Students revise the present simple and present continuous and write about their jobs.
LESSON 35
War m-u p •
•
Writ e the alph abe t on the boar d. Poin t to th e lett er A and elicit exa mpl es of coun tri es beg inn ing
wit h th at
letter,
W r i t e : My name
is
and
on the
I'm from
Compl ete the sentences with true info rmat ion
e. g.
boar d.
abo ut
y o u r s e l f . G o t h r o u g h t h e r e m a i n i n g c u e s , s a y i n g t r u e
Australia, Austria, Andorra, Albania.
info rmat ion about your job. •
Put stu den ts in tea ms. Tell th em tha t th ey have three
• Tell stu den ts to foll ow th e pat ter n and wri te ab ou t thei r
minu tes to think of one cou ntr y for as man y of th e l etter s
j o b .
as possi ble. Po int out th at the y probab ly won 't have ti me t o fin d coun tri es for ever y lett er. •
Monitor.
•
Put stud ent s in pairs to describe thei r job.
•
Nom inat e indiv idual students to read out their d escript ions. Check
After three minut es tell stud ents to stop writ ing. Go th roug h
pronunciation.
th e alp hab et , eliciti ng coun tri es for as man y letter s as
English in the world
possib le. Teams get one poi nt for a corre ct a nswer.
• 1
•
Focus on the pict ures. Ask ques tion s ab out th e e . g . What the
can you
pictures
taking
see?
are?
a photo
Where
What
is the
P l a y a u d i o I j S E Who
•
man
think
doing?
What
where
Go th ro ugh th e answers
working
d a y , large
Read th ro ugh th e te xt as a class. Ask quest ions ab ou t th e
woman
week
in Britain?
What
time
is the
guesses
sometimes
are they
hours,
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
pho tos .
and
working
in
twice while stud ents read the tex ts.
are the people
•
peop le,
the people
Enco urag e stu den ts to make
of?
ab ou t the peopl e in the •
do you
Elici t/Tea ch:
•
As k:
When
do shops
do shops
close
open
day?
all
usually
on Sundays?
a normal
open Which
on shops
from?
If you r st ude nts are all the same nati ona lit y, use th e b oard y o u h a v e a m i x e d - n a t i o n a l i t y c l as s , as k q u e s t i o n s
to get her .
Kemal from Turkey, Elana from Po rtuga l
shops
open
in (Colombia)?
Saturdays
Elic it/T each key vocab ulary for each paragr aph, 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,
Europe round,
a
p a r a g r a p h 3 : enjoy,
away
p a r a g r a p h 4 : estate
agent,
measure,
take
paragraph
break
from
home,
r e t i r e , owner,
•
photographs
5 : problems,
time
w i t h , take
Play th e aud io aga in for st ud en ts to read and
What
do the
homes
2
tourists
Where in
visit?
does
Elana
list en.
Where
is Kemal
work?
Why
today?
do people
e.g.
What b uy
coach.
/He's
a coach
t o e l i c i t She's •
the
text
driver.
an estate
Re ad thr oug h the Read
does
again
Kemal
do? E l i c i t : He drives
Repea t with
What
does
a
Elana
do?
agent.
quest ions . and
answer
Put st ude nts the
in p a i r s .
Sa y:
questions.
•
Put stude nts in pairs to compar e thei r answer s.
•
Go thr oug h the answers as a class. If som e stude nts
fin d
th e exercis e dif fic ult , numbe r the paragrap hs and help by giv ing , or aski ng for, th e numbe r of the correc t p aragr aph for each a nswe r. 1
He's a coach driver. She's an est ate a gen t.
2
He's in a cafe. She's in an ap ar tm en t.
3
He's hav ing a break (drin kin g a cup of cof fee , reading a newspaper). She's measuring an apartment and taking some photographs.
4
He goes to a lot of places and meets peo ple from o the r countri es. She meets a lot of intere sting peop le.
5
work shops
write
about
my
on in
(Japan)? I
job.
_
_
__ _ _
_
Pu t st ud en ts in pairs. Tell th em you are go in g to read ou t a
•
Read def ini tio ns fro m les son
33.
•
Go th rou gh the answers as a class. Ask diffe ren t stu den ts to spell the j obs .
Resource activity pages 208 and 271
• T e l l s t u d e n t s t o r ea d t h e t e x t s a g a i n . R e a d t h e f i r s t A s k : What
n ormally 24-hour
is he holiday
Portugal?
question.
any
someone
• As k questi ons about the te xt to check compr ehensi on,
drinking?
Do people there
do
j o b d e f i n i t i o n . T h e y h a v e t o l i s t e n a n d W r i t e t h e j o b .
spend
somewhere
•
Are
about
time
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
Follow-up
meet
sunny,
warm,
in (Oman)?
If
e.g. can
p a r a g r a p h 2 : look
are
to recreate a similar te xt ab out shops in the ir cou ntr y. w o r k i n g h o u r s in 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 fami ly and frie nds at th e wee ken d. She of te n spends a lot of time wit h peopl e, but they don't buy any thi ng.
81
j
TEACHER'S NOTES
Students revise the present simple and present continuous and learn phrases for talking about problems.
LESSON 3 6
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 . T el l s t u d e n t s t o f i n d and underline the m in th e te xt .
•
U s e t h e p i c t u r e s i n l e s s o n 2 8 t o r e v i s e t h e s t o r y t o
dat e.
•
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 .
W he re ,
is Jordan
Why
does
going?
he need
bedroom?
What
some
Who
does
he want
paint?
rings
Who's
Jordan?
from
the
helping
Why
DIY
him
does
store?
to paint
Jordan
w o r d . E l i c i t :
his
•
•
P l a y a u d i o K I - H I t o f a m i l i a r i z e s t u d e n t s w i t h h o w t h e
•
E lic it/ Tea ch
beer
p i c t u r e 4 : hope, •
glass,
go out
say
with
the
wrong
someone,
P l a y a u d i o B M E I
Play the audio again while stud ent s listen and r epea t.
thing
e.g. Does
•
ab ou t
Where
are they?
What
are
Who
is he with?
What
are
dic tio nar y if necessa ry.
they
• is Jordan
holding?
What
are Peter
and
Jordan
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
about?
talking
and
arrange
Sarah.
p i c t u r e 1 : Where thinking class?
does
why
Why does
Is Jordan
helping
Sarah
she
Peter
Lucy
new
the
p i c t u r e 4 : Does
2
•
like
doesn't
p i c t u r e 3 : Does to get
usually
about?
p i c t u r e 2 : Does explain
Lucy
go on Mondays?
Jordan
suggest
Lucy?
Peter?
want
Where
Is
Peter
to start
understand
anything
Can
with
Does
to
her
want
to go out
with
Peter?
Jordan
Peter?
want
Can
Jordan
Peter?
W r i t e : Lucy
has
got
A s k : Is this
true
or false?
an interview
for
E l i c i t :
on th e
a new job.
boar d.
true.
• Tell stude nts to read th e te xt again and deci de if the st ate men ts are true or false . •
Put stu den ts in pairs to compa re the ir answ ers.
•
G o o v e r t h e a n s w e r s as a c l a s s . I T
•
2 F
3 T
W r i t e : Lucy
4 F
isn't
5 F
6 1
worried
about
the
on th e
interview,
A s k s t u d e n t s t o m a k e t h i s i n t o a t r u e s t a t e m e n t . She's
•
worried
about
the
bo ard .
Elicit:
interview.
Put stud en ts in pairs. Tell th em to look at th e ot he r fals e st at eme nt s, 4 and 5, and make th em
•
tru 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 : She she she's
doesn't got
want
to marry
a b o y f r i e n d .
Peter.
She
doesn't
can't tell
explain Peter
for
the
boss,
appointments, speak
use a
a foreign
Writ e new word s on th e boar d and
language,
check
Put st ude nts in small grou ps. Ask th em to rank th e duti es accor ding to whe th er th ey th ink Luc y likes do ing them
Sarah
job?
Sarah
coffee
make
not.
going?
married?
women?
•
is
goes
is Lucy
make meetings.
the phone,
e.g.
What
Lucy
answer
comprehension.
• Ask questions abou t the te xt to check comp rehens ion,
help
letters,
computer,
F o c u s o n t h e q u e s t i o n Who
yoga
Ask st ude nts to call out the ir ideas whi ch migh t incl ude : type
doing?
she
T e l l s t u d e n t s t h a t L u c y i s a s e c r e t a r y . S h e' s g o i n g f o r a n int er vie w for a new jo b. Pu t st ude nts in pairs. Ask th em
they
drinking?
•
I
problems.
to mak e a list of five thi ngs t ha t a secr etar y does , usin g a
is Peter?
p i c t u r e 4 : What
about
look
unhappy?
p i c t u r e 3 : Where
talk
Follow-up Lucy
• 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 can
happy?
Is Sarah
part.
• A sk one gr ou p to act out th e st ory for th e rest of th e cla ss.
p i c t u r e 1 : Who can you
are they?
one
Monitor.
actually
t h e p i c t u r e s t o c h ec k b a s i c c o m p r e h e n s i o n ,
p i c t u r e 2 : Who is Peter
for stu de nts to listen and che ck.
practi se th e con ver sat ion , each tak ing
• Tell stu den ts to cover the tex t. Ask some quest ions
doing?
ex pres sion s.
• G ive stu den ts an op po rt un it y to practise all four roles.
class and ind ivid uall y.
Wh ere
worried.
Ask stu den ts to com ple te the
• 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 i n g r o u p s . T e ll t h e m t o
Wri te the ne w wor ds and phra ses on th e board an d drill as a
see?
boar d. missi ng
•
t r y , help
c r y i n g , r e a l l y , go on, e x p l a i n , sorry
p i c t u r e 3 : pub,
on the
pic ture, 4
p i c t u r e 2 : upset,
interview?
story
e.g. interview,
your
wo rr ie d, he lp , p ro bl em , d on ' t , ex pl ai n
key phrases and voc abu lar y for each
worried,
about
• develops and with the characters' voices.
p i c t u r e 1 : confused,
w
leave?
b 1
W r i t e : Are you
Poi nt to the gap and ask stu den ts to supply the
why that
Resource activity pages 209 and 271
or
I TEACHER'S NOTES
Students learn a lexical set of places to go and talk about the pla ces the y go to and ev en ts .
LESSON 37
Warm-up • •
A u d i o s c r i p t 3 7 . 3
Revise fre e-t ime act ivit ies wit h a chain S t a r t t h e c h a i n w i t h : I do yoga
gam e. The
at the weekend.
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
stud ent
and
The nex t stu den t adds
weekend.
I
anot her
1
(football match sounds)
2
(classical music)
3
A c t o r
4
Child
5
Gir l
Wow, th at was grea t! Can we go on the roller coas ter
Man
Ye s, O K .
Man
Oh, I like this pictu re. Who is it by?
To be, or not to be? Tha t is the que sti on. Oh look at thos e eleph ants! Aren't the y big?
activity.
1
•
now, Dad?
Focus on th e pic tur es. Play aud io
m
i
for st ude nts
6
to
Woman
listen and re peat . •
Dril l each item as a class and
•
N om in at e dif fer ent stu den ts to say the Where
•
dance?
can you
ind ivi dua lly .
E l i c i t : a disco.
places, e.g.
Check
5a
S ay :
•
pron uncia tion .
Focus on th e pictu res in ex er ci se 1. Make tru e sen tenc es a b o u t y o u r s e l f , u s i n g sometimes,
Put stud ent s in pairs to take it in turn s to po int at d iff ere nt p l a c e s a n d a s k What's
this?
Picasso.
to (the
Monitor.
t h e a t r e ) , I never
go
often,
never,
to (football
e . g . I often
• As k stu den ts abo ut events and the places th ey go, e.g . How
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 pu t 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
often
do you
sentences, •
go
to the
beach,
e . g . I sometimes
go
Elicit comp lete
(Marina)?
to the
beach.
Put stud ent s in pairs. Poin t to the pictures and tel l th em places.
b •
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?
Cho ose one of th e stu de nts
w ho
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 go
• As k st ud en ts to call ou t th e nam es of any ot he r places an d
•
•
Elic it/
driving
the
on th e boar d.
station,
beach.
Point to th e gaps.
w o r d s ( t o , at ) a n d c o m p l e t e t h e 3
•
Do th e exa mpl e tog eth er. • M M .
S t u d e n t s h e a r the we . . . , t h e n
Why don't
•
We usually
meet
Elicit the
beach,
ever
play?
Foc us on the
exam ple
conve rsa tio n.
Put stu den ts wit h a
Moni tor .
conversations.
mi ssing
English in the world audio
m a k e a s u g g e s t i o n
using
listen and r epea t.
•
E l i c i t / T e a c h : professional,
•
R e a d t h r o u g h t h e t e x t . A s k q u e s t i o n s t o c he c k c o m p r e h e n s i o n , What
Pla y th e rest of th e au dio .
can you
see
at a theatre?
actor,
Who
amateur,
acts
local,
countries,
1
are the
th e beach Why don't we go to the beach?
e . g . What
main
theatres
can you
see
several,
in the plays
• Ask students questio ns about theatres in their
A u d i o sc r ip t 3 7 . 2
2
favourite
• N om ina te diffe ren t pairs of stu den ts to read their
the
sent ences.
Play the firs t ite m on
your
places and eve nts in ex er ci se 1.
a n d at w h e n w e a r r i v e . W r i t e : John's
What's
new part ner and tell th em to ask and answer abou t t he
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 s o m e w h e r e ,
•
theatre?
individually.
com pre hen sio n.
Focus on the Lan gu ag e note . Drill the examp les.
to the
• G o th ro ug h th e qu es ti on s. Dri ll each one as a class th en
eve nts the y know. Wri te new words on th e board. Dr ill each 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
to
ask and answer que sti ons abo ut how ofte n they go to t hes e
musique.
2
go
matches).
at a theatre
and
main.
shows?
co unt ry/
in ( I t a l y ) ? Where
in ( B e i j i n g ) ?
• 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 conc ert
talk
about
places
to
e.g.
I
can
go.
Why don't we go to a concert? 3
Follow-up
the zoo Why don't we go to the zoo?
4
•
the thea tre Why don't we go to the theatre?
5 6
an art galler y
•
•
On sepa rate pieces of paper, writ e ou t words tha t can be p ut 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,
t he cine ma
park,
Focus on th e pictu res in ex er ci se
match,
1. Ask ques tio ns
•
ab ou t
e . g . What
sounds
cheering,
whistles,
do you
hear
at a football
match?
Pla y aud io E E E
•
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?
the way
E l i c i t : They're
at a football
Play th e rest of th e aud io t wi ce .
•
Go over the answ ers as a class. 1 at a fo ot ba ll match play
4 at the zoo
2 at a conc ert 5 at a the me park
theme,
park,
are
the
match.
3 at the the atr e / at a 6 at an art gallery
85
pool,
car,
a r t , g a l l e r y , f o o t b a l l ,
I n t e r n e t , cafe.
Teams tak e it in turn s to find words th at make a co mp ou nd
Resource activity pages 210 and 272
thr ough .
•
engineer,
Elicit:
etc. Help wit h voc abu lar y if necessa ry.
•
computer,
noun.
th e sound s people hear at the dif fer ent places and e ven ts ,
pract ise
nouns.
Why don't we go to an art gallery? Why don't we go to the cinema?
4
Play a gam e of Voc abu lar y Sna p (see pag e 11 ) to makin g com pou nd
TEACHER'S N O T E S
LES S ON 38
Students learn and practise the past simple of to be. • 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
Warm-up •
at home
on Saturday?
Was
(Amal)
here
you
yesterday?
Use pictu res of th e places to go in le ss on 37 as fla shc ard s •
to revis e th e plac es. Ho ld up each pict ure and elic it th e w o r d , t h e n d r i l l as a cl as s a n d
Do the exam ple s tog eth er. Pl ay the first ite m on audio B E B -
individually.
S t u d e n t s h e a r He was away
last
week,
ma ke a
que sti on, the n listen and repe at. Do the same wi th t he second l a • Tell stu den ts to cover the tex t. Ask que sti ons ab out t he p i c t u r e , e . g . Who can you
see?
Where
are
they?
What
•
are
Play the rest of th e au di o.
they
A u d i o s c r i p t 3 8 . 2
doing?
•
E l i c i t / T e a c h : quite,
•
P l a y a u d i o F f r f t f f o r s t u d e n t s t o r e a d a n d
boring,
orange
tree,
1
tickets.
•
was
Ryan
iast
night?
What
play
Drill each sente nce as a class and
did
He was away last week .
he
4
She was at the mee ting yester day.
5
We were on holi day in May.
Was he away last week?
listen .
• As k questio ns abo ut the text to check compr ehensi on, Where
example.
2
e.g.
Was she at the mee ting yeste rday?
The y were at the show. Were th ey at the show?
see?
3
indi vid uall y.
Were we on holi day in May?
You were ou t last nig ht .
6
He was at th e par ty .
Were you out last night ? b • Ask tw o st ude nts to read out the conve rsa tio n.
Check
pronunciation. •
conversation. 2
a
Put stud ent s in pairs. Tell th em to practise
•
the
away
last
A s k : was or were?
on th e board . Point to th e
week?
E l i c i t :
were.
• 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 l i c i t / T e a c h : last n i g h t , yesterday,
•
Focu s on th e ta bl e. Dri ll th e ex am pl es as a class and
last
week.
t o re a d o u t t h e a n s w e r s . C h e c k
pronu nciat ion.
• G o thr oug h th e tab le on Stud ent' s Book page 1 08. W r i t e : last n i g h t , on Saturday,
yesterday,
last
week on
board . Tell stu den ts where you were at each of the se •
you
• P ut st ude nts in pairs to com ple te th e co nve rsa tio n.
•
•
Write: gap.
Monitor.
individ ually. Check
Was he at th e part y?
Poi nt to th e ti me expres sion s. Tell stu den ts to
3 wer e
4 wer en' t
10 was
11
Was
5 were 12 was
6 was 13
7
was
wasn' t
b • Ask tw o stu den ts to read th e con ver sat ion . Chec k pronunciation.
Moni tor .
• As k ind ivi dua l stu den ts to read one sentenc e each.
2 was 9 were
the tim es.
writ e
sente nces abo ut where th ey were at the se tim es.
1 Were 8 Were
pro nunc iat ion .
•
Pu t st ude nts in pairs to pract ise.
Moni tor .
Check
Yo ur li fe
pronunciation.
T e l l s t u d e n t s 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 . g . I was
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 an d were with you, we, they.
out
last n i g h t . W r i t e :
•
W r i t e : She/at
home
on th e boar d. Ask
yesterday
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
etc. and reply to the
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 say one sent ence
each. Check
1 S he was at hom e yes ter day .
to
wo rk la st we ek .
pattern. to
can say
2 We were at the theat re last 4 Peter was at
•
Put stu de nt s in pairs. Po in t to th e cues and tell th em
Check
1 She wasn't at home yeste rday. last nigh t.
o'clock
•
Monitor.
•
4
Peter
7
They
8 I wa sn 't at a cl ub on
Friday night.
• Fo cus on th e ta bl e. Drill th e ex am pl es as a class and individ ually. Check
go?
yes/
questions).
Monitor.
where
people
were
in the
pronuncia tion .
•
Focus on th e tab les on Stu dent 's Book page
•
N o m i n a t e t w o p a ir s o f s t u d e n t s t o r e a d o u t t h e
I
past.
last o'clock
Wednesday, this
ten
morning.
o'clock
last n i g h t , Friday
Prepare one for each
four
evening,
st ud ent .
Tell stu den ts to find out where four peop le were at th e ti me
Ask stu den ts to tel l th e class ab ou t thei r find ing s.
Resource activity pages 224 and 279
5 He wa sn 't at a co nf er en ce on Mo nd ay .
6 Lucy and Jor dan weren't at the cinema last nigh t.
4
f a l l i n g i n wh-
2 We weren't at the the atre
we re n' t at Th e Co ff ee Sh op ye st er d ay .
did you
t he
on their piece of paper.
to
pro nun cia tio n.
3 I wasn't at a foot ball match on Saturd ay.
wa sn 't at wo rk la st we ek .
Where
Go th rou gh
to
Go over th e answers as a class. Ask ind ivi dua l stude nts say one sen tenc e each.
night?
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.
three
•
last
Follow-up
7 The y were at
8 I was at a club on Frid ay ni gh t.
make their sentences negat ive.
out
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 Luc y and Jo rd an were at th e cinem a last nig ht .
b •
go
A s k p ai r s o f s t u d e n t s t o r e a d o u t t h e i r c o n v e r s a t i o n s .
5 He wa s at a co nf er en ce on Mo nd ay .
The Coffee Shop yes ter day .
go?
Put st ude nts in pairs to make conver sati ons using t he
pro nun cia tio n.
3 I was at a fo ot ba ll mat ch on Sat urd ay.
que sti ons did you
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 i n
make sent ence s in the past . Mo nit or.
ni ght .
e . g . Did you
no q u e s t i o n s ,
•
boar d.
que sti ons .
Focus on th e con vers atio n pat ter n.
yesterday.
Put stud en ts in pairs . Focus on th e cues and tell th em
on th e
Find out ab out the last tim e stude nts wen t out by ask ing
home
•
good?
Poin t to these cues and tell stu den ts to ask you
st ude nts
was at
What?
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
questions, 3a
Where?
108 . exc hang es.
113
Students use the past simple of to be and talk about how good LESSON 39 something was.
~ TEACHER'S NOTES
Warm-up
Ju st in
Thank you very much, Mrs Flemi ng. That's very 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 Flem ing
Goodby e.
fam ous . They have to guess wh o you are by asking ye s /no 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
3 a • Go th rou gh the list of adj ecti ves and el ic it /t ea ch t he
you a man? Are you English? Were you a sportsperson?
me an in g. D rill each one as a class. •
• 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?
E l i c i t / T e a c h : travel feedback,
•
What
do you
think
guide,
the
man's
guidebook,
sauna,
the
he work for?
Why
is he doing
market
research, in
P o i n t t o t h e f o r m . A s k : What guest
is Justin?
does
Mrs Fleming
P l a y t h e a u d i o a g a i n t o they
say
was
very h e l p f u l .
were
E l i c i t : the hotel s t a f f . •
Play th e rest of the aud io for stu den ts to do th e e xercis e.
general.
1 th e hot el st aff
Focus on th e speec h bub ble and read th rou gh it toge the r. 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
•
are
is?
market
s t a f f , f r i e n d l y , gym,
guest,
job
F o c u s o n h e l p f u l . A s k : What helpful?
Who
5 the gym
does
2 the room
3 th e room
4 the food
6 the swimm ing pool
research?
is the form
for?
E l i c i t : for
b
hotel
•
A s k : What
was the problem
with
the
swimming
pool?
Pla y th e
aud io again, if necess ary.
feedback.
C •
• Go thr oug h th e que sti ons on th e for m.
Play the audi o again for stu den ts to check the ir ans wers.
• Tell stu de nts to listen and comp let e th e for m. Play au dio
It wasn't open until half past nine.
K i - ' J I l t w i c e . •
Put stude nts in pairs to compa re the ir answ ers.
4 a • F ocus on th e for m. Drill each q ues tio n.
• Go through the answers as a class. 1 Mrs Flem ing 7 OK
2 The Eagle
8 very good
3 Apr il
• As k each que st ion and elicit a nswers . 4 thr ee
9a swimm ing pool, gym
- goo d, a gym - don 't know
10
5 no
•
6 yes
N o m i n a t e a s t u d e n t . S a y : You're out the
9b swimmi ng pool
goo d
•
A u d i o sc r ip t 3 9 . 1 Mrs Fle mi ng Ju st in
conversation
Yes, it is. Hello , Mrs Flemi ng. My name's Jus tin Ball from the
Ju st in
Ju st in Mrs Fl emi ng Ju st in Mrs Fl emi ng Ju st in Mrs Fl em in g Ju st in Mrs Fl emi ng Ju st in
I see.
Ju st in
Justin
and
at the f o r m . Make
Mrs Fleming.
the
Monitor. wit h in
inf orm at ion .
Now, you were a guest at The Eagle Hote l recently.
Pronunciation
Yes. 1
Can I ask you a few questio ns abo ut the hotel?
•
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,
in th e
weren't
Yes, of course.
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 are
Thank you. When were you at The Eagle?
w e a k f o r m s i n p o s i t i v e s t a t e m e n t s ( / w o z / , / w a ( r ) / ) strong forms in negative statem ents (/wD zn t/ ,
Oh, it was in Apri l. Apri l. And how many nights were you there?
•
Three nights .
•
Were you on your own?
and
/w3 :nt /).
P l a y a u d i o H - ' J M f o r 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 . Drill each pair of sen ten ces as a class th en Check
ind ivi dua lly .
pronunciation.
No, I wasn't . I was with my husband . Thank you. Now, can I ask you first abo ut the st aff
2
• Tell stu den ts to listen and tick th e sent enc e th ey hear.
at the hotel. Were they friendly? Mrs Fl em in g
between
ex erc is e 2 as a mod el but to put in dif fer ent
Is that correct? Mrs Fl emi ng
pron uncia tion .
a dif fer ent gue st. Tell th em to use the conv ers ati on
research for our guidebook. Mrs Fle mi ng
convers ation
b • N ow tell st ude nts to make up ano the r conv ers ati on
Hotel and Travel Guide. We're doing some market
Act
Put stu de nt s in pairs. Tell th em to tu rn th ei r chairs so th ey a r e s i t t i n g b a c k t o b a c k . S a y : Look
Hello . Is tha t Mrs Fleming?
Mrs Fleming.
c onvers ation.
• N omi nate two studen ts to act out the toge ther. Check
Ju st in
J u s t i n . I'm
P l a y t h e f i r s t p a i r o f s e n t e n c e s o n a u d i o H ' l l l E l i c i t : We
Yes the y were, and the y were very help ful.
weren't
What abou t the room? Was it very goo d, good , OK,
away
last
week.
Play th e rest of th e
aud io.
• G o th ro ug h the answers as a class.
or not very good? Mrs Fle mi ng
Our room was OK. It was a bit noisy, because it was
A u d i o s c ri p t 3 9 . 3
next to the lift, but it was very clean. Yes, it was
1 We were n't away last week .
OK. Ju st in Mrs Fl emi ng Ju st in Mrs Fl emi ng
3 I was here yes ter day .
What abo ut the restaurant?
Mrs Fl emi ng Ju st in Mrs Fl emi ng
4 They weren 't at th e hot el.
5 She wasn't out Last night.
It was very goo d. The food was excel lent. Was there a swim ming pool at the hotel?
•
Yes, there was. There was a gym , to o, but it 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
ve ry sm al l. Ju st in
2 The foo d was ver y good .
Was there a sauna?
how
No, there wasn't .
Follow-up
What were the gym and the swim ming pool like?
•
I don't know abo ut the gym . We didn't use it. The
good
something
was.
Focus on th e for m in ex erc is e 1. Tell stu de nts to thi nk
ab ou t
or ima gin e a hot el th ey stay ed in and answer th e q uest ions .
swimming pool was good. It was big. But it wasn't •
open unt il half past nine in the morn ing. Ju st in
P u t s t u d e n t s i n p a i r s t o a sk a n d a n s w e r a b o u t t h e h o t e l s .
I see. So in general what was your opinion of the hotel?
Mrs Fl emi ng
I
Resource activity pages 226 and 280 117
Oh, erm, 'good', I thi nk. I can't say 'very good', b ut it was good.
89
TEACHER'S NOTES
Students learn and practise expressions for making arrangements.
LESSON 4 0
War m-u p •
A u d i o s c r i p t 4 0 . 3 Wo ma n
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 a l i s t o f p l a c e s t o g o
Why don't we go for lunch on Wednesday?
Man
I'm sorry . I can't make this week . I'm goin g to a
i n t h e t o w n / c i t y w h e r e t h e y ar e l i v i n g . •
conference. Wo ma n
P u t s t u d e n t s i n 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 c o u l d
Oh, well, what abo ut nex t Monday?
Man
a l s o g i v e e a c h g r o u p a l o c a l m a p s o t h e y e x p l a i n w h e r e t h e
Ne xt Monday? Yes, that's fine.
Wo ma n
d i f f e r e n t p l a c e s are.
OK. Shall we mee t at one o'clock at you r office?
Man la
•
Elici t/Tea ch:
work
late,
tomorrow,
tomorrow
evening.
1 go for lunch
• Tell stu den ts to cover the tex t. Ask quest ions ab out t he p i c t u r e s , e . g . Who you
can you
see?
Where
are they?
What
•
Dril l th e wor ds as a class and
•
P l a y a u d i o t f l ' W a l l t h e w a y t h r o u g h .
•
Play th e first conver sat ion on th e audi o twi ce. Tell stud ent s
Check >
at
Go th ro ug h som e loca l places and elic it th in gs you can do in e a c h p l a c e , e . g . You can have
a meal,
Restaurant,
in
•
square.
woman
meet?
meet
Where
him
day
does
on Tuesday?
do they
decide
to
the man What
time
suggest?
Can
do they
agree
You can see a f i l m at the
to come
go to the
meet?
•
•
c onv ers ati on.
Rep eat wit h th e secon d
•
Mo nit or.
conv ers ati on.
in town.
tonight
tonight.
We're going
Tomorrow,
I'm
new I t a l i a n
to that
teaching
a
/this
•
go to the theatre?
are
•
•
on the
board. Tell stu den ts to
we go to (the
Acropolis
Elic it a
on Sunday)?
arrangements
to go
to these
read
and
make
Collect adv ert ise men ts/ lea fle ts
for local places before
•
Put stude nts in small grou ps to com pare thei r ideas.
Resource activity pages 213 and 273 •
Drill each exp ress ion as a class and
• N o m i n a t e a s t u d e n t . A s k : ( A n a ) , how do you say let's Put stu den ts in pairs to pract ise. week).
Review and Wordlists Lessons 33-40
indi vid uall y.
• Tell stu den ts to writ e the express ions in the ir own
Play audio
lang uage . go for
Student's Book pages 91-92
a
Mo nit or.
I H M .
• G o th ro ug h th e list of que sti ons . Play the audi o agai n. Te ll stud ents to answer the
the or
Give st ude nts a few minut es to walk aro und and look at the
thi nk th ey would enjoy .
Play the audi o again for stude nts to listen and rep eat.
(Sunday,
I
arrangements.
leafl ets. Tell th em to wri te dow n th e thr ee places th at
P l a y a u d i o W . H W 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 .
E l i c i t / T e a c h : next
Check
classroom. •
•
•
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
to, we, for, can't, about, fine, not
3
the
lesson (e.g. from th e Touri st Off ice , local news pape rs,
expre ssions.
in (Polish)?
Saturday.
th e Int er net ) and display th em on th e board or aroun d t he
th e
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 r e a d t h e t e x t a g a i n
meal.'
on
Follow-up
you
expression. Elicit: to.
b
park
we
Put st ud en ts in pairs. Writ e th e nam es of th re e local plac es
can
evening/tomorrow?
th rou gh the first te xt and find a word to com ple te
comp lete the
to the
say?
Shall
class.
2a • Focus on the Everyday expres sions. W rit e: Would you like
•
go
Saturday?
pronunciation.
• 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 doing
Let's
on
want
do I
Monitor.
individually.
my friends
on Saturday?
park
What
• As k dif fer ent pairs to read out the ir con vers ati ons.
• T e l l s t u d e n t s e x a m p l e s o f y o u r a r r a n g e m e n t s , e . g . I'm
restaurant
me on Saturday.
to go to the
o n t h e b o a r d . S a y : Make
Focus on th e Lan gu ag e not e. Dril l th e exa mpl es as a class
meeting
like
with
pattern.
Put stu den ts in pairs to practi se th e con vers atio n and tell
and
Cinema.
response and continue the conversation foll owing
pronunciation.
th em to pract ise bot h roles. •
Sorrento
• N om in at e a st ude nt to act out a con vers ati on wit h yo u.
Nom in at e tw o stu den ts to read out th e first Check
you
park
S a y : Shall •
Odeon
at the
• G o thr oug h the pat ter n, elicit ing what to say at each st age .
• R epeat wit h the second conve rsati on. b
to the park
E l i c i t : Would to
an I t a l i a n meal
Focus on th e first stage of th e con ver sat ion . Say : I you
• Ask questi ons ab ou t the first conv ers ati on to check c o m p r e h e n s i o n , e . g . What
toge ther.
pronunciation.
ita niTirl i •
station.
• 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
6 at one o'clock
Nomi nate two student s to act out the conversation
ind iv id ual ly.
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,
the
3 He's goi ng to a conf ere nce.
5 at the man's office
can
•
the
2 Wed nes day
4 (ne xt ) Mon day
see?
the
Yes, OK. See you there .
quest ions.
122
th ey
,'S NOTES
Students learn a lexical set of school subjects and talk about school.
LESSON 4 1
J
Warm-up
Holly
•
W r i t e : school
on th e
boa rd.
•
Put stud ents in pairs. Ask the m to write down words co nnec ted
W e l l , I l i ke P ^ J i u i m y f a v o u r i t e s u b j e c t i s F r e n t h .
Lin da
Oh, are you good at languages?
Hol ly
Yes, I am.
Li nd a
I was goo d at lang uage s, to o, when I was at school - French and Germa n, but my favo urit e was Lat in.
w i t h s c h o o l . W o r d s t h a t s t u d e n t s h a v e s ee n in p r e v i o u s le s so ns i n c l u d e : teacher,
student,
l i b r a r y , notebook,
•
lesson,
class,
classroom,
computers,
board,
Hol ly
Lati n! Wow! Cool! We don't do tha t at our school.
Lin da
And which subjects don't you like?
coursebook,
E n g l i s h , languages.
Hol ly
I don't like Scienc eJ/Vell , Biolog y is OK - I like tha t, but I
Ask st ude nts to call out their words and wri te th em on the 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
don't like Physics and Chemistry. Lin da
subjects,
(Y ou cou ld do thi s as a
classroom.
So, what do you like, Joe?
Jo e
I like Hi sj oi ^a nd I like Music, too - oh, and P.E.
Lin da
spidergram.)
Well, you're good at spor t.
Jo e •
1
Drill new word s and check
I'm not very good at it.
b • Elicit/Teach: Latin.
•
E l i c i t / T e a c h : school
•
Focus on th e pict ures. Pl ay audi o
subject.
H H 8 f o r s t u d e n t s
•
to
R e a d t h r o u g h t h e l i st o f l a n g u a g e s . T e l l s t u d e n t s t o l i s t e n and tick th e language s that Li nda says. Play the audio
listen and r epea t. • •
Drill each item as a class and
•
ind iv id ual ly .
Nom inat e diff erent stude nts to say the school subjects, S a y : What's
Yes, but History's my favo urit e subje ct. I don't like Maths.
co mpr ehe nsi on.
3? E l i c i t : Mathematics/Maths.
number
e.g.
again.
Go thro ug h the answer s as a class. French, German, Latin
Check
pronunciation. •
Put stud ent s in pairs. Tell th em to cover the tex t, and t ake 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
this?
•
Monitor.
Go thr oug h the expr essi ons. schooldays, at English
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 music in general). I like classical music.
e . g . History
but I wasn't
because
I like sport.
was our
Chemistry
Say sent ence s ab ou t
was my favourite very
good
at
My favourite
subject.
Geography.
teacher
your I was
good
P . E . was
OK
(Mr S m i t h ) . He
was
teacher.
• Use the expr essi ons to ask ques tio ns abou t th e st ude nts , e . g . What
was your
favourite
subject?
Were you
good
at
Maths?
2a
• 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
P l a y a u d i o B 1 I W
Who do you
do you think
think they're
can you woman
talking
see?
How
is? What
is
E l i c i t : school
subjects
they
are the
•
abo ut their favou rite
children
like/don't
•
thems elve s
a n d
Joe
P u t s t u d e n t s i n g r o u p s t o a sk a n d a n s w e r q u e s t i o n s
ab ou t
thei r sch ool life. Mo nito r.
English in the world •
is a girl's n am e.
E l i c i t / T e a c h : primary education,
Focus on th e tab le. Tell stu den ts to listen and com ple te t he t a b l e w i t h t h e s u b j e c t s t h a t e a c h c h i l d l ik e s a n d
subjects .
talking
like.
• 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
• Te ll st ude nts to look at the expr essi ons and make n ote s
about?
once for stu den ts to famil iariz e
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
doe sn't
like. Play the audi o t wic e.
e x t r a , advanced
move,
school, c e r t i f i c a t e ,
secondary
level.
•
Read thro ugh th e te xt as a class.
•
Ask ques tio ns ab out the te xt to check com pre hen sio n, When
• 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, pau sing afte r each chil d. A d a m lik es Ge og ra p hy , I. T. ( I n fo r m a t i o n T e c h no l o g y ) , A r t . He
school,
do children
children
when
students
take
go to primary
they
leave
school
primary
at secondary
in Britain?
school?
What
exams
countries,
Holly likes P.E. (Physical Education), French, Biology. She doesn't
many
like Science, Physics, Chemi stry.
years
students
e . g . When do children
do children stay
in ( E g y p t ) take
e.g.
old do
are British
school?
• Ask students questio ns abo ut schools in their
doesn't like Cookery or English.
How
start
at Primary
school School
co unt ry /
in
(Russia)?
in (Peru)?
How When
do
exams?
Joe likes History, Music, P.E. He doesn't like Maths. •
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 can talk
A u d i o s c r i p t 4 1 . 2 Li nd a
So, is this you r class at scho ol, Ada m?
A d a m
Ye s, it is . Th at 's me th er e wi t h my fr ie nd , Ma rt in . Th at 's Mrs Harris. She's our Geography teacher. She's really good.
about
school
subjects.
Follow-up •
I like Geog raphy . It's my favo urit e sub ject.
Div ide a piece of paper int o tw o col umns . Writ e ou t scho ol subjects,
e . g . Mathematics,
A r t , on one side and
Lin da
What othe r subjects do you like?
o n t h e o t h e r , e . g . You study
A d a m
O h , we ll , I lik e IT .
paint
Lin da
What's IT?
sch ool sub jec t or one defi nit ion on each piece.
A d a m
I n f o r m a t i o n Te ch no lo g y - yo u k no w, co mp ut er s an d •
things. Li nd a
Oh, I see. Well, ther e were n't any com put ers when I was at scho ol.
A d a m
'
do n't like English ver y much . Lin da
—.
Oh , ri gh t . I l i k e j d ^ t o o , b ut I d on 't li ke Co ok er y, an d I —
•
pictures
in this
class.
numbers
in this
class,
You
learn
Cut th e pap er up so yo u have
Ha nd out one piece of paper to each st ude nt . Tel i to mingl e and match a sub ject and a def ini ti on .
Resource activity pages 214 and 274
to
one
students
At th e end ask each pair of st ud en ts to read o ut 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 hl e s u b j e c t .
And what about you. Holly? What's your favourit e subject?
def ini tio ns
TEACHER' S NOTE S
LE S S ON 42
Students learn and practise past simple statements.
Warm-up
1 left
2 sta rte d
7 went •
Writ e out ti me expr essi ons on th e boar d, morning,
now,
afternoon,
•
yesterday
this
morning,
evening,
tomorrow
5
afternoon.
one min ute to order th e ti me
•
Tell stu den ts to read the inf orm at ion W r i t e : Sidney
ex pres sion s.
false?
stayed
•
Tell stu den ts to cover th e te xt . Ask ques tio ns ab out p i c t u r e , e . g . Where
is the
man?
What
is he
E l i c i t / T e a c h : r e t i r e , as usual, p a r t y .
•
P l a y a u d i o Q 3 B I f o r s t u d e n t s t o r e a d a n d
th e
did Sidney
Where
does
stop
he
work?
working?
Why did
How
he get
does
•
to
e.g. work?
work?
Go thr ou gh the
•
Foc us on regu lar ver bs . Drill th e ex am pl es as a class and
E l i c i t : cook.
the
•
verb?
•
•
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 make
the
negative
E x p l a i n t h a t didn't •
past
form?
= did
th at
•
3
E l i c i t : didn't
do
+ i n f i n i t i v e .
the
i n t h e p a s t w i t h yesterday,
train
every
day,
th en listen and
make a sta tem ent
a
•
I didn't
get
up at seven
about
(Ivan)?
you,
E l i c i t : I went
Repeat with
to
work
o'clock. to work
to work
yesterday.
too.
/I
a negat ive sentenc e, 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
didn't
o'clock.
Poi nt to the list and tell stu de nts to write true
sent ence s Mon ito r.
Put st ude nts in pairs to compar e the ir se nten ces . pron uncia tion .
W r i t e : like - l i k e d , want
- wanted
on the boar d. Mod el th e
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
rep eat .
an extra
syllable?
E l i c i t :
verb
has
wanted.
Pu t st ud en ts in pairs. Tell th em to say th e wor ds out l oud and tick those with an extra syllable in the past tense.
She takes the trai n ever y day.
b
She took the train yesterday. I cook th e dinn er ever y day.
•
Play aud io E W M
•
Play the audio again for stu de nts to listen and
I cooked the dinner yesterday.
for stu de nts to listen and che ck. repe at.
wo rd s wi t h an e x t r a sy ll ab le : wa nt ed , d ec id ed , ne ed e d, s ta rt ed
We get up at seven o'clock every day. We got up at seven o'clock yesterday.
4
He didn' t drive to work. He too k the bus.
Pronunciation
•
3
He did n't get up at six o'clock yes ter day . He go t up at four
E J 0 -
A u d i o s c ri p t 4 2 . 2
2
His nephew didn't have an engin eerin g company . He had a foo d
partner. Check
Pla y th e rest of th e a udi o.
1
He didn't want to retire. He wante d to do someth ing.
• As k ind ivi dua l stu den ts to say a sent ence abo ut th eir
Check
• D o t h e e x a m p l e t o g e t h e r . P l a y t h e f i r s t i t e m o n a u d i o
•
•
/didnt/.
S t u d e n t s h e a r She takes
5 6
ab out the thi ngs they did or didn 't do yest erd ay.
we
not.
Drill the ex amp les as a class and indiv idua lly. p r o n u n c i a t i o n o f didn't
He didn' t work for a bank. He worked for an engi neeri ng co mpan y. He didn't retire when he was 60. He retired when he was 65.
go to work.
there is no rule for irregular verbs. •
3 4
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
stopped).
Focus on the seco nd part of the table and expla in
toge the r.
He didn't go to university. He starte d work.
What
lived)
-
answers
G o t h r o u g h t h e l is t 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
v e r b s e n d i n g s h o r t v o w e l + a c o n s o n a n t : d o u b l e t h e c o n s o n a n t a n d a d d -ed ( e . g . stop
correct
2
yesterday,
cooked)
v e r b s e n d i n g e : a d d -d ( e . g . live -
work.
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
E l i c i t t h e f o l l o w i n g s p e l l i n g r u l es f o r r e g u l a r v e r b s : -
or
birthday?
o'clock.
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 li k e , stop.
m o s t v e r b s : a d d -ed ( e . g . cook
4.
company.
108 .
A s k : What's
do on his
He did n't stay at hom e on his bir thd ay. He we nt to wor k.
7
p r o n u n c i at i o n . W r i t e : cooked, l i k e d ,
o n t h e b o a r d . P o i n t t o cooked.
stopped
•
C h e c k -ed
Book pag e
did Sidney
1
8
•
individually.
r ul e s o n S t u d e n t ' s
1 and
Monitor.
Go thr oug h the
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 prov ides in fo rm at ion ab ou t the su bj ec t, in English a verb must have a subject in order for it to make sense. 2
to
in ex erc ise
w r i t i n g t h e f i r s t s e n t e n c e i n t h e n e g a t i v e , t h e n t h e
listen.
he go back to
6 work ed
Put stude nts in pairs. Tell the m to correc t each s ent ence ,
sentence.
• Ask question s abo ut the text to check comp rehen sion, When
•
doing?
•
5 retir ed
on his b i r t h d a y . A s k : True
at home
E l i c i t : f a l s e . A s k : What
t o e l i c i t He went 1
4 tra vell ed
tomorrow
last n i g h t , yesterday
morning,
Give stu de nts
this
e . g .
3 bec ame
8 join ed
•
He goes jo gg in g every day.
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
the
I
past.
He went jog gin g yes terday , 5
Follow-up
I have a show er ever y day. I had a show er yes ter day .
6
•
The y wat ch TV eve ry day.
past forms of verbs from the
They watched TV yesterday. • 4
•
Go thro ugh the sentences . Elic it/T each later,
•
become,
W r i t e : Sidney
school
b o a r d . P o i n t t o leave.
key vocabu lary,
e. g.
aft er, jo in .
salesman,
when
the past
form?
on
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, on F r i d a y ) c o r r e c t l y .
th e
E l i c i t : l e f t .
sent ence s.
• Go th rou gh the answers tog et her . Write th e past for ms on th e board . Ask ind ivi dua l stu de nts to say one se nten ce pro nunci ation .
lesson.
To win a squ are , te am s hav e to make a se nte nc e usi ng t he
week,
he was 1 4 . (leave)
A s k : What's
• P ut stu den ts in pairs to comp let e the
each. Check
Play a ga me of No ug ht s and Crosses (see page 11) to revi se
Resource activity pages 215 and 274
last
Students revise past simple statements and talk about their schooldays.
Warm-up
Go through the answers as a class.
Pu t st ud en ts in pairs and te ll th em to list as ma ny daily a nd
1
The scho ol cent re was in Alice Spr ings .
free-time activities as possible.
2
She tal ked to the teac her by radi o for half an hour every day .
3
A s k s t u d e n t s t o c al l o u t t h e i r i d e a s . W r i t e t h e m o n t h e b o a r d and elicit the past f orm s. A r r a n g e s t u d e n t s i n a c i r c l e . S a y a s e n t e n c e , e . g . I
woke
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 up. C o n t i n u e a r o u n d t h e
and I
•
can you
are the
•
5
Stud ents use computers today but they didn't have them when
6
circle.
see?
Where
children
do you
think
the
woman
is?
e.g.
Focus on the La ng ua ge
What
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 : s tu di ed , married,
while stu den ts read th e
n o t e . W r i t e : s t u d y , t r y , a p p l y , marry,
on th e board. Pu t stu den ts in pairs. Tell the m to wri te
stay
doing?
P l a y a u d i o E S Q !
Brisb ane is a big city near the sea. She wen t to board ing s cho ol there.
Focus on th e pict ures. Ask que sti ons ab ou t the peo ple , What
The teacher mark ed her essays and visite d her once a year. Carol was a child.
got
• 1
4
The ne xt st ude nt has to repea t you r
up at 6.30 yesterday.
Her favo urit e subjects were Hist ory and Science, but she didn't like Maths.
t r i e d , a p p l i e d ,
stayed.
tex t.
• A sk que sti ons to fin d out if you r stu den ts kno w a ny th in g about are
•
Australia,
e . g . What's
the
capital
city?
What
•
animats
Elic it/T each key vocab ulary for each paragr aph, 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
centre,
mark,
when
send
I was
school,
sea,
miss
(someone),
•
cry
I went
to
(Park
Primary)
School.
scho old ays.
• 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 s c h o o l d a y s . A s k :
sente nces and th e choic es. • Tell stu den ts to choo se the correc t answers. P lay the again while st ude nts read and Go thr oug h th e answers
Poin t to yo ur notes and tell stu den ts to make note s a bo ut thei r own
Focus on th e ques tio ns. Re ad th rou gh the first part of the
did you
aud io
start
2 a
school,
( N a t a l i e ) ? What
school
did you
When go
listen. •
to get her .
3 b
Focus on th e notes you made . Write sent ence s about y our
called
e . g . I started
school
in 1975.
The school
was
Park P r i m a r y .
• Tell stu den ts to use the ir notes to wri te a para grap h • Ask question s about the te xt to check comp rehens ion, Where
is Carol from?
Carol's
parents
got?
What
essays?
Is Alice
do?
were
How
How
Springs
many
often
near
brothers
her favourite
the
and
subjects?
did she see her
sea?
sisters
Who
marked
e.g.
What
their
do
has
•
Carol
•
Ex pla in th at Carol stud ied
School
( S h e sent
each other about their schoold ays. •
teacher?
at tw o schoo ls The Sch ool
of the Air
to Alice
essays
or the
boarding
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
Read thro ugh the sta teme nts.
E l i c i t : the School
Write
• •
'S' for
School
of the Air
S a y : Read
the
text
or ' B ' f o r boarding
•
of
about
my
•
Revis e words from the lesson wi th a boar d dash. Dr aw three^. verbs,
adjectives.
Put stude nts in t wo teams . Call ou t word s fro m th e lesson
at random, e.g. study, cry, mark; enjoy, subject, lesson, essay, Internet, boarding school, normal, favourite, big.
school.
Put stud ent s in pairs to compa re thei r answe rs. fin d
•
the exercise diffic ult , numb er th e parag raphs and help by
St ude nts run to the board to write the word in th e app rop riat e col umn . The firs t tea m to wri te th e word
giv ing , or askin g for, the numbe r of the corre ct p arag raph
corre ctly wins a poi nt.
for each an swer .
IS 3
•
2B 3s 4 B 5s 6s 7 b 8 b
Fo cus on the a town/a
A s k : What school
•
l i st o f t h i n g s . A s k : What's
place does
centre
Re so ur ce a c t i v i t y pages 21 6 and 27 5 Springs?
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 Carol
was
say
in Alice
about
Alice
Springs?
te xt .
E l i c i t : The
Springs.
Go th rou gh each of the item s. Tell stu den ts to find each and underlin e it in th e te xt .
•
Alice
I
schooldays.
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,
again.
Go thr oug h the answers as a class. If som e stu den ts
write
Follow-up the
the A i r .
•
Monitor .
of
S p r i n g s . ) . A s k : Is this
school?
schooldays.
her
the Air and a boar ding sc hool in Brisb ane. Re ad th e fir st statement
ab ou t
Put st ud en ts in pairs and tell th em to tak e it in tur ns to ask
can
2
to,
(Marc)?
schooldays, l a
( f i v e ) in 1975.
school
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 P ark P rim ary.
p a r a g r a p h 3 : boarding
•
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 . T e l l 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
back
•
Go th ro ug h the sent enc e cues. Drill each one as a class t he n individually.
there?
one
Moni tor .
Put stud ent s in pairs. Tell th em to read th e te xt again
and
take it in turns to say what Carol says about each thing.
105
TEACHER'S NOTES
Students revise the past simple and learn expressions for talking about good news.
LESSON 4 4
Warm-up
2
•
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
•
Use th e pic ture s in le ss on 36 to revis e th e st or y to d ate .
is Lucy
worried?
upset?
Does
and
Jordan?
Where
are Sarah
Peter
like Sarah?
What
are they
and
Peter?
Why
Is he married? talking
about?
is
Where Who's
When
Sarah are to
P l a y a u d i o E T ' H B t o f a m i l i a r i z e s t u d e n t s w i t h h o w t h e
•
E li cit /Te ach
•
was
did Lucy
school?
leave
part
Elicit:
a n d ci r c l e t h e c o r r e c t a n s w e r .
18.
the
answers.
Put stude nts in pairs to comp are thei r answer s.
key voc abu lar y and phrases for each
1 18
s tor y
develops and with the characters' voices.
3a
pic ture ,
p i c t u r e 1 : interview, director,
interview
education,
secretarial
p i c t u r e 2 : excited,
get
a
dressing
4 five
5 Frid ay
6 had a cold
W r i t e : Well
te xt .
.' on th e bo ard . Poi nt to th e gap and
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 :
college
ask
done.
• Ask student s to compl ete the expre ssions.
cold
gown,
I can't
3 bank
• 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 . T e l l s t u d e n t s t o f i n d
•
assistant,
i l l , I'm
(fo r an
afraid
b
cold
p i c t u r e 4 : congratulations, p i c t u r e 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,
2 secre tari al
and underline them in the
e.g.
wait,
•
P l a y a u d i o W i l W 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 .
•
Play th e audio again whil e stu den ts listen and
repe at.
appoint
done, so, on, wait
shocked
Wri te the ne w wor ds and phra ses on th e boar d and drill as a 4
class and ind ivid uall y. • Tell stu den ts to cover th e te xt . Ask some quest ions the pict ure s to check basic compr ehensi on, p i c t u r e 1 : Who can you
see?
Where
are
• 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 practi se th e con ver sat ion , each tak ing
ab ou t
e.g.
they?
What's
happening?
Does
she
look
in The Coffee
Shop?
Who's
Lucy
talking
to?
one
part.
•
Give stu den ts an op po rt un it y to pract ise each role.
•
Ask on e group to act out the sto ry for th e rest of th e cla ss.
•
p i c t u r e 2 : Who's
M onit or.
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
good
I
news.
happy?
p i c t u r e 3 : Where
is Lucy?
holding?
wrong?
What's
p i c t u r e 4 : Where p i c t u r e 5 : Who •
she
• G o ov er th e ans wer s as a class.
•
•
she
correct
help
Peter?
1
when
• T e l l s t u d e n t s t o r ea d t h e w h o l e s t o r y a g a i n a n d c h o o s e
Peter
going
school
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
o f t h e s t o r y a g a i n . A s k : When
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
left
What
is Lucy? is in the
Who
is she
wearing?
is she
office?
What
Follow-up
is she
•
with?
Why does
Lucy
look
shocked?
Focus on th e que sti ons. P lay th e aud io agai n. Elicit and
Writ e out diffe ren t typ es of go od news on pieces of paper, e . g . pass/
driving
have /new
baby,
test,
pass / E n g l i s h exam,
g e t / m a r r i e d , buy/new
get /new j o b , house,
win/new
computer.
check the an swers . • 1 Pe rsonal Assi stant to the Director for Europe
2 Olive Green
Give each st ude nt a piece of go od news. Ask th em to m ake a s e n t e n c e w i t h t h e c u e s , e . g . I passed
my driving
test
A l t e r n a t i v e l y y o u c o u l d as k 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 • Ask questions about the te xt to check comp rehens ion, p i c t u r e 1 : How course?
f i r s t job?
What
old
was Lucy
was her f i r s t job?
When
did
she join
p i c t u r e 2 : Was Lucy's the
new job?
interviews
Does
p i c t u r e 4 : Is Lucy they
appoint
p i c t u r e 5 : Is Lucy she
apply
interview
are on Friday?
for
the
t he
go
to
excited
about
her new
boss?
happy?
Does
new
How
started
long
her
did
good that happened to them recently and make a sentence
secretarial
she stay
in
about •
Director
Did
she
ill?
Resource activity pages 217 and 275
meeting
she
news.
What
work?
What
Tell stu den ts to ming le, and say and resp ond to each other' s good
want
of Europe?
it.
her
company? a success?
Is Lucy
Lucy
she
this
she know
p i c t u r e 3 : Why can't
did
when
e.g.
her new
is her like her
boss?
When
name? new
boss?
Why
did
job?
122
Students learn a lexical set of parts of the body and name parts
ACHER'S NOTES
LESSON 4 5 of the body.
TE
War m-u p
A u d i o s c ri p t 4 5 . 3
•
Revis e pre posi tio ns of place wi th a pict ure
•
E l i c i t / T e a c h : mountain, Draw
two
there's
a dog.
front car.
•
mountains.
the
On top
Between
of a house In
sky,
the
there's
sky
there's
of the
a
mountain
mountains At
ve ry go od fo r yo ur an kl es .
on the
2
left
a l i t t l e house.
there's the end
of the
Now for this exercis e, lie on the floor. Lif t you r left leg. Do n't bend your knee. Now rotate your foot. That's it. This exercise is
l e f t , r i g h t .
plane,
a road.
1
di ct ati on.
road
What's wrong wit h your face?
Man
In
there's
Wo ma n
What do you mean?
Wo ma n
a
Well, it's all red near you r neck . Look in th e mirror.
Man
plane.
Oh, yes. It's on my ches t, to o.
Wom an
Put stu den ts in small group s to compar e thei r pictu res.
3
And your stomach!
Tai lor
So for the jac ket . That's 48 for th e back. Can you lift your right arm, please, sir? That's it. Shoulder to elbow is 39 ...
la • Elicit/Teach: body. •
Ask stu den ts to call out the name s of any parts of th e
bod y
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
they know and write these on the board. •
chest,
my
etc.
part
of your
piano
with?
E l i c i t : Your eyes,
body
Focus on th e list of def ini tio ns.
w o r d s f r o m t h e b o x i n t h e c o r r e c t
Go thr ou gh th e ans wers as a class.
5 eye
8 han d
9 arm
place.
10 head
14
1 It's your mou th.
P l a y a u d i o J J J |
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 and
for stu den ts to listen and
leg
repeat .
this?
Do the exa mpl es tog eth er. What's
wrong?
My eye's
sore,
What's
the
Pronunciation
Poi nt Check
•
then
•
hear
listen and
matter?
b
hear?
E l i c i t : n and
e.
Put stud en ts in pairs . Tell th em to say th e wor ds out l oud
Go thr oug h th e answers
tog et her .
•
P l a y a u d i o c v M l f o r s t u d e n t s t o c h e c k t h e i r a n s w e r s .
Play
word s.
k in knee, h in chemis t's, w in answer, h in stom ach , w in w ho, What's wrong?
My eye's sor e.
B
My knee is sore.
C
His eye's sore .
C
Her knee is sore.
A
What's th e matt er?
A
What's th e matt er?
4
5
I in walk, w in writ e, k in know , h in whe n, c in scie nce •
B
My finger hur ts.
B
My back hurts.
C
Her finger hurts
C
His back hur ts.
A
What's wron g?
A
What's wrong?
B
My elb ow hurt s.
B
My shou lde r is sore.
C
can you
is a sil ent l ett er.
it again and tell th em to repe at the
A
B
letters
•
A u d i o s c r i p t 4 5 . 2 What's wrong ?
A s k : What
and circle th e silent l etter s.
Play th e rest of th e aud io.
A
S a y : knee.
E x p l a i n t h a t t h e k i n knee
P l a y a u d i o c v i r J . S t u d e n t s say what's wro ng,
a
body.
and repeat . Do the same with the second exam ple
3
8 It's you r neck .
3 It's your nose.
6 They 're you r hand s.
in to nat io n
E l i c i t : shoulder.
pronu ncia tion . Repea t with other parts of the
2
7 It's you r back.
toge ther.
body.
2 They're your toes. 5 It's you r ankl e.
your
play
pronunciation.
t o y o u r s h o u l d e r . S a y : What's
1
of the
4 It's you r head .
of
Read th ro ug h the m as a
c l a s s . S a y : Write
the parts
part
do you
your f i n g e r s .
Focus on th e word s in the bo x. Ask stude nts to writ e th e
•
•
Which
Put students in pairs. Go thro ugh the examp le
•
•
with?
the
head,
• As k ind ivi dua l stu den ts to say parts of th e bod y.
2
see
Go thr oug h the parts of th e body, de scrib ing each one a nd
3 nose
b
do you
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 neck,
•
body
6
His elb ow hurt s.
C
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
mm
name
parts
of the
I
body.
1 a
Follow-up •
Teach stu den ts this song .
Encour age th em to stan d up
and
do th e act ions as th ey sing, e.g. tou ch the relev ant parts
Her shou lder is sore.
of
t h e b o d y as t h e y s i n g . I f y o u d o r t ' t k n o w t h e t u n e , y o u c a n do this as a chant.
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, nou ns 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
•
P l a y a u d i o
•
Play part one of th e audio again. Ask stud ent s to
fevml
all th e way
yoga
teacher.
knee,
bo dy foot,
ankle.
Rep eat with each part of th e aud io. Go th ro ug h the answe rs as a class. 1 leg, knee, foo t, ankle
and
toes,
knees
and
toes.
knees
and
toes,
knees
and
toes.
knees
and
toes.
and
eyes
and
and shoulders,
mouth knees
and and
nose. toes,
Resource activity pages 218 and 276
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,
•
knees
and shoulders,
Head
guess
• Tell stu den ts to listen again and write the parts of th e
•
and shoulders,
Head Ears
thr oug h.
w h o ' s s p e a k i n g . E l i c i t : an exercise/a
Head
2 face, neck, chest, stom ach
3 back, arm, shoulder, elbow
122
Students learn and practise past simple questions and ask questions about past events. Warm-up
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
Revis e parts of th e body . Writ e out two sets of parts of t he
burned
bod y on stic ky lab els.
Put students in pairs to complete the sentences.
Put stud ent s in tw o tea ms. Ask for a vol unt eer from
Go thr oug h the
each
te am to come to the fron t. H an d a set of labels to each
1
t e a m . Te l l s t u d e n t s t h a t t h e y h a v e t w o m i n u t e s t o ' l a b e l ' their
burn,
burnt
winn er.
5a
•
•
• Tell stu den ts to cover the tex t. Ask quest ions ab out t he are the
women?
What's
•
Elici t/Tea ch: hur t, fai t.
•
P l a y a u d i o E M I 1 f o r s t u d e n t s t o r e a d a n d
her
did
body
Tina go skiing? did
Tina
Did
hurt?
Karen
go
listen.
with
Was it a skiing
her?
3 enj oye d, enj oy
(to express
W r i t e : y o u / h a v e / a good in the
Scotland,
What
4 broke , break
past.
e.g.
part
of
b
accident,
i l l , all
symp ath y). o n t h e b o a r d . S a y : Make
weekend
E l i c i t : Did you
have
a good
weekend?
Focus on th e con ver sat ion . Put stude nts in pairs to compl ete the questio ns and answers.
• As k questions about the te xt to check comp rehens ion, When
2 wen t, go
oh dear
question
happening?
•
toge the r.
E l i c i t / T e a c h : mountain-biking, weekend,
p i c t u r e , e . g . Where
answers
5 fall, fell
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
and this is also acc epta ble in Briti sh E ngli sh.
•
P l a y a u d i o i t P M
•
Go th ro ug h the answer s as a class.
Monitor .
for stu den ts to listen and check.
accident?
1 Did yo u have • Go thro ug h the rules on Stu den t's Boo k page 10 9.
5 Did you go
•
9 Did you have
Focu s on th e fir st part of th e ta bl e. Dr ill th e ex am pl es as a
2 Yes, I did
3 did you do
6 No, I did n't
4 did you go
7 Did you enjo y
10 No, I didn' t
11
8 Yes, I did
Did he come
12 No , he didn't
class and in divi dual ly. • 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 Did you
yesterday? have
Did you
an English
exam
meet
your
friends
on
to elicit
on Sunday?
go
shor t
answers. •
W r i t e : Did you
ate
my
on th e bo ard . Put a
sandwich?
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
sandwich?
Focus on par t 2 of the tabl e. Ask stud ent s to give o f wh- q u e s t i o n s , e . g . how,
where,
why,
when,
exa mpl es
what,
which,
•
D r i l l t h e e x a m p l e as a c L a ss 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
Poi nt ou t th at
in a hotei?
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 .
Where
th e
auxiliary
P u t s t u d e n t s in p a i r s 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 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 wh- e . g . When
did you
did you
get
speak
up?
What
did you
have
for
questions, breakfast?
Give
roles.
Yo ur li fe Foc us on th e cues . Put stud en ts in pairs to wri te t he questions. G o o v e r a s a c l a s s . E l i c i t : What Where
did you
go?
did you
Did you
have
do?
Who
a good
did you
washed
my
car,
went
did you
do?
played
one
to a p a r t y . which
things
I d i d .
Go th rou gh the que sti ons , giving you r tru e answers . Ask how many of th e stu den ts guessed their
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.
to
tennis,
corre ctly.
Tell stu de nts to look at th e que sti ons and wri te notes
to?
go
Ne xt
time?
each questi on write three thing s about your weeken d, t r u e a n d t w o f a l s e , e . g . What
P u t s t u d e n t s i n p a i r s . S a y : Guess
{ d i d ) , s u b j e c t ( y o u ) , v e r b ( s t a y ) .
Who
•
with?
who.
Check
pronunciation.
th em an op po rt un it y to pract ise bot h
cross nex t to the que st io n to sho w it is inc orr ec t and ask
•
C • Ask tw o stu den ts to read out the conve rsa tio n.
Saturday?
ab ou t
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 ) ?
Put stud ent s in pairs to ask and answer ab out
thei r
w e e k e n d . 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 c l a ss a b o u t t h e i r
•
Do th e exa mp le toget her . Play th e first ite m on aud io B 3 0 | . S t u d e n t s h e a r We went s k i i n g , m a k e a q u e s t i o n i n the past , the n listen and r epe at.
•
partner. 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.
Pla y th e rest of th e au di o.
Follow-up
A u d i o s c r i p t 4 6 . 2 1 2 3
We wen t ski ing.
We had good weather.
Write two general knowl edge quest ions (using the
past
Did you go skiing?
Did you have good weather?
t e n s e ) o n t h e b o a r d , e . g . Where
Cup
I fell over .
We enjoy ed i t.
place?
Did you fall over?
Did you enjoy it?
Columbus
We stay ed in a hotel.
We came back last night.
many students know the answers (Ger many ,
Did you stay in a hotel?
Did you come back last night?
(Germany, discover
Argentina, America?
did
Belgium)
the
2006
When
World
did
take
Christopher
( 1 4 7 2 , 1 4 8 2 , 1 4 9 2 ) . F i n d o u t
ho w
149 2).
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 w r i t e o n e g e n e r a l knowl edge ques tion wit h three possible answers ( one
Go thro ugh the sentences. El icit /Teac h key vocab ulary , e .g. burn,
cooker,
W r i t e : How
break,
fall
did you
_
off. your
corr ect , tw o inc orre ct) . Tell stu de nts to mingl e and fin d o ut how many peop le know th e answe r to the ir q ues tio n.
hand?
P o i n t t o t h e g a p s . A s k : Do we write
I the
it on 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 for th e seco nd (becau se it's a st at em en t) .
Resource activity pages 226 and 280 117
a
TEACHER' S NOTES
LE S S ON 47
Students revise past simple questions and talk about an accident.
War m- up
• 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?
Put stude nts in pairs. Tell th em th at you will read ou t a
•
did it happen?
How
did it
happen?
Put stu den ts in pairs to talk abo ut each other 's ac cid ent .
def ini tio n and th ey have to write dow n th e part of th e b od y tha t matches the
Where
Tell th em to make notes abo ut the ir partne r's
d efini tion .
acci dent .
• Tell stu den ts to chan ge partne rs and tell thei r new
Read out def ini tio ns from les son 45 ex er ci se add some more of yo ur own to ex te nd the
4 (yo u
did
par tner
ab ou t the ir firs t partn er.
could
ac ti vi ty ).
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
• F ocu s on th e sig ns. Drill each ite m as a class th en
see?
• Tell stu den ts to wri te the signs in thei r own
happened?
Elici t/Teac h:
Ladder,
P l a y a u d i o WMII weekend?
trip
over,
twice. As k:
E l i c i t : He felt
off
cat,
l i f t , heavy,
What
a
happened
• N o m i n a t e a s t u d e n t . A s k : ( A n a ) , how
box. to
Tony
Emergency'
last
talk
Hi, Bill. How are you? I'm fine, thank s. Did you have a good weeke nd?
Tony
off a ladder.
•
Of f a ladder? Did you hurt your self ?
Ton y
Yes. I hur t my ankl e.
Bil l
Where did it happ en?
Ton y To ny
•
Bil l
Tony
•
•
Can you walk? Oh dear. Well I hope it's OK soo n. An yw ay , I suppo se you
Go thro ugh the stat emen ts. e . g . ambulance,
operation,
Elicit /Teac h key vocab ulary ,
Play th e audi o aga in. Put stud ent s in pairs to compar e thei r answ ers.
2b
3c
4a
5c
weekend.
an accident
Say th e sent enc e twi ce
the n
at
the
weekend.
Poi nt to th e gap
6b
under sta nd,
dict ate
1
The acc ide nt
2
He
of f a ladd er. his ank le.
3
He
4
His wif e
5
The doc tor
6
To ny
in th e gard en.
him to
hosp ital .
at his fo ot .
an X-r ay.
•
W r i t e : have,
take,
look,
h u r t , f a l l , happen
on the
con vers ati on
• in div id ual ly.
betw een
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
ankle.
dif fer ent
Tony.
Ac t out
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.
X-ray.
Resource act ivit y pages 220 and 277
Tony. convers ation
pron unciat ion.
E
M
conver sat ion
bet we en
Bill and Tony .
and
M onit or.
U
• W rite a sent enc e on the board about some th in g true t ha t h a p p e n e d t o y o u , e . g . I had
(last y e a r ) .
an accident
• Tell st ude nts the y have to find out ab ou t you r acc iden t by asking quest ions. out
about
my
S a y : Use questions
accident.
3 to
find
Answe r the stude nts' questio ns
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
-
exercise
in my house,
broke
my
doctor.
• Tell stu den ts to make similar note s ab ou t an acci den t t hey , or som eon e th ey know,
had.
accident
3 He hurt
5 The doctor
the
Put stud ent s in pairs. Tell th em to look at th e ques tio ns make the
4
Bill and
B i l l . I'm
Nom inat e tw o students to act out the tog ethe r. Check
•
S a y : You're
boa rd.
Put stude nts in pairs. Tell th em to cho ose a suit able verb to
students.
•
th e
com ple te each sentenc e and wri te it in th e past for m in the
7 a
Dril l each qu es ti on as a class and
No min ate a stud ent.
and
gap.
• As k each que sti on and elicit Tony's answer s fro m
•
wri te
had.
Whe n yo u are sure th at stu de nts
happened
•
at the
Go th ro ug h th e sen ten ce s as a class.
audi o agai n, sto pp ing after each answer.
3
hum
•
•
• 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
l b
-
i n j e c t i o n , X - r a y , broken, p a i n f u l .
• Tell stu den ts to listen and choose the correct i nfo rm at ion .
•
draw
f o l l o w i n g s ix s e n t e n c e s :
don't want to play tennis tomorrow then.
2
an accident
e l i c i t t h e m i s s i n g v e r b
Yes, I can, but I can't drive.
Bil l
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 as a n e x a m p l e : Tony
ask a st ude nt to wri te it on the bo ard. Th ey should
Well, it isn't broken , but it's very painfu l.
To ny
can
T e l l s t u d e n t s y o u a r e g o i n g t o d i c t a t e si x s e n t e n c e s b u t y o u
-
Is it OK?
Ton y
I
accident.
Yes, well, luckily, my wife was in and she to ok me to
The doc tor look ed at it and I had an X-r ay.
Bil l
an
Wha t did yo u do? Did you go to th e hospit al?
That's good . What did they do at the hospital?
To ny
about
a line.
hospital in the car. Bill
c omp reh ens ion .
w i l l h u m t h e v e r b s . W h e n y o u h u m a v e r b , t h e y h a v e t o
In the garden.
Bil l
board.
Follow-up
No, I didn 't. I had an accide nt on Satur day morning. I fell
Bil l
X-ray
Writ e new word s on th e
Theatre.
and check
and
practi se.
• 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
Hi, Tony . It's Bill.
Bill
Operating
Drill th em
Hello.
Ton y
'Accident
• T e l l s t u d e n t s t o t h i n k o f t w o m o r e m e d i c a l s i g n s , e . g .
ladder.
A u d i o s c r ip t 4 7 . 1 Bil l
lang uage . say
Put stu den ts in pairs to
in (Chinese)?
Department,
Tony
do you
in di vi du all y.
looked
his at
TEACHER'S NOTES
Students learn and practise expressions for asking for things at a chemist's.
LESSON 4 8
War m-u p •
A u d i o s c r i p t 4 8 . 3
Put st ude nts in tea ms.
Give th em tw o min ute s to wri te
1
d own
as ma ny words conn ect ed wit h hospita ls as possi ble.
Words
t h a t s t u d e n t s h a v e s e e n i n p r e v i o u s l e s s o n s i n c l u d e :
nurse,
Che mi st
Is it for yourself? No, it isn't. It's for my daughter.
Ch em is t
How old is she?
Customer
She's seven.
Chemist
Comp are th e lists. The te am wit h th e mos t word s is the
Well, this cough medic ine is very good . She needs to take it three times a day.
w i n n e r . •
Hello. Can I help you? Ye s. Ha ve y ou g o t a ny t h i ng fo r a co ug h?
Customer
doctor, chemist, pharmacy, cold, sore, hurt, hospital, surgery, X-ray, accident, emergency, prescription. •
Che mis t Customer
Cust ome r
Drill any new words
and check
c omp reh ens ion .
2
Thank you.
Che mi st
Hello. Can I help you?
Cus to me r
Yes. Have you got anyt hing for sore eyes?
Che mis t la
•
E l i c i t / T e a c h : insect
bite,
cream,
need,
put
on,
once,
twice.
• Tell st ude nts to cover th e te xt . Ask que sti ons abo ut th e p i c t u r e , e . g . Where •
are the people?
What
can you
P l a y a u d i o E i f r U B f o r s t u d e n t s t o r e a d a n d
What
he have
bit
t o put
the
the
woman's cream
grandson?
Chemist
Well, these eye drops are very good. Use them once a day.
listen.
How
Ye s, it is .
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?
Is it for yourself?
Customer
many
the
times
3
Thank you.
Chemist
Hello. Can I help you?
Customer
does
Ye s. H av e yo u g ot an y t hi ng fo r a co ld ?
Che mis t
on?
Is it for yourself?
Customer b
•
Nom ina te tw o stu den ts to act out the con ver sat ion .
Chec k
Ye s, it is .
Che mis t
Well, these capsules are very goo d. Take one
pronunciation. •
every four hours.
to pract ise bot h roles. •
4
Mo nito r.
Hello. Can I help you? Ye s. Ha ve yo u g ot an y t h in g fo r su nb ur n? Is it for yourself?
Customer
Give some exa mpl es of how oft en you do thi ngs , e.g. I lessons
Chemist Chemist
individually.
Chinese
Thank you.
Customer
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
•
Cust ome r
P u t s t u d e n t s in p a i r s t o p r a c t i s e . G i v e t h e m a n o p p o r t u n i t y
once
a week.
I go to a restaurant
twice
have
Ye s i t is . It 's fo r my ar ms .
Che mis t
a
Well, this cream is very goo d. Use it twic e a day.
Cust ome r
Thank you.
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?
chem ist , and St ud en t B th at his /h er mot her has got sore eye s. Tell th em to use th e ta bl e in ex er ci se 3 and hav e a
• Focus on the Eve ryd ay expr essi ons . •
Drill each expres sion as a class and
conver satio n. Check
ind ivid uall y.
Put stud ent s in pairs. Poin t to the table and ask th em
• Tell stu den ts to wri te the expressi ons in thei r ow n
make three more convers ations.
language. •
No mina te a stud ent. day?'
A s k : ( A n a ) , how do you
say
'once
•
Moni tor .
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
F o c u s o n t h e p i c t u r e s o f p r o b l e m s . P l a y a u d i o 1 . 1 - W i f o r
eyes).
each ite m as a class the n indi vid uall y. Check
pro nunc iat ion .
A s k d i f f e r e n t s t u d e n t s t o s a y t h e p r o b l e m s . S a y : 7? E l i c i t : a
Put stude nts in pairs to
•
Re peat wit h the
ache?
a c c e p t tablets medicine,
pract ise.
pictures of
o r capsules
the
best
treatment
Go th rou gh
for
b u t n o t
each of th e
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 a u d i o g M B l t w i c e . What's
th e problem
times
a
daughter's
and got
a painful
ankle,
backache.
cold,
Prep are on e for each
what's
the
treatment?
a cough./Cough
cough
prob lems
Ask :
E l i c i t : The
medicine
three
day.
the customer's daughter's got a cough / cough medicin e / three times a day
2
sore eyes / eye dro ps / once a day
3
a cold / capsules / one eve ry four hours
4
sunb urn / cream / twi ce a day
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
wrong?
What's
the
Af te r each exc han ge th ey swap thei r pieces of paper
to pract ise a dif fer ent
pro ble m.
e.g.
Repeat with each conve rsatio n. 1
eyes,
matter?
for sto mac h ache,
or drops.
I
chemist's.
Wri te out diffe ren t prob lems on pieces of paper, e.g. a sore
•
med icin e.
eliciting the best treatm ents .
customer's
•
What's
Accep t any thi ng tha t seems feasible,
cream,
at a
student.
b • F o c u s o n t h e t a b l e . A s k : What's stomach
things
Drill
rash.
•
ask for
Follow-up
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
Chec k
pronunciation.
Put
stu den ts to listen and re peat . •
to
Monitor.
A s k p ai r s 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
Repea t with differ ent expressi ons.
in (Spanish)?
stu den ts in pairs to practise . 3a •
pronu nciat ion.
Resource activity pages 221 and 277 Review and Wordlists Lessons 41-48 Student's Book pages 93-94
~ TEACHER'S NOTES
Students learn a lexical set of travel vocabulary and talk about their holidays.
LESSON 4 9
Warm-up
A u d i o s c r i p t 4 9 . 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
He ll o. Di d yo u ha ve a go od ho li da y?
B
Yes, we did, than ks . It was great .
A
Wh er e di d y ou go?
B
We wen t on a cruise in th e Ca rib bean .
A
Wo nd er fu l. Wh er e di d y o u ge t on t he bo at ?
B
In Flor ida. We flew to Miam i.
A
Was t he fl ig ht OK ?
B •
Focus on th e pictures. Pl ay audi o
E B B
f ° r s t u d e n t s
Well, yes, but we had a bit of a pro ble m, becau se we for go t the tickets. We left them on the kitchen table.
to
listen and r epeat .
A
Oh no . Wh en di d y o u re al iz e th at ?
•
Drill each item as a class and
B
We were at the ai rpo rt.
•
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 s a y t h e w o r d s . S a y :
A
Wh at di d yo u do ?
1 4 , (Marie)?
number
ind ivi dua lly .
E l i c i t : to lose your
luggage.
What's
B
Check
pronunciation. •
Luck ily our dau ght er lives near us. So we pho ned her and she we n t t o th e ho us e an d dr ov e t o t he ai rp or t wi t h t h e t ic k et s.
A
Th at wa sn 't a g oo d st ar t t o a ho li da y!
Put stud ent s in pairs. Tell th em to cover th e te xt , and to t ak e
B
No, it was n't .
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
A
Di d yo u mi ss t h e pl an e?
B
Yes, we did , but th ey put us on ano the r plane, so it wasn 't to o
A
Th at 's g o o d .
this?
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 th at person was wit h us), or miss a t r a i n / b u s , etc (arrive afte r the tr ai n/ bu s has left).
bad, and we didn't miss the boat in Florida.
Yo ur li fe • Go through the questions. No min ate stude nts to answer the que st io ns and list ideas on th e bo ard . Drill new it em s and check
•
W r i t e : Forms
a n d Places
of transport
on th e boa rd.
Fo cus
•
on the exa mpl es, and ask stu den ts to call out othe r form 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.
List
by plane,
hotel,
relax.
• TelL stu den ts to look at th e que sti ons and make not es their
comprehension.
•
Put stu den ts in pairs to think of oth er places. Ask
Use th e ques tio ns to talk abo ut yo ur holidays . Make not es o n t h e b o a r d , e . g . in J u l y , Greece,
the se under th e first head ing . Drill new words and chec k •
comprehension.
st ude nts
abo ut
holidays.
P u t s t u d e n t s i n g r o u p s t o as k a n d a n s w e r q u e s t i o n s their holidays.
ab ou t
Monitor .
to call ou t the ir ideas and list th em on the boa rd und er t he second •
Drill new item s and check
Pronunciation a
individually.
W r i t e : go
•
S a y : s t a t i o n , airport
and wri te th em on th e boar d.
Un derl ine
t h e a in each wor d. E lici t and dril l th e soun ds : /e i/ in
on th e boar d. Poin t to the gap and ask
holiday
w h a t t h e m i s s i ng p r e p o s i t i o n is . E l i c i t : •
com pre hen sio n.
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
•
head ing .
station
on.
•
Repe at wit h the other phrases .
a n d / e o / i n airport
to show th ey are dif fer ent .
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.
Underline
th e i in each word . El ici t and drill th e soun d /i/ in each D o t h e e x a m p l e s t o g e t h e r . P l a y a u d i o E Q E f - S t u d e n t s plane,
hear
w o r d t o s h o w t h e y ar e t h e s a m e .
make a sent ence , the n listen and repe at. Do th e same
w i t h t h e s e c o n d
•
example.
the
Play the rest of th e a udi o.
•
plane
4
They went by plane. 2
They went on a business trip.
behind/at
Caribbean, home),
Elic it/T each lose,
leave
or false?
neighbour.
th rou gh.
false.
Play the rest of th e aud io t wi ce . aud io agai n, sto ppi ng aft er each answer. 2 T
3 T
4 F
5T
6T
7 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 talk
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 call ing out spe lli ngs and pu nc tu at io n. They scor e one poi nt for each correct word and capital letter (each team has three sentences with a total of 20 words and four capital letters).
Go thro ugh t he answers as a class. If necess ary, p lay t he
I F
rep eat.
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 to listen and check.
Dictate the following mini-paragraph (or make up a similar one abou? your holiday).
(something
P l a y t h e a u d i o a g a i n ( t o Caribbean).
r
Follow-up
key vocab ulary ,
D o t h e f i r s t s t a t e m e n t a s a n e x a m p l e . A s k : Is the
E£H>1 f °
Play the audio again for stu den ts to listen and
can
They went to the airport.
Miami,
P l a y a u d i o j j V J f c l a l l t h e w a y
true
•
6 the airport
Go thro ugh the stat emen ts.
sound .
train/plane
They went on a cruise.
a busines s tri p
wit h
wo rd s t h a t ha ve t h e sa me s ou nd : t i c k e t / m i s s , lo se /c ru i se ,
5 a cruise
They went to the station.
e . g . camping,
boat They went by boat.
the stat ion
3
same
b • P l a y a u d i o
A u d i o s c r i p t 4 9 . 2 1
Put stud ent s in pairs and tell th em to tick the words
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
•
•
•
Put st ude nts in pairs. Tell th em to make neg ati ve a nd pos iti ve sent ence s for each pict ure.
Play a gam e of Bin go (see pag e 10) to revise fr ee- ti me
Go th rou gh the answers as a class. Ask indiv idu al s tud ent s
act ivit ies and places to go from les son s 13 and 3 7.
1
•
p i c t u r e s , e . g . Who they
•
to say one sent ence each. Check
Tell stu den ts to cover th e te xt . Ask que sti ons ab ou t can you
see?
Where
are
they?
the
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
• Pl ay audio m
m
for
(an
( t i m e ) , exam,
Cindy
festival
and are
is Sarah's
•
they
going
going
exam?
to work
to?
What
Is she going
•
next
listen.
Monday?
is Jordan
to study
•
the rules on Stud ent 's
e.g.
sort
to do?
•
of
•
I'm
Book page
b •
f o r t h e f u t u r e , e . g . What
are you
weekend/
your
going
•
E l i c i t : Yes, I am.
they
going
they
English
6 a
aren't.
They're
Mon itor.
m i n i m •
Go th rou gh the list of thi ngs and tel l st ude nts ab out
to go shopping.
I'm
f r i e n d s . We're going
the
•
course?
going
to relax
to have
a
in the garden
ne xt
What
go shopping
•
about
(Grace)?
you,
e i t h e r . / I ' m going
th e
not
with
going
my
barbecue.
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 shopping.
Ask
peo ple
Eli cit a
to cook?
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
to do at
No,
Put stude nts in pairs to ask and answer questi ons ab ou t t he othe r peopl e.
not
going
E l i c i t : I'm
to go
to not
go going
to
shopping.
Poi nt to the list of thi ngs and tell stu den ts to
wri te
tru e sent ence s ab ou t th e thi ngs they 're going to do nex t
W r i t e : I'm
going
We's going
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
for
to play
tennis.
He going
to see his f a m i l y .
each
b
•
E l i c i t : I'm
going
Do the
to
to play
tennis,
He's going
to see
his
Play the first ite m on going
to play
tennis,
audio
Rep eat with each of th e ite ms. P u t s t u d e n t s i n p a i rs t o a s k a n d a n s w e r a b o u t t h e they're going to do. partner. Check
•
about
plans
for
I
the f u t u r e .
Follow-up
We're goin g to have a par ty. •
Put stude nts in pairs. Tell th em to thi nk of thi ngs the y can do to pract ise /im pro ve their English.
They're going to go to the b each. •
I'm goin g to clean th e house.
Ask stud ent s to call out their answers and write these on 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
I'm not going to clean the house.
to some
He's goi ng to get up early.
newspaper,
He isn't going to get up early. 6
talk
She's goin g to play tenni s.
They aren't going to go to the beach.
5
pronu nciat ion.
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
We aren't going to have a party.
4
thi ngs
• As k ind ivi dua l stu den ts to say a sent ence abo ut th eir
She isn't going to play tennis.
3
No mi nat e one of the
•
ma ke a
A u d i o s c r i p t 5 0 . 2
2
to go shopping?
•
Play th e rest of th e au di o.
1
A s k : Who's going
t h e q u e s t i o n s , e l i c i t i n g a n s we r s f r o m t h e s t u d e n t .
study.
examp le tog eth er.
Monitor.
stud ents. Focus on the example convers ation . Go thro ugh
n e g a t i v e s t a t e m e n t , t h e n l is t e n a n d r e p e a t .
•
They 're goi ng to go saili ng.
English speak
songs,
read
an English
to an English-speaking
an English book,
read
•
Put stu de nts in pairs to com pare thei r ideas.
individually.
they
going
on Monday?
to cook
on Monday?
E l i c i t : They're
What
cooking.
are they are they
No.
They're
doing? going going
Resource activity pages 226 and 280
Are
to to
do go
sailin g.
117
an
English
Tell stu den ts to choo se thr ee thin gs th at th ey are goi ng t o
• Go thr oug h th e pict ures. Drill th e act ivi tie s as a class and
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
f i l m , listen
person.
do to practi se thei r Eng lish.
They aren't going to go sailing.
•
on
w e e k e n d .
H ' J M i . S t u d e n t s h e a r She's
4
early
indi vidu al stu dent s to say tw o sentenc es about their part ner.
f a m i l y , We're going
•
golf?
to play
up
to go s a i l i n g .
going
Check
Put stud ents in pairs to compare their sentences.
them.
•
going
to get
Focus on th e pictures in ex er ci se 4. Ask abou t the
s e n t e n c e t o s h o w t h e y ar e 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
3
Are you
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,
109.
109.
indi vid uall y.
not.
i n t h e f i r s t p i c t u r e , e . g . Are
w e e k , a n d o n e t h i n g t h e y a r e n ' t g o i n g t o d o .
•
The y aren't going to work in th e offic e. They 're going to relax
Monday?
ind ivid uall y.
• Tell stu den ts to wri te one th in g they 're going to do
•
4
s t u d e n t s ' p l a n s , e . g . Are you
• As k indiv idual students ab out their inte ntio ns and plans
finish
She isn't going to get up early. She's goin g to stay in bed.
U s e t h e v e r b s i n e x e r c i s e 4 t o as k q u e s t i o n s a b o u t t h e
When
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 / ) .
you
3
Drill the exa mpl es as a class and
Monday?
Drill the exa mpl es as a class and indiv idua lly.
when
He isn't going to drive a ta xi . He's goi ng to play go lf.
5 a • Go th rou gh the rules on Stu den t's Boo k page
What
going
on
Drill each senten ce as a class the n
Go th ro ugh
They aren't going to cook. They're going to go sailing.
on a beach.
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, bu t no t all , cas es the fo rm s are in te rc ha ng ea bl e. Note that we often use the present continuous with the verbs go an d come rather than going to go, going to come. 2
1
exam).
for stu den ts to read and
Ryan
pro nun cia tio n.
2
water-
• Ask questions ab out the te xt to check comp rehens ion, Are
Moni tor .
TEACHER'S NOTES
LE S S ON 51
Students revise going to and describe their plans for the future.
War m- up •
• Elicit/Teach: gap year.
Revise coun tri es wi th a qui z. Put stu den ts in small team s.
• Go thro ugh the ques tio ns. Elic it possibl e answers for each
Prepare be twe en six and ten multi ple choice que sti ons , e . g . This country Ireland? Peru,
is above
People
speak
or Brazil?
Indonesia,
USA.
Portuguese
The capital
China,
Colombia,
the
in this
city
of this
or Thailand?
Spain,
or
Is it Mexico,
This
Canada,
Is it I t a l y ,
country.
country
is a very
one,
or
is Bangkok. cold
Is it
country.
Is it
e.g.
question
1 : save
money,
question
2 : round
the
question
3 : work
go sightseeing,
Norway?
The winni ng tea m is the one wit h the most correct ans wers.
question •
1
•
Focus on the Who
can you
pictures. Ask ques tio ns ab out th e peop le, see?
How
old
are
•
Elic it/T each key vocab ulary for each paragra ph, paragraph
while stud ents read the
1 : long,
rest,
Sri Lanka,
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, •
improve,
e. g.
rela x,
in + a
a
sister/brother
month
com pre hen sio n.
b • Thailand,
Moni tor .
Tell stu den ts you are pla nni ng a gap year. Go th rou gh
Indonesia
year,
Read th ro ugh the names and act ivi ties and check
I'm
to A f r i c a . F i r s t , I'm
going
.. . W r i t e : A f r i c a , save
Then
understanding.
going
to save
on th e
money
Play
gap
some
money.
board .
• Tell stu den ts to write thei r own para grap h fol low ing
Go th rou gh the answers
th e
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
lake
the audio again while st ude nts read and
ab ou t
plans.
• Tell st ude nts to matc h th e names with the act ivit ies .
•
money,
to earn
language
a f r i e n d , with
with
5 : on + a date,
Drill new ite ms and check
e.g.
life
ski resort,
work
to A f r i c a , Asia
• Use the questi ons to ask ind ivi dua l stu de nts abou t their
te xt s.
Bangkok,
Europe,
another
the ir gap year plans.
P l a y a u d i o l a w i
job
round
• Tell stu den ts to look at th e que sti ons and make notes
they?
•
another
as a volunteer,
learn
q u e s t i o n 4 : alone, •
get world,
th e
pattern.
listen.
•
Put stud ent s in small groups to ask and answer abo ut
to get her .
gap year plans.
thei r
Moni tor.
• A s k i n d i v i d u a l s t u d e n t s t o r ea d o u t t h e i r p a r a g r a p h s .
Sandy Yates is going to teach English. Tamas Pavel is going to travel round the world. Han Sun is going to work in a hotel.
English in the world • As k questi ons about the te xt to check comp rehens ion, Where How
is Tamas is Tamas
to spend
2
•
from? going
in Sri
Whose to earn
Lanka?
parents money?
Why
is Han
Read thro ugh the quest ions. e . g . before,
have
got
How going
a
long to
e.g.
•
bookshop?
is Sandy
E l i c i t / T e a c h : s t r a i g h t , take
• A s k q u e s t i o n s a b o u t t h e t e x t t o ch e c k c o m p r e h e n s i o n , e . g .
Canada?
sort
of jobs
popular
Elicit /Teac h key vocab ulary ,
do people
with
young
people
• G o th ro ug h th e answers as a class.
gap
What
•
What
Put st ude nts in pairs to compar e thei r answer s.
Ha n.
3 No , she isn' t.
Indo nesia , Australia , and some othe r countri es to trave l with two friend s.
2 Tha iland ,
•
4 on 29 Octob er 2 Canad a
note.
plans
•
going
t h a t , I'm
gap
years?
are popular do during
with
When
do they
for
to
going
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
ph one.
learn
another
a new
car,
a new j o b ,
language, move
learn
house,
Prepare one for each
have
dinner.
to phone
Then,
my
I'm
going
•
to
mother.
•
a new job
next
buy
to a
stud en t.
Tell st ude nts to fin d out ab ou t thei r class mates ' plans. 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 to visit
another
country?
Where
are
they
going
to
sequencers.
aft er the lesson using the seque nci ng
Resource activity pages 224 and 279
word s.
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 c l as s a b o u t t h e i r plans.
113
going
year?
• A sk stude nts to writ e thr ee thi ngs they are goin g to d o
•
a gap
Ha nd out th e piece s of pap er. Tell st ud en ts to make a
to get
• Write your sentences on the board. Point out that we use a comm a after
take
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
• Tell stu den ts three thing s th at you're going to do afte r
TV. After
people
are
E l i c i t / E x p l a i n t h a t F i r s t , Then,
that activities occur in.
watch
take
in (Poland)
to u n i v e r s i t y , get
d r i v e , visit
are seq uenc ers and we use th em to sho w th e orde r
w o r k . S a y : F i r s t , I'm
in (Spain) countries
do people
computer, that
do young
What
countries
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 go
4 in Sep tem ber
Focus on the La ng ua ge After
When
Which
Follow-up
3 Yes, he's going
Ha n: 1 She's goi ng to work in her paren ts' boo ks hop .
year?
describe
4 in Aug ust
Tam as: 1 He's going to work in a bott le fact ory .
•
people?
gap year?
• 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
Sa nd y: 1 She's goi ng to have a long rest and go on h olid ay.
3 No, she isn't .
in their
• Ask stude nts quest ions abo ut gap years in thei r coun tri es, Do young
2 Sri Lank a
get
year?
t rip.
Re pe at for Tam as and
real j o b .
• Re ad th ro ug h th e te x t as a class.
going
• Tell stu den ts to read ab ou t San dy and answe r th e qu est ion s. •
the o p p o r t u n i t y , popular,
go?
going
TEACHER'S NOTES
Students revise going to and learn expressions for talking about sad events.
LESSON 52
Warm-up •
1
U s e t h e p i c t u r e s i n l e s s o n 4 4 t o r e v i s e t h e s t o r y t o
dat e.
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 . job
1
did
Lucy
she
happy?
Lucy
like
•
have
an interview
Who
is her
new
for?
Did she get
boss?
What's
What
the job?
Olive's
Was
new job?
Because her gran dmot her is dea d./ She 's going to go to her grandmother's funeral.
Does
Olive?
P l a y a u d i o B - " W l i t o f a m i l i a r i z e s t u d e n t s w i t h h o w t h e s t o r y
2
this even ing
3
a couple of wee ks/ two weeks
4
to the superm arket
5
to get th e cakes for Cindy
6
ge t marri ed
7
to the airp ort
8
she's bus y
develops and with the characters' voices. •
E lic it/ Tea ch
key phrases and voc abu lar y for each
pi ctur e,
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
f e e l , sad,
of weeks,
a sandwich,
p i c t u r e 3 : unload,
miss
(someone),
•
hope hungry,
p u z z l e d , get
cake,
n ow
your
on th e
grandmother,
hear.
Ask stu den ts to com ple te the
•
Play aud io H
Wri te the ne w wor ds and phra ses on th e boar d and drill as a
•
Play the audio again while stud ent s listen and r epe at.
class and
•
Drill th e expr essi ons as a class and i ndi vid uall y.
5 : know,
on his
b
busy
ind ivi dual ly.
the pict ures to check basic compr ehens ion,
e.g.
p i c t u r e 1 : Who can you
What
see?
picture Does
2 : Where
Where
are
they?
are
Cindy
look
Ryan
he holding?
doing?
What
p i c t u r e 4 : Where
is Ryan
picture
is Cindy
5:
Ryan?
What's
Ryan
making?
Where's
Peter?
What's
he
Where
do you
think
now?
he's going
What's
he
to
Peter
wants
to get
1 : Where
is Sarah
Play th e
to go to? Is Sarah go with
going
Eli ci t:
•
funeral
to f l y to Singapore?
is Sarah Is Lucy
Cindy
go
a sandwich?
•
going
p i c t u r e 3 : I s Peter
to the
What
next
going
supermarket?
does
Cindy
Why
need?
to go to London?
Friday?
Is he going
p i c t u r e 4 : Who did Ryan he say? a
Did
Peter
going
to
is Ryan
Where
are
want
drive
see? to the
What
What
to get
I
events.
ac ti vit y.
Arr ang e the class in a circle. Tell stu den ts to wri te a mon th
perso n, a for m of tra nsp ort , a place to stay , and s om eth ing
was Peter
airport?
is he going
married
Why
next
doing?
does
to do on ho lid ay.
to
•
week?
What
Peter
Cindy to talk
know
that
Peter
to Ryan?
What
wants do
they
to get need
did
Op en your piece of paper and write the word s on the e . g . J u l y , Paris,
travel
married? in
Tell stu den ts to read the
A s k : Why is Sarah
to go
going
her grandmother
back
is dead./She's
to Singapore? going
and
P i t t , bicycle,
campsite,
to go to Paris stay
with
in a campsite.
Brad
to take
photos.
take
to, e . g . In July
P i t t . We're going
We're going
lots
to go by of
Elicit:
ab ou t 'their ' plans .
her
Resource activity pages 225 and 279
questions.
•
Go over the ans wers as a class.
I'm bicycle
photos.
Put them in small grou ps to
fune ral .
Put stude nts in pairs to compar e thei r answe rs.
Use
Tell stu den ts to ope n thei r piece of paper, read th e wor ds, and mak e similar senten ces.
Tell stu den ts to read the te xt again and answe r th e
•
boa rd,
Writ e th e sent ence s on th e board so stu de nts can see.
the
t ex t.
to go to
Brad
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
•
Focus on th e ques tio ns.
grandmother's
sad
plac e, fold the pa per over and pass it on . Rep eat wi th a
the
cafe?
Because
about
Mak e sure th at ever yo ne has an A 4 piece of pap er and a pen
going
she
talk
it to the stud ent on their left. N ow tell th em to writ e a
going
lot?
p i c t u r e 5 : Does 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
at th e top of th e paper. When eve ryo ne has don e this, t ell
cakes?
about
Mo nit or.
th em to fold the top edg e of th e paper over tw ic e and pass
p i c t u r e 2 : Did
talk
practise each role.
e.g.
her?
to make
an o p p o r t u n i t y t o
or pen cil for this
Whose
to
Follow-up
audio
married.
going?
Give stu den ts
can
• Ask questions abou t the te xt to check compr ehensi on, picture
•
•
do?
again for stu de nts to read and listen to the story. Because
Fo cus on th e st ory . Put st ud en ts in gro ups . Tell th em
• A sk one grou p to act out the sto ry for th e rest of th e clas s.
doing?
holding?
surprised?
•
practise the conver satio n, each taki ng one pa rt.
going?
• F o c u s o n t h e q u e s t i o n : Why is Ryan
for stu den ts to check thei r answers .
they
relaxed?
p i c t u r e 3 : What's What's
and
W
hear, be, miss
4
are Cindy
ex pres sions .
way
doing?
•
about
m i s s i n g w o r d . E l i c i t :
married
• Tell stu den ts to cover the te xt . Ask some ques tio ns a bo ut
•
to
•
picture
2
W r i t e : I was sorry
te xt .
board. Point to the gap and ask students to supply the
supermarket,
bag,
travel
p i c t u r e 4 : t r a y , outside,
•
Focus on the Ever yd ay exp res sio ns. Tell stud ents to find and underline the m in the
122
talk
~ TEACHER'S NOTES
Students learn a lexical set of food and talk about their likes and dislikes.
LESSON 53
Warm-up
A u d i o sc r ip t !53.3
W r i t e t h e f o l l o w i n g f o o d r e l a t e d a n a g r a m s o n t h e b o a r d : ( c o f f e e ) , kcea ( w i n e ) , rebe
(cake),fcae
(beer),
( c a f e ) , sturaretna
ndwisahc
(sandwich),
(restaurant),
tewra
1
fofeec, newi
The y
Yes, please.
Cus to mer
Can I have a sandw ich, please?
A s s i s t a n t
Do you want white or brown bread?
Cu st om er
White bread, please.
(water).
Put stud ent s in small grou ps. Tell th em the topic eg foo d.
Ass is ta nt
A s s i s t a n t
Do y ou w a nt b ut t er on t ha t?
Cus tom er
No, thank you.
have to unscramble the letters to find the words.
A s s i s t a n t
W ha t wo ul d y o u li ke in t he sa nd wi ch ?
The first group to unscram ble all of the word s and rewri te t he m
Cu st om er
Can I have beef, please?
c o r r e c t l y is t h e w i n n e r .
A s s i s t a n t
A n y t h i n g el se?
Customer
Ye s. Can I ha ve le tt uc e, pl ea se ?
A s s i s t a n t
A n y t h i n g t o dr in k?
Cus to mer
Orange juice, please.
Focus on th e picture s. Play audio K
M
for stu den ts
to
listen and re pea t. Drill each ite m as a class th en
Check
He re y ou ar e.
Customer
Thank you.
Ass ist ant
Y e s , p l e a se .
Cus to mer
Can I have a sandwi ch, please?
indi vid uall 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 . A s k : What's ( J u l i a ) ? E l i c i t : eggs.
A s s i s t a n t number
16,
2
pron uncia tion .
Put stud ent s in pairs. Tell st ude nts to cover th e te xt
and
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
this?
Repr oduc e th e diag ram on th e board . Ask stu den ts to
com e
A s s i s t a n t
Do y ou wa n t wh it e br ea d or br ow n?
Cust ome r
Brown, please.
A s s i s t a n t
Bu tt er ?
Customer
Ye s, pl ea se .
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
A s s i s t a n t
Wh at wo ul d y ou li ke in t he sa nd wi ch ?
-
Customer
Cheese, please.
appies,
oranges,
grapes;
meat
-
beef,
pork,
A d d t w o m o r e l in es f r o m ' F o o d ' f o r dairy cheese,
butter),
a n d other food
chicken.
products
(bre ad,
(eggs,
A s s i s t a n t
A n y t h i n g el se ?
Customer
Ye s. Can I ha ve t o m a t o e s , pl ea se ?
rice).
Put st ud en ts in pairs or sma ll gro ups and ask th em to
fin d
two more words for each type of food. A s k s t u d e n t s t o c o m e t o t h e b o a r d a n d a d d t h e i r w o r d s t o
A s s i s t a n t
A n y t h i n g t o dr in k?
Customer
Coffee, please.
A s s i s t a n t
He re yo u ar e.
Customer
Thank you.
th e correc t par t of the diagra m. Exam ple s might i nclu de: f r u i t - pears,
melon-,
-
dairy
lamb,
water;
ham; other
food
vegetables products
- beans, - cream,
- pasta,
peppers:
yoghurt;
meat
drinks
Rea d th e conv er sa ti on.
-
wine,
No mi nat e two stu den ts . A is the assi stan t, and B is th e
com pre hen sio n.
cust omer . Poi nt to the tab le in ex erc is e 4a. Tell th em
D o t h e e x a m p l e s t o g e t h e r . P l a y a u d i o M t W . S t u d e n t s m a k e a q u e s t i o n w i t h Do y ou
onions,
individually.
noodles.
Drill new words and check
Drill each line as a class an d
l i k e , th en l isten
use th e tab le and the mo del to make th e first
hear
to
con ver sat ion .
Put stu den ts in pairs to make th e oth er c onv ers ati on.
and
repe at. Do th e same with the seco nd it em.
Monitor.
Play the rest of th e audi o.
A s k pa i rs 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
pronunciation.
A u d i o sc r ip t 5 3 . 2 1 2 3
Yo ur li fe
onions
lettuce
Do you like onions?
Do you like lettuce?
Focus on the pictures in exercise 1. Say the things you like
fish
chicken
a n d d o n ' t l i k e , e . g . I don't
Do you like fish?
Do you Like chicken?
Tell stu de nts to look at th e pictures and tick the
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 you like tomatoes?
lettuce,
butter Do you like butter?
(Ivan)?
like
beef,
but
E l i c i t : Yes, I d o . / N o , I
I like
chicken.
thi ngs like
don't.
Put stu de nt s in pairs to ask and ans wer abo ut thei r likes
In English it is common to use the verb have, rather t h a n eat, with food. For example we would say I had sandwich
4a
for
lunch.
We're
having
pasta
F o c u s o n t h e p i c t u r e . A s k : Where
1
' E l i c i t / T e a c h : brown • Play audio E
H
bread,
for
are the
and dislikes.
a
can
•
th ro ugh .
the
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 :
and
the
customer
lettuce,
orange
ask for? juice
E l i c i t : white
bread,
What
no butter;
and wri te the se in th e
columns. Rep eat with the second
about
some
market.
potatoes.
I didn't
s t u d e n t s a y s : I went beef
appr opr iate
bought
butter,
buy to
to the
market
T h e n e x t s t u d e n t s a y s : I went potatoes, the
market.
I bought I didn't
buy
apples,
cheese and tom atoe s, coffee
I
etc. Stu den ts have to sit do wn if th ey repeat a
w o r d . C o n t i n u e u n t i l y o u h a v e o n e p e r s o n
standing.
» Go thr ou gh t he answ ers as a class. 2 brown, butter,
and to
The thir d
apples.
conver satio n.
1 w hite, no butter , beef and lettuce, orange juice
I
and d r i n k .
food
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
D raw th e tab le on th e b oard.
does
talk
Follow-up
people?
1 1
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.
f i l l i n g , lettuce.
all th e way
M onit or.
Resource activity pages 226 and 280
TEACHER'S NOTES
Students learn countable and uncountable nouns and talk about quantities.
LESSON 5 4
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
War m-u p
to say one ite m each. Check
Use a boa rd dash to revise fo od fro m le ss on 53 .
l a
t w o t a b l e s o n t h e b o a r d w i t h f o u r c o l u m n s h e a d e d f r u i t , vegetables,
meat,
dairy
2 some
10 a
products.
Divide the class into two teams. Ask one person from each te am to come to the fro nt and give th em a board pe n. be twe en the two 'writers' so th ey can't copy from other's
pro nun cia tio n.
Dra w
St and
each
11
4 some
12 some
5 a
13 an
6 a
14
7
some
8 a
9 an
some
Do th e exa mpl es toge the r. Play th e first item on aud io 1 i E W M . S t u d e n t s h e a r We need w i t h how
table.
3 some
some
much/how
some f r u i t , m a k e a q u e s t i o n
th en listen and repe at.
many,
Do the
same wit h the second i tem .
Team s have t wo mi nut es to call ou t as ma ny word s for ea ch
Play the rest of th e audi o.
foo d group as poss ible. The y score a poi nt for each correc t A u d i o s c r i p t 5 4 . 2
w o r d .
l a • Tell stu den ts to cover the te xt . Ask que sti ons abou t the p i c t u r e , e . g . Who can you
see?
Where
are
they?
What
are
We need some frui t. How much do we need?
How much do we need?
2
We need some carro ts.
We need some potatoes.
How many do we need?
How many do we need?
We need some milk .
We need some tomatoes.
How much do we need?
How many do we need?
they
doing?
•
1
3
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
many,
get.
Yo ur li fe
•
P l a y a u d i o U E H 1 f o r s t u d e n t s t o r e ad a n d
•
Ask ques tion s ab out the te xt to check com pre hen sio n, What
has
are the
Ryan
about?
Does
he have
with
is Ryan
Who gave
questions
sandwich? he eat
got?
going
to
him
How
How
the
often
butter
his coffee?
We need some coffee.
listen.
questionnaire?
does
Ryan
have
in his sandwiches?
many
biscuits
does
e.g.
What a
cheese
Go thro ugh the cues. Elic it/T each key vocab ulary, tetter,
chocolate,
e.g.
housework.
Put stud ent s in pairs and tell th em to dec ide if th e
What
does
are count able or unco untab le.
he eat?
What
Go through the answers as a class.
noun s
get?
countable - letters, cousins, emails, people
•
Drill each sente nce as a class the n
indi vid uall y.
•
Nom ina te tw o stu den ts to act ou t th e con ver sat ion .
uncountable - tea, chocolate, housework, exercise b
Check
pronunciation. •
to 2
Go through the cues again. Talk about your life, e.g. I
Put stu den ts in pairs to practise. Give th em an op po rt un it y practise bo th
ro l e s .
M onit or.
•
Focu s on part 1 of th e ta bl e. D rill th e ex am pl es as a class
r ul e s o n S t u d e n t ' s B o o k p a g e
1 10 .
a n d p l u r a l f o r m s , e . g . some E l i c i t : some
apples.
singul ar
E l i c i t : an apple.
S a y : an
individually.
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, f i s h , cheese,
butter,
bread,
• 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
cheese
do you do you
• W r i t e :
eat? eat?
How How
sandwich
uncountable?
R e p e a t w i t h
many much
apples bread
do you do you
eat?
How
much
o n t h e b o a r d . A s k : countable
E l i c i t : countable food
or
a n d w r i t e a i n t h e g a p .
t o e l i c i t uncountable,
a n d w r i t e some
P u t s t u d e n t s i n p a i r s . T e ll t h e m t o w r i t e a/an each
word.
letters
do you
much
w r i t e ,
tea
do you
dri nk, (Al lan )?
(Emma)?
Put students in pairs to ask and answer about their life. partner.
can
talk
about
quantities.
Coll ect picture s of fo od item s. Use these as flashc ards
to
Elic it and drill each wor d, th en list th em on the boa rd as count able or unco untab le.
eat?
• G o t h r o u g h t h e li s t o f i t e m s t o c h e c k c o m p r e h e n s i o n . to
many
revise foo d and drink items from less ons 53 and 5 4.
in th e ga p.
•
How
stud ents
many
Students don't usually have problems with the concept of countable and uncountable nouns but they do have problems wi th no un s wh ic h are co un ta bl e in Eng lish an d uncountable in their own language, and vice versa. 3
much
Follow-up
rice.
individually.
biscuits
eat
pork,
• G o th ro ug h par t 3 of th e ta bl e. Dri ll th e ex am pl es as a class and
I don't
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
• Te ll st ud en ts to loo k at th e pictur es in le ss on 53 and call
chicken,
letters.
Nom inat e individ ual student s to tell the class abou t t heir
oranges.
Foc us on par t 2 of th e ta bl e. D rill th e exam pl es as a class and
many
Focus on the exampl e conversatio n. Ask indiv idual a b o u t t h e i r l i f e , e . g . How
individually.
• Sa y cou nta ble noun s from les son 53 to elicit the
•
write
Tell stu den ts to wri te similar sent ence s ab out their own life.
Go thr oug h the
orange.
I don't
chocolate.
•
and
a lot of tea.
drink
or some
next
Resource activity pages 227 and 280
I
~ TEACHER 'S NOTES
Students revise countable and uncountable nouns and describe what they eat and drink.
LESSON 55
Warm - u p
•
Put stud ent s in pairs and tell th em to descri be each person's
•
• G o th ro ugh the answers as a class. Nomi na te
breakfast.
Play a gam e of Whi teb oar d Scrabbl e (see page 11) to revise food.
ind ivi dua l
stude nts to read one descrip tion each. Check p ronunc iati on. For breakfast, Bogna usually has coffee with milk and sugar, bread
la •
F o c u s o n t h e p i c t u r e s . P l a y a u d i o t y n ^ f o r s t u d e n t s
to
wi t h ch ee se an d ha m, sa la d, an d a gl as s of or an ge ju ic e or ap pl e
listen and re peat . •
j ui c e.
Drill each it em as a class th en ind ivi du all y.
Chec k
For breakf ast , Winst on usually has cereal wit h milk and sugar, t oas t
pronunciation.
wi t h b ut t er an d j am , an d t w o cu ps o f te a wi t h mi lk an d su ga r.
• 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 •
E l i c i t : jam.
Check
number
For breakfast, Tuyen usually has noodles or rice with fish or meat
pron uncia tion .
- usually pork or beef - vegetables and herbs, and hot chocolate.
Put stud ent s in pairs. Tell th em to cover the te xt and take it
For breakfast, Amin usually has bread with butter and honey, fruit
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
- normally apples or grapes, yo ghu rt with nuts and black coffe e
this?
Put stude nts in pairs. Give th em two min ute s to wri te as man y othe r thi ngs in th e pictures as th ey
butter,
apple,
tomatoes,
grapes,
vegetables,
cheese,
ham,
lettuce,
herbs,
milk,
sugar.
•
cucumber,
and eggs,
•
Focus on th e pict ures. Ask ques tion s ab ou t each p erso n,
•
his/her
name?
Where
•
bowl,
is he/she
plate,
cup,
•
glass.
from?
•
twi ce for stu den ts to listen and
check .
breakfast,
cola;
chocolate.
on th e boa rd.
Tell
of black
coffee
with
toast,
a
piece
breakfast
jam.
R e p e a t w i t h lunch
Tell stude nts to write abo ut their typ ical breakfas t,
a n d
dinner.
lunch,
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
- lettuce and cucumber. I normally have a glass of orange juice
a cup
•
My name's Bog na and I'm from Poland . For bre akfa st I have bread with cheese and ham. I have some salad with that, too
coffee,
have
M a k e n o t e s o n t h e b o a r d , e . g .
and jam.
•
•
coffee with milk and sugar. What do I have to eat? I have
have
for
dinner,
do
P u t s t u d e n t s i n p a i r s t o t a l k a b o u t t h e i r m e a l s .
•
Nom inat e individu al stud ents to describe one of their partner's
you
(Marco)?
•
or apple juice , too .
Monitor.
meals.
I'm Win sto n and I'm fro m th e UK. Break fast? I usually have a
Pronunciation
bowl of cereal with milk and sugar. Then I have some toast with but ter and ja m. O h, and I have a cup of tea - w ell usually t wo
•
cups of tea - wi th m ilk and sugar. 3
My name's Tuye n and I'm from Vie tn am. My break fas t is a bowl
4
Mo del th e weak w e a k / a v / ) .
and stro ng
pronu nci ati on
o f of ( s t r o n g
Dri ll each sou nd as a class and
of noodle s or rice wit h some fish or som eti mes m eat - usually
•
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 beef. And at every meal in Vietnam we have a plate of
•
Drill each expre ssio n as a class and
fresh vegetables and herbs. A lot of people drink tea or coffee
•
wi t h t he ir b re ak fa st , b ut I lik e a cu p of ho t c ho co la t e. My name's Am in and I come from Jo rd an . For brea kfas t I eat
orange
juice
Bogna
M
drink
with
her
with
milk
and
sugar,
Rep eat with each part of the
•
Go th ro ug h th e answ ers as a class.
audio .
•
in di vid ual ly .
describe
what
I eat
•
classroom.
Exp lai n wh at yo u need to make each dish and write t he
cups of tea with milk and sugar, Tuyen - ho t cho cola te, Am in - black coffee with a lot of sugar
comprehension. •
E l i c i t : For breakfast, and
sugar,
orange
juice
bread
with
or apple
Bogna cheese juice.
does usually and
Bogna
have
has
coffee
ham,
salad,
for with and
breakfast?
Tell stu de nts to thi nk of tw o dishes fro m the ir cou nt ry a nd w r i t e d o w n t h e i n g r e d i e n t s f o r e a c h d i s h .
milk a glass
I
and d r i n k .
ingr edi ent s on th e boar d. Drill new word s and c heck
A s k : What
on
Bring som e pict ures of ty pic al dishes from you r cou ntr y int o the
Bogna - orange juice or apple ju ic e/ fr ui t juice , Winston - two
Focus on Bog na.
mak e
Follow-up
or apple j u i c e / f r u i t juice.
•
etc. Tell stu den ts to
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
Play th e fir st
breakfast?
a g a i n . E l i c i t : coffee
a l o t , a box,
th e board and drill each one as a class and •
does
repe at.
indi vid uall y.
eigh t more e xpressions.
nuts in the yoghurt. I drink black coffee - with a lot of sugar.
A s k : What
ind iv id ual ly.
• A sk stu den ts to call ou t thei r expr essio ns. Writ e th em
apples or grapes. I have some yoghurt, too. I usually put a few
part of audio K
/ DV/
Put stu de nt s in pairs. Poin t to the fir st pa rt of each e x p r e s s i o n : a bowl,
bread with butter and honey. I have some fruit - normally
•
black
and
A u d i o s c r i p t 5 5 . 2
b
bread,
I usually
of toast
Bogna - b, Winston - c, Tuyen - e, Amin - a
•
cereal.
gla ss - i v i n e , beer, f r u i t juice,
chocolate;
F o c u s o n t h e c u e s . W r i t e : breakfast
-
3a
sugar,
Possible exa mpl es are: cup
piece.
s t u d e n t s w h a t y o u u s u a l l y h a v e f o r b r e a k f a s t , e . g . For
audi o agai n, st opp ing after each answer.
2
hot
glass,
4 IWII'lltflS
• Go th rou gh the answers to get her . If necess ary, play the
1
coffee,
p i e c e - cheese,
Put stu de nt s in pairs. Tell th em to look at th e pic tur es an d
Play audi o
Ask stu den ts to thi nk of oth er foo d
of rice.
R e p e a t w i t h cup, -
match each person to a breakfast. b •
individually.
L o o k a t a bowl
y o u p u t in a b o w l , e . g . noodles,
E l i c i t / T e a c h : Vietnam,
e . g . What's
Focus on th e Lan gu ag e no te . Drill th e exa mpl es as a class
and
•
J o r d a n , salad,
w i t h a lo t of su ga r.
do wn
can.
• 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
2a
4,
•
of
Put stu den ts in pairs to describe thei r dishes.
Wri te it on th e boa rd as a mod el .
Resource activity pages 226 and 280 117
,
TEACHER'S NOTES
Students learn and practise expressions for ordering a meal in a restaurant.
LESSON 5 6
War m-u p
5
•
No mi na te thr ee stu den ts A,
B, C. St ud ent
A is th e
waiter ,
and B and C are th e cust om er s. Tell th em t o make a •
Writ e exa mpl es of fo od and drink s fro m dif fer ent
c ount ries
new conv ersa tio n using the menu in ex erc ise 1.
on one side of th e board , and count ries on the othe r sid e, 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
•
( R u s s i a ) , paella ( S p a i n ) , and
Put stud en ts in pairs and tell th em to make n ew convers ations using the menu.
chips ( B r i t a i n ) .
Monitor .
• As k group s of stu den ts to act ou t the ir con ver sat ion .
Check
pronunciation.
Put stu den ts in pairs. Give th em one min ute to mat ch t he coun tri es and th e
•
pronunciation.
( T u r k e y ) , p i z z a
( C h i n a ) , fish
Check
food s.
Go th ro ugh the list. Elicit more exa mpl es of fo od from or ot her count ries and list th em on the
English in the world
the se
boar d.
•
E l i c i t / T e a c h : t i p , expect,
usual,
per
cent
(% ) .
• R ead thr ou gh the te xt as a class. 1
•
Foc us on th e me nu . Play aud io and
•
for st ud en ts to
• A s k q u e s t i o n s 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 .
list en
much
repeat.
Drill each it em as a class th en ind ivi dua ll y. pronunciation.
• As k stu den ts what food groups each of the items salmon?
E l i c i t : f i s h . C h e c k
tip
in Japan?
Where
is the
best
place
How
to be a
waiter?
Chec k •
t o , e . g . What's
do people
Focus
on the first tw o que sti ons . Ask ind ivi dua l stu den ts
t h e i r c o u n t r y , e . g . Do you
belo ngs
in (Austria)?
pronu nciat ion.
How
much
tip
waiters
do you
usually
in (Mexico)? give
What
a bo ut about
If yo u
in (Russia)?
have a mi xe d- nat io nal it y class, yo u could list th e results on t he 2
•
E l i c i t / T e a c h : ready, meal,
same,
•
order,
mineral
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
stil l, spa rkl ing ,
water,
c e r t a i n l y , b i l l .
Pla y audi o U M M
•
• Ask stu den ts to call ou t thei r ideas and list the se on th e
twi ce.
i n c l u d e : taxi
3 om ele tt e
4 chips
have
with
her salmon?
water?
What
does
the
enjoy
3a •
does
their
the
man
man
Does
want
have
she ask for
to drink? with
What
does
the
sort
his omelette?
of
Did
• they
you
a meal
in a
restaurant.
Tell stud ents abou t your favo urit e restaurant and wha t you
of th e name and the foo d/ dr in k on the
like
anything
•
on th e
drink?
board.
Ask stud ents to make notes abo ut their favou rite a n d w h a t t h e y u s u a ll y e a t / d r i n k t h e r e .
Poin t to the gap and ask stu den ts to supply the
board .
•
Put st ude nts in group s to comp are thei r
ideas.
missing
wo rd . E l i c i t : to.
Resource activity pages 229 and 281
• Ask student s to complete the expre ssions. b
•
P l a y a u d i o M - T H f o r s t u d e n t s t o c h e c k t h e i r a n s w e r s .
•
Play the audio again while stud ent s listen and repe at.
Review and Wordlist Lessons 49-56
•
Drill each expr ess ion as a class and
Student's Book pages 95-96
ind ivi dua lly .
to, to, have, the, 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.
• A sk stu den ts to call out more examp les of drink s and t h e s e o n t h e b o a r d , e . g . hot chocolate, f r u i t j u i c e ,
cola,
•
wine,
beer,
Can
I have
wri te
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 please?
a cup
of tea,
please?
a
tea,
Rep eat for each
drink. 4
•
Focu s on th e con vers ati on in ex erc is e 2. groups of thr ee. Tell th em to practi se the
Put stu den ts
in
con ver sat ion ,
each tak ing one par t. •
Give stu den ts an op po rt un it y to pract ise each role.
•
Ask one group to act out the conv ers ati on for th e rest o f the
(at
usually have to eat and drink when you go there. Make notes
meal?
Focus on the Eve ry da y expr es sio ns. Tell stud ents to find
W r i t e : Would
( a t h o t e l s o r a i r p o r t s ) , cleaners
Follow-up
sparkling
and underlin e similar expressi ons in th e t ex t. •
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 I can
5 Spark ling
• 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
drivers,
hotels).
order
vegetables
boar d.
Depe ndin g on the natio nalit y of your student s, ideas mig ht
audi o agai n, sto pp ing after each answer. 2 a salad
5%.
ask th em to mak e a list of th e peopl e th ey mi gh t t ip.
• 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
1 salm on
Tunisia
Focus on the third ques tio n. Pu t st ude nts in small group s and
for stu den ts to read and li sten.
• Tell stu den ts to listen again and com ple te th e c onve rsa tio n. Play the audio
15%,
Mon ito r.
class.
122
restaur ant
~
TEACHER'S NOTES
Students learn a lexical set of clothes and talk about their clothes and prices.
LESSON 57
War m-u p
A u d i o s c r ip t 5 7 . 3
Revis e numb ers and prices. Write prices on th e board, pounds
three
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 th e lowe st price to the
A
Excu se me. How much
4
A
Excuse me. How much
are the se jeans ?
twenty,
ninety-nine.
Put stud ent s in pairs to writ e th e prices as figur es, £3.50,
1
e.g .
e.g.
2
are the se shoes?
B
They're £60.
B
They're $75.
A
Thank you .
A
Thank you.
A
Excuse me. How much
A
Excu se me. How much
hi ghe st.
5
is this skir t, please? It's $35.
B
They're 7 euros.
A
Th an k y o u .
A
Th an k y o u.
A
Excuse me. How much
Go th rou gh the prices tog eth er. Ask stud ent s to say th e prices and check pr onunc iati on. 3
are these gloves?
B A
Excus e me. How much
6
is this jum pe r, please?
is this jac ke t, please?
• Elicit/Teach: clothes.
B
It's 19 euros .
B
It's £92.
•
A
Thank you.
A
Thank you.
Focus on th e first pictu re. Tell st ude nts to cover th e wo rds . A s k t h e m i f t h e y c an n a m e a n y o f t h e i t e m s .
•
Re pea t wit h th e seco nd
•
Play aud io m
•
Dril l each item as a class th en ind ivi du all y.
•
i
pic ture .
for st ude nts to listen and
repea t.
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
Chec k
list of clo the s and prices and tel l th em to make the conver satio n. Check
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 s ay i t e m s . P o i n t t o s o m e o n e
Put stu den ts in pairs to make more con vers ati ons using
this?
list of clot hes and prices.
E l i c i t : a s k i r t .
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?
( u n d e r p a n t s / p a n t i e s ) , jumper
vest
( u n d e r s h i r t ) , waistcoat
swimming
costume
• Tell stu den ts abo ut you r last holid ay. Say wher e yo u w en t, 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
(sneakers),
Venice
in August.
dress.
Mak e a list on th e bo ard .
Put stude nts in pairs. Ask th em to add thr ee more ite ms
•
of
R e p e a t w i t h How
1 top?
£15.
are these,
•
much
on th e boar d.
•
Ask
shorts?
to
w i t h How
holiday. Moni tor .
for stu den ts to
listen and rep eat.
Mod el
t h e p r o n u n c i a t i o n o f / s / i n dress
Play aud io
V t m
a n d / z / i n trousers.
Drill
each sound as a class and
eli cit
2a •
They're.
ind ivid uall y.
Go th rou gh the words. P ut stu den ts in pairs to say the 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 a c c o r d i n g t o t h e
1 3 3 0 . S t u d e n t s h e a r Do you much?,
same wit h the second •
£12.
's' sound.
Do th e exa mpl es toget her . Play th e first ite m on audio
question
a
Pronunciation
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 . •
and
com pre hen sio n.
individually. much
f i v e tops,
pronunciation.
Focus on th e Lan gu ag e not e. Dril l the exam ple s as a class
W r i t e : How
shorts,
P u t s t u d e n t s i n p a i r s t o c o m p a r e t h e i r li s t s .
Ask stud ent s to call out their words and write these on t he boar d. Drill the new words and check
•
jeans,
• A sk indiv idu al stu den ts to read out the ir lists. Check
clo thi ng to th e list, using a dic tio nar y if necess ary.
and
I packed
to
• T ell st ud en ts to make a simi lar list of clo the s th ey pack f or
suit ).
a
•
conversations.
pronunciation.
Yo ur li fe • Elicit/Teach: pack.
(sweater),
( v e s t ) , trainers
(bathing
the
Moni tor .
A s k pa i rs 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
/knickers
•
pron unciat ion.
Put stud ent s in pairs. Tell th em to cover the te xt and tak e it
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
•
fir st
pronunciation.
w e a r i n g a s k i r t . A s k : What's •
Focus on th e cues. Nom ina te two stud ent s, A and B. Stu de nt
like this jacket?
mak e a
P l a y a u d i o y f f i l 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 .
th en liste n and rep eat . Do th e
Play the audio again for stu de nts to listen and
ite m.
D r i l l e a c h w o r d as a c l a s s a n d
repe at.
ind ivi dua lly .
Play th e rest of th e au di o. A u d i o s c r i p t 5 7 . 5 A u d i o s cr ip t 5 7 . 2 1
/s/: dress, this, glass, shorts, suit, sock Do you like these trousers?
Do yo u like this jack et? Ye s. Ho w mu ch is it?
2
Do you like this top?
Do you like thes e shorts? Ye s. Ho w mu ch are t he y?
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
Ye s. Ho w mu ch is it ?
can
Do you like these shoes?
Do yo u like this shirt? Ye s. Ho w mu ch is it ?
4a
/z/: trousers, music, easy, these, cousin, please
Ye s. H o w mu ch are th ey ?
Ye s. H o w mu ch are th ey ?
about
•
P u t s t u d e n t s i n s m a l l g r o u p s . I f t h e g r o u p s a re a l l t h e s a m e n a t i o n a l i t y , a s k t h e m t o w r i t e t w o l is t s o f c l o t h e s t h a t
individually. M
all the way
F o c u s o n t h e f i r s t i t e m jeans.
v i s i t o r s s h o u l d b r i n g i f t h e y ar e v i s i t i n g t h e i r c o u n t r y in
thro ugh . A s k : How
much
are
the
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 . E l i c i t :
th em to write tw o lists for the co unt ry they are st udy ing
£60.
•
audi o again, sto pp ing after each answer.
Re so ur ce ac t i v i t y pages 226 and 280 3 €19
4 $75
5 €7
6 £92
117
in.
Go thr oug h the lists and wri te th e inf or mat ion on th e boa rd.
Go th ro ug h the answers as a class. If nec ess ary , play t he
2 $35
July
and Decem ber. If yo u have a mi xe d- nat ion ali ty class, ask
jeans?
Play the rest of th e audio twi ce.
1 £60
I
clothes.
Follow-up
Go thr ou gh th e prices . Drill each one as a class t he n Play audio B
talk
TEACHER' S NOTES
LE S S ON 5 8
Students learn and practise adjectives and describe things.
War m- 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 th e col umn
• •
a n d bottom
half
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, house. whereas in English it is, e.g. a lovely old white
half
head ings .
Put stude nts in pairs and tell th em to copy the co lumn s. T e l l s t u d e n t s y o u a re g o i n g t o c a l l o u t i t e m s o f c l o t h i n g . 5
T h e y h a v e t o d e c i d e i f i t ' s s o m e t h i n g y o u w e a r o n t h e top half
o r t h e bottom
•
1
of you r bo dy and writ e th e item
half
the approp riate
p i c t u r e s , e . g . Who
•
in
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. •
togeth er.
can you
see?
Where
are
they?
the
What
long
hair.
•
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
ind ivi dua ll y.
are
collect, c h a r i t y ,
nice,
got
Put stu den ts in pairs to comp let e th e se nten ces .
1 long black hair comfortable,
Go
E l i c i t : s i z e , e t c .
•
doing?
E l i c i t / T e a c h : o l d , brown,
on th e boa rd.
D o t h e f i r s t s e n t e n c e a s a n e x a m p l e . E l i c i t : She's black
Tell stu den ts to cover th e te xt . Ask que sti ons abo ut
they
W r i t e : 1 q u a l i t y , 2 s i z e , 3 age,
thr oug h the adje cti ves in each senten ce to elicit wha t so rt
c olumn.
Go thro ugh the column s
•
•
2 dirty old van
3 nice new office
4 small blue book
5 nice red purses
7 lov ely old house
8 big whi te dogs
6 beau ti ful brown eyes
h o r r i b l e , pocket.
•
P l a y a u d i o l = M t l f o r s t u d e n t s t o r e ad a n d l i s t e n .
• As k questio ns abo ut the text to check comp rehens ion, What
colour
is Ryan's
What
is the
boy
going?
2
What's
jacket?
collecting
Why
for?
in the pocket
does
Where
he like
his old
are Ryan
of his old
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
indi vid uall y.
•
Go th rou gh the
Book page
•
Drill the exa mpl es as a class and
•
Ask stude nts questio ns abo ut their
wearing
blues
clothes.
•
an
She's
•
clothes.
bag? t o
it's
wearing
•
Students
wearing
•
can
a dress.
I t's
audio
•
•
•
live,
are
you
(Alex)?
pronu nciat ion.
describe
I
things.
Make up som e 't ong ue twi ste rs' fro m words th at
a horrible and
a cake
holiday in a cafe
big
blue
in a hot in
and hotel
brown
st ude nts
buses
in Holland;
from a cup
of
Canada.
Practi se th e to ng ue twis ter s, saying the words slowly at first
Put stu den ts in pairs. Tell th em to make up a to ng ue
twi st er
using words from this and previous lessons. (It might help to
He's wearing a very big hat.
give each gro up a lett er of th e alp hab et to focus
She's wearing jeans . They're black.
•
Mix th e gro ups up so th er e is on e me mb er of eac h ori gi nal
tongue
twisters.
She's wearing gloves. They're bro wn. She's wearing brown gloves.
Resource act ivit y pages 231 and 282
He's wearing trouser s. They're new. He's wearing new trousers.
Go thr oug h th e tab le on Stu den t's
Book page
•
Drill th e examp les as a class and
indi vidu ally .
•
W r i t e : He's wearing beautiful
top.
blue
old jeans.
She's
wearing
1 10 .
a red
Put a cross ne xt to th e sen te nce s to s how
t h e y a r e 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 wearing
old blue jeans.
She's
wearing
on .)
grou p in th e new groups. Tell th em to teach each other
He's weari ng a jum per . It's old. He's wearing an old jumper.
•
do you
He's wear ing a hat . It's ver y big.
She's wearing black jeans.
4
Where
and th en buildi ng up spe ed.
She's wear ing a dress. It's lon g. She's wearing a long dress.
6
(Geeta)?
h a v e l e a r n e d , e . g . beautiful
long,
A u d i o s c ri p t 5 8 . 2
5
ab ou t
wearing
coffee
4
I've
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
Play the rest of th e au dio .
3
my bag
Monitor.
partner. Check
bag.
skirt
Belgium-,
2
In
Put stud ent s in pairs and tell th em to describ e the ir th ing s.
com bin e the two sent ence s, th en listen and re peat .
1
dress.
Follow-up
Play th e first ite m on
h e a r She's
brown
• As k ind ivi dua l stu den ts to say a sent ence abo ut th eir
elic it
a new a
a long
pen.
Poi nt to the list. Tell stu de nts to writ e tru e sent ences
wearing,
old
wearing
red
• 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
1 10 .
a long s k i r t .
wearing
Do th e exa mpl e tog eth er. E H .
•
She's
e . g . I'm
a new
their thing s.
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
3
got
Put a cross ne xt to th e sen ten ces to sh ow th ey are
long.
blue
things,
Cindy
poss essio ns/cl othe s
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
G o t h r o u g h t h e l is t 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
indi vidu ally .
t h a t ar e o b v i o u s l y n o t t r u e , e . g . Is that
•
•
jacket?
•
ru l e s o n S t u d e n t ' s
e.g. clothes?
a beautiful
red
top.
105
thei r
TEACHER' S NOTES
LES S ON 59
Students revise adjectives and describe people's clothes.
Warm-up •
Wri te th e fol low ing o r d e r : o l d , new, bad,
b i g , small,
d i r t y , clean,
interesting,
adjec tive s on the long,
lovely,
short,
comfortable,
boring,
board in
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
h o r r i b l e , good,
uncomfortable,
expensive,
•
rando m
happy,
sad,
I'm
cheap.
wearing
Put stud en ts in pairs . Tell th em to make as ma ny pairs of o p p o s i t e s as p o s s i b l e , e . g . big -
•
at
as th e col umn headin gs. Focus on the first cue.
weekend
T e l l s t u d e n t s w h a t y o u ar e w e a r i n g n o w , e . g . At
black
•
at work,
blue
a yellow
trousers,
the
moment,
s h i r t , a red jumper,
and
Writ e the clo thi ng item s in the seco nd
shoes.
co lum n.
Rep eat for each col umn (t he first and seco nd column s m ay
small.
be the same for the
teac her) .
• Tell stude nts to look at th e cues and make notes ab ou t th eir 1
clothes.
•
E l i c i t / T e a c h : scarf,
•
Focus on the first pict ure. Ask ques tion s abou t the e . g . How
•
old
purple,
is he?
Has
suit.
he got
short
hair?
What's
• 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
man,
he
you
doing?
•
Put st ud en ts in pairs and tell th em t o make a list of his G o t h r o u g h t h e l i s t a s a c l a s s . E l i c i t : blue s h i r t , oran ge
•
trousers,
What
did you
wear yesterday,
are (Davide)?
Put stu de nt s in pairs and tell th em to ask and
answ er
• Ask ind ivi dua l stu den ts to say sent ences abo ut the ir
grey
partner. Check
ti e.
pronu ncia tion.
Focus on th e exa mpl e sent ence . Ask stud ent s to 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 blue
•
(Tony)?
questi ons abo ut their clo thes.
clothes. •
wearing,
a grey s h i r t , and an orange
trousers,
Re pea t wit h each
is
Engli sh in t he worl d
wearing
tie.
•
pic ture.
E l i c i t / T e a c h : v i s i t o r , unusual, best
clothes,
school
keep
on,
take
o f f , casual
clothes,
uniform.
• Re ad th ro ug h the te x t as a class.
Ime lda is weari ng green trous ers, a yel low top , and a green a nd
• Ask questions abou t the te xt to check compr ehens ion, e.g.
ye ll ow sc ar f. Ka tr in a is we ar in g a (s ho rt ) br ow n sk ir t, a pi nk
people
j um p er , an d (l on g) pu rp le b o ot s . Im ra n is we ar in g a bl ac k su it , a
in Britain
What
wh i t e sh ir t, a bl ac k ti e , a bl ac k co at , an d bl ac k gl ov es .
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
• •
P l a y a u d i o ( J S P ; El ic it/ Tea ch paragraph
• 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 stud ents read the t ext s.
key voc abu lar y for each para grap 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
e.g.
stand
a i r l i n e , c o l o u r f u l , all the red,
(China)
time
photographer,
answers
Play
at
the
moment?
the
moment?
E l i c i t :
wear
school
uniforms
when
to go out in
they
go into
in (Morocco)?
a house?
people
in
Do
Do children
people
usually
(Kuwait)?
ask
the
wear.
people's
I
can
clothes.
Follow-up Revise adject ives. Collect pictures of diffe rent
at
thing s,
e. g. a yo un g wo ma n, an old man , a car, a bu il di ng, a bag .
E l i c i t : Yes, she is.
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
clothes
describe
b • F o c u s o n t h e q u e s t i o n . R e a d t h r o u g h I m e l d a ' s t e x t a g a i n . at work
casual
off
• 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
toge the r.
A Im r an , B I me l d a, C Ca rl os , D Ka t ri na
A s k : I s Imelda
wear
clothes
the audio again while students read and listen. Go thr oug h the
shoes
th em if the re is any th ing th at they find unusu al ab out
gorgeous
• Te ll stu den ts to wri te the correct name for each te xt . •
their
• If yo ur stu den ts are stu dy ing in, or have vis ite d, Br itai n,
trainers
model,
take
The select ion of pictur es shou ld de mo nst rat e a range o f
work
a d j e c t i v e s , e.g.
Carlos.
young,
o l d , long,
short.
(Advertisements
fro m maga zin es and newspape rs usually work well for this 3
•
Read th rou gh th e
•
Put stud ent s in pairs to read the tex ts and write
que sti ons .
activity.) the
Displ ay the pictur es on th e board and give stu den ts
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
minu tes to come to th e board and look at th em . Tell them
hav e
t o m e m o r i z e a s m a n y d e t a i l s as p o s s i b l e ( b u t d o n ' t l e t t h e m
prob lems with the que sti ons , help th em to find key word s, for ex amp le 'nice and colourf ul' for que sti on
tw o
w r i t e a n y t h i n g
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
Imra n works at a nig htc lub . Imeld a works for an airline.
each
group.
Carlos works at a gy m. K atri na is a fash ion mod el. 2
Yes, she does . (She says it is nice and c olo urf ul. )
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
Has
man's
jacket?
How
much
are
the
green
shoes?
is the the
old
3
Yes, she does . (She says th ey are gorg eous .)
4
Because he stan ds out sid e th e club.
5
Imr an (He wears a smart su it. )
Group s writ e the ir answers down and compa re them at th e
6
He's tak ing photogra phs of Katrina's boots.
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 jea ns and a T-s hir t.
details.
8
He wears a whi te T-shir t and red shor ts wi th socks and tra iner s.
woman
got
long
hair
or short
hair?
Resource activity pages 232 and 283
129
Students revise adjectives and learn expressions for making comments. War m-u p
3 a • 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 . Te l l s t u d e n t s t o f i n d and underline them in the text.
•
U s e t h e p i c t u r e s i n 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 .
•
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
Where
Where to get
did
to Singapore?
did Ryan Peter
go?
go?
How
long
did she go
What did he buy at the
Why did
he go to the
back
Who
to h
that,
• Ask students to compl ete the
supermarket?
airport?
W r i t e : I'm glad
on th e boar d. Poin t to the gap
a n d as k 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 :
hear.
expressio ns.
b • P l a y a u d i o F f l ' J M f o r s t u d e n t s t o c h e c k t h e i r a n s w e r s .
wants
married?
• Play the audio again whil e stu den ts listen and r epe at. • Drill the expres sions as a class and i ndi vid ual ly.
1
•
P l a y a u d i o l i i U
to famili arize student s wit h how the sto ry
hear, good, sounds, really, see
develops and with the characters' voices. •
Eli cit /Tea ch key phrases and vocab ulary for each picture ,
4
• Fo cus on the story. Put stu den ts in grou ps. Tell th em t o
e.g.
practise the conversation, each taking one part.
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
• Give students an opportunity to practise each role. Monitor.
ex-wife,
plans,
sound
• Ask one gro up to act ou t th e stor y for th e rest of th e cla ss.
States
p i c t u r e 4 : away,
I think
•
so
can make
• Wri te the new wor ds and phras es on th e boar d and drill as a class and indi vid ual ly.
p i c t u r e s 1 - 4 : Who can you see? they
doing?
What
are they
they?
What
are they
with?
Where
are
wearing
her new job?
to buy?
are they
to
2
•
going
Shop?
to meet?
want
p i c t u r e 4 : Does
Peter
want
to get
want
Where
is
p i c t u r e 5 : What
she look is
Who
do Sarah's
to sell?
is Zelda?
Where
married
is her
again?
want
to talk
What
house?
Who does
he
about? 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 r e a d t h e f i r s t p a r t o f t h e s t o r y a g a i n t o ch e c k .
Elicit: false. • Tell stu den ts to read th e whole stor y and deci de if th e o the r statements are true or false. •
Put stu den ts in pairs to compar e thei r answ ers.
• Go over the ans wers as a class. 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 th e board. As k
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.
•
Put stude nts in pairs. Tell th em to look at th e fals e statements: 3, 4, 5, and 7 and make them 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 : Lucy some
shoes.
Peter
is going
Zelda
lives in the States.
to have Peter
dinner
wants
is going
with
to get
his married.
to
Put stude nts in A / B pairs to compare thei r ideas.
Resource activity pages 233 and 283
Sarah? parents
•
Olive's
What is she
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 doesn't job.
smart?
do?
p i c t u r e 3 : What does Zelda to marry?
Does
Who is her boss? What
to The Coffee
Who is Peter
going
a suit?
e.g.
a lot?
p i c t u r e 2 : Is Lucy going going
Tell stu den ts in gro up B to make note s ab ou t wh at Sarah's parents might want her to do in the future.
p i c t u r e 1 : Why is Lucy Does she travel
Ask stud ent s to look at th e last pic ture where Sarah is notes about what Sarah's plans for the future might be.
Play the audi o agai n.
ex-wife.
Does she enjoy
Div ide the class in to tw o gro ups , A and B. St ude nts in group
tal ki ng to her pare nts. Tell stu den ts in gro up A to m ake
doing?
• A s k q u e s t i o n s 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 ,
job?
comments.
A ar e S a r a h a n d t h o s e in g r o u p B ar e S ar ah ' s p a r e n t s .
are
•
Who is Sarah
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
What
wearing?
p i c t u r e 5 : Who can you see? •
•
e.g.
Where are they?
buy
ex-wife.
I
Follow-up
• Tell stude nts to cover the tex t. Ask some questi ons abo ut t h e p i c t u r e s t o c h e c k b a s i c 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
~ TEACHER'S NOTES
Students learn a lexical set of words connected with the post office and practise asking for things at the post office.
LESSON 61
War m-u p • • •
3 a • G o th rou gh the word s in th e b ox. •
Put stu den ts in pairs. Ask them to writ e a set of direct ions f r o m the school to the nearest post office.
W r i t e : Can I send gap.
•
Put pairs tog eth er to compare and, if necessa ry, refin e the ir directions.
b
Ask one group to read out thei r direct ions and use the se 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.
A s k : What's
•
Focus on th e pic tur es.
P l a y a u d i o t f r W f o r s t u d e n t s
this?
on the board . Point to t he
...
E l i c i t :
this.
Put stu den ts in pairs to com ple te the
con vers ati on.
•
Play aud io 1 - 1 m i for st ude nts to listen and
•
Drill each line of th e co nve rs at io n as a class , t he n
check.
individually. • Ask tw o stu den ts to read th e con vers ati on.
Check
pronunciation. • P ut stu den ts in pairs to practise . 1 this
1
letter
2 del iver y
3 put
Moni tor .
4 scales
5 Tha t
6 yo u
to
listen and r epea t. •
Dril l each it em as a class th en indi vi dua lly .
Chec k
•
pronunciation.
m e a n s pence
• 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 s a y i t e m s . S a y : number
•
10,
(Sam)?
E l i c i t : a post
box.
Check
What's
five p.
Put stud ent s in pairs. Tell th em to cover th e te xt and take i t
Go th rou gh the
this?
l is t 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 • •
•
a post
office
th e rest of th e audio
or a post
box?
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
5 envelope s
Woman
2
3
the
•
5
can you
the
6
Postcards?
Woman
Ye s, pl ea se .
Man A s s i s t a n t
a b i l l , box,
apply f o r , driving
licence,
change
at a post
office
in Britain?
What
can you
apply
cards
office
at a post
in
office
in (Japan)?
Can you
pay
bills
What for? buy at a
(Thailand)?
• As k stud ent s if ther e are any oth er thi ngs th ey can do at p ost
4 pos t box
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 a r e n ' t m e n t i o n e d .
Examp les
o f o t h e r t h i n g s y o u c a n d o a t a B r i t i s h p o s t o f f i c e i n c l u d e : get money,
buy
telephone
cards.
• Focus students' attention on the can ask for
things
at
do statement: Now I can
a post o f f i c e .
Follow-up •
Hello. Could I have two stamps for postcards to
Cashier
Woman
buy
birthday
Hello. I want to send this parcel to China, please. Cashier number 1, please.
A s s i s t a n t
pronunciation.
Take th e secon d str eet on the left .
OK, Put it on the scales, please.
Woman
con vers ati ons.
• 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
post o f f i c e .
Excuse me. Where can I find the post office,
Cashier
A s s i s t a n t
Monitor.
• Re ad th ro ug h th e te x t as a class.
6 birt hday card
Cashier
Man
to
money, f o r e i g n .
Play
answe rs.
3 sta mps , post cards
Cashier number 4, please.
Man
Ask pairs of stu de nts to act out one of the ir
post
Cash ier
Wo ma n
•
E l i c i t / T e a c h : pay
E l i c i t : post o f f i c e .
Play a game of Vocabulary Snap (see page 11) to r evise pla ce s fro m l e s s o n s 2 1 and 3 7 .
Resource activity pages 234 and 284
A us t ra li a, pl ea se ?
4
Put stu de nt s in pairs . Poin t to th e list and te ll th em
Engl ish in th e w or ld
wants
Thank you.
Woman
is
Check
• A s k q u e s t i o n s 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 .
Wom an Man
•
Check
please? Man
much
46p?
Poi nt to the conv ers ati on in exe rc ise 3a and to the f irst
make four convers ations.
A u d i o s c ri p t I5 1 . 2 1
is
pronunciation.
pronunciation. 2 parcel
What
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 i s t h e c u s t o m e r .
• G o thr oug h the answers as a class. Ask ind ivi dua l st ude nts
1 pos t office
to China?
ite m. No min ate tw o stu den ts, A and B, to make the fi rst
twi ce.
Put stude nts in pairs to compar e their
Check
a parcel
deli very , Bra zil .
• Tell stu den ts to listen and choo se the correc t answers .
•
it to send
key
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
For amo unt s over one pou nd we usually jus t say the
• 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
P l a y a u d i o I - t I M a l l t h e w a y t h r o u g h .
woman
as s i x t y -
(65p)
n u m b e r , i . e . f i v e p ou nd s s i x t y - f i v e .
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 ( Yo u 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. •
and th er e are 10 0 pen ce in one UK po un d ( £) .
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
pronu nciat ion.
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
Go th rou gh the list of ite ms and prices. Exp lai n th at p
Excuse me. Is there a post box near here? Yes, there's one nex t to the bank over there . Thank you. Have you got any large, white envelopes, please? Ye s, he re yo u ar e. Thanks. Can I he lp yo u? Yes. Can I have this bi rth day card, please? Th at 's £4 .5 0 , pl ea se .
117
~ TEACHER'S NOTES
LESSON 62
•
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 . A s k i n d i v i d u a l
Play a vari ati on of Ha ng ma n (see page 10) to revise post office vocab ulary from
•
Put st ude nts in pairs to compa re thei r answer s.
lesson
to say one sent ence each. Check
61 .
Divi de stu den ts int o tw o tea ms. Awar d one point for a correc tly guesse d word and anot her poi nt for a correc t d e f i n i t i o n , e . g . postman
- a person
who
delivers
letters
to
your
house.
1
•
in the f i r s t picture?
is Peter
What
1
She has to mee t visi tor s.
2
She doesn't have to typ e letter s.
3
She has to make appoi ntm ent s.
4
She has to use the I nt er ne t.
5
She does n't have to make coff ee.
6
She doe sn't have to tak e thi ngs to th e pos t office .
the
7
She has to wri te repo rts .
is he
8
She doesn't have to do phot oco pyi ng.
Tell stu den ts to cover th e te xt . Ask que sti ons ab ou t p i c t u r e , e . g . Where
stu den ts
pro nunc iat ion .
doing?
•
E l i c i t / T e a c h : f i n i s h , report,
•
Play audi o
t i r e d , sign for
for stu de nts to read and
something.
•
visitors?
• As k questio ns about the tex t to check comp rehens ion, What
day
going?
What
early? Peter
•
is it? Is the
Why have
day
report
finished?
is it tomorrow?
not?
What
to sign for
time the
Where
Does
does
the
Peter
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
listen.
is the have
postman
e.g.
arrive?
have
to
meet
E l i c i t : Yes, I do. / N o , I
• G o t h r o u g h t h e s e n t e n c e s . T al k a b o u t y o u r w e e k . S a y :
does
don't
parcel?
Drill each senten ce as a class th en
letters?
to type
>a BfflffffEB
up
Why
have
don't.
report
to get
Do you
have
to go to work.
I have
to send
a birthday
I
card
to
my
brother.
indi vid uall y.
• Tell stu den ts to com ple te th e sent ence s for them sel ves . 2
•
Go thr oug h th e tab le on Stu den t's Boo k page
1 10 .
•
Foc us on th e ta bl e. Dr ill th e ex am pl es as a class and
• 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 work,
individually. •
•
Nom inat e a stud ent.
A s k : Do you
have
to study
E l i c i t l o n g a n s w e r s , e . g . Yes,
(Sheena)?
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
for
I have
for
an
an
exam,
to study
get
( E r r o l ) have up
for
to go to the
have
to go
bank,
to
(Jessica)?
answer s.
t h e i r g r o u p , e . g . (Manolo
and
Jan)
have
to go to
work.
with b • A sk stu den ts to call out exam ple s of oth er thi ngs the y
up e a r l y .
to study
have
Put stude nts in small group s to compare their
• Ask questi ons abou t di ffe ren t mem bers of th e class, e.g. Does
Do you
• A sk indiv idu al stu den ts to tell the class ab ou t th e people in
for
Repeat
exam.
(Robert)?
an exam?
Does
(Nico)
have
to
t o d o t h i s w e e k , e . g . wash
the
doctor's,
do
buy
some
stamps,
car,
meet
someone,
go to
have the
housework.
• W rite the examp les on th e board. Drill new words and chec k
early?
comprehension.
Students sometimes confuse the negative forms of have in the verbs have got for possession (neg ative = haven't g o t ) , a nd have to for obligation (negative = don't have t o ) . 3
•
Do the exa mpl es to get her . | 7 Q Q . S t u d e n t s h e a r I have thi rd- per son
sente nce,
w i t h t h e s e c o n d •
Play the first ite m on to buy some
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 h a v e t o d o . T h e y c a n us e some of the ideas on th e board , if neces sary.
audio
Do th e
•
Put stude nts in pairs to talk ab ou t thei r wee 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 c l as s a b o u t t h e i r partner.
ma ke a
stamps,
the n listen and repe at.
• Tell stu den ts to wri te three thing s th ey have to do this
same
• 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
talk
about
things
I have
t o and
don't
have
to
I
do.
Play th e rest of th e aud io .
Follow-up A u d i o s cr ip t 6 2 . 2 1 2 3 4
•
I have to buy some sta mps .
Put stu de nt s in smal l gro ups . Tell th em to make a list of
He has to buy some stamps.
thi ngs the y have to do to succeed in the ir English
I don' t have to go to wo rk.
e . g . You have
to s t u d y , revise
He doesn't have to go to work.
homework,
I don' t have to get up early.
every
He doesn't have to get up early.
poster-making
I have to buy some cof fee .
lesson,
speak
English
buy
for
tests
and
in class,
bring
your
exams, course
course , do book
to
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 a s a
activity.
•
Put stu den ts in new grou ps to comp are the ir
lis ts /po st ers .
•
Ask stud ent s to call out their ideas and writ e th em on th e
He has to buy some coffee. 5
I have to sign some le tte rs.
board for eve ry one to see.
He has to sign some letters. 6
I don' t have to cook the d inner . He doesn't have to cook the dinner.
4
•
Go th rou gh th e list of dut ies . Eli cit /Te ach e . g . t y p e , appointments,
•
A s k : Does letters?
•
Resource activity pages 235 and 284
Lucy
have
key voc abu lar y,
photocopying. to meet
visitors?
E l i c i t : Yes, she d o e s . / N o , she
Does
she have
to
doesn't.
Foc us on the exa mpl e sent ence s. Rem ind stu den ts the re is a capi tal letter at the be gin nin g of every and a ful l sto p at th e end . Tell th em to wri te sentences abo ut Lucy.
type
th at sen tenc e
ei ght
Monito r.
117
TE ACHE R' S NOTE S
L E S S ON 6 3
Students revise have to and learn to respond to requests.
Warm-up •
can't
Writ e work respo nsibil ities fro m les son 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 use the I n t e r n e t , send
appointment,
to the post
a parcel
•
play
tennis
because
he has
and wr it e it
to go to work,
o n t h e b o a r d a s 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 a letter,
make
meet
emails,
o f f i c e , do a lot of
pr eviou s an
v i s i t o r s , take
•
P o i n t o u t t h a t come
•
Put stu den ts in pairs to write sentence s giv ing the co rrect
•
Go th ro ug h th e answers as a class. Ask stu de nt s to say one
photocopying.
i n 2 , 3 , a n d 6 s h o u l d c h a n g e t o go.
reason.
Cut the pap er up so th ere is one hal f of each phrase on e ach piece of paper. Gi ve one piece of pape r to each stud ent . th em to min gle and find the othe r half of the ir
because
is used to give a reason.
sentence each. Check p ronunc iatio n.
Tell
phrase .
1 Ben can't play tenn is because he has to go to work.
2 Ben
can't go for a drink beca use he has to go to the denti st' 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
reason.
he wearing?
What's
the
4 Ben can't post the par cel because he has to me et Mr Harris at
old
the airp ort.
matter?
Elic it a de sc rip ti on of each perso n in th e pi ctu re and b e , e . g . f a m i l y , f r i e n d s , people
he works
mig ht
wi t h .
• R ead thr oug h th e list of reque sts and reasons .
•
'HHi
all the way
can't
Ben
play
3
•
a u d i o t w i c e . E l i c i t : He has to go to work.
Repe at wit h each
As k :
Tell stu de nts
• Ask tw o stu den ts to read th e con ver sat ion . Che ck
the
pronunciation.
to
•
Put stude nts in pairs to ask and answer questi ons Ben.
2 f
3 e
abo ut
Monitor.
conv ers ati on. 4
l h
Drill each sent ence as a
class and ind ivid uall y.
w r i t e t h e l e t t e r h n e x t t o r e q u e s t 1 . •
8 B en can't tak e Ms Tayl or to
Foc us on th e ex amp le con ver sat ion .
th rou gh .
Play th e first con vers ati on on
tennis?
7 Ben can't answer the pho ne
becaus e he has to go to the bank.
Eli ci t/T eac h
Focus on th e first reques t. Poi nt to th e list of reasons. Why
6 Ben can't go to th e mee tin g at 2.3 0
beca use he has to finish a rep ort .
the station because he has to type some letters.
k e y v o c a b u l a r y , e . g . take, f i n d , look a f t e r . P l a y a u d i o
5 Ben can't phot ocop y the repor t because he has
to go to the post office.
encourag e student s to make guesses abo ut who the y
•
3 Ben
can't go the party because he has to look after some visitors.
4c
5b
6 g
7d
•
P l a y a u d i o S 3 J E ? a g a i n . T e l l s t u d e n t s t o l i s t e n a n d d e c i d e i f
8a
t h e s t a t e m e n t s a re t r u e o r f a l s e . •
Go th ro ug h the answer s as a class.
A u d i o s c ri p t 6 3 . 1 Ben Melissa
I F
Hello.
Melissa
3 T
4 F
5T
6 F
7 F
8 T
Hi, Ben. It's Melissa. Can you play tennis on 5
Saturday? Ben
2 T
•
No mi nat e a stu de nt.
Po int to th e lists of reques ts
r e a s o n s i n e x e r c i s e 1 . A s k : Can you
No, sorry, I can't. I have to go to work. W h a t - on Saturday?
meet
and
Mr Harris
at
Elicit an exc use.
a i r p o r t , (Mohammed)?
Ben
Yes, sorry .
• Ac t out two more examp les with different
Man
Hi, Ben. Can you come for a drink at lunchtime?
• P u t s t u d e n t s in p a i r s t o m a k e c o n v e r s a t i o n s .
Ben
No, sorry, I can't. I have to go to the dentist's.
• A s k p a i rs o f s t u d e n t s t o r e a d o u t t h e i r c o n v e r s a t i o n s .
Man
Oh, dear. Have you got toothache?
Ben Wo ma n Ben Wo ma n
Oh, that's a pit y.
1
Can you post this parcel , pleas e, Ben?
Ben
No, sorry, I can't. I have to meet Mr Harris at the
•
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
Man
Can't you post it on you r way?
Ben
No, sorry. I'm in a hurry.
on the boar d and mark the stress.
to
2
•
Can you phot ocop y this repor t, please, Ben?
P l a y a u d i o J 2 5 I
f ° r 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 .
• D rill each ex pre ssi on as a class and i nd ivi dua ll y.
No, sorry, I can't. I have to take some letters to the •
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
But I need this now. I'm sorry . The pos t office closes in ten mi nute s.
Man
Can you come to the mee tin g at 2.3 0, Ben?
Ben
No, sorry, I can't. I have to finish a report.
Man
Can't you do that later?
Ben
Sor ry. I have to send it to Paris to da y.
respond
to
Follow-up •
R e v i s e 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
u s i n g have to, e . g . 1 something 2 something
Can you answer the phone , please, Ben?
you
have
to go
every
day,
5 something
you
have
have
No, sorry, I can't. I have to go to the bank. But I can't do it . I have to go to a mee ti ng.
you
have
to put on every 4 someone
you
to use every
to do every
day,
day, 3 somewhere have
to see
every
you day,
day.
I'm sorry. The bank closes at 4.30.
Man
Can yo u tak e Ms Taylo r to the st ati on , please , Ben?
A n s w e r s w i l l d e p e n d o n s t u d e n t s , b u t p o s s i b l e e x a m p l e s
•
Tell st ud en ts to list en and writ e an ans wer for each i te m.
Ben
No, sorry, I can't. I have to type some letters.
mi gh t be:
Man
Can't yo u do th at later?
5 a toot hbr ush .
Ben
Sorry. I'm going on holida y tomorr ow, so I have to •
do the m now .
can't
play
tennis.
He has
to go to work,
b o a r d . A s k s t u d e n t s t o j o i n t h e t w o s e n t e n c e s .
on the
Elicit:
I
requests.
Ben
W r i t e : Ben
go
Ex pl ai n/
sentence.
Ben
Ben
bank,
are th e words tha t give th e most imp or ta nt info rma ti on in a
post office.
Wo ma n
the
Eli cit th at the stress is on th e ver bs and the no un . T he se
airport.
Wo ma n
Check
Pronunciation
No, sorry, I can' t. I have to look aft er some visit ors .
Man
Wo ma n
Moni tor .
No, it's just for a c heck-up . Can you come to our party on Friday eveni ng, Ben?
Yes, sorry .
Ben
stud ents.
pronunciation.
Ben
Wo ma n
the
D
1 ge t up
2 sock s
3 sch oo l
4 a fa mi ly
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 c o m p a r e t h e i r a n s w e r s .
„ „ „
, . • „ • . „
o oc
„ „
a
ooc
Res our ce ac ti vi t y pages 236 and 285
Ben
137
m em be r
TE ACHE R' S NOTE S
L E S S ON 6 4
Students learn and practise telephone expressions.
Warm-up
4
• A s k : What's
the first
thing
you
say when
you
E l i c i t a s m a n y i d e a s a s p o s s i b l e , e . g . Good •
Put stu den ts in tea ms. Tell th em they have tw o minutes t o
+ phone
w r i t e as 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
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
a hotel,
to send
•
Go thr oug h th e reasons to get her . Writ e new words on boa rd.
Drill th em and check
phone?
Hello,
Hello
and wri te the se
on
you've
play
got
the
wrong
number.
a s t u d e n t . S a y : I'm answer
•
the
con ver sat ion .
Focus on th e first pair of react ions and respons es: I
a text,
a p i z z a , to
to order
to . . . , please?
foc usin g on th e firs t line of each
out
The tea m wit h the most reasons is the w inne r.
games.
•
sen/ices,
Can I speak
the
the board. If student s find this diffic ult, pla y the audio ag ain,
to f r i e n d s ,
to pay b i l l s , to find
things,
number,
answer morning,
the
the
caller.
Oh,
Act out the first
phone.
Goodbye.
sorry.
I want
to speak
think
Nominate to S a l l y . You
conversati on.
Do tw o more examp les with differen t stud ents and di fferen t conversations.
c omp reh ens ion . •
Put stu den ts in pairs to make the conve rsat ions
fro m
exercises 2 and 3. Monitor. 1
•
Tell st ude nts to cover th e te xt . Ask que sti ons ab out p i c t u r e s , e . g . Where
2
are the people?
What
are they
P l a y a u d i o I . t U B f o r 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 .
•
Drill each line as a class and
•
Read th rou gh th e respons es and reac tions .
back,
leave
a
5a •
Focus on the Eve ry da y expr es sio ns. Tell stud ents to find and underline the expr essi ons in th e te xt .
ind ivi dua ll y.
k e y v o c a b u l a r y , e . g . I'm a f r a i d , out, ring
• As k pairs of stu den ts to read out the ir c onve rsa tio ns.
doing?
•
number,
th e
•
Eli cit /Te ach
c a l l i n g , message,
W r i t e : No,
I'm
she's
out.
on the board. Poi nt to th e gap
a n d as k 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 : a f r a i d . wrong
• Ask student s to comp lete the ex pressions.
message.
b
•
Drill each sente nce as a class and
•
Exp lai n th at stud ent s are goi ng to hear six ph one calls from
indi vidu ally .
•
P l a y a u d i o g . T H : l f o r s t u d e n t s t o c h e c k t h e i r a n s w e r s .
•
Play the audio again while stud ent s listen and r epe at.
p e o p l e w h o w a n t t o s p e a k t o S a l l y . P l a y a u d i o I ; T ! W 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 Play th e first con vers ati on on th e audi o
response?
E l i c i t : I think
you've
got
the
wrong
afraid, Can, wrong, ring, leave, say
the f i r s t
twice . 6
number.
•
Go th rou gh th e situ atio ns. Check und ers tan din g of each
• F ocus on th e first sit uat ion . Say:
• Re peat with each conversa tion.
meeting
1 I thi nk you 've got the wro ng number .
2 No , I'm afraid she's in
a meet ing.
4 Yes, speaki ng.
3 No, I'm afraid she's out .
sorry . Can I tak e a message?
with
Mrs Ford.
Phone
You can't
make
conv ers ati on on the boar d, elic iting
6 Who's calli ng, pleas e?
responses and
Man Wo ma n Man 2
Wo ma n Man Woman Man
all of th e exp ress ions .
Good morni ng, The Shoe Compa ny. Hel lo. Is Sally the re,
•
please? •
Oh , well , can I leave a messag e, 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 can
understand
and
use telephone
Follow-up
Hello. Is Sally Smit h there , please? No , I'm afrai d she's ou t.
•
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 im afraid
she's
out
Place th e word s in an env elo pe. Re pea t wi th
e a c h e x p r e s s i o n f r o m e x e r c i s e 5 a . A l t e r n a t i v e l y , u s e t h e
Could I speak to Sally please?
r e s p o n s e s a n d r e a c t i o n s i n e x e r c i s e s 2 a n d 3 .
Yes, speaking. Oh , hell o. It's Coli n.
Man
Good morning, Salty Smith's phone.
Tell th em to order the words to make an exp ress ion.
Hello. Is Sally there , please?
the m to rewrite the expressi on with punct uat ion and to
Man
No, sorry. Can I take a message?
Wo ma n
Yes. Please say tha t Penny rang.
Man Wo ma n Man Woman
Focus
•
• 412609.
another
gr oup.
Resource activity pages 237 and 285
It's Tina Jones.
wrong
number.
Review and Wordlists Lessons 57-64
you've
Poi nt to th e reac tio ns. Tell st ude nts
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,
sorry.
Student's Book pages 97-98
Goodbye.
• Rep eat wit h each conver satio n. 3 b
4a
5 f
6 e
137
env elo pe. Ask
Tell st ude nts to put th e word s back in the enve lop e and
Hello. Is Sally ther e, please? Who's call ing, please?
to matc h each response with a rea cti on. Play th e firs t
2 d
Give each gro up one
Mon ito r.
excha nge envelop es with
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
the
Put stu den ts in small gro ups.
pract ise it.
OK. Hello,
I
expressions.
Man
Man
l c
pron unci atio n.
No, I'm afraid she's in a meeting.
Hello.
6
Moni tor .
No mi nat e pairs of stu den ts to act out one of their conversa tions. Check
Woman
Wo ma n
got
Oh, sorry. Goodbye.
Oh, OK. I can ring back later. Goodbye.
5
•
2 and 3 and th e list of sit uat io ns and tel l th em to wr it e a conv ers ati on for each sit uat ion . Remin d th em to try and use
Woman Man
pron uncia tion .
P u t s t u d e n t s in p a i r s . P o i n t t o t h e e x p r e s s i o n s i n e x e r c i s e s
I thin k you've got the wrong number.
Hello, 412609.
Wom an
conver satio n
Could I speak to Sally please?
Yes, certain ly.
Man
3
•
Man Wo ma n
4
o n t h e b o a r d . C he c k
Hello.
Wo ma n 3
reac tions
fro m the stud ent s for each p erso n. • Ask two studen ts to read thro ugh the exa mple
Wom an
a
Tell stu de nts to look at
her.
the expressions in exercises 2 and 3. Write an example
5 No,
A u d i o s c r i p t 6 4 . 2 1
one.
TEACHER'S NOTES
Students learn a lexical set of weather words and talk about the weather.
LESSON 6 5
Warm-up •
•
R e v i s e m o n t h s o f t h e y e a r w i t h a c h a i n . S a y : J a n u a r y . P o i n t 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 stud ents ab out the weathe r in your own coun try
Start
a new chain, saying the mon ths bac kwar ds. You could also d o o d d m o n t h s ( J a n u a r y , March)
d i f f e r e n t t i m e s o f y e a r , e . g . Today
it's warm
January
If yo u are fro m th e same
it's very
•
and
hot
but
in
abo ut
P l a y a u d i o I - 1 - H 1 f o r s t u d e n t s t o l i s t e n a n d
repe at.
•
Drill each it em as a class th en ind ivi du all y.
Chec k
(Vietnam)
pronunciation.
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
•
Put stude nts in pairs. Tell st ude nts to cover th e te xt
number
6,
in (Spain)
Is it hot
in
the
weather
in (Germany)
like
in
in October?
Does
August?
are th e same nati onal ity , put the m in pairs to sure eve ryo ne
( 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
b •
class and individ uall y. Tell st ude nts to cover the no uns. noun?
E l i c i t :
Say wind.
Focus on th e cues. Say sent ence s abou t th e wea th er yo u
beach
•
and
it's sunny
because
I can
go to
the
swim.
Poi nt to the first cue. Tell stu den ts to write a sent ence
Ask
ab ou t the weath er th ey like.
stu de nts if th ey can thi nk of any othe r word s which can be
•
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
d r i n k , p l a y .
do you
weather
l i k e , (Bogna)?
Why do you
kind
like snow,
Read the th ir d se ct io n. Dr ill each ex am pl e as a class and
•
R epe at wit h wea the r yo u
W r i t e : It snows
•
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 as k a n d a n s w e r a b o u t
in December,
on th e board . Ask stu den ts to correc t the
s e n t e n c e s . E l i c i t : It's
snowing
It's
today.
It
usually
usually
snowing
snows
dislike.
w e a t h e r t h e y li ke or d i s l i k e .
in
of
(Jessica)?
individually.
today.
make
agr ees.
l i k e , e . g . I like it when
cove red.
• Go thr oug h the second sec tion (nou ns and verb s).
com pare
note s, th en go thr oug h each tim e of year as a class to
this?
Focus on the La ng ua ge no te . Read thro ugh the first secti on
R e p e a t w i t h t h e l i st o f a d j e c t i v e s
in August?
note s
group s to comp are the weathe r. Monit or. If you r stu den ts and
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
the
January?
• 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 c l a s s , p u t s t u d e n t s in s m a l l
( E l t a ) ? E l i c i t : d r y . C h e c k p r o n u n c i a t i o n .
A s k : What's
in
count ry.
• A s k s t u d e n t s q u e s t i o n s , e . g . What's
•
n o u n s a n d v e r b s , e . g . work,
like in (Australia)
abo ut the weat her in their
•
a n a d j e c t i v e , e . g . windy.
the weather
Poi nt to th e list of mon th s and tell stu den ts to make
• Elicit/Teach: the weather.
•
it snows.
the wea ther at diff eren t times of the year in othe r c ountri es. A s k : What's
•
cold and
cou ntr y as you r stud ent s, ask stud ent s wha t th ey know
or even mont hs ( F e b r u a r y ,
A p r i l ) .
1
at
the
Monitor.
• As k ind ivi dua l stu den ts to tel l th e class ab ou t thei r gro up.
December.
English in the world
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 l i c i t / T e a c h : small
t a l k , lovely,
a bit.
• R ead th ro ug h th e t ex t as a class. •
A s k : Why do people E l i c i t : Because
in Britain
it changes
talk
a
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
•
P l a y a u d i o I - W W I a l l t h e w a y t h r o u g h .
•
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 : kinds
•
of
weather
do the people
Repe at wit h each
mention?
(Hong
Kong)
kind
What
E l i c i t : cold, f r o s t y .
•
talk
of things
about
do they
the
weather
a lot?
Why?/Why
not?
say?
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 a s a cl a s s and
conve rsa tio n.
individually.
• As k tw o pairs of stu den ts to read th e con vers ati ons. 1 cold, fros ty
2 It's snowi ng.
3 It's raining.
5 cold, sunny
6 fine, sunny, wet, wi ndy
4
in What
hot
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 I can talk
A u d i o s c r i p t 6 5 . 2 1
A
What's th e weat her like tod ay?
B
It's cold and fro sty , but it's very nice . Shall we go for a
2 3
4 5 6
Ye s, O K .
A
Ooh loo k. It's sno win g.
B
Oh, that's great. Come on, let's go outsi de.
A
Are you goi ng out?
B
Yes , I am.
A
We ll , ta ke yo ur um br el la . It 's ra in in g.
B
Oh, righ t. Thanks .
A
Phew . It's very hot to day , isn't it?
B
Yes, it is. I thi nk we're goin g to have a storm .
A
It's ver y sunny tod ay.
B
Yes, it is, but it's cold out sid e.
the
weather.
Follow-up
wa lk ? A
about
• •
W r i t e : morning,
afternoon,
evening,
nigh t
on the
boar d.
Pu t st ud en ts in pairs or sma ll gro ups . Tell th em to wri te a w e a t h e r r e p o r t f o r t o d a y . R e m i n d t h e m t o u s e p a s t , a n d f u t u r e t e n s e s , e . g . This Now
it's cold
tonight
•
and
it's going
morning
d r y . This afternoon
it was cold it's going
and r a i n i n g . to snow
to be f r o s t y .
report.
Resource activity pages 251 and 292
going to be wet and windy.
166
and
As k gro ups to com e to th e fr on t of th e class to give t he ir w e a t h e r
It's fine and sunn y to day , but enjo y it, becaus e the we ekend 's
present,
Students learn and practise comparatives and how to compare two things. 4
Warm-up
• 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 is this?
•
W r i t e t h e f o l l o w i n g w e a t h e r a n a g r a m s o n t h e b o a r d : ( s n o w i n g ) , rmaw
( w a r m ) , ostrfy
( r a i n i n g ) , mroyts
•
the
( c l o u d y ) , tew ( w e t ) , ygfgo
•
A s k : Is Chris
older
or younger
is
on
than Mike?
than
Elicit:
the •
Go th rou gh the answers as a class. Ask indiv idu al s tud ent s
w o r d s .
to say one sent ence each. Check
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 al l o f t h e w o r d s a n d r e w r i t e
1
Chris is youn ger than Mike ./M ik e is older than 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
Tokyo is hott er than Beij ing ./B eij ing is colder than Toky o.
•
Tell stu de nts to cover th e te xt . Ask que sti ons ab ou t p i c t u r e s , e . g . What's
the
weather
like?
What
are the
•
Elici t/Tea ch:
•
P l a y a u d i o f i l i H l f o r s t u d e n t s t o r e a d a n d
worse,
dangerous,
the roads
they
yesterday?
Were the
dangerous
roads
dangerous
yesterday?
Are
•
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 . etc.
Go thr oug h th e tab le on Stu dent 's Book
•
Drill the exa mpl es as a class and
page
Check
1 11 .
Put stude nts in pairs to
prac tise .
•
W r i t e : nicier,
hoter,
more
cold,
colder.
Harrods.
than
E l i c i t :
badder
than
Debenhams.
Focus on the
Debenhams
is
exa mpl es.
P o i n t t o t h e l i s t o f t h i n g s a n d as k s t u d e n t t o w r i t e t r u e
in your
dif fer ent
Monitor.
town,
( H a n n a h ) . Tell the
class about
two
two
shops
people
in
your f a m i l y , ( J e a n ) .
hot.
• 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 s e n t e n c e s . •
sunnyier,
smaller
expensive
• 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
• R epe at wit h the base adje cti ves covered . Say a comp ara tiv e
•
is more
adjectives.
• Tell stud ents to cover the comp arat ives . Say a base a djec tive ,
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.
e . g . Harrods
sent ences abo ut each one. Re mind the m to use ten
ind ivid uall y.
E l i c i t :
Rome is sunnier than Ber lin ./B erl in is cloudier than Rome.
• G o thr oug h th e list. Say tru e sent ence s ab ou t each t hin g,
(/a /).
•
comparative?
The River is worse than The Sun ./ Th e Sun is bet ter than The
5 l A V I I I I . ' l
•
the
5 6
Play the audi o again for st ude nts to listen and rep eat.
e . g . cold. A s k : What's
Carol's hair is longer than Jud y' s. /Ju dy 's hair is shorter th an
Was it
•
nicer,
4
River. listen.
today?
p r o n u n c i a t i o n o f er in colder,
The shirt is cheaper than the ju mp er ./ Th e jum per is more
Carol's.
more.
• 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 today? hotter
pro nunc iat ion .
expensive than the shirt.
like?
2
board.
Mike,
shirt?
Put stu de nt s in pairs. Tell th em to look at th e cues and th e
3 1
is this
city
pictur es and wri te sent ences using th e corr ect ad jec tiv e.
w e a t h e r . T h e y h a v e t o u n s c r a m b l e t h e l e t t e r s t o f i n d t h e
•
much
Which
younger.
(weather).
Put stu den ts in small group s. Tell th em the top ic e.g.
How
• 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
( f r o s t y ) , ciy ( i c y ) , ininagr
( s t o r m y ) , udolcy
( f o g g y ) , ryd ( d r y ) , thwreea
innoswg
this?
on th e
Moni tor .
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
two
I
things.
bo ard . Pu t a cross nex t to the word s to sho w th ey 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 : nicer, hotter,
sunnier,
colder,
Follow-up
worse.
•
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.
previous cream,
•
Do th e ex amp le to get her . Students w i t h But this
•
h e a r That
Play th e first ite m on car's
and a com par ati ve,
•
listen and
e . g . pen,
of coffee.
computer,
plane,
bus,
car,
Yo u wil l nee d one pic tur e for
bigger,
more
smaller,
expensive,
cheaper,
slower,
f a s t e r , longer, shorter
than
than the
the
car.
2
That book's very interes ting .
audio
Han d out th e pictu res. Tell stu den ts to mingle and show
pictures
rep eat.
and fin d ano the r
par tner .
Resource activity pages 239 and 286
But this book's more interesting. Th at hotel's ver y big . But this hotel's bigger. 4
Tha t jacket's very expen sive.
5
That mobile phone's very good .
6
Tha t film's ver y bad .
is car is
plane.
the two things. When they have done this, the y
But this car's faster.
3
The
each oth er thei r pict ures, the n make a sent enc e co mpa rin g
A u d i o s c ri p t 6 6 . 2 Th at car's ver y fa st .
ice
each
Ho ld up t wo pic tur es, e.g. the plane and th e car. Eli cit as
Play th e rest of th e a udi o.
1
an
m a n y c o m p a r a t i v e s e n t e n c e s as p o s s i b l e , e . g . The plane
very f a s t , m a k e a s e n t e n c e
then
lessons,
a cup
mem ber of th e class.
• 3
Coll ect pict ures (or reuse pictur es you 've used in pre vious activi ties) of diffe rent things tha t stud ents have learned in
But this jacket's more expe nsive . But this mobile phone's better. But this film's worse.
117
excha nge
TEACHER'S N O T E S
LES S ON 67
Students revise adjectives and compare two places. • 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
Warm-up •
places
do you
T e l l s t u d e n t s t o s t a n d u p a n d o r g a n i z e t h e m s e l v e s i n a l i ne
hotels
expensive
a c c o r d i n g t o h e i g h t . S t a r t a 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
choose?
t oi ler
th an
(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
taller
than
Is
Tell stu den ts to reor gani ze the mse lves
accordin g to
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 t h e s e c o n d p e r s o n s a y s I'm younger
Roberto, older
than
etc . up to th e old est
Ahmed,
than
•
hotter
Jaime
but
can you
see?
Where
are they?
How
old
hotels
are
e.g.
•
El ici t/T eac h key voc abu lar y for each para grap h,
e.g .
paragraph
electronics
p a r a g r a p h 2 : west,
two
countries
What
two
parts
in the
expensive
north
than
did
you
of your
or south
country
of
(Spain)?
(Calabria)?
Jersey,
but
in summer.
are bigger.
Jersey Cuba
is nicer
is cheaper
because than
it's smaller
Jersey
Writ e you r exa mpl e on the
R e p e a t w i t h two countries
a n d two
parts
and
is and
the
boa rd.
of your
country.
Moni tor.
coast,
pronunciation.
o f , f u r t h e r , in f a c t , winter,
think
Which
Are
• A sk ind ivi dua l stu den ts to read out their work . Che ck
while st ude nts read th e te xt .
north-west,
(Aragon)
two
in (Berlin)?
• P ut stu den ts in pairs to com pare thei r desc rip tion s.
Play audi o
move,
is nicer?
Is it hot
• Tell st ude nts to wri te abou t the ir places.
they?
•
1 : Hungary,
Is more
than
it's cooler
perso n.
Focus on th e pictu res. Ask que sti ons ab ou t the peo ple , What
in (Dubai)? place
write?
(Tuscany)
to on holiday?
b • 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
than
• 1
Which
did you
( J a n ) , e t c .
than
go
Pronunciation
summer,
grey
p a r a g r a p h 3 : shorter,
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,
•
medical
suburbs,
a
meal
•
•
E l i c i t a n d d r i l l t h e s o u n d / x / i n e a c h w o r d t o s h o w i t
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.
que sti ons .
to get her .
2 Bud ape st in Hun gar y
3 th e USA
4 Yes, he doe s.
• A s k q u e s t i o n s a b o u t t h e t e x t t o c h ec k c o m p r e h e n s i o n ,
him? Where days
2
•
did Miklos Is Seattle
move near
does
Miklos
holiday
does
to the the
sea?
work?
Does
he
USA?
P u t s t u d e n t s in p a ir s a n d t e l l t h e m t o t i c k t h e w o r d s
Did
Is the
his family
weather
move
with
in Seattle
he like his new job?
•
e.g.
Budapest
t e x t a g a i n . E l i c i t :
is
Play th e audi o again for stu den ts to 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 compare
different
•
Seattle.
Colle ct eno ug h maps of the world (or of a co nt in ent , e .g.
Put stude nts in pairs to compa re the ir answ ers.
•
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
Tell each gro up to write a brie f des crip tio n of a coun tr y o f t h e i r c h o i c e , e . g . This country
th e exercise diffi cul t, num ber th e parag raphs and help by
a country
giv ing , or askin g for, th e numbe r of th e corre ct
N i g e r i a . The people
para grap h
an swe r. 3 S
Sea.
4 S
5 B
6 B
7 S
e.g.
Eng lan d) for stu de nts to work in small gr oups .
•
2 B
places.
A f r i c a , o r o f a c o u n t r y w h i c h ha s a n u m b e r o f r e g i o n s ,
again and wri te 6 or 5 for Buda pes t or Sea tt le.
I S
I
Follow -up
worse).
Tell st ude nts to read th e
• Re ad th ro ugh the st at eme nts . Tell st ude nts to read th e te xt
for each
rep eat.
w i n t e r / w i n d y •
or Seattle?
check.
many
get?
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
for st ude nts to listen and
wo rd s t h a t ha ve t h e sa me so un d : w a r m / s t o r m , d r y / f i n e , b a d / f a t ,
good?
How
wi th
so und .
b • Play audi o
Ex pl ai n th at Mikl os live d in Bu da pe st bu t no w he lives in A s k : Is this
Underline
/ 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 . •
the same
When
a n d t h e or in
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 and
Put stude nts in pairs to compa re the ir answ ers.
1 Miklos
U n d e r l i n e t h e ar in warm
storm.
is th e sa me.
baseball
Go thr oug h th e answers
S a y : warm, storm.
insurance
Read th ro ug h th e que sti ons . Tell st ude nts to read th e te xt again and answe r the
•
petrol,
•
8S
The
in A f r i c a . It's
capital
bigger
speak
is hotter than
Arabic.
is T r i p o l i , (answer
Egypt
It's -
on
than
Spain.
but
smaller
the
It's than
Mediterranean
Libya)
Group s tak e it in turns to read ou t thei r des crip tio ns.
The
other groups try to guess the country before they finish • •
Foc us on the A s k : Where USA.
Lan gu ag e no te . Drill the compa ss
is Seattle?
E l i c i t : It's
in the
dir ect ions .
north-west
of
Practi se wit h places in th e co unt ry wher e th e
Where's
Brighton?
than
Birmingham?
Newcastle?
If pos sib le,
Is Leeds
further
north
use a large map of th e co un tr y
ask stu den ts to point to th e
an exa mp le for this
the
Resource act ivit y pages 240 and 287 and
places.
3aB S5D E3S •
Focu s on th e list. Writ e th e nam es of t wo place s th at y ou g o t o o n h o l i d a y , e . g . C u b a / J e r s e y , t w o c o u n t r i e s , e . g . Australia
/ F r a n c e , a n d t w o p a r t s o f y o u r c o u n t r y ,
e . g . Yorkshire/Hampshire •
on th e
ga me .)
sch ool
i s . F o r e x a m p l e , i f y o u ' r e t e a c h i n g i n B r i t a i n , a s k : Where's
thei r des cri pti on. (Y ou could use th e des cri pti on of Liby a as
boar d.
Poi nt to the list and tell st ude nts to write places th ey
kno w
for each i tem .
137
Students revise adjectives and comparatives and learn expressions to talk about a trip. War m-u p
2
•
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
did Sarah
get
on
back?
th e board. Tell stu den ts to read the first part of th e s tor y •
U s e t h e p i c t u r e s i n l e s s o n 6 0 t o r e v i s e t h e s t o r y t o d a t e .
a g a i n . E l i c i 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 . Is Lucy
enjoying
a lot? Why
Who
does
Where
her new job? is Peter
she
meeting
want
is Sarah?
Who's
to
for
talk
Why
her
boss?
dinner?
to Peter?
is she
in
Does
Where
Who's
Olive
does
Tell stu den ts to read th e who le story again and answer t he
travel
Zelda
getting
•
yesterday.
ques tio ns. Pu t st ude nts in pairs to compar e their a nswer s.
live?
•
Go over the answ ers as a class.
married?
Singapore?
1 yesterda y
2 warmer
som eon e else.
4 yes
5 to see Peter
tog eth er / embraci ng 1
•
Play audio
to famil iari ze stu den ts wit h how th e sto ry
3 Her boyf riend is going to marry 6 Pete r and Zel da
7 He's get tin g married .
8 Because he
heard Peter on the phone and Cindy said everyone knows.
develops and with the characters' voices. •
E lic it /Te ach
key phrases and voc abu lar y for each
pi ctur e,
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 . T e l l s t u d e n t s t o f i n d
e.g.
and underlin e th em in th e te xt .
p i c t u r e 1 : underground
s t a t i o n , ticket
machine,
welcome
back,
•
W r i t e : Welcome
f u n e r a l , sad
p i c t u r e 2 : else,
cool,
ticket feel
b a r r i e r , news,
remember,
b o y f r i e n d , someone
• Ask stude nts to complete the
expressio ns.
•
P l a y a u d i o l i M E I f o r s t u d e n t s t o c h e c k t h e i r a n s w e r s .
wedding
•
Play the audio again whil e stu den ts listen and r epe at.
p i c t u r e 4 : upset,
• 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 .
Oh
travel
pavement,
bag,
b
puz zled ,
d ear
Wri te the new wor ds and phra ses on th e boar d and drill as a class and
and
back.
better
p i c t u r e 3 : t a x i , embrace,
•
on th e boa rd. Po in t to th e gap
b
a s k 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 :
back, get, tired, How
ind ivid uall y.
• Tell stu den ts to cover th e te xt . Ask que sti ons abo ut t he pic tur es to check basic compr ehensi on, p i c t u r e 1 : Who can you
see?
Where
are
4
e.g.
they?
What
are
•
to practi se the
they
doing?
picture
2 : Where
are Sarah
and
Jordan
going?
What
are
they
doing?
p i c t u r e 3 : Where doing? look?
Who Why
is she
p i c t u r e 4 : Who doing?
•
is Peter?
is taking
How
Who
the
Where
What
is Sarah?
are How
does
Where
are
they?
What
are
they
in Singapore?
news?
is in Canada
now
How
going it?
does
to marry
Were they
Sarah
happy
to hear upset
her
well?
wedding
Sarah
go?
to go
Did
does
Ryan Ryan
tell Jordan Is Sarah
else?
p i c t u r e 3 : Is Peter
Are about
about
know 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 about
I
a t r i p .
Ask stude nts to thi nk ab ou t th e last tri p th ey went on. Tell
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
go?
to Peter
her
that
Sarah's
S a y : You arrived
back from
your
trip
yesterday.
Write
how
feel
Sarah
th e expr essio ns in exe rc ise 3a and tell stu de nts to m ake
boyfriend?
her boyfriend
parents
happy
and
how
the
trip
went.
Put stu den ts in pairs. Poi nt
is
Zelda's about
•
A s k p a ir s o f s t u d e n t s t o r e a d o u t t h e i r c o n v e r s a t i o n s .
about
Resource activity pages 241 and 287
wedding?
wedding? Zelda's
Does
he
Where wedding?
you
cold
Peter?
Zelda's
about
about
upset
Why
(Rome)?
convers ations abou t their trip.
now?
someone
p i c t u r e 4 : Does
How
was her grandmother's
did
Ask on e gr oup to act out the sto ry for th e rest of th e cl ass.
talk
Mon ito r.
Play th e audi o
family?
he work
part.
•
did you
was Sarah?
p i c t u r e 2 : Where Where
•
else.
to see her
one
practise each role.
them to write down where they went and why. is Sarah's
• Ask questions abou t the te xt to check compr ehensi on,
happy
each ta ki ng
she
look?
a g a i n . E l i c i t : Her boyfriend
p i c t u r e 1 : Where
conver sat ion,
Give stu den ts an op po rt uni ty to
Follow-up see?
Sarah
someone
Put st ud en ts in gro ups of four . Tell th em
•
can
they does
upset? can you
F o c u s o n t h e q u e s t i o n : What
to marry
is he with?
taxi?
Foc us on th e sto ry.
want
did
to
TEACHER'S NOTES
Students learn a lexical set of geographical features and talk about their own town.
LESSON 69
Warm-up •
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 Saba, when the noun is part of a name, e.g. the River
Play a gam e of Whi teb oar d Scrabbl e (see pag e 11 ) to re vise w e a t h e r w o r d s .
Lake
1
•
F o c u s o n t h e p i c t u r e . P l a y a u d i o liste n and
•
fcl'fril
for stu den ts
to
4
• Tell stu den ts to look at the picture in ex erc is e 1 .
re pea t.
•
Dril l each it em as a class th en ind ivi du all y.
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 t h e h e a d i n g s
Chec k
•
man-made?
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 s a y i t e m s . S a y : 10?
number
E l i c i t : a v a l l e y . C h e c k
•
What's
v i l l a g e , houses,
sea natural
•
name ot he r th in gs
a n d
man-made.
from
Go th ro ug h the answers as a class.
in
f a c t o r y , f a r m ,
or
and writ e it in th e first c olu mn.
ex erc is e 1 in th e corre ct col umn .
this?
natural feature s: the sea, a mountai n, an island, a cliff, a hill,
th e picture. Enc our age the m to use dict iona ries if the y are a v a i l a b l e . E l i c i t : town,
A s k : Is the
Naturai
• Tell stu den ts to copy the table and write each word
Put stud ent s in pairs. Tell th em to cover the te xt and take i t
Pu t st ud en ts in pairs and ask th em to
features.
E l i c i t : natural
R e p e a t w i t h a railway
pronu nciat ion.
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
features
pronunciation. •
Geneva.
a forest, a lake, a river, a valley
church.
man-m ade featu res: a railway, a tunn el, a road, a bridge ,
• Wr ite new wor ds on th e boa rd. Dr ill th em and c heck
a motorway, a field
comprehension. 3a
•
E l i c i t / T e a c h : sightseeing
•
P l a y a u d i o
•
Poi nt to th e word s in ex erc is e 1. Tell stu de nts to listen and
-VW-
tour,
view.
all th e way
• I f possible collect some picture s of you r t ow n/ ci t y to s how
th ro ug h.
tick the word s th ey hear. Play the first part of the twice •
( t o you
can't
see
th e stude nts as you desc ribe its feat ures . Ho ld up each 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
audi o
town
the h i l l s ) . E l i c i t : v a l l e y , h i l t .
but
Play th e rest of th e aud io t wic e.
is near there's
There'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
the sea.
There
a big forest
a river
aren't
near
in my town.
any
i t . It's It's
mountains
called
called
the
the
in my New
River
town
Forest.
Solent.
• Tell stu den ts to thi nk abo ut the town th ey are living in and
audio again, stop pin g aft er each answer .
make
notes.
• 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
va ll ey , hi ll , ri ve r, br id ge , t u nn e l , m o t or wa y , fi el d, ra il wa y, fo r es t , road, lake, island
town?
What's
sea?
Are
the
there
name
any
of the
lakes
river?
near your
a river
Is (Bangkok) town?
Has
in
your
near
(Paris)
t he
got
a
motorway?
A u d i o s c r i p t 6 9 . 2
• Wri te tw o ex amp le sent ence s on th e board abou t you r to wn ,
Good morning, ladies and gentlemen. Welcome to our tour. We're in the tow n centre at the mome nt. The town is in a valley bet ween
e . g . 1 My town
is near
the
two hills. Unfortunately, it's very foggy today, so you can't see the
in my town
there's
a big forest
hills.
Forest.
but
sea.
2 There near
aren't
any
i t . It's
mountains
called
the
• Tell stu den ts to write sent ence s ab out their own to wn
We're now going to ward s the river. There's a goo d view of the to wn from the bridge. Unfortunately, they're repairing the bridge at the
th e words in the pictur e.
mo me nt and the traffi c is ver y slow. So we have to go th rou gh the
•
tunnel. We're in the tunnel now, so I'm afraid you can't see the
New
using
Moni tor .
Ask indiv idu al stu den ts to read out their sent ences or put students in groups to read each other's work.
river or the to wn. •
We're leaving the town now and we're going to join th e mot orwa 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
in a moment. On the right you can see some fields and on the left there's a railway. Over there, there's a targe forest. I'm afraid you
talk
about
geographical
I
features.
FoUow-up
can't see the for est , beca use it's stil l fog gy , bu t it's a very big fores t. This forest is where the .. .
•
Now we're taking the road to the lake and fortunately it isn't
R e v i s e on the left o f , on the right on,
next
o f , in front
o f , behind,
in,
to.
foggy here. There are two islands in the lake, and we're going •
to take a boat to the larger island. It's a beautiful island with a
Dic tat e a simp le des crip tio n and tell stu den ts to draw it,
lot of interesting houses and shops and ... Oh, I'm sorry, ladies
e.g.
and gentlemen, but the road to the lake is closed because of an
Draw
accident. So, I'm afraid we have to go back to the town.
there's
a big lake. a h i l l . On
In
the
the
lake
left
there's
of the
an island.
island
there's
On the a
island
mountain.
Well, here we are back in the town and it's still foggy here. I hope •
yo u en jo ye d t h e t ou r an d ca n vi si t us ag ai n in t h e f ut ur e.
Rep rod uce you r dic tat ion as a pictu re on the board for stud ents to compare their w ork.
b • Go thro ugh the questio ns. Elici t/Te ach key vocab ulary, town
centre,
repair,
accident,
b e a u t i f u l , closed.
Wri te
•
e.g.
geog raphi cal featu res in ex er ci se
new
w o r d s on t h e b o a r d a n d d r i l l t h e m .
•
• F ocu s on qu es ti on 1. Tell st ud en ts to listen aga in and tic k
in the
town
Play the rest of th e audio
l a
2b
after each 3b
swap
pairs, sit tin g back to
back. Tell St ud en t
roles.
4a
que sti ons .
Resource activity pages 251 and 292
twi ce.
Go over th e answe rs. If necess ary, play the audio st opp ing
in A / B
centre.
• Tell stu de nts to listen and answe r th e rem aini ng •
Put stu de nts
1
A t o d i c t a t e h i s / h e r p i c t u r e a n d S t u d e n t B t o d r a w i t ,
the corre ct answer. Play the first part of th e audio. El icit : a -
Tell st ude nts to draw a ver y simple pict ure wit h eig ht of the
agai n,
answer. 5b
6b
166
then
Students learn superlatives and use them to compare more than two things. War m-u p
5
an exp ens ive car It's the most expensive car in the world.
•
Wri te a mix tur e of correc t and inco rrec t com par ati ves on th 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 p a i r s . 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 l is t a n d m a k e c o r r e c t i o n s w h e r e
•
a long bridge It's the longest bridge in the world.
4
•
Elici t/Tea ch:
necess ary.
world
Ask stu den ts if th ey kno w
record.
w o r l d r e c o r d s , e . g . What's What's
Go th ro ug h as a class .
the fastest
the
animal
highest
in the
mountain
any
in the
world?
world?
• G o t h r o u g h t h e w o r l d r e c o rd s . 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 . ocean, 1
•
Tell stu den ts to cover the te xt . Ask ques tio ns ab ou t 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,
this?
run
famous,
Where
through,
are
the
The
cm
Andes?
r e c o g n i z e t h e p l a c e s , e . g . Where
(centimetre),
the
wide.
Pl ay aud io M M 1
•
Drill each superl ativ e form as a class and indivi dual ly.
for stu den ts to read and li sten.
•
2
river
Desert?
in the Where
world?
How
are the
What
rain f a l l s in
much
is Copacabana
Andes?
smallest
the
•
•
Drill th e exam pl es in th e fir st two pa rts of th e ta bl e as a
A s k : What's
E l i c i t : wet,
•
Put stu den ts in pairs to
•
Focus on th e irreg ular super Lative s. Drill th e exa mpl es as
1 the largest ocean
P o i n t o u t t h a t t h e r e ar e v e r y
is wettest
beautifulest
place
beach
in the
in the
world
world.
is the
Atacama
Copacabana
is
on th e bo ard .
world,
5 the longe st
world
is the
world.
Atacama
Copacabana
Desert. is the
Lloro
most
is the
beautiful
wettest beach
5
the
•
Do th e exa mpl e to get her .
Ask in
place in the
Play th e first ite m on
t L > W 4 . S t u d e n t s h e a r an old book, It's
the
. ..
in the
world
and a supe rlat ive , the n listen
3 the deep est
7 the coldes t biggest
to
can
4 the highest
8 th e olde st
in
wou ld also be possi ble
wou ld be possi ble.
tallest
the
Westminster
National
is Harrods.
If possible,
the
highest
building
b u i l d i n g , The most
in my
th ey are livin g in now and make note s.
expensive
•
building
in the
town,
(Omar)?
t ow n/ ci ty
Moni tor .
• 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 n o t e s , e . g . highest
shop
to
places.
Point to the list. Tell stude nts to think abo ut the
the
town
expensive
us e p i c t u r e s o f y o u r t o w n / c i t y
show students the differe nt
world.
What's
What's the
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 can
compare
more
than
two
I
things.
Follow-up
audio
make a sen ten ce
leav e
Foc us on th e cues . Go th ro ug h each one and say se nte nce s
is the
the
with
•
and
Coll ect pictur es fro m mag azi nes , etc. Arr ang e th em in sets of thr ee, e.g . thre e cars, thr ee singers, thre e pairs of shoe s,
repeat. •
6 the bigg est
a b o u t y o u r t o w n , e . g . I think
As with comparatives, students are usually able to understand the idea of superlatives but often have prob le ms fo rm in g th em , espe ci ally tho se fo rm ed by adding a suffix (est). Another problem caused by LI interference is remembering to use the superlative form be fo re t he nou n. •
ocean,
1W HH UJ
•
3
2 the largest
• I n q u e s t i o n s 1 , 2 , a n d 6 the
Put a cross
place
possi ble
few
Desert.
ne xt to the sente nces to show th ey are inco rrec t. 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
Elicit widest
pronunciation.
pract ise.
of the
this?
ocean,
answers.
a n d i n q u e s t i o n 4 the place
What's
biggest
Use the list to dril l each sup er lat ive fo rm as a class an d
them.
W r i t e : The driest Lloro
ocean,
on th e
world,
individually.
irregul ar supe rlat ives in Englis h but that stud ent s need to
•
in the
• Ask individual students to read one sentence each. Check
comp arati ve,
•
learn
is the
Wri te the answe rs as a list on th e board so st ud en ts
wetter.
a class and indivi dual ly.
each
check thei r spelli ng.
the
Rep eat with the base and com par ati ve forms cove red. Say a e . g . wettest.
in? D r i l l
ind iv id ual ly .
bu t do n't say if th e ans wers are cor rec t or
ocean
w o r k o u t t h e •
oldest.
superlati ve and elicit the base adjec tive and
e . g . largest
is Bologna
does
th em on disp lay and encour age stu den ts to look at th em
• Tell stu den ts to cover the supe rlat ive forms . Say a base
•
country
Where
P u t s t u d e n t s in p a i r s 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
11 1.
class and ind ivid uall y.
E l i c i t :
Ocean
is Antarctica?
reco rds . If yo u have been using maps in th e less on,
Go thr oug h th e rules on Stud ent' s Book page
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.
to
not.
Beach?
•
superlative?
What
board. Poi nt to the gaps. As k: answers,
• 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
Nile start?
W r i t e : The Pacific
Check
p r o n u n c i a t i o n o f est ( / i s t / ) .
is the
River
plac e nam e as a class and
•
Atacama
If poss ibLe , use a ma p of th e wor ld
Greenland.
locat e each place, or ask que sti ons to check tha t s tud ent s
thr ee anim als, thre e fam ous peop le, labell ed A, B, C.
Play th e rest of th e au di o. •
Put stu de nts in small tea ms.
•
Dis pla y th e fir st set of pictur es on th e boa rd and ask a
A u d i o s c r i p t 7 0 . 4 1
an old boo k
q u e s t i o n , e . g .
Which car is the fastest? Which singer made the most records? Which shoes are the most expensive?
It's the oldest book in the world. 2
a goo d hot el It's the best hotel in the world.
3 4
•
Teams write dow n the ir answ er for each que sti on yo u ask.
a beau tiful city
Whe n you have fini she d ask tea ms to give their answers.
It's the most beautiful city in the world.
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 wid e lake It's the widest lake in the world.
Resource activity pages 243 and 288 117
The
~ TEACHER'S NOTES
Students revise comparatives and superlatives and describe their country.
LESSON 71
• G o th ro ug h th e answ ers as a class. If nec ess ary , play t he
War m-u p
audio again sto ppi ng after each answ er. •
Play a ga me of Sp ell ing Lines (see pag e 11 ) to
revise
geo gra phi cal feat ures fro m les son s 69 and 70 on the e . g . mountain, bridge,
h i l l , r i v e r , ocean,
Edinburgh: the castle, museums, art galleries, Edinburgh Festival.
boa rd,
Scotland's weather: It's often the coldest, wettest, and windiest
c l i f f , f i e l d , island,
desert,
place in the UK. It snows in winter.
motorway.
Scotland's scenery: It has some of the most beautiful scenery in the UK. It has lots of hills, mountains, and lakes. 1
•
E l i c i t / T e a c h : Scotland, UK
(United
E n g l a n d , Wales,
Northern
• Focus on the Langu age note.
K i n g d o m ) , Europe.
• Ask quest ion s to fin d out if you r stu den ts know abo ut Scot land, • 2
I r e l a n d , the
e . g . What
is it famous
any th in g
• Go thr oug h th e thr ee parag raphs in ex er ci se 4 to i de nti fy
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 l i s t o f p l a c e s . 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 t e t h e p r o n u n c i a t i o n f o r / ' e d i n b A r a / a n d loch
•
P o i n t t o t h e p l a c e n a m e s a n d t h e d e s c r i p t i o n s . A s k :
•
and
shows)
all the way
man
say
thr oug h.
Edinburgh?
t w i c e . E l i c i t : It's
P l a y t h e a u d i o ( t o
the capital
of
•
What
Paragraph
and
do and
Paragraph
3:
see;
the
2:
capital
weather
city
in general
population, things
and
to
around
country.
E l i c i t / T e a c h : paragraph,
•
plays
population.
Focus on th e top ics. Read the prom pts in parag raph 1. What's
Scotland.
Play th e rest of the audio twic e while stu de nts mat ch places wit h th e
•
about
features;
4a IWH'IWJI
Play audi o
the
1:
geographical
the
Edinburgh
/b k/ .
•
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
the
remaining
the
topic?
E l i c i t : general
Ask:
Repea t with
information.
the
paragraphs.
paragraph 1: General info rmat ion , paragraph 2: Cities,
desc rip tion s.
paragraph 3: The weather
Put stude nts in pairs to compa re the ir answ ers.
• 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 b •
aud io again, sto ppi ng aft er each answer .
Go thr oug h each par agra ph. Use the cues to talk ab ou t yo ur c o u n t r y e . g . England
Edinbu rgh is the capi tal of Sco tlan d. Gl asgow is the largest cit y in
is a small
50 m i l l i o n . The highest
Scot land. Ben Nevis is the highes t mount ain in the UK. Loch Ness
country
mountain
with
a population
of
is . . .
• P oin t to th e parag raphs and ask stu den ts to compl ete
is th e deep est lake in the UK.
th em
w i t h i n f o r m a t i o n f o r t h e i r c o u n t r y . •
Ask indiv idual stude nts
A u d i o s c r i p t 7 1 . 1
population
of
What can I tell you abo ut my country , Scotl and? Well, Scotl and is
What's
weather
the
about their coun try
(Turkey)? like
What in
is there
e . g . What's
to see in
the
(Bulgaria)?
(Mexico)?
part of the Unit ed Ki ngdo m. The other parts are England , Wales, and Nort hern I reland . Scotla nd is the second largest part of the UK and it has a populat ion o f abo ut five million people . Edinbur gh is the capi tal city. The Scotti sh Parl iament is here. A
Pronunciation 1
•
lot of touri sts come to Edinburg h to visit the castle, the museums ,
for stu de nts to listen and rep eat.
the pronunciation o f /u :/
art galleries, and other places. Ev ery summer there's a big fe sti val
each sound as a class th en
wi t h mu si c, pl ay s, an d sh ow s. Bu t Ed in bu rg h is n' t t he la rg es t ci t y in Scot land . That's Glasgow.
P l a y a u d i o MM
2a •
Mode l
in do a n d / j u : / i n museum.
Drill
indi vidu ally .
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 class and
Scotl and is famo us for many things - whisk y, golf, bag pipes - and
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
bad weather . Scotland is oft en the coldes t, wett est , and windi est
th e board so stu den ts can chec k.
place in the UK. But it also has some of the most beautiful
•
scenery. Scot land has a lot of hills and moun tains , includ ing the
Pu t st ud en ts in pairs . Tell th em to say th e wor ds out l oud and put th em in th e corre ct c olu mn.
highest mountain in the UK, Ben Nevis. In winter there's snow on the mountains and you can go skiing.
b
Sco tla nd has also go t a lot of lakes. We call the m 'lochs'. The most
•
Play aud io B E 1
f ° 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 .
•
Play the audio again for stu de nts to listen and
repe at.
famous lake is Loch Ness. It's the deepest lake in the UK, and some people think that the famous Loch Ness monster lives in its cold,
A u d i o s c ri p t 7 1 . 3
dark water.
/u:/: do, blue, room, shoes, soon, two, cool /ju:/: museum, future, university, computer, student, 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,
go l f ,
3
monster.
•
Drill each item as a class and
ind iv id ual ly.
•
Poi nt to the list. Tell st ude nts to tick the thi ngs the y
hear.
•
Dril l th e phr ase as a class th en
•
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
a
i ndi vid ual ly . I
country.
Play the audio again t wic e. • G o thr oug h the answer s. If necess ary, play the audio sto pp ing
after each
again
Follow-up •
b
Use th e wor ld recor ds fro m less on 70 to mak e a mini q ui z.
the Edinburgh Festival, whisky, golf, skiing, bagpipes, the Loch
M a k e a l i s t o f q u e s t i o n s , e . g . Where
Ness Monster
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 can you galleries,
•
_
answer.
see in Edinburgh? Edinburgh
and
shows)
* castle.
t w i c e . A s k :
E l i c i t : the castle,
in the
is Lake
Baikal?
museums,
Put stu den ts in small tea ms. Ask the questi ons . Teams win one po int for a corre ct answer.
art
Resource activity pages 244 and 289
Rep eat with th e rest of th e audio to elicit detai ls scenery .
ab ou t
What's
world?
What
Fest ival.
Scot land's wea the r and Scot land' s
river
the
TEA CHE R'S NOTE S
LESSON
72
Students learn expressions for giving measurements.
Warm-up •
4
Pla y a ga me of No ug ht s and Crosses (see pag e 11 ) to rev ise
Writ e the first lett er of each feat ure in th e grid.
travels
on this
on,
motorway
mountain,
on or swim bridge
- you
lake
- you
can
Cuba
drive fast
area
- a road
of water
that
goes
through
that
a
road,
you
can
a
is one
of
6
train
hill
- a
Ho w wi de is th is ca rp et ?
B
Just a minute. Let me see. It's six metres wide.
A
How deep is the swi mmi ng p ool?
B
It's 1.5 metres deep.
•
- a
Focus on th e incor rect stat eme nts 2, 3, 5, 6. Tell stud ent s to listen and correct th e st at em ent s. Pla y th e aud io agai n
very
to elicit th e correc t
these.
2 3 kilo metr es wid e
correctly.
6 1.5 metres deep
•
•
F o c u s o n t h e p i c t u r e . P l a y a u d i o F W i i
4
for stu den ts to read
•
listen.
Drill each it em as a class th en indi vid ual ly .
How
individually.
• •
wide
D ri l l e a c h
desk?
high
is the
ceiling?
How
expression
deep
(about)
four
metres
sixty
•
wide'
wide,
D ictat e the foll owing two
thousand
Repe at wit h diff eren t
in (Swedish)?
two
n u m b e r s : four
hundred
and
hundred
twenty-two,
many
bag?
metric
It's
say
'It's
and eight
give
ninety-nine, thousand
•
/
is 600
•
How
metres
Elici t/Te ach key vocab ulary,
there
in two
miles?
What
does
'mph'
measurements? far
is it from
What's
the speed
(Moscow)
to
(St
Go th rou gh th e answers
Petersburg)
2 incorrec t
millimetres,
a hundred metre,
two
f i v e hundred one
mile,
millimetres, hundred and three
thirty
and
twenty
centimetres,
one metres,
kilometres.
correct?
•
st at em en t.
eighty
metres,
2 3
How high is th at hill?
B
It's six hund red metres high.
Prepare
Hand the meas ureme nts out and tell stud ents to organize
largest.
5 incorrect
Student's Book pages 99-100
A u d i o s c ri p t 7 2 . 2 A
one
No te th at here th e
the mse lve s in a row from the smallest mea sur eme nt to the
6 incorrect
1
one
fif ty-t wo
Resource activity pages 245 and 289
4 correct
four
centimetres,
to get her .
3 incorrec t
in
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
Review and Wordlist Lesson 65-72 1 correct
use in
mea sur eme nts are in order (from smallest to larges t).
stage.
•
How
mean?
limit
correct. Do n't worry about the correct info rmat ion at this
Play th e rest of th e aud io t wi ce .
per
on e for each me mb er of th e clas s.
Rep eat with the second conv ersa tion and elicit th at it isn't
•
miles
measu remen ts
kilometre,
m e a s u r e m e n t as a c l a s s a n d
o n t h e b o a r d . A s k : Is this
high,
speed,
Write a mixt ure of imperi al and metric
metres,
Put a tick nex t to the
mile,
measurements.
f o o t , one
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 . W r i t e : The E l i c i t : Yes.
i m p e r i a l , distance,
Follow-up
individually.
hill
Moni tor .
• 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 can
carpet. e a c h
are
or imperial
centimetres,
P l a y a u d i o E E B -
room?
Check
three
express ions.
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
•
is the
kilometres?
• A sk stu de nts to come to th e board and write th e n umb ers .
e . g . cupboard,
high
building?
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 .
• Go thro ugh the sta teme nts.
high
P u t s t u d e n t s in p a i r s t o p r a c t i s e .
E l i c i t / T e a c h : metric,
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 do you metres
How
• A s k q u e s t i o n s 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 .
wide
is that
centimetres
bag?
• R ead thro ug h the t ex t as a class.
Enco urag e st ude nts to use rulers, if avail able , or guess. E l i c i t f u l l s e n t e n c e s , e . g . It's
is the
hour.
ind ivi dua lly .
How
deep
to
pr onu nci ati on.
English in the world •
• 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 is your
is
pract ise.
Focus on the Ev er yd ay ex pre ssi ons . as a class and
deep
is it?
Put stude nts in pairs to
mea sur eme nt
pronunciation. •
pronunciation.
How
Drill each
• 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
• As k tw o st ude nts to read th e con ver sat ion . Chec k
river?
5 six metre s wid e
indi vid uall y.
read it. Check
Go th ro ug h the exc ha ng e. Dr ill each line as a class th en
that
3 2.8 metre s long
• Go throug h the example convers ation. Ask tw o stud ents
Chec k
• 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
me asu rem ent s.
Foc us on th e item s in th e pict ure. as a class th en
pronunciation. •
3
A
T o w i n a s q u a r e , t e a m s h a v e t o s a y t h e w o r d a n d s p e l l i t
and
2
Just a minute. It's 95 centimetres high and it's 50
sail
mountain,
to go over a r i v e r , mountain
use this
-
can
- a big
i n , tunnel
big h i l l , island
1
Prepare
- something
small
•
5
d e f i n i t i o n s f o r e ac h f e a t u r e , e . g . railway
Ho w high is this cupbo ard?
B
centimetres wide.
g e o g r a p h i c a l f e a t u r e s f r o m l e s s o n s 6 9 a n d 7 0 . •
A
A
How wid e is this lake?
B
It's three kilomet res wide.
A
How long is this table?
B
I don 't kno w, but I can measure it. .. . It's 2.8 metres l ong.
137
Students learn and practise a lexical set of everyday jobs. Warm-up
2
Revise rooms, fur nitu re, and part s of a house from les son
25.
3
A
Dinner's nearly ready. Can yo u lay th e tabl e?
B
All right .
A
Are yo u tak ing out th e rubbish?
Put stud ent s in four team s. Tell th em to listen but NO T to
B
Yes, I am.
w r i t e a n y t h i n g . D i c t a t e a w o r d b y s p e l l i n g i t o u t , e . g .
A
Bu t it 's ra in in g.
B
It's no pro ble m.
A
Com e on. Tid y this roo m. It's a mess.
w-a-s-
Th e fir st te am to call ou t th e wor d win s
h-i-n-g-m-a-c-h-i-n-e.
4
a poi nt if th ey spell it co rrect ly.
•
E l i c i t / T e a c h : everyday
•
P l a y a u d i o o 1 * * 1
•
for st ude nts to listen and r epea t.
Drill each it em as a class th en indi vid ual ly.
•
A nd ma ke yo ur b ed , t o o .
B
OK, OK.
A
Where are you going?
5
Check
B
I'm goi ng to the ba nk.
A
O h. Ca n y o u ta ke t he se t hi ng s to t h e cl ea ne r' s wh il e yo u' re
Chec k
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.
I am ti dy in g it .
A jobs.
pronunciation. •
B
number
in town?
14?
pronu ncia tion .
Put stu de nts in pairs. Tell stu den ts to cover the tex t and 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
Sure. See you .
A
Th an k s.
6
this?
English collocations, particularly those which include take out, out, wash wash u p ) , don't usually ph ra sa l ve rb s (e. g. take translate word for word into other languages.
A
Do you have to do th at now?
B
Yes , I do .
A
Bu t I ca n' t he ar t he TV .
P u t s t u d e n t s i n p a i r s . S a y : Student Student
•
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, to the
a s 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
a cup
everyday
E l i c i t m o r e e x a m p l e s , e . g . make •
wash, the
beds,
do you
make
a
in th e •
sandwich.
colu mns
always
When
do
husband
make
the beds,
My (mother)
makes
does (Marta)?
them.
(Jean)
do
Her
•
Do the exam ple tog eth er. Pl ay th e first ite m on audio
(brother)
pro nunci atio n.
E l i c i t / T e a c h : have things,
make a sen tenc e sayin g
bank,
w h a t t h e y ar e g o i n g t o d o , t h e n l i s t e n a n d
book
time,
move
money,
bank
account,
order
holidays.
• R ead th ro ug h th e te x t as a class.
repeat.
• A s k q u e s t i o n s 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 .
Play th e rest of th e au di o.
can you
A u d i o s c r i p t 7 3 . 2
pay
on the
Internet?
When
can you
use
the
th e bank - I'm goi ng to go to th e bank .
2
the washing - I'm going to do the washing.
3
th e floor - I'm goi ng to vacuum the floor .
4
th e beds - I'm goi ng to make the b eds.
5
th e tab le - I'm goi ng to lay th e tabl e.
6
the rubbish - I'm going to take out the rubbish.
Internet but
•
to pay
I never
my my
book book
telephone
b i l l . I sometimes
book
the
train
holidays.
Put the m in pairs to e . g . (Gemma)
•
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 are the people
Repe at wit h each
doing?
th rou gh .
E l i c i t : They're
comp are.
pays
all her bills
on the
Internet.
talk doing
the
everyday
can
Follow-up
washing-up.
3 He's /He' s taki ng the rubbish out . 5 He's/H e's going to the bank.
Writ e eve ryd ay job s on sepa rate pieces of paper. You will need one for each
2 She's She's laying the 4 He's /He' s tid ying
•
6 She's vacuum ing
stu de nt.
H a n d o u t t h e p i e c e s o f p a p e r . T e l l s t u d e n t s t o r e ad ad t h e i r j o b 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 i n t h e c l as as s d i d t h a t j o b
the floor.
y e s t e r d a y b y a s k i n g Did you
(make
the
beds)
yesterday?
A u d i o sc r ip t 7 3 . 3 1
I
jobs.
everyday
•
the room.
about
conv ers ati on.
1 They're doing the washi ng-u p. tabl e.
do.
• Ask ind ivi dua l stu den ts to say sent ences abo ut thei r par tner ,
Play audio
job
tickets
Poi nt to the list and tell stu de nts to tick the thin gs they
• 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 all th e way
What
Internet?
• 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
1
•
•
the
English in the world
W t W M . . S t u d e n t s h e a r the
•
My
your
shopping?
•
beds.
E l i c i t : Yes, she d o e s . / N o , she doesn't.
it . Check
does does
habits,
do you
Moni tor .
Monitor.
ironing?
individually.
go shopping?
job.
Put stude nts in pairs to ask and answer abou t th e e ver yd ay j o b s .
do you
the
• 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
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 a s a cl cl a s s
often
an everyday
verb.
Ask stu den ts to writ e who
the washing-up.
E l i c i t : Yes, I d o . / N o , I don't. •
comprehension.
e . g . How
does
make
t h e j o b s i n t h e i r h o u s e . A s k : Do you
dictionaries, if available.
• Ask individua l stude nts about their shop ping
choose
Go thro ugh the everyd ay jobs in exe rci se 1. Say who does the j o b s in y o u r h o u s e , e . g . I usually
• G o th ro ugh th e colu mns. D rill new words and check
and
A,
the correct
Yo ur li fe
and tell th em to write in oth er every day job s. The y can use
•
with
St ud ent s tak e it in turn s to say job s and sente nce s.
know?
Put stude nts in pairs. Point to th e thre e remainin g
a sentence
Go th ro ugh the exam pl e wit h one pair.
go make
of coffee
jobs
dinner,
dean,
B, say
A
Are the re any more plate s on th e tabl e?
B
No, but there are are some glasses here.
A
Th an k s.
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
• Go th rou gh
Lucy's list. Eli cit /Te ach
hairdresser's,
•
Put stu de nts in small grou ps. Say a verb fro m les son
e . g . do yoga,
•
do
U S I
twice.
• G o th ro ug h the answers as a class. 2, 5, 7, 8 Lucy?
What's
E l i c i t / T e a c h : not
working, working,
put
A u d i o s c ri p t 7 4 . 3
book, r i g h t ,
i n , address address
Right then, let's have a look at my list.
director.
Play aud io B 3 B
for stu de nts to
re re a d a n d
I haven't written to Alan Day.
list en.
• 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?
•
shampoo.
doing?
managing
•
e .g.
• Tell stu den ts to tick the thi ngs Lu cy has do ne. Pl ay aud io
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 .
Group s co mp et e to say a nou n th at goes wi th the ve rb,
do.
1
73,
key voc abu lar y,
What
is she sending
to her
I've been to the bank.
stiil
I haven't boo ked a hot el in Barc elona .
parents?
Drill each pre se nt per fe ct form in bold as a class and
A nd I ha ve n' t p ho ne d th e c om p ut e r en gi ne er .
individually.
I've photocopied the Hungary report. I haven't made an appointment at the hairdresser's.
2
•
Go thr oug h th e rules on Stud ent' s Book pages
•
Foc us on th e fir st part of th e ta bl e. Dr ill th e exam pl es as a class and
•
course,
lesson
lesson
•
We haven't
74 now.
A n d I' ve t ak en my cl ot he s t o t h e cl ea ne rs .
f inished
are the
our
b •
results?
•
We're still s t u d y i n g .
Read thr oug h th e exa mpl e
sente nces .
Put stude nts in pairs and tell th em to write eig ht abo ut Lucy.
Read th rou gh the second part of th e tab le. Drill the exa mpl es as a class the n
•
73.
o n t h e b o a r d . A s k : What
E l i c i t : We're doing •
But I've bought some shampoo.
indi vid uall y.
W r i t e : We've finished English
1 1 1 -1 1 2 .
• Go th rou gh the answers tog et her . Ask stu den ts to say one
indi vidu ally .
sentence each. Check pr onunc iati on.
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 are irregu lar. Dri ll th e examp les as a class and ind ivi dua lly .
1 She hasn't wr it te n to Ala n Day.
Ask one of the stu den ts to go to the back of the
3 She hasn't book ed a hote l in Barcelona.
W r i t e : ( K a t i a ) has been
or gone?
E l i c i t : gone
clas sroo m.
of the classr classroom oom..
to the back back
the compu ter engineer.
Ask:
(the st ude nt is the re now ).
report .
As k
to the back
of the classroom.
(the st ud ent isn't ther e
Poi nt to th e gap and
2 She's been to the ba nk. 4 She hasn't phoned
5 She's phot ocop ied the Hung ary
6 She hasn't made an app oin tme nt at the hairdresser's.
7 She's bo ug ht some sha mpo o.
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
been
8 She's tak en her her clot hes to the
cleaner's.
elicit
now ). 5 a • G o t h r o u g h t h e r ul ul e s o n S t u d e n t ' s B o o k p a g e
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. 3a
•
W r i t e : do o n t h e b o a r d . A s k : What's
the
past
•
individually.
b • Focus on th e ex amp le •
q ues tio n.
Poi nt to th e list of job s in ex er cis e 4a. P ut stud ent s in p a i r s t o as as k a n d a n s w e r a b o u t L u c y .
wri te
m
6a
th e past partici ples . Rem ind the m to look at th e list on
•
Student 's Book page 121 . •
Check
pronunciation.
participle?
Go thro ugh th e list of verbs . Put stud ent s in pairs to
11 2.
Foc us on the ta bl e. Dri ll th e ex am pl es as a class and
• N o m i n a t e p a i rs rs o f s t u d e n t s t o r e a d t h e e x c h a n g e s .
E l i c i t : done. •
sente nces
Monitor .
a
List some thi ngs you want ed to do this week on th e e . g . This
Go th ro ug h the answers as a class.
Mon ito r.
week,
I
wanted
to tidy
the
house,
do the
• Tell stu den ts to writ e a list for the mse lve s.
done, cleaned, made, taken, bought, written, tidied, had, opened,
Moni tor .
b • Go thr oug h yo ur list. Tell stu den ts wha t you
paid, eaten, cooked
d o n e , e . g . I've
tidied
the
house.
I haven't
boa rd,
washing.
ha ve /h av en 't
done
the
washing.
• Tell stu den ts to id en ti fy which thi ngs th ey haven't d one . b •
Do th e exa mpl e tog eth er. P lay th e first ite m on audio I f f l j . . S t u d e n t s h e a r do the i r o n i n g , m a k e a s e n t e n c e th e pres ent per fec t, the n listen and
•
• wit h
rep eat.
•
Play th e rest of th e au dio .
do the ironing - I've done the ironi ng.
2
clean th e car - I've cleaned th e car.
3
make the beds - I've made th e beds.
4
tak e the lette rs to the post office - I've tak en the letters to th e
5
buy some milk - I've bo ug ht some milk .
6
ti dy the desk - I've tid ied the desk.
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
A u d i o s c ri p t 7 4 . 2 1
Nom inat e indi vidua l stud ents to say som eth ing they've
done
and some thin g they haven't done. Check p ronunc iati on.
what
people
have
done.
Follow-up •
U s e t h e f i r s t p a r a g r a p h f r o m m e x e r c i s e 1 1 a s a d i c t a t i o n .
•
Tell stu den ts to use the tex t to check thei r wor k.
post office.
Resource activity pages 251 and 292
166
I
TEACHER' TEACH ER' S NOTES
LE S S ON 75
Students revise the present perfect and write short messages.
Warm-up
3
•
Focus on th e mess age.
Do th e ex amp le to get her .
stude nts to comp lete the message with the •
Play a gam e of Vo ca bu la ry Sn ap (see pag e 11 ) to re vise regular and irreg ular verbs fro m less ons 73 and
Tell
expressio ns.
• As k dif fer ent stud ent s to say each answe r.
74 .
P r e p a r e v e r b s a n d t h e i r p a s t p a r t i c i p l e s , 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'v e wash ed
do/ don e, fini sh/f inis hed ,
2 I've lef t
3 Can you tak e
4 you go
6 See you
read/r ead, buy /bo ugh t, take/t aken, pu t/ pu t,
make/made, photocopy
/
photocopied.
• Rea d thr oug h th e sit uati ons . Focus on the firs t one. What
la •
Read th rou gh all parts of th e messag es and email s. T e a c h k e y v o c a b u l a r y , e . g . love, someone late late,,
else,
h all,
not
working,
come
finance,
get
round,
miss
El ic it /
restaurant,
(= o b t a i n ) , (a t r a i n ) , be
it about
work?
the
message
Tim
is
Why
for
has
Tim left
J u l i a . It's
message?
a message?
a personal
Who
is is it for?
E l i c i t : Tim
message.
bits
Re pea t wit h each
•
Read thr oug h th e missing par t of each message. Po int to
(take (take
messa ge.
p art
of Tim's
•
glass
arrival
on
E l i c i t : the and
time
of
the
make not es on
the
where,
for
what
you've
to be careful
your
the
t r a i n , what
next
why ( s t i l l
going going
finish?
Put st ud en ts in pairs. Tell th em to read th e mes sage s aga in
you
start?
E l i c i t : with
E l i c i t : love
later
to
Tim,
a name.
Paul,
David
A s k : How x x , Kate,
in messag es to
do
do
•
late,
the they
See you
later. later.
xx ( k i s s e s ) , See
fri ends .
• Tell stu den ts to writ e a messa ge for each situa tio n.
b • P l a y a u d i o o l r l » H i i 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 .
do
to be
time.
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
message?
M onit or.
done
and
you're
t r a i n ) , you're
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 a s love,
and com ple te th e missing part s.
As k :
name name
floor)
missed
a t a x i , wait wait
messages
Elicit: c.
•
happened,
s i t u a t i o n 3 : you
where
•
•
of broken
new
the second
include?
the f l o o r ) , tell people
(cleaned Is
now.
T i m ' s m e s s a g e . A s k : What's
to
it is, meeting
s i t u a t i o n 2 : what
wrote
It says
where
need
• R epea t wi th each sit uat ion to elicit:
• G o thr oug h the main part of each messag e. Focus on the the
do you
board.
oven oven..
f i r s t m e s s a g e . A s k : Who wrote
details
Put stude nts in pairs. Tell th em to exc hang e their
Monit or. messag es
and read each other' s wo rk .
Go th ro ug h the answe rs as a class.
• As k stu den ts to read out the ir m essag es. l c
2 b
3 e
4 a
5 d
Pronunciation A u d i o s c r i p t 7 5 . 1 1
1
Julia
•
t h e p r o n u n c i a t i o n o f / A / in come
I've gone to the cinema. I've had my dinner. I've left some for yo u in t he ov e n. Se e y ou la te r.
a n d
/ S U /
in
Mod el
home.
2 a • Go th ro ug h th e list of wor ds .
love
•
Tim 2
P l a y a u d i o o j f E E J J f o r 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 .
Put stu de nts in pairs. Tell th em to say th e word s ou t loud and put the m in th e corr ect colu mn accor ding to th e 'o' sound .
Betsy
b • P l a y a u d i o f f Q Q
I haven't book ed a room for the Finance me etin g on Wed nesday. We can't get Room 7. Someone else has booked it. Do you want
•
for stu den ts to listen and c heck.
Play the audio again for stu de nts to listen and r epea t.
a smaller room, or can we have the meeting on Thursday? 3
/: come, done, some, one, become, love
Paul
/A
Everyone
/su/: home, phone, zone, Rome, alone
The photo copi er isn't work ing. Please don't use it. I've phon ed •
the engineer. He's coming tomorr ow m orni ng. Kate 4
can
understand
and
write
Follow-up
for her bag. I've put it under the table in the hall. See you
•
later.
Wri te out a simpl e mess age in code ( A = l
Can you
Bill
meet
Maria
25/15/2 1
She's missed the train, so she's going to be late for the
20/8/5
19/20 /1/20 /9/1 5/14
meeting. The next train isn't until 11.30, so don't wait for her.
3/12/15/3/11?
Ab ig ai l
•
13/5/5/20
Put stu den ts in tea ms. comp ete to decode the
Read th rou gh th e ques tio ns.
Do th e first one tog et her .
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?
Re ad
•
Elicit:
etc .)
at eight
o'clock?
13/ 1/1 8/9 /1 1/20
1/2 0
5/9/7/8/20
Tell th em th at A = 1 and Z= 26 .
15
Teams
message.
Ask tea ms to write their own mess age using th e code . Tell th em to ex cha nge messages and dec ode th e new m essag e.
Jackie.
•
Put stu den ts in pairs to answer th e qu est ion s.
•
Go th ro ug h th e answ ers as a class.
Resource activity pages 232 and 283
1 Jackie's at the st atio n. David's at the sports ce ntre. Tim's at the cinem a
B= 2 C=3 D= 4,
e.g .
at the station
3/1/ 14
Message from Jackie.
•
messages.
_
on th e bo ard (or on an O H T) ,
David xx
2
short
I
Mandy I've gone to the sports centre. Fay's coming round 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
2 Fay's bag is unde r th e tab le in the hall. Julia's din ner
is in the oven
3 The photocop ier isn't worki ng. The Finance
meeting can't be in Room 7. The next train is at half past eleven.
81
Students revise the present perfect and learn expressions for asking for explanations. 3a • Elicit/Teach: explanation.
War m- up
• Foc us on the Eve ry da y expr ess ion s. Tell stude nts to find *
U s e t h e p i c t u r e s i n l e s s o n 6 8 t o r e v i s e t h e s t o r y t o
dat e.
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 . has
Sarah
parents
been? tell her?
she see Peter was she
1
•
Why
did she
Did
go to Singapore?
she tell
with?
What
her parents
did
Ryan
What
about
did
Peter?
tell her about
and underli ne th em in th e te xt .
Where
•
her
Who
Peter?
did
b
P l a y a u d i o t i ^ l t o f a m i l i a r i z e s t u d e n t s w i t h h o w t h e
•
P l a y a u d i o H i W M f o r s t u d e n t s t o c h e c k t h e i r a n s w e r s .
•
Play th e aud io again while stu den ts listen and
•
Drill the expre ssio ns as a class and
(someone's)
do you
mean?
good
•
news,
f a u l t , fiancee
big
into,
round
the
corner,
give
a l i f t ,
someone
mouth
p i c t u r e 5 : hostel, •
go
back
ind ivid uall y.
• Tell stu den ts to cover the te xt . Ask some ques tio ns e.g.
p i c t u r e 1 : Who
What
can you
see?
Where
are
they?
are
•
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 for
an
Wri te sent ence s base d on th e lesson on sep arat e pieces o f paper. Incl ude a mis take (gram mar , word order, ext ra w ord ,
they
picture
is Peter? is Cindy
talking
to?
Does
Peter
bump
into?
How
does
Peter
look?
doing?
Jordan
is he talking
does
p i c t u r e 5 : Where's and
Who
Peter?
Who
to?
she look Where
happy?
are they?
What
to?
What
are
Lucy
Everyone
a g a i n . E l i c i t : Sarah
is Sarah?
Play the
Why?
is at the a i r p o r t . She's
going
back
aud io
•
to
1 : Who has some
Sarah?
Is she
answering
Sarah?
Where
was she
p i c t u r e 2 : Is Sarah she go yesterday? with
at
married?
Who
to know?
tried
When
did Jordan
to
she know
Peter's
Who's
does
with
he want
does
Is she
that
Singapore. Peter
wants
to marry
Sarah.
P r e p a r e 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 p a i r s
Ryan?
Does
Shop?
to
to Singapore?
A s k : Who hasn't
seen
was
Resource activity pages 249 and 291
Peter
want
to
Why
does
Peter
marry?
Coffee
he want
Why
go? When
is she
hasn't
seen
going? Sarah,
Sarah?
E l i c i t :
on
first
Peter.
names.
•
Put stude nts in pairs to com pare their
•
Go over the ans wer s as a class. 2 Sarah
3 Sarah
4 Zel da
answer s.
5 Ryan
Go th ro ug h th e answ ers as a class .
did
• Tell st ude nts to read the whol e story again and write in the
1 Peter
is knowing
about? to the
Re mi nd stud ent s not to writ e on th e piece of paper .
Where
th e board. Tell stu den ts to read th e te xt und er the
correct
back
see
married?
to
The
OK?
ex-wife?
getting
Focus on th e sent ence s. Wr it e: picture.
are talking
going
again.
Giv e
th en tell th em to pass th e sen ten ce to th e nex t g roup .
phone
• Shop?
car is near
going
Peter
The Coffee
annoyed
Where
p i c t u r e 5 : Who's
Has
e.g.
going?
Does
p i c t u r e 4 : Whose
news?
her phone?
his ex-wife?
p i c t u r e 3 : Is Cindy
want
to the a i r p o r t .
married
stud ents 30 -4 5 seconds to rewrite the sentence co rrectly,
• As k questi ons abo ut the te xt to check comp rehen sion,
get
went
spoken.
or thre es. Han d ou t a sen tenc e to each pa ir /g ro up .
Singapore.
Peter
has is get you
e.g .
to Sarah
Sarah
Sarah's
doing?
• F o c u s o n t h e q u e s t i o n s : Where
picture
hasn't
Zelda What
is he talking
Mo nit or.
explanation.
Peter
are they
•
Ask one gro up to act ou t th e st ory for th e rest of th e cla ss.
et c. ) in each on e,
p i c t u r e 4 : Who
2
Give stu den ts an op po rt un it y to pract ise each role.
•
doing?
p i c t u r e 3 : Who
part
Follow-up
ab ou t
•
t h e p i c t u r e s t o c he c k b a s i c c o m p r e h e n s i o n ,
2 : Where
Tell
one
•
can
Wri te the new wor ds and phra ses on th e board and dril l as a class and
each tak ing
student).
p i c t u r e 3 : fool
sure,
to pract ise the con ver sat ion ,
(on e st ude nt can read th e parts of Cindy and the f orei gn
unhappy,
p i c t u r e 4 : bump
indi vid uall y.
Foc us on th e st ory . Put st ud en ts in gro ups of fiv e. th em
place
p i c t u r e 2 :
repe at.
pic ture , 4
What
expressio ns.
mean, understand, talking, What's
key phrases and voc abu lar y for each
1 : confused,
mean.
stor y
e.g. picture
? on th e boa rd. P oi nt to the g ap
m
• Ask student s to complet e the
upset?
E lic it /Te ach
do you
Why
develops and with the characters' voices. •
W r i t e : What
a n d as k 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 :
6 Cindy
117
I
~ TEACHER'S NOTES
Students learn and practise a lexical set of activities and talk about experiences.
LESSON 77
War m-u p •
A u d i o s c r i p t 7 7 . 3
p i e c e s o f p a p e r , e . g . Oh no! I've w r i t t e n / t h e report?
•
Presenter
W r i t e s e n t e n c e s u s i n g v e r b s f r o m L e s s o n s 7 3 t o 7 6 o n
Have
missed/the
you
taken
/out
t r a i n . Has the
Well, Su nit a, we've had a lot of email s from peop le wi t h qu es ti on s fo r y o u .
she
Sunita
rubbish?
OK.
Presenter
So here goes. You like sport. Have you ever run a marathon?
Cut the sentences in half where indicat ed. Give each stu den t a Sunita
sente nce half. Tell th em to mingl e and match th e s entenc es.
Ye s, I ha ve . I' ve run t he L o nd o n Ma r at ho n.
Presenter
Have you ever been to the USA?
Sunita 1
• •
Play aud io Q S I
f ° students to listen and repeat.
Drill each it em as a class th en ind iv id ual ly.
Have you ever ridden a motorbike?
Su ni ta
Chec k
Yes, I have. It's fu n, but a bit dan ger ous . I usually ride a bike.
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
number
Presenter
12,
Now. Here's a strange one. Have you ever seen a ghost?
Sun it a
(Clara)? E l i c i t : be on TV. •
No, I haven't, but I'm going next year.
Presenter
r
No, I haven' t.
Presenter
Put stud ent s in pairs. Tell th em to cover th e te xt and take 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
Have you ever written a book?
Sun ita
Yes, I have. I've writ ten tw o book s. They're stories
this?
for children. Prese nter
In some languages a number of verbs form their present per fe ct fo rm wi th th e au xi li ar y be, rather tha n have. For example, in French these verbs include ride an d go.
Another question about transport . Have you ever driven a sports car?
Sun ita
No, I haven't .
Presenter
Have you ever done a bungee jump?
Sun ita 2
•
Dr aw tw o co lum ns on th e boa rd. exercise What's
1 ( r i d e ) . W r i t e : ride
the
past
participle
this in the second •
of
Po in t to th e fir st ver b
in th e first col umn .
'ride'?
E l i c i t : ridden
to do that.
in Pre sen ter
A sk :
and
Sun it a
col umn . b
•
7 flow n
2 driv en 8 run
3 gon e
9 won
4 don e
10 lost
Focus on th e Lan gu ag e not e. and
5 clim bed
11
wri tt en
12
been
been
on
•
Drill th e exam ple s as a class
TV? E l i c i t : Yes,
I h a v e . / N o , I
E Q E ] . S t u d e n t s h e a r drive
•
ever,
a sports
Have
the n listen and
I've
seen
a ghost.
I've
never
won
ab out
been
a
done.
audio b • •
repea t.
Drill the exa mp le as a class and
Play th e rest of th e au di o.
ind ivid uall y.
Put st ude nts in pairs to comp are what they have and ha ven' t done.
Monitor.
• As k stu den ts to say sent ence s ab ou t the ir part ner. A u d i o s c r i p t 7 7 . 2
4
•
1
driv e a spo rts car - H ave you ever driven a spor ts car?
2
see a gho st - Ha ve you ever seen a ghost ?
3
fly a plane - H ave you ever flown a plane?
4
climb a moun tain -H av e you ever climbed a mount ain?
5
win a priz e - Have you ever won a prize?
6
be on TV - Hav e yo u eve r bee n on TV?
F o c u s o n t h e e x a m p l e . A s k : What b o a r d , e . g . ride
Check
pronunciation.
Pronunciation a
a motorbike,
ride
S a y : see,
seen.
Elicit and drill th e sound /i: / in each word t o to
sho w
the vowel sound s are diffe ren t. •
other
a
•
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 , w ri tt en
words
go
with
Put stu de nt s in pairs. Tell th em to listen and tic k th e ver bs w i t h a d i f f e r e n t v o w e l s o u n d . P l a y a u d i o W ^ l
'ride'?
•
Tell stu de nts to call out thei r ideas and write the se on t he
•
to
competition.
• Tell stu den ts to wri te sent ence s ab out thing s the y have and
make a que sti on
car,
the
Monito r.
G o t h r o u g h t h e li s t o f v e r b s . S a y t r u e s e n t e n c e s
Indonesia.
haven't.
Play the first ite m on
to
Foc us on th e ex am pl e. Pu t st ud en ts in pairs to ask and
haven't
you
been
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
Do th e exa mpl e tog eth er.
w i t h Have
she ever hasn't.
6a I M B H a *
individually.
ever
e . g . Has
E l i c i t : Yes, she h a s . / N o , she
answer abo ut Sunit a.
6 seen
• 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 i n e x e r c i s e 1 , e . g . you
Ask ques tio ns ab out Sun it a, USA?
• 1 ridde n
•
Yes, I have. I oft en go scuba divi ng. It's fantast ic.
Put stude nts in pairs to writ e the past parti cipl es of the
• G o th ro ug h th e answ ers as a class .
3
And the last ques tio n: Have you ever been scuba diving?
writ e
verbs in exer ci se 1.
•
No, I haven't . It looks really scary. No, I don't want
camel.
twice.
Go th ro ug h the answer s as a class. v o we l so un ds t h a t ch an 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 ,
Put stud en ts in fou r gro ups . Tell one grou p to look at verb s
go/gone,
lose/lost
1 - 4 in e x e r c i s e 1 , a n o t h e r t o l o o k a t v e r b s 5 - 8 , e t c . T e l l th em to writ e more words for each verb.
b •
• A sk group s to wri te thei r idea s on th e boa rd. Dr ill ne w w o r d s a n d c h e c k 5a
comprehension. •
P l a y a u d i o W M t M a l l t h e w a y t h r o u g h .
•
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
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
•
Go th ro ug h the answer s as a class. 4 no
5 ye s
6 no
7 no
talk
about
experiences.
Follow-up
to
•
Put st ude nts in pairs to compa re thei r answ ers.
3 yes
Chec k
has.
o r no n e x t
•
2 no
repe 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 can
twice.
each ite m. Play the audio t wic e.
1 yes
Play the audio again for stu den ts to listen and
Drill each pair of wor ds as a class and indi vi du al ly . pronunciation.
•
•
•
Play a gam e of Guess Wh at (see page 11 ) usin g p revi ousl y l e a r n e d v o c a b u l a r y , e . g . run
8 yes
a marathon,
fall o f f a
Resource activity pages 250 and 292 117
ladder.
I
TEACHER'S NOTES
Students compare the present perfect and past simple and describe experiences.
LESSON 7 8
•
Warm-up
W r i t e : three three
•
•
days
years
ago,
three
on the
ago
weeks
board.
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 stu den ts to fill thei r grid with irregular past par tici ples
computer
•
fro m page 12 1 of the Stud ent' s B ook .
to the
three
dentist's
months
three
ago,
three
to the weeks
I visited
gym
ago,
China
she
talking
Mahal
to?
What's
she looking
at?
What
Cindy?
country
Who is is the
Pla y aud io
Cindy
want
Where
did
Taj
ago,
for st ud en ts to read and
to go? he go
Has Jordan with
been
his friends?
to the Did
they
•
e . g . I went
•
list en.
new ago.
do
three
months
w it h
ago.
Taj Mahal enjoy
in
the
India?
ever
won
something
key
unusual,
move
you
Chec k
•
you
on th e boar d. Poin t to the past simple
a prize?
questions.
individually.
A s k : Which
question
this?
follows
E l i c i t : What
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
win?
did
a n d win
conn ecti on.
Put stude nts in pairs to writ e th e ques tio ns in the
corre ct
place.
• P ut stu den ts in pairs to practise . Give th em an op po rt uni ty to pract ise bo th roles.
• G o th ro ug h the answer s as a class.
Mo nit or. 1 Wha t did you win?
•
Go thr oug h th e rules on Stu dent 's Book
•
Go thr oug h the first part of th e tab le. Drill the exa mpl es as a class and
person,
• 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
food?
Nom ina te tw o stu den ts to act out the con ver sat ion .
famous
house.
does
pronunciation.
2
three
did you
Read thro ugh the quest ionnaire . Elic it/T each
to show the b
a
years
Elicit full sent ences
ago?
to Paris
v o c a b u l a r y , e.g.
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 and
I bought
themse lves.
days/weeks/months/years
4
• A s k q u e s t i o n s t o c h ec k c o m p r e h e n s i o n , e . g . Where
•
your sel f days
in?
• Elicit/Teach: lucky. •
abou t three
three
• 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 • 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
ago,
Poi nt to th e tim e expr essi ons and tell stu den ts to make sentences abo ut
la
months
Make sent ences
Play a ga me of Bi ng o (see pag e 10 ) to revise irre gula r pa st
I went
ago,
page
11 2.
go?
2 What did you lose?
4 Where did you see it?
y o u do ?
3 Where did you
5 Who did yo u meet ?
6 Wha t did
7 Wh en di d yo u mo ve ?
indi vid uall y.
• T e l l s t u d e n t s t o l o o k a t t h e t e x t i n e x e r c i s e 1 . A s k : Has Cindy
ever
been
to India?
Who
E l i c i t : Cindy's
nev er
been
•
been
to the
Taj Mahal?
has
eaten
been
to I n d i a , Jordan's
many
times
Taj Mahal
Taj Mahal,
at the
has
Jordan
• Use the questi onna ire to talk abou t thi ngs you 've
restaurant?
Jordan's
Taj Mahal
e . g . I won
never restaurant.
Read th rou gh the second part of th e tab le. Drill th e exam ple s as a class and
•
at the
to the eaten
How
A s k : Did Jordan with?
When
did
go
he eat
Taj Mahal
with
•
Who did
he go
•
Do th e exa mpl e to get her .
Play th e first ite m on
E Q Q .
seen
w i t h t h e p a s t s i m p l e a n d last •
that f i l m , m a k e a week,
writing
•
sent ence
th en listen and
won
a prize?
Moni tor .
Nom ina te one of the
information,
e . g . When
How
win
did you
it?
did you
Did you
win
like
stude nts.
it? What
did you
win?
Make not es on th e
the prize?
som et hin g
pronu nciat ion.
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
repeat .
they 've
Monitor.
t h e i r p a r t n e r h as d o n e . C h e c k
audio
more
about
•
I've seen th at film. I've been to Athen s.
W r i t e o u t q u e s t i o n s u s i n g Have from
lesson
jump?
Have
77 you
you
exercise
1,
ever
a ghost?
seen
ever a n d
e . g . Have
you
ever
expressions done
a
bungee
Prep are on e for each
student. •
I've read th at book .
Han d out th e que sti ons. Tell stu den ts to mingle and find
I read that book last week.
how many peopl e have don e the ir ac ti vi ty and whe n t he y
I've climbed a moun tain .
did it. •
I've driv en a spo rts car.
Col lec t th e resul ts on th e boa rd to find out whi ch are th e m o s t c o m m o n a nd l e a s t c o m m o n
experie nces.
I've eaten ther e.
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 and
I
experiences.
Follow-up
I ate there last week. •
e . g .
in I r e l a n d .
s t o r y , holiday
A s k : Who's
done.
I drove a sports car last week. 6
Make note s on th e boa rd,
I
in I r e l 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 t e l l t h e c l as s a b o u t
I climbed a mountain last week. 5
competition. a holiday
and tell the m to make conversa tions ab out things
I went to Athens last week.
4
won
• Fo cus on th e exa mp le conver sat ion . Put stu den ts in pairs
I saw that film last week.
3
time.
and
board.
A u d i o s c r i p t 7 8 . 2
2
in a writing
Tell the oth er stude nts to ask ques tio ns to find ou t m ore
Play th e rest of th e au di o.
1
a great
last year a magazine
the y'v e don e and make not es.
there?
S t u d e n t s h e a r I've
I had
for
• P oin t to th e que sti onna ire. Tell stu den ts to tick th e thi ngs Lucy?
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. 3
a story
competition,
indi vidu ally .
to the
a prize
wrote
don e,
individually.
166
out
TEACHER'S NOTES
Students revise the past simple and present perfect and ask about people's experiences.
LESSON 79
Warm-up
A n d e r s
Collect five pictur es of fa mou s people from
but I've never won a prize.
dif feren t
Int erv iew er
fields that your students will recognize, e.g. a royal, a
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 . E l i c it o r g i v e e a c h
Ye s, Ma yb e.
In te rv ie we r
Now you've also been in a film. Can you tell us
pers on's
name, where they're from, and what they do /ha ve
done.
Ask stu den ts to order the peopl e acco rdin g to who
they
l ik e t o
Maybe next year.
A n d e r s
spo rts per son , an explorer, an actor, a poli tici an, a model.
woul d mo st /l ea st
No , I ha ve n' t . I' ve be en se co nd t w o or th re e t im es ,
something about that? A n d e r s
Ye s, I was in a film la st year. It was onl y a sma ll part and, of course I was ...
intervi ew.
3 a • Tell stu den ts to look at ques tio ns 1- 3 in ex erc ise 2 agai n. Put students in pairs to compare their lists.
A s k : What
reasons
does
Anders
give?
b • Pl ay th e aud io aga in for st ud en ts to listen and che ck. •
E l i c i t / T e a c h : photographer,
•
As k ques tion s ab ou t the What
•
is he
animal,
programme.
p i c t u r e , e . g . Where
• G o over th e answe rs as a class.
is the
man?
1 He likes warm places.
doing?
Read the int rod uc ti on.
Go thr oug h the que sti ons and
2 He thin ks th ey are be aut ifu l.
3 He can't swim.
tell
stude nts to answer the m.
Yo ur li fe
• G o th ro ug h the answer s as a class.
• R ead the int rod uct ion in exe rc ise 1 again . Put stu den ts in 1 Anders Petersen
2 Denmark
3 He's a photo graph er.
p a i r s . Te l l t h e m t o i m a g i n e t h e y a r e g o i n g t o i n t e r v i e w
yo u.
Point to the cues and tell students to write an introduction. •
Go thro ugh the sta tem ent s. e . g . spider, r a t , build
Elici t/Te ach
b i r d , g o r i l l a , f i s h , insect, a
bear,
key vocabu lary, tree,
break,
"5ES3
•
have incl uded info rm at ion for each cue.
house.
•
• Tell stu den ts to listen and choos e th e correct answers. audio
• Ask diffe ren t pairs to read thei r int rod uct io ns. Check th ey
snake,
Play
No w ask th em to write an int ro duc ti on for a partne r.
• Ask indivi dual stude nts to read their i ntro duct ions .
twice.
• 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 you
Put st ude nts in pairs to compa re thei r answ ers.
you
audio again, stop pin g after each answer.
Have
2a
3c
4b
5b
6c
7 a
you
What
done
is your
a bungee
ever
won
8b
favourite
jump,
did you
ever
prize?
could been
to
f o o d , place?
a plane,
/a win
you animal,
flown
a competition
S p a i n / A f r i c a ? How
•
ridden When
the
a
Have
camel?
did you
go
to
prize/competition?
P u t s t u d e n t s in p a i r s . T e l l e a c h s t u d e n t t o w r i t e
th e
ques tion s th ey wan t to ask. Then ask th em to look at the ir
A u d i o s c r i p t 7 9 . 1 In te rv ie we r
ever
questions
E l i c i t s u g g e s t i o n s , e . g . Have
Spain / Africa?
• G o th ro ug h th e answ ers as a class. If nec ess ary, p lay t he
l b
ask?
partner' s questi ons and make notes for the ir answ ers.
My guest tod ay comes from Denmark and is a
• S tud ent s tak e it in turn s to inter vie w each other.
photographer. He's travelled to almost every
• A s k p a i rs 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 .
country in the world with his camera, and he's taken
Check
pronunciation.
thousands of photographs of animals. His name is An de rs Pe te rs en . We lc om e to th e pr og ra mm e, An de rs . A n d e r s In te rv ie we r
English in the world
Th an k yo u . It 's nic e t o be he re . You've travell ed to so many places. You haven't
•
been to every country in the world, but have you
n a t i o n a l , local,
been to every continent? A n d e r s In te rv ie we r
Int erv iew er A n d e r s
are
In te rv ie we r
A n d e r s Int erv iew er A n d e r s Int erv iew er A n d e r s
most
popular
people
keep
pets
in Britain?
as pets?
What
What is
sort
of exotic
U g h , s p i de r s ?
of people
We ll , ye s. A lo t of pe op le d on 't lik e t he m . Th e y
popular?
in (Mexico) Do many
have
people
pets? keep
What
exotic
Crufts?
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
What
animals
• 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
I
can
experiences.
Are there any animals tha t you haven't
Follow-up
Ye s. I' ve ne ve r p ho t o g r a p he d fi sh . Is there any reason for that?
A s k s t u d e n t s t o t h i n k b a c k t o t h e W a r m - u p . Tell th em to
We ll , ac tu al ly , I ca n' t s wi m, so . . .
write three quest io ns they would like to ask that
pers on.
Now, you've been to some very difficul t and dangerous places. Have you ever had any
Put all the stud ents w ho wante d to inte rvi ew the sam e
accidents?
person together to compare their questions.
Ye s, I ha ve . I fe ll ou t of a tr ee a b o ut six ye ar s ag o.
Ask groups about their questions. Ask the other students to
D i d y o u b r e ak a n y t h i n g ?
sug gest answers each person migh t give.
Ye s, I br ok e my ar m - an d on e of my ca me ra s, t o o . O h d e a r. Bu t th e wo rs t t hi ng wa s wh en I wo ke up w i t h a
Resource activity pages 252 and 293
snake in my bed. Int erv iew er
the
do some
Oh , my fa vo ur it e an im al s are sp id er s.
photographed?
A n d e r s
show, w i l d l i f e .
animal
• A s k q u e s t i o n s 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 .
Now you've taken photo graph s of a lot of animals,
because they don't move a lot.
In te rv ie we r
exotic, l i z a r d ,
places.
beau tifu l. They're also very easy to phot ogra ph,
A n d e r s
r a b b i t , mouse/mice,
• R ead th ro ug h the t ex t as a class.
think that spiders are scary, but in fact they're very
In te rv ie we r
hamster,
No , I' ve ne ve r be en t o A n t ar c t ic a . I lik e wa rm
but what are your favou rite animals? A n d e r s
E l i c i t / T e a c h : pet,
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 ha v e b e e n i n a lot of books and magazines. Have you ever won any prizes?
169
Students learn expressions for travelling and checking in at an airport. Warm-up •
A u d i o s c r i p t 8 0 . 3 1
Revi se tra vel voc abu lar y wi th a boar d race. Draw thr ee c o l u m n s o n t h e b o a r d w i t h things as th e col umn
transport
•
you
take,
coach,
forms
Passenger
of
Clerk
headi ngs .
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
station,
Clerk
t r a i n , clothes,
backpack,
bus stop,
Passenger
boat.
Clerk •
Div ide the class int o tw o tea ms. Say a wor d. Teams race to
Passenger
pu t th e word in th e corr ect c ol umn .
Clerk Passenger Clerk
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
people?
Passenger
doing?
Clerk
Go th ro ug h the labe ls. Dr ill each one as a class and Passenger
E l i c i t / T e a c h : window
•
P l a y a u d i o
fa'Bl
/ aisle seat,
boarding
card,
for stu den ts to read and
Ye s, I am . Can I see you r tic ket and pass por t, please? Here you are. Than k yo u. H ow many bags are yo u checki ng in? Two. Did you pack the bags yourself? Ye s, I di d. Has anyone given you anything to carry? No, they haven't. Can I see you r hand lugga ge, please? Ye s. He re it is . Thank you. That's fine. Now would you like a wi nd o w se at or an ai sl e se at ?
individually. •
Ar e yo u t ra ve ll in g to Du ba i?
Clerk
gate, f l i g h t .
An ai sle se at , pl ea se . Here's your boarding card. Boarding is at quarter past eight from gate number 12. Have a nice
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 o n t h e b o a r d . A s k : Is this true
Japan,
•
is travelling
or false?
Elicit:
to
Passenger
false.
Clerk Passenger
Tell stu den ts to read the te xt again and decid e if the
Clerk
s t a t e m e n t s a re t r u e o r f a l s e . •
Passenger
Go over th e answe rs as a class.
Clerk I F
2 T
3 F
4 T
5 F
6 T
Passenger Clerk
•
i t . E l i c i t : He's •
Passenger
Loo k at the first st at em en t again . Ask stu den ts to cor rect travelling
to
Clerk
Mexico.
Passenger
Put stu den ts in pairs to correct stat eme nts 3 and 5. E li ci t: He's
checking
in one
bag.
He has
got
hand
Clerk
luggage.
Passenger Clerk
b • Ask tw o stu den ts to read th e con ver sat ion . Chec k
Put stu den ts in pairs to practise the
Passenger
con ver sat ion .
Clerk 3 a • Focus on the Ever yd ay expr ess ion s. Tell stud ents to find
Do I check in here for Bangkok? Ye s. Can I se e y ou r t ic k et an d pa ss po rt , pl ea se ? Here you are. Thank you. How many bags are you checking in? Just one. Did you pack the bag yourself? Ye s, I di d. Has anyone given you anything to carry? No, they haven't. Can I see you r hand lugga ge, please? Ye s. he re it is . Thank you. That's fine. Now would you like a
W r i t e : Can I see your
and
passport?
on th e boar d.
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 :
A wi nd o w se at , pl ea se . Here's your boarding card. Boarding is at ten o'clock from gate number 46. Have a nice flight.
Passenger
and underline them in th e t ex t. •
Goodbye.
wi nd o w se at or an ais le se at ?
pronunciation. •
Thank you. Goodby e.
Clerk
Ask
Thank you. Goodbye . Goodbye.
ticket.
No mi nat e tw o st ude nts , A and B. St ud en t A is the
• Ask student s to complete the expre ssions.
in clerk, and St ude nt B is th e passeng er. P oin t to b
•
Play aud io M O M
for stu den ts to check thei r answers .
•
Play the audio again while stude nts listen and rep eat.
the m to make the first conver satio n. Check Put stu den ts in pairs to make the three
pronu nciat ion.
conv ers atio ns.
R e m i n d t h e m t o s w a p r o le s f o r e a c h c o n v e r s a t i o n . A s k p ai rs 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 Langua ge note. Wr it e: How much luggages you
got?
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
correct?
is unc oun tab le,
the
con vers ati on in ex erc ise 1 and th e tab le in ex erc ise 4. Tell
ticket, bags, pack, anything, window, nice
have
check-
Moni tor.
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
so does n't
have
can
check
in at
I
an a i r p o r t .
a plural form. 4
Follow-up
• Id en ti fy wher e Dubai and Ban gko k are. •
Play audi o
•
Draw the tabl e on the
•
Play the
all th e way
•
th ro ugh .
first con vers ati on twi ce.
Ask stu den ts 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, gate
12
and writ e the answers in the first
foll owin g info rmat ion : dest inat ion, dates, form of tran spor t,
c omp let e
window,
act ivi tie s, and thi ngs peop le will need to tak e. Ask th em
8.15,
col umn .
1
two , wind ow, 8.1 5, gate 12 one, wind ow, ten o'clock, gate 46
to
make posters to advert ise thei r tri p, then pres ent the ir trip s to th e class.
• R epeat wit h the second conve rsati on.
2
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 e l l t h e m t h e y ar e g o i n g t o organiz e an end-o f-cou rse day trip. They have to decide the
boar d.
Resource activity pages 253 and 293 R e v i e w a n d W o r d l i s t s L e s s on 7 3 - 8 0 Student's Book pages 101-102
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 sc r ip t 8 1 . 2 Peter
Use th e pictu res fro m the story line lessons to revise the story from the begi nning to date. Ask questi ons about 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
Counter clerk
the
do they
Peter
work?
Lucy
meet?
Peter
Can I have a tic ket to Sing apor e, please? For today's flight, sir? Ye s, pl ea se . But you need your passpor t, Peter. I've g ot it. I tra vel a lot in my jo b, so I carry it all the time.
1
•
Play aud io H W
to fami liar ize stu den ts wit h how the
Counter clerk
story
develops and with the characters' voices. •
El ici t/T eac h
key voc abu lar y for each pict ure,
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, •
Peter
Thank you.
Jordan
Bye, Peter.
e .g.
important
p i c t u r e 2 : departure
Lucy
expect
Peter
destination
Wri te the ne w words on the bo ard and dri ll as a class an d
Clerk
• Tell stu de nts to cover the te xt . Ask some questi ons the pic tur es to check basic comp rehens ion, p i c t u r e 1 : Who can you Who Is Peter
see?
Where
talking
to?
are
What
Peter
ab ou t
e.g.
they?
What
do you
are
think
Peter! What are you doing here? I have to talk to you.
Sarah
It's OK. You don't have to tell me. I know all
they
he's
do you
are they
think
doing
she's
now?
about it.
is Lucy
holding?
are they
now?
p i c t u r e 4 : Where
is Sarah?
Where
is she going?
What's
her
picture
1 : Who does
in?
the
Has
desk
Why
Peter
want
closed?
p i c t u r e 2 : Where her phone?
•
does
Have
Jordan
not?
to talk all the think
When
to? Has
passengers
Sarah
is Sarah
Who
does
she
want
Why
can't
she
marry
Does
Peter
What
do you
going
want
back
to
to
So, are you going to come back with me now?
Sarah
Do you
think
Peter
No, I'm not.
Peter
Oh, why not?
Sarah
I've got a better idea. Have you ever been to
A n n o u n c e m e n t
answering
The flight for Singapore is now ready for boarding. Please have your boarding cards and passports ready. We will be boarding from ro ws .. .
ne xt .
e.g.
4
• 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 i n g r o u p s . T e ll t h e m t o practi se th e sto ry, each ta kin g one part . •
him?
Give st ude nts
an op po rt un it y to pract ise each role.
Mo nito r.
• A sk one grou p to act out th e st or y for th e rest of th e cla ss. Sarah?
is going
is going and
Sarah
Singapore, Peter?
in?
marry?
Peter
think
to
to go
Sarah
are
•
do?
going
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 start
home? to get
married?
Put stu den ts in small grou ps to discuss wh at happe ns
•
Ask stu den ts to call out their ideas and writ e thes e on the
ne xt .
E n g l i s h f o r L i f e
I
Pre-intermediate.
Follow-up •
R e v i s e v o c a b u l a r y c o v e r e d i n t h e b o o k . S e l e c t t e n o f t h e c a n d o s t a t e m e n t s a t t h e e n d o f e a c h v o c a b u l a r y l e s s o n .
board. E l i c i t / T e a c h : carry,
h u r r y , luggage,
good
•
luck.
I 3 W - 1 t w i c e .
•
• As k questi ons about the te xt to check compr ehensi on, does
Peter
his passport
buy?
with
he tell Sarah?
are Peter
and
Why
him?
Sarah
does
Why
Is Sarah going
he have
does going to do?
agai n, sto ppi ng aft er each
he carry to stay
to hurry?
Has
his passport? in England?
If necess ary, play the
e.g.
he
What
audi o
answer.
• G o thr oug h stude nts ' ideas to see who guesse d c orrect ly.
writ e.
Tell stu den ts you will call out a top ic. The y have one
min ute
to call ou t as ma ny words as pos sib le fr om th at top ic and t he
got
What
Put stu den ts in tw o tea ms. Ask one memb er of each te am t o com e to the board to
• Tell st ude nts to listen and comp are their ideas . Play aud io
does
Oh, so ...
Peter
e.g.
Singapore?
to marry
think
Do you
What
Sarah
checked
checked
is? Is she
Encour age st ude nts to guess wh at happ ens
Why
Sarah
•
•
Well, Ryan got it all wrong.
her f l i g h t leave?
does
A s k q u e s t i o n s t o e l i c i t p r e d i c t i o n s ,
3
But Ryan said ...
Peter
aga in.
• Ask questions abou t the te xt to check comp rehen sion,
2
Sarah
n um be r?
Pla y th e aud io
I'm not getting married, Sarah. That was my ex wi f e . Sh e's g e t t i ng ma rr ie d ag ai n.
doing?
p i c t u r e 3 : Where
flight
What
Thank you .. . Hello, Sarah.
Peter
Peter
p i c t u r e 2 : What
•
Can I see you r boardi ng card, p lease, sir? . ..
Sarah
saying?
What
Good luck. Thanks. Bye.
Thank you. Please take a seat in the lounge.
individually.
doing?
Here you are, sir. But you have to hurry. The check- in desk is goi ng to close in two min ute s.
w r i t e r ha s t o w r i t e t h e m o n t h e •
board.
Awa rd a poi nt for each word that stude nts write c orrec tly, th en mov e on to th e ne xt t opi c.
Pl ea se d to m e e t
yo u
H o w do y o u spe ll
Photocopiable p.174
1
Aim:
2
Activity type:
3
Time:
4
Instructions: •
Photocopiable p.175
To pract ise int rod uci ng
15
Cued
you rse lf,
conv ers atio n
and
th en
spel ling
pairw ork
mi nu te s
Mak e on e co py stu den ts. she et to
of th e wo rk sh ee t for eve ry
Cut th e wor ks hee ts eac h
As k st ud en ts
•
Elicit th e wo rd in g con fid ent
to
in hal f an d giv e
o ne
For
con ver sa tio n
wi th
Time:
4
Instructions:
in A / B
pairs . As sig n th e
or B t o each s t ud e n t .
convers ation Whi le th ey w i t h
Students
giving infor mati on
are prac tisi ng,
spelling,
to
work .
wor ds
Ask
conf id en t
t wo
co nve rs ati on
an d
As an ex te ns io n, practise the SAMPLE
abo ut
•
stu den ts
to
once.
one
co py
conv ers atio n
Pic k up
P oint to
G ive
the •
to
B
Pleased to meet you , (Je an) . How do you spell your
A
It 's ( C - A - N - T - A - L ) .
Drill
th e
of th e wor ks he et .
fr om ask
conv ers ati on th e
box .
Ask
on
s tud ent s
and to find
Elicit th e
stud ent s to
Focus
th e
a nsw er
cross ou t th e wo rd
in
box.
A sk st ude nts
to
work
in pairs to
help
wit h
com pl et e
Whi le th ey
me an in g,
are
spell ing,
t he wor ki ng , and
v o c a b u l a r y . •
Ch eck
th e ans wer s
stu den ts
an d
•
F o r
to
by
•
wor ds
an d
exercise 2,
A What's (this)?
a (pencil).
B
I'm (Alic ia).
A
Ni ce t o me et yo u, to o (A li ci a) . Ho w do yo u sp el l
this / not ebo ok
yo ur fir st nam e?
these / pens
A N S W E R S
(A-L-I-C-I-A).
that / window
A
Wh at do yo u do?
B
I'm a (nurse ). Wha t abo ut you?
mean
A
I wo rk fo r a (T V co mp an y) .
say
B
Oh, that's inter estin g.
spell
those / books
say
137
to
of
Drill
nece ssar y.
pract ise
all of
t he
pairs.
stu de nts
conve rsat ions
B It's
diff er en t pairs
lines as a class if
ask st ud en ts
As an ex te ns io n, more
ask ing
read ou t th e con ver sat ion s.
con ver sat ion s in the ir
surname?
B
a co py
wo rd
circul ate to
ANSWER
Hi . I' m (J ea n Ca nt al ).
is pra ct ise d in
example:
rest of th e co nve rsa tio ns.
again .
A
th at
s tu de nt.
som ebo dy' s
notebook a n d
th e
pairs
la ng ua ge
read th e ga pp ed
dif fic ult can sw ap
of th e wo rk sh ee t for eac h
For
st ude nts
miss ing
class.
st ud en ts
conve rsations
a p e n .
1
2
to
n eces sary .
act ou t
classro om
th e first pict ure an d th e ex am pl e.
vocabuLary
mor e th an
in a
Ask: What's this? Elicit: It's a pen. b o o k s . Ask: What are those? Elicit: They're books. 3 Ask: How do you spell 'glasses'? Elicit: It's G-L-Adouble-S-E-S. 4 Ask: What does 'Italian' mean? Elicit: from Italy.
help
time
th in gs
m in ut es
B rief ly revi se th e
the
give
Gap pe d
•
them selves.
and the
lines as a class if
to th e
15
na mi ng
M ake
of
practise
Give stud ents
pract ise the ir con ver sa tio n dif fic ult
role
circula te to
pronunciation,
of jo bs /p la ce s
To practi se
•
etc.
P ut st ud en ts
•
3
exa mpl e:
You
•
Activity type :
a
You
A
2
cue s.
of th e
Hi. I'm (Mana Garcia). Student Pleased to meet you, (Maria). How do you spell your surname? It's (G-A-R-C-I-A). Student My name's (Miguel). Nice to meet you, too, (Miguel),
•
Aim:
w o r k s h e e t .
read th e
stud ent.
You
t wo
1
st ud ent .
•
'ha pp y' ?
can
practi se
by sub sti tuti ng
m ak in g
key word s,
e.g.
It's on t h e f ou r t h
He ll o an d
f lo or
Photocopiable p.177
Photocopiable p.176
1
Aim:
To
practi se
using
num be rs
and
ask ing
a bo ut
locat ion
2
Activi ty type:
Writing
numb ers
from
pictures
the n
pairwo rk
3
Time:
15
mi nut es
Instructions: •
Mak e one
•
Re vie w num be rs 1
S a y :
cop y of th e wor ks he et 1-100,
using
Po in t to th e
o n e .
Say: three.
Poin t to
Con tin ue
up to
stude nts,
repe at the
for eac h
any
numb er
20.
sam e
2
Activity type :
3
Time:
4
Instructions: G ive th e
on
four. •
2nd ,
6t h,
8t h,
3rd,
Poi nt to
second,
etc.
The n
to G ive to
no te bo ok s.
st ude nts
nu mb er
Write
a co py
work
of nu mb er s,
write th e
•
e.g .
1st ,
first,
•
Ch eck
to
F o r
exercise 2,
co nve rsa ti on w i t h •
to
th e
ne xt
to
•
an d
com ple te
t he
As an
th ems el ves .
read
Th en
eli cit
t he it
student.
con fid ent
de mo ns tr at e
in t h e
stu den t,
to
pract ise
t he
ho w to
conv ersa tion
ch an ge
work ing
with
th e a
e.g.
Student Excuse me. Where's the meeting? It's in Room (64). Student Room (64)? Where's that, please? It's on the (seventh) floor. Student Thank you.
You You •
Stud ent s
pract ise
ma ki ng
mor e co nve rs ati ons
in
pairs. A N S W E R S 1
twenty-seven
2
third
3
fifth
4
fifty-nine
5
ten / thi rty / fifty / seven ty / nine ty
6
fifteen
7
five
8
ninth
9 10
eighty-eight forty-two
exercise 2,
by
137
morning later
3
How
4
Hello
5
Good
6
See you
7
Goodnight
8
Hi
other
th em
t im e. ch oo si ng
t he
conve rsat ions .
circula te to
ask ing
help
wi th
can wo rk
diff er en t
pairs to
Drill diff icul t wor ds
stud en ts
read
a nd
in ne w pairs an d
te ll
conve rsat ions .
ask co nf id en t to the
pairs to
c l as s .
in gr ou ps
role of on e of th e
2
co nt in ue
Tell
1
ne ces sa ry.
put
an ex te ns io n,
1
in pict ure
comprehension.
to practise th e
A N S W E R S
to
read it alo ud
in pairs an d te ll t he m
ex te ns io n,
inf orm ati on
and
st ud en ts
convers ation. •
v o c a b u l a r y
t he
board. to
on
t he
morning a n d later.
wor k in pairs and
a re w o r k i n g ,
As
a ns we r
pi ctu re
st ud ent .
Focus
est abli sh
wo rd s ea ch
Whi le th ey
th em
in
t he m
ind ivi dua l stu den ts
ask st ud en ts
a confident
Pu t st ud en ts
cross ou t th e wr on g
F o r
•
37 ,
bo ard
Ask
to
read th e co nve rs ati on
thei r conv ersa tion s
an d elicit th e
by aski ng
w r i t e t h e w o r d s o n t h e •
to
ou t the ir con ver sat ion s.
5,
on th e
of th e wor ks he et .
indivi dually
answ ers
Ask que sti ons
C hec k th e ans wer s
in
numb er s in wor ds
th e wor ds
of th e wor ks he et .
correct alter native s in the
w o r k s h e e t . •
a co py
e l i c i t t h e a n s w e r s :
St ud en ts
ans wers .
at th e ex am pl e
St ude nts
eac h
to
10 th .
e l i c i t
word s
of th e wo rk sh ee t for each
line s as a clas s if
chec k stu dent s'
look
9t h,
correc t
e.g.
As k st ude nts
order.
twenty-seven. P o i n t t h e a n s w e r third. •
poin t to
etc. St ud en ts
the ir
7t h,
n um be r in order an d
Wri te an y co mb in at io n 99,
•
5t h,
each
ra nd om 4
4t h,
boa rd:
th e
go od by e
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.
c oun tin g
th e
co py
pictu res.
cont ext,
2 Say: twenty. P o i n t t o t h e c l a s s a n d e l i c i t thirty. Say: forty. P o i n t t o t h e c l a s s a n d e l i c i t fifty. C o n t i n u e u p t o a hundred. nu mb er s
Cho osi ng
st ude nts
and
Wri te th e fol lo win g
hello and
m in ut es
•
back wards .
3
15
Mak e on e
con fid ent
process
To pract ise say ing
•
t w o .
e l i c i t
Wit h
Aim:
me th od s:
e l i c i t
class an d
1
s tu de nt .
of the se
class an d
th e
go od by e
act
o ut
Al terna tivel y,
of fo ur an d ea ch
cha rac ter s.
t ak e
Count ries and
5
6
n atio nali ties
Photocopiable p.178
A i m :
To practise countries
Ac tiv ity type: Time:
15
Wor d
and
nationalities
pu zzl e
• •
of th e wo rk sh ee t for each
B rief ly rev ie w th e
an d
Say: Argentina t o t h e Argentinian. elicit Say: France a n d
class a n d
e l i c i t
2
Activity type:
Correct ing inf orm ati on
que sti ons
and
ans wers
Time:
m in ut es
French.
nat ion ali ti es.
Con tin ue You
sayi ng th e na me
can
with
also
other countrie s
and
•
Gi ve to
stu den ts
look
of th e wo rk sh ee t.
at th e wo rd
th e nam es •
a co py
of 14
snake .
c o u n t r y :
circled
is wr it te n tab le.
out
hid den the
poi nt
nex t to th e co un tr y in nu mb er
The n ask st ud ent s to
Elicit: China
and
ask t he m
it nex t to th e cou ntr y in nu mb er
•
count rie s start wi th
Stu den ts
con tin ue
w o r d s i n t h e w o r d
stu den ts
help
a cap ita l
in th e
wi th
order th ey
spel ling
are wri tin g th e
and
coun tri es
to
in th e
th ey
calling
ha ve fin ish ed,
ou t eac h nu mb er
of th e cou ntr y,
e . g .
check an d
elici ting
to •
Say: Number 1
an d
to
co unt rie s in th e ta ble . w i t h •
nationa lit ies Cir cul ate to
on the ir sheet s.
circulate t o
•
by aski ng
stu den ts desk,
if
out . Put
•
As an
i n
elici ting
ans wer s
th e
necess ary, stress,
e . g .
by
call ing
nat iona lit y.
espec ially
ou t ea ch
Drill th e
whe re
there
Japan, Japanese.
co un tr y
an d
pr onu nc iat io n is a c h a n g e
in
if
Poi nt to
a st ud en t and
Co nt in ue
to
co mp le te
stu den ts
by aski ng
pr onu nci at ion in pairs to
ex te ns io n,
if
practise th e
ask st ud en ts
abo ut
object s
mak e up
and
stud ents
A N S W E R S Exercise 1 1
It isn't Room 5. It's Room 7.
2
She isn't a film star. She's a singer.
3
He isn't Tom. He's Sam .
4
They aren't at home. They're at work. She isn't English. She's Spanis h.
2
China / Chine se
Exercise 2
Britain / British
1
Is / i s
4
Holland / Dutc h
2
Are / ' m not
5
Russia / Russian
3
Are / are
6
Spain / Spanish
4
Is / isn' t
7
the USA / Americ an
5
8
Polan d / Polish
6
Are / am
Is/is
9
Japan/Japanese
7
Are / aren 't
10
Brazil / Brazilian
8
Is / isn' t
11
Germa ny / German
12
France / French
s ame class.
read
th em
con ver sat ion s.
to
class.
3
h e
necessary.
They aren't at a conference. They're on holiday.
Hunga ry / Hungari an
I s
a nd
st ude nt s to
5
Australia / Australi an
ab ou t
in th e
th e que sti ons
6
14
ask
nationality, e.g.
Argen tina / Arge ntini an
13
b oard .
exercise 2, p i c k u p a n o b j e c t e . g . a b o o k . Ask: Is this a book?
1
A N S W E R S
on th e
to
exercise 2.
conv ersat ions
class
are
problems.
o t h e r o b j ec t s a n d s t u d e nt s in t h e
Drill th e
•
hav e
d o
giving the wron g
st ude nts
to
ind ivi dua l st ude nt s
necessary .
pr onu nc iat io n
Chec k th e answ ers
th e
any
in
w ro ng
spelling.
Che ck th e
on
Mak e
need
yo u
Whi le th ey
help with
Drill th e
Ask
•
Wh en
Wri te t he m
w a y w i t h
eli cit
help th e
Foc us
picture s.
corre ct th e
French? Elicit: No, he isn't.
by
n am e
und er
rem ain ing
ask st ude nt s to
Elicit: Yes, it is.
s t u d e n t s d o
rest of th e
th e
read ou t the ir sen ten ces .
ans wers
writ e th e
wr on g
class.
on holiday, at work.
fro m yo ur
sure
exercise 2, s a y Argentina a n d a s k What's the nationality? E l i c i t t h e e x a m p l e Argentinian. Say: China. Ask: What's the nationality? E l i c i t t h e a n s w e r Chinese. A s k s t u d e n t s Be fore
by th e
kno w th e vo ca bu la ry th ey
th e answe rs
Bef ore
correc t
th e
a co py
wa y wi th
e.g.
Ch eck
Argentina. •
sa me
w o r k i n g ,
t he
th em .
th e ans wers
call t he m
p i c t u r e .
first
hi m/ he r
Wh en
cl a s s a n d
of th e wo rk sh ee t.
st ude nts
in fo rm at io n
w rit e
order. •
st ud ent .
a p e n c i l .
e. g.
G ive
fin ish ed ,
in
next
mak e
in th e
use,
•
find
ob je ct ,
t he
stu den ts
snake and to write t h e m
an
sure stu den ts
to find
of th e wo rk sh ee t for each
in th e
the
letter.
wor kin g indivi dually
'Cou ntry ' in th e tab le Cir cul ate to
2. Re mi nd
up
it
to
ga pp ed
Say: It's Room 5. E l i c i t t h e r e s p o n s e It isn't Room 5. It's Room 7 . C o n t i n u e
fi rst
find th e ne xt co unt ry
q uest ions
the n
ob je ct s an d st ud en ts
the
are
1 in
and
Say: He's Hiroko. Elicit: He isn't Hiroko. He's Paolo. C o n t i n u e i n t h e s a m e w a y w i t h o t h e r •
t he m
ou t th at
in sta tem ent s
Say: This is a pen. Elicit: It isn't a pen. It's a pencil. P o i n t t o H ol d
s nake.
nam e of t he
Argentina a n d
t h e w o r d s n a k e .
th at
in th e
b e
n a m e .
t he
Ex pl ai n t ha t th er e
coun trie s
As k a st ud en t t o read
Ask
t o
Mak e on e co py
count ry. •
15
so me bo dy
by
eliciti ng
T o p r a c t i s e
Instructions:
and
rever se th e proc ess
of a nat ion ali ty
4
•
n a t i o n a l i t i e s .
correspond ing w h o l e
na me s of co unt rie s
st ud en t.
Photocopiable p.179
Aim:
3
Mak e on e co py
h ome
1
m inu te s
Instructions:
T he y ar en' t at
m or e in
the
Wh at 's yo ur first
8
n am e?
Photocopiable p.180
1
Aim:
To practi se giv ing
an d
aski ng
for
pers ona l
infor matio n
2
Activi ty type:
3
Time:
4
Instructions: •
15
Rol e
stu den ts. •
Cut th e wor ks hee ts
Pu t stud ents possi ble.
int o
The
B and
St ud en t A.
Han d
in
the
tw o
half.
ma le /f em al e
male st ude nts
of St ud en t
Aim:
2
Activity type :
pairs
shou ld
Time:
4
Instructions: Mak e on e
•
S pe nd S a y
tak e the
femal e st ude nts
the
ou t th e co rre sp ond ing
role
role
Writ e
the
corr ect ord er for th e wor ds .
yes/no •
ques tion s and
As k st ud ent s to
Mak e up
co nti nue
more
w h -
in th e sam e
•
way. for ms •
all th e que st ion s
the st ud ent s
•
An swer s
Drill th e ques tion s wit h th e
class if •
Make
int erv iew ing
the
Circu late
answer s St ud ent
whil e st ud ent s
and
t o t he
st ude nts
not e do wn
do th e
to
is
co mm on
at
of th e wor ks he et .
to
write th e
lette r
Stu de nt s
wor k in pairs to
exercise.
Whil e th ey
w i t h a n y
problems.
with and
his
class if •
As k co nf id en t
help
stu den ts
con ver sat ion s to th e
1
d
2
e
3
b
4
a
5
c
Exercise 2
B
Morioka.
Sample answers
A
Ho w old are yo u?
1
A What' s the tim e?
2
A When's the music class?
3
A When's Suzie 's party ?
Wh at do yo u do? I'm teacher.
A
Wh at 's yo ur add res s?
B
It's 67 Hampton Hill, London.
A
Wh at 's yo ur po st co de ?
B
It's SE4 9RT.
A
Wh at 's yo ur te le ph on e nu mb er ?
B
It's 020 7 946 3255.
A
Wh at 's yo ur mo bi le num be r?
B
It's 07 61 0 786 125 .
A
Wh at 's yo ur em ai l add ress ?
B
It's w m @ m o r i . n e t .
th ei r pairs,
help
the
to
Circulate to word s and
act ou t
the ir
class.
B It's half past three. B It's on Wednesday. It's at quarter past seven. B It's on Saturday 5th July. It's at half past eight.
137
with
st ud en ts
Exercise 1
Wh at 's yo ur su rn am e?
B
on
m at ch in g
circul ate to
A N S W E R S
A
A
th e
int erv iew s
Wen.
I'm Japan ese.
Focu s
b ox .
ne cess ary.
B
B
co mp le te
Drill diff icult
Wh at 's yo ur fir st nam e?
No, I'm not . I'm married.
etc.
exercise 2. D e m o n s t r a t e a c o n f i d e n t s t u d e n t . Ask: What's e l i c i t It's half past three. W i t h a
A
Wh at 's yo ur na ti on al it y?
nine,
l o o k a t
to
Mr.
B
in th e
d
a re w o r k i n g ,
Wh at 's yo ur ti tl e?
A
se ve n,
Check the answers wit h
B
I'm 34.
th e
E l i c i t t h e m a n ' s q u e s t i o n .
A
Ar e yo u si ngl e?
on
answ ers.
a co py
pr on unc ia ti on.
INTERVIEW
B
quarte r to
we ek
Say: What's the time?
pract ise th e con ver sat ion s.
c lass.
A
e.g. tw en t y to
mista kes.
act ou t the ir
of th e
Dra w cloc k faces
o'clock ,
th e wh ol e class firs t. In
ques tion s.
r o le p l a y t o
days
tim es.
w e a k e r c l a s s , e l i c i t a l l o f t h e c o n v e r s a t i o n s
ques tion s.
St ud en t B look s at
any
stude nts
B's
three
st ude nt.
days and
of th e
tim es,
st ude nts
the task
the
scho ol
rest
o f t h e c l o c k s .
on e
As k st ud en ts
w ho le
First, St ud en t A looks
and answer s St ude nt A's
As k co nf id ent
SAMPLE
and
the y ha ve fin ish ed,
inf or mat ion
•
( see
cont ex t of
direc tor of a la ng ua ge
a ne w stu den t.
her inf orm ati on
th em ,
under sta nd the
dif fer ent
eigh t,
the time?
sure stu den ts
th e
for each
class.
nece ssa ry.
int erv iew , i.e.
Wh en
ask
c onver sati ons
What's the time? El i c i t t h e w o m a n ' s a n s w e r . It's ten past seven. F o c u s o n t h e c o n v e r s a t i o n s a n d as k Which conversation? Elicit: It's conversation d a n d t e l l
o n t h e i r w o r k s h e e t s . F o c u s o n t h e w o r d Title. Ask: What's the question? Elicit: What's your title? E l i c i t m o r e q u e s t i o n s , e . g . What's your first name? What's your surname? W i t h w e a k e r c l a s s e s , e l i c i t
be lo w).
G ive
practis ing
th e st ud en ts .
th e first pictu re.
and
look at th e bl ank ap pli cat ion
will nee d to
mi nut es
Elicit th e corre ct
o n t h e b o a r d :
words
mak ing
of th e wo rk sh ee t
Monday. E l i c i t
half past
is/name?/ What/your; your/ Jose?/name/Is; old /you? / How/ are; you / Are/29? A s k s t u d e n t s t o t e l l y o u t h e
fol low ing
a fe w
Po in t to
Briefly revise que sti on for mat ion .
co py
boar d wi th
the
the n
ti mes
minutes
in ord er fr om
of
half of
15 -2 0
•
wher e
Mat chi ng
and
pr omp ts
3
w o r k s h e e t . •
To pract ise tal kin g ab ou t days
from
of th e wo rk sh ee t for eve ry
me et in g?
Photocopiable p.181
1
pla y
m in ut es
Mak e on e co py
W h a t t im e is th e
help
w it h
lines as a
Everyday
9
Photocopiable p.182
1
Aim:
2
Activity type :
3
Time:
4
Instructions: •
To pract ise ev er yd ay
15
of th e wo rk sh ee t for eve ry
Cut th e wo rk sh ee ts
S ho w a wo rk sh ee t to and
e l i c i t
P ut
st ud en ts
or B to
in A / B
arr ow
po in ti ng
acros s on
down
pair s. As si gn Han d
t he
ou t th e
role of
d o w n an d an
an d
dinner.
and
wri te
ask
Ask it on
the
spell th e wo rd
boa rd.
The n
in th e
an
cr ossw ord .
Instructions: •
Make
•
G ive
anot her th e
st ude nts
go.
ans wer and
to
wri te
ask
each ot her
activities go where.
and
deci din g
Circulate t o
help
Re mi nd and
them
the
to
3,
6,
foc us
stage.
Re mi nd
an d and
•
etc.
Stude nts in the
t og et he r
third
them
•
spe ech
pic tur e
re mai nin g
a nd
read
th em
to
use a
h a v e a cross
on
th e
ne ga ti ve through
hel p st ud en ts
w it h
b y s a y i n g
Picture 2. Elicit: I live
right .
Ask
com ple te
right -ha nd
the
Chec k th e answ ers
loo k at
a dif fer ent
t he st ud en t
rem aini ng
gap pe d
Rem ind
the m
sent ences to
us e
by
they f o r m s . s a y i n g Picture 2. Elicit: Hazel
etc.
•
What's 2 across?, e t c .
As an ex te nsi on,
ask stu den ts
to
ma ke
s ent enc es
I work in an office. I start work at eight o'clock, th at
clu es.
are tr ue for t he m,
e .g.
etc.
A N S W E R S 1
We work in a cafe. / Tim and Haz el work in a cafe.
dinner
2
I live near th e cafe . / Haz el lives near the c afe.
2
get
3
I do n't live near th e cafe . / Tim does n't live near the c afe.
4
finish
4
We start work at 7. 30 a.m . / They start work at 7. 30 a.m . I wash the glasses. / Haz el washes the glasses.
5
leave
5
7
watch
6
I don 't wash the glasses. / Tim does n't wash the glasses .
9
start
7
We don't like the job . / They don' t like the job .
8
We like the mone y. / The y like the m oney .
Ac ro ss breakfast
5
lunch
6
shopping
7
wake
8
shower
the
o r
1
go
to
class.
colu mn .
he, she,
to
Down
2
or
lives near the cafe,
if
A N S W E R S
3
th e
sp eec h
on th e se nt enc es
ask st ud en ts
on th e
person
the
spelling.
read th e ex am pl e to th e
read ing
Ask
st ud en t to
Circul ate t o
th e answ ers
sen ten ces wo rd
7.
s tu de nt .
use th e firs t pe rso n I
not to
near the cafe, F o r exercise 2,
th e
necessary. b y a s k i n g
co mp le te
and
th e first
a co nfi de nt
Ask st ude nt s to
Check
ask
spelling and to correct their p ronunciat ion
Po in t to
class.
•
•
ou t the ir clues to
at th e pict ures left .
work. A s k
v o c a b u l a r y
ano the r
writ e th e
look
of th e wo rk sh ee t.
v e r b f o r m i n s e n t e n c e s t h a t
cros swor d.
it on
a co py
ex am pl e to th e
t he m:
neg at iv e
sent ences
of th e wo rk sh ee t for eac h
th e
righ t at this
to
The n
Ask
to on
fo rm
stud ent
boar d.
ask all th e stu den ts to
th e ans wers
one co py
v e r b
the
A
Ga pp ed
pos iti ve and
min ute s
stu den ts
What's 1 down?
the ir cros sword s in pairs
fo r all t he
4
15
W e
A st ud en t
St ud en t co mp le te
C heck
Time:
the
Loo k at th ei r fir st clu e an d
st ud en t to
To pract ise pre sen t sim ple
bu bb le s.
As k a B st ud en t to
What's 2 across? E l i c i t
•
3
ar ro w
writ e th e wor d in th e
w i t h
Activit y type:
cor res pon di ng
all th e st ude nt s to
w h a t
2
•
across. A s k
at th ei r firs t clue
spe ll th e wo rd
•
Aim:
What's this?
th e bo ar d an d elici t
a n d
Photocopiabl e p. 183
bu bb le s
po in ti ng
E l i c i t t h e a n s w e r
•
Ask
w or ks he et .
D ra w an
loo k
half.
th e stu den ts.
eac h st ude nt .
d i r e c t i o n s
in
t wo
W e w o r k in a ca fe
1
A crossword.
half of th e •
vo ca bul ar y
mi nut es
stu den ts .
•
life
Crossw ord
Mak e on e co py
•
10
life
137
My day Photocopiable p.184
11 1
Aim:
2
Activi ty type:
3
Time:
4
To pract ise wri ti ng
20
Gui ded
ab ou t a pers on's
ev er yd ay
life
wr itin g
m in ut es
Instructions: •
•
cop y of th e wo rk sh ee t for eve ry
stu den ts.
Cut th e wor ks hee ts
A sk
eac h
stu den ts
chart .
Hol d
t wo
in half an d giv e
o ne
to
look at th e in fo rm at io n
up a spare wo rk sh ee t an d
Wit h wea ker
•
stud ents ,
rest of th e
As k st ud en ts the
con ti nue to
w i t h •
con tin ue
in
Wh en
asking
3
Time:
comp let e the
sect ions
ask ing
of th e
M ake
•
G ive
to •
3
gapp ed gi ve n.
elic it
Stu den ts
te xt on
th en
t heir
Circu late to
he lp
•
chec k
co nf id en t st ude nt s to
read
6
seven o'clo ck / 7 a.m .
7
eight o'clock / 8 a.m .
8
five o'clock / 5 p. m.
9
go home
a co py
of th e wor ks he et .
say
and
con fi de nt
stu den ts Wh en
m i s s i n g w o r d
Wit h
to
Ot her wis e,
th em
to
th ey
know
ge t to
fr om
W he n
th ey
th e
th e
ga p,
th e wo rd s in
th e
pro ced ure
in pairs an d
the
ask
work she et.
have fin ish ed ,
fou r co nfi de nt
first
before t h ey c ompl ete
pu t st ude nts
com ple te
Ask: Where
read th e
a we ak er class, rep eat thi s
gaps .
on
In
elicit
alo ud.
st ud ent .
Focu s
c o n t e x t .
Esta blis h th e
chec k th e answ ers
stu de nts
to tak e
parts of th e
Dril l di ff ic ul t wo rd s an d
o ut
by
parts
a nd
co nve rsa tio ns.
lines as a class
if
necessary. Ch eck
un de rs ta nd in g
w o r k s h e e t , a s k i n g
bookshop nine o'clo ck / 9 a. m.
of th e wo rk sh ee t for each
read ou t th e dif fer ent
th e
Edinburgh
5
st ude nts
aski ng hav e fin ish ed,
pe op le
conversatio ns
w i t h t h e o t h e r p i c t u r e s
Mega n McGuir e
by bus
co py
elicit th e
te xt .
4
one
co nve rs ati on
quest ions
an d
to th in gs
min ute s
As k t wo
A N S W E R S 2
Gap ped
are the people? a cafe.
• 1
re sp ond ing
Instructions: •
problems.
by
15
bo x.
Megan McGuire.
all th e stu de nts
answ ers
Activity type :
th e
po in t
firs t se nt en ce
using th e in fo rm at io n any
2
in fo rm at io n.
read t he
w o r d s
missing
ow n,
to
To pract ise
th e first pictu re.
Ask: What's her name? Elicit: Megan McGuire. Ask: Where's she from? Elicit: Edinburgh. ab ou t the
Aim:
st ud ent .
p h o t o .
the
1
4
Mak e one
sh ee t to
That's funny Photocopiable p.185
12
of th e sto ry by
Who's that?
Elicit th e char act ers'
the
and
names .
Th en
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. F o r exercise 2, p u t s t u d e n t s i n t o g r o u p s o f f o u r an d assign
each
10
have dinner
11
like books
12
earn a lot of money
to
13
long jour ney
pre par ed to
14
go to work
15
go shopp ing
16
friends
Tell th em
to
help wit h
if necessar y.
stu de nt
A N S W E R S 1
know
2
right
3
funny
4
Really
5
Really
story, e.g.
a cha rac ter fro m th e
pract ise th e con ver sat ion s. pro nunc iat ion
Ask co nf id en t class.
and
gro ups
lines
to act
st ory.
Circul ate
and int ona ti on.
drill diff icul t wor ds
con ver sat ion s to th e
137
up
p o int ing t o t he characters in turn
ask ques tion s ab ou t the
•
ho ld ing
Be ag ai n
ou t
t he
Fr ee -t ime
13
Photocopiable p.186
1
Aim:
To practi se the
2
Activit y type :
voc ab ula ry
Writing
of fre e-t ime
sent ences
W h a t do y o u do in yo ur fr ee
14
activities
abo ut
act iviti es
pictures
t he n
Photocopiable p.187
1
Aim:
To
pract ise pre sen t sim ple
2
Activity type:
guess ing
ga me
3
Time:
3
Time:
mi nu te s
4
Instructions:
4
Instructions:
15
•
Mak e on e co py
•
G ive to
stu den ts
of th e wor ks he et a co py
look at pict ure
Exp lai n th at
ab ou t th e
piano in •
stud ent s
peopl e.
the ex am pl e
need to
box
st ud ent .
Ask
B, and write
for th e
pict ures.
Re mi nd
use th e verb s
stud ent s to
boxe s.
Ch ec k th e ans we rs
F o r
exercise 2,
and
sente nces
•
Th e by
aski ng e.g.
Gi ve stu den ts
the •
call ing
dif fer ent st ude nts
Picture 2-1
tell st ude nts 1-14.
ou t th e
giv e
•
o nc e.
Demon st rat e the
tur ns to
in pairs
describ e and
and
ask t he m
to ta ke
it
stu de nt s t o lo ok
I play the piano .
2
I listen to th e radio .
Ask
F o r
•
Exp lai n
que st io ns
on
th at
hav e to
at t he
th ey
t ha t
m usic ,
first se t of cu es
wri te
an d
Do you like music?
que sti on
to look at the second
st ude nts
set o f cues
and
What kind of music do
ques tio n
to
co nt in ue
help wi th
and
wo rd
exercise 2,
stu de nts
Sa y:
wri tin g
pro ble ms
order.
ou t th e of
que sti ons .
ques tio n
Chec k th e answ ers
wi th
put
st ude nts
the first que sti on
in pairs. Ask
in th e sur vey
dif fer ent D o
y o u
like music? Elicit: Yes, I do. o r No, I don't. T h e n a s k What kind of music do you listen to? E l i c i t t h e n a m e s o f d i f f e r e n t s i n g e r s a n d b a n d s , e . g . I listen to Coldplay. I f a n y o f t h e s t u d e n t s d o n ' t l i k e m u s i c , e x p l a i n t h a t t h e y c a n r e p l y I don't listen to music.
in
gues s.
A N S W E R S 1
st ud ent .
class.
I play table tennis. Who am I? Elicit: Picture 14. Pu t st ud en ts
Ask
fo rm at io n
yo u
w ord s
activity.
surv ey
ques tio ns.
Circul ate to
listen to the radio. to cov er th e
a
you listen to?
pi ctu re to
dif fer ent
Tell st ud en ts
elicit th e sec ond
an d
used
th en
of th e wor ks hee t.
read ou t th e ex amp le
t h e
r ema ini ng
no un s are on ly
a co py
TV, etc.
A s k t h e m
wri te th e sen ten ces
th e answ ers,
•
bo x
que sti ons
of th e wo rk sh ee t for each
it is a su rv ey wi th
sentences
St ud ent s
nu mb er s an d
on e co py
spo rt,
que sti ons
m in ute s
M ake
sen ten ce.
t o c r o s s o u t
15
Wri tin g
•
t he m
use a ver b fro m
Tell stu de nts
box B.
no un s in t he •
of th e wo rk sh ee t.
1 and
A a n d a n o u n f r o m
for each
ti m e?
•
E xp lai n th at
th ey
sho uld
writ e the ir
partner 's
n am e
3
I read boo ks.
in th e spac e at th e to p of th e wo rk sh ee t.
St ud en ts
4
I play foot ball .
th en
s urve y
5
I do karate .
6
I read magaz ines.
7
I do yo ga .
8
I go jog ging .
9
I go to restaurants.
10
I play the violin.
11
I go swimming .
12
in pairs
I listen to music.
14
I play table tennis.
answ er th e
an d wri te
th e spac es.
que sti ons
on th e
d o w n th ei r part ner' s an swe rs
Circul ate to
help wi th
vo ca bu lar y
in
a nd
pronunc iation. •
Wh en
stud ent s
pairs.
Th ey
hav e fin ish ed,
ask th em
can t he n tel l th ei r ne w
rep ort
back to
th e
e . g .
to
s wa p
p art ner s
Miguel likes music. He listens to Green Day. He plays sport. He plays football and tennis, e t c . A s k c o n f i d e n t s t u d e n t s t o ab ou t the ir first part ner,
I go to the cinema.
13
ask and
class .
A N S W E R S 1
Do yo u like music?
2
What kind of music do you listen to?
3
Do you play sport?
4
Wha t sports do yo u play?
5
Do you watch TV?
6
When do yo u wat ch TV?
7
Do yo u like book s and magaz ines ?
8
What books and magazines do you read?
9 10
137
Do you meet your friends at the weekend? Where do yo u go?
15
W h a t do pe op le
Photocopiable p.188
1
Aim:
2
Activit y type :
3
Time:
4
Instructions: •
To pract ise tal kin g
15
ab ou t
likes and
Que sti onn air e the n
d islikes
min gle
m inu te s
Mak e on e co py stu den ts.
of th e wo rk sh ee t for ever y
Cut th e wor ks he et s in half and
she et to •
16
li ke?
each
t wo give
on e
Aim:
2
Activity type :
3
Time:
4
Instructions:
heading
tick
Wi th
briefly
und er st and ing .
Yo u can
Stu den ts
either
do
M ake
•
Brie fly
•
G ive
or
Exp lai n th at
loo king N o .
stu den ts.
with
Ask
com ple te
t he
at the
questions
and
help as
are go ing
to
stand
in
THE CLASS c o l u m n .
na me
Ask
com ple te
this
A sk co nfi de nt A s k
Give
wh o
Ye s,
stud ent s to
stud ents
•
pe op le
I
pe opl e
if
th em
abo ut
five
report
back to
different questions to ensure t hat
and
different
forms,
me nu .
in
say prices in
st ud ent .
E n g l i s h .
Write:
Elicit: One pound fifty, of th e wo rk sh ee t. Say dif fer ent
pairs.
Ask t he m to
tog et he r and
Circulat e to
help by
class.
to
wi th
ask ing
student s to
Ask
it ems
etc. t he m
and
elicit
read
fill in th e
th e miss ing
pr on unc ia ti on. diff er en t
read ou t their
Drill di ffi cul t wo rd s an d
pairs
conv ersat ions lines as
exercise 2,
ask st ude nts
to
ma ke
up
You
wri te
You
ab ou t differ ent item s on the the
task wit h a con fid ent
One orange juice, please. Student To drink here or take out? To take out, please. Student Would you like anything else?
T H E
to
•
As k co nfi de nt
stu de nts
co nve rsa tio ns
to th e
class. A N S W E R S
students
e.g.
etc.
137
1
£2.10
2
£4.60
3
£3.20
a
up the ir
to
act
class.
ou t
the ir
etc.
ow n
me nu.
stu den t,
e.g.
d o .
of
ne ces sar y.
Dem ons tra te
min ute s
th e
p airwo rk
e . g .
conv ersa tion s
What does Tomas like doing? Does Anna like sailing? Do Viktor and Yoshi like eating Indian food? Maria, do you and Eduardo like jogging?, practise
F o r
y ou .
a c t i v i t y i n
a co py
look at th e
class if
the y to
b o a r d .
the
stu den ts
to t he
•
st and
th en
of th e wo rk sh ee t for each
Ch ec k th e ans we rs
activity. stud ent s to
on
con fid ent
confi den t
says
likes an
tick ing
near
conve rsat ions
re vie w ho w to
Pu t st ud en ts
que st ion nai re.
of
list. Re mi nd
of a pe rs on
CLASS c o l u m n .
•
nece ssar y.
in a gr oup
an d wal k ro un d th e class ask ing
th e
or
ask ot her
in th e
name of a student who
like th e th ing s on th e
one co py
prices.
Do you like cooking?
A s k t h e f i r s t q u e s t i o n w r i t e t h e
to
a small gro up
th em
revi ew
to
drink
Say: One cappuccino to drink here. Elicit: £2.70. Say: One tea to take out a n d e l i c i t £1.60. Say: One lemonade to drink here and one cake. Elicit: £3.10, e t c .
the
mi me
an d
m inu te s
th e prices,
c heck to
ord erin g fo od
Ga pp ed
co nve rs ati ons
Ci rcu lat e to
st ude nts
Dem ons tr ate
to
th is.
wor k indivi dually
Y e s
to
ask st ude nts
in th e class ab ou t th e th in gs
•
under
N o
in all th e que sti ons
ques tionn aire,
•
or
Y e s
th e voc ab ula ry
elicit ex amp le s to •
ei th er
wea ke r classes,
M E .
15
•
Do you like cooking? A s k d i f f e r e n t s t u d e n t s t h e s a m e q u e s t i o n a n d e l i c i t Yes, I do. o r No, I don't. class to
To pract ise
£1.50 q ues ti onn air e
ple ase
Photocopiable p.189
1
st ude nt.
Elicit th e first que st io n in th e
Tell th e
T wo co ff ee s,
Family members Photocopiable p. 190
17 1
Aim:
To practise fami ly
2
Activity type :
18
vocab ula ry
Info rmat ion
gap then
gap ped
sente nces
3
Time:
4
Instructions: •
15
m in ut es
Mak e on e co py stu den ts .
•
of th e wo rk sh ee t for eve ry
Cut th e wo rk sh ee ts
P ut st ud en ts
in to
or B to
st ude nt .
each
A / B
half of th e wo rk sh ee t. each to
h ave
fi nd
in
ou t th e
2
Activity type :
3
Time:
4
Instructions:
role of
th e
C hoo se
th e cor rec t pla ce
Th en
Cho os e
w i t h
•
a
Ask: Who's Isabel's father? Elicit: James. Ask: How do you spell that? Elicit: J-A-M-E-S. T e l l t h e A s t u d e n t s t o w r i t e t h e n a m e cor rec t pla ce on th e tre e.
talk
ab ou t
more
th an
Elic it th e qu es ti on
one pers on,
e.g.
W h o
•
in
As k stu den ts the ir
to
part ners
Circu late to
abo ut th e
help wit h
peo ple
by
on the ir
pr onu nci at io n
as kin g
lists.
and
any
ot he r •
prob lems. •
Che ck th e answ ers to
A an d
by ask ing
B st ud en ts ,
are Isabel's uncles? brother?,
etc.
•
A sk 2.
stu den ts Elicit th e
niece. to
•
ask an A
look
i n
cont in ue
in th e first
Chec k th e
answ erin g
stu den ts
quest ions
abo ut
can co nt in ue oth er peo ple
tree,
tre es w it h
ask ing on
a nd
Isabel's
e.g.
John = Margaret
Sally = James
Jack
A Isabel
t Harry
Exercise 2 1
niece
2
husband
3
grandfather
4
uncle
5
cousin
6
grandmother
to
poi nt
h a s
g o t
bo ys
in neg ati ve
a
to c a r .
a nd
sente nce s in th e
wri te sen ten ces
has and
hasn 't got .
st ude nts
are using
C he ck th e ans we rs
Circul ate to
and elic iting
sa yi ng
ab ou t
Ma x's
bo x.
help,
Max
che cki ng
fo rms .
eac h wo rd
a resp onse ,
continue
ab ou t wh at
the corre ct ver b by
sen tenc es
w e a k e r classes,
using th e wor ds
Tell st ude nts
e . g .
in th e
b ox
Say: brother.
to cov er the ir sen ten ces .
A s k :
H a s
Max got a sister? Elicit: Yes, he has. T h e n a s k Have Max and his sister got dark hair? Elicit: Yes, they have. F o r exercise 2, 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 we ak er
qu es ti on s ab ou t
classe s,
wr it e so me
etc.
1
Max has go t a car.
2
He hasn't got any children.
3
He's go t a sister.
4
He hasn't got any books.
5
He's got a mobile phone .
6
He's go t a wall et.
7
He hasn't got a dog.
8
He's got a comput er.
10
Exercise 1
f>
a n y
poss essio ns
9
A N S W E R S
Sam
With
A N S W E R S
Who are Isabel's grandparents? John and Margaret. fam ily
use of
a plural n o u n .
st ude nts
Th en
M a x
ma n
Ma x an d cues
his
sister.
on th e
b oar d,
short hair?, his sister / a dog?, they / mobile phone?,
s en te nc e
answ ers
elicit
wa y elic iting
Ask
t he m
Elicit: He hasn't got any children.
revie w th e
e.g. Max /
class.
As an ex te ns io n,
car an d
exercise
usin g the ir fam ily
th e sen ten ces .
This is Max.
in th e sa me
Wi th
W h o
Who's Isabel's
at th e sen ten ces
h e a d .
Ask
Po in t to th e y o un g
th e pic tur e of th e t wo
ask an d an sw er
que sti ons
s t u d e n t
A s k a B s t u d e n t
mi ss in g wo rd
St ud en ts
co mp le te
the
to
e. g.
dif fer ent
s a y
and
st ud ent .
Elicit: He hasn't got a brother.
a r e
• com pl et e th e fam il y tree
of th e wo rk sh ee t.
pic tur es.
of th e
po in t to
in tur n
to
Isabel's uncles? •
pictu re
Brie fly
pair work
of th e wo rk sh ee t for each
at th e
shake yo ur
st ude nts
B s t u d e n t .
th e
one co py
lo ok
th e
th en
m in ut es
in th e mi dd le
A
tr ee.
on th e tre e.
sent ences
Gi ve st ude nt s a co py
s t u d e n t .
an A
Writi ng
•
st ude nts Ask
15
have got
using
M ake
Ask: Who's Isabel's mother? Elicit: Sally. Ask: How do you spell that? Elicit: S-A-L-L-Y. T e l l t h e B s t u d e n t s t o w r i t e t h e n a m e i n
•
To pract ise
•
c orr es pon di ng
Exp lai n th at
th e fa mi ly
Aim:
to
pairs . Ass ig n th e Han d
t wo
1
half.
half of Isabel 's fam il y tree.
Is ab el on
Max has got a car Photocopiable p. 191
137
He hasn't got a brother. He's got a girlfriend.
Mic hel le Green 's
19
fam il y
20
Photocopiable p.192
1
Aim:
To pract ise wri tin g
2
Activi ty type:
ab ou t a
Infor mat io n
1
fam ily
transfer to
co mpl ete
Time:
4
Instructions:
15 -2 0
•
Mak e one
•
G ive to
minutes
cop y of the
st ude nts
a co py
The n
st ude nt .
Ask
ask que sti ons
to
th em
2
Activit y type:
3
Time:
4
Instructions:
15
a st ud en t to
Ask
read o ut
Mak e on e co py
•
G ive
st ude nts
co nf id en t
ch eck
Elicit th e ans wer to stu den ts
to
first se nt en ce
nu mb er
2 -
wor k ind ivi dual ly to
transferring Put
p h o t o .
the
the
stu den ts
to
th e •
from
t he
t hei r
answers.
st ud en ts
to
com plet ed As
an
read ou t a se ct io n
P ut
a sk ing
at a ti me
of
each
ot her
int ervi ew.
Stu de nt s
sente nces
abo ut
t he
•
in th ei r pairs
using th e que sti ons can th en
write thr ee
their partner's
in or
F o r
•
to
2
London
3
Oxford
4
parents
5
four or five
6
children
7
brother
8
Toby
9
24
10
single
11
Spain
12
emails
and
elici t th e
quest ions
Sue .
Ask
T ell t he
Wh en
t he
ou t in th e
co mpr ehe nsi on,
th ey fr om
class t o wr it e it in
to check
t wo
t he m
mi ss in g wo rd
an d cross th e wo rd
st ud en ts
in pairs 2 an d
bo x.
e.g.
As k:
an d
four
fami ly.
•
lines
Wh en
3 in th e sa me
by as ki ng
in the ir pairs.
as a class if
stude nts
ask t h em
to
co mp le te
wa y.
pairs of st ud en ts
ask st ude nts
to pract ise
t o
of th e ide as.
t he
Drill diffi cult
wor ds
ne ce ss ary .
feel con fid en t,
conv ersa tion s
so me
an d
co nve rsa tio ns.
exercise 2,
co nve rsa tio ns
th e
the Michelle Green
W h y .
be Ti m
st ud ent .
Cho os e
th e first co nve rs at io n.
C hec k th e ans wer s
A N S W E R S 1
read ing
-
of th e wo rk sh ee t.
stu den ts to
read ou t the ir ask st ud en ts
to
conversat ions
a co py
co nv er sa ti on s
text.
ex te ns io n,
int erv iew
th e class by
res po nd ing
of th e wo rk sh ee t for each
th e first ga p,
box
Ask
•
C hec k th e ans wer s wi th
and
Does Tim Does Tim fancy fancy Sue? Elicit: Yes, Yes, he does. Ask: What does he want to do? Elicit: Go Go out with Sue/Go for a drink.
co mp le te
check
start
ge t to
London.
inf orm ati on
in pairs to
of
Gap ped
•
con ver sat ion
Point to the
ma ki ng
min ute s
A sk
int erv iew .
•
To pract ise
the
th e tex t,
•
Aim:
Ask: Who's this? Elicit: It's It's Michelle Green. Ask: Has Has she got any sisters? Elicit: No, she hasn't, e t c . te xt . •
of th e wor ks he et .
read th e int ervi ew.
comp rehen sion.
•
wo rk sh ee t for each
Photocopiable p.193
sugg esti ons
a
descri ption
3
W h y d on 't w e go fo r a m ea l?
aga in,
tell t he m to
this ti me
pract ise
cha ngi ng
Wr it e th e wo rd s on
th e
b oa rd
Conversation 1: go for a drink; Conversation Conversation 2: go to the cinema; Conversation 3: go 3: go for a meal, have a pizza, have a Chinese Chinese meal. G i v e t h e m s o m e i d e a s , e . g . go to a restaurant, have an Italian meal, go to the pub, have a hamburger, a hamburger, play tennis, th at th ey
need
to
c h a n g e :
etc.
•
As k co nf id en t st ude nts co nve rs ati ons A N S W E R S
137
1
Why
2
don't
3
Thanks
4
we
5
Yes
6
Let's
7
about
8
idea
to th e
to
class.
act ou t the ir
ne w
Pl ac es in a
21
town
Aim:
2
Activity type:
3
Time:
4
Instructions:
To pract ise th e voc ab ula ry
10 - 15
Labe lli ng
a
•
M ake
Gi ve stu den ts
on e co py
of th e wo rk sh ee t.
bo ar d.
Ask
stu de nt s to
1 a n d Say: Number 1 How do How do you spell 'station'? th e wor d yo u
st ud ent s in
pairs.
gi ven
to
help th em .
Wh en
stude nts
ask ing th em •
to
have
Elici t th e
As k t he m
st ud en t.
Writ e
th e
loo k at
t he
to
letters
fin ish ed,
say th e wor ds
tur ns to same
to
Activity type :
3
Time:
4
Instructions:
id en ti fy
help wit h
spell
Info rma tio n
of th e wo rk sh ee t for eve ry
Cut th e wor ks hee ts in to
A / B
stu den ts
pictur es of a t ow n. pictur es and
spel ling .
Han d
the
a B st ud en t to classe s,
th em . •
ou t th e
Tell st ude nts
A
and
A sk
have
read ou t the
dif fer ent
look
ex am pl e sen ten ces .
to
co mp le te
at
Ask
exam pl es.
th e
th eir
an A
Wi th
and
wea ker
ga pp ed
sen ten ces
for
in
t he
st ude nts •
u s i n g
are usin g th e
Ch ec k th e ans we rs
F o r
•
corre ct
by
as ki ng
fo rms .
st ud en ts
to
rea d
o ut
sente nces.
exercise 2,
focus
at te nt io n
station
2
park
th e box es
and
3
public toilet s
s t u d e n t Is
there a hospital?
4
car park
5
bus sto p
6
square
9
B each
stud ent s to
1
market
co rre sp ond ing
There's, There There are, are, There isn't, There isn't, There aren't any. C i r c u l a t e t o h e l p a n d c h e c k o r There aren't
their
street
A
b r i e f l y r e v i e w t h e u s e o f
the ir pict ure
A N S W E R S
8
th e role of
There's, There There are, There There isn't, and There There aren't any.
by
way.
7
t wo
half.
w or ks he et .
E xp lai n th at
letters
in
pairs . As si gn
eac h st ud ent .
half of th e •
gap
m in ut es
P ut st ud en ts
a nd
plac es in
there is/are
Mak e on e co py
•
c o v e r t h e w o r d s .
ask ab ou t an d id en ti fy th e
15
stu den ts.
bo ard .
check th e ans wers and
T o p r a c t i s e
or B to
Say: Number 8 a n d e l i c i t street. Say: Number 12 a n d e l i c i t post office, e t c . T e l l s t u d e n t s i n t h e i r p a i r s t o t a k e i t Tell st ude nts
2
an d
on th e
us i ng t h e first
Circulate to
Aim:
•
c afe s
Photocopiable p. 195
1
station. Ask:
e l i c i t
hav e sta rte d
w r i t e t h e n a m e s o f p l a c e s ,
•
to wn
pictur e
p i c t u r e .
P ut
in a
of th e wo rk sh ee t for each a co py
let ter s on th e
co mp le te
of places
minutes
•
•
22
Photocopiable p. 194
1
Th er e are t w o
th e ex am pl e
on th e places
sen ten ces .
As k an
in A
No, there No, there isn't. P o i n t o u t t h e c r o s s i n t h e hospital b o x t o t h e B s t u d e n t s . A s k a B s t u d e n t Is there a pedestrian crossing? a n d e l i c i t Yes, Yes, there is. P o i n t o u t t h e t i c k i n t h e pedestrian crossing b o x t o t h e A s t u d e n t s .
newsagent's
•
Tell st ud en ts
to wo rk
in pairs to
an sw er
places in the ir bo x.
Re mi nd
chemist's
11
hairdresser's
12
post office
t he m
13
pedestrian crossing
appro priat e.
14
hospital
Drill di ff ic ul t wo rd s an d
to
ab ou t th e
elicit
ask and
10
que sti ons
and
pu t tick s or crosse s in th e C ir ir c u l a t e t o
he he l p w i t h
boxe s
as
pro nunc iat ion.
lines as a class
if
necessary. •
Ask
co nf id ent
partner 's
pictu re,
picture. A N S W E R S 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
st ude nts
6
There aren' t any
7
There are
8
There isn' t
e . g .
to
repo rt back
ab ou t
thei r
There isn't There isn't a square in in Maria's
The re' s a ho te l on Ge or ge
23
Photocopiable p.196
1
Aim:
To pract ise
2
Activity type :
3
Time:
4
Instructions:
15 -2 0
•
Mak e one
•
G ive th e
des crib ing
Guid ed
t ow n
wr iting
minutes
copy
stu den ts ma p.
a
of th e wor ks he et a co py
Ask
for each
of th e wo rk sh ee t.
dif fer ent
st ude nts
st ud ent .
Fo cus
que sti ons ,
on
Aim:
2
Activity type:
3
Time:
4
Instructions:
m a p in t h e
M ake
•
G ive
i n
quest ions asking •
in pairs
exercise 1.
indi vidu al
S tar t read ing ans wer
an d ask t he m
to
Chec k th e ans wers
tex t.
t h e t e x t i n
Otherwi se,
exercise 2. E l i c i t t h e g a p George George Street. W i t h a
th e te xt
ask the
indi vidu ally .
stud ents
Circulate to
to
•
whole
com pl ete
help wit h
read ou t sect ions
ask dif fer ent
of th e co mp le te d
a ny
•
• A N S W E R S
3
It's on Marke t Str eet . It's bet wee n The Red Cafe and Sue's Cafe.
4
Green Street , George Stree t, Market Street , Albe rt Street
5
a book shop , a shoe shop, a chemist's It's on Green Street. / It's It's next to the shoe shop .
7
It's on Albe rt Street. / It's next to the car park.
8
King's Square
Cafe. There's a hairdresser's on Green Street. It's between
•
They're called The Red Cafe an d Sue's There's a book shop
Put
stu den ts
the
rem aini ng
F o r
As
on.
box.
ga pp ed
if
exercise 2,
class to
t he g e t ,
cros s o u t
the
them.
ask t he m
st ude nts
to
to
co mp le te Check
read ou t
the
the ir
Drill difficult word s
and
ne ce ss ary .
ask st ud en ts to
practise th e
an ex te nsi on ,
find
conv ersa tion s.
convers atio ns.
as a class
can
g ap pe d
E l i c i t t h e w o r d s
Tel l t he
in pairs and
by aski ng
wor k wi th
con ver sat ion s in
wri te th e fol low ing
a
ne w
pairs.
word s
on
t he
bookshop, post office, bank, hairdresser's.
pla y a co nve rsa ti on
As k st ude nts
Ask
to
wit h
role play wro te
co nf id en t st ude nts
A N S W E R S
the chemist's and the police stat ion.
car park on Albe rt Street . It's next to the hospital. There's There's a car
Square.
read ou t th e first
word s in th e
con ver sat ion s to th e
betwe en the cafes. There's a shoe shop
a museum at the end of Albert Street.
to
Tell stu den ts th ey
ot he r places yo u It's called The Royal Hotel. There
on the corner of Green Street and George Street.
se nt en ce s,
a co nfi de nt
st ude nt :
Yo You
Exercise 2 are two cafes on Market Street.
Elic it
a nd
Excuse me. How do How do I get to the bookshop? Go down here to the traffic lights. Student Go Turn Turn right. Go Go down to the police station. Turn Turn left. It's on the right. Thank you.
•
There's a hotel on George Street.
st ud ent .
Ask
th e shop s
ma p.
b o x as t h e y f i n d
Yo You
6
on th e
w o r d s i n t h e
Role
The Red Cafe, Sue's Cafe
describe
and
board:
Exercise 1 The Royal Hot el
can see
stu den ts
par tne r to
te xt .
1
of th e wo rk sh ee t.
st ude nts to
com pl et ed
st ude nts
2
a co py
traffic lights,
line s
W he n th e class has fin ish ed, to
A sk t wo
answ ers
prob lems . •
conversatio ns
co py of th e wo rk sh ee t for each
st ude nts
miss ing
by
w e a k e r c l a s s , c o n t i n u e t o d o t h i s w i t h t h e
dire cti ons
minutes
co nve rsa ti on.
th e
student s.
to th e first
giv ing
e.g. There's There's a bank. bank. There's a supermarket. supermarket. The supermarket is opposite the the hairdresser's, etc.
same
ans we r
one
aski ng for and
Gap ped
pla ces t he y
•
Pu t st ud en ts
15 -2 0
dif fer ent
w a y . •
To pract ise
•
e. g.
st at io n?
Photocopiable p.197
1
Where's Where's the bookshop? Elicit: It's on on Green Green Street. It's between the chemist's and the police station. A s k a b o u t o t h e r p l a c e s o n t h e
H o w do I ge t to th e pol ice
24
St re et
There's a mark et in King's
It's oppo site the hairdresser's.
1
get
2
traffic lights
3
on
4
Take
5
chemist's
6
down
7
left
8
Excuse
9 10
137
Go Turn
con ver sat io ns
on th e to
b oar d.
act ou t
class.
the ir
ab ou t
th e
Fu rn it ur e an d par ts of a
25 1
Photocopiable p.198
Aim:
To practi se th e vo ca bu la ry
parr ts of a
Activi ty type:
3
Time:
4
Instructions:
15
Ma tc hi ng
Mak e on e co py
•
Briefly
th e
th e correc t
mat ch
gi ve n.
a co py
th e
obj ect s
of th e
part s of th e
e.g .
mi me
sle epi ng
exercise 2, the
nu mb er ed
and
put
ho us e wi th by
elici ting
to
tell yo u
and
e l i c i t
in a
3
Time:
4
Instructions:
an
•
P ut
wo rd s
•
pairs
with
Chec k th e
and
are go in g to
item s on
th e
read ou t
t h em
•
pictur e.
Read
nam es
F o r
dra w
to
eac h
If th er e are an y di ffe ren ces ,
eac h •
hol d
t h e
S tu de nt s
pairs.
up a
spare
ask
Tell stud ents
it em s in th e
to
con tin ue
pic tur e in th e sa me
Tell
them
A
and
B bo th
have
to rewri te
Circulate to
s ent enc es
t he m,
help and
expl ain
be twe en
tha t the re are
St ude nt
Tell st ud en ts
to
pairs to kind
A and
thr ee
an sw er
out th e
diff eren ces.
of que st ion s th ey
a co nf id en t st ud en t
fo rms .
St ude nt
ask an d
find
check
A r e
nee d
t h e
to
t w o
m e n
ask an d an sw er in pairs to Circulate to
•
talki ng
A sk co nfi de nt stu den ts to
help wit h que st io ns
t he
pro nunc iat ion . as a class
if
report bac k, e.g . an
A
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. stude nt
for
set up
and
fi nd
necessary.
might
s a y In
a A N S W E R S
a c t i v i t y .
b e d .
at th ei r pic tur es.
stude nts
Drill di ffi cul t wo rd s
Say: flowers. Elicit: The flowers are on the table. Say: jeans. Elicit: The jeans are o n
exercise 2,
differences .
it em .
pairw ork
c or res po ndi ng
stud ent s are usin g th e corre ct ver b
que st ion s in the ir
•
in
prep osi tio ns,
A
sitting in the cafe? Elicit: Yes, they are. Ask: Are they drinking coffee? Elicit: Yes, they are.
point t o the correct position
To giv e fur the r pract ice wi th
lo ok
stu den ts
ask by ask ing
ou t th e fi nal se nt en ce ,
co mp ar e the ir dra win gs
w o r k s h e e t a n d
to
B's pic tur es.
6
stu de nts
ou t th e
role of
e x a m p l e s e n t e n c e .
De mo ns tr at e th e
read
th e
w or ks he et .
ar e f a l s e . A s k
differences
4
ha ve
Han d
t wo
half .
pair s. As si gn
st ude nt .
cover the
th at
twice.
yo u
eac h
w o r k i n g i n d i v i d u a l l y .
2
W h en
in A / B
an swer s
out
fi ndin g
of th e wo rk sh ee t for eve ry
th at
to
th en
pict ure
th e
1 The bag is in front of the wardrobe. The cat is behind the sofa. 3 The keys are on the washing machine. The sugar is in the cupboard. 5 The book is next to the bath. The mobile phone is under the sofa.
•
st ud en ts
E xp lai n th at
s om e
th e st ude nts
inf orm ati on
Say: Look at the cafe. The men are drinking cola. Elicit: They aren't drinking cola. They're drinking coffee.
to
ro om ,
eliciti ng th e
con tin uou s
Cut th e wor ks he et s in
As k st ud en ts
acti vit y
an d ask
prese nt
m in ute s
half of th e
bedroom.
of th e fur nit ure
and th at yo u wa nt
miss ing
15
Mak e on e co py
•
t ha t y ou
sent ence
th e di ffe ren ces
t he m
nam e of th e
st ud en ts in
names
Ask
th e
mi mi ng
item s in th e pictu re.
sen ten ces th e
Correcti ng
stu den ts .
fur nit ure.
E xp la in
Activity type:
by
wor ks he et .
by caLLing ou t th e nu mb er s
•
of fur nit ure
To practise the
or B to
askin g st ude nts
of th e
2
•
coffee?
Photocopiable p.199
Aim:
wor d.
Che ck th e answ ers
mat ch
st ud ent .
A r e t h e y d r i n k i n g
1
pic tures
of th e wo rk sh ee t for eac h
and
to
wit h
use of dif fer ent
Gi ve stu den ts
F o r
wor ds
revise th e vo ca bu lar y
mi mi ng
•
an d
m inu tes
•
to
of fur nit ure
h ou se
2
•
26
h ou se
Exercise 1 Student A
ab ou t
wa y.
A N S W E R S
1
The men aren't drinking cola. They're drinkin g coffee.
2
The woma n isn't eatin g a sandwich. She's eating a pizz a.
3
The boys aren't talk ing. They're playing foot ball .
4
The man and the woma n aren't having a rest. They're playing tennis.
Exercise 1 kitchen
C
5
The wom an isn't sitt ing. She's running .
bathroom
B
6
The man isn't reading a book . He's reading a newspaper.
hall
E
Student B
living room
D
1
The men aren't drinking cola. They're drinking coffee.
bedroom
A
2
The woma n isn't eating a sandwic h. She's eating a pizz a.
Exercise 2
3
The boys aren't talk ing. They're playing b asketbal l.
4
The man and the woman aren't playing tennis. They're talk ing.
1
curta ins
8
dishwasher
2
ward robe
9
cooke r
5
The woma n isn't having a rest. She's running .
6
The man isn' t read ing a newsp aper . He's tal kin g on his mobile
3
washbasi n
10
wa sh in g ma ch in e
4
fridge
11
sofa
phone.
5
microwave
12
carpet
Exercise 2
6
cupboar d
13
armchair
The three differences are:
7
sink
14
mirror
•
In Stud ent A's pictur e th e man on the grass is readi ng a newspaper. In Student B's picture he's talking on his mobile phone.
•
In Studen t A's picture the man and the woman on the tenni s courts are playing tennis. In Student B's picture they're talking.
•
In Student A's picture the three boys are playing fo otb all. In Student B's picture they're playing basketball.
137
Th er e' s a mi rr or on t h e w al l
27 Aim:
2
Activit y type :
3
Time:
4
Instructions:
To pract ise wri ti ng
15
•
Gi ve stu den ts
ma ke ov er
of th e wo rk sh ee t.
for a ro om .
the
Give
questions to
Lesson 27
•
o f t h e
ne w ideas .
exercise 2,
swap
their
can
ti me
the
to
read
4
Instructions:
•
put
st ud en ts Exp lain
gap ped
in
that the y
tex t with
of
on the
first ga pp ed
help th em
to com ple te
t he m
with
spel ling
e.g.
and
read ou t so me
the
voc abu lar y.
Pu t st ud en ts
in A / B
or B to
st ude nt.
th em
tha t
•
F o r to
yo u
of th e co mp le te d
guess wh os e ideal
texts
carpet is white.
there are some expensive
to
•
aren' t
and
ask
rooms th ey
are.
the room,
a big wardrobe,
sent enc es:
ea ch
th e role of
ou t th e
Ex pla in
th at
and
Mik e Sue
and
and
and to
ask stu den ts
oth er wit h
help
each
When
they
B st ud en ts
ch an ge
wr it e d o wn
to th e
read
books.
Mik e
class.
137
Hello, Sue. Where are you doing? Would you like some help? That would be great.
Let me give you hand. Thanks a lot. What colour are you paint ing the walls? Pink and yellow. Really? Very nice ...
ou t th e
stud ents
I'm decorat ing my flat .
I'm movi ng the furniture.
Sue
hav e
lines th ei r
spel lings
have finished,
to
partner s and
Ask con fid ent
What are you doing first?
Mik e
in
to
get lines
to
c onve rsa tio n.
Sue Sue
Ge t
to dic tat e the ir
lines and
con ver sat ion
up.
che ck st ude nts
ea ch
com pl ete
of
Circul ate
ot he r in pairs . Th ey
A an d
e ach
o rder.
Mik e Mik e
th ey
half are ju mb le d
pro bl ems
A
co rre sp ond ing
tha t so me
A N S W E R S
In the wardrob e/cupb oard there' s/there are a
a TV, and a lot of
any
As k st ude nt s to
th e
On the desk /tab te there's /there are an
stereo
t he
make
rewri te the ir sen ten ces .
con vers ati on.
the curtai ns are blue, and the floor/
Ther e's/ Ther e are also an expensive
to
w ork she ets ,
On the walls the re' s/t here are a big mirror
computer.
lot of clothes.
H an d
in the ir
exercise 2,
check the
Sue
nice pictures.
to
di ff er ent
ANSWER The walls are yellow,
half.
As si gn
half of a co nve rs ati on
mis sing
there's/there are a big mirror. collect th e
in
t wo
sen ten ce s on
pair s.
use d th e cor rec t wo rd
circ ulate
Re mi nd
In my partner's ideal room, there's a bed, a sofa,
a desk.
each
help wi th
Mik e SAMPLE
Cut th e wor ks hee ts
st ude nts
inf orm ati on,
desc rip tio n
W he n th e class has fin ish ed,
stu den ts to
of th e wo rk sh ee t for eve ry
Writ e th e fol low ing ju mb le d
ha ve
sent ence
th e te xt ,
transfe rring
cross ou t th e wor ds in the relevant ,
Mak e on e co py
w h e r e n e c e s s a r y .
are co mp le ti ng
conv er sa ti on
m in ute s
half of th e wo rk sh ee t.
abo ut
th e sent ence
in a
help
Would you like some help? and That would be great.
board.
Whil e st ude nts
wit h
15
th e sen ten ces by writin g the
wor ds
Elicit th e corre ct orde r of wor ds
th e boa rd:
and
Reo rde rin g
acc ep tin g
you / help? / Would / some / like be / That / great. / would
ha d
s hould
infor mati on
offers and
boa rd:
voc ab ula ry
pairs an d ask
ma ki ng
dict atio n
Time:
ab ou t
or th in k
help wi th
pract ise
3
vocab ulary .
use th e ide as th ey
Circula te to
Use this inf orm ati on
•
Activity type :
partner.
w r o t e
To
stu den ts .
etc.
to
2
•
In my partner's ideal room, there's T h e n a s k a s t u d e n t What furniture is in your partner's room? E l i c i t t h e i r a n s w e r , e . g . a desk, a bed, a big wardrobe, an armchair,
•
Aim:
ide al
Student's Book
work shee ts.
D emo nst rat e on
1
•
com plet e the
•
stu den ts
and check
Exp lai n
spelling.
F o r to
on th e
s tu de nt .
co mpl et e th e ques tion nair e
th ei r id ea l ro om . Th ey
and
writin g
of th e wo rk sh ee t for eac h a co py
Ask stud ents
so me
gui ded
hel p?
Photocopiable p.201
the n
it sh ow s a que st ion nai re
th ro ug h
i n
ro om
m in ut es
Mak e on e co py
th at
ab ou t a
Ques tio nnai re the n
•
•
28
Photocopiable p.200
1
Wo ul d yo u like s o me
practis e to act
th e o ut
Wh at 's th e
29 1
Aim:
2
Activit y type:
3
Time:
4
dat e?
To practi se
15
mo nt hs
Writ ing
and
dates
dat es the n
gap pe d
sent ences
m inu te s
Instructions: M ak e one
copy
of th e wo rk sh ee t for each
•
Writ e th e fol low ing
inf or ma ti on
on
th e
st ude nt.
boa rd:
Aim:
2
Activity type:
3
Time:
Po in t to
14
and and
elicit
the
elic it th e
•
Give stu den ts
-
need
any
th ey
Stu den ts Wh en
big
the can
co rrect •
ask th em
Pu t
to wo rk
dat es in tw o
•
to ge th er Expl ain
th at
dif fer ent
way s
say. Cir cul ate to
bu t ask ing
dif fer ent
Writ e t he m
chec k the ir
ha ve fin ish ed,
s tud ent s
7 8
f ir s t p i c t u r e .
on th e
bo ard
so
As k
Ask: Can they
ask co nf id ent
exercise 2. stu den ts
to
•
se nte nce s.
sen ten ces
for pict ures
1
to
wri te
pic tur es.
sen ten ces
Circ ula te to
hel p
by as ki ng
st ud en ts
to
read
ou t
answ ers .
Can you speak Italian? Elicit: Yes, I can./No, I can't. D r il l t h e p r o n u n c i a t i o n o f can A sk a st ud en t
and
short
can dist ingui sh
can't i n
th e sh or t
St ud ent s th en
pictu res.
sp elli ng. c o m p l e t e
th e ex am pl e
wor k ind ivi dua lly
answ eri ng
sta nd
up and
Tell stu den ts
to
five
mi nut es.
min gle ,
write
sur e o f
c a n
aski ng
a nd
activities in
th e
do wn
the
name s
Set a tim e limit of
class bac k to ge th er
can do wh at .
Ma ke
pro nunc iati on
question s ab ou t the
can do each activity.
B rin g th e
answ ers.
the
ans wer s.
w h o
w h o
to
re po rt
bac k
Ask different questions
of
about
on
in
Anna, can Eduardo play the piano? Elicit: Yes, he can./No, he can't. T h e n a s k Leila, can you and Pavel use a computer? Elicit: Y e s , we can. /No, we can't. /I can use a computer, but Pavel can't,
17 th January 23rd December
pra cti se a ran ge
of fo rm s,
e.g .
etc.
31 st March the 31st of March
6
of th e wo rk sh ee t.
at th e
Ch ec k th e ans wer s
a n d
hel p
the twenty-third of December
5
look
on
stud ents
the seventeenth of January
4
a co py
st ud ent .
vocabulary.
ord er to
3
ming le
of th e wo rk sh ee t for each
in th e que sti ons
A N S W E R S
2
to
Stud ent s
w i t h
•
date s.
read ou t the ir
1
abilities
2.
the ir
on th e wor ks hee ts .
wor k indivi duall y to
th ey
sente nces th en
ab ou t th e rest of th e
problems.
to te ll y ou
•
•
bub ble .
an d w h a t we
Che ck th e ans wers
th at
and elicit th e
of th e wor ks hee t.
to wri te th e wri te
N o w dr aw a
and
the fourteenth of January.
in pairs and
wh a t we
w i t h •
a co py
writ e th e dat es
th ey
January. d a t e 14th. Write:
on th e boa rd
in th e spe ech
stu den ts
stu den ts
f u l l m o n t h
un de r th e cal end ar.
w a y t o s a y t h e d a t e -
to
ab ou t
mi nutes
Mak e on e co py
at te nt io n
bu bb le
Wri te this
Writ ing
to talk
play rugby? Elicit: Yes, they can. T e l l s t u d e n t s t o l o o k a t t h e s e c o n d p i c t u r e . Ask: Can he change a wheel on a car? Elicit: No, he can't. F o c u s s t u d e n t s '
January 14th spe ech
can/can't
Instructions:
12
G ive
15 - 20
stu den ts
lues 13 Wed@ Thurs 15 P o i n t t o Jan
•
T o p r a c t i s e
•
Jan Mon
r ug b y
Photocopiable p.203
1
4
•
T h e y can pl ay
30
Photocopiable p.202
A N S W E R S
22nd Octo ber
1
the twenty-second of October
2
He can't change a wheel on a car.
3rd Augu st
3
She can speak Itali an.
the third of August
4
He can use a com put er.
They can play rugby.
18t h November
5
She can't play the pian o.
the eighteenth of November
6
They can't swim.
3rd Jul y
7
He can make a cake.
the third of July
8
They can do judo.
9
The y can driv e.
16t h February the sixteenth of February
10
137
He can't use a digi tal camera.
Mak ing an
31
Photocopiable p.204
1
Aim:
2
Activity type:
3
Time:
4
Instructions: •
To practise mak ing
15 -2 0
M ake
co py
eac h
on th e first
•
work sh ee t for eve ry in
line of th e l i n e Mr
Brown's office
to cross it ou t in th e
co nt in ue
wit h th e
Ask
to
half an d
tw o giv e
co nv er sa ti on .
st ud en ts
st ude nts
o ne
practi se th e
to
check
t wo
underline the
Tell st ud en ts
Bra ins tor m
words
Put
help
/at
on
•
G ive
stu den ts .
wit h
e.g. at a
mak e
w it h a
•
As k th e A st ude nts
and to
and th e
list thr ee
B st ud en ts
dat es for the ir diary,
w i t h i d e a s a n d
conv ersa tio n.
in the ir
e.g.
to
a
list
t wo
in London 1-9
lists. Circul ate to
pronunciation.
Ask
r o le s a n d con fid ent
mak e an ot he r
usin g
help
Students who
finish
ne w
pairs of stud ents
act ou t the ir ne w con ver sat ion s to th e
to
class.
A N S W E R S 1
Mr Brown 's office.
2
Can I make an app oin tme nt with Mr Brown , please?
3
I can't make tha t.
4
at a conf erenc e
5
Yes, that's fine.
6
Thank you .
the
the
who le
c l a s s -
Elicit
Could a n d are. pai r to
bo x.
co nt in ue
conve rsati ons. by
ask ing
diff er en t
pairs to
read
conve rsat ions.
i n
to
ma tc h
exercise 2. questions
an ex te ns io n,
class.
1
Could
2
are
3
have
4
help
5
please
6
turn
7
use
8
course
Exercise 2
B
poss ible
role pla y ne w co nve rsa ti ons
can sw ap
from
students
Exercise 1
August, on holiday 22-26 August. th e in fo rm at io n
read ou t th e first co nve rs ati on.
pairs an d ask eac h
A N S W E R S
the
t wo
in
in
role
call er to
Ask
Pu t st ud en ts
stud ents
mak e
th e
of th e wo rk she et .
th e co nve rs ati ons
with
th e
Check th e
a nswe rs.
abo ut the
convers atio ns
to
elicit req ues ts t h at
can
be
used
Could I use your pencil/ dictionary? Can you turn up the CD/cassette player? Could you open /close the window?, e t c . E n c o u r a g e
we dd in g/ aw ay /o n
to th e A st ud en ts
to
a co py
st ud en t.
cross ou t th es e wo rd s in th e
As
m or e
Ass ign
matc hing
c h e c k c o m p r e h e n s i o n , e . g . 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.
inf orm ati on.
pairs.
then
to
Ask
work she et.
unabl e to
conversations
Tell st ud en ts
pictures
et c.
in ne w A / B
Telll stu den ts
to
Tell stu den ts
Tell st ude nts
on their
differ ent
dat es for a me et in g im po rt an t
stu de nts
out their
•
request s
of th e wo rk sh ee t for each
C hec k th e ans wer s
i nf or ma ti on
th e boa rd.
inf orm ati on
a me et in g,
st ude nts
quic kly
M ak e on e co py
•
pol ite
mi nut es
•
W h o
lines as
Gap ped
in th e cla ssr oom ,
reasons for be ing
of sec ret ary
•
Instructions:
15
com pl eti ng
e . g .
and
writ e th e fol lo win g
an appoi ntmen t,
•
4
•
Circul ate to
t he y are go in g to
conv ersa tion s
hol ida y
Time:
co nf id en t
com pre hen sio n,
ma ki ng
pictures
3
•
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 •
Activit y type :
ne ces sary .
fro m th e co nve rsa ti on to
2
to
c onv ers at io n.
Drill diffi cult
As an ex te ns io n,
To pract ise
th e answ ers
c onv er sa ti on.
by ask ing
co nve rs ati on.
pr on unc ia ti on .
•
Aim:
t el l
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. F o r exercise 2, 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
class if
1
stu den ts
an d
pl ea se ?
Photocopiable p.205
Elicit
box . Tell t h e m
rest of th e
read ou t th e
quest ions
Can I use y o u r p en ,
w i t h
st ude nt .
Che ck th e answ ers
•
conversat ion
of the
th e first mis sin g
•
ap po in tm en t
Cut th e wor ks hee ts
she et to F oc us
Gap ped
an
minutes
one
stu den ts.
•
32
ap po in tm en t
137
3
b
4
c
2
d
5
e
1
to
e . g .
make the se
requests wh en
appr opri ate
He 's a
33
34
ch ef
Photocopiable p.206
1
Aim:
To practise iden tify ing
2
Activi ty type:
Lab ell ing
and talk ing
th en
ab ou t
ch oos in g th e
1
jo bs
2
Time:
4
Instructions:
15
Mak e one
•
G ive to
copy
stu den ts
look
of th e wo rk sh ee t for eac h a co py
at t he
•
a n d e l i c i t
St ude nts
of th e wo rk sh ee t.
pict ures .
pictu res in ra nd om
3
s tud ent .
Ask
t he m
As k ab ou t th e jo bs
order.
For ex am pl e,
in
a st ud en t to
•
3
Time:
4
Instructions:
th e •
sente nces
co mpl ete
the
with
flight
exercise
wr ite th e fol lo win g
• list of
jobs
stu den ts.
Cut th e wor ks hee ts
desc rib e an d
guess
ne ed
pre sent
or B to
co mp le te
flight attend ant
6
lawyer
7
manager
8
shop assistant
9
bus driver
th e •
manager waiter
4
nurse
5
mechanic
6
shop assistant
or th e
half.
sen te nce s
on
th e
pre sent
bra ck ets
in
co nt in uo us
Elicit th e mis sin g verb s
in A / B
pair s. As si gn Ha nd
th e t wo
to
f l y
and
ver bs in bra ck ets .
th e role of
out th e
Tell each
descr ipt ions
t he
Wh en
st ude nts
answ ers st ud en ts
or pre sent
st ud en t
to
in exercise
to
A
cor res po ndi ng
co nt in uo us
Cir cul ate
wi th
have fin ish ed,
the wh ol e
to ta ke
1
using
for m
help wi th
so th at
exercise 2.
w i t h •
any
of
an y
chec k
to read
can
tell
out
co mp le te
stu de nts
be tw ee n t he m.
to
the
th ei r the ir
wor k
tex ts
ou t
Circulat e to
the help
queries.
stu den ts
A N S W E R S Student A 1
repair
2
aren't workin g
3
're drinki ng
4
teaches
5
gives
6
isn't teach ing
Student B
137
th ey
Enc our ag e
Ch ec k th e an swe rs dif fer ent
do n't
class. In st ea d,
it in tu rns
corre ct ver b for ms
flight attend ant
3
t wo
probl ems.
Exercise 2 2
sim ple
pre sen t sim ple
i n
5
in
use th e ver bs in
th e
des crip tio ns
mechanic
to
eac h st ud en t.
pilot
4
ga pp ed
th e te xt .
1
chef
in for mat ion
of th e wo rk sh ee t for eve ry
half of th e wo rk sh ee t.
Exercise 1
1
co py
P ut st ud en ts
A N S W E R S
police office r
th en
'm not working.
work ing
j o b s .
2
pre sen t
mi nu te s
co mp le te
answer s.
it in tu rn s to
3
descrip tions
Mak e on e
th e
pilot, waiter, waitress, chef, nurse, mechanic, shop assistant, flight attendant. D e s c r i b e o n e o f t h e j o b s . Say: This person cooks food. Who is it? Elicit: a chef. 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 to ta ke
20
st ud en ts
on th e boa rd:
t he m
and
I'm a pilot. I (fly) planes every day. I (not work) at the moment because I'm on holiday. E x p l a i n t h a t
se nt en ce
t h e c o r r e c t a n s w e r
Chec k th e
A s an ex te nsi on,
Ga pp ed
Writ e th e fo llo win g
answers.
read ou t th e first
exercise 2. E l i c i t attendant. S t u d e n t s indi vidu ally .
pre sen t sim ple
board.
wor k indivi dually to co mpl et e the
i n
To pract ise th e
Activity type:
chef.
v o c a b u l a r y a n d s p e l l i n g . C h e c k t h e A sk
Aim:
•
s a y Picture
w i t h t h e n a m e s o f t h e j o b s . C i r c u l a t e t o h e l p
•
Photocopiable p.207
gap
m in ut es
•
London
conti nuous
correct
w o r d s
3
Th ey dr ive bus es in
1
likes
2
isn't working
3
's driv ing
4
drive
5
aren't driving
6
're eat ing
wi th to
th e wh ol e class by
read ou t the ir
a sk ing
de scri pti ons.
I en j oy m y
35
job
36
Photocopiable p.208
1
Aim:
To pract ise tal kin g
2
Activit y type:
3
Time:
4
Instructions:
15
ab ou t
Answe rin g
jo bs
questions
abo ut
a
tex t
m inu tes
•
Mak e one
•
G ive
copy
stu de nts
of th e wo rk sh ee t for eac h a co py
of th e wo rk she et .
st ude nt.
Focus
•
A sk
ph ot o
of th e
co nf id ent
te xt
read ou t sect ions
while th e oth ers foll ow.
pre -re adi ng
Aim:
2
Activity type:
3
Time:
4
Instructions:
on
quest ion s
of
Elicit answ ers to
at th e end
As k st ud en ts the
answe r
to
look
•
His name's Carlos.
th e
A s k t w o
1
The y answ er the th ey
shoul d
Whe n
•
help wi th
st ude nts
st ude nts
to
read ou t the ir
in the ir
pa irs.
job?
ind ivi dua l
•
Dem ons tra te
the
o ther' s
act ivity
Say: Carlos is Italian. Elicit: False. He's Spanish. P u t s t u d e n t s i n d i f f e r e n t
w i t h
a c o n f i d e n t s t u d e n t .
pairs an d tel l t he m
to
co nt in ue
and
in th e sa me
to
loo k at th e ph ot o.
Whe n
ask stu den ts
•
Ask
He lives in Madrid.
As k :
W h o
class to
a r e
a cl ue to
to
th e
fin d th e
line .
se nte nce
a clue.
wor d in th e fou rt h
aloud
tog et her
mis sing
sen ten ces
are t wo
sen te nce s th at
and
in th e bo x. th ey
hav e fin is hed ,
to
to
read
ident ify
Expl ain
don 't
ask t wo
Drill dif fic ult
th e
need to
t her e use.
co nfi de nt
wo rd s an d
to
chec k
lines as a
Enc ou rag e st ude nts
of th e charac ters
t he
th at
read ou t the ir co nve rsa ti on
th e an swe rs .
line
E l i c i t t h e w o r d worried.
conv ersa tio n
th ey
f ou rt h
mis si ng
miss ing
the
gap ,
read th e
in pairs an d tel l t he m
stu den ts
wa y.
get to th e first
stud ent s wh ic h
th e feel ings
2
th ey
Pu t st ud en ts
Wh en
A N S W E R S His name's Carlos.
on e
Elicit: Are you worried about your new
class if necess ary.
1
give
students t o start reading
the n te ll th e
i n t h e b o x .
th at
answ ers.
to tes t eac h
t wo
st ud ent .
confident
ga ve t he m
ask
work she et s in hal f and
line in or de r t o fi nd The n
an swer s.
ask st ude nts
ab ou t Carlos.
Explain
eac h
co nve rs at io n.
accur acy.
hav e fin ish ed,
A s an ex te ns io n, me mo ry
toge ther .
use full sen ten ces
Circul ate to •
ques tions
in
conversat ion
the people? Elicit: They're boyfriend and girlfriend.
Elic it
Pu t st ud en ts
pro blem s
of th e wo rk sh ee t for eve ry
Cut the
As k stu den ts
pa use at th e first qu es ti on .
Gap ped
ab ou t
m in ut es
she et to
(Spain, a tour guide). •
15
stu den ts.
th e
of par agr aph
To practise talk ing
Mak e on e co py
m a n .
stud ent s to
Photocopiable p.209
1
•
Ask: Where do you think he is from? What do you think his job is?
th e
A r e y o u w o r r i e d a b o u t y o u r n e w j o b ?
to
by usin g
exp ress
app rop ria te
into nati on. F o r
•
exercise 2,
tell stu den ts
3
He's a tou r guid e.
co nve rs ati on
4
He talks to schoolchildr en and tourists in castles and palaces.
in pairs. Ask
act ou t th e co nve rs ati on
He's in Tol edo .
A N S W E R S
6
He's having a brea k. He's having a cup of coffe e and eatin g a
1
sandwich.
2
I'm only tryin g to help.
7
He goes to a lot of places and meets a lot of peop le.
3
What's the problem?
8
He travels a lot and he's oft en away from his famil y.
4
I can't expl ain.
137
practise
co nfi de nt to th e
He travels to other cities. 5
to
Are you worried abo ut your new job?
t he
stu de nts
class.
to
Pla ces t o go an d
37 1
ev en ts
38
Photocopiable p.210
Aim:
To practi se tal kin g
ab ou t places to
go
an d
event s
2
Activity type:
3
Time:
4
Instructions:
15
Lab ell ing
pictur es th en
pai rwo rk
m in ut es
M ak e on e co py
•
G ive
stud ent s
of th e wo rk sh ee t for eac h
Aim:
2
Activity type:
3
Time:
4
Instructions:
a cop y of th e wo rk sh ee t.
pic ture s in ra nd om
orde r an d elic it th e
•
s tud ent .
Call ou t na me s
t he
of
Say: Picture 4 a n d e l i c i t the beach. Say: Picture 2 a n d e l i c i t an art gallery, e t c .
th e
p l a c e s o r e v e n t s .
Mak e sure stu de nts -
use
a s t h e y a p p e a r i n
a
and
t h e
lesson 37
ap propriately
o f t h e
Student's
Book. •
St ud en ts
•
C hec k th e ans wer s the
•
wo rk
ind ivi dua lly
correct order
Bef ore
ste ms
call ing
label th e ou t th e
pic tures.
pic ture s
in
writ e th e
Ask
differ ent
stude nts
•
•
Pu t st ud en ts ans wer
•
in pairs an d te ll t he m t o ask
que sti ons
W he n th ey
have
in th e sa me fin ish ed,
•
e.g.
look
the the atr e/a play
2
an art galle ry
3
a foot ball match
4
the beach
5
a sho w
6
a shopp ing centre
7
the zoo
8
a club / a disc o
9
the cinema / a film
10
a music festival
11
a theme park
12
a concert
to wri te
in pairs and sen ten ces
th em
mi ss ing
it in th e
ask t he m
to get her .
have fin ish ed,
dif fer ent
stu den ts to
wo rd
cor rec t
to
co mp le te
Circu late to
he lp
check th e answ ers
read
ou t th e
by
q ues tio ns
answe rs. st ude nts
d o
exercise 2,
a con fid ent
pictur es and
elicit whe re th at
shopping centre. A N S W E R S 1
Elic it th e first
Ask
wo rk she et .
stude nts
cov er th e
137
st ud ent .
problems.
activi ty wit h
and 1
at th e pic tur es.
on th e
Be fore
etc.
of th e wor ks he et .
place
and •
a co py
an d tel l st ud en ts
aski ng
a nd
A N S W E R S
ga me
f orm s.
Were
Wh en
Nicole likes going to concerts. We don't like theme parks, bac k ab ou t the ir part ner,
st ude nts
w i t h a n y
r epo rt
me mo ry
of th e wo rk sh ee t for each
of dif fer ent
th e ga pp ed
wa y.
ask st ude nt s to
co py
Put st ude nts
e.g.
Do you ever go to concerts? How often do you go to a football match? Do you like shopping centres?
the n
b e
m in ut es
one
G ive to
quest ions,
sente nces
t o
(Juan), were you at home yesterday? Elicit: Yes, I was./No, I wasn't. I was (at school). A s k a n o t h e r s t u d e n t . Was (Juan) at home yesterday? Elicit: Y e s , he was./No, he wasn't. He was (at school). A s k t w o s t u d e n t s (Marta and Jan), were you at the theatre on (Wednesday)? Elicit: No, we weren't. We were (at school). A s k a n o t h e r s t u d e n t Were (Marta and Jan) at the theatre on (Wednesday)? Elicit: No, they weren't. They were (at school). A s k s i m i l a r q u e s t i o n s t o p r a c t i s e a
bo ard :
com pl ete
Gap pe d
of
a s t u d e n t
A sk
•
fo ll owi ng
Do you ever go to ... ? How often do you go to ... ? Do you like ... ? •
15
range
exercise 2,
on th e
To pract ise usin g th e pas t sim ple
Make
1-12. d o
stu den ts
que st ion
by
to
t he at re ?
Photocopiable p.211
1
•
•
We re th ey at th e
Were / wer en't / were
2
Was / wa sn' t / was
3
Were / were n't / were
4
Were / was n' t / was
5
Was / wasn't / was
6
Were / was n't / was
demo nstra te
stud ent .
s e n t e n c e s . perso n
was :
Ask
th e
hi m /h er
to
Say: Picture 4. S h e
w a s
a t
t h e
Th e st af f wer e
39
Photocopiable p.212
1
Aim:
To practi se say ing
2
Activity type:
3
Time:
4
Instructions:
15
ho w
go od
so me th in g
was
Quest ionnaire
m in ut es
•
Mak e one
•
G ive
co py
st ude nts
st ude nts
of the a co py
work sh ee t for each of th e wor ks he et .
l o o k a t t h e p h o t o .
to
Elicit: A sports centre. im ag in e th ey da y and
to
were
to ge th er
th at
and
stud ents
•
Whe n w i t h
4
Instructions:
Circul ate to
hav e fin ish ed,
help
wit h
I t
•
w a s
th e qu es ti on s w i t h •
go th ro ug h
•
pro ble ms.
th e
ELicit full a ns we r s.
•
stu den ts
st ude nts the
pairs.
Tell t he m
to
ask an d
to
to
hav e fin ish ed,
ask
on e
W h o
a r e
Ask:
As k st ud en ts
to
look
at
elicit th e ord er of wo rd s in
th e
in pairs. Ask
th em
by ask ing
As k stu den ts
to
1 and
co nf id en t
2.
stu den ts
practise th e con ver sat ion s in wit h
pr onu nc iat io n.
l i n e s as a c l as s i f
an ex te ns ion ,
c on ti nu e
in con ver sat ion s
co nve rsa tio ns.
help
to
in the
diffi cult
necessary.
tell st ude nts
inf orm ati on
Drill
to
h elp
across
underl ine
t he
conve rsat ions :
Conversation 2 on Friday I'm working late. Saturday at 7.30 at my place
class.
•
Ask
st ude nts
ch an gi ng ow n
•
mak e
mor e con ver sat ion s
th e und erl ine d
ideas.
w o r d i n g
to
Wi th
we ak er
wor ds
using
by the ir
bra ins tor m
w i t h t h e w h o l e class first. Circulate
help stud ents
with
ideas and
As k co nfi de nt
st ude nts
co nve rs ati ons
to th e
to
act
class.
A N S W E R S
137
and
classes,
1
I can't make this evenin g.
2
I'm not doing anyt hing tomor row.
3
Shal l we go ou t on Friday?
4
What abo ut Saturday?
5
Let's meet at 7. 30 at my place.
pro nunc iat ion. ou t the ir
to
pairs.
Conversation 1 a meal this evening to the cinema tomorrow evening eight at the restaurant
co nf id en t
ask an d ans wer th e que st ion s
1 and
th e wor ds
foll owin g
a ns we r
gi ve n in exe rcis e 2. Cir cul ate
look at th e ph ot os .
read ou t th e
As
give
st ude nt. to
stu den ts
w o r d s a n d
For
t wo
I can't make this evening.
gap:
Circulat e to
que sti ons
pronunciation.
Whe n
each
Chec k th e answ ers
etc.
in
Cut th e wor ks he et s in half and
reord ering
a s k
Pu t st ud en ts
stu den ts.
Put
•
con ver sa ti on
of th e wo rk sh ee t for eve ry
they? Elicit: Two friends.
t he
an y
wor ds in a
co py
first
com ple te
Reo rde rin g
Mak e on e
quest ions
to
ar rang eme nts
mi nut es
Read th ro ug h the
8, e.g .
mak ing
A sk stu den ts
th e
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, •
15
co mp le te
a confident student.
exa mpl e,
Time:
to
wor k indivi dually
th ey
3
co nv er sa ti on
e L i ci t i d e a s f o r q u e s t i o n
que sti onn air e.
Activity type:
•
shoul d
etc.
Stu den ts
To practise
she et to
noisy. / The classes were expensive. / The swimming pool and the sauna were small, •
2
Ask
at th e spor ts cent re for
im ag in e the ir answ ers
th e quest ionnai re.
Aim:
•
st ude nt .
o 'cl ock
Photocopiable p.213
1
Ask: Where is it?
Expl ain
Le t' s m e e t at six
40
fr ie nd ly
ne w
ne w to
Sc ho ol
41
Photocop iable
1
Aim:
2
Activit y type:
3
Time:
4
Instructions:
p.21 4
To pract ise tal kin g
15
42
sub ject s
Labell ing
Mak e on e co py
•
Give stu den ts
subj ects
1
Aim:
pictur es th en
gr oup
2
Activity type:
3
Time:
4
Instructions:
w or k
of th e wo rk sh ee t for each a co py
st ud en ts
to
num be rs
of th e
th e nam es
of th e wo rk she et .
loo k at th e
pic tur es.
e.g.
Ask
Call ou t
pictures in ra nd om
of th e subj ect s,
st ud en t.
s a y
St ud en ts
wor k ind ivid ual ly to
th e sch ool subj ects .
G ive to
nex t to th e
F o r
•
on th e
word
dr aw
N o ,
on
on
bo ar d.
the
A r t
a sad
exercise 2,
co lu mn
se nt en ce s
wit h
of
story.
•
stu de nt
stu den ts
w r i t e s t h e
in to
ask and
Ask
ans wer
draw ing
as
Each
smile y and
•
smil ey
of
take
it
t he
faces
Circ ulate to
help
Drill t h e wo r d s s t u d e n t s
to
of thei r group s.
repo rt bac k For exa mpl e,
ab ou t J a n
w a s
good at French, Chemistry, Physics, and Biology. He wasn't very good at Art, Music, or English. A N S W E R S 1
Art
2
Geography
3
History
4
Music
5
Chemistry
6
Physics
7
Biology
8
Informatio n Technology (I.T .)
9
Cookery
10
English
11
Physical Education (P.E .)
12
Metalwork
13
Mathemat ics (Maths )
14
Science
15
French
137
wo rk
r e st o f
sim ple
th e
for m
is
per son s. by aski ng
ask st ud en ts
dif fer ent st ude nt s
Tell t he m
to
to
co ve r
retell th e st ory
pictures and t h e
to
1
Jack didn't get up at seven o'clock. He go t up at nine o'cloc k. He didn' t eat his breakfas t.
4
He drove to work.
5
He arrived at 11 o'cl ock.
in
6
His boss and colleagues had a meetin g.
7
Jack didn't go to the meet ing.
8
Sarah had lunch. Jack stopped work at eight o'clock.
10
Jack's colleagues ate in a restaurant.
11
Jack went home.
12
He cooked dinner.
pa irs,
cues.
c lass.
3
th e
retell th e wh ol e
2
9
have
necessary.
co nf id en t st ude nts
past
A N S W E R S
not.
As k
se nte nce s.
exercise 2,
t he
t he m
e xa mp le
to
for th e
th e
on
ab ou t sad
th at
As k a co nf id en t st ud en t to to
s tu de nt
The y th en
quest ion s
as app rop ria te.
pronunciation.
mem ber s
dra w
other members
in tur ns to
pro ble ms wi th •
sho uld
gr oup s of thre e.
on th e wo rk sh ee t.
in th e co lu mn s
F o r
se nt en ce s.
s tu de nt
at t h e sub ject s or
names of the t wo
sch ool subj ect s,
th em
for all
Ask
cu es.
read ou t th e
to writ e sen ten ces
Re mi nd
st ud ent .
2.
Che ck th e answ ers
•
2 an d th e
in pairs an d ask t h em
read ou t the ir
t o c o m p l e t e t h e ME
Th ey
the ir gr ou p
w i t h
If th e
nex t to th e subj ect s de pe nd in g
w h e t h e r t h e y w e r e g o o d Put
Pu t st ud en ts to ge th er
t he
1 and
j u s t u s i n g t h e
ask stud ents
1 an d
and
As k a
boa rd.
pi ct ur es
of th e wo rk sh ee t.
Picture 3
fac e.
th e wor ks hee t.
or sad faces
•
loo k at
a co py
a co nf id en t st ud en t to
Were you good at Art? Elicit: Yes, I was./No, I wasn't. I f t h e s t u d e n t s a y s Yes, d r a w a s m i l e y f a c e says
stu den ts
of th e wo rk sh ee t for each
elicit
wri te th e nam es
si mpl e
st ory
orde r and
Chec k th e answ ers
A r t
Picture
co py
th e sa me
Wri te th e wo rd
p.21 5
m inu te s
•
class. •
15
Mak e on e
•
l un ch
To practi se usin g th e past
•
t he
e l i c i t History. •
Photocop iable
ab ou t sc hoo l
m inu te s
•
He di dn 't ha ve
s tor y
School
43 Aim:
To practi se wri ti ng
2
Activit y type:
3
Time:
15 -2 0
ab ou t
Que sti onn aire
sch ooL day s
the n
guid ed
writ ing
minutes
Instructions: •
Mak e one
•
B r i e f L y r e v i e w t h e s c h o o l s u b j e c t s f r o m
4 1
copy
of th e wo rk sh ee t for eac h
st ud ent .
Aim:
2
Activity type :
3
Time:
4
Instructions: •
Lesson
•
G ive
•
th em
to
co mp let e the
Circulat e to •
W he n
of th e wo rk sh ee t. ques tion naire
help wit h ideas
th ey
hav e fin ish ed,
thei r com ple ted
and
quest ionna ires
wit h a
t he
na me
A s k t h a t s t u d e n t ' s
partner
(Yoshi's) first school? it in th e se co nd
gap .
Tell st ud en ts
ab ou t the ir part ners
to
th e te xt .
th e wor ds
in th e
Wh en
th ey
com ple ted
the •
Re mi nd
to
wri te
use
t he
th em
to cross aren' t
wa y out
re leva nt, •
hav e fin ish ed, descript ions
co nf id en t st ude nts
to
to
read
st ude nts
sw ap
check th em . ou t the ir
Juan
the ir
the
A sk
went to St. Joseph's.
He /S he started in 1974.
Liked/didn't
like school
because
English an d History but he/she didn't like Chemistry He/5tie left school in
On his/ tier first
He/She
He /s he liked
he had a lot of friends. or
in pairs.
stud ents
Tell th em E l i c i t
th ey
done
th e yo un g
As k t he m
to co mp le te by
com pre hen sio n
Picture
as
t he
w om a n
ask ing
Geography.
1987.
137
the
to
ch oo se
in
t he
rest of th e
stud en ts
to
sto ry.
read
o ut
by asking
more
ques tions ,
1:
conve rsati ons.
text s.
with his new friends.
con fid ent
Point to
Ask
con fid ent
ou t th e con ver sat ion s to th e
ANSWER
day, he/she cried and then he played
as k t w o
conve rsati ons.
A N S W E R S SAMPLE
t he m
Is Paul happy? No, he isn't. Why? He likes Hannah, but she's got a new job. P i c t u r e 2 : What is Hannah doing? She's making sandwiches. P i c t u r e 3 : What is Hannah doing? She's doing the washing-up. P i c t u r e 4 : Where's Hannah's new job? In a restaurant. P i c t u r e 5 : Who's this? (point to Mrs Green) It's Mrs Green. P i c t u r e 6 : What is Hannah doing? She's making sandwiches. Is she happy? No, she isn't. Why? She wants her old job. F o r exercise 2, p u t s t u d e n t s i n p a i r s t o p r a c t i s e e.g .
g ap .
and
1.
Ask
Where do they work? a n d
choo se th e corre ct wor d. for nu mb er
st ud ent .
p i c t u r e .
Check
th e
in th e sam e
desc rip tio ns th at
e.g. He/She.
•
Elic it th e na me
of th e wor ks he et .
1 . A s k
The n
Che ck th e ans we rs
What was the name of
in fo rm at io n co mp le te
•
in th e firs t
a cafe.
P ut st ud en ts
Write
of on e of yo ur st ud en ts
a co py
correc t op ti ons
partner.
went to
board
•
on
word s
Ask: Who's this? Elicit: Hannah. P o i n t t o t h e y o u n g m a n . Ask: Who's this? Elicit: Paul. T h e n a s k Why is Hannah happy? Elicit: She's got a new job. the
s wap
writ in g
correc t
star t rea din g th e co nve rsa ti on.
ans wer
voc abu lar y.
Wr it e th e firs t line of th e gu id ed
th e
ne ws
of th e wo rk sh ee t for each
at pic tur e
nee d to
individual ly.
to
Cho osi ng
st ude nts
look
to
ab ou t go od
m in ut es
e l i c i t In
Ask
tell stu de nts
15
G ive to
b oa rd .
st ude nt s a co py
To pract ise tal kin g
Mak e on e co py
Student's Book. T h e n a s k d i f f e r e n t s t u d e n t s What was the name of your first school? E l i c i t t h e i r a n s w e r s . T h e n a s k What did you do on your first day? E l i c i t a n s w e r s , e . g . I played. / I cried. /I went home. W r i t e i d e a s o n t h e b o a r d . T h e n a s k Did you like school? E l i c i t a n s w e r s s u c h as No, it was boring /hard/horrible. Yes, it was fun /interesting. /I had a lot of friends, e t c . W r i t e
san dw ich es !
Photocopiable p.217
1
o f t h e
ide as on th e
No mo re
44
Photocopiable p.216
1
4
life
1
done
2
so
3
on
4
can't
stud ents
class.
to
ac t
Par ts o f t h e
45
Photocopiable p.218
1
Aim:
2
Activity type:
3
Time:
4
Instructions: •
To pract ise th e voc ab ul ary
15
Mak e on e co py
of th e
b od y
gap
of th e wo rk sh ee t for eve ry
Cut th e wor ks hee ts
Pu t st ud en ts
in A / B
or B to
stud ent .
each
pair s.
boa rd,
nu m be r
writ e
What's number 1? a n d spell 'head'? E l i c i t t h e Ask
spe lli ng
pers on
As k an A
•
St ud en ts que sti ons
A
parts
spell ing
hea d
•
and
wr it e it on
F o r
•
ans wer ing
•
ask stu de nts
to cov er th e
call ou t sev era l nu mb er s in ra nd om
e.g.
Number 6 a n d
S tud en ts
e l i c i t
As
an ex te ns io n,
Ho ld
up yo ur
fro m
th e
hand
and
Elicit: My hand hurts,
•
Ask
hurts
tha t it
in pairs. Ask
to th e
sore.
head
2
ear
3
face
4
neck
5
elbow
6
arm
wo rk
ind ivi dual ly to
que st ion
exercise 2,
Circul ate
Tell th e
B st ud en ts
to
abo ut
Millie.
have ab ou t
No w tel l th e A
hur ts.
•
S tu de nt s wo rk in pairs to in th e sam e way . Wh en con fid ent
studen ts to
ask and
ans we r
qu es ti ons ask
For exa mpl e,
an
Student A 1
Where did Eddie go last winte r?
2
Who did he go with ?
3
Did th ey stay in a hotel?
He wen t to Ital y.
He wen t with Ben and Paul. Yes, the y did.
4
Did the y go skiing?
5
What did they do in the evening ?
Yes, the y did. They went to clubs and
restaurants. 6
Did he have an accide nt?
7
How did he do that ?
Yes, he did .
He fell over on his skis.
She we nt to Paris.
She went with Sa lly -An n.
11
eye
3
Where did they stay?
12
nose
4
What did they do in the day?
They stayed in the Hotel France. They visited the Eiffel Tower and
we nt to mu se um s. 5
What did they do in the evening?
They ate in expensive
restaurants.
16
chest
6
Did Millie have a goo d time?
17
finger
7
Why did she have a goo d tim e?
18
stomach
19
leg
toe
A s k:
A N S W E R S
Who did she go with?
22
loo k
to
class.
Where did Millie go last summer ?
knee
to
in
etc.
2
foot
th e an sw er
Eddie went to Italy last year. He went with Ben and Paul. They stayed in a hotel,
1
21
He went
A s t u d e n t w o u l d s a y
hair
20
elicit
st ud en ts
report back .
Student B
shoulder
As k :
the y ha ve fin ish ed ,
ankle
15
loo k
place.
9
mouth
Eddie.
hav e ab ou t Millie.
hand
tooth
order. nee d
out
th ey
an y
nee d
find
cor rec t plac e.
help wi th
stu den ts
to
th ey
co mp le te
B stu den ts
Edd ie and
inf orm ati on
writ e
th e
abo ut
back
14
cues
an d wo rd
exp lai n th at th e A
out
7
13
to
fo rm at io n
8 10
A
c or res po ndi ng
Write th e fol low ing
exercise 1.
wit h
th e cor rec t
A N S W E R S 1
role of
Where did Millie go last summer? Elicit: She went to Paris. T e l l t h e B s t u d e n t s t o w r i t e t h e a n s w e r i n
t he
co nf id en t stu den ts
ou t th e
find
t he
a n d
act ou t the ir co nve rsa tio ns
th e
Where did Eddie go last winter? a n d to Italy. T e l l t h e A s t u d e n t s t o w r i t e
b oar d.
order ,
a n d
Ha nd
to
at the
My hand's sore. A s k a s t u d e n t t o m i m e a p a i n a n d a s k What's the matter (Aleksander)? Elicit: My (head's) sore./My (head) hurts. S t u d e n t s p r a c t i s e m a k i n g s i m i l a r con ver sat io ns
to
at th e in fo rm at io n
u s i n g
mi me
stu de nts
F o r
•
wor ds
ide nti fy
half.
pairs . As si gn
eac h st ud ent .
q u e s t i o n s i n
me mo ry .
practise
in A / B
in
t wo
Where/you/go/last summer? you/stay/in a hotel? E l i c i t t h e f u l l s e n t e n c e s : Where did you go last summer? Did you stay in a hotel?
arm.
con ti nu e in the ir pairs to
gap
on th e boar d:
mis sin g
on th e
inf orm ati on
of th e wo rk sh ee t for eve ry
half of th e wo rk she et .
num be rs ,
an d
parts of th e bo dy •
wri tin g th em
the n
Cut th e wor ks hee ts
Pu t st ud en ts
wor ks hee ts .
by callin g ou t th e
qu est ion s
m in ut es
pro bl ems
out th e
exercise 2,
15
pas t sim ple
Cued ques tions
Mak e on e co py
b oar d. and
elicit ing th e wor ds an d
To pract ise
or B to
st ud en t
find
Ch eck th e answ ers
Instructions:
a nd
in pairs ask ing
on the ir
4
on
in th e sam e wa y to
of th e bo dy
Time:
•
a B st ud en t
wo rk
3
head. Ask: How do you
e l i c i t
th e
Activity type:
c orr esp ond ing
1 nex t to th e
an d wr it e it on
2
•
What's number 2? Elicit: neck. Ask: How do you spell 'neck'? E l i c i t t h e boa rd.
Aim:
st ude nts .
th e role of
ou t th e
nec k.
t wo
s u mm e r ?
Photocopiable p.219
1
half.
D ra w a stick
nu mb er
2 ne xt t o th e
in
As si gn
Han d
hal f of th e wo rk sh ee t. th e
of parts
m in ut es
stu den ts. •
Info rmat ion
W he r e di d t he y go last
46
body
137
Yes, she did . She met a hand som e waiter .
I f el l o f f a c ha ir
47 Aim:
2
Activity type:
3
Time:
4
Instructions: •
To pract ise tal kin g ab ou t an
15
Gap ped
stu den ts . she et to A sk
acci den t
conversat ion
mi nut es
Mak e on e co py
•
48
Photocopiable p.220
1
of th e wo rk sh ee t for eve ry
Cu t th e wor ks hee ts eac h
in half an d
t wo give
on e
look
Poi nt to
th e first thr ee exa mpl e
senten ce.
Put
stude nts
in pairs and
th e
co nve rsa tio n
3
Time:
4
Instructions:
15
Ga pp ed
M ake
•
Gi ve st ude nt s a co py
Ask
on e co py
t wo
inc lud ing
wi th
th e
mis sing
to
sen ten ces
in
•
the
to
by
ask ing
exercise 2,
put
a co nf id en t
comp let ed
stud en ts
convers atio n.
As an ex te ns io n, con ver sat ion s. on
the
can
in th e ord er th ey and elicit mor e
•
to stude nts
pict ure
2
mo re
fro m the
ap pe ar in
Ask
stu den ts
in the ir
help
ma ke
up
pairs usin g th e
co nve rs at io n to
to
wi th
w o r d s a n d
mor e
quest ion s fr om
and
pron unc iat ion .
lines as a class i f
Drill
I fell off a chair.
2
I hurt my leg.
3
It happen ed in the kitche n.
4
My wife called an ambulance .
5
I had an X-ra y.
6
Well, it's painfu l.
7
Yes, but I can' t go to wor k.
Ask
(cough)
stud ent s to
toge the r and to
words .
write
con ver sat ion s
wri ti ng
and
ask ing
to
w rite
help wi th
spel ling.
pairs to
the
t he
read ou t
mis sing
wor ds
exercise 2, and
put
st ud en ts
convers ation s.
gestu res to
in ne w
pairs
Enc our age
th em
get
st ud en ts
diffe rent
use
med ic al
lines as a
to
role pla y
prob lems
Elicit ot he r wor ds
Wi th
st ude nts
wea ke r classes,
class
ot he r
and
t he
can
use,
build
th e
wit h th e wh ol e class an d wri te it Ask
conf id ent
the ir con ver sat ion s to th e A N S W E R S
137
to
necessary.
th e boa rd first.
necessary.
on
to
expre ss th e dif fer ent
Drill dif fic ult wo rd s an d
co nve rs ati on
diff icul t
th ei r
boa rd.
a cold, capsules.
Circul ate
th e
iden tif y and
Circulate to by
As an ex te ns io n,
1
t he fr om
e.g. stomach ache, a headache, sunburn,
A N S W E R S 1
1
pi ctu re
As k t he m
C hec k th e ans wer s
tr ea tm en ts .
th e
boa rd.
pairs.
conv ersa tion s wit h
c onv ers ati ons
an d th e idea s on th e ideas
•
star t read ing
read
if
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.
pictures.
in
pr ob le ms .
ideas:
in th e
the
mis sin g wor ds
ge t to
(medicine).
names of
Pu t st ud en ts
mi me
t he
Elicit th e
Wi th
conversation.
practise the b ox
to
st ud en t.
correct spaces in t h e
F o r
•
cues
w o r d s i n t h e
th e
class.
role pla y
Writ e th e sen ten ces
boa rd
co nve rsa ti on
stu de nt s
pairs
con fid ent
act ou t th e co nve rs at io n to th e
of
conv ersa tio n.
in ne w
Ask
pair
st ude nts
class as y ou
C hec k th e an swe rs
read out the
briefly revise t h e
co nfi de nt
conve rsat ions
to
of th e wo rk sh ee t.
and tre atm ent s sh ow n
th e wh ol e
co mp le te
picture
of th e wo rk sh ee t for each
first co nve rs at ion .
and ask th em
conv ersa tio ns wit h
•
•
chemis t's
m inu te s
th e mis sing
practise the
•
Activity type:
bo x.
F o r
•
li n e s o f t h e c o n v e r s a t i o n
the
stud ents •
To pract ise aski ng for th ing s at a
prob lems
Ask: Who's this? a n d e l i c i t Harry. Ask: Who is he talking to? a n d e l i c i t Jan. A s k s t u d e n t s t o r e a d
•
2
t he
m a n .
•
Aim:
w e a k e r c l a s s e s ,
at th e pic tur e.
for
Photocopiable p.221
1
st ude nt .
st ud en ts to
Ha ve yo u go t an yt hi ng a c ou g h? ~
cough
2
medicine
3
earache
4
tablets
5
sore eyes
6
drops
7
rash
8
cream
stud ent s to
class.
act
on ou t
Travel
49 Aim:
2
Activity type:
3
Time:
4
Instructions: • •
To practi se tra vel
15
Mak e on e
Crossword
co py
Give st ude nts
at th e
down
the
answ er
th e
miss ing
stud ents
clues an d
t h e w o r d and
th e
2
Activity type:
3
Time:
4
Instructions:
to
Mak e on e G ive
miss
in th e
loo k
spe ll Tell
pict ure
help wi th
b y a s k i n g
2,
ask st ud en ts
•
e.g.
St ude nt s th en
do ing
•
Ch eck their
What's 4 across?, e t c
F o r
•
list th e wor ds
of th e wor ks he et .
Tell st ude nts
Po int to
to
s a y
and
elicit a wo rd
objects
and
e l i c i t
com pl et e th e ta ble
in
by ask ing
for eac h
wo m a n
st ude nt .
Focus
cover the
th e yo un g
in pairs
an d
abo ut the
th e ans wer s
on
ex am pL e
in th e
first
by
ask t h e m t o cor rec t
peop le in the ask ing
exercise 2,
que st ion
fr om
aski ng
ask st ud en ts
an d answe r.
and
ticket,
pictur es.
thei r
as
diffe ren t st ude nts
to
cat ego ry.
A N S W E R S Exercise 1
other
st ud en ts
to
th e
pictures.
rea d
o ut
sente nces.
t ab le .
•
Ch eck th e answ ers
pictu res.
Pu t st ud en ts
spel ling .
to loo k at th e
pa irwor k
of th e wo rk sh ee t for each a co py
A s k c o n f i d e n t s t u d e n t s t o
cat eg or y in tu rn
cros sword ,
co py
inf orm ati on to co nt in ue
the n
Say: Tina's going to go to the beach. Elicit: Tina isn't going to go to the beach. She's going to go shopping. P o i n t t o t h e s e c o n d p i c t u r e a n d s a y Frank and Amy are going to play golf. Elicit: Frank and Amy aren't going to play golf. They're going to go sailing.
station. th em
pla ns
p i c t u r e .
cro sswo rd.
th e cor res po ndi ng
for fu tu re
Correct ing inf orm ati on
stu de nts
sen ten ce.
What's 1 across? E l i c i t boa rd .
to
min ute s
•
th e
stu den ts
15
•
ar row
elicit
T o p r a c t i s e going
th e
pairs. •
Aim:
c lue s.
exercise
etc.
Po int to
As k a st ud en t t o
Circulate to
C hec k th e answ ers
th e
Ask
ask
in p a i r s . A s k
th e cros swor d.
Sa y ea ch
and
wor d an d wr it e it on t he
2 d ow n
fo r all t h e
an d an
boa rd
miss your train.
Pu t st ude nts
F o r
d o wn
across.
E l i c i t t h e a n s w e r
clue.
•
a n d
to write
on
s tu de nt .
P aris
Photocopiable p.223
1
What's this? Elicit: A crossword.
across on th e
pictu re
Foc us
c ate gori zati on
of th e wo rk sh ee t.
D ra w an ar ro w po in ti ng
d i r e c t i o n s
•
th en
of th e wo rk sh ee t for eac h
a co py
an d ask
po int in g
•
voc ab ul ary
m in ut es
pu zz le •
50
Photocopiable p.222
1
Th ey 'r e g oi ng t o go t o
ans wer ing
t o lo ok
at pic tur e
read o u t t h e
St ud en ts
co nt in ue
ab ou t th e
Drill th e in to na ti on
1.
example in
pe opl e in
pairs, th e
wit h th e wh ol e
class
necessary.
A s an ex te ns io n,
practi se th e first per son
for m
Are you going to stay in bed on Saturday? Elicit: Yes, I am. /No, I'm not. I'm going to go shopping. W r i t e s o m e c u e s o n t h e b o a r d , e . g . stay in bed, go to work, relax, go shopping, go to the beach. T e l l s t u d e n t s t o a s k a n d by asking
ans wer
Ac ro ss
quest ions,
e.g.
in pairs ab ou t the ir
plans for
S atu rda y.
1 miss 4 ticket
A N S W E R S
6 lose
1
9 forget
2
Frank and Am y aren't going to play golf. They're going to go sailing.
10 plane 1 1 suitcase 15
Tina isn't going to go to the beach. She's going to go shopp ing.
3
Tom isn't going to get up early. He's going to stay in b ed /g et
4
Sarah isn't going to have lunch with her friends. She's going to
5
Jo , Sam, and Emily aren't going to study for their exams.
up late.
airport
Down
relax in the garden.
2 station 3 port
They're going to have a party.
5 camping
6
7 cruise
Robert isn't going to go to a museum . He's going to watch a football match.
8 passport
7
12 trip
Liz and Mike aren't going to play tenni s. They're going to play basketball.
13 train
8
14 boat Exercise 2 Obje cts
ticket, passport, suitcase
Transp ort
plane, boat, train
Problems
miss your train, lose your luggage, forget your passport
Places
airport, station, port
Ac t i vi t i e s
go on a business trip, go camping, go on a cruise
Kate isn't going to read a boo k. She's going to meet her friends.
51
A n i d e a l
52
holiday
Photocopiable p.224
1
Aim:
2
Activi ty type:
3
Time:
4
Instructions:
u s i n g
To pract ise
going to
Ques tio nnai re
15 -2 0
to
des cri be
the n
gui ded
a
hol id ay
wr itin g
minutes
•
Mak e one
cop y of th e wo rk sh ee t for each
•
Exp lai n th at
th e st ude nts
are go ing
to ma ke
Ask
a co py
of th e wor ks he et .
w o r k i n d i v i d u a l l y t o c o m p l e t e t h e Circulat e to •
Wh en
th ey
help wi th
ideas and
hav e fin ish ed ,
thei r co mp let ed Exp lai n th at
go ing
part ner' s id ea l hol ida y.
to
to
wit h a
relevant,
e . g .
gr am mar
and
Wh en
right
character.
stu de nts
th e
Read out some
collect
ask th e class t o gue ss wh os e
F o r
•
•
aren't
and
to
ge t st ude nts
wo rk
to
ind ivi dua lly
in the
answ ers
to
by ask ing t wo
to
practise the
As
an ex te ns io n,
Ask
st ude nts
in
pairs
ask stu den ts
inf orm ati on
to
th e
co nve rs at io n. if
an d
ask
t he m
in the
und erl ine conv ersa tio n:
to
ma ke
th e detai ls th ey
W i t h w e a k e r c l a s s es ,
and
on
are
th e bo ar d
mo re con ver sat ion s in
wi th
stud ents
build
the to
class .
I was sorry to hear abo ut your g randfathe r.
2
You must feel very sad.
friend. First, they're going to After that ,
they're going to go on a boat trip on the Nile. They're going to come
September.
137
3
I'm goi ng to miss him .
4
I'm goin g to be away for a coup le of days.
5
I hope every thin g goes OK.
thei r
und erl ine d.
conve rsat ions
wh ol e class firs t. act ou t thei r
1
He%/ She 's going to
ha ve
com ple te
A N S W E R S
home in /o n
t he
con vers ati on.
For my partner's ideal holiday, he/she's going to go to Egypt.
hotel.
reorder
of th e
fte^s/She's going to leave in/on tomorrow.
The n, they're going to go shopping.
to
b oard :
lines as a clas s
pu t st ud en ts
pairs by ch an gi ng
t o th e
visit the Pyramids.
poi nt
co nf id en t
ANSWER
They're going to stay in an expensive
to
con vers atio n.
read ou t th e parts
exercise 2,
con fid ent
go with her best
Ask: Who's Ben?
etc.
describ ing. SAMPLE
on e
grandfather/man /train / a couple of days. E l i c i t a l t e r n a t i v e s f o r t h e s e w o r d s , e . g . grandmother, aunt, uncle/plane, boat, taxi /a month, a couple of weeks,
the
the
holi da y y o u
give
necessary.
wit h
of the texts
p h o t o .
at th e
Dril l di ff ic ul t wo rd s an d
•
hav e fin ish ed,
look
Who's Asha?
Che ck th e
Ask
hel p
in hal f and
tw o
st ud ent .
a n d
As k st ude nts
•
spe lling.
stu den ts
w o r k s h e e t s .
each
oth er sente nces
que stio nnair e
C irc ula te t o
conv ers at io n
of th e wo rk sh ee t for eve ry
Cut th e wor ks hee ts
th e foll owin g
He/She.
in a
W rit e th e first ju mb le d se nt enc e on th e
•
the ir
crossin g ou t th e wor ds in th e te xt th at
wor ds
ev en t
mi nu te s
A sk stu den ts to
partner.
comp le te th e task by transferring
a sad
grandfather, /your/sorry /!/ was /hear /to/ about. E l i c i t t h e c o r r e c t o r d e r : I was sorry to hear about your grandfather.
s wa p
15
ab ou t
Reo rde rin g
Mak e on e co py
•
voc abu lar y.
Writ e th e firs t line of
inf orm ati on from their partner's
•
Instructions:
boa rd .
Stu den ts
and
4
•
For my partner's ideal holiday, he/she's going to go to a s t u d e n t a b o u t t h e i r p a r t n e r , e . g . Where is (Eduardo) going to go? E l i c i t t h e d e s t i n a t i o n , e . g . He's going to go to (Egypt). C o m p l e t e t h e s e n t e n c e •
Time:
St ud en ts
writ e ab ou t
w r i t i n g t a s k o n t h e b o a r d :
on th e
3
questionnaire.
ge t stu den ts
questio nnair es
they 're
Activit y type:
shee t to
etc.
Gi ve stu den ts
2
a st ud en t
Ask:
•
To pract ise tal ki ng
stu den ts.
Where are you going to go? E l i c i t i d e a s , e . g . the Caribbean/ Florida/Egypt, etc. When are you going to leave? E l i c i t i d e a s , e . g . Tomorrow. /Now. /In June. /On 1st August, for the ir ide al holid ay.
Aim:
plans
OK
Photocopiable p.225
1
•
st ude nt.
I ho pe ev er yt hi ng goe s
A sk
co nvers atio ns
Food Photocopiable p.226
53 1
Aim:
2
Activi ty type:
3
Time:
4
Instructions: •
To practi se fo od
15
Mak e on e co py
P ut
or B to
of th e wor ks he et
Cut th e wor ks hee ts
st ud en ts each
in A / B stud ent .
picture 1? a n d apples?, e l i c i t bo ard . Tell th e
Ha nd
th e
spell ing
B st ud en ts
a n d e l i c i t
•
Ch eck
Activity type:
3
Time:
4
Instructions:
way to
by calling and
the •
wri tin g th em
cor rec t
a nd
write
ques tio ns
miss ing
Wh en
they
have finish ed,
ask con fid ent stude nts
rep ort bac k ab ou t thei r part ners . thi ngs
Li mi t th em
t h e i r p a r t n e r l i ke s a n d t h r e e t h i n g s
to
like,
in
apples
2
lettuce
3
chicken
4
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
of th e wor ks he et .
Focu s
a re c o u n t a b l e
th e ans wer s wi th
o r
fill
some.
•
Ask
to
co mp le te
conv ers atio n
i n
exercise 2.
e . g .
b o a r d :
th e que st ion s Che ck
stu den ts to
in
the
th e ans wer s read the
by
parts
of
conv ers atio n.
Pu t st ud en ts ans wer
in pairs an d tel l t he m
th e que sti ons
st ude nts •
con fi de nt
class.
on th e
stu de nts
the •
th e
Wri te th e fo llo win g wor ds
ask ing t wo
t hre e
he /s he
a, an,
or un co un ta bl e an d to
coffee, oranges, sandwiches, cheese. P o i n t t o coffee a n d s a y How much coffee do you drink? P o i n t t o oranges a n d e l i c i t t h e q u e s t i o n How many oranges do you eat? D o t h e s a m e w i t h sandwiches (how many) and cheese (how much).
to
A N S W E R S 1
a co py
•
Antonio likes apples, chicken, and potatoes. He doesn't like lettuce, carrots, or fish. doesn't
t he
Che ck
bo ard .
dislikes
on
•
num be rs ,
ab ou t the ir likes and
wor ds
s tud ent .
onion, potato, apples. E l i c i t w o r d s : some, an, a; a n d some.
stu de nts
th e wor ds
exercise 2, a s k a s t u d e n t Do you like fish? Elicit: Yes, I do. /No, I don't. S t u d e n t s a s k a n d pairs.
of th e wo rk sh ee t for eac h
i n t h e g a p s w i t h
on th e
que sti ons
butter,
missing
G ive
and
o n t h e p h o t o o f S a m a n t h a . Ask: Do you think she looks healthy? F o c u s o n S a m a n t h a ' s f o o d d i a r y . C h e c k c o m p r e h e n s i o n o f mid-morning/midafternoon snack. T e l l s t u d e n t s t o d e c i d e w h e t h e r
ans wer ing
ou t th e
diary
n ouns
mi nu te s
b o a r d :
What's
find ou t th e
fo od
unc oun tab le
Wr ite th e fo llo win g spac es and
F o r
their
Ga pp ed
and
•
wo rk sh ee t. and
20
cou nta ble
Mak e on e co py
th e
Elicit th e spe lli ng
on the ir
To practise
•
f oo d.
th e ans wers
ans wer
•
2
A
Tell t h e A s t ud e nt s t o
wor k in pairs ask ing
of th e
writ e it on
A s k a B s t u d e n t
lettuce.
in th e sa me
Aim:
c orr esp ond ing
to wri te it in th e
St ud ent s
elicit ing th e wor ds •
an d
correct place
nam es
th e role of
out th e
it in th e
que sti ons
half.
What's e l i c i t apples. Ask: How do you spell
w r i t e i t o n t h e b o a r d .
•
t wo
1
A s k a n A s t u d e n t
on the ir wor ks he et .
picture 2?
in
for eve ry
pair s. As si gn
hal f of th e wor ks he et .
place
gap
m inu tes
stu den ts. •
54
voca bu la ry
Info rmat ion
She eats a lot of vegetables Photocopiable p.227
if th ey
to
ask
in th e co nve rs at io n.
th in k Sa ma nt ha
an d As k
has a go od
die t.
A sk a st ud en t th e que st io ns in th e co nve rs at io n
in
exercise 2. E l i c i t a n s w e r s t h a t i n c l u d e I don't drink/ eat... . Not much/many. I drink/eat a lot of... •
As
an ex te ns io n,
fo od in
dia ries
pairs.
A N S W E R S 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
1
How much
2
How many
3
How many
4
How much
5
How much
6
How many
a s i n
tell st ude nts
exercise 1
to writ e the ir and
talk
ab ou t
o wn t he m
I usu all y hav e to as t fo r
55 1
Aim:
b re ak fa st
56
Photocopiable p.228
To pract ise
desc ribi ng
wh at
a per son
eats
an d
drinks
2
Activity type:
3
Time:
4
Instructions:
Ques tio nnai re
1 5- 20
guid ed
writ ing
min utes
•
M ake
one co py
•
Exp lai n th at
of th e wor ks he et
stu den ts
que st ion nai re
Give
f r o m
st ude nts
for each
are go in g to
ab ou t the ir diet .
foo d voc abul ary
Book.
th en
a co py
elici t pos sib le ans wer s to
co mp le te
Briefly
Lesson 53
st ud ent .
o f t h e
each
Aim:
2
Activity type:
3
Time:
4
Instructions:
Stud ent s
Gi ve st ude nts
quest ionna ire. an ans wer
Student's •
an d
1,
2, an d
3.
Wh en
hav e fin ish ed,
missing
par tne r's
•
the
write •
adv erb help
get stu de nts
questio nnaire s
the y're
go ing
to
with
a
to
to
•
w ri ti ng
•
on th e
Stu de nts
inf orm ati on crossing
•
from
th e task
their
ou t th e wor ds th at
e . g .
+te/She
help
wit h
gr am ma r and
st ude nt s
a n d
usually/often. collect
Read out some of the texts,
th e class to
gue ss
SAMPLE
wh os e di et y ou
ask
de sc ri bi ng .
ANSWER
My partner ttsttatty/often has toast and coffee usually/often has a sandwich usually/often has chicken
fruit an d biscuits yoghurt.
are
1 and
for breakfast. He/ 5b e-
and an apple for Lunch and he/ she -
and rice for dinner. He/ 5t w often eats
as a snack. His/ He t favourite food is chocolate
He /S he doesn't like cheese
ou t
to
co mp le te
an d
a co nf id en t
pai r
lines as a class if
put st ud en ts
in ne w
Drill
ne ces sary . pairs
to
conv ers ati on. ask st ude nts
inf orm ati on
in the
to und erl ine
th e
c onve rsat ion:
the
in the ir pairs
details th ey
have
and
or carrots.
137
to
by
under lined .
Wit h
w e a k e r c l a s s e s , e l i c i t t h e a l t e r n a t i v e w o r d i n g
first
and
th e
build
th e co nve rsa ti on
G iv e st ud en ts
ti me
conve rsat ions .
Ask
A N S W E R S
the
w o r k s h e e t s .
wor ds
to
wit h th e class on
order
2
have
3
for
4
me
5
Anything
6
same
7
bill
role pl ay th ei r
con fid ent
the ir co nve rsa tio ns to
to
s pelli ng.
hav e fin ish ed,
cross
board. •
t he
Circul ate
to
of th e co nve rs at ion .
mor e con ver sat ion s
cha ngi ng
an d
aren't rel evan t in
by ask ing
parts
an ex te ns io n,
mak e
t he
partner's ques tion nair e
text ,
Wh en
by tran sfer ring
tel l st ud en ts
firs t
steak /chips/salad/grilled salmon/potatoes / sparkling mineral water/the same. A s k s t u d e n t s
boa rd:
co mp le te
t he m
line. Elic it th e
in pairs an d ask t he m
exercise 2,
foll owing
My partner usually/often has for breakfast. A s k a s t u d e n t a b o u t t h e i r p a r t n e r , e . g . What does (Maria) usually/often have for breakfast? E l i c i t t h e a n s w e r , e . g . toast and coffee. C o m p l e t e t h e s e n t e n c e o n t h e b o a r d a n d c r o s s o u t e i t h e r usually o r often. task
Ask
b ox .
read ou t th e
As
th e first
order a n d
in th e
practise the
partner.
diet . Wr it e th e firs t line of th e
of th e wor ks he et .
s tu de nt .
conv ers atio n.
F o r
•
the ir
to read
C hec k th e answ ers
w it h
s wap
writ e ab ou t
of th e wo rk sh ee t for eac h a co py
w o r d
P ut st ud en ts
spelling.
com pl et ed
Exp lai n th at
to
conversat ion
a t t h e p h o t o a n d a s k
dif fic ult
and
th ey
Cir cul ate
co py
As k st ud en ts
in
t he
Poi nt ou t th at the y shoul d
v o c a b u l a r y
their
com ple te
wit h th e rel eva nt fre que ncy
for qu es ti on s
•
to
rest aur ant
Where are they? Elicit: In a restaurant. Ask: What are they doing? a n d e l i c i t They're ordering a meal. look
th e wo rd
wor k individ ually
Gap ped
a me al in a
m in ute s
•
to
of th e qu es ti on s
15
Mak e on e
exercise 1. •
To pra cti se or de ri ng
•
the
of th e wo rk sh ee t
order?
Photocopiable p.229
1
a
revie w
A r e y o u r e a d y t o
th e
stud ents
class.
ne w to
act
o ut
Clothes Photocopiable p.230
57 1
Aim:
2
Activi ty type: in a
Time:
4
Instructions:
15
st ude nts .
or B to
Cut th e wor ks he et s in in A / B
pair s.
eac h st ud ent .
nu mb e r 1 c l o t h i n g
on th e
difference s
nam es their
Activity type:
3
Time:
4
Instructions: •
M ake
•
Briefly
role of
loo k
at
elicit th e it em
of
to wo rk
ind ivi dua lly
to
num be re d ite ms
write
caLli ng ou t th e
elici ting
of
clo thi ng.
th e it em s
exercise 2,
lo ok in g
expl ain
bet we en
stud ents
need to
•
•
Briefly
to
A and
B
iden tify
revie w th e
ci r c l e t h e
a nd
•
S tu de nt s
cont in ue
diff eren ces. •
shop
a B
help
•
As
expl oit
to
wit h
fin d
t he
vo cab ula ry.
dif fere nt
st ude nts
to
th e prices sh ow n in
th e
inform ati on
in
their
pictu res. A N S W E R S Exercise 1 1
coat
7
boots
13
socks
2
to p
8
shorts
14
gloves
3
knickers
9
vest
15
underpant s
4
bra
10
jack et
16
shoes
5
jeans
11
shirt
6
tights
12
trousers
Exercise 2 1
In picture, A the shop assistant is wearing a jack et.
2
In pictur e A, there is a pile of knickers on the shelf .
In picture B, he isn't wearing a jacket. In picture B, there's a pile of vests on the shelf. 3
In picture A, the female customer is holding a jack et. In pict ure E , she's holdin g some tro users .
4
of
cor rec t wo rd . adject ives,
a co py
of
col our s Al so
e . g .
1, th e cue
of th e wor ks he et . wor ds,
and th e
Wit h wea ke r classes,
elic it
long
Foc us
e xa mp le
briefl y revi ew
nouns .
th e sen ten ces
th e adj ect ive s in th e
with
th e
Put st ude nts
to ge th er to
th e answ ers
by ask ing
dif fer ent
in
co mp le te cor rect
In picture A, there aren't any shoes on the shelf. In picture B, there are some shoes on the shelf.
137
st ude nts
to
se nte nce s.
exercise 2, a s k s t u d e n t s t o c o v e r t h e s e n t e n c e s . Say: Picture 4 a n d e l i c i t t h e s e n t e n c e They've got a beautiful big new house. A s k s t u d e n t s tak e it in tu rns to in th e sam e
des cri be th e way .
A N S W E R S
will nee d
Say: Excuse me. How much are these socks? Elicit: They're £3. A s k s t u d e n t s t o p r a c t i s e s i m i l a r using the
a ran ge
to wo rk
me mo ry
p i c t u r e .
conve rsat ions
of c om mo n
Lesson 58
pairs an d ask th em
to
differen ces.
an ex te ns io n,
elicit th e
st ud en t.
F o r
st ud en t
assi stan t.
in the ir pairs to
Circulate to
picture
Ch eck
•
wi th ou t
e . g .
Ch eck th e ans wer s by ask ing exp lai n th e
opp osit es
read ou t the ir
He's/She's wearing .... He's/She's holding some .... There are some ...on the desk. He's looking at some .... •
and
Po in t to
orde r of adj ect ive s bef ore
pictures
th em
lan gu ag e stu den ts
tal k ab ou t th e pict ures,
ga me
of th e wo rk sh ee t for each
r e v i e w t h e a d j e c t i v e s f r o m
Gi ve st ude nts
in
four
at eac h oth er' s pic ture . Sa y to
ask st ude nts
me mo ry
- short.
In picture A, the shop assistant is wearing a jacket. Elicit: In picture B, the shop assistant isn't wearing a jacket. E x p l a i n t h a t t h i s i s t h e f i r s t d i f f e r e n c e and
the n
order.
tha t the re are
th e t wo
on e co py
sen ten ce.
nu mb er s
sent ences
Student's Book.
the
the
of cl ot hin g
Cued
order
m in ut es
in th e ro om
A
pictures.
th at
15
on
of all th e
diff eren ces
To pract ise adj ect ive
t h e
As k th e class to
by
and
2
c or res po ndi ng
Ch ec k th e ans wer s
F o r
Aim:
half.
ou t th e
pic tur e an d
tw o
1
coat.
Tell stu de nts
•
the
As sig n th e
Han d
hal f of th e wo rk sh ee t.
•
find ing
cop y of th e wo rk sh ee t for eve ry
Pu t st ud en ts
•
clothes
m in ut es
Mak e one
•
the n
of
pic tu re
3
•
58
To practis e th e voc ab ula ry Labell ing
It's a horrible old white van Photocopiable p.231
1
The dog's got beautiful big brown eyes.
2
The woman's got nice long white boots.
3
He's wearing dirty old blue jeans .
4
They've got a beau tifu l big new house.
5
He drives a horrib le old whi te va n.
6
He's got nice short black hair.
7
She's got a nice new black dress.
8
That's a beaut iful long whit e car.
pictur es
fr om
W h a t are yo ur fa vou ri te
59
cloth es?
1
Aim:
To practi se des crib ing
2
Activi ty type:
3
Time:
4
Instructions:
15 -2 0
th en
gui ded
wr itin g
minutes
•
Mak e on e co py
•
Exp lai n th at
of th e wo rk sh ee t for each
stu de nts
que st ion nai re
on
Giv e st ude nts
are go ing
clot hes.
v o c a b u l a r y f r o m
poss ible
cloth es
Ques tio nnai re
answe rs to
co mp le te
t h e
of
a
Aim:
2
Activity type:
3
Time:
4
Instructions:
Ask
stud ents
G ive st ude nts
indi vidu ally .
co mpl et e the
Circulate
to
th e
•
Wh en their
th ey
com pl et ed
Exp lai n th at partne r's
get st ude nts
questio nnaire s wit h
the y're
clothe s.
go in g to
a
line
•
the
gu id ed
o n t h e b o a r d At the moment, my partner is wearing As k th at stu den t's par tne r What is (Adam) wearing at the moment? E l i c i t t h e i r a n s w e r , e . g .jeans and a T-shirt a n d c o m p l e t e t h e
•
Stu de nts
com pl et e th e tas k by tra nsfe rri ng
inf orm ati on crossin g tex t,
He/5ht
Circul ate to •
Wh en
th e class to
and
help wit h
stu den ts
w o r k s h e e t s .
SAMPLE
their
relev ant in
gr am ma r and
Read out some
collect
a nd
trousers.
the ask
de scr ib ed .
For work /sc hool / university, h e /she wears
At the weekend, h e /she usually wears jeans
colou rs for clot hes are black and red.
and
and
On h i s /her summer holiday, h e /she often wears shorts
and T-shirts. H i s / H e r f a v o u r i t e c l o t h e s are jeans. !
tte/She
t ha t
bu t t ha t on e of Elici t th e
st ud en ts
to
cross
Elic it th e se co nd
t he
m iss ing o ut
miss ing
in pairs and
any
Ch eck th e
answe rs
st ude nts
to
dif fic ult
wor ds
ask th em R em ind
to
line
co mp le te
the m
th at ther e
con ver sat ion .
Circulat e
H i s / H e r f a v o ur i t e
doe sn't like gloves
hats.
137
to
pro ble ms. by ask ing
conf id en t
pairs
read ou t th e co nve rsa ti ons .
exercise 2,
an d put
lines as a class if st ud en ts
conv ersat ions .
of
Drill
nece ssa ry.
in
ne w pairs
to
Ask
con fid ent
stud ents
act ou t the ir con ver sat ion s to th e
class.
A N S W E R S
A t th e mo m en t , my pa rt ne r is we ar in g je an s and a top. Yesterday,
skirts and dresses.
line in th e bo x.
Ex pl ai n
t he
ANSWER
h e / s h e w o r e a dress.
box ,
Oh, hello. Thanks. T e l l
help wi th
to
spel ling .
of the texts and
wh o is be in g
line is in th e
practise the
For work/school/university.
hav e fin ish ed,
guess
th e
partner's ques tion nair e aren't
read th e firs t line.
other conve rsat ions.
F o r
•
out th e wor ds th at
e . g .
•
boa rd.
from
to
on e extr a reply for each
w r i t i n g
on th e
st ude nt .
Ask
l o o k a t t h e f i r s t p i c t u r e .
Pu t st ude nts
the ir
Writ e th e first line of th e
sen ten ce
of th e wor ks he et .
No, I've got an interview at a design company.
s wap
partner.
writ e ab ou t
of th e wo rk sh ee t for each a co py
lines in th e bo x isn 't ne ed ed .
and
to
to
miss ing
t h at hav e fin ish ed,
co py
As k st ud en ts
v o c a b u l a r y . •
conversatio ns
Ask: What's he wearing? Elicit: He's wearing a jacket and trousers/a suit.
ques tion nair e
help wit h ideas
one
t he m
th e to
c om me nt s
m inu tes
M ake
questionnaire. •
15
mak ing
Gap ped
•
clot hes
in
To practise
•
Elicit
of th e que sti ons
in ter est ing
Photocopiable p.233
1
Student's Book.
of th e wor ks he et . each
st ud ent .
Briefly revi ew th e
Lesson 57
a co py
to
Th at sou nds
60
Photocopiable p.232
1
Oh, hello. Thanks .
2
No, I've got an interview at a design company.
3
I'm fine, than ks.
4
Er, no. I've got a new girlfriend now.
5
He's fine, thanks. We're going to get married next year.
6
Yes. We're very hap py.
7
I'm going to have a gap year and go travelling .
8
Sout h Ameri ca.
is
62
A t t h e p o s t o f f i c e Photocopiable p.234
61 1
Aim:
To pract ise tal kin g
2
Activi ty type:
3
Time:
4
Instructions:
15
Gap ped
ab ou t th in gs
at a pos t
office
sentences
m inu te s
•
Mak e one
•
G ive
1
Aim:
2
Activity type:
3
Time:
4
copy
stu den ts
of th e wo rk sh ee t for eac h a co py
of the
work she et .
s tu de nt .
Ask
que sti ons to •
elicit th e
to
M ake
•
G ive
Tell t h e m
Pu t st ud en ts
to cross ou t th e wo rd
in
th e sen ten ces . •
pairs an d
ask t he m
Circul ate to
read ou t the ir F o r
7
to
co nfi de nt
of sen ten ces .
to
cove r th e
Elicit a des cri pti on
of
p rob lem s.
•
In
to
th e
pic tur es in th e sa me
w i t h •
cover th e sen ten ces wa y.
and
Circu lat e to
firs t
stu de nts to
describe
all th e
of th e wo rk sh ee t.
by ask ing a s k
st ud ent .
Elicit
t he
ab ou t th e pe opl e
in
Picture Picture 3. What do they do?
(N am es
4 ma na ge r,
8 tax i drive r,
of jo bs :
1
5 pi lot ,
9 sh op
r ece pti oni st, 6
nurs e,
ass ist ant ,
football er).
C heck
com pr eh en si on to
look
of th e verb s in th e bo x.
at th e ex am pl e sen ten ce.
to writ e th e sen ten ces
Tell
Sa y:
the
Pu t st ud en ts
to
u s e t h e
in pairs
they
Circul ate to st ude nts •
de scri be
Ch eck their
hel p
•
pi ctures.
A N S W E R S
and
cross ou t
t he
box. an d ask t he m
to ge th er to write the
pronunciation.
As k co nfi de nt
3 che f,
v e r b s i n t h e
e.g .
pairs, stu den ts
order, e.g .
st ude nts
The man has a parcel. a parcel. He's sending He's sending it special special delivery. The The cashier is is putting putting it on the scales. pict ure,
job s
Ask:
•
ask st ud en ts
abo ut
Number 2. What do they have to do? Elicit: They have to study study hard. What don't they have to do? Elicit: They They don't have to go to to work. T e l l
th e
b ox .
st ude nts
a co py
of th e jo bs
st ude nts
co mp le te any
sentences
of th e wo rk sh ee t for each
stude nts
po st ma n,
10
se nte nce s.
exercise 2,
gr oup
in th e
co py
2 st ud en t,
sen te nce
word s in
help wi th
Che ck th e ans wer s by ask ing
•
th e
Writing
They're chefs. Elicit: They're
•
parcel f r o m
on e
ra ndo m
w or ks he et
look at th e first ga pp ed
a n d e l i c i t t h e a n s w e r
•
on th e
have to/don't have to
min ute s
nam es
vo cab ula ry.
As k st ude nts
bo x.
pictures
15
•
ab ou t th e first pictu re:
ab ou t all th e
T o p r a c t i s e
Instructions:
What's the man doing? He's doing? He's sending a parcel. a parcel. How How is he sending it? Special delivery. delivery. Who's Who's this? ( p o i n t t o t h e c a s h i e r ) It's the the cashier. What cashier. What are these? ( p o i n t t o t h e They're scales. W i t h w e a k e r c l a s s e s , a s k s c a l e s ) They're scales. que sti ons
H e has t o fl y a p la n e Photocopiable p.235
fo rm
sente nces.
to
Re min d
in se nt en ce s
help wi th
any
3, 4,
pro ble ms
are usin g th e correc t ver b
th e ans wer s
by
ask ing
wo rk t he m and
and
10 .
c heck
f orms .
st ud en ts
to
read
o ut
sente nces.
F o r
exercise 2, a s k a s t u d e n t w h o h a s a j o b What do you do you have to do at work? What don't don't you have to do? E l i c i t h i s / h e r a n s w e r . A s k a s t u d e n t What do you do you have to do in your in your studies? studies? What don't don't you have to do? E l i c i t h i s / h e r a n s w e r . S t u d e n t s w r i t e the ir ans wer s and
th en
com pa re
wi th
a
partner .
1
parcel
2
special delivery
A s k c o n f i d e n t s t u d e n t s t o r e p o r t b a c k a b o u t
3
cashier
4
scales
Marta Marta has to meet visitors. visitors. She doesn't have to sell things. A s a n e x t e n s i o n , s a y I have to to drive. drive. I don't have to repair to repair cars. Elicit: Picture 8 or a taxi driver. taxi driver. We We have to cook. We We don't have to talk to customers. Elicit: Picture 3 o r chefs. S t u d e n t s t a k e
5
postman
6
deliver
7
birth day card
8
air mail
9
letter box
10
postcard
11
stamp
partner,
•
their
e . g .
Say:
it in tu rns peo ple
to
in th e
use th e first
pers on
to
descr ibe
th e
p ictures .
12
post
13
post box
14
envelopes
15
letter
1
She has has to meet visitors. She doesn't have to have meet ings.
get
2
They have to study hard. They don't have to go to wor k.
3
They have to cook foo d. They don't have to speak to custo mers.
4
She has has to have meetings . She doesn't have to make coffee.
5
They have to fly a plane. They don't have to serve drinks.
6
She has to look after ill peopl e. She does n't have to make meals.
16
A N S W E R S
7
He has to del iver lette rs. He doe sn't have to weig h parcels.
8
She has has to drive. She doe sn' t have to repair cars.
9 10
137
He has has to sell thi ngs . He does n't have to lift heavy bo xes. They have to play foot bal l. They don't have to learn a language.
63 1
Aim:
To pract ise
2
Activity type :
3
Time:
4
Instructions:
15
Mak e on e
•
G ive
Making
co py
st ude nts
look
ma ki ng
and
res po ndi ng
conver sati ons
to
from
requ ests cues
m in ut es
•
to
64
Can y o u c o m e fo r a m ea t?
Photocopiable p.236
of th e wo rk sh ee t for each a co py
at pi ctu re
of th e wor ks he et .
1.
Poi nt to th e
man
st ude nt.
Ask an d
t he m
1
Aim:
2
Activit y type:
3
Time:
4
Instructions:
•
to
look
exa mpl e
con vers ati on.
stu de nts
to
in
conv ersat ions help wi th
an d •
lines
pairs.
a con fid ent
Tell t he m
using the
words
pr on unc ia ti on.
as a class
Ch ec k th e ans wer s
if by
say th e con ver sat ion s F o r
Ask
pair of cues
read th e con ver sat ion
Pu t st ud en ts
to
at th e first
exercise 2,
pair
mak e
provi ded .
across th e
th e
•
ab ou t the •
A s an ex te ns io n,
•
Circulate word s
of st ud en ts
•
con ver sat ion s.
and
write th em
Elicit so me
on th e boa rd ,
to
Th ey
th en
th e ideas
on th e
ma ke
boa rd.
What's her name?
and
mak e
ideas e.g .
up
for
Ask
stu de nt s to
b o x
Put
st ude nt s in pairs and
A N S W E R S 1
speak
2
calling
5
afraid
6
message
report.
7
out
Can you play foot ball tomorrow? I'm sorry. I can't. I have to go
8
speaking
my parents. Can yo u go to the post office? I'm sorry. I can't. I have to send some emails. Can you phot oco py the report? I'm sorry. I can't. I have to go to a meeting. Can you meet Mr Brown at the airport ? I'm sorry. I can' t. I have to go to the bank. Can you com e for a drink? I'm sorry. I can 't. I have to look after some visitors. Exercise 2 He can't come for a meal because he has to finish a report . He can't play play footbal l tomo rrow because he has to go to th e dentist's. 3
He can't go sho ppi ng because he has to write a letter .
4
He can't come to the party beca use he has to visit his parent s. He can't go to the post office because he has to send some emails.
6
He can't pho toc opy the report because he he has has to go to a meet ing.
7
He can't meet Mr Brown at the airp ort because he has to go to the bank. He can't come for a drink becau se he has to look after so me
137
ask ing
read ou t th e
th e
wo rd
fro m
to
pairs
wor d.
co mp le te
of
b ox .
c on fi de nt
co nve rsa tio ns.
of th e co nt ex t
con ver sat ion s.
Circulate
Drill diffi cult
by
to
word s and
Enc ou rag e stu de nts
aski ng:
help
wi th
lines as a to read
t he
exp res sio n.
in whi ch
in wh ic h th ey
to the dentist's.
by
st ud en ts
Can you com e for a meal? I'm sorry. I can' t. I have to finish a
vi si to rs .
to
ex te ns io n,
1
8
ans wer s
get
an
Exercise 1
1
lines of
word s in th e
As
ring
5
wit h the
class.
sit uati ons
class.
2
th e
ask th em
th e
there
8
elicit
to cross ou t th at
co nve rsa tio ns to
3
7
Ge t stu den ts
A sk co nf id en t pairs of st ude nts
4
6
an d
•
•
to
Can you go sho ppi ng? I'm sorry. I can' t. I have to writ e a letter.
of
Who is Mark? is Mark? He's Sarah's Sarah's boyfriend. Why Why is Sarah angry? Because Because Mark didn't go the restaurant. F o r exercise 2, p u t s t u d e n t s i n n e w p a i r s t o
•
A N S W E R S
5
speak.
co mp re he ns io n
us ing
Can you come to my party? I'm sorry. I can't. I have to vis it
pictu res
Chec k
come to the
4
th em
the
read th e first t w o
the
roles wi th
3
Ask
and elicit th e first miss ing
pr onu nc ia ti on.
reques ts
co nf id en t stu den ts
Po in t to
st ude nt.
•
the ir
mor e con ver sat io ns
act ou t the ir con ver sat io ns to th e
2
ask
practi se th e
pub/play tennis/buy some milk, e t c . T h e n e l i c i t shopping/ i d e a s f o r r e a s o n s , e . g . meet a friend/go do my homework, e t c . A s k s t u d e n t s t o s w a p partn ers.
Sarah
Ch ec k th e
cLass.
to
wo rk she et .
pic tur es.
class if necessar y.
tell st ude nts
of the
t o loo k at th e
th e con ver sat ion s
pictures.
ow n
a co py
con ver sa tio n
s a y
othe r
st ude nts
A sk
of
Picture 1 a n d a s k a s t u d e n t t o r e a d t h e e x a m p l e a l o u d . Say: Picture 2 a n d e l i c i t He can't play football tomorrow because he because he has to go to the dentist's. S t u d e n t s m a k e s e n t e n c e s i n t h e i r p a i r s
•
mi nut es
stu den ts
pairs
conversations
G ive
nec es sa ry. ge tt in g
Gap ped
express ions
answer.
m or e
Drill diff icul t
15
usin g te le ph on e
•
alo ud.
to
To practi se
Mak e on e cop y of th e wo rk sh ee t for each
sa y
and
ple ase?
•
This is Michael. People are People are asking him to do a lot of things. P o i n t t o M i c h a e l ' s g i r l f r i e n d a n d a s k st ud en ts
Wh o' s calling ,
Photocopiable p.237
th ey
offer to
to act ou t
to
role pla y
get a wr on g
ta ke
a
t he
n ew
num be r
mes sag e.
a nd
Th e
65
Photocopiable p.238
1
Aim:
2
Activit y type:
To pract ise tal kin g
mem ory
Time:
4
Instructions:
Matc hin g
15
Mak e on e co py
•
G ive
stude nts
picture
1
and
exa mpl e
Pu t st ud en ts t wo
wea th er
word s wit h
pictures
th en
min ute s
•
the
ab ou t th e
game
3
•
66
we at he r
of th e wo rk sh ee t for eac h a co py
of th e wo rk sh ee t.
s tu de nt .
Fo cus
What's the weather like? a n s w e r s : wet a n d windy. ask
in
pairs an d
word s fr om
each
ask t h e m t o
gr ou p of wi th
th e
Aim:
2
Activity type:
3
Time:
4
Instructions:
Chec k t he
•
F o r
exercise 2,
th e
pictures in r an d o m
ab ou t th e we at he r in th e •
As an ex te ns io n,
Elicit
boa rd. and •
o th er
ow n
weather,
wea the r
1
wet / wind y fog gy / cold
3
sno wing / icy
4
cool / clou dy
5
raining / stormy
6
sun ny / warm
7
fros ty / dry
8
hot/fine
st ude nts
and
cues
st ud ent .
wri te th e fol low ing
Do
th e sa me
wi th
elicit sen ten ces
fro m th e
a co py
loo k at th e first sen ten ce.
oth er
pairs of
on
st ude nts
class.
of th e wo rk sh ee t.
pictu re, Ask
cues ,
to look
Ask
and
t he m
th e
at th e
se con d
e l i c i t t h e s e n t e n c e Mice
and
elicit th e co mp ar at iv e
the
th em
are smaller than elephants.
Wi th
a we ak er
adj ect ive s th ey
c lass,
nee d
to
2 smaller, 3 more expensive, more expensive, 4 faster, 4 faster, use: 1 hotter, 2 smaller, 5 bigger, 6 shorter, shorter, 7 better, 8 more interesting.
Stu den ts
q ues tio ns
write sente nces
Circul ate to
e.g.
•
help wi th
Ch eck th e answe rs read ou t the ir F o r
•
yo u
any
abo ut the
other
pictures.
p rob lem s.
by ask ing
dif fer ent
st ude nts
to
se nte nce s.
exercise 2,
sen te nce
quest ions.
ask st ud en ts t o
wro te
look
on th e boa rd.
at th e
Elicit
fir st
th e
short. Write: (Antonia) a n d e l i c i t is shorter than (Marek). Say: hot a n d e l i c i t t h e o p p o s i t e a d j e c t i v e cold. F o c u s o n t h e e x a m p l e s e n t e n c e London is colder than Rome. E l i c i t a l l t h e o p p o s i t e a d j e c t i v e s s t u d e n t s n e e d t o u s e: e : 1 cold, 2 big, 3 cheap, 4 slow, 4 slow, 5 5 small, 6 tall, 7 bad, 8 boring. S t u d e n t s t h e n w r i t e a n o t h e r s e n t e n c e oppos ite
A N S W E R S 2
fro m
of th e wo rk sh ee t for each
pict ure an d th e cues,
w ord s.
What's the weather like today? What was was the weather like like yesterday/last weekend /on your birthday? birthday? What's your What's your favourite weather?, e t c . E n c o u r a g e s t u d e n t s t o t h i n k o f t h e i r
ab ou t the
co py
Gi ve st ude nts
pairs.
as as k s t u d e n t s d i f f e r e n t
sen ten ces
(Marek) / (Antonia) / tall. S a y (Marek) is taller than (Antonia). L e a v e t h i s s e n t e n c e o n t h e
o r d e r , e . g .
pictures in
Wri tin g
b o a r d :
the
on
ex am pl e
cove r th e
comp ar at ive s
m in ut es
Ch oos e tw o
What's the weather like in picture 4? Elicit: It's cloudy and cool. cool. S t u d e n t s c o n t i n u e a s k i n g a n d a n s w e r i n g
A s k a b o u t t h e
15
•
class.
tell st ud ent s to
pract ise usin g
Mak e on e
to answ er s wi th
To
•
pictur es. •
L on d o n
Photocopiable p.239
1
ma tc h
to
R o m e is ho tt er th an
a d j e c t i v e
ab ou t each •
picture using the
Ch eck th e answ ers read ou t the ir
by aski ng
oppos ite dif fer ent
adject ives. st ude nts
sen ten ces .
A N S W E R S Exercise 1 1
Rome is hott er than L ond on.
2
Mice are smaller than eleph ants.
3
The Apol lo is is more expensi ve than Seaview.
4
Aero plan es are faste r tha n cars.
5
France is bigger than Brit ain.
6
Joe is is shorter than Sa m.
7
The weath er tod ay is bett er than the weath er yesterday.
8
The book is more interes ting than the film.
Exercise 2 1
137
Lond on is colder than Rom e.
2
Elephant s are bigger than mice.
3
Seaview is is cheaper tha n The Apol lo.
4
Cars are slower tha n aeropl anes .
5
Brit ain is smaller tha n France.
6
Sam is taller tha n Joe.
7
The weather yesterday was worse than the weather today .
8
The film is more boring than the boo k.
to
W e lo ve o ur li fe in
67
68
Gr ee ce
Photocopiable p.240
1
Aim:
To pract ise
2
Activit y type :
3
Time:
4
Instructions:
15
co mp ar in g
dif fer ent
Correct ing wro ng
p L ac e s
in for mat ion
mi nut es
•
Mak e on e co py
•
Give
stude nts
of th e wo rk sh ee t for each a co py
to
Look at th e ph ot o
to
T o b y a n d s a y
to
read ou t sh ort
parag raph,
of th e wor ks hee t. of To by
and
This is Toby. sec tio ns
Ask
Ask
2
Activity type :
3
Time:
4
Instructions:
Poi nt
dif fere nt
check
Aim:
•
•
first se nte nce in fo rm at io n sec ond
in th e exercis e.
is correc t.
sent enc e
incorrect .
As k st ud en ts
and
Elicit the
Ask
to
Elicit th at
th em
to
read
Pu t st ud en ts
t he
•
exercise to ge the r.
Circulate
to
to
th e
dif fic ult
do
help wi th
is
read
F o r
•
t he
•
to
look at th e
ph ot os
Ch ec k t he
•
A s an ex te ns io n,
ans wer s wi th
ask pairs
ot he r ab ou t t wo
places th ey
prom pts
th e
on the
to
kno w well.
board
tel l Write
t o h e l p t h e m :
weather,; the food, the price of things.
Ask
st ud en ts
class.
t o de scr ibe th e
plac es to
th e
wit h th e
answe rs
th e t h e
c onf ide nt
2
incorrect - Toby's old job is more interest ing tha n his new job.
th e
co nf id en t
stu de nt s in
conv ersat ions .
the
act ou t th e co nve rsa tio ns
get stu den ts to
Tell th em
order.
Drill
pairs
con fid ent
to th e
fo r
n eces sary .
ne w
Ask
th e
pairs
con ver sat ion s.
lines as a class if
put
co mp le te
bu t in a diff eren t
by aski ng
an d
to
to stud ents
class.
make
up
to underl ine the
mor e foll owin g
1
etc.
A N S W E R S correct
rea d
need th e sam e sen ten ces
ou t th e co mp le te d
exercise 2,
Elicit
miss ing sen tenc es in
con ver sat ion
wor ds
to
Last night. 2 Yes, I am. I didn't sleep on the plane. 3 the conference was very long, but it was interesting. E l i c i t a l t e r n a t i v e i d e a s f o r e a c h u n d e r l i n e d s e c t i o n , e . g . 1 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,
each
1
Ask st ude nts
in pairs an d ask t he m
conve rsat ions.
class. of st ud en ts
o ne
Welcome back.
w o r d s i n t h e f i r s t c o n v e r s a t i o n :
•
giv e
a s k Where
and
lines of th e co nve rs at io n.
A s an ex te nsi on ,
any
half an d
t wo
st ud ent .
th at th ey
practise the
prob lems.
foll owin g
Expla in
th e
to to
of th e wo rk sh ee t for eve ry
s e n t e n c e
Che ck th e
Toby's old job is more
in pairs an d ask t h e m
each
st ud en ts
box .
interesting than his new job. •
Cut th e wor ks he et s in
th e sec ond
elicit th at th e in fo rm at io n s e n t e n c e
st ude nts .
con ver sat ion s
th e
read
co py
Put
etc.
are inc orr ect .
conversations
Mak e on e
missing •
tri p
m in ute s
th e first t wo
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, exer cise
ab ou t a
are they? Elicit: In the street.
com pre hens ion ,
Ex pl ai n t ha t th re e of th e six se nt en ce s in
15
Gapp ed
A sk st ude nts
ea ch
e.g. Where is Toby from? Manchester in Britain.
•
To pract ise tal ki ng
she et to
st ude nts
Af te r
back
Photocopiable p.241
1
t he m
his fam ily .
of th e te xt .
ask quest ions to
st ud ent .
We lc om e
•
Ask
stu den ts
to
3
correct
in th ei r pair s,
4
incorrect - His salary now is lower than in Britai n.
co nve rs ati on
5
correct
6
incorrect - Meals in restaurants are more expensi ve in Brit ain.
to
help
wi th
mak e
and th e ideas ideas
and
137
1
Welcome back.
2
When did yo u get back?
3
Are yo u tired ? How did it go?
5
Welcome back.
mor e
co nve rsa tio ns
usi ng th e se nt en ce s in th e
A N S W E R S
4
up
6
How did it go?
7
When did yo u get back?
8
Are yo u tired ?
on th e boa rd.
pr onu nc ia ti on .
first Circu late
Geog rap hica l
69 1
Aim:
2
Activi ty type:
3
Time:
4
feat ure s
To practise talk ing
15
ab ou t
Crossword
geog raph ica l
the n
feature s
pairw ork
m inu te s
Instructions: •
M ake
•
Gi ve
stu den ts
of th e wo rk sh ee t for eac h a co py
A i m : To
2
Activity type:
3
Time:
Po int
bo ar d.
Tell st ud en ts
in th e cr os swo rd . co rre sp ond ing Put
st ude nts
Foc us
on
pictu re clue. in pairs. Ask
th e cro ss wor d in pairs.
to
writ e th e
3 across
and
to
help
•
•
Check
the
fo r all t he •
•
eac h
th e first ga pp ed
s u p e r l a t i v e
their
As k dif fer ent
w it h
•
geo grap hica l
Stud en ts
the
board :
features.
th e sup erl ati ve
valley
7
mountain
8
bridge
pairs. Wh en
9
road
class dis cus si on
j o i n •
island
12
field
13
t he ans we r
studen ts to
to
di sag ree /
sent enc e
sente nces
best
on
singer.
ind ividu ally
Check students
have
adj ect ive s correctly . Th en
formed ask a
e . g .
I think
I
in.
St ud en ts
discuss the ir answ ers th ey
on
Exercise 1
sea
1
the largest
2
the most interest ing
3
the most famous
4
the hott est
5
the best
6
the most expens ive
7
the most beau tiful
8
the oldest
9
the cheapes t
10
the worst
Exercise 2
137
1
The best
2
The most beaut iful
t o
hav e fin ish ed,
A N S W E R S
Ac ro ss
11
ask and
wri te th e first ga pp ed
railway
river
o ut
(Madonna) is the best singer in the world. Say don't agree. I think (Placido Domingo) is the best singer in the world. E n c o u r a g e o t h e r s t u d e n t s t o
5
9
Elici t
tell yo u the ir first sen te nce ,
hill
motorway
read
Ask th e que sti ons
encour age
com ple te the
forest
7
to
(good) singer in the Elicit: The best a n d a
2
lake
the
op inion s.
exercise 2,
4
6
ga p.
the
of
st ud en ts
p ai r s t o
exercise 1.
w i t h t h e i r o w n i d e a s .
tunnel
cliff
ask ing
wor k in
cl a s s a n d
F o r
Stud ent s
of
Down
3
by
v a r i e t y o f a n s w e r s a b o u t w h o i s t h e
each
the
given.
st ud en t to
10
co mp let e
world is •
abo ut
it in
using th e sup erl ati ve for m
th e who le
ge ogra phic al
repor t back
wri te
Elicit
quest ions.
answer .
A N S W E R S 1
the largest a n d
wor k indiv idual ly to
give differ ent
st ude nt s to
on e
sent enc e on th e boa rd.
the largest city in your/our country?
do ing
area .
give
P u t s t u d e n t s i n p a i r s . A s k t h e c l a s s What's
•
What's 7 across?, e t c .
ab ou t the
t wo
st ude nt .
C hec k th e ans wer s
cl ues .
fe at ure s in th e
the
Cut th e wor ks he et s in half and
adject ives
exercise 2, a s k a s t u d e n t Is there a river near here? Elicit: Yes, there is. It's the River (Thames). o r No, there isn't. S t u d e n t s c o n t i n u e a s k i n g a n d quest ions
pairwor k
stu den ts.
sen ten ces
F o r
answ erin g
•
b y a s k i n g
th en
of th e wo rk sh ee t for eve ry
t h e q u e s t i o n s i n answ ers
quest ions
mi nut es
Stu den ts
spelling. •
Ga pp ed
co py
the
cliff.
sup erla tiv es
Mak e on e
W rite
t he
to co nt in ue
Circu lat e to
15
she et to
w or d
E l i c i t t h e a n s w e r th em
pract ise usin g
Instructions: •
pu zzl e an d ask
it on th e
•
of th e wo rk sh ee t.
s tud ent .
wo rl d?
Photocopiable p.243
1
4
co py
What's this? Elicit: A crossword. D r a w a n a r r o w p o i n t i n g down a n d a n a r r o w p o i n t i n g across o n t h e b o a r d a n d e l i c i t t h e d i r e c t i o n s down a n d across. F o c u s o n t h e p i c t u r e c l u e s a n d a s k What's 1 down? E l i c i t t h e a n s w e r tunnel. A s k a s t u d e n t t o s p e l l t h e w o r d a n d w r i t e
th e •
one
Wh o' s th e be st sin ge r in t he
70
Photocopiable p.242
3
The most handsome
4
The most interes ting
5
The wors t
6
The best
7
The most interes ting
8
The wor st
th e
ans wer s.
exercise 2
hav e an ot he r
in brie f
71
Th e high est mo un ta in is Lo ga n
Photocopiable p.244
1
Aim:
2
Activit y type:
To practi se
desc ribi ng
Finding
correct ing wro ng
3
Time:
4
Instructions:
15
Mak e one
•
G ive
gr am ma r
a co py
kn ow
ab ou t
Exp lai n th at
of th e wo rk sh ee t.
ph ot os
of th e co unt ry
and -
the re
start
and
are five
the n
Ask
Ask
the
the •
gets to
to
read th e te xt
ot he r
4
Instructions: M ake
•
G ive
by ask ing
co nfi de nt
read ou t dif fer ent
pa rag rap hs.
F o r
exercise 2, e l i c i t t h e c o r r e c t i o n f o r s e n t e n c e : Canada is in North America.
tall t o any •
w he n
wor k ind ivi dua lly
to corre ct th e
•
As an ex te nsi on , th e te xt
and
to
we
mak e
th e
to
•
ab ou t
A N S W E R S Exercise 1
.. . th e largest la ke is the Great Bear Lake. Ottawa is a big city, but it isn't the biggest city in Canada. The coldest place in the country is in Yukon. Exercise 2
4
Toron to is bigger tha n Otta wa.
5
Yuk on is colder than O tta wa.
6
Avri l Lavig ne is a singer.
high
o r
we talk
tall,
abo ut
bu t we
Circulat e to
by ask ing
in pairs.
quest ions,
read t he
Mackenzie.
There are milli ons of lakes in Cana da.
tha t wh en
s entenc es. a
on ly
help
use
wi th
dif fer ent
stu den ts
to
an swer s.
Ask t h e m to
choo sing
from
mak e sure th ey
the
ask an d
a ns we r
alterna tives.
say th e
nu mb er s
Dr ill th e co rr ec t fo rm s as a class
C heck th e answe rs
Sa y:
Exercise 1
3
u s e
the
Tell
if
necess ary.
The highest mountain is Mount Logan and the longest river is the
Moun t Logan is a mou ntai n.
can
com pl eti ng
high.
probl ems.
Circul ate to
A N S W E R S
2
kn ow
-
sent ence
t ha t
P ut st ud en ts the
etc.
Canada is in Nort h America.
con tin ue
Elicit th e wo rd
t he m
•
to
The Mackenzie is a mountain. Elicit: No, it isn't. The Mackenzie is ariver,
1
ga pp ed
Ask
exercise 2, w r i t e 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 : 2,000, 15.8, 0.5. E l i c i t t h e c o r r e c t w a y t o s a y t h e n u m b e r s : two thousand, fifteen point eight, a n d nought point five. A s k t h e f i r s t q u e s t i o n How high is that mountain? T e l l s t u d e n t s t o l o o k a t t h e a l t e r n a t i v e s i n exercise 2 a n d c h o o s e t h e m o s t l o g i c a l a n s w e r . Elicit: It's about 3,000 metres high.
class.
correc t t he m.
pic tur e.
st ude nt .
F o r
th e
mor e false st at em en ts
get stu de nts
pairw ork
of th e wor ks he et .
tal k ab ou t peo ple .
co rre ct ly.
Ch ec k th e an sw er s wi th
th en
•
statem ents. •
the
Ch eck th e answ ers
St udents
re s t o f
senten ces
a co py
read ou t the ir
first
me asu rem ent s
of th e wo rk sh ee t for each
loo k at th e first
bu ild ing ,
i de nti fy
th e
stu de nts
Mak e sure th ey
wi th
st ude nts
Ga pp ed
on e co py
stud ents
wh at
mo un t ai n?
m in ut es
com ple tes
co nfi de nt
and
15
•
errors.
Che ck th e ans wers
th en
Time:
it -
co nt in ue
an d cor rec t th e
•
3
line.
St ud en ts
•
Activity type :
gr am ma r
Elicit th e first error
To practise givi ng
to
the high mountain. E l i c i t t h e c o r r e c t s u p e r l a t i v e the highest mountain. T e l l s t u d e n t s t o c r o s s o u t high a n d w r i t e highest a b o v e he /s h e
2
ide as.
mist ake s are Ask a
Aim:
t he
stud ents
H o w high is th at
Photocopiable p.245
1
t he m
or pr ovi de ,
elicit a fe w
for ms.
readin g.
s tu de nt .
mistak es in th e
th at
of th e sup erl ati ve
st ud en t to
elici t,
Canada.
Can ada
of th e te xt . Tell th em so me
mistak es
of th e wo rk sh ee t for eac h
t o lo ok at th e
th ey
co unt ry
infor mat ion
copy
stu den ts
na me
a
min ute s
•
•
72
Mo un t
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
by ask ing
conf id en t
qu es ti on s an d ans wer s
p ai r s
acros s th e
to
class.
Eve ryd ay
73
jo bs
74
Photocopiable p.246
1
Aim:
2
Activit y type:
To pract ise th e vo ca bu lar y
3
Time:
4
Instructions:
15
Mak ing
Mak e on e co py
•
G ive to
st ude nts
look
colloc ations
th en
jo bs
pairwo rk
a co py
of th e wo rk sh ee t.
s tud ent .
Ask
at th e firs t pic tur e an d th e ex am pl e
v e r b f r o m
Ask
Exp lai n th at
the y sho uld
box A and a group
mak e th e ev er yd ay jo bs
Aim:
co mp le te
tak e
2
Activity type:
3
Time:
4
Instructions:
C hec k th e an swe rs
•
F o r
•
Pu t st ud en ts
wi th
th e
•
Mak e on e
ve rb
•
G ive
ans wer
a
to
co py
sen ten ces
perfe ct
fr om
cues
th en
tha t ap pe ar in
t he
on
of th e wo rk sh ee t for each a co py
loo k at th e
bl ock
in th e corr ect
ma tc hi ng p lace.
pic tur e.
the
que st ion s
ab ou t th e
to
•
ot he r
clean the windo ws
4
pay the bills
5
go to the bank
6
tidy the room
7
make the beds
8
cook the dinner
9
take thin gs to the cleaner's
10
take out the rubbish
11
do the washing-u p
12
do the washin g
13
lay the table
14
do the shoppi ng
live the re.
th e cues ,
haven't as
an d
elic it all th e
Fo cu s
t he 2.
n e g a t i v e
the
they
und er st and
2 is th e sho rt for m
class,
a
o f
pa st
h a s .
par tic ipl es 3
in pairs
tog et her .
an d
ask t he m
Circul ate to
to
help
writ e wit h
9 had,
th e
a ny
probl ems. report
bac k on
t hei r
•
Ch eck th e answ ers read ou t the ir
etc.
F o r
•
exercise 2,
by ask ing
dif fer ent
st ude nts
to
se nte nce s. ask a pair
of st ud en ts
to
read
ou t
Picture 2. Has she done the ironing? Elicit: Yes, she has.
do the ironing vacuum the floor
wh o
will nee d for th e exerc ise:
Pu t st ud en ts
the
3
stude nts
sen ten ces
A N S W E R S 2
a we ak er
t he m
tidied, 4 bought, 5 read, 6 done, 1 typed, 8 cooked, 10 finished.
th e
job s.
e . g .
W it h
pe op le
1. Chec k st ude nts
t h a t ' s in se nte nce •
Ask
Do th e sam e for pict ure
us e o f
the
st ud ent .
Ex pl ai n t ha t it sh ow s
boy s in pic tur e 1,
for m in se nte nce
class.
of th e wo rk sh ee t.
of flat s an d th e
Hig hli ght
Nicole does the washing-up every day. She never deans the windows, 1
th e pre sen t
Wri ti ng
stu den ts
box
in pairs an d tel l th e m
As k co nf id en t stu den ts to partner,
using
m inu tes
t he m
exercise 2, a s k a s t u d e n t How often do you vacuum the floor? E l i c i t a n a n s w e r , e . g . I never vacuum the floor. My husband vacuums the floor. / I often vacuum the floor.
ever yda y
15
of words from
th e exercis e by
and wri tin g th em
•
ask and
To pract ise
ex am pl e sen ten ce.
st ude nt s to
th e wor ds
•
Photocopiable p.247
1
pictu res. •
d inn er
pairwo rk
of th e wo rk sh ee t for eac h
do the ironing. B to
of ev er yd ay
m inu tes
•
The y'v e fini shed
•
ex amp le
St ud en ts
exc hang e.
ask and
ab ou t th e
by
ask ing
pairs of st ud en ts
an d ans wer s
acros s th e
A N S W E R S Exercise 1 1
They haven' t laid the table.
2
She's done the ironing .
3
They haven 't tidie d their room.
4
She's bou ght a birt hday present.
5
She's read the newspa per.
6
He hasn't done his home work .
7
She's ty pe d a letter .
8
He hasn't cooked dinner.
9 10
He hasn 't had dinn er. They've finished dinner.
Exercise 2 1
Have the y laid the table? No, they h aven' t.
2
Has she don e the ironing ? Yes, she has.
3
Have the y tidied their room? No, they haven 't.
4
Has she bo ug ht a bir thd ay present? Yes, she has.
5
Has she read th e newsp aper? Yes, she has.
6
Has he done his homework? No , he hasn't .
7
Has she ty pe d a letter? Yes, she has.
8
Has he cooked the dinner? No, he hasn't .
9 10
137
rest
p airs.
Ch ec k th e ans wer s say th e qu es ti on s
s a y
an sw er que sti ons
of th e pic tur es in •
Then
Has he had dinner ? No , he has n't . Have they finished dinner? Yes, they have.
to
class.
I've g on e to t he
75 1
Aim:
76
ai rp or t
Photocopiable p.248
To practise
unde rst and ing
and
writ ing
short
messag es 2
Activity type :
3
Time:
4
Instructions:
15 -2 0
Matc hin g th en
Mak e on e co py
•
Gi ve st ude nts
by
a co py
ha ve to
key words
stud ents
halves, •
C heck
F o r
to
2
Activity type :
3
Time:
4
Instructions: M ake
•
Gi ve stu den ts
missi ng
by ask ing
co mp le te
mes sage s.
th ey
Elicit th e kind
of
will nee d for th e first mes sag e,
to
t wo
wri te
•
W h o
if •
in pairs. St ud en ts
w r i t e s u i t a b l e
messages.
ideas
p rob lem s.
and
so me
an y
of th e st ud en ts
wor k to ge th er
Circulate to
help
Check Ben
answ ers
read ou t
Point
Mark in tu rn
•
an d
th ei r
A N S W E R S Exercise 1
Exercise 2 Sample answers Message for Mr Brow n I've missed my train, so I'm going to be late for the meeting. I'm going to get a taxi. An a Everyone The computer isn't working. Please don't use it. Mum Eddie I've booked cinema tickets. Let's meet at 7.30 at the cinema. Karl
137
wo rk in g
co mpl et ing
don' t nee d to
an y
girl fri end,
b ut
ab o ut
her surp rise
dif fer ent
lines
of
b u t he hasn't g o t a j o b
exercise 2,
1
him .
3 He
Onl y
tw o
co nve rs at io n.
as a clas s
she left
th e
are
use.
gro ups
by eliciting the
party .
mis sed
t he m
p rob lem s.
conv er sat io n:
asks
if
problem
th at
He asks
a bo ut
2 He tells
Tess
Har ry
ab ou t
n o w . 4 J a n e is
his
angry
train .
ask st ude nts
conv ersa tion s in their
with
and
for th e fin al
com pre hen sio n
Mark's
F o r
co nt in ue
read ou t the ir con ver sat ion s.
bec aus e th ey
to
to
Point out that there
by aski ng
causes in each
j o b ,
messag es.
3
Ch eck
to to
ga p.
co mpr ehe nsi on.
Dril l di ff ic ul t wo rd s an d
e.g.
st ude nts
ig nor in g th e
and
th ey
help wit h
Do
A sk
2
wor ds th at
necess ary.
P ut
1
extra
are nee de d
class first
gr ou p
check
words in the box.
st ude nts
who le
t he m
Ja ne ,
conv ersa tion s
Circul ate 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
to
t he
ask a co nfi de nt
th e gr oup s of st ude nts
st ude nts
an ex am pl e wi th
Pu t
b ox .
th ro ug h
t o
in fo rm at io n
e . g .
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. neces sary,
•
Ask
w i t h have
of th re e and
pic tur e of Be n,
in th e
messa ge
mess ages .
exp lai n th at
of th e wo rk sh ee t.
Ask: Who does Ben ask about? Elicit: Mark's girlfriend. Ask: What's the problem? Elicit: Mark hasn't got a girlfriend. She left him. Ask: Who is angry? Elicit: Jane. T h e n e l i c i t t h e m i s s i n g w o r d sorry a n d t e l l s t u d e n t s t o c r o s s i t o u t
half
st ude nts
a co py
st ude nt .
e l i c i t t h e i r n a m e s .
• differ ent
of th e wo rk sh ee t for each
ask quest ions
to th e
stu den ts
the
conversations
read th e first co nv er sa ti on ,
The n
Elicit: appointment
mat chi ng
one co py
to to
exp la nat io n
m inu te s
t he
Ask
b .
15
for an
Gap ped
•
und er st an di ng
find th e
To pract ise ask ing
int o gro ups
stu de nts
Chec k
Aim:
Exp lai n
individ ually.
exercise 2,
th ey
Ask
h e l p e d t h e m .
th e ans wers
the ir ow n
half.
con tin ue
wor kin g
read ou t th e •
ma tc h th em .
Elicit th e ans wer
and garage.
Ask
part s an d
ask st ude nt s to
of th e mes sag e.
•
are in t w o
st ude nt.
a bo ut ?
Photocopiable p.249
1
What's the problem? Elicit: The car isn't
working. T h e n w h i c h
of th e wo rk she et .
first mes sag e
asking
message s
of th e wo rk sh ee t for each
t ha t th e me ss ag es
read the
short
minutes
•
stu den ts
writ ing
W h a t are yo u ta lk in g
group s.
act ou t th e con ver sat ion s
to
practise
t he
Ask
con fid ent
to th e
class.
grou ps
77
Photocopiable p.250
1
Aim:
To practise talki ng
2
Activi ty type:
3
Time:
4
Instructions:
15 -2 0
Mak e one
•
Give
stu den ts
look
at th e ex am pl e
co py
a co py
activ itie s on
•
the n
of th e wo rk sh ee t.
s tu de nt.
Ask th em
to
drive a sports car.
to
wri te th e
th e wor ks he et .
dif fere nt
for eac h
stu den ts
na me s
of th e
Chec k th e answ ers
to
Aim:
read th em
3
Time:
4
Instructions:
rel evan t a cross
pu t a tick
pictur e. (X )
For
(/ )
•
Wr ite th e fol low ing
No, I haven't,
in th e bo x
nex t to
the
•
St ude nt s
reply
Re mi nd •
th em
aski ng
and
ans wer ing
to record the ir partne r's
As k a stu den t ab ou t
hi s/ he r
partner,
pu t
Circul ate to tens es.
the ir •
prev ious
Co nf id en t partne r,
to
pairs.
•
Ch eck
•
F o r to
answ er que sti ons
can
back
ab ou t
first
q ues tio n
ask a st ude nt
practi se
answ ers.
•
stu den ts ,
wh o
to
and
th e
Circulate to
wor-;she et.
fo rma ti on
go th ro ug h
and
al l t h e
class. in pairs and
answe rin g tn e
make a note
city.
St ude nt s
cl a s s f i r s t .
pu t st ud en ts
aski ng
on the
th e que st ion
wi th
th e ver bs fo rm s wi th
ab ou t
of th e wor ks he et .
wit h th e wh ol e
exercise 2,
of their
help wit h
tell
th e m
c _est ions .
part-el's
pro nun ci ati on.
th e wh ol e class
As k a st ud en t to tel l yo u so me th in g
Drill
neces sary. ab ou t
thei r
(Miguel) has been to London. He went there last month, partner,
repo rt
and
questions
weak er
th e an swe rs
A s k t h e m
H a s
p artne rs.
stu de nts
e . g .
ask and
Elicit th e
be/to
ask ab ou t a dif fer ent
a co py
help wi th
Wi th
que st ion s
(Tamiko) ever driven a sports car? Elicit: Yes, she has./No, she hasn't. P u t s t u d e n t s i n d i f f e r e n t pairs. Tell th em
que st ion
w r i t e t h e r e m a i n i n g
an swer s. e . g .
b o a r d :
Have you ever been to a n s w e r s Yes, I have. /No, I haven't.
Lo nd on ,
Gi ve st ude nts
pic ture .
in
the
When did you go there? E l i c i t t h e i r Last year. /Three years ago, e t c . I f n o b o d y
has bee n to •
bo ar d.
co nt in ue
cues on
st ud ent .
h a s b e e n t h e r e
Have you ever seen a ghost? Elicit: Yes, I have./No, I haven't, a n d r e c o r d a t i c k the
of th e wo rk sh ee t for each
Elicit th e sec ond
A s k a d i f f e r e n t s t u d e n t
or cross on
pairwo rk
a s k d i f f e r e n t s t u d e n t s
and
th e
sho uld
rele va nt
co py
London? E l i c i t
ne xt to
th ey
one
London? When/go there?
by
the n
m in ut es
M ake
ou t.
in th e bo x
15
t he
ex per ienc es
Cued ques tions
•
exercise 2, p u t s t u d e n t s i n p a i r s . A s k a s t u d e n t Have you ever driven a sports car? Elicit: Yes, I have./No, I haven't. S h o w s t u d e n t s h o w t o r e c o r d t h e i r p a r t n e r ' s a n s w e r s . F o r Yes, I have. sho ul d
to tal k ab ou t
Activity type:
F o r
th ey
To practi se usin g th e pre sen t per fec t and
2
o th er
Lo nd on ?
Photocopiable p.251
pas t sim ple
pairw ork
of th e wor ks he et
As k th e st ud en ts
ask ing
1
experi ences
minute s
•
•
ab ou t
Labelling
Ha ve yo u ever be en to
78
Exp eri ence s
their
Karl has never seen a ghost.
•
e.g.
etc.
Put st ude nt s in dif fer ent each
pairs. Ask
oth er ab ou t the ir first
t h e - t o
te ll
part ner.
A N S W E R S Exercise 1
A N S W E R S
1
driv e a sport s car
7
write a boo k
1
Have you ever been to Lon don? When did you go there?
2
see a gho st
8
be on TV
2
Hav e yo u ever seen a ghos t? Where did yo u see it?
3
do a bungee ju mp
9
ride a horse
3
Hav e yo u ever met a fam ous person? W
go scuba divin g
4
Have you ever lived in ano the r coun try? Where did yo u live? Have you ever eaten in an India n restaurant? Wha t did you eat?
4
fly a pla ne
10
5
run a mar ath on
11
climb a mount ain
5
6
lose a mat ch
12
win a prize
did yo u meet?
6
Have you ever won a comp etit ion? What did you win?
Exercise 2
7
Have you ever been to the theatr e? A hat did yo u see?
1
A
8
Have you ever lost your wallet? What did you do?
2
A
Ha ve y o u ev er dr iv en a sp or ts car?
B Yes , I ha ve . / No , I ha ve n' t. Have you ever seen a ghost.
B Yes , I ha ve . / No , I ha ve n' t. 3
A
Have you ever done a bungee jump?
B Yes , I ha ve . / No , I ha ve n' t. 4
A
5
A
Hav e yo u eve r flown a plan e?
B Yes , I ha ve . / No , I ha ve n' t. Have you ever run a marathon?
B Yes , I ha ve . / No , I ha ve n' t. 6
A
Hav e yo u ever lost a match ?
B Yes , I ha ve . / No , I ha ve n' t. 7
A
Have you ever written a book?
B Ye s, I ha ve . / No , I ha ve n' t. 8
A
Have you ever been on TV?
B Ye s, I ha ve . / No , I ha ve n' t. 9
A
Have you ever ridden a horse?
B Ye s, I ha ve . / No , I ha ve n' t. 10
A
Have you ever been scuba diving?
B Ye s, I ha ve . / No , I ha ve n' t. 11
A Have you ever climbed a mountai n?
12
A
B Ye s, I ha ve . / N o ; I haven't. Have you ever won a prize?
B Ye s, I ha ve . / N o, I ha ve n' t.
137
I?
A n
80
interview
Photocopiable p.252
he
1
Aim:
To practi se ask ing
so me on e
ab ou t
the ir
exper iences
2 Activit y type: 3 Time: 4 ,ent.
15 -2 0
to en't.
que sti ons
•
role
play
minutes
•
of th e wo rk sh ee t for ever y
Cut th e wor ks hee ts
Pu t st ud en ts in A / B B to
each
st ud ent .
of th e wor ks hee t. goi ng to
their
to
Exp lain oth er,
;et.
q u e s t i o n s i n to
out
th e cor res pon din g
and th e
stu den ts
baske tbal l
B stud ent s are
writ er called
Liza
a re g o i n g
to int erv iew
so first th ey
sh ou ld
use th e cue s to
exercise 1.
com pl et e th e task .
Circulate to
by ask ing
hav e th e sa me
As k an A st ud en t to
th at •
the y th e
of th e wor ks he et
Cut th e wor ks hee ts
Pu t st ud en ts
in A / B
passenger's •
help wi th
any
diffe ren t stu den ts
Not e th at
bot h th e A
to
in te rv ie w th e th ey
B stu den ts int erv iew
inter views.
B
2
Wha t do yo u do?
ou t th e
role of
th e
to
look at
th e
th e A to
s tud ent s.
role pla y
the
t he
hav e
t he
line an d wri te th e
mi ss ing
st ud en t t o wor ds
B's
read
thei r
for th e
B
fir st
st ud en ts
Are you travelling.
read the ir rele vant
same
St ud en t
b oa rd :
an A
w i t h
B st ud en ts
by wri tin g
to Singapore? A s k
and
roles so
A
cor re spo ndi ng
stude nts
and
line on
ga pp ed
do wn
way .
spelling
th e
not to
as th ey
ma ke
sure th ey
Wh en
th ey
th em
to
th eir and
help
look at each
lines
each
ot he r
other's
do th e acti vity .
are bei ng
have
parts an d
mis sin g wor ds
Rem in d
and
con ver sat ion s
Circul ate
to
accu rate .
fini she d,
ask stu den ts
to
put
the ir
and
spel ling . A s k c o n f i d e n t s t u d e n t s t o r e a d t h e across class if F o r
the
class.
Drill dif fic ult
conversation
wor ds
an d
lines as
a
ne ces sary .
exercise 2,
pract ise th e A N S W E R S What's your name?
lines,
first
par tne r writ es
st ud en ts .
can sw ap
pairs of st ud en ts
1
th e
w o r k s h e e t s t o g e t h e r t o c h e c k t h e w o r d i n g
have fin ish ed,
As k co nf id en t
Ask
th e act ivi ty
St ud en ts
ab ou t
H an d
D em on st ra te
in the
look at th e in fo rm at io n
half.
lines.
to
que sti ons .
in
t wo
Ask: Where is the man? a n d e l i c i t At the check-in of an airport. E x p l a i n t h a t t h e A s t u d e n t s
Tre nt.
indivi dually
for eve ry
pair s. As si gn
eac h st ude nt.
ha ve th e clerk's
student.
Tell th e A st ud en ts Wh en
Mak e on e co py
go ing
th e
air po rt
p h o t o .
are
wri te
at an
minut es
hal f of th e wor ks he et .
Say: John. Have you ever been to Europe? Elicit: Yes, I have. T h e n a s k When did you go there? Elicit: Last year. R e p e a t t h e p r o c e d u r e •
Instructions:
in
conversat ion
half
H o w a r d .
w i t h a B
4
15 - 20
on th e boa rd:
B stu den ts
Jo hn
Time:
Gap ped
or B to
each
Stu dent s wor k
read ou t the ir que sti ons .
•
3
p layer
th at th ey
Che ck th e answ ers
th em
Activit y type:
or
probl ems. •
2
•
half.
Ex pla in th at th e A
role play an Aus tr ali an
nts
the
Han d
To pra cti se ch ec ki ng
stu den ts.
pairs . As sig n th e role of A
H ow ar d
y -
arid
in
role play an Am eri ca n
called J o hn
dy
Aim:
t wo
Singapore?
Photocopiable p.253
1
•
Mak e on e co py
,vho
ns.
th en
Instructions: stu den ts.
ion
Wri tin g
A r e y o u t r a v e l l i n g t o
put
stud en ts
co nve rsa ti on .
in
ne w
pairs
Circul ate to
to
help
wit h
pronunci ation. A s a n e x t e n s i o n ,
3
Where are yo u from?
the
4
Have you ever travelled in Europe?
conversations:
foll owin g
5
Whe n did yo u go there ?
6
Where did yo u go?
7
Hav e yo u ever wo n a prize?
8
What did you win?
tell students t o
info rma tio n
underline
in their
com ple te d
Singapore/just one/aisle 1.30/gate number 7 . T e l l t h e m t o m a k e
conve rsat ions , stud ents ,
cha ngi ng
build the
bo ar d wi th
the
these
who le
c l as s
details.
seat/ mo re
Wit h
convers atio n
on
wea ker the
first.
A N S W E R S Clerk Pass enge r Clerk Pass enge r Clerk Passenger Clerk Pass enger Clerk Passenger Cle rk Pass enge r Cler k
Are you travelli ng to Singapore ? Yes, I am. Can I see your ticke t and passport, please? Here you are. Thank you. How many bags are you checking in? Just one. Did you pack the bag yourself? Yes, I did. Has anyone given you anyt hing to carry? No, they haven't. Can I see you r hand lugg age, please? Yes. Here it is. Than k you . Would you like a windo w seat or an aisle seat?
Pass enge r Cler k
An aisle seat, please. Here's your boarding card. Boardi ng is at 1. 30 from gate number 7. Have a nice flight.
Passenger
Thank you. Goodbye .
-
Student's Book Review pages answer key 5 a 1 In th e so uth of Ho ng Kong .
Review 1-8 1
1 'm
3 Every day.
2 mee t
3 nam e
4 do
5 an
6 work
7
Th at
b 1 We
1 Arg ent ina 6 Polish
3
2 Brazilian
7 Spain
1 th re e keys
4
1
8
2 /
3 China
5
Britain 6
3 fo ur me n
Is thi s Olive 's desk?
4 fiv e box es
5 /
6
5
1 I am
6
eight , twelv e, sixteen, twent y-fo ur, thirt y-thr ee, forty -one, fifty,
second, fourt h, sixth, eight h, tent h
8
1 Six
9 a
I d
10
1 Goo db ye. 4
12
1
2 f
3 first
3 a
bathroom:
4c
4 Two 5 b
2 5
B 4 A B
3
6 e
2 Goo d mor ning .
1 the second of Sep tem ber
3 See yo u later.
2 the fifth of Ju ne 4 the thirty-fi rst of December
5 the fourte enth of March 4 a
What time is your appoin tment ?
1 're sit ting
5 a 1
aren't
6 the twen ty- seve nth of Janua ry
2 aren't reading
6 Are,
putt ing
using
Can she spea k Ita lia n? No, she can't .
2 Can yo u' dr iv e a car? Yes, I ca n.
Wha t day is Sally's interv iew?
3 Can they play volleyball? Yes, they can.
It's on Wednesday .
4 Can he mak e a cake? No, he can' t.
Wh en is Fawz ia's par ty?
5 Can th ey play the piano? No, the y can 't.
It's on Friday.
6
What' s the time? It's quart er to four.
Because he's do ing a mak eove r. Rupert.
4 Be caus e he's on holi day . 5 Wednesday the third of September.
do: karate, yog a
8
l b
9
1 Can, Sure, you
play: table tennis, the piano, football go: to the cinema, jog gin g, read: book s,
1 2
3 Next week.
wake up, get up, have break fast, leave home , start work ,
2 c
3 d
4 a 2 Could , please, OK
I d
magaz ines
2 c
3 e
4 b
5 a
1 cin ema
2 art gall ery
1 do n't live
5 thea tre
6 shop pin g centre
2 spea k
5 doe sn' t like
3 wat che s
4 do n't have
6 go
4 a 1 Wh at does Paul do?
2 Does May a like spor t?
3 Wha t sports do you play? c 2
d 5
3 disco / club
4
rest aura nt
1 Is Pavel tea chi ng, teach es
2 isn't raining
3 are the y doi ng, 're playi ng
4 Do you often go, do
5 are you wal kin g, is repairing
4 Do the y play tennis?
4 a There wer e a lot of peop le at the music festi val yeste rday. Mike
5 W hat do yo u do in the even ing? b l
3 Excuse, Here, Than k
Review 33-40
swimmi ng
listen to: the radio, music
b a 3
3 Is, wat chi ng
5 're goin g
It's at half past t wo .
finish work, co ok dinner, go to bed
3
3 Ho w, Yes
3 the eleventh of Nove mber
Review 9-16
2
We
me
September, October, November, December.
Fou r
7
3 A
7
13
Janu ary , February, March, Apri l, May, Ju ne , Jul y, Aug ust ,
Sunday
B
6 Th ey he
washbasin
4 'm not maki ng
2 A
12
bedroom: bed, wardrobe
5 th ey ar en 't
Goodnight.
B
1
2 Let 's, Sor ry
Mond ay, Tuesday, Wedne sday, Thursd ay, Friday, Satur day,
1 A
5 us
him
kit chen: cooker, fridge, dishwash er, wash ing mach ine, sink
seventy-nine
2 thi rd
11
living room: armchair, sofa
7
11
1 Why , Go od
4 Sh e
10 I
Review 25-32
4 The y aren 't in th e office. 4 he is
3 she
9 He
/
2 Lucy isn' t here to da y.
3 we are
2 her
8 th em
Amer ican
3 Are yo u her secre tary? 2 it isn 't
4 Dutc h
5 A hot el.
6 At the end of Edward's street,
8 a 2
2 There 's a big mark et .
4 The mark et.
w a s w i t h hi s gi rl fr ie nd , Ma ry . T h e y w e r e n ' t ha p p y. Th e si ng er s
e 4
w e r e n ' t ve ry g o o d , t h e mu si c w a s n ' t ve ry i nt e re st i ng , an d Ma ry
5 b 1 W here does she live?
and Mike were cold.
2 Is she marri ed?
b 1 Yes, the re were .
3 Who does she live with?
4 No , it wasn 't.
4 What does she do? 5
5 Where does she work? 6 What does she do in the evening?
2 No , he was n't .
3 No, they weren't.
5 Yes, the y were.
1
He's a flig ht att end ant .
2
Dubai.
3 He's maki ng coffee for the pilo t.
c 1 S he lives in Ber lin. 2 Yes, she is.
4 He travels around the world and meets differe nt pe ople.
3 She lives wit h her husba nd and their two childre n.
5 Some flights are long and they don't have many breaks.
4 She's the manager of a boo ksh op.
1 I can't exp lain .
5 In the city centre. 6 She usually watches TV. 6
I I
know
7
l c
2 a
2 right 3 e
3
4 d
2 I'm only tryi ng to help.
3 Are yo u worried abou t you r exam?
4 I don' t unde rsta nd.
5 What's the pr oblem?
funn y
I d
2 a
3 c
4 b
5 b
Review 41-48 Review 17-24 1 a 1 daug hte r
2
2 gran dfat her
3 niece
4 uncle
5 wife
3 a 1 go t up
6 parents 2
l c
3
1 's got
6 bo ugh t
2 a
3 e
4 b
1 Are the re
2 to ok 7 ate
3 to e
4 elb ow
3 sta rte d
5 st oma ch
4 had
8 liked
2 We didn't take the train to work.
3 Have , go.t, 've got
3 Mark didn't start work at 8.3 0 a . - .
5 Has, go t, has, 's go t 2 There's
2 ank le
b 1 You didn' t get up at seven o' clock.
5 d
2 Have , got , hav en't
4 hasn 't go t 4
1 neck
3. The re aren 't
4 They didn't have lunch in a resta-'aTL
4 Is the re
5 Elena didn't stop work at 5.3 0 p . - . 6 I didn't buy a newspaper. 7 You didn't eat my sandwi ches. 8 He didn' t like the fil m.
137
5 st op pe d
6
nose
6 1 Ben
4 a 1 Did Jorge go skiing with his friends? 2 Did you enjoy the film? 3 Did they see the match yesterday? 4 How did Anita break her arm? b l
c 5
d 3
2 Real ly
9 1 c
3d
1 a 1 clou d
3 I studied Art at university. 3
6 We travelled a lot with our jobs.
4
7 We reti red last year . 8 We bought a new house last week. 2 fel l
3 broke
5
4 called
5 we nt
6 had
7
9
1 1 sore
2 yo urs el f
2 1 cold
2 tak e
2 Well
3 Cong ratu lati ons
4 wai t
3 drop s
4 use
5 eve ry
1 Air po rt 1 bee f
3
4 a fore st
3 more exp ensi ve
2 more inte rest ing 6 you nge r
1 b
3 suitcase
4 port
5 cruise
5 a val ley
2 c
3 bett er
2 the most expe nsiv e 5 the wet tes t
F 3
T 4
3 d
4 worse
5 sunni er
F 5
F
4 hot ter
3 the wors t
6 the oldest 6 T
4 a
2 lon g
3 deep
4 wide
5 hig h
3 tom ato es
4 peas
5 carrots
6 oranges
8 chicken
2a
3d
4c
5 b
3 Have they done the ironing? 5 I haven't cleaned the windows. 6 Has he pai d th e bills? 4
uncountable: beef, food, cheese, milk, tea, bread 3 a
1 Hav e, bee n, travel led 3 Have, learned, studied
countabl e: bis cui t apple, grape, oni on, tom ato , sandwich 2 man y
l e
4 Helen 's made the beds .
6 We're going to see a show in Lo ndo n.
2 bacon
3 lay the tabl e
2 Ari hasn't booked the tickets.
5 Are they going to buy a car?
1 much
2 do the iron ing
3 a 1 She's tak en the rubbish ou t.
3 Is Luis going to play tennis?
8 a 1 eggs
1 make the beds
4 clean the windows 2
2 pork
7
6 ice
8 more famou s
1 cheape r
1 hig h
4 She isn't goi ng to take a gap year.
6 rice
3 a rive r
5 cloudi er
9
2 You aren't going to come to my party.
6
2 short er 7 wet ter
8
1 David's goi ng to work at home tom orro w.
5
1 older 6 nicer
1 T 2
1
2 missed
7 grapes
5 sto rm
Review 73-80
6 ticket 2
4 fo g
3 twi ce
Review 49-56 1
3 wi nd
2 an isl and
4 the long est 6
1 so
2 sun
1 the smalle st
gav e
8 hurts 8
4 go od
6 a mountain
4 I starte d work in an art gallery in Lon do n. 5 I met my husband at work.
1 wor k
3 glad
4b
2 a 1 a tu nn el
2 I left school when I was 18.
7
2a
4 Stev e
Review 65-72
e 4
1 I started school when I was four.
5
3 Louis e
8 1 soun ds
5 Where did you meet them? b a 2
2 Alic e
4 lot
5 much
6 som e
3 tom ato es
4 toa st
5 chicken
peas
5 6 8
1 1 b
2 c
2 1 d
2 a
1 mean
2 Has, met , spoke 4 have, visit ed, went
3 e
2 sorry, unders tand
3 abo ut
4 proble m
1 Can I see you r pass port , please? 2 H ave a nice flig ht.
9
1 hear, Th an k
10
1 Are yo u ready to order?
2 sad
3 miss
4 Woul d yo u like an aisle seat?
2 Yes. Can I have the cheese omelette, please?
5 Did you pack the bag yoursel f?
3 What would you like with that?
6 Ho w many bags are yo u checking i n?
3 Here's your boarding card.
4 Oh, can I have the salad, please? 5 And would you like anything to drink? 6 Can I have a glass of frui t jui ce, please? 7 Would yo u like orange jui ce or apple juic e? 8 A ppl e juice , please.
Review 57-64 2
Peopl e: cashier, pos tman
v
Thi ngs in a post office: scales, post box, stam p
%
Y ou p os t th es e: le tt er , po st ca rd , bi rt hd ay car d 3
1 Jordan 's wearin g a new red shir t. 2 Lucy 's got a nice blue dress. 3 That 's a very comfo rtab le chair. 4 I boug ht a big black bag. 5 They live in a horrible old apartment. 6 You've got beautiful long hair.
4 a (in any order) They have to type letters. Eva doesn't have to do photocopying. Boris has to do ph otoc opyi ng. They don't have to fix the computers. Eva doesn't have to go to the post office. Boris has to go to the post office. They have to make coffee, b 1 Yes, she does. 4 Yes, he does.
2 Yes, I do. 5 Yes, we do.
3 No, the y don 't . 6 No, she does n't.
