PAUL SELIGSON CAMILA ABREU
English
1 TEACHER’S BOOK T
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58 St Aldates Oxford OX1 1ST United Kingdom Printed in Mexico ISBN: 978-607-06-0775-2 First edition: April 2013 © Richmond Publishing / Santillana Educación S.L.
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from the Publisher. Richmond publications may contain links to third party websites. We have no control over the content of these websites, which may change frequently, and we are not responsible for the content or the way it may be used with our materials. Teachers and students are advised to exercise discretion when accessing the links. © Santillana Educación, S.L. 2013 D.R.© Richmond Publishing, S.A. de C.V. 2013 Av. Río Mixcoac No. 274, Col. Acacias, Del. Benito Juárez, C.P. 03240, México, D.F.
Publisher: Paul Berry
We would like to thank the following reviewers for their valuable feedback, which
Editorial Manager: Sandra Possas
has made English ID possible: Adriana Rupp, Ana Beatriz Medeiros de Souza, Brian
Content Development: Paul Seligson
Lawrence Kilkenny, Clara Haddad, Denise Almeida, Deyvis Sánchez, Diva Maria
Project Manager: Eduardo Trindade Editor: Cristina Cesar Assistant Editors: Nathália Horvath, Sandra Romani
Abalada Ghetti, Elisa Borges, Elisabeth Blom, Frank Lício Couto, Henrick Oprea, Isabela de Freitas Villas Boas, José David Ramos Solano, José Olavo Amorin, Juliana Tavares, Kathleen M. Johnson Scholl, Kátia Andréa da Silva Falcomer, Lilian Leventhal, Louise Potter, Luzia Colferai Araujo, Lycia Lourenço Lacerda,
Art Coordinator: Christiane Borin
Maria Cecília Pérez Gamboa, Maria Luiza Guimarães Carmo, Maria Rute Leal, Mauro
Art Editor: Fabiane Eugenio
Vieira, Pamela Vittorio, René F. Valdívia, Ronaldo Mangueira Lima Junior, Silvana
Project and Cover Design: Raquel Buim
Sanini, Sueli Monteiro, Suzy Teixeira de Almeida, Thais Musa.
Layout: Amanda Savoini, Rafael Gentile, Talita Guedes
Paul Seligson would like to express his incalculable gratitude to all his family,
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friends, fellow teachers, ex-students, co-authors and the entire Richmond team,
Proofreaders: Alexandre Gomes Camarú, Érica Alvim,
without whom ID could never have happened.
Juliana Sant’Ana Cavalcanti de Queiroz, Kandy Sgarbi
The Publisher has made every effort to trace the owner of copyright
de Almeida Saraiva, Katia Gouveia Vitale, Rafael
material; however, the Publisher will correct any involuntary omission at the
Gustavo Spigel, Raura Monique Ikeda, Roberta Moratto
earliest opportunity.
Risther, Thais Giammarco, Vivian Cristina de Souza
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Contents Language Map ........................................................................................................................................................ 4 Introduction
............................................................................................................................................................. 8
Features Presentation
.................................................................................................................................. 17
Unit 1
........................................................................................................................................................................... 25
Unit 2
........................................................................................................................................................................... 38
Review 1 ..................................................................................................................................................................... 49 Unit 3
........................................................................................................................................................................... 52
Unit 4
........................................................................................................................................................................... 62
Review 2 ..................................................................................................................................................................... 76 Unit 5
........................................................................................................................................................................... 78
Review 3 ..................................................................................................................................................................... 91 Unit 6
........................................................................................................................................................................... 92
Review 4 ................................................................................................................................................................. 104 Unit 7
....................................................................................................................................................................... 106
Unit 8
....................................................................................................................................................................... 119
Review 5 Unit 9
............................................................................................................................................................... 132
....................................................................................................................................................................... 134
Unit 10
.................................................................................................................................................................... 144 44
Review 6
............................................................................................................................................................... 157
Writing
..................................................................................................................................................................... 159
ID Café
..................................................................................................................................................................... 162
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ID Language Map Question Syllabus
1
1.1
³
³
Are you an excellent actor?
³
³
³
³
³
³
How do you spell your last name? Are these your glasses?
1.4 1.5
2
2.1
³
Audio / Video / Pron.
Verb Be – Present ³ Subject Pronouns – I, you, he, she, it ³
Adjectives (opinion) The alphabet ³ Numbers 11-100 Personal objects (singular & plural)
³ ³
Colors Adjectives (opposites) ³ More adjectives ³
³
What’s your full name?
³
How are you?
³
³
When do you get up?
³ ³
³
What do you do in the mornings?
³ ³
³
Do you use your cell phone a lot?
³ ³
2.3
2.5
Countries & nationalities
³
A / an Position of adjectives Verb Be – Wh questions Demonstrative Pronouns
³
³ ³
The Alphabet
First name / last name Making a hotel reservation
Possessive Adjectives
³
2.2
2.4
Grammar
Are you American?
1.2 1.3
Vocabulary
³
³
Who do you live with?
³
³
ID Café 1 – An Excellent Reunion
³
Numbers / Flight times
Greetings Go (to) + places in town Days of the week Morning routine Time phrases
³
At / on (time)
³
Present Simple
³
Present Simple
Family members Cell phone uses
Who, Where, What
³ ³
³
How old are you?
³
How old...? How often...?
³
How do you celebrate your birthday?
³
Birthday activities
³
What’s the weather like?
³
Weather & temperature
³
Are you busy at the moment?
³
³
Question intonation / Silent E Talking about some photos
Frequency Adverbs ³
ID Café 2 – The Critic
³
Weather report
³
Ad
Review 1 – p. 26
3
3.1 3.2
³
³
What are you doing?
3.3 3.4
³ ³
³
What are you doing tomorrow night?
³ ³
³
Why are you learning English?
³
Months & seasons Daily actions Everyday activities Occupations Weather Future time phrases Need / want / have to
³
It’s raining vs. It’s rainy
³
Present Continuous
³
Present Simple vs. Present Continuous
³
Present Continuous for future
³ ³
3.5
4
4.1 4.2 4.3 4.4 4.5
³
Are you thirsty?
³
Adjectives (feelings)
³
Do you like tennis?
³
Sports
³
Can you drive a tractor?
³
³
What are you wearing?
³
Obligation Prepositions to, for
³
Informal English
³
ID Café 3 – Storm Tracker
Abilities
³
Can
³
Job interview
³
Clothes & accessories
³
Can
³
Obama’s speech
Is your closet organized?
³
More clothes & accessories
³
Possessive Pronouns
³
An interview
³
Do you like salons?
³
Spa facilities
³
What shoe size are you?
³
Clothes sizes
³
Punctuation
³
ID Café 4 – Whose Action Hero?
/ Short Answers
Review 2 – p. 48
5
5.1 5.2 5.3 5.4
³
Is there a mall on your street?
³
³
Do you like watching TV?
³ ³
³
What do you like doing on vacation?
³ ³
³
Do you have a cat?
³ ³
³
What’s a staycation?
³
Do you live near here?
³
Public places
³
Free time activities Adjectives (describing places)
³ ³
There + Be (Present) Love / like / not mind / hate + verb + -ing Too / either vs. also
Household chores Vacation / free time activities Types of vacation Instructions
³ ³
³ ³
Imperatives Object Pronouns
Sentence stress Ad for a show
³
Phone message
³
ID Café 5 – Miss GPS
Word formation
5.5 Review 3 – p. 60
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Speaking & Skills
Reading / Writing
Introducing yourself & greetings ³ Asking & answering about nationalities ³
³
Common Mistakes Box ³
Giving opinions
³
Verb Be – word order to form questions Word order – Adjectives
R Box & World of English ³
³ ³
³ ³
³ ³
Spelling your name Asking for & giving personal information Talking about possessions Describing an object
³
Completing a form
³
Meeting people & social interaction
³ ³
³ ³
³
³
Talking about how people use cell phones
³
A / an The most common letters in English
³
This vs. these
³
Your vs. Her vs. His
³
Prepositions
³
On / at
³
3rd person S
³
Then = After that
³
False cognates
³
Syllable stress
³
Question intonation / Silent E
Personal information: form
Describing routine Telling the time Talking about morning routine Sleeping habits
Suffixes for nationalities
The World Sleeps: fact box
How do your friends and relatives use their cell phones?: magazine ³ Writing p. 148 ³
³
Talking about family members
³
An Informal Profile
³
Auxiliary verbs – Do / Does
³
Processing personal information
³
Ginny Lomond: interview
³
Saying the age
³
Expressions for celebrating
³
Prepositions
³
Talking about the weather
Review 1 – p. 26 ³
Talk about the weather
³ ³
³ ³
Talking about seasons & months Describing what’s happening
³
Asking & answering about occupation Contrasting what people are doing to what they usually do
³
Talking about future arrangements
³
³
³
Four seasons or two? Encyclopedia
Subject + verb Be / months (Capital letter) ³ Present Continuous ³
Storm Chasers: TV guide
³ ³
³
Analyzing your English
³ ³
³
Making offers
³
Why are you learning English? A Language Profile Writing p. 149
³
³ ³
³
Talking about sports / the Olympics
³
³
Phone phrases
³
Questions for occupations
Present Continuous for future Prepositions Prepositions Prepositions Making offers Definite article
³ ³
³
Talking about abilities
³
Ten Keys to Success: website
³
Sequence of adverbs
³ ³
³ ³
³
Talking about other people’s abilities Describing what people are wearing Talking about how people organize / share their closets
³
Reading for details
³
Shopping for clothes
³
³
Is it impossible for two people to share closet space?
Special letters: S & Y It’s raining now vs. It's usually rainy
³
Clothes (wear / countability)
³
³
Possessive Whose
³ ³
All Yours!: ad
Pronunciation of the American English vs. British English More abilities Suffixes -tion / -sion Some words have more than one meaning – Can Same sounds vs. Different meanings Mine / Whose
³
Suffixes -ist / -ique
³
Sizes of clothes
Review 2 – p. 48 ³
Talking about public facilities
³
A City Brochure
³ ³
³ ³
³ ³
³ ³
Describing a neighborhood / town Talking about free-time activities
³ ³
Come to Markville!: brochure Writing p. 150
³
Bookstore vs. library There be vs. have
³
Understanding instructions
³
Asking for / giving directions
³
³
Yoga Rica! & Oceans of Peace!: tourist brochure
³ ³
Cognates – easy words to be recognized Similar grammar items – ex, superlative
³
Different uses of like
³
New words in English
³
Use mime and gesture to express yourself
Enjoy + verb + ing Object pronouns: him / her
Vacations for less!: information leaflet ³
³
Like / hate / not mind / + verb + -ing
Saying what you like doing Comparing free time activities tastes Leaving a message for a house-sitter Expressing preferences about vacations
³
Embedded questions
Review 3 – p. 60
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ID Language Map Question Syllabus
6
6.1
³
6.2
³
6.3
³
6.4
³
6.5
Do you live in an apartment?
Vocabulary ³ ³
Where were you last night?
³ ³
How was your last New Year’s Eve?
³ ³
Were there trams in your city?
³
Grammar
Rooms in a house Furniture
³
Party items Past time expressions Celebrations Saying years
³ ³
³
Recycle places in town
³ ³
³
Do you enjoy the Oscars?
³
Special events
³
How about a BBQ on Sunday?
³
Types of parties
Audio / Video / Pron.
There + Be (Past) Verb Be (Past) Recycle past forms of Be Prepositions of place Prepositions of place There Be (Present vs. Past)
³
Description of a house
³
ID Café 6 – House Rules
Review 4 – p. 72
7
³
When did you start school?
³
Biography
³
Past Simple
³
What did you do last weekend?
³
Recycle saying years
³
Past Simple
³
Where did you go last vacation?
³
Dates & ordinal numbers
³
7.1 7.2 7.3
³
³
When do you listen to music?
7.4
7.5
Recycle routine verbs Sounding impressed ³ Music ³
³
8.1
³
Can I use your phone?
³
Could you help me, please?
³
Past Simple Prepositions Subject vs. Object Questions
³
An interview about a bad travel experience
³
Elision did_you
³
What rapper Jay-Z did yesterday
³
ID Café 7 – The Favor
Phone phrases ³
³
What do you have in your fridge?
³
Food & drink
³
Are you on a diet at the moment?
³
Portions of food
³
How often do you eat chocolate?
³
8.2 8.3 8.4
irregular
³
³
8
regular
³
³
How much meat do you eat?
³
³
Are you hungry?
³
What would you like for lunch?
³
A couple talking about what they have in their fridge
Countable vs. Uncountable Nouns ³ Quantifiers (some / any) ³
Nutrition facts Large numbers
³
Recycle nutrition facts
³ ³
³
Can / Could Will (unplanned responses)
Alliteration
Quantifiers “a lot of ”, “a few” & “a little”. How much vs. How many Recycle Quantifiers
³
Make vs. Do
³
I like vs. I’d like
³
³
A dialog about nutritional values
How much do you know about what you eat?
8.5 ³
ID Café 8 – Party Planners
³
Occupations
Review 5 – p. 94
9
³
9.1
How did you get here today?
³ ³
Means of transportation What do you do? / Jobs
³ ³
How do / did you get to…? Suffixes for jobs
³
What’s your occupation?
³
More jobs
³
Wh questions about jobs
³
An unusual commute
9.3
³
Where are you going to be in 2022?
³
Future plans
³
(Be) Going to
³
A couple talking about their future
9.4
³
What are you going to do next year?
³
Life changes
³
³
Four phone messages
³
Would you like to be a nurse?
³
Jobs of the future
³
³
Do you mind if I borrow your pen?
³
Borrow / lend
³
ID Café 9 – The Sky’s the Limit
³
Do you look like your mom?
³
9.2
Going to vs. Present Continuous for plans Comparatives
9.5
10
10.1 Are you like your dad?
The body & face ³ Adjectives (appearance)
³
Comparatives
³
Description of twin sisters
Personality adjectives
³
Superlatives
³
Which type are you?
³
Geographical features
³
³
Comparatives & Superlatives
What’s your blood type?
³
More parts of the body
Is your English better than a year ago?
³
Adjectives
³
ID Café 10 – Geminis
³
10.3
³
What’s the prettiest city you know?
³
³
What’s the best place in the world?
³
³
³
10.4
10.5
Science class about body parts A TV assistant talking about body parts ³ Description of a suspect ³
³
³
10.2
People’s descriptions Adjectives (character)
Irregular plural forms ³ What does he look like? ³
Recycle Comparatives & Superlatives
Review 6 – p. 116
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Speaking & Skills ³
³ ³
³ ³
Talking about rooms & furniture in a house
Reading / Writing ³
Tiny houses
Describing a party you went to Interviewing a partner about their past Talking about a memorable party Describing positions of objects
³
³
Comparing your town back then & now
³
³
Predicting from context
³
³
Making invitations
³
Common Mistakes Box ³
³
R Box & World of English
There + Be (Past)
³
I’ve got = I have
Word order – verb Be
³
Talk about past times
The millennium celebration: website
³ ³
Lasso Lake—Back Then and Now! blog
³
Past Simple – time expressions
³
Going vs. to go
Saying years as numbers Prepositions
³
Use of one: to avoid unnecessary repetition
³
Silent vowels
³
Irregular verbs – Simple Past
Dream tickets: report Invitations
Review 4 – p. 72 ³
³
³ ³
³ ³
Talking about past events
Telling a famous musician’s bio
Asking & answering about your last vacation Saying when people were born
³
³
³ ³
“I told you I was trouble”: biography A bad travel experience? Not really!: interview A Biography Writing p. 151
Understanding & telling a story
³
Asking for favors
³
Past Simple – Be born Past Simple – Negative ³ Prepositions ³ ³
³
³
³ ³
³
Past Simple – go
³ ³
Talking about past routine Asking & answering about cultural facts
³
Past Simple – Be born Prepositions ³ Definite article ³
Past Simple
Could + verb Do vs. Make
Talking about what you have in your fridge
³ ³
³ ³
³ ³
³ ³
³ ³
³
Talking about portions of food Talking about your own diet Saying large numbers Talking about your attitude to food
³ ³
³
A little chocolate goes a long way: blog
³
Countable vs. Uncountable Quantifiers Numbers
³ ³
Countable and Uncountable Use of some and any
A little / a few / a lot of A little vs. A few ³ How to say numbers in English
Top Toppings: menu
³ ³
³
The schwa sound /Ǩ/ American vs. British pronunciation: letters T & R
³
³
³
Can / could Will + verb
³
Asking & answering about quantities Talking about eating habits & lifestyle Scanning a menu
How to say dates Ordinal numbers
Ordering food
³
Use of how much / how many with uncountable nouns Alliteration Make vs. Do Order food in a restaurant
Review 5 – p. 94 ³ ³
Talking about how you get to places Talking about your occupation
Talking about unusual habits / ways to commute to work ³ Talk about jobs / occupations ³
³
Talking about future plans / predictions
Prepositions Jobs ³ Indefinite article ³
³
An unusual commute: magazine The Future?: website
³
³
³
Make / Earn money Indefinite article ³ Preposition ³
³
Talking about plans & intentions Talking about New Year’s resolutions
³
Looking for connections
³
Asking for permission
³ ³
³
The best jobs for the future: article ³ Writing p. 152 ³
Talking about parts of the body & face ³ Describing people’s appearance ³ ³
³
³ ³
Expressing opinion about an athlete Comparing appearance & personality Describing personality & places Talking about the wonders of nature Talking about travel ambitions
³
Understanding facts
³
Making choices
(Be) Going to Gonna + verb
Alex James’ Blog A Blog Reply
³
³
³
An extraordinary athlete: article Which type are you?: website
³
Different measures
³
Gonna = going to
³
Present Continuous for future arrangements
³
Irregular comparatives
³
³
³
Verb get I came back vs. I went back ³ Suffixes for professions
³
³
Borrow vs. Lend
³
Appearance: Look like vs. Verb Be
³
Irregular plural of body parts
³
Comparatives
³
Two uses of so
³
Superlatives ³
Word stress
³
More adjectives
The new seven wonders of nature: website ³ A Holiday Message ³ Writing p. 153 ³
Review 6 – p. 116
7
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Introduction is Richmond’s new four-level general American English course for young adults. With an amazing design, lots of interesting topics and opportunities for will make your personalization in all four levels, English students progress faster and be able to express their own identity in English.
What do Young Adults Most Expect from an English Course? You might want to note down your own answers before you read on. Our research suggests that, above all, learners expect: ➤
to become fluent listeners and speakers as fast as possible;
➤
confidence building, quick results and a strong sense of progress;
➤
contemporary, interesting content, i.e. real life, adult relevance with lots and lots of personalization;
➤
overt teaching of grammar and vocabulary, a systematic approach to pronunciation, plenty of skills practice, and useful study tips;
➤
an appropriate, adult teaching style combined with very strong self-study elements including autonomous learning tools to speed up their learning;
➤
value—both for the time they invest and the money they spend.
You will find all of these in So… Welcome to English
, and much more. !
The Language Friendly Course Over four-levels, takes young adult and adult learners from Beginner (CEFR A1) to Intermediate (CEFR B1) levels through rich contexts, careful selection and presentation of useful new language, informative language tips, insights, step-by-step rules, practice and, above all, massive personalization to help students build their own identity in English—with lots of laughter throughout! Hence the title English . Students are guided to express their own ideas and personalities, and learn to be themselves in the new language.
of drilling in the Students’ Book, to be done in class. Then, at Elementary and Pre-Intermediate levels, such drills become more discretionary, moving into both Workbook and Teachers’ Book. The same goes for the lexis—where the initial simple matching vocabulary to pictures becomes more abstract and contextualized—and grammar, where spoon-feeding is reduced as learners’ confidence and foreign language learning experience grow. provides the tools to allow you, the teacher, to English incorporate your own pedagogical identity into the course, as well as emphasize what you think will be more relevant for your learners.
Flexi-Lessons English has a unique flexi-lesson structure because one lesson is never enough to practice and consolidate all gives students more opportunities than of its content. most books to revisit, consolidate or extend what they first learned in the previous lessons. Rather than using a strict “Present / Practice / Personalize” lesson format, which can be very artificial and restrictive, students are often exposed to grammar in one lesson but only taught or drilled in “formal rules” in the next one. Noticing grammar is sometimes done in the audio script too, not just the lesson itself. Frequently, there is something extra related to the topic of the previous lesson in the next one. Why? Because learning is not linear, it’s circular and repetitive. Constant and consistent recycling is essential for memorization, making learning much more likely. regularly builds bridges between lessons rather than packaging lessons in “artificially tidy” units just to fit a notional design. Besides, every lesson / institution / teacher is different, with its own identity. A lesson structure where there is little or no connection between lessons is unlikely to foster efficient, let alone optimum learning—hence our flexi-lessons. An additional advantage is that students who missed a class can have the lesson explained to them by those who were there, providing an instant, highly authentic information gap activity. Our flexi-lessons also have multiple entry points for you to choose from. You can begin with: ➤
the lesson title question, to see what students can come up with;
➤
the suggested warm-up activity in the Teacher’s Book;
➤
the Song line: hum it, play it, elicit it;
➤
Common Mistakes , to highlight what to avoid right from the start and to maximize opportunities to get things right throughout the class;
➤
World of English , to provide a more interesting overview and / or insights into the lesson;
➤
5 box or the Grammar at the back, which also include some exercises for students to have some extra practice (the key to the Grammar is available on the portal);
➤
the books-closed presentation (either of main lexis or grammar).
Methodology English is in every sense a communicative course, teaching learners to speak as fast as they can and focusing on both fluency and accuracy. See, for example, the large number of speech bubbles and the Common Mistakes (with anticipated errors that should be avoided) presented in each lesson. Learners need to be given opportunities to express their own ideas and opinions in comprehensible English as often as possible. progressively adapts as the series evolves to reflect the best learning practices at each of the learner’s Starter relies on lots advancing levels. Initially, English of short question and answer exchanges supported by lots
8
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Or, of course, you can go straight into the first exercise. Take a look at the colorful detailed presentation of the on p. 17-24. main features of English
locally means teachers need to maximize fluency practice, getting the students to use the language as much as possible in class.
Key Concepts
In monolingual classes, learners share both the same L1 and most aspects of a culture, which a teacher can exploit. They share similar advantages / difficulties with English too, which should be a unifying “strength” for anticipating problems and errors. Accelerating through what is easier for learners and spending more time on what is difficult “sharpens” classes to maximize the learning potential.
The three friendlies: language friendly, learner friendly and teacher friendly.
Language Friendly English is not just another international series. It’s a “language-friendly series”, which embraces students’ existing language knowledge and background, to help them better understand how English works. For example, word forms and grammatical concepts are all familiar to young adult students, and helps them to see how much and how quickly they can speak by transferring these patterns into English, and also how to avoid all the obvious traps.
Learner Friendly respects learners’ need to be spoken to as adults, so students learn to speak as fast and reasonably as possible. It also: ➤
supports students, helping them avoid obvious errors in form, word order and pronunciation;
➤
uses cognates and familiar language concepts to enrich texts and add depth and authenticity to language exercises;
➤
motivates students, as they discover they can recognize a lot of English, even as beginners, which they already have “inside themselves”;
➤
offers a vast range of activities, resources and recycling to ensure students have enough practice to finally learn to speak English.
helps students to negotiate and build their own “new identity” in English.
Teacher Friendly respects each teacher’s need to teach as they want to. Some wish to teach off the page with little preparation, others dip in and out, while others largely follow the Teacher’s Book. All these options have been built into from the start. The flexi-lesson structure helps teachers to individualize, personalize and vary classes and also focus on what is important for them. It also helps students in monolingual classes to stay in English. Without ever forcing first language (L1) in class, shows what is common / different between students’ L1 and English, and helps them more quickly avoid the Common Mistakes that a learner from their L1 background would typically make. The Teacher’s Book has a teaching-friendly visual code too, providing a straightforward “quick route” or a substantially longer one. Everything that is “essential” is clearly separated from all the “optional” extras, which can be read between lines, as you can see in the example below.
Tip For any listen and read activity, get students to shadow the text, i.e., mouthing and quietly saying the words to themselves to connect with and “feel” the pronunciation.
Advantaging Monolingual Classes Globally, most classes are monolingual, which was how was conceived—to facilitate monolingual classroom learning. The frequent lack of opportunity to speak English
Yet, rather than using these “strengths” to enable more focused, localized pedagogy, they are often treated as weaknesses. Most English courses avoid a lot of common yet tricky words, phrases, notions and structures, simply because they are difficult to explain to students whose language background is not the same. To our mind, that impoverishes a student’s learning diet, reduces opportunities to expand vocabulary quickly and can actually slow down learning. Adults need a radically different approach from children, whose mother tongue is not yet established, and who learn like sponges, absorbing all the English you throw at them. Teens’ and adults’ minds are different: they cannot help but translate—mentally at least—and immediately resort to the mother tongue when they cannot find the words to express their thoughts in English. Rather than running avoids this trap by gently embracing against nature, similar items when appropriate, but without ever forcing active use of L1, leaving that option up to you. Paraphrasing Ur (2011), “teachers should choose procedures that lead to best learning by whichever students they’re teaching” (extracted from Vocabulary Activities, Penny Ur, Cambridge University Press, 2011). We believe ’s formula can really help native speakers of Spanish and Portuguese learn both more comfortably and more efficiently. embraces students’ linguistic strengths. It helps students to use what they know and helps you, the teacher, to foresee these automatic transfers and focus students can easily enjoy appropriately on them. With what is easy and, at the same time, the more complex issues can be made clearer for them.
Tip Especially with lower levels, prioritize, teach and, if possible, display on your classroom walls words / phrases students need to speak and interact in English together from the start. This increases their expectation to actually do so.
The Right Level of Challenge treats adults with respect throughout, with the appropriate degree of challenge. Three examples:
1. A question syllabus Every lesson begins with a question as the title. This provides one of the task-based elements of . Students are set a challenge—in the form of a question—at the start of class, then, they learn to accomplish it by the end. This gives a constant sense of achievement, crucial to building and keeping confidence. There are 60 questions in all, on audio and reviewed in the last exercise of each of the Review lessons. These questions can also form the basis for the oral test at the end of the course. Tell students that if they learn to ask and answer
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the 60 questions well—all of which they can see at a glance in the language map on p. 4-7—they will have completed the level successfully. You can also use the question column in this map as the basis of a diagnostic test to determine where to place new students.
2. A balanced approach to grammar offers very rich grammar input, blending traditional and newer approaches, not just the usual elicitation, charts and rules. It combines an innovative blend of: ➤
inductive grammar, with students discovering patterns and completing rules for themselves in and around the lesson-page grammar boxes;
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deductive grammar through interesting facts about language in the World of English boxes;
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regular reminders of key rules through the 5 box;
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a discrete degree of contrastive grammar analysis, by showing what not to say via the Common Mistakes .
Plus, there is a full 20-page deductive grammar section at the back of the Student’s Book, providing a page of grammar accompanied by a corresponding page of exercises for each unit. This can be done in class, when necessary, or assigned as homework. The answer key is on the Portal, so you don’t need to get involved in more marking—unless, of course, you want to. And there is a wide variety of extra grammar practice in the Workbook, online and in the Tests, along with lots of suggestions for oral drills in the Teacher’s Book.
Which Level Should I Start From? Starter has only five units, half the length of the other levels. It is designed to give a good start for complete beginners, those who took English a while ago but either did not learn to speak and listen or have forgotten most of it. Those who need to get used to attending classes in English, comprehending and then responding to basic instructions, getting used to operating in a foreign language and the idea of studying and learning it properly. Level 1 is ideal for false beginners or real beginners with a real need and ability to go quickly. If in doubt, we suggest you begin with Starter. Unlike other books, Level 1 does not go over exactly the same ground again in the first few units.
Course Structure and Components Nowadays, many English courses tend to be a bit too long, or inflexible, meaning teachers have either to rush to get through them—denying students the practice they need to achieve an adequate degree of fluency, or start chopping out sections, leaving students frustrated and sometimes even slightly cheated at not being allowed to use the material they paid for. was designed to be flexible, so you can tailor it to fit provides from 80-100 class hours. your timetable.
Has… ➤
Ten core units, each comprised of five approximately One-hour lessons, = 50 lessons of Grammar, Vocabulary, Speaking and Skills;
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ten optional video lessons, Café, to be done at the end of each unit = 60 lessons including the video;
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Six one-page Writing lessons, to be done in class and / or at home;
This is how students take steps to build their English identity. They learn to say a little bit more about themselves each time—whether it is to ask and answer personal information, to give or share opinions (which in they do right from the start) or to role-play a situation, dealing with a series of questions or problems, and thus growing in both confidence and knowledge. Successfully “making it personal” is what makes students believe that they can be themselves, who they really are in English.
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Five two-page Review lessons (in class and / or at home);
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One two-page mid-point review game after unit 5;
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Grammar: Ten pages of Grammar Reference + corresponding exercises + self-check answer key on the Portal;
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Audio Script: highlighting features of pronunciation;
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Sounds and Usual Spellings: a complete pronunciation reference table (see TB Intro p. 14);
4. Avoid common mistakes to speak better, more quickly
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Workbook: one page of review and extra practice material per lesson;
You will quickly see that almost every lesson includes Common Mistakes . This is a flexible resource to help students and teachers anticipate and more quickly avoid, revise and remember typical learner errors—without reference to or use of L1. It’s a key resource in fostering accuracy of language form. Choice of errors is based on extensive research and our combined teaching experience worldwide, but, while obviously referring to typical L1 transfer problems, they never force you or students to translate. On the contrary, unique to , the point is firmly made without any need for translation.
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Phrase Bank: most important phrases per unit / topic;
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Portal: it has a Teacher’s Area and a Student’s Area. These can be accessed using the code that comes with the book (see TB Intro p. 15);
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Digital Book for Teachers: IWB version of the book. For shorter length courses (of about 40-50 hours), we suggest you use the Split editions of , which incorporate units 1 to 5 and units 6 to 10 of both the Student’s and Teacher’s Books. Use the mid-term review as the basis for an inclass oral test at the end of Split editon 1A, plus the tests from the Test Studio.
3. It has to be personal After providing the extensive oral and aural practice (and that students need, each phase of every lesson in many in the Workbook too), ends with a MAKE IT PERSONAL activity. Imagine language learning without adequate personalization: it would be unpleasant as well as pointless, a bit like trying to learn theoretical Latin!
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Organization and Timing of a Unit UNIT1 Student’s Book
Approximate class time L1
L1
R1
L2
L2
L3
L3
L4
L4
L5
L5
5-7 hours
Review
Every two units + midterm review
R1
Writing
1 every two units
W1
1 hour per writing
Café
1 episode per unit
ID Café 1
1 hour per episode
Workbook
5 pages per unit
WB1
1-2 classes per review
WB2
WB3
Student’s Portal
WB4
WB5
Homework 1 hour per page. Not to be done in class 1 hour per lesson. Not to be done in class
Workbook (5 hours) ID Café (1 hour) W (1 hour) R (1-2 hours)
Total hours of 1 unit (5-10)
SB (5-7 hours)
Motivating Features Classic song lines to “hook” language Throughout , significant use of music is made in exercises, cultural references, images, and most obviously, the authentic song lines situated at the top right of each lesson. (1-4 in the Student’s Book and lesson 5 in the Workbook, because lesson 5 in the SB already has Skills, the other for In Action.) two titles, one for Why music? Besides being possibly the best, most motivating and certainly most popular source of English listening practice globally, most students, even beginners, have picked up a lot of English words through songs, but often they do not realize either that they know them, or the exact meaning of what they are singing. Unique to , the song lines have a direct link to each lesson, whether to illustrate grammar, lexis or the theme, and are designed to provide an authentic hook to help students remember the lesson, the language, or just enjoy the puzzle of trying to remember the song itself. Indeed, a great warm-up for any lesson is to hum the melody or play the music and see if students can remember the words.
Total course hours (80-100)
Tip If students don’t know / like or respond well to the songs from which we have taken the song lines, a great homework activity is to get them to research and suggest “a better song line,” which they both like and which links to the lexis, grammar or theme of any lessons. In the Teacher’s Book step-by-step lesson plan, there’s background detail about the song, artist / band and date of release, plus a tip for getting the most out of each song line. There’s also an instrumental extract of the songs, available in the Teacher’s area of the Portal, for you to use when appropriate.
Tip As students progress and acquire more English, ask them What do you associate the song with? See what they come up with, e.g., a moment, night, dance, movie… The possibilities for personalization and genuine fluency practice are immense. In lesson 5 in the Workbook, students are asked to look back at the five songs in each unit and find the link to the lesson as a way of reviewing the units in a truly fun way. The answer is in the Workbook answer key.
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For both pedagogical and copyright reasons, we only reproduced a small key section of the song, but that is the aim: to “hook” part of the lesson in a memorable and motivating way. Obviously with your own classes you can: ➤
get them to research the songs, singers / bands, find the complete lyrics, translations, videos, etc.;
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use snatches of the songs as a warm-up, review, listening for pleasure, for fun as an end of the lesson sing-a-long, etc.
Below you will find some forms to explore the Picture Dictionary. The same suggestions can be used when appropriate. ➤
Students cover the list of words. In pairs, they take turns pointing to the photos and asking and answering about all the objects. Then, they can exchange roles.
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Students cover the short dialogs in in Action. They look at the photos in in Action and read MAKE IT PERSONAL to act out the five conversations in pairs.
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Students cover the phrases. In pairs, they point to photos and ask and answer a question, which depends on the topic of the unit.
We are sure you will enjoy this new resource!
Note We do not suggest you use these songs in full. Many are not actually appropriate for the level when you look at the complete lyrics, but the lines we have chosen are globally famous and should be both easy to identify and easy to be sung by at least some students in most classes.
Welcome to World of English We teachers are used to talking about Language with higherlevel students but much less so at an Elementary level. helps you to do so right from the start. World of English boxes—built into most lessons—talk to students respectfully, as insiders or “language experts,” which of course they all are in their mother tongues. Easily comprehensible, yet adult in tone, these boxes give students interesting tips and facts about English, and how to learn it faster.
Teaches Cyber English Information technology is responsible for a lot of new English words, many of which are now “international.” Cyber English boxes regularly highlight and teach these contemporary words and expressions. Research suggests this is one of the most motivating aspects of language learning for all age groups.
Vocabulary Vocabulary teaching is a particularly strong feature of because of the variety of input and revision options.
1. A built-in Picture Dictionary The most popular way to teach / learn vocabulary is through some kind of “picture + key” approach, whether flashcards, a picture story or any other resource, where students can work out the meaning from the visual, without the need to translate, and then cover and test themselves. In every unit begins with a contextualized, lessonintegrated Picture Dictionary. Core vocabulary is presented through various combinations of this basic four-step approach: 1. Match words / phrases to pictures. 2. Guess their pronunciation (from the stress / students’ own linguistic experience and growing knowledge of English). 3. Listen to the words in context and check / repeat as necessary, immediately and / or whenever you want to. Students have the words individually on the Portal audio and so they can listen to them in and out of context, whenever they wish to.
2. A cognate-friendly approach ’s lexical syllabus is based largely on frequency. This was done due to our comparative research into a variety is not exclusively based of corpus studies. However, on frequency. We have not limited our choice to what is common in native speaker speech as we are not trying to convert learners into native speakers, but rather help them express themselves, their ideas and identities as fast as they can using all their existing linguistic resources. Thousands of words with cognate relationships are common to English and most Latin languages. Over 1,500 of these are very common. There are also thousands of recognizable cognate-rooted words. By systematically building them into , we feel we have created a unique opportunity for students to progress more quickly and more comfortably with English. Put simply, they can both understand and produce more language—and more interesting adult language—faster. Throughout their learning process, students make crosslinguistic connections, so we have chosen to nurture this strategy, systematically, throughout . It enhances, both their language awareness and their English lexical knowledge, and makes learning more efficient. prides itself on helping students to expand their vocabulary quickly. Lexical presentations often separate what is “known / easy”—whether from “international” English, words already seen in the course, or near cognates—from “what is new / unfamiliar,” to help students focus better. Familiar words mainly require attention for pronunciation and spelling whereas the unfamiliar require a lot more effort to learn meaning too. This provides a valuable additional “hook” into the student’s memory. Significant stress or word formation patterns are regularly highlighted to enable “learning leaps.” For example, once students learn: ➤
noun suffixes: -tion, -al, -ity, -ism, -or, -ence, -y or -ist;
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adjective suffixes: -ic, -al, -ent, -ar, -ive, -able, -ous or -id;
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groups of verbs: like / celebrate / donate / operate / desist / insult / visit / comment / consult / export;
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adverb suffix: -ly
4. Cover and test yourself / a partner, either immediately or any time later for review.
and their associated stress patterns, their English can literally leap forward by hundreds of words.
All review lessons begin by sending students back to the Picture Dictionary elements in each unit to review and remember words. Virtually none of the images in are purely illustrative. Almost all of them are contextualized and reworked to present, review and test vocabulary in our unique “Picture Dictionary System.”
consciously works on developing the confidence the students need to begin to guess how words might be pronounced or spelled in English. Guessing—being willing to take a shot, bringing in words that you already know which might work well in English—is a key learning strategy, often ignored elsewhere.
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Embracing cognates also allows much more interesting, more adult speaking and listening tasks too, e.g., asking Any coincidences / similarities / pronunciation surprises? What do you have in common? Who is more assertive?, etc. The authors all feel that a key lesson they have learned from their many years of teaching is “to let students use their brains,” and not be restricted by only seeing oversimplified language.
Tip We do not suggest you drill all these words nor try to make them all into active vocabulary. In most cases, cognates are there just as passive vocabulary, actually helping students understand more. We see no point in hiding words from students when they can cope with them, and indeed usually enjoy doing so. The words which become active differ greatly from group to group and will always be your choice, not ours. We are simply trying to give students access to more adult language more quickly. also uses some contrastive analysis to facilitate vocabulary learning, where it is obviously appropriate. For 1: students example, the months exercise on p. 30 in think about the mother tongue equivalents (without having to say anything in L1) to determine what is similar / harder, and where to focus most of their effort.
Skills Speaking teaches spoken English and prioritizes oral fluency. Why? Because that’s what monolingual classes in nonAnglophone countries need / want most. In order to learn both fast and well, students should be given every opportunity to try to express their ideas and opinions in comprehensible English. However, the on-page skills headings focus only on Listening, Reading and Pronunciation. Why? Since every lesson is full of controlled oral practice and personalized speaking opportunities even within Grammar, Vocabulary and other skills sections, had we put headings for Speaking too, we would have ended up with double headings all over the book! So, we have opted to use speech bubbles on every page to indicate where there is a speaking task.
Listening Statistics show Listening is approximately 45% of any language (Speaking is 30%, Reading 16% and Writing 9%). In other words, we spend almost half of our time in any language listening. It’s the primary skill too—just think how babies learn—and the one that needs the most practice. has a huge amount of recorded material, over 200 tracks only in the Student’s Book plus over a 100 more tracks in the Workbook, which are available on the Portal. The audio is a mix of both authentic (for example, many videos taken from YouTube), and scripted. All of it is available for learners on the Portal, so, in class, you can pick and choose what to use, and how many times students need to listen, knowing that they can listen to all of it as much as they like at home. There is at least one listening activity in every Workbook lesson too, as we strongly believe in setting aural homework.
Reading really provides students with substantial reading practice in terms of:
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amount: there is a lot to read in every lesson, from the authentic song lines and World of English boxes to the audio script at the back;
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complexity of text: through selective use of cognates to Starter enrich texts. Compare for example the texts in with those in traditional course books. We have used a very rich range of words, because knowing our target student’s language allows us to select a syllabus of words that are already familiar to them.
Most texts are from authentic sources, mainly the internet, magazines and newspapers. Some “untouched,” others adapted to provide the best input for classroom language learning.
Writing Research suggests the following formula is what most teachers and students favor: writing is imposed where necessary but is not overly forced in class because class time is precious. Rather, it is drip-fed throughout , as and when it is either essential or you choose it to be the best pedagogical option. There are plenty of optional extra supplementary writing exercises suggested lesson by lesson in the Teacher’s Book. The required writing syllabus is primarily covered by the six writing lessons, at the back of the Student’s Book, covering six different genres. Here students are given a clear written model, a variety of tasks to analyze it, specific writing tips and a structured model to draft and check it, and then send on to a colleague before finally submitting it to you. The intention is to protect you, the busy teacher, from having to dedicate time to excessive marking of avoidable mistakes, as well as helping students to be more in control of their own writing.
Skills and
In Action
As you will immediately see, the fifth and final lesson in each unit is different from the others. It has a different background, is split in half and has two titles. The first part, Skills, gives half a lesson on specific reading or listening skills practice around an adapted authentic text. At lower levels, we prioritize a variety of reading skills, because it is generally hard to get students to read much, and also because our listening focus is so strong throughout the book. See language map on p. 4-7 for list of sub-skills. The second half of this final lesson in each unit, In Action, provides contextualized functional practice, usually dialog lead and ending with some kind of personalized role-play, survey, or problem-solving situation. Communicative functions are everywhere in , but we felt it necessary to have a specific functional outcome in an authentic context to close each unit because teachers and students put such value on learning to survive and operating in familiar situations, with increasingly natural conversation strategies. See language map on p. 4-7 for list of functions.
Pronunciation At last – a learning-friendly audio script audio script section is not just a script to be read and / or listened to with no clear focus. It’s designed to provide real training with listening and pronunciation: after all, pronunciation is learned primarily through the ear. It aims to help students learn to listen better as the course progresses by focusing on features of pronunciation: ➤
noticing sounds, stress, aspects of connected speech, intonation and spelling relationships;
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spoken language (e.g., noticing discourse signals such as fillers, pauses, repetition, self-correction and interruptions);
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sub-skills of listening, like inferring, predicting, identifying main points in discourse, understanding attitudinal meaning and all aspects of listening.
Again, it is flexible and both teacher and learner friendly. All the tasks are “noticing” tasks, with different aspects to focus on in each text. The tasks are always “highlighted,” making them all free-standing, to avoid the need for teacher intervention, unless, of course, you wish to spend time here. So, you can choose to do them in class, or students can do them on their own. It is a good idea for students to listen, read and notice the audio script tasks as extra preparation before a role-play. Rather than just listening (and reading) again and again, trying to memorize dialogs before role-playing them, these tasks give a clear focus for additional listening and pronunciation practice pre-role-play. The Audio Script section brings relevant noticing tasks designed both to make students think and motivate them more towards pronunciation.
Tip An excellent homework activity is to ask students to do the noticing tasks and then field any questions in the next lesson. Word stress is shown in pink only the first time a word appears in either a word list or reading text, but not in rubrics, nor when it appears again either in the same text, or later in the book. To include it each time would give no sense of syllabus or progress to students. The whole ethos is to make students use their brains, not spoon-feed of them! We want them to think “I’ve seen this already and I need to remember how to pronounce it.”
phonetics. Remember, learning to guess pronunciation of new words is a key skill. The table also provides model words to illustrate the usual spelling patterns for each sound. Sensitizing students to sound-spelling combinations is a key part of learning, to read, write and pronounce with confidence. just provides example words, but as the course Initially, progresses, these rules are made explicit to students. In Starter and 1, we model the usual spellings for each sound in order to begin to familiarize students with predictable spelling / pronunciation relationships. In levels 2 and 3, we also provide the exceptions, so this slowly builds into a complete Sounds / Spelling reference. All of this aims to sensitize students to the patterns of English and develop “a sense for English.” However, we have left this page largely optional, only sending students there from the Review lessons to learn the model words for each sound. You, the teacher, should do what you think works best with your students. So, while you have the option of teaching the sounds and even the does not force this, as this symbols from this chart, should depend on individual teacher preference. The vowels chart on p. 154 of the SB is based on UNDERHILL, Adrian. Sound Foundations: Learning and Teaching Pronunciation. Oxford: Macmillan Publishers Limited, 1994. This format helps students understand how the sounds are produced in the mouth considering the opening of the jaw and the spreading of the lips. lips spread
lips rounded closed jaw
Real help with all aspects of Pronunciation Pronunciation should be taught rigorously because of its basic role in communication. It allows us to understand and convey meaning, and good pronunciation helps you both to comprehend and communicate better. However, this is an area where teachers often struggle, and course books have often failed to deal with either systematically or in a “friendly” way. Pronunciation is at the heart of . New words are always introduced in context, so students at least hear, for example, nouns preceded by indefinite articles (a book, an apple), as they usually would outside a classroom, and are trained to pick them out in connected speech, rather than unnaturally, one at a time. At the same time, all the basic “listen and repeat” drills for new words, which so many learners love and need, are available in the WB for students to drill themselves outside class. ➤
Phonemic symbols are occasionally used in lexical presentations to highlight irregular sound and spelling patterns, when experience shows learners will probably get it wrong otherwise.
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A significant break-through is the Sounds and Usual Spellings table on p. 154-155. This gives: two illustrated model words for each of the 40 sounds in U.S. English, and access to the phonetic symbol.
Knowing all the potential sounds in a language sets a ceiling on their guesses and builds confidence. If students can learn those two words per sound, they should be able to have a reasonable guess at the pronunciation of words in a dictionary and begin to get comfortable with using
open jaw
The organization of the consonants chart on p. 155 of the SB is based on the articulation points used for producing those sounds according to author / teacher Robin Walker. ➤
Both the vowels and consonants tables are laid out as a “map of the mouth,” according to where in the mouth the sounds are produced.
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A unique feature is the highlighting of sounds that are difficult for Spanish and Portuguese speakers. This builds up confidence, as they immediately see what is easy for them, but also motivates students to focus and facilitates their efforts to learn what is hard for them. Learning sounds which do not exist in their L1 largely involves breaking the habits of a lifetime, finding new articulation points and different combinations of muscle movement, voicing and breathing.
Note For students with other mother tongues, we suggest you spend some time on the chart, marking it up for them in the same way. A good resource for this is Swan, M. Learner English, OUP, 2001 or more recently, Hancock, M. English Pronunciation in Use – Elementary CUP, 2003.
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Standard American English is the chosen model for all listen and repeat-type activities, but students are exposed to a whole range of accents and types of English, both native and non-native. We are all aware of the need is full of global to teach “International English,” and accents for precisely this reason. All new polysyllabic words are introduced in context, with the stress highlighted for students in pink. We have chosen the oral syllable according to the Merriam Webster online dictionary. In cases where the oral stress is not shown there, we marked the real syllable, again according to Merriam Webster. Regularly marking stress on new words (in the book and on the board) means you progress from just teaching form and spelling, onto really prioritizing teaching, modeling and recording spoken language. focuses right from the start on all aspects of connected speech, and there are exercises throughout, in all components, on sentence stress, reductions and intonation, particularly in the audio scripts, as mentioned above.
Learner Autonomy Learner autonomy, sometimes also called learner independence, is the ability of a learner to take charge of his own learning. Autonomous learners have an active role in their learning processes, which means they make the most out of every learning opportunity, both in and out of class.
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the reference to the Workbook at the end of each lesson;
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the reference to the Phrase Bank at the end of each unit;
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carefully scheduled links to the Writing lessons;
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the Sounds and Spelling chart.
Plus all the optional noticing tasks in the Audio Script, and all the content on the Portal. Students who regularly have to miss classes should be trained to use these routes to catch up. For example, how to: ➤
use the picture dictionary pages to cover the words and test themselves;
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listen again to texts which they have read in class via the audio on the Portal;
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work on their own pronunciation using the pink word stress for all new polysyllabic words;
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do the audio script tasks and use the Sounds and Spelling chart;
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use the word list and phrase bank from the Portal for constant review, e.g., by recording, listening to and repeating the phrase bank on their phones, in their cars, etc.;
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ask and answer the question titles, plus follow-up questions;
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look at and avoid the common mistakes;
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investigate and sing the song lines via the Internet, etc.;
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enjoy all the features of the Portal.
We suggest you spend some class time taking them through each of these features, and regularly reminding them how on their own. much they can do with
There is never enough time for students to learn a language in class, even if all students were to come and be fully attentive to every minute of every class. Nor is there ever time for them to cover every exercise fully. That means any good course has to be largely transparent to students both in and out of class, and give them really effective and efficient tools for autonomous study out of class. Learners need to be able both to self-monitor and self-evaluate, or motivation becomes hard to maintain, and success less likely.
Welcome to English Learning Platform. This resource consists of a Portal, a Virtual Learning Environment (VLE) and the Test Studio—a test generator.
is the most student-friendly course yet, as it is very linguistically accessible to students. Every page is written in concise, simple, cognate-friendly English, to be easily understood by students who have missed classes. Unlike even the features presentation spread other courses, in on p. 2-3 is written for students in language they can works, understand from the start, to show them how and get the most out of it.
English Learning Platform will be regularly updated with new features and content, and we believe both students and teachers will enjoy it and benefit a lot from its content.
Really Facilitates Autonomous Learning Without adequate review, students are not going to learn much at all. Throughout the course, they can look forward and back to find interesting activities to practice on their own. The regular Review lessons after units 2, 4, 5, 6, 8 and 10 recycle key vocabulary and grammar, review and extend the Common Mistakes , take them back to re-read and listen again to selected texts, and finally, revisit and answer all the questions from the lesson titles. also has a fully integrated Easy Autonomous Learning program , mapped out as links to other sections, when that option becomes the logical next step. Step-bystep lesson plans in the Teacher’s Book also make it clear which components can be used to further practice or review core lessons content. The components of ➤
are:
the reference on to the Grammar section after each grammar box;
English
Learning Platform
This amazing blended learning tool has been developed in parallel with the series and combines the best of formal and informal learning to extend, review and test core lessons content. The full range of resources is available to teachers and students who adopt any of the English levels.
To access the platform, go to www.richmondenglishid.com and use the access code that comes on the inside front cover of the SB.
This Website Is Divided Into Two Main Sections Teacher’s Area: Download Grammar and Writing sections, answer keys, teaching tips, and CEF mapping documents. Teachers have access to the VLE to assign tasks and track students’ progress. You can also add your own activities, such as tests created in the Test Studio. The Test Studio is a test generator where you will be able to create unit tests, review tests, end of semester tests or tests for the whole book. You can choose to include reading, listening, grammar or vocabulary tasks in your tests. This tool allows you to create printable or interactive tests that can be uploaded to the VLE. You can also add them to your own Learning Management System (LMS). Student’s Area: Watch all Café episodes and real YouTube videos that are part of the core SB material. Listen to all audio material from the SB and WB. It is possible for students to download useful lists of Common Mistakes , World of English , tips, and more. Launch the VLE with
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formal extra practice. Through the Student’s Area, students can keep up with Breaking News and access ready-made activities to practice comprehension of current world news.
Workbook A single page to correspond to each two-page Student’s Book lesson, designed to consolidate and reinforce all the main language. Exercises can be used in class, e.g., for fast finishers or extra practice of specific areas. It includes: ➤
a variety of exercises, texts and puzzles to scaffold, continue practicing and extend the main Grammar and Vocabulary of each lesson;
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skills practice: at least one listening activity per lesson to continue practicing the most important skill outside class too, plus plenty of short, juicy reading texts;
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a drill per unit at lower levels;
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cyber tools references that encourage students to engage with English beyond the workbook itself;
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an additional song line for every 5th lesson;
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a final check back activity to revisit the song lines from each lesson in the SB unit and look for a link with the language / topic of the lesson itself as an additional fun way to review the unit, and facilitate memorization. The answer key for these and all the other exercises is at the back of the WB so you can use it entirely for autonomous study if you wish.
a video player is not available. If this is your case, we suggest you try to bring in some visual stills to support the listening, e.g., in the form of a PowerPoint presentation, flashcards, etc.
Tip One of these original videos, the Tiny House in unit 6, has quite a lot of difficult lexis in it, so we have re-recorded a simpler version for you on the Portal, if you wish to simplify it for your classes.
Café The video is a fun potpourri of popular American sitcoms used to present, review, consolidate and extend the main language content and contexts of each unit. There are ten independent episodes which were specially produced for English . The episodes focus on the contexts of the unit and target the key elements to give students further practice in real situations. We suggest you watch and do these lessons at the end of each unit, or whenever appropriate after that. Remember, students can watch them on the Portal, so you can assign them all for homework if you are really pressed for time. Besides the core unit videos, there are also extra units for each level: one for Starter and two for each of the other levels.
Teacher’s Book
Gives Students Their Own Phrase Bank After dictionaries, phrasebooks are probably the world’s most popular language learning tool. In a four-page section at the back of the WB, provides a unique unitby-unit Phrase Bank of all the key phrases, expressions and exchanges students are expected to learn. To provide context and reduce the need for translation, language is grouped by theme. Students are referred here after each unit to listen and review. But of course, they can come at any time—before, during or after any lesson, to look for phrases they wish to use. It is a great resource to download and listen to when working out or in a car, for example, or to mentally translate until they feel they have acquired them.
Tip We have not forced learners to translate as that is your / their choice, not ours. Perhaps you can suggest they write any translations in pencil next to phrases they find difficult to remember. Then, another day, they should cover the phrase in English, look at the translations and try to remember the phrase. Once they can do it, they should erase the translation to feel a sense of progress. This encourages them to see translation as a temporary rather than a permanent tool.
Videos has an original blend of authentic and / or scripted video in every unit. We have always included the instruction Listen / Watch for any situations where
This book provides a complete step-by-step lesson plan for every lesson, from start to finish, offering: ➤
unit and lesson overviews;
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detailed lesson aims;
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a warm-up for every lesson;
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alternative, books-closed presentations for key new structures where appropriate;
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language and cultural notes;
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background information about the song lines;
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a vast number of teaching tips to bring variety to your classes;
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regular suggestions for both stronger and weaker classes and for fast finishers;
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ideas for extra writing and homework;
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suggestions for IWB activities and extra material to bring to class.
Digital Book for Teachers / IWB The Digital Book for Teachers is a separate media with all the pages of the SB. Teachers can use this resource to promote variety in their classes so that students can see the images on the IWB instead of looking at the book. On the next pages you will find detailed information about all the features of English .
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Welcome to
Finally, an English course
you can understand! Famous song lines illustrate language from lessons.
Lesson titles are questions you learn to answer during the lessons.
Word stress in pink on new words.
Contextualized Picture Dictionary to present and review vocabulary.
World of English: interesting facts and study tips.
Common Mistakes anticipate and prevent your errors. 17
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Cyber English: the English of digital technology.
Speech bubbles: models for speaking.
Stimulating Grammar practice.
5 boxes: extra grammar and pronunciation rules.
Easy Autonomous Learning system integrates all components for comprehensive autonomous study.
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Skills: extra listening and reading practice.
Make it personal: personalized speaking to express your identity in English.
in Action: communication in common situations.
Authentic videos present topics in real contexts.
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Reviews systematically recycle language.
A mid-term dynamic game reviews the language students have learned.
'# . ,', 0# 1 *&3."#,.3- )( -
4 to 8 players. Divide into 2 teams. From the start, teams go in opposite directions. Toss a coin.
Talk about the topic, answer the question or do the activity on the square. Maximum 30 seconds per person. Take turns starting to talk each time.
Heads
Tails
move 1 square.
move 2 squares.
The winning team is the first to complete the full circuit.
W in n
Mo rni ng rou tin e
e
r's P Each winne rize r talk to th s e clas s for seco nds. 30 The to pic? Your self!
Th e we at he r
Chores +/–
your Spell e fu ll nam
Free ti m activiti e es
ies ilit Ab / – +
Vaca ti activ on ities
duce Intro elf yoursAge / / Name nality Natio
How often do you…? Where do you…? Do you like…? OK, let’s finish. Whose turn is it? It’s your turn. You go first.
Hi, I’m… Nice to meet you. I really like / hate… I think… In my opinion,… Really? I think… What about you?
Yo ur to wn
y A ce leb rit / yo u lik e e do n’t lik How often do you go to the superm arket?
Ne xt d we ek en
Your famil y
Why are you learning English?
Sp or ts
Fa vo rit e se as on
De scr ibe a frie nd ’s rou tin e
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Café: sitcom videos to consolidate language.
A complete Grammar reference with exercises.
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Two illustrated key words for each sound help students memorize them.
Colored frames identify voiced unvoiced consonants. and
Icons S and P highlight difficult sounds for Spanish and Portuguese speakers.
Extra examples of common spellings for each sound.
Pictures illustrate how and where sounds are produced.
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Audio Script activities to consolidate pronunciation.
Portal: practice activities, games, extra audio, videos... and more!
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Workbook to practice and consolidate lessons.
Phrase Bank to practice common expressions.
The opportunity for you to learn English!
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1 Unit overview: The main topics of unit 1 are verb be in the Present Simple (positive / negative and interrogative forms in Yes / No and Wh questions), countries & nationalities, opinion adjectives, the alphabet, numbers, possessive adjectives, colors and nouns (singular and plural forms).
Are you American? Lesson 1.1
Lesson Aims: Sts learn to use verb be through the context of introducing themselves and asking and answering questions about nationalities. Function Introducing yourself. Asking & answering questions about countries & nationalities.
Language . Hi, I’m I’m (Peruvian), from (Lima). Are you / Is he / she / it (Mexican)? Yes, I am / he / she / it is. No, I’m not / he / she / it isn’t. Vocabulary: Countries & nationalities (Argentina, Argentinian; the USA, American; the UK, British, etc.), numbers 1-8, I, you, he, she, it, my, hello, hi, yes, no. Grammar: Verb be I, you, he, she, it , and Yes / No questions (we and they are introduced in the grammar at the back of the book, as sts won’t need to use those in this lesson). Before the lesson: Prepare photos of Rihanna, a recording of Rihanna’s song “What’s my name?”, and photos of Michael Jackson as well as the song “You are not alone,” flags, photos of Beyoncé / famous people / places for the second guessing game. Bring flags of the eight countries in exercise B, in case you cannot use the Digital Book for Teachers.
Warm-up Books closed presentation (if sts don’t have their books on the first day of class). Before class, write on the board Ooh, what’s my name? What’s my name? What’s my name? or any other simple song, e.g. Michael Jackson’s “You are not alone, I am here with you. Though we’re far apart, you’re always in my heart. You are not alone,” from the top of p. 7, which can be referred to at any time
to help support the verb be forms. Books closed. Start lesson by greeting sts. Say Hello / Hi, I’m
. and see what they can say back to you.
Show a photo of Rihanna / Michael Jackson and ask What’s her / his name? Is she / he American? (No, she’s Barbadian. / Yes, he is.) Do you like this song? along with a thumbs up gesture to see what sts manage to say in order to identify their initial levels. . I’m Introduce yourself to class: Hi! My name’s . (nationality), from (city / town). Drill Hi, my name’s for pronunciation and do a quick substitution drill: I’m (Brazilian / American / Mexican), from (São Paulo / New York / Mexico City). Elicit the model and write it on the board, but don’t let sts copy at this stage.
1 Vocabulary: Countries and Nationalities A
Books open. Show your book to the class and point to the short text in 1A. Start to read it: Hi! My name’s… (pause and ask) Marty? Judy? Say: I don’t know! Listen. Play 1.1 and pause after “Marty.” Elicit the correct answer and demonstrate a circle (on the board or gesture on book). Sts circle “Marty.” Play the rest of the recording and ask sts to circle the correct answers. Paircheck (use L1 to explain paircheck if necessary or use a cognate, “compare”). Classcheck.
Tip Optional follow-up activity: In pairs, sts role-play Marty and Judy introducing themselves to each other. 1.1 T Hi! My name’s Marty and I’m American. I’m from New York. Nice to meet you. S Hi! Nice to meet you too! Marty / American / New York
Get sts to introduce themselves to each other in pairs. Give them only 20 seconds.
B
After pairwork, ask sts to stand up, mingle and introduce themselves to as many people as possible. Make it clear that by the end of the activity they need to remember at least three names.
Weaker classes Show your fingers one by one and elicit them orally, then in writing.
Tip If you have one of these songs available, play it as background music while sts perform this mingling activity and ask them to raise their hands when they hear the lesson Song line (“You’re not alone,” in case you choose to play Michael Jackson’s song, or “What’s my name?”, in case you choose to play Rihanna’s song).
Quickly introduce or review numbers 1-8.
Stronger classes Use Bill Haley’s “Rock around the clock” first lines: “One, two, three o’clock, four o’clock rock, five, six, seven o’clock, eight o’clock rock!” to review numbers one to three, then elicit the next five numbers Show two or three flags, e.g. small paper flags, or use the ones from the Digital Book for Teachers on the IWB if you
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1.1 have one in class. Tell / Elicit the countries. Ask: What country is it? Pre-teach country, e.g. New York is a city. The United States is a country. Give more examples if necessary. Drill pronunciation of country. Point to number 4 and elicit The USA. Tell sts to match the other flags to the correct countries. Sts quickly paircheck silently. Sts listen to 1.2 to check their answers. Play the track again. Sts listen and repeat. Draw sts’ attention to pink syllables and tell / show them they are stressed. Tell sts to cover the names of the countries with their hand and test each other in pairs for a minute saying: “What’s number 4? It’s .” Write a model on the board if necessary.
8
7
1
3
/
6
2
5
4
1.2 Notice s = /]/. A OK. Let’s check. B Flag 1 is China. A Yes. One point for you. And number 2? B Spain. A Yes! Two points. B Number 3 is Japan. A Yes! B Flag 4 is the USA. A B A B
Yes! That’s four points! 5 is the UK. Correct! And country 6 is Peru.
A Right! Six points! And number 7? B It’s Canada and 8 is Argentina! A Yes and yes! That’s eight points for you! Very good!
C
Exercises C and D are also about nationalities and questions / short answers with verb be. Then, after the Grammar on p. 7, sts play a similar game themselves. If you haven’t already done so, focus on the lesson title Are you American?, and elicit the answer: Yes, I am. / No, I’m not. Note Yes, we are / No, we aren’t is introduced in the Grammar at the back of the book on p. 118. Sts match the nationalities to the countries, 1-8. Using the pink word stress, get them to guess the pronunciation in pairs. Do the first one with them as an example.
Play 1.3. Use the audio to confirm. It is only the questions extracted from a game, which they will hear in full in D, so try to focus only on the nationalities—verb be is dealt with in D.
Tip If you prefer to introduce the nationalities (or any other lexical set in ) out of context, then all the active words are available on the Word List (p. 70 Workbook) and you can model and drill them yourself. After the listening, elicit the correct pronunciation of each country individually. Get the “best ones” to model and “teach” those who may have difficulty. Drill the countries and nationalities (Canada-Canadian, the UK-British, etc.), highlighting those where either the
stress or word changes. You can drill both, for sts to repeat, or the country for them to say the nationality, or viceversa, and have them test each other in pairs, covering the words and pointing at the flags: A says the country and B says the nationality.
1.3 1 Are you Peruvian? 2 Are you Argentinian? 3 Is your camera Chinese? 4 Is it Japanese? 5 Is Justin Bieber American? 6 Is he Canadian? 7 Is Penelope Cruz Spanish? 8 Is Madonna British? 6
8
1
3
/
4
7
2
5
D
Sts now listen to the complete game and check 9or cross 8 the nationalities according to the answers they hear. Play 1.4. Set it up by exemplifying on the board, focusing on the line to check or cross. Elicit and cross the first one, Peruvian, for them, but don’t yet drill the verb be. Paircheck after the first listening. Then check answers (checks and crosses only).
Peruvian 8 Argentinian 9 Chinese 8 Japanese 9 American 8 Canadian 9 Spanish 9 British 8
Tip Generally, after each listening, have sts paircheck to build confidence and group dynamics. Ask / Mime: Can you remember the eight questions and answers? Focus on the speech bubbles underneath “Are you Peruvian? / No, I’m not.” as the first example. Elicit what they can remember of 2-8, then play the audio again for them to check and try to write down the complete questions and answers.
Tip If you prefer to head off mistakes by anticipating them, read Common Mistakes and elicit the use of CAPITAL LETTERS for “I” and nationalities. Song line: You are not alone, I am here with you. Song: “You’re not alone” Artist: Michael Jackson (USA) Year: 1995
Explore the Song line “You are not alone, I am here with you.” to help support verb be forms at any time in the lesson. Don’t tell them who sang it (Michael Jackson): see if they can sing it to you first. Exploit it as much as you can: Do you like it / him / his other music?, etc. (see Common Mistakes and Song lines p. 8-16 in TB intro). Monitor as they listen to see how much they can write. Paircheck then listen again to confirm. Check answers, e.g. by writing them quickly on the board for sts to compare their version with yours and ask any questions.
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1.1 1.4 Notice the sentence stress. 1 Are you Peruvian? No, I’m not. 2 Are you Argentinian? Yes, I am. 3 Is your camera Chinese? No, it isn’t. 4 5 6 7 8
E
Is it Japanese? Yes, it is. Is Justin Bieber American? No, he isn’t. Is he Canadian? Yes, he is. Is Penelope Cruz Spanish? Yes, she is. Is Madonna British? No, she isn’t. MAKE IT PERSONAL
Play
1.5 for sts to listen and read
World of English . Drill the nationalities from the box with the correct stress. Elicit / Show the meaning of before.
Tip For any listening and reading activity, get sts to shadow the text, mouthing and quietly saying the words to “feel” the pronunciation.
Elicit questions and short answers for the third and fourth photos. Ask: What’s this? (sts are likely to say landmark name in L1, then briefly give / teach them the name in English). Ask: Is it Peruvian / American? Prompt sts’ yes / no answers with short ones: Yes, it is. / No, it isn’t. Drill both questions and answers, then elicit Qs / As for different landmarks. Leave photos aside and say: I’m (nationality). Ask a student: Are you (nationality)? When he / she answers yes, prompt him / her with: Yes, I am. Have the student repeat it, then have the whole class repeat it. Ask another student: Are you (wrong nationality)? Prompt no with: No, I’m not. Drill as necessary.
Books open. Sts complete the Grammar table. Monitor closely. Remind them of Common Mistakes if necessary. Real beginners will need help with the spelling of verb be forms. Help them when necessary. Paircheck. Classcheck. Write the answers on the board. Drill pronunciation at a brisk pace, set various tones when drilling sentences (doubt, surprise, happiness, sadness, etc.) and have sts copy them from you.
Encourage sts to “play” with suffixes -an, -ian and -ean and have them say the nationalities of three countries which are near your own country (e.g. in the case of Mexico it would be American, Guatemalan, Honduran, Belizean). Correct on spot, write the correct guesses on the board and drill pronunciation. For Brazil, it would be Paraguayan, Uruguayan, Argentinian, Bolivian, Chilean, Peruvian, Colombian, Venezuelan, Ecuadorian.
Grammar p. 119, part 1, could be set as homework or done in class if sts need guided practice before going to oral practice in 2B. As this is the first lesson, we suggest you take sts there to help them know the different sections of English .
Tip Nationalities ending in -an, -ian or -ean have the stressed syllable before these suffixes (Puerto Rican, Costa Rican), with the exception of four ending in -ican: American, Mexican, Dominican, and African. Highlight this for sts only if they notice. If you’re teaching e.g. in Mexico, tell your sts they are an exception. All 36 nationalities of the Americas follow this pattern except Guyanese, so it’s very motivating for learners to be able to produce all these words in lesson 1.1. For a complete reference, see e.g. http://geography.about.com/library/weekly/ aa030900a.htm. If you are using the course in Italy, where the other nationalities include, e.g. French and Swiss, you will need to give sts more help, or even save this exercise until a bit later. The main aim is to build confidence, make deductions and associations. By doing this, sts can already identify / “know” how much English they have inside them.
B
2 Grammar: Verb Be A
and Yes / No Questions
Books closed.
Weaker classes With real beginnners you might need to draw figures of a man, woman and any object to teach he, she, it. Write To be or not to be, that is the question on the board. Show six photos, four of famous people (from different nationalities) and two of famous places / landmarks (from different countries), e.g. Statue of Liberty and Christ the Redeemer. You could display previously googled images on the IWB or use the ones from the Digital Book for Teachers, show flashcards or simply write their names on the board. Ask: What’s her name? (sts: “Megan Fox”.) T: Is she American? (sts: “Yes”.) Complete sts’ answer and chorally drill the short answer: Yes, she is. Ask: Is she British? Teach: No, she isn’t. Signal / Gesture to convey yes / no meanings. Repeat procedures with other photos to expose sts to he / she / it interrogative forms and short answers. Drill chorally and individually.
Yes, I am. / No, I’m not. Is he Mexican? Is she Colombian? Yes, she is. / No, she isn’t. Is it Portuguese? Yes, it is. / No, it isn’t. Sts listen and follow the example exchange from the game, then do the same. Concept check (How many sts? – Two; Who asks the question? – St A; Who answers? – St B, etc.). Use open pairs to set this up, then closed pairs to practice. Use all the pictures on p. 6 and 7, but try to avoid telling sts all the names at this stage to leave some doubt, so they try to express a bit more. The answers will be confirmed in 2C.
Tip Bring in extra pictures of famous people and places to extend this if you think it is necessary.
C To give sts a more extended listening and the answer key to the game, sts listen to check if all their guesses are correct. Have them listen once and then ask: Are all your guesses correct? For fun, elicit the pronunciation of all of them too. Turn to p. 156 and do the AS (Audio Script) task. Sts listen again and notice how This_is and It’s_in sound like one word.
1.7 Notice it’s_in connects like one word. Number 1 is Machu Picchu, it’s in Peru. And number 2 is the Taj Mahal, it’s in India. Photo 3 is Shanghai, it’s in China. And picture 4 is the Alhambra, Granada. It’s in Spain. Number 5 is Megan Fox, she’s American. And photo number 6 is Lionel Messi. He’s Argentinian. Number 7 is Salma Hayek. She’s Mexican. And 8 is Keanu Reeves. He’s Canadian.
Extra writing Get sts to write Yes / No questions on strips of paper for other sts to read and write answers to them. All sts should write one or two and stick them on the wall, for the class to mingle in pairs and answer verbally, or in writing.
Workbook p. 4 ID Online Portal Grammar p. 118
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1.2
Are you an excellent actor?
Lesson 1.2
Lesson Aims: Sts continue to practice verb be by asking for / giving opinions about people and places. Sts learn numbers 11-100 through the context of saying prices and playing bingo. Function Giving and asking for opinions about people and places.
Saying the alphabet. Saying prices in dollars / cents / euros. Listening to numbers in different contexts (age, time, distance, addresses, prices).
Language I think she’s a great actress. Brazil is an interesting country. She’s a cool girl. A-H-J-K, plane, a train. 20 cents. 13 dollars. I think it’s 15 miles to Los Angeles. My address is 70, Blue Avenue.
Playing Bingo. Vocabulary: Positive and negative adjectives of opinion (great, horrible, interesting, cool, terrible, etc.). Numbers 11-100. Grammar: Word order: adjectives before nouns. Indefinite articles a / an.
Warm-up Hand out to each student a card with the name of
excellent, fantastic, great, intelligent, interesting, rich
a well-known celebrity on it. Say it’s their new identity. Ask sts to stand up and mingle, introducing themselves as the celebrity in their cards.
ridiculous, terrible
B
Weaker classes For real beginners, leave prompts on the board: Hi. I’m (Madonna). I’m (American). What about you?
Books closed. Play 1.9 sentence 1 (“He’s a great player”). Ask sts if the speaker’s opinion is positive or negative. Repeat procedure with 2-6. Pause after each sentence (1-3 positive, 4 neutral / in the middle, 5 negative, 6 positive).
Books open. Point to the sentences in 1B. Sts listen and complete with a or an. Do not explain the grammar rule— elicit it and complete the 5 box.
3 Vocabulary: Adjectives A Books open. Play 1.8 and pause after sentence 1. Ask: Is it positive or negative? Tip Even if sts don’t know cool, they should pick up the positive intonation. Elicit the adjective and show how cool goes in the positive group, OK in the middle group as it can be positive and negative, and horrible in the negative one. Sts listen to 2-7 to identify and repeat the adjective they hear each time. Drill pronunciation as necessary. Replay it and tell sts to write the adjectives under Paircheck.
or
.
Optional: Ask sts which words are similar / the same in L1.
Stronger classes With a stronger class get sts to guess first which are and pronunciation.
, then use the audio to check and drill
1.8 Notice the connecting sounds. 1 2 3 4 5 6 7 8 9 10 11
This is cool! Whoa! Wow! This is an excellent car! I love New York. It’s a fantastic city! Mmmm! This pizza is great! Yuck! This coffee is horrible! Uh-huh. Barack Obama is a very intelligent man. Yeah, China is an interesting country! Uh-huh, this restaurant’s OK. Nah! Bill Gates is a very rich person! This group is ridiculous! No, no, no, he’s a terrible actor! Terrible!
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Tip For fun, you can ask them who the sentences might be about to see who they are(n’t) into. 1.9 1 2 3 4 5 6
Oh, yeah, he’s a great player. Yeah, I think she’s a cool girl. Oh, yes, he’s a rich man. Very, very rich! Hmm, she’s an OK person, I think. No, it’s a horrible city! Yeah, I think it’s an interesting country.
1. a
2. a
3. a
4. an
5. a
6. an
5 box a / an
For a books-closed presentation of an, use some song lines, e.g. “Don’t wanna be an American idiot”, or ask Do you know the band? (Green Day). Check if sts know why an is used before American / answer, etc.
C
MAKE IT PERSONAL
Books closed. Elicit and adjectives from the lesson onto the board in two groups. See how much sts can remember. Then say I think Meryl Streep is a great actress. Write it on the board.
Tip Organize your board work into columns like this: I think
Meryl Streep New York KFC
is a / an
excellent fantastic horrible
actress. city. restaurant.
Add more examples to the second column (Rome, Neymar, Antonio Banderas, etc.) and elicit opinions from sts. Say: What’s your opinion of (Neymar)? Add their opinions onto the board and do not erase them. Be careful with he / she / it.
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1.2 Do a quick substitution drill:
Cultural note YMCA stands for Young Men’s Christian
T
Association.
I think Neymar is a fantastic player.
Sts I think Neymar is a fantastic player. T
Great.
Sts I think Neymar is a great player. Do the same for: Rome is an OK / interesting / excellent city. Bill Gates is a cool / rich / smart person. I think Brazil is a cool / great country. Encourage them to say No! and give an alternative opinion when they disagree.
Write some acronyms (CNN, BBC, HBO, NBA, FBI, etc.) on the board and elicit pronunciation. Elicit a few more acronyms from sts (U2, MTV, ESPN, etc.), write them on the board too and drill pronunciation. If sts struggle with this, go straight into B. Focus on the letters in each column of the chart. Sts listen to 1.11 and repeat the letters and words (pause to make space for repetition).
Books open. Read Common Mistakes . Say: In English, we don’t
1.11
say “He’s a person interesting.” Optional: Compare to word order in L1. Elicit the correct sentence. Focus on the speech bubbles and have sts role-play / read the opinions in 3C. Sts work in trios and give opinions about five people and places from p. 6-7. Refer to the model on the board. Monitor closely for mistakes with a / an and adjective-noun order. Some sts tend to omit verb be when giving opinions. Prompt the correct form.
4 Pronunciation: The Alphabet A
Go over each pair of words and quickly demonstrate meaning, e.g. point to a shoe, your nose, a pen in the classroom. If possible, bring pictures or quickly draw, e.g., a bottle of wine, a rose. Drill pronunciation, making sure sts notice the similarity of vowel sounds in each pair, even though the spelling is very different.
Point to picture 1 in 4B and ask: What’s this? Elicit “a train” and “a plane.” Show sts number 1 has been done for them. Do the same for sound 2, /L / , and let sts match the rest of the pairs in A to the sounds in B on their own. Paircheck. Sts listen to 1.10 to check their answers and repeat the seven vowel sounds.
1.10 1 2 3 4 5 6 7
a plane, a train, /Hǹ/ a tree, three, /L / a pen, ten, /Ǫ/ nine, wine, /Dǹ/ a nose, a rose, /Rș/ a shoe, two, /X / a clock, a sock, /Ǡ/
(6) a shoe, two /X / (1) a train, a plane /Hǹ/ (7) a sock, a clock /Ǡ/ (2) three, a tree /L / (3) a pen, ten /Ǫ/ (4) nine, wine /Dǹ/ (5) a nose, a rose /Rș/
B
Focus on the Song line “It’s fun to stay at the YMCA”, elicit how to sing and pronounce the line, and make the shapes of the letters. Ask: Do you know / like this song?
Song line: It’s fun to stay at the YMCA. Song: “YMCA” Band: Village People (USA) Year: 1978
A, H, J, a plane, a train, /Hǹ/ B, C, D, E, three, a key, /L / F, L, M, ten, a pen, /Ǫ / I, nine, wine, /Dǹ/ O, a nose, a rose, /Rș/ Q, U, two, a shoe, /X / O, a clock, a sock, /Ǡ/
C
Write G on the board and ask: How do you say this in English? Elicit and drill pronunciation. Point to the chart in B and ask: What’s the vowel sound for “G”? (2. /L /). Focus on the other ten letters and get sts to quickly guess how to say them / which group they are in. Don’t confirm but play 1.12, pausing after each letter. Sts check their guesses and complete the chart in B with the missing letters. Check at the end of the exercise.
1.12 G G – K K – N N – P P – S S – T T – V V – W W X X – Y Y – Z Z
Column 1. K
2. G-P-T-V-Z
3. N-S-X
4. Y
6. W
D
Play 1.13 and have sts repeat the complete chart. Do a column at a time.
1.13 a plane, a train, A, H, J, K three, a tree, B, C, D, E, G, P, T, V, Z ten, a pen, F, L, M, N, S, X nine, wine, I, Y a nose, a rose, O two, a shoe, Q, U, W a car, a star, R
Tip To increase the challenge, put the alphabet, A-Z, on the board and get sts to try to do it without the groups. It will make them keep looking back at the chart and understand how useful the seven columns are.
E
Books closed. Divide the class in two groups and play hangman on the board. Choose adjectives from 3A and words from 4A (e.g. excellent, horrible and wine). In groups, sts take turns guessing letters. Keep track of wrong guesses as well. This game will allow you to see which letters sts think are the most common in L2, but chances are
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1.2 they will resort to the most common ones in L1. After the game, ask sts: What are the most common letters in English?
Books open. Focus on World of English . Play
1.14. Sts read and check if their guesses were right. Follow up: What are the most and least common letters in your language? Sts answer in small groups and compare their answers with the whole class. For a complete list, see: http://scottbryce.com/cryptograms/stats.htm.
Cultural note The most common letters in Portuguese are: A – 14.63%, E – 12.57%, O – 10.73%, S – 7.81%, R – 6.53%, I – 6.18%, N – 5.05%, D – 4.99%, M / T – 4.74%, U – 4.63%. The least common are W / Y – 0.01% and K – 0.02%. In Spanish: E – 13.72%, A – 11.72%, O – 8.44%, S – 7.20%, N – 6.83%, R – 6.41%, I – 5.28%, L – 5.24%, D – 4.67%, T – 4.60%. The least common are W – 0.04%, K – 0.11% and X – 0.14%. Sources: Portuguese: www.numaboa.com.br/criptografia/ criptoanalise/310-frequencia-portugues?showall=&limitstart= Spanish: www.sttmedia.com/characterfrequency-spanish We have included superlatives most and least here because they are easy for sts to comprehend.
correct word stress of each: thirteen / thirty, fourteen / forty. Do the same for “15 / 50” and “16 / 60.”
Tip Make it clear for sts that there is contrastive stress (ty vs. teen) when we pronounce them individually. In connected speech we don’t stress thirteen dollars. In many cases the context helps us figure out what number was said. 1.16 A A hundred dollars, please. B OK, that’s thirty, forty, fifty, sixty, seventy, eighty, ninety, a hundred. One hundred dollars. Thank you, sir. Have a great day.
C
Play 1.17 sentence 1 and pause. Ask: What’s the number? (85). Do the same for sentence 2, pause and elicit the correct number (70). Say: Now listen to sentences 3-8 and circle the correct number. If time allows, listen again to check. Get sts to try to remember the whole thing and elicit the meaning of each sentence. A stronger class can even try to make similar sentences about themselves.
1.17 Notice the stress in the numbers.
5 Vocabulary: Numbers 11-100 A Elicit numbers 1-8. Play 1.15. Write them on the board. Elicit / Continue the sequence on the board up to 20. Drill pronunciation. Focus on the numbers and currency symbols and tell sts these are price tags. Check if they know the symbols and drill the currencies: $ = dollar, c = cent, € = euro (/ɎMșǨUāRș]/). Tell sts to complete the numbers with the missing letters.
Weaker classes Sts might need prompts on the board—write e, i, o, u and say those are the letters they’ll need.
eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty
1.15 eleven dollars, twelve cents, thirteen dollars, fourteen cents, fifteen euros, sixteen cents, seventeen dollars, eighteen euros, nineteen dollars, twenty cents
1 2 3 4 5 6 7 8
I’m eighty-five today. Happy birthday to me! My address is seventy Blue Drive. I have eleven brothers and sisters! This book is ninety-nine dollars. Hmm, I think it’s fifteen miles to Los Angeles. The number after thirty-nine is forty. I have sixteen classmates in my English class. Thirteen hours on a plane… I’m very tired!
1. 85
2. 70
3. 11
4. 99
5. 15
6. 40
7. 16
8. 13
D
MAKE IT PERSONAL Before class write numbers 1-20 on strips of paper and put them in a bag or envelope. Say Bingo time! and show sts the example card on p. 9. Tell them to choose numbers 1-20 to complete their own cards. Have sts take turns and pick a strip of paper from the bag / envelope and call / announce numbers to class. Sts circle called numbers and say “Bingo!” when one line is complete.
If time allows, or another day, play again with numbers 20-40, 50-60, or 1-100.
B
Elicit how to say the numbers 30-100, but don’t confirm their guesses. Tell sts they’ll listen to a tourist changing money in a bank to check their pronunciation.
After they listen to 1.16, elicit the pronunciation of each number. Write 13 / 30 and 14 / 40 on the board. Elicit the
Workbook p. 5 ID Online Portal Grammar p. 118
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1.3
How do you spell your last name? Lesson Aims: Sts continue to practice verb be through the context of asking for / giving personal information and asking / answering about personal objects. Language What’s your address / e-mail address / phone number? What’s this / that? It’s a bag. What are these / those? They’re earrings. Spelling your name. How do you spell your (last) name / that? Vocabulary: First, last and full name, address, e-mail address, phone, cell phone, personal objects. Grammar: Wh questions with verb be, demonstrative pronouns singular and plural forms. Pronunciation: This /is/ vs. These /i:z/. Before the lesson: Bring to class some objects which appear in activity 8A.
Lesson 1.3
Function Asking for & giving personal information. Asking about personal objects.
Warm-up Books closed. Recycle giving opinions: Hand out strips of paper with names of famous people, countries and cities which your sts didn’t talk about in lesson 1.2. If technology is available, display photos on the e-board. In small groups, sts take turns giving opinions. Write a prompt on the board if necessary: I think is a fantastic (city).
6 Listening A Books open. Sts look at 6A. Elicit first name, last name and full name. Use yours and sts’ names as examples. Say: Listen and circle the correct names. Play 1.18. Play it again if dealing with real beginners. Paircheck. Classcheck. Answers on the board. 1.18 Notice the stress in the questions. 1 A Name? B Jack Moore. A How do you spell that? B J-A-C-K M-O-O-R-E. 2 A Good afternoon, I’m Dieter Quinn. B How do you spell that? A D-I-E-T-E-R Q-U-I-N-N. 3 A First and last name, please? B Rochelle Johns. A How do you spell that? B R-O-C-H-E-L-L-E J-O-H-N-S. 4 A What’s your name? B George Wessex. A Can you spell that, please? B Sure. It’s G-E-O-R-G-E W-E-S-S-E-X. 5 A Name, please? B Joy Boscombe. A How do you spell that? B J-O-Y B-O-S-C-O-M-B-E. 1. Jack Moore 2. Dieter Quinn 3. Rochelle Johns 4. George Wessex 5. Joy Boscombe
B
MAKE IT PERSONAL
Ask a student: What’s your last name? Ask How do you spell that? and write it on the board as the student says each letter. Focus on the model dialog in 6B. In pairs, sts ask each other the same questions.
Tip Some sts might have very long full names; in that case, ask them to focus on their first and last names only. When they have finished, ask sts to report back about their partners. Ask: What’s his / her last name? How do you spell that?
Cyber English Elicit the meaning of the first text message from sts and write Are you 18? on the board. Sts look at the other text messages and, in pairs, try to say them in standard English. Ask if they also use abbreviations in L1 when texting. Draw sts’ attention to the symbol @ and write on the board @ = at. Say: My e-mail address is (e.g. julia.souza@ heatmail.com). Pre-teach symbols . (dot), _ (underscore). Are you 18? / See you later at 5:30. / Is it OK for you? / Text me before you go.
C
Point to the photo and say: Karin is phoning the Minerva Hotel to make a reservation. Ask sts: What information is necessary for a hotel reservation? (Name, last name, credit card number, phone number, etc.). Focus on the hotel form and point to the address, phone number and e-mail boxes. Elicit an example of area code. Elicit pronunciation of the symbol @. Say: Listen and complete with information about Karin. Play 1.19. Paircheck. Classcheck with answers on the board.
1.19 Notice /P/ and /Q/ endings. J = Jonathan K = Karin J Welcome to telephone reservations Canada. This is Jonathan. How can I help you today? K Hi, Jonathan. Can I make a reservation, please? J Sure, no problem. I need a little information from you, OK? Uh, what’s your name? K Karin Spalding. That’s K-A-R-I-N—Karin—S-P-A-L-D-I-N-G. J Where are you from? Are you Canadian? K No, I’m not Canadian. I’m American, I’m from California. J And what’s your address, Ms. Spalding? K 75 Kearny Drive, K-E-A-R-N-Y, San Francisco, CA 94133. J Thank you. And what’s your telephone number? K Um, it isn’t a Canadian number. It’s American. OK? It’s area code (415) 675-8938. J Thanks. And what’s your e-mail address? K It’s
[email protected]. J Thanks. Now what type of room…
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1.3 Karin Spalding, 75 Kearny Drive, area code (415) 675-8938,
[email protected]
(k) a bag (i) earrings (c) glasses (d) keys (a) a laptop (b) a lipstick (g) a pen (h) a phone (j) a sandwich (f) an umbrella (e) a wallet
7 Grammar: Verb Be — Wh Questions A Elicit the questions Karin had to answer in 6C. See how much sts can remember. Ask: What questions do you remember from Karin’s phone call? (What’s your name? What’s your address?, etc.). Sts look at number 1. Elicit the correct order and answer. Sts do the same for the other sentences. Paircheck and classcheck. Drill pronunciation and intonation of questions. In pairs, sts ask each other questions 1-5. Ask a pair to demonstrate the dialog for the whole class. 1. What’s your name? Ken Shaw. 2. Where are you from? California, USA 3. What’s your address? 85 Brown Street. 4. What’s your cell phone number? 8764033. 5. What’s your e-mail address?
[email protected].
B
MAKE IT PERSONAL Sts work with a different partner. Elicit questions sts will need to ask for “first name,” “last name,” etc. Sitting back to back, they ask questions in pairs to fill out the school form. Remind sts to ask “Could you repeat, please?”, “Sorry?” and “How do you spell that?” for clarification. Encourage sts to pretend to be using cell phones while performing the task.
8 Vocabulary: Personal Objects – Singular and Plural
A
Books closed. Use objects available in class or in your bag (student’s glasses, earrings, wallet, keys) as realia to present some of the words in 8A. Show sts one object at a time and ask: How do you say this in English? Provide answers for what they don’t know. Ask for chorus and individual repetition. Encourage sts to ask you “How do you say this in English?” Drill pronunciation of the questions and all the objects you can present / find in the classroom. Books open. Point to photo in 8A and ask: What’s letter i? (Earrings.) Sts match photos with correct vocabulary items. Paircheck. Classcheck. Put plurals sts have already seen from the first two lessons on the board in three columns and review how to form plurals in English.
+s numbers flags answers adjectives opinions pairs letters
dollars euros names dialogs questions turns objects
– y + ies countries nationalities
+ s (extra syllable /ǹ]/ after sounds /V/, /]/, /Gȡ/ & /WȒ/) messages phrases sentences places
Tip Whenever sts have matched a set of pictures to a list of words in the book, a good technique is to have them cover the words and test themselves in pairs. St A points and asks: “What’s letter (H)?” St B: “A phone.”
Song line: You can stand under my umbrella, ella, ella, ella. Song: “Umbrella” Artist: Rihanna (Barbados) Year: 2007
B
Focus on the picture. Elicit / Tell where / who they are (a passenger and an immigration officer at the airport). Sts listen and notice objects from 8A . Play 1.20 and pause after you hear “bag.” Ask sts: What object did he say? Point to the blank next to “bag” in 8A and tell sts to write “1.” Say: Now listen to the rest of the conversation and number the objects in 8A (point to photos in 8A) in the order you hear them. Paircheck. Play it again if necessary. Classcheck.
1.20 Notice the sentence stress. P = passenger O = officer O Good morning. I’m sorry, ma’am, but we need to check your bag, please. P No problem. Here you are. O OK, let’s see. A wallet, a laptop, keys, hm… a phone, a pen, an umbrella, hm… what’s this? P Oh, this is a lipstick. Look! O I see… Are these your glasses? P Yes, they are. O OK… And what’s that? P Come on! That’s a sandwich! O Exactly! But you can’t enter this country with food, ma’am! P Oh-oh. Sorry, it’s my first time here. O I need to take that. Thank you. Right, and what are those? P These are my earrings. Look… Aren’t they beautiful? O Hm… yes, they’re very beautiful. Please, wait a minute, OK? a bag (1) earrings (11) glasses (9) keys (4) a laptop (3) a lipstick (8) a pen (6) a phone (5) a sandwich (10) an umbrella (7) a wallet (2)
C
Sts look at the picture. Ask: What’s the problem? Sts listen to 1.21 and complete the dialog.
1.21 P = passenger
O = officer
O Sorry, ma’am, but we have a big problem. P What? But, I don’t understand. O That lady over there says those are her earrings. P Oh, no! But, no, no, no. They're a gift! A rich passenger on the plane gave me those earrings and I… O Oh, dear. Please come with me… we / problem / I / are / They
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1.3
D
Books closed. Quickly gather objects you used as realia
in 8A. Place them in different places in the classroom. Hold up one, e.g., a bag, and ask What’s this? Prompt: It’s a… bag. Repeat procedure with another singular object. Place one of them on a student’s desk (don’t hold it). Ask: What’s that? It’s a… Do the same / Change between this / that perspectives for some more singular objects and elicit the questions from sts. Alternate objects to this and that position. Drill form and pronunciation. Teach here and there, but do not overdo distance when working on the concept of that. Some learners tend to mistake that for “very far”—show them an example of that referring to an object which is near you but not with you and clear up any doubts sts might have about it. Repeat procedures for plural nouns (glasses, earrings, wallets, bags, pens, etc.). Ask: What are these? They’re… / What are those? They’re… Drill form and pronunciation.
Books open. Read the lesson Song line on top of p. 11 with the class, “You can stand under my umbrella, ella, ella, ella,” and elicit the name of the song or artist (“Umbrella” by Rihanna).
Tell sts to read the AS 1.20 on p. 156 and look for examples of this / that / these / those. Elicit the rules, encourage sts to draw their own conclusions. For each case, ask: Is it singular? Is it plural? Why “this” and not “that”?, etc. Sts go back to p. 11 and complete the rules by themselves in pairs. Classcheck. Practice: Ask sts to form small groups and ask and answer questions using their own belongings. For real beginners, have prompts on the board: What’s this / that? It’s a… or What are these / those? They’re…. Monitor closely and provide any new words sts may need to name their objects.
this that
these those
E
Books closed. St A points an object and asks st B: What is / are this / that / these / those? St B answers. Then swap roles and do it again.
Workbook p. 6 ID Online Portal Grammar p. 118
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1.4
Are these your glasses? Lesson 1.4
Lesson Aims: Sts continue to practice verb be by asking and answering about possessions. Sts also learn colors, more adjectives and practice describing and giving their opinion. Function Talking and asking about possessions.
Language Are these your glasses? Is this your sandwich? Hey! Those are my chips! Describing and giving opinion. They’re small, black and they’re cool. Vocabulary: Colors (red, white, blue, black, green, yellow, purple, pink, brown, orange) and opposite adjectives (good / bad, pretty / ugly, light / heavy, new / old). Grammar: Possessive adjectives (my, her, his, your, our, their). Recycling verb be interrogative form and demonstrative pronouns. Before the lesson: Prepare about six photos of objects which sts learned in activity 8A, lesson 1.3, p. 11. You’ll also need a photo of an old heavy cell phone.
Warm-up Recycle personal objects and demonstrative pronouns. Display about six photos on the IWB, or use flashcards or realia of objects sts learned in lesson 1.3 activity 8A. When selecting your photos, choose a variety of singular and plural nouns. From the sts’ perspective, they should point to the board (or flashcards / realia on the teacher’s table) and use that or those to test each other in pairs, asking “What is that? / What are those?” and answering “It’s a… / They’re…” Drill pronunciation briefly and model the activity with a student. Books open to p. 11. Sts now test each other by pointing to the items in 8A. Make sure they switch to this and these and ask “What’s this? / What are these?”
9 Grammar: Possessive Adjectives A Books open. Focus on the pictures and elicit / pre-teach objects sts can see in each of them. Establish the context (after a party). Ask: What’s this? / What are these? (Earrings, chips, a sandwich, a phone, a laptop, etc.) If you have time, for each object they identify, review “The Alphabet” and ask the whole class How do you spell that?, writing on the board as sts spell objects for you. Say: Listen to six dialogs and match them to the correct picture / situation. Point to the dialogs in 9A and pictures. Highlight the small box in each dialog where they should write the corresponding picture numbers 1-6. Say: Don’t write in the spaces, only write the picture numbers here. (show your book and point to top-left boxes in dialogs). Play 1.22. Paircheck. Classcheck.
1.22 Notice / ç/ and /ˠ/. L = Lara R = Rosa J = Jake E = Ed 1 L Hey! Those are our chips! R Come on, Jake! These are their chips! Stop eating them! J Sorry. 2 J Are these your earrings, Rosa? R No, they aren’t my earrings. They’re ugly! Are they your earrings, Lara? L Yes, they are. Hmpf! Thanks. 3 E Where are my glasses? R Uh… Are these your glasses, Ed? E Yes, they are. Thanks. 4 R Gee, what a party! Look at this mess! Is this your sandwich, Jake? J Hmmm… Yes, it is. It’s good!
R And are these your keys? J Yes, they are, thanks.
5 R Is that your phone? E No, I think it’s her phone. R Hey, Lara. Is that your phone? L No, it isn’t. My phone’s new. I think it’s his phone. Jake, is that your phone? J Oh, no! Where’s my phone? R Is this your phone? J Phew! Thanks! Yes, that’s my phone… Uh… Hi, Mom! 6 E Oh, no! Is that your laptop, Rosa? R No, it isn’t. Is that your laptop, Lara? L Oh, my God! Yes, it is! That’s my laptop! It’s new! 5 4 1 2 6 3
B To present his / her / their with books closed briefly test sts’ memory about classmates’ names. Walk around and ask several sts What’s my / your / her / his name? What are their / our names? (point to different sts / yourself) and see if they have learned all names so far and can make full sentences with His / Her name is… Sts look at possessive adjectives in the box. Say: Now let’s complete the dialogs (point to blanks in 9A). Listen again and complete with “her”, “his”, “my”, “our”, “their”, “your”. Play 1.22. Pause after each dialog if necessary. Classcheck with board answers. Focus on answers on the board and elicit rules / use of each possessive adjective. Associate them with personal pronouns I, you, he, she, etc. 5. I think it’s her phone. I think it’s his phone. 4. Is this your sandwich, Jake? Are these your keys? 1. Hey! Those are our chips! Come on, Jake! These are their chips! 2. No, they aren’t my earrings. 6. That’s my laptop! 3. Are these your glasses?
Common Mistakes Focus on the first sentence with the mistake—and respond accordingly: What?! With my boyfriend?! (Look angry. Make sure sts see the misunderstanding caused by your.) Write YOUR on the board and highlight the word “you” in it. Say: I only use “your” when I talk to you and refer to your objects, things, etc. (point to a student). Exemplify with objects. Hold a pen and say: This is YOUR pen. (talking to the pen owner). Still holding the same pen, talk to a different st and elicit correct sentence: This is (her / his) pen. Read the second
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1.4 sentence in the box and talk about the difference in meaning with your sts.
Tip Write the phrase “What’s the opposite of…?” on a large sheet of paper and add it to your list of helpful phrases on the classroom wall.
10 Vocabulary: Adjectives and Colors A Books closed. Point to different colors in the classroom and elicit them. Ask: What color is it / are they? Teach and drill pronunciation of red, white, blue, black, green, yellow, purple, pink, brown and orange. Play a quick game: call out a color and sts have to find / point to it in the classroom. Have sts call out colors as well and take part in the game with the whole class. Books open. Read the lesson Song line on top of p. 13, “We all live in a yellow submarine,” and check if sts know the song / band (“Yellow Submarine,” by The Beatles). Song line:
Say: I think Harry Potter is a good book / movie. Ask: What about you? Ask for opinions about pretty / ugly actresses / female singers, good / bad actors / actresses / singers / soccer players.
Tip Allow opportunity for sts to use adjectives previously learned in this unit (excellent, fantastic, interesting, terrible, etc.), but also guide them / generate opportunities to teach the opposites in this lesson (bad, ugly, etc.). Keep a record on the board of incidental vocabulary / adjectives that come up in the conversation. Show (a photo of) an old cell phone and contrast it to a new one to teach new and light vs. old and heavy. Use gestures to convey meaning. Sts look at the quiz in A again and notice the adjectives in bold. Individually, they write opposites to the adjectives in B. Paircheck. Classcheck. Drill pronunciation. Have sts test each other briefly. St A closes his / her book. St B looks at 10B and asks “What’s the opposite of good? / new?” for 30 seconds. Then sts swap roles.
We all live in a yellow submarine. Song: “Yellow Submarine” Band: The Beatles (UK) Year: 1966
Sts look at pictures 1-10. See if they can identify what some of them are about, e.g. The Beatles’ yellow submarine in picture 7. Elicit / Pre-teach vocabulary from some of the pictures (chili pepper, suede shoes, etc.). Start the quiz with the whole class: do “Purple Rain” (9 / j) as an example. In pairs, sts match sentences a-j plus pictures 1-10 to the second column of the quiz. Sts listen to 1.23 and check their answers. Classcheck. Promote chorus repetition of the colors at the end of each sentence in the audio track.
1.23 a “Yellow Submarine” is a popular Beatles song… Yellow. b Black Sabbath is Ozzy Osbourne’s old, British heavy metal band… Black. c Orange is a fruit and a color… Orange. d The Pink Panther is a pretty cartoon animal, and a very bad detective… Pink. e “Brown sugar” is a type of sugar and a classic Rolling Stones song… Brown. f “Blue Suede Shoes” is an Elvis Presley rock ’n’ roll song about shoes… Blue. g Red Hot Chili Peppers is a California band that’s also the name of a vegetable… Red. h Green Day is an American band famous for the big hit “American idiot”… Green. i “Black or White” is a Michael Jackson’s song about two colors… White. j “Purple Rain” is a famous Prince’s song, album and movie… Purple. (f / 1) Blue Suede Shoes (i / 10) Black or White (g / 4) Red Hot Chili Peppers (h / 2) Green Day (j / 9) Purple Rain (c / 3) Orange (b / 5) Black Sabbath (a / 7) Yellow Submarine (e / 6) Brown Sugar (d / 8) The Pink Panther
B
Focus on adjectives 1-5 (good, new, light, small, ugly). Write them on the board and give / ask for opinions about.
1. good / bad 2. new / old 5. ugly / pretty
3. light / heavy
4. small / big
C Point to the cartoons on p. 12 and tell sts to listen to descriptions of five items. They should name the objects after they hear a beep. Play 1.24. Classcheck. 1.24 1 They’re small and red… The earrings. 2 They’re big and blue. There are two in the picture… The sofas. 3 They’re small and brown… The glasses. 4 It’s not big or small, it’s new and it’s on the table… The laptop. 5 It’s small and black… The phone. 1. the earrings 5. the phone
2. the sofas
3. the glasses
4. the laptop
D MAKE IT PERSONAL Model the activity yourself. Choose a singular object in the classroom, but don’t tell sts what it is. Choose something they will easily guess / spot. Describe and give your opinion of it. Say: It’s big, red and cool. Ask: What is it? (e.g. a student’s bag). Encourage / Prompt questions like “Is it my / his bag?” Repeat procedure for a plural object. Invite a student to describe and give his / her opinion of an object in the room, and you and the rest of the group try to guess it by asking “Is it / Are they his / her (wallet / glasses)?” Drill verb be + possessive adjectives questions to foster fluency. In groups of three, sts play the game on their own. Monitor closely.
Workbook p. 7 ID Online Portal Grammar p. 118
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1.5
What’s your full name? / How are you? Lesson Aims: Sts continue to practice verb be through the context of reading / completing documents and forms. Sts also learn a range of greetings / short exchanges when meeting. Language Country of birth: France. Surname: Murphy. Listening to a phone banking registration. What’s your address? Asking and answering personal questions. Where are you from? Listening to colleagues meet at work. What’s your phone number? Talking to / Meeting people. How are you? Hi! How’s it going? Vocabulary: Personal information (address, name, surname, etc.). Chunks (Thank you, You’re welcome, Excuse me?, etc.) Grammar: Review personal information questions. WB Song Line: “They call me ‘her,’ they call me ‘Jane.’ That’s not my name, that’s not my name.”
Lesson 1.5
Function Reading documents and forms.
Warm-up Recycle colors, the alphabet and “How do you spell that?” Hand out slips of paper with different colors written on them. In pairs, sts test each other and ask “How do you spell (blue)?” “How do you spell (green)?”, etc. Sts take turns spelling their partner’s words for a few minutes.
Use a show of hands to check how many sts use telephone banking and perhaps introduce “online banking” too.
1.25 Notice the sentence stress. M = Mark
J = Justine
M Good evening! Welcome to telephone banking registration. My name’s Mark. How can I help you today?
Skills: Completing a form A
Books open. Focus on the six authentic texts. Sts read
and answer the four questions. Classcheck.
J I need to register for telephone banking. M Certainly. I just need some information. What’s your name? J Justine Wallace. M How do you spell that?
1. Gillian Jane Murphy 2. Lucas Singh, Ken Chang, Amy Johnson, Susana Souza 3. Lucas Singh 4. The USA
J J-U-S-T-I-N-E W-A-L-L-A-C-E. M Your account number, please? J It’s 106924.
B
Focus on the forms in A and draw sts’ attention to the various ways to refer to name, age and nationality. Do number 1 (Name) together with the group. Sts complete 2 and 3 by themselves. Paircheck. Classcheck.
1. Name: full name, given names / first name, surname / last name, name 2. Age: date of birth, birthdate, age 3. Nationality: country of origin, country of birth, nationality
Tip Make sure sts understand those are ways which names, ages and nationalities are usually referred to / requested in forms, that is, written language: passports, hotel check-in forms, company tags, etc. In spoken English, people often ask Where are you from? How old are you? rather than What’s your nationality / country of origin? / What’s your age? etc. So, although these are not the most common ways of asking for those things, transforming each form field into a naturalsounding question is the skill sts are learning in this part of the lesson.
C
Tell sts they’ll listen to a phone conversation. Before they listen, explore the form. Ask: What’s the name of the bank? ($econd State Bank.) What information is necessary? (Name, account number, address, telephone and e-mail.) Elicit what questions they might hear for each (prompt if necessary): What’s your… (name)? What’s your… (account number)?, etc. Play 1.25. Sts listen to fill out the form with the correct information. Paircheck. Classcheck with answers on the board.
M And what’s your address, Ms. Wallace? J 18 Jeffrey Drive, that’s J-E-F-F-R-E-Y Drive. M Thank you, and what’s your phone number? J 707 is the area code and the number is 988-3405. M Thanks, and what’s your e-mail? J It’s jwallace26 at webmail dot com. M Thanks, now let’s talk about passwords… Name: Justine Wallace. Account number: 106924. Address: 18 Jeffrey Drive. Telephone number: (707) 988-3405. E-mail:
[email protected].
D
MAKE IT PERSONAL
Sts choose a form from p. 14 or, alternatively, create a form together with the whole class. It could be a school registration form, a passport request, etc. Ask sts what information they would like to include (name? age? nationality? sex?) and draw the sts’ form on the board. Sts copy their form into their notebooks / sheets of paper. Elicit what questions they’ll need to ask to complete each field / box. In pairs, sts ask and give information about themselves and complete the forms about each other.
When they’ve finished, ask some sts’ to introduce their friends to the whole class. For real beginners, you’ll need to prompt language—write a model on the board: This is my friend… He’s (nationality). He’s (age)., etc.
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1.5
in Action: Meeting people A
Books closed. Review / Elicit greetings (good morning / afternoon / evening) and ways of introducing yourself (Hi / Hello / I’m / My name’s… Nice to meet you (too)). Introduce How are you? and elicit possible answers. Prompt by asking: How are you? Are you OK? Ask for a volunteer in class to act out a dialog with the teacher. Pair up with the volunteer and introduce yourself; ask: How are you? I’m fine, What about you? Do the same with other sts, alternate asking: How is it going? How are you doing? Gesture / Signal questions are similar / used for the same purpose.
Books open. Sts read the questions and possible answers chart. Sts listen to 1.26 and check the six questions and answers they hear.
Hi, Judy! How are you? Good, thanks. What about you? What’s new? Oh, not much. Things are good. So, are you ready for the meeting?
9 How are you? 9 Good, thanks. 9 What about you? 9 What’s new? 9 Not much. 9 Things are good.
B
Play 1.27 and ask sts to repeat / imitate the intonation of the other phrases and identify the repeated response from A.
1.27 1 How’s it going? 2 How are you doing? 3 What’s up?
1.28 Notice the sentence stress. GF = grandfather GD = granddaughter 1 GF Here’s your gift! Happy birthday! GD Thank you. GF You’re welcome. 2A B
Excuse me. Oh, I’m sorry.
3A
Oops, I’m sorry.
B 4A B
1.26 A B A B
Use the example to model what they have to do. Play 1.28. Sts listen to the other five dialogs and write numbers 2-6 in the correct boxes.
Fine, thanks! I’m well, thanks! Not much!
The repeated response from A is: Not much!
C
Ask two sts to read the speech bubbles in C. Monitor their intonation when reading aloud. Tell sts to work in pairs and create two minidialogs using the questions and possible answers from A. In Dialog 1, st A starts. Dialog 2, st B starts. Monitor for appropriateness. When pairs have finished, ask some to act out their dialogs to the group.
D Focus on the short dialogs and read them with the whole class.
Don’t worry about it. See you later! Bye for now!
S = server C = customer 5 S We have a great fish special today. C Excuse me? Can you say that again, please? S Sure… I said we have a great fish special today. 6S C S
D’ya wanna order now? I don’t understand. Oh, sorry. Are you ready to order?
6 1 3 4 5 2
E
MAKE IT PERSONAL Ask sts to read the instructions to letter E silently. Then ask them: What do you have to do? Check if they understand the task. Clarify the rubrics if they are not clear and look at photos 1-5. In pairs, sts act out each situation and use expressions from A and D. Assign different pairs / partners. Round off the activity by inviting sts to act out their favorite dialog. Make sure all learners have a go and present a dialog to the whole class.
Workbook p. 8 Phrase Bank p. 64 ID Online Portal Grammar p. 118 ID Café Video p. 138 see TB Intro p. 8-16
Tip At this stage (end of unit 1), sts are likely to be familiar with most of the sentences, but check if sts understand “Don’t worry about it” (clarify it by saying: It’s not a problem. Remind them of the popular song “Don’t worry, be happy,” by Bobby McFerrin, which is the song line from WB) and ask for the L1 equivalent of “You’re welcome.”
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2 Unit overview: Through the contexts of routine and habits, family, celebrations and reading and listening to interviews, sts learn to use and practice the Present Simple with daily routine verbs, places they visit, frequency adverbs and common chunks for congratulating people or celebrating holidays and events. The Present Simple 3rd person singular is introduced through the memorable context of a Mr. Bean video. The main theme is asking & answering personal questions.
When do you get up? Lesson 2.1
Lesson Aims: Sts learn to use go phrases by talking about places they go to and when or what day(s) of the week they do so. Sts also learn how to tell the time. Function Talking about places you go. Talking about when or what day(s) of the week you do activities.
Language I go to a café on Mondays. I go to the supermarket on Sundays. I go to the gym from Monday to Friday. Telling what time you do activities. What time do you get up? I go to bed at 10:30 p.m. Telling the time. It’s 9:30. Vocabulary: go + places (the gym, the supermarket, a café, etc.). Daily routine verbs: get up, go to bed, go to work. Days of the week. Grammar: Indefinite articles a / an and definite article the in go + activities. Preposition on and days of the week. “What time do you…?” questions.
Warm-up In pairs, sts flick back through p. 6-15 and take turns asking and answering the six title questions from unit 1, that is, “Are you American?”, “Are you an excellent actor?”, “How do you spell your last name?”, etc. Monitor closely for accuracy. Round off the activity by asking sts to tell the class all they can remember from their partner’s answers.
1 Vocabulary: Activities and Days of the Week Books open. Focus on photos 1-8 on p. 16 and 17. Elicit places sts can see and teach what is new vocabulary for them (a café, the gym, etc.). Exemplify with local places and / or elicit examples from sts. Say e.g.: (Carrefour) is a supermarket. (A well-known local church) is a church.
A Sts look at the phrases. Ask: What’s in all the phrases? (the verb go). If they say to, refer them to Common Mistakes . Tip Read the first phrase (go to a café) with them and say A café is a place where we drink coffee, eat cake, etc. Give examples: Starbucks is a café. The drink is called coffee. Write café vs. coffee on the board so sts can see the difference in spelling and practice pronunciation. café = /NǨ IHǹ / and coffee = / NǠIǹ /. Point to the pictures on p. 16 and ask: Where’s the café? (#1) Show number 1 has been done as an example. Ask: What about “go to church”? (#5) Sts match the other phrases to the correct photos. Paircheck. Classcheck. Tell sts they will listen to people talking about places 1-8. Sts point to the photos they hear about. Play 2.1 and monitor closely to see if sts follow.
Tip Pause after each sentence in case you notice it is too fast for them. 2.1 Notice to /WǨ/ and to a /WX ZǨ/. Int Int A B C D E F
= interviewer When do you go to these places? I go to a café every day before class for a coffee. I go to church on Sundays. I go to the gym after school. I usually go home after work. I want to go to a party but I have to work. I go to school Monday through Friday, and Saturday morning too! G I go to the supermarket on Saturdays. H I go to work at eight o’clock. (1) go to a café (5) go to church (2) go to the gym (8) go home (7) go to a party (6) go to school (4) go to the supermarket (3) go to work
B
Focus on the four expressions in the box. Write on the board 1) I go to the café on my street every morning. and 2) Every morning I go to a café. Elicit the difference. Ask In which sentence do I go to the same café every morning? (1) and In which sentence don’t we know which café I go every morning? (2)
Extra writing Tell sts to read 1 in B. Ask: Is it a specific place / always the same place? (No.) Sts look at 2 and complete with “go to the.” Ask the same question: Is it a specific…? (Yes.) Now sts look at the phrases in 1A and complete 3 and 4 in B.
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2.1 Read Common Mistakes with sts and highlight the mistake. Say “home” is an exception and no preposition is used after go.
2. go to the 3. go 4. go to
C
Tell sts to cover the phrases in A and, in pairs, take turns pointing to the photos and testing each other. What’s this?
D
F
Focus on the speech bubbles and perhaps ask two sts to read the dialog. Elicit some examples / encourage them to use / prompt other go activities from A. In pairs, sts tell each other when they go to… (photos 1-8 in A).
Tip For some activities, sts are likely to need help with other time phrases they might want to say such as everyday or “from Monday to Friday.” Pre-teach / Prompt them while monitoring.
Sts complete the days with the missing letters and number them in the correct order. Sts listen to 2.2 and check. Paircheck. Classcheck with board answers.
While sts perform the activity, monitor for the correct use of phrases learned in B (go to / the / a) and preposition on before days of the week.
Tip Elicit the days of the week and associate each day to a well-known local TV program / event. Ask What’s on TV on Monday? and so on.
Weaker classes You may find it useful to do a quick drill
Weaker classes Play 2.2 and ask sts to read AS 2.2 on p. 157 as they listen, and underline the days in the sentences so they learn the spelling and correct order. Drill pronunciation. For each day, ask: What’s on TV on Monday / Tuesday, etc.? Give examples, e.g. the days they have English lessons, to help convey meaning. Go back to p. 16 and elicit the days in D before sts attempt to fill in the missing letters. In pairs, sts complete the words and order them, 1-7. Classcheck with answers on the board. 2.2 Notice the stress on weekdays. 1 2 3 4 5 6 7
Sunday, lovely Sunday! Oh, no! Tomorrow’s Monday. School! Yuk! Gee, it’s only Tuesday—four more days of work. I have an important meeting on Wednesday. Only two more days of work—it’s Thursday. Today is Friday. Let’s go to a bar after work! Great! It’s Saturday! My favorite day! No more work for the weekend!
before sts say their own sentences in pairs. T I go to a café on Mondays. Sts I go to a café on Mondays. T Tuesdays. Sts I go to a café on Tuesdays. T The gym. Sts I go to the gym on Tuesdays. Prompts: work / school / church
2 Listening A Focus on the departures chart. Ask: Where are we now? (At / In an airport.) In small groups, sts briefly test each other by asking Where’s New York? (In the USA.); Where’s Rio de Janeiro? (In Brazil.); etc. Focus on the flight times and elicit number 1 (10:15 a.m.). Play 2.3 and pause after number 2 (6:00 a.m.). Ask: What’s number 2? (New York flight.) Tell sts to number the other flights in the order they hear them. Play the rest of 2.3. Paircheck. Play the audio again if necessary. Classcheck. 2.3 Notice the stress in the time.
(1) Sunday (6) Friday (7) Saturday (2) Monday (5) Thursday (3) Tuesday Song line: I don’t care if Monday’s blue, Tuesday’s gray and Wednesday too. Thursday I don’t care about you. It’s… Song: “Friday I’m in Love” Band: The Cure (UK) Year: 1992
Ask sts to look at the lesson Song line on p. 17. Check if they know the song / band. If you have the song, play it as a follow-up to D or at the end of the class. Ask sts to guess positive or negative attitudes towards each day of the week in the song, e.g. “Monday’s blue,” “Tuesday’s gray,” etc. Ask: What’s the composer’s favorite day of the week? (Friday.)
E Model the activity. Encourage a student to say the days in the correct order as fast as he / she can and silently time him / her (use your fingers or a watch to count). Sts now do the same in pairs. St A says the days of the week, st B times it on either a watch or his / her fingers. Sts swap roles and then compare results to see who was the fastest. Ask sts to report their results to the group.
1 2 3 4
We say ten fifteen or a quarter past ten. We say six a.m. or just six o’clock. We say eleven p.m. or just eleven o’clock. We say noon or midday.
5 We say six thirty or half past six. 6 We say five forty-five p.m. or a quarter to six. 7 We say midnight or twelve midnight. 8 We say nine a.m. or just nine o’clock. 2 8 1 4 6 5 3 7
B
This exercise gives sts a first passive “taste” of the 3rd person s. Say: Look at the clock / your watch. What time is it? Say: I get up at (6:00). Gesture getting up or show a photo of someone in bed getting up. Ask a couple of sts: What time do you get up? Repeat procedures with “go to bed” and “get home.”
Tip Do this step as a brief pre-listening stage. Pre-teach only the daily routine activities which are present in 2.4, but do NOT cover all verbs of daily routine just yet nor make a grammar presentation of the Present Simple tense. These items will be dealt with in lesson 2.2 (see SB p. 18-19). 39
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2.1 Tell sts to listen to two interviews and complete with the times and days they hear. Paircheck. Classcheck with answers on the board.
2.4 Notice the vowel sounds. Which one sounds different? Int = interviewer W = woman M = man 1 Int Hi, I’m doing a survey about sleeping habits. What time do you get up? W Uh, um, at six in the morning. I go to school at six forty-five. Int Thanks. And what time do you go to bed? W Hmm. At around ten p.m., during the week. Maybe at twelve midnight on Friday and Saturday. Int So you get about eight hours sleep a night? W Yeah, that’s it… Bye! Int Thanks. 2 Int Hello. We’re doing a survey about working hours. What time do you go to work? M Hmm… I go to work at eight thirty a.m. Int Every day? M No, no. From Monday to Friday. I don’t work on Saturdays and Sundays. Int And when do you get home from work? M Well, I usually get home at around six fifteen p.m. OK? Bye! The woman gets up at six in the morning. She goes to school at six forty-five. She goes to bed at ten p.m. She gets eight hours sleep a night. The man goes to work at eight thirty from Monday to Friday. He gets home at six fifteen.
C
Write ON and AT on the board and tell sts to complete numbers 1-6 with either word as they listen to 2.4 again. Paircheck. Sts look at the 5 box and decide / write the rules by themselves. Classcheck.
1. at 2. at 3. on 4. at 5. on 6. at
5 box at / on
Focus on Common Mistakes and teach What time do you…? as a chunk. Focus on the mistake and highlight there’s no preposition for now in the question.
D
MAKE IT PERSONAL Books closed. Conduct choral and individual repetition of What time do you…? and use prompts 1-4 from D (get up / go to bed / go to school, etc.).
Books open. Read the model dialog with the whole class. In pairs, sts ask each other What time do you questions about weekdays and weekends. After they finish, ask a pair to present part of their dialog (three questions) to the class.
Tip Asking sts to report what their partners said might lead to errors at this stage, as they don’t know Present Simple 3rd prioritizes person singular. Let them say what they can. fluency as much as accuracy, and they will learn it next lesson anyway. Or you might ask What time does he / she…? and accept short answers though, e.g. “at 6 a.m.” instead of complete sentences (“He gets up at…”).
Workbook p. 9 ID Online Portal Grammar p. 120
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2.2
What do you do in the mornings? Lesson Aims: Sts learn to use several verbs of action in the 3rd person singular in the context of telling their daily routine. Language How many hours a night do you sleep? I wake up at… Mr. Bean wakes up at around 8 a.m. Vocabulary: Morning routine: brush my teeth, exercise, get dressed, get up, have breakfast, leave home, make the bed, shave, sleep, take a shower, wake up. Time phrases: about, hours, minutes, on weekdays / weekends, a night, how many, at (around) + time, for + time, immediately. Grammar: Present Simple: all persons, & forms, Present Simple 3rd person s, following on from preview in 2B. Review / extend: countries / nationalities (France / French, Korea / Korean, Japan / Japanese).
Lesson 2.2
Function Daily sleep patterns. Telling your daily routine.
Warm-up Play a quick mime game with the go activities and daily routine verbs from the previous lesson: go to the gym, go to the supermarket, get up, go to bed / sleep, go home, etc. You might ask sts to choose a verb from p. 16 and 17 or hand out slips of paper with verbs written on them to each student, e.g. I go to school at 7 a.m. to mime their phrase for the class to guess.
3 Reading A Ask: What do you know about the four countries? Capital? Famous people? Money? Famous food? What do the people like / eat, etc.? Focus on the question in white on the report. Ask sts to give predictions for each country. Focus on the picture. Ask: What can you see? (The world in bed / sleeping.) Then complete the table. Play 2.5 and ask sts to follow / read the text as they listen. Paircheck. Classcheck. Ask about your country What about ? How many hours do sleep? Let’s check! and move to B.
8 hours and 50 minutes / 8 hours and 38 minutes / 7 hours and 49 minutes / about 8 hours
B
MAKE IT PERSONAL Drill pronunciation of questions
1 and 2. Ask sts to stand up and walk around the class asking 1 and 2. Tell them to take notes and interview as many classmates as possible. When they have finished, ask them to sit in small groups and compare their answers. Ask the whole class question 3: On average, how many hours do people in your class sleep?
4 Vocabulary: Morning Routine A
Focus on the pictures. Say: This is Jim. (point to the character). Elicit as much as possible and use the illustrations and gestures / mime to convey meaning. In pairs, sts match phrases 1-10 to Jim’s pictures. Paircheck. Sts listen to 2.6 to check their answers and repeat phrases as they hear them. Follow-up: Ask sts to cover the phrases and test each other in pairs. St A points to the pictures, st B comes up with the correct phrase. After a minute, sts swap roles. In pairs, they play a mime game. Sts A and B take turns choosing one action from pictures 1-10 to mime for the other to guess.
2.6 “wake up” “get up” “make the bed” “exercise” “take a shower” “shave” “get dressed” “have breakfast” “brush my teeth” “leave home” wake up (10) get up (4) make the bed (7) exercise (2) take a shower (9) shave (8) get dressed (3) have breakfast (5) brush my teeth (1) leave home (6)
B
Tell sts they will hear sound effects of Jim doing the activities from A and they need to guess them. Say: Listen and guess the activity and write it down first, then compare with a partner. Play 2.7 and classcheck.
exercise; have breakfast; get up; brush my teeth; wake up; leave home; shave; make the bed; take a shower; get dressed.
C Sts listen to Jim talking about his morning routine. Tell them to use the numbers from A , as in the example (10) (wake up) at 6:30 a.m. Look at the times and time expressions and elicit from sts how they are said. Play 2.8 and sts match other activities to correct times. Paircheck. Classcheck. Tip Always encourage sts to use language / short dialogs to paircheck, instead of doing it visually / looking at each other’s books. E.g.: St A: Not immediately? B: Get up. Number 4. What about for 30 minutes? A: (That’s) exercise. Number 2. 2.8 Notice the word stress. Well, I wake up at around six thirty a.m., but I don’t get up immediately. I stay in bed for three or four minutes, then I get up. I don’t make my bed. Then I exercise for thirty minutes. After that, I take a shower, shave, get dressed and have breakfast—coffee, juice and cereal. Then I brush my teeth and, finally, leave home at around eight a.m.
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2.2 (10) Wake up at around six thirty. (4) Don’t get up immediately. (2) Exercise for 30 minutes. (6) Leave home at around eight a.m.
D MAKE IT PERSONAL In pairs, sts tell each other what they do every morning. Ask them to refer to pictures in A and include the time they do each activity. Weaker classes Learners often feel more confident if they have the chance of writing a small paragraph about their morning routine before they talk about it. You could give them 3-5 minutes to write down their morning routine beforehand. Read the lesson Song line on top of p. 19 with sts and elicit the name of the song / band from them. Ask: Do you know the song? Do you like The Beatles? What other Beatles songs do you know / like? The aim of the song is to help anchor 3rd person s which is coming now.
Song line: She loves you, yeah, yeah, yeah! She loves you, yeah, yeah, yeah! Song: “She Loves You” Band: The Beatles (UK) Year: 1967
Tip Mask the bottom of the screen if you wish to hide the subtitles.
E
Ask sts: Do you know / remember Mr. Bean? Do you like him? Do you think he’s funny? Play 2.9 or the video and tell sts they need to remember at least five morning activities shown in the video. Feedback. Then open books and focus on the highlighted s and es on the photo.
2.9 He wakes up at eight a.m., but he doesn’t get up. He sleeps again. He gets up, he makes his bed, he exercises, he shaves, then he leaves home.
F MAKE IT PERSONAL Ask a student to read the speech bubble to the class. Write I wake up at 8 a.m. on the board. Then write Mr. Bean… and elicit the rest of the sentence from sts. Highlight the “s” for 3rd person and elicit other verb forms. If possible, conduct a quick drill (T: I get up at 7 a.m. He… Sts: “He gets up at 7 a.m.”). In pairs, sts compare their routine to Mr. Bean’s. Monitor closely for accuracy.
5 Grammar: Present Simple
form of the verb in parenthesis. Paircheck. Classcheck with board answers. Drill sentences and change subjects so as to consolidate form. If you feel sts need further practice, do Grammar p. 120 in class.
1. I leave home at 6 a.m. 2. You go to school at 7:30 a.m. 3. My sister makes her bed in the morning. 4. My dad takes a shower at night. 5. My brother and I get up at 6 a.m. 6. My partners have breakfast at 10 a.m.
B In pairs talk about Jim’s routine (from 4A). St A is his mother / father. St B shows interest in Jim’s routine. Classcheck. Jim wakes up at around 6:30 a.m, but he doesn’t get up immediately. He stays in bed for a few minutes, then he gets up. He doesn’t make his bed. Then he exercises for 30 minutes. After that, he takes a shower, shaves, gets dressed and has breakfast. Then he brushes his teeth and, finally, leaves home at around 8 a.m.
Common Mistakes Focus sts’ attention on 3rd person S, the use of has and the use of does not.
C
Elicit negative forms of some sentences in the Grammar table in A. Sts listen to 2.10 to check their answers. Classcheck with answers on the board. Play the track again and have sts repeat the sentences. As a followup activity, ask sts to work in different pairs and say the sentences in A according to what is true for them, e.g. My sister doesn’t make her bed in the morning (if a student does not have a sister, he / she needs to change to brother, etc.). Ask some sts to report their sentences to class.
2.10 1 2 3 4 5 6
I don’t leave home at 6 a.m. You don’t go to school at 7:30 a.m. My sister doesn’t make her bed in the morning. My dad doesn’t take a shower at night. My brother and I don’t get up at 6 a.m. My partners don’t have breakfast at 10 a.m.
I don’t leave home at 6 a.m. You don’t go to school at 7:30 a.m. My sister doesn’t make her bed in the morning. My dad doesn’t take a shower at night. My brother and I don’t get up at 6 a.m. My partners don’t have breakfast at 10 a.m.
D In pairs, sts try to remember four things Mr. Bean doesn’t do before leaving home. Classcheck. He doesn’t take a shower. He doesn’t get dressed. He doesn’t have breakfast. He doesn’t brush his teeth.
A
Focus on the sentence subjects with sts and check if they know the meaning of sister, dad and brothers. If not, exemplify with a family tree on the board or refer to a locally-famous family, but don’t spend too much time presenting family members as this vocabulary will be dealt with in lesson 2.3. Sts complete the chart with the correct
Workbook p. 10 ID Online Portal Grammar p. 120
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2.3
Do you use your cell phone a lot? Lesson Aims: Sts learn to talk about how people use cell phones and family relationships. Language My sister uses her cell phone to listen to music. Do you use your phone to send and receive texts? I use my phone to call people and post tweets. Talking about family relationships. Chris is Lois’ son. Francis is Thelma’s husband. Vocabulary: Cell phone uses (send / receive texts, write e-mails / tweets, take photos, go on Facebook, etc.). Family words (son, daughter, mother, grandparents, etc.). Possessive ’s. Grammar: Present Simple: all persons, & forms, a lot.
Lesson 2.3
Function Reading / Talking about how people use cell phones.
Warm-up Elicit and write well-known brands on the board which have ’s in their names, e.g. Levi’s, McDonald’s, or any other local brand, and elicit from sts or introduce the ’s.
in columns 2. Classcheck by inviting sts to report their partners’ answers. Refer to the model in the speech bubble.
7 Vocabulary 6 Reading A
Books closed. Ask: Do you use your cell phone a lot?
A
Read the Song line at the top of p. 21 with sts and check if they know the song / band. Ask them to sing the song line or hum the melody in case they know it.
Books open. Sts read the title question. Draw their attention to “relatives” and go over the Common Mistakes on p. 21. Sts read the survey and match photos 1-4 to four of the seven texts. Paircheck. Classcheck and clarify any new vocabulary. Ask follow-up questions: What about your sister / husband / dad? Is he / she a cell phone addict too?
Song line: We are family. I got all my sisters with me. We are family. Get up everybody and sing. Song: “We Are Family” Band: Sister Sledge (USA) Year: 1979
Picture 1 is Lucia’s friend. Picture 2 is Yuri’s son. Picture 3 is Kenan’s mom. Picture 4 is Maria’s boyfriend.
Cyber English
Ask sts to find and underline the words e-mails and texts in Jan’s and Ruben’s texts. For each one, ask: Is it a verb? (Yes.) Read Cyber English with them and give more examples, such as: I skype my sister every day. / I never text people. I prefer to call them. / When I don’t know a word, I usually google it.
B
Sts re-read the texts in A and match the sentences halves in B. Paircheck. Classcheck with number sequence on the board. Highlight the use of possessive ’s and elicit how the same idea is expressed in sts’ mother tongue. If you favor contrastive analysis, encourage comparison of word order between L1 and L2.
(7) watches movies (4) orders pizza (3) texts in the car (1) texts friends when she’s at school (5) calls friends on his way to work (2) takes photos and e-mails them (6) plays games and uses language apps.
Explore the cartoon in 7A and elicit what sts can see in it (a dog, a baby, a family at home, etc.). Ask: Do you know The Griffins? Tell them the man in white is Peter Griffin. Ask How many children does he have? (3) Play 2.12 and tell sts to listen and read the text and complete the family tree table. Paircheck. Classcheck.
Tip Elicit / Drill pronunciation in pairs as necessary using pink stresses. A says female, B says male + plural, etc. Francis + Thelma / Peter + Lois / Meg, Chris, Brian
B
Sts complete the family table with words from the TV ad in A. Paircheck.
parent(s); brother; daughter; wife 5 box Draw sts attention to the pink syllables in B.
Common Mistakes Focus on it at any time, e.g. in title of 6A.
C
MAKE IT PERSONAL
Ask: Are you a cell phone king or queen? Let’s check! Sts individually answer all 14 questions about how they use their cell phones and write 9or 8 in both columns 1. After that, model Do you…? questions and drill pronunciation of four or five sentences. In pairs, sts interview each other and write their partners’ answers
C
Model the activity. Ask sts to look at the family tree in A and ask: Who’s Lois’ husband? (Peter.) Prompt Thelma’s husband and elicit the question from sts, “Who’s Thelma’s husband?” and have a student answer (Francis.) In pairs, sts take turns asking and answering about The Griffin family.
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2.3
D
Sts sit together in small groups and pick a well-known family (e.g. The Simpsons) to draw a family tree and create a TV ad. Go over questions 1-4 with sts and tell them they need to include those answers. Monitor and give feedback as you read their texts.
E
Sts swap their TV ads, read them and answer both questions in E.
Optional activity The lesson could end with sts showing each other photos from their cell phones and explaining who the people in the photos are and their relationship with them.
Workbook p. 11 ID Online Portal Grammar p. 120 Writing p. 148
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2.4
Who do you live with? Lesson Aims: Sts continue to practice word order and intonation in questions through the context of an immigration officer interviewing a tourist. Language Where do you live? Do you live with your parents? Asking / Answering personal questions. Do you have a brother? How many cousins do you have? Listening / Talking about family photos. This is my brother, Carlos. Where does he live? He lives in Mexico. Vocabulary: Review family relationships (brothers, cousins, parents, etc.). Grammar: Present Simple Question order. QASI (Question Word + Auxiliary + Subject + Infinitive) vs. ASI (Auxiliary + Subject + Infinitive).
Lesson 2.4
Function Listening to an immigration officer interview a tourist.
Warm-up Review Wh questions. Write questions on the board or slips of paper and have sts interview each other in pairs. Remember to include a few Yes / No questions so sts start internalizing the different types of questions, which will be dealt with in 8A, p. 22. Suggestions: Where do you live? How many hours do you study English on weekends / per week? Do you speak French? When do you cook? Do you like Japanese food? What time do you have dinner? How do you get to school / work / college? Encourage sts to report their partner’s
answers to the whole class. Monitor closely for the use of Present Simple 3rd person singular when they do so.
8 Grammar: Present Simple A Books open. Focus on the Grammar box. Refer to the questions sts have just used in the warm-up and tell them to identify which of them are Information questions and which are Yes or No questions. For further practice, go to Grammar p. 120. (2) ASI.
(1) QASI.
Tip Acronyms ASI (Auxiliary + Subject + Infinitive) and QASI (Question Word + Auxiliary + Subject + Infinitive) are extremely useful as a mnemonic resource to help sts remember word order in questions. Keep referring back to it for correction.
C
Read one of the answers aloud to sts and elicit which question in B could match it. For example, No, I don’t. I live with my girlfriend. Ask What’s the question? and point to B (4). Sts match the rest of the answers to the questions in B. Play 2.13. Sts listen to an immigration officer interviewing a tourist to check. Classcheck.
2.13 Notice the intonation at the end of each question. Int Int M Int M
= interviewer M = Miguel What’s your full name? Miguel Hernandez. But please call me Mickey. OK. And… are you Spanish? Yes, I am. I’m from Valencia.
Int M Int M
Where do you live? In Madrid, I work there. Do you live with your parents? No, I don’t. I live with my girlfriend.
Int M Int M
Where exactly in the U.S. do you plan to travel to? Alaska. Everybody says it’s a beautiful place. Do you know anyone in Alaska? Yes, my sister lives there.
6
1
4
3
2
5
9 Pronunciation: Question Intonation and Silent E
Common Mistakes Try to elicit from sts why they usually make the mistakes shown (transferring from mother tongue structure / comparing questions in L1 and L2). Remind them that the A of ASI and QASI is the easiest part to get wrong.
B
Individually, sts classify sentences in ASI or QASI. Paircheck. Classcheck. Do not drill pronunciation of sentences just yet (or have sts ask the questions) as number 9 on p. 22 works on the intonation of each one in depth and sts will then practice.
1. QASI
2. ASI
3. QASI
4. ASI
5. QASI
6. ASI
A Read the rubrics with sts then turn to p. 157 to read AS 2.13 while listening again to notice falling and rising intonation. Sts complete the 5 box on p. 22. Conduct choral and individual repetition of all the questions in 2.13. Monitor sts’ ability to produce rising and falling intonation. Use gestures to help. Correct sts on the spot. Stronger classes Remind sts that intonation does not exist in isolation, that is, different contexts create room for exceptions. E.g. an Information question such as “How many cousins do you have?” might be uttered with rising intonation if the speaker is surprised and asking for repetition / confirmation. Yes / No questions could have falling intonation, e.g., “Are you married?” if the question 45
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2.4 is asked with disappointment. If sts notice exceptions to the general “rule” celebrate! It means they have taken it on the board, noticed something different and, on top of this, had the courage to raise it with you. In yes / no questions the intonation usually goes up. In information questions the intonation usually goes down.
B
Sts complete questions 1-5 with either an auxiliary verb or a question word. Paircheck. Classcheck with answers on the board. Now ask sts to work in different pairs. Together, they decide whether sentences 1-5 have rising or falling intonation. Do number 1 as a model. Say Do you have a brother? and ask: Is the intonation of this question going up or down? (Up.) Classcheck and drill pronunciation. Round off the activity by having sts ask and answer questions 1-5 about themselves. Sts report their partner’s answers to the whole class.
Optional activity In pairs, sts practice saying the words in the box and notice which ones rhyme (come / some, before / more, make / take, where / there). Remembering words in rhyming pairs is a very useful learning strategy.
10 Listening A
Explore the photos and elicit possible relationships between the people. (They’re family, but let sts speculate a little and do not provide answers.) Tell sts to listen to Miguel talking about the photos to a friend and check if their guesses were right. Play 2.15 once. Classcheck.
2.15 Notice the intonation at the end of each question. M = Miguel W = woman W Hm… Who’s this? M That’s my brother, Juan.
1. Do you have a brother? 2. How many cousins do you have? 3. What’s your mother’s name? 4. What’s your father’s name? 5. Do they live in your town? Explore the lesson Song line on top of p. 23 and see if sts know the song / band. Focus on Wh words “Who” and “What” and elicit more example questions with both words from sts.
Song line: I know, I know it’s you. You say hello and then I say I do. Where d’you wanna go? Who d’you wanna be? What d’you wanna do? Just stay with me. Song: “Around The World” Band: Red Hot Chili Peppers (USA) Year: 1999
C
World of English Write the following words on the board: HOME, GIVE and ARE. Highlight the last E in all of them and ask sts: Do we say / pronounce this letter? (No.) Remind them it is the most common letter in English (see lesson 1.2). Play 2.14 and ask sts to read World of English while listening to it. Tell sts to find three more words on p. 22 and 23 ending in silent E.
W Uh-huh. Does he play soccer? M Yes, he does! He loves soccer. W And who’s that? M That’s my sister, Martina. W So you have a sister! Where does she live? M In Alaska. And, those are my parents. W Wow, Alaska! And, do your parents live there too? M No, they live in Barcelona. There are five questions in the dialog. The man with the ball is Miguel’s brother, Juan. The girl is his sister, Martina, and the others are his parents.
B
MAKE IT PERSONAL Ask sts to show photos of their family or simply write down some relatives’ names. Set the activity using the minidialogs in the speech bubbles. Sts work in small groups and ask and answer questions about their relatives. Classcheck. Get individual sts to tell you any interesting “secrets” they learned!
Workbook p. 12 ID Online Portal Grammar p. 120
Besides the words in the box, others in this lesson with a silent E include: simple, type, Europe, mistake, these, have, live, use, infinitive, page, anyone, complete and people.
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2.5
How old are you? / How do you celebrate your birthday? Lesson Aims: Sts continue to practice asking and answering personal questions through the context of an interview with a rock star and to talk about how often they do daily activities. Language Do you have a boyfriend? No, I don’t. People don’t want to date a famous person. Talking about how often you do activities. How often do you go to the gym? I never go to the gym! Talking about celebrations. Happy birthday! / Happy New Year! Talking about what you usually do on your birthday. I always have a special meal at home. I sometimes have a party. Vocabulary: Review go activities. Chunks for celebrating special dates and occasions (Merry Christmas!, Congratulations!, Enjoy your meal!, Have a good trip!, etc.). Grammar: Frequency adverbs. How often + Present Simple questions. WB Song line: “It’s your birthday. We’re gonna party like it’s your birthday.”
Lesson 2.5
Function Reading / Role-playing an interview with a rock star.
Warm-up Play a competitive game to review nationalities. Sts work in pairs or trios. Sts have one minute to write as many words in English under a given topic as possible. All sts should contribute with suggestions but only one member of each group writes down the vocabulary list. Give an example: For example, “Food!” You write “hamburger,” “sandwich,” “pizza,” “hotdog,” etc. until I say “Stop!” After sts have understood the task, say: But the topic is not food… it’s “nationalities!”
2.16 Host So, Ginny, ten quick questions. Ready? Ginny Uh-huh. Host What is your full name? Ginny Virginia Maria Lomond. Host Hm. And how old are you? Ginny Umm!!! OK, I’m 23. Host Do you have a boyfriend?
Give them one minute to write their lists. Then ask the group with the longest list to read their nationalities aloud. Keep track of all words they say on the board and ask other groups to check off the ones they have on their lists. When the winning group finishes reading their lists, elicit different ones. For fun, take off one point for each mispronunciation other groups might have come up with.
Ginny No, I don’t. People don’t want to date a famous person. Host Where do you live? Ginny I live in Paris. Host And where does your family live? Ginny Well, my mom lives in Paris and my dad lives in L.A. Host Nice! How often do you visit your dad? Ginny Oh, I always go to L.A. in December to stay with him. L.A. is fantastic!
Skills: Processing personal information A
Explore the photo. Ask: Who’s Ginny Lommond? What does she do? (She’s a pop singer.) Sts look at the interview questions and in pairs fill in the blanks. Classcheck with board answers. When correcting question 2 (And how old are you?), take the opportunity to look at the Common Mistakes .
Common Mistakes Elicit possible answers for question 2 in A. Sts look at the mistake and check how the question should be answered. Highlight the fact that the verb be is also present in the question (How old are you?). 2. are 3. have 4. do 8. do 9. go 10. Do
5. does
6. do
7. have
B Point to the interview / Ginny’s answers in A and ask sts to match them to the correct questions in A as well. Set up using the example given. Paircheck. Play 2.16 for students to check their answers. Elicit any surprises in pronunciation they may have noticed.
Host Great! Do you have any brothers or sisters? Ginny No. I’m an only child. Host I see. And what do you do on the weekend? Ginny I sleep a lot and occasionally go for a walk. And I never work on Mondays, so I often go to bed late on Sundays. Host OK, and what time do you go to bed on weekdays? Ginny I usually go to bed at 11 p.m. from Monday to Thursday, but I sometimes go to parties! Host And our final question! Do you exercise regularly? Ginny No, I don’t exercise. Well, only occasionally (when I walk). I’m a little lazy! 6
10
5
8
9
3
4
1
7
2
C
MAKE IT PERSONAL Sts interview each other using questions from Ginny’s interview, but answer about themselves.
Tip If time allows, before sts perform the task, elicit whether the questions in A have rising or falling intonation. 47
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2.5 Drill pronunciation. Classcheck by inviting sts to report some of their partner’s answers.
D Books open. Focus on the chart to establish meaning. Drill pronunciation of the six adverbs. Elicit some examples from sts. Say: (Student), tell me something you always do, etc. Sts look at Ginny’s answers in A and underline five examples of frequency adverbs. Paircheck, and sts complement their answers if their partner has underlined a different example in the text. Classcheck. Highlight and drill the question How often do you…? Weaker classes Review / Elicit the days of the week and write them on the board. Make it look like a calendar. Give some examples about your routine, exemplifying adverbs of frequency. Say, for example: I always have dinner at 8 p.m. Check off all days. Now say: I usually have breakfast in the morning and check off four days. Say I occasionally take a bus / drive to work and check off one day in the week calendar on the board. Then go to activity D on p. 24, as above. How often do you visit your dad? / Oh, I always go to L.A. in December / I sleep a lot and occasionally go for a walk. And I never work on Mondays / I usually go to bed at 11 p.m.
E
MAKE IT PERSONAL Send sts to p. 16 and review /
elicit the go activities in the lesson photos. Sts write five activities and How often do you…? questions to interview their partners. Monitor closely as they write.
Weaker classes Model the activity by having sts interview you before they work in pairs.
2.17 1 A Enjoy your meal! B Thanks! Thank you! You too! 2 A Merry Christmas! B Merry Christmas! 3 A Have a good trip! B Thanks. 4 A Congratulations! B Thank you! 5
Happy New Year!
6 A Happy birthday! B Thanks. 4
1
6
5
3
2
C In pairs, sts look at situations 1-6 and take turns asking each other What do you usually say…? Classcheck. 1. Enjoy your meal! 2. Congratulations! 3. Happy birthday! 4. Have a good trip! 5. Merry Christmas! 6. Happy New Year!
Cultural note We use merry Christmas, but we say happy birthday.
Common Mistakes Highlight the different uses of on + day / date but at for a festive period. Elicit more examples for both or use those in MAKE IT PERSONAL . In pairs, sts talk as much as they can about their own preferred activities on these festive occasions. Add in any locally relevant ones too, e.g. at Easter, at Ramadan (it’s a month long), on Independence Day, etc. Get them to ask you first.
A
Tip Correct any important mistakes, but otherwise try to see the second phase as fluency as much as accuracy. If you encourage sts to use the phrases in the table and then gesture / mime / draw other things they can’t say, they should really enjoy seeing how much they are able to express here.
Tip For fun get sts to suggest what the people might be saying, e.g. “Yum, yum!”, “Bye! See you!”, “Thank you!” “Wow! I hate you!”, etc. You can do this with most people photos and it helps sts to learn lots of useful little exclamations.
D MAKE IT PERSONAL Ask What do you usually do on your birthday? and point to the table in D. Individually, sts check how they celebrate their birthdays with each suggestion. Sts paircheck by asking How often do you…? questions. Highlight position of often after don’t in the example. Classcheck by asking sts to report some of their partner’s answers to the class.
in Action: Celebrating Focus on photos 1-6. Elicit what people might be saying in photo number 6 (Happy birthday!). In pairs, sts match the rest of the photos to the phrases in A. Do not tell them the answer just yet—they will check in B.
B
Sts listen to 2.17 to check their answers to A. Classcheck and drill pronunciation of all phrases. In pairs, sts test each other: st A covers the phrases and st B points to the photos in A. Sts swap roles. Round off by asking all sts to cover the phrases and you point to each photo and test the whole class.
Workbook p. 13 Phrase Bank p. 64, 65 ID Online Portal Grammar p. 120 ID Café Video p. 139
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Review 1 Units 1-2 Grammar and Vocabulary A
Picture Dictionary. Pairwork. Sts test each other and review the main vocabulary items learned in units 1 and 2. St A asks “What’s this in English?” and st B answers. Tell sts to try to focus on the pronunciation of words. There are some possible techniques mentioned on p. 12 of the introduction section on how to work with the Picture Dictionary in order to review vocabulary. You can select whichever of these best suit the needs of your class. Page 6
8 countries and nationalities
Page 11
11 personal objects
Page 13
11 colors
Page 15
5 shorts dialogs for photos 1-5
Pages 16-17
8 go activities
Pages 18-19
10 morning routine verbs
Page 25
6 phrases for special occasions
Page 154
22 picture words for vowels
B
1.1 R R S R S R S R S R S R
= receptionist S = Sandy What’s your name? Sandy Clark. Are you American? No, I’m Canadian. Where in Canada are you from? Vancouver. That’s very nice. What’s your address? 76 Burton Road. And what’s your e-mail address?
[email protected] Thank you. Here’s your key. Room 89.
’s (is) / Are / ’m (am) / are / ’s (is) / ’s (is) / ’s (is) / ’s (is)
D Sts play Draw it, name it! on a sheet of paper or notebook. St A draws six objects from p. 8 ex. 4 Pronunciation for st B to guess, e.g. a shoe, a plane, etc. Sts swap roles. St B draws six objects from p. 11 ex. 8 Vocabulary for st A to guess, e.g. a lipstick, a sandwich, etc.
MAKE IT PERSONAL Pairwork. Assign which student is A or B in each pair. Ask sts Bs to close their books and make sure sts As cover / do not look at sentences 4-6.
Tip If time is available, ask some sts to go to the board and draw objects from either p. 8 or p. 11 for the whole class to guess.
St A spells each word in sentences 1-3 for st B to write in a notebook or on a sheet of paper.
E
Tip Tell sts not to say / signal to their partners where spaces are between words when spelling—the student who listens and writes the letters is supposed to recognize each word / where the spaces are once the sentence is complete. They should say: “Number 1: m-y-c-i-t-y-i-s-i-n-t-e-r-e-s-t-i-n-g.”
Weaker classes Drill pronunciation of all questions before sts ask and answer in pairs.
Paircheck: encourage st A to check if st B’s sentences are OK. Swap roles. St A closes the book. St B spells all letters of sentences 4-6 for st A to write down. Paircheck: St B reads and checks if st A made any mistakes. Sts take turns saying sentences 1-6 and adapting them to make true sentences about themselves, e.g. “My city is interesting.” / “I think Jazz isn’t great. Jazz is OK.” / “I’m not from New York City.”, etc. Classcheck by inviting some sts to say their adapted sentences to the whole class.
MAKE IT PERSONAL Individually, sts complete questions 1-6 with do or does. Paircheck. Classcheck with answers on the board.
In pairs, sts take turns asking and answering questions 1-6. Monitor closely for accuracy. At the end, ask sts to report some of their partners’ answers to the whole class.
1. do
2. Do
3. Do
4. Does
5. do
6. does
F
Elicit the appropriate response to phrase 1, “Thank you.” (You’re welcome.) Sts match phrases 2-8 to a suitable response in the right column. Paircheck. Classcheck.
Tip In pairs, sts act out short conversations. Monitor for appropriate intonation.
C Individually, sts complete the dialog with verb be. Paircheck. Play Review Audio 1.1 for sts to listen and check their answers. Classcheck with answers on the board. Replay the track for the sts to listen and repeat (pause after each line.) In pairs, sts role-play the dialog. Make sure they use contractions whenever possible. Swap roles and act out the dialog once again. Ask one pair to act it out for the whole class.
1. You’re welcome. 2. It’s Jackie. 3. Not much. 4. Thanks! 5. Good, thanks. 6. Bye for now. 7. 17. 8. Purple and white.
G
Point to Common Mistakes and tell sts it is now their turn to correct the sentences. Write sentence 1 on the board Are you colombian? Yes, I’m. and call sts’ attention to the number of mistakes between parentheses (Two mistakes.)
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R1 Elicit corrections and mark the phrase on the board: Are you Colombian? Yes, I am.
Weaker classes Review / Elicit how to say all pairs of numbers in sentences 1-5 before sts perform the activity.
In pairs, sts correct sentences 2-10. Encourage them to flip back through p. 6-25 and check their answers in units 1 and 2. Classcheck with answers on the board.
1.3 My name is Elio, I am 17 and I live in La Floresta, a small town in Spain about 13 km from Barcelona. Of course, I support Barça—the best soccer team in the world! I’m a member of the club and go to all 19 league games at the Camp Nou stadium. I sometimes go to watch European games too. Barcelona have a fantastic record—14 international cups and over 60 domestic cups. My favorite player is Messi—he’s absolutely incredible. And we have the same birthday—June 24.
1. Are you Colombian? Yes, I am. 2. That is a ridiculous umbrella. 3. David loves his girlfriend. 4. John goes home after school. 5. My girlfriend has 20 close relatives. 6. What time do you go to school? 7. My father works in the city. 8. On Saturday, my mom doesn’t get up early. 9. My brother is 25. 10. When does he work?
Skills Practice 1. 17
A
Sts go to p. 20. Play 2.11 for sts to listen and read the text in 6A. Ask sts to close their books. Replay the track and ask sts to rate their listening comprehension from 0% to 100%. At the end, ask the whole class: Do you think you’re making progress with listening?
B
C
MAKE IT PERSONAL Sts listen to the text in
B. Ask them to complete the blanks with frequency adverbs always, often, usually, sometimes, occasionally, never. Play Review Audio 1.2. Paircheck. Classcheck. At the end, encourage sts to say which character they are most similar to. Ask: Are you similar to any of these people? Any surprises in the text?
3. 19
4. 14
5. 60
E
Replay Review Audio 1.3. In pairs, sts answer questions 1-4. Classcheck with answers on the board. Do you think Barcelona are the best club in the world? Is Messi the best soccer player in your opinion? Who’s your favorite soccer player?
In pairs, sts match the phone phrases. Sts read the text to find the phone phrases and check their answers. Classcheck. Drill the pronunciation of all the phrases.
1. send a (text) message 2. make a call 3. take a photo 4. go online 5. use the dictionary 6. organize a meeting
2. 13 km
1. Elio.
2. In La Floresta / Near Barcelona / In Spain.
3. Lionel Messi.
4. June 24.
F Swap partners. In pairs, st A talks about family A and st B talks about family B. Sts use family words from p. 21. Monitor closely for accuracy. At the end, ask a student to describe family A and another student to describe family B. Names of some characters may be different in some countries. The important thing here is that the relationships are described correctly. The suggested answers below use the English names but don’t worry if your sts use the names they are more familiar with.
1.2 There are about 6 billion cell phones in the world, that’s 87% of the world’s population. Let’s take a look at how people use their phones. I use it every day. I can’t imagine life without it! I often send about 30 to 40 messages a day and I use the dictionary at school. I don’t have a cell phone. I think they are unhygienic. And they ruin conversation! I occasionally use my girlfriend’s phone to make calls. Oh, wow! I love my cool, new phone! It does everything—I can go online, make free calls and it even understands me when I speak to it! I usually use it for work. I sometimes make calls from the car to talk with clients or organize meetings for the day. I don’t use my digital camera, I always take photos on my phone. I often send about 30 to 40 messages a day. / I occasionally use my girlfriend’s phone. / I usually use it for work. / I sometimes make calls from the car. / I always take photos.
D Ask sts: Are you a soccer fan? What’s your favorite soccer team? Sts hear a soccer fan talk about his favorite team. Allow sts a few seconds to read sentences 1-5. Play Review Audio 1.3. Sts circle the numbers they hear. Paircheck. Replay the track if necessary. Classcheck with answers on the board.
A The Simpsons. Marge and Homer have three children, Bart, Lisa and Maggie. B Fred Flintsone’s wife is Wilma and they have a daughter called Pebbles. Wilma’s best friend is Betty Rubble and her husband is Fred’s friend Barney. They have a son called Bam-Bam. The dinosaur’s name is Dino.
G
MAKE IT PERSONAL Ask sts to complete the table with frequency adverbs such as always, often, usually, sometimes, occasionally, never, according to their habits. In pairs, sts take turns saying how they spend their weekends and find similarities and differences between them. Refer sts to the model sentence in the speech bubble. Round off by asking sts to tell the whole class what they have in common.
H
MAKE IT PERSONAL Elicit possible names (of celebrities
or even sts’ relatives) to complete sentence 1, e.g. “Bill Gates” is a rich old man. Sts complete sentences 2-6 with any suitable answer. In pairs, sts tell each other their sentences. Monitor closely for coherence. Ask some sts to read their sentences to the whole class.
I
Point to the photo and elicit vocabulary, asking: What’s this? (A hotel reception.) Is it a one star hotel? (No, it’s
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R1 expensive.) How many guests do you see at the reception? (Four.) How many receptionists? (One.) Sts work in pairs. Assign who is A and B and allow sts some time to read about their roles. In pairs, sts role-play the situation.
Weaker classes Ask sts to write the minidialog before they role-play it so they have more time to plan their questions and answers. Help whenever necessary.
J
MAKE IT PERSONAL Question time. Sts look at the Language Map on p. 2-3 and take turns asking and answering the lesson titles from units 1 and 2. Monitor closely for accuracy and encourage sts to ask follow-up questions when suitable. At the end, ask them how they
felt performing the task: Do you feel comfortable with all of the questions? Which ones are easy? Which ones are difficult?
Tip As a form of evaluation, get sts to record themselves answering the questions in pairs, in or out of class, e.g. on their phones. When they listen to themselves they will get much of the feedback they need. They can upload these recordings digitally to build a portfolio of themselves speaking English, which you can use as a proportion (e.g. 10-20%) of their overall marks. When you ask sts to record themselves as part of their assessment they often re-record many times in order to get a satisfactory result, which is excellent practice for them.
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3 Unit overview: The main topics of unit 3 are the weather, months, Present Continuous (for both present and future uses), time expressions (tomorrow morning, next week, etc.) and making offers. The topics are introduced and practiced through the contexts of weather forecast, phone conversations, talking about what celebrities are doing in photos taken by paparazzi, the routine of the members of the British Royal Family. Sts also answer a questionnaire about the reasons why they’re learning English and how they feel about it and role-play a dialog with informal language / chunks for making simple offers.
What’s the weather like? Lesson 3.1
Lesson Aims: Sts continue to practice verb be to learn to ask and answer about the weather. Function Talking about the weather.
Language ? How’s the weather in ? What’s the weather usually like in It’s usually hot and windy. Vocabulary: Weather words – hot, warm, cool, cold, sun, sunny, rain (verb / noun), rainy, fog, foggy, snow (verb / noun), snowy, cloud, cloudy, wind, windy. Grammar: What’s the weather like? Skills: Analyzing your English.
Warm-up Books closed. Write the lesson Song line Here comes the sun. Here comes the sun and I say it’s alright. on the board. Check
if sts know the song / band. Draw (or quickly mime) the “sun,” “rain,” “wind,” “cloud” and “snow” and elicit all items. Song line: Here comes the sun. Here comes the sun and I say it’s alright. Song: “Here Comes the Sun” Band: The Beatles (UK) Year: 1969
1 Vocabulary: The Weather A Books closed. Ask When do we use the letter S at the end of words in English? Elicit examples of the four uses in World of English . There are two more uses too (Let’s, where ’s = us, and She’s gone, where ’s = has), but we suggest you avoid mentioning these at this stage. Read World of English with the whole class. Highlight the -y endings of the three adjectives and ask if sts know other adjectives that have the same ending (early, military, easy, ready). Remind them that of course not all adjectives end in -y by any means! Elicit examples they already know (colors, new, old, good, great, big, etc.). Elicit the correct adjective for sun (sunny). Point to the weather table. Sts complete the table with the correct adjective under each noun. Paircheck. Play 3.1 for sts to check. Drill pronunciation using opposing pairs of words so sts spot the differences: sun—sunny, cloud—cloudy, etc.
3.1 Notice the sentence stress. T = teacher C = class T Today, let’s look at the weather symbols. This yellow circle means the sun, or sunny weather. A cloud means cloudy,
obviously, and this symbol means wind or windy. The next symbol is for fog or foggy weather. The cloud with these little lines means rain or rainy weather. And the white cloud with stars means snow or snowy conditions. OK? C Yes, miss! T And for temperature, we usually just say hot, warm, cool or cold. Any questions? C No, miss! cloudy, windy, foggy, rainy, snowy
B
Point to the thermometer on the left top of p. 28. Use it to teach warm, cool, cold and hot. Exemplify with the day’s local weather. Write all the words on the board and draw sts’ attention to last consonant sounds—correct them if sts add extra vowel sounds to the end of those words as they might follow the adjective pattern presented in A (rainy, cloudy, etc.).
Cultural note In some tropical regions, the concept of “cold” may vary according to the inhabitants’ perspective. If you teach in a tropical climate region, your sts are likely to think (and argue) that 15 degrees means “cold”—but make sure they understand that in most English-speaking countries that would be considered “cool.” (a) cold
(b) cool
(d) hot
(c) warm
C
In pairs, sts cover A and B and refer to the thermometer and the photos on p. 28-29. They test each other and see how many weather words they can come up with by looking at the photos from the lessons. Monitor closely. Classcheck.
Stronger classes Prompt / Teach any new words sts feel like expressing (e.g.: dry, wet, humid, etc.).
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D Sts hear two people talking about two different photos (from p. 28-29). They have to listen and guess which two photos are being described. Paircheck. Classcheck. Tell sts to remember the words that made them guess the photos. There is more than one possible correct answer for this exercise. The important aspect to take into consideration is how sts justify their choice. 3.2 A B A B A
OK, in this photo, the weather is beautiful. Yes, it’s hot and very sunny. Maybe it’s Cancun? And in this picture it’s hot. Yes, and it isn’t raining. It’s very dry.
Pictures 1, 2 or 6 are possible answers.
E In pairs, sts perform the task about photos 1-10. Ask sts to refer to AS 3.2 on p. 157 in case they have a specific doubt or feel they need a model. Classcheck by playing a guessing game with the whole class: a pair of sts talk about a photo. The rest of the group listens and tries to guess which photo is being described. For small groups, repeat the procedure three times. For larger groups, repeat the procedure for five different photos in order to get more sts to participate. Weaker classes Write some prompts on the board: In this photo, the weather is… / It’s (hot) and (dry). / Maybe it’s (city). / Yes, I agree., etc.
2 Listening A
Focus on the five places from the table and elicit where they are (the Alps: Europe; the Amazon forest: South America; the Atacama Desert: Chile; Cancun: Mexico; Chicago: the USA) and what sts think the weather is usually like in each of them. Play 3.3 and ask sts to number the places in the order they hear them. Paircheck. Classcheck. Ask sts: Why do they say the weather is crazy?
3.3 Notice the s endings. B = Bob M = Mary J = Joe B Everywhere, the weather is… crazy! Take the Amazon forest, for example. It’s usually very rainy there, but now… no rain for three months! The Amazon river is down by ten meters. It’s crazy! From the forest to the desert: the Atacama Desert is usually hot and sunny 350 days a year. This year, the days and nights are cool and cloudy. It’s crazy! And how’s the weather in Chicago, the Windy City? Mary, tell us. What’s the weather like in Chicago? M Well, Bob, no wind for us! This month, every morning, it’s cool and foggy. It’s crazy! B Thanks, Mary. Let’s go to the Alps. Those beautiful mountains. What’s the weather usually like there? It’s snowy, right? And what’s it like this year? Tell us, Joe?
J Uh-huh. It’s warm and there’s absolutely no snow. Skiing is impossible. It’s crazy! B How about Cancun, that fantastic beach? Well, tourists go to Cancun to enjoy the hot weather, but this summer: it’s cold. Really cold. It’s crazy! What’s the weather like where you are? Any crazy weather stories? Write to us at globalwarming.org. (4) The Alps – it’s warm and there’s absolutely no snow. (1) The Amazon forest – no rain for three months. (2) The Atacama Desert – the days and nights are cool and cloudy. (5) Cancun – it’s cold. (3) Chicago – no wind.
Extra Internet / Smartphone activity If you have an IWB and / or cell phones with Internet in the classroom, ask sts to guess (and write on a piece of paper) the temperature and weather conditions in a distant city at a certain month of the year (e.g. Moscow, Chicago, etc.). Collect the slips of paper and redistribute them to sts so they can check their classmates’ guesses about the current weather conditions in that place. The winner is the one who gets closer to the real weather conditions.
B Now sts listen to 3.3 again and fill in the table in A with the adjectives used to describe the weather (Usually / Now) in the five different places. Paircheck. Classcheck with answers on the board. Ask sts: Is the weather crazy in your / our country too? Why? / Why not? Usually
Now
the Alps
snowy
warm, no snow
the Amazon forest
very rainy
no rain for three months river down by ten meters
the Atacama Desert
hot and sunny
cool and cloudy
Cancun
hot
really cold
Chicago
the Windy City
no wind, cool and foggy
C Ask: Do you remember the questions from the weather forecast? ( 3.3) Elicit the missing word in the first question (how). Individually, sts complete questions 1-3. Paircheck. Classcheck with answers on the board. Weaker classes Real beginners might need to read the audio script and look for questions 1-3 in it. Ask sts to read the R box and elicit what the weather is like now / is usually like in (your city).
1. And how’s the weather in Chicago? 2. What’s the weather usually like there? 3. What’s it like this year?
D
MAKE IT PERSONAL Ask sts to read the speech bubbles. Drill the questions “What’s the weather like?” / “How’s the weather now in…?” before sts perform the activity. In pairs, sts take turns asking and answering about the weather in their city and / or the photos from p. 28-29. Classcheck.
Workbook p. 14 ID Online Portal Grammar p. 122
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Are you busy at the moment? Lesson Aims: Sts continue to practice verb be to talk about the seasons and months. Sts learn the Present Continuous through the context of routine activities. Language What’s your favorite season? What are you doing? Are you busy? I’m cooking dinner now. Vocabulary: Months, seasons, actions (buying groceries, cooking dinner, doing homework, riding a bike, running in the park, talking on a landline). Key phrases: Are you busy? Call you later. No problem. Grammar: Present Continuous.
Lesson 3.2
Function Talking about seasons and months. Describing actions which are happening at the moment.
Warm-up Display some weather photos around the class or on the IWB and have sts ask and answer “What’s the weather like?” / “It’s…” Monitor closely for accuracy. Tell sts to open their books to p. 31 and have them read the lesson Song line. Check if sts know the song / band and when it was recorded.
Song line: Just about half past ten, for the first time in history it’s gonna start raining men! It’s raining men! Hallelujah! Song: “It’s Raining Men” Band: The Weather Girls (USA) Year: 1982
3 Reading A Books open. Sts read the months and, with the aid of the pink syllables, try to pronounce them in pairs. Ask them to write S if word stress is the same in their mother tongue and D in case word stress is different. The words with no pink syllables have only one syllable. Classcheck with 3.4. Play the track again and have sts repeat all the months. 3.4 January, February, March, April, May, June, July, August, September, October, November, December.
B
Focus on the encyclopedia text title and elicit / preteach the four seasons of the year. Go over tasks 1-5 and make sure sts understand what they have to do. In small groups, sts read the text and help each other. Walk around the class and offer help when needed. Sts check their answers in C.
1. July, February, October, March, May, June, August. 2. winters, falls, springs. 3. dry season, rainy season. 4. Continents: Europe, North America, South America, Central America. Countries: India, Australia. 5. North, West, South.
C
Sts read the text in B and try to guess how to pronounce the words. Then, they listen to 3.5 to check
their answers. Classcheck.
Tip When checking answers to numbers 2-3 (seasons), get sts to read the World of English section. Cultural note There are various definitions of a continent. In English-speaking countries, North and South America are considered to be separate continents. However, they are considered as one continent in Spanish and Portuguesespeaking countries. 3.5 Four seasons or two? Countries with a temperate climate, like the ones in Europe and North America, have four very defined seasons: hot summers in June, July and August; cold winters in December, January and February, with heavy snow in some countries; cool, windy falls in September, October and November and warm springs in March, April and May. In contrast, tropical regions, especially around the equator, have only two seasons: the dry season and the rainy season. So, in places like India, West Africa, Central America, the north of South America and the north coast of Australia, the rainy season is in the winter calendar (June, July and August), and it’s accompanied by very high temperatures.
D Sts focus on Common Mistakes . Encourage them to practice saying a few sentences about their country. Write on the board: It’s usually cool / cold / hot / warm / rainy in (month) in (country). Sts use the prompts on the board and create their own sentences. Classcheck. MAKE IT PERSONAL Assign different groups—make sts work with classmates they do not usually sit near. In small groups, sts take turns asking and answering questions 1-4. Round off the activity by asking a student of each group to report group answers.
4 Grammar: Present Continuous A
Explore pictures 1-6 and guide sts to the correct activity / actions. Use gestures, mime some of the actions, e.g. running, cooking, riding a bike and doing homework. Drill the pronunciation of each phrase. Sts match photos 1-6 to the correct actions. Play 3.6 and ask: Which action was not in the audio? (You don’t hear the action in picture 2—doing homework.)
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3.2 3.6 Notice s = /s/ or /z/. E = Eli M = Maddie R = Rita Mi = Michael S = Susan P = person E Hello? M Eli? This is Maddie. Are you busy? E Actually, yes. I’m cooking dinner. What’s up? M Oh, no problem. Call you later. E OK, bye. S = Susan M Hi, Susan. This is Maddie. S Oh, hi, Maddie. Sorry, I’m running in the park. I can’t hear you. Can I call you later? M Sure, Susan. Talk to you later. S Bye. M OK, uh, bye. Not my day today, is it? Let me try Michael. Mi M Mi M Mi M Mi M Mi M
Michael Rogers speaking. Hey, Michael! Maddie, darling. How are you doing? Great. Are the tomatoes fresh? Sorry, darling. I’m buying groceries. What’s up? Well, I have… These tomatoes here? Fresh? Really? Uh, sorry, Maddie. Oh, you’re busy now. Don’t worry. Bye. Bye, darling. Nice talking to you. So, Michael is busy, too. Maybe Rita Marques? Let me try her. Uh… the line’s busy…
M Oh, someone is calling. Maybe one of my friends is finally free now. Hello? P Gregory Hanes, please? M Uh, I’m sorry, this is not his number. P Oh, sorry. Wrong number. M Humph. Typical! Well, let me call Rita again. R Hi, Maddie. M Hi, Rita. Are you running? R No, I’m not running! I’m riding a bike and my battery’s dying. Call you later? M Of course… Bye (6) buying groceries (3) cooking dinner (5) riding a bike (4) running in the park (1) talking on a landline (2) doing homework is not mentioned.
B
Sts listen to
3.6 again and check off the phrases in
World of English they hear. Paircheck. Classcheck. Drill pronunciation of all phrases in World of English . Caller phrases (all spoken by Maddie except the last one): Are you busy? No problem. Call you later. Don’t worry. The line’s busy. Sorry, wrong number. Receiver phrases: I can’t hear you. My battery’s dying.
C
Point to photo 1 in A, say Look at Maddie. Is she happy? (No.) Why not? No company? Who is she calling? and let sts speculate a bit. Focus on C, read the rubrics with sts and ask question 1 (What does Maddie want company for?) and the three options (to have dinner, to go to a sports event, or she’s feeling lonely) and elicit possible answers. Do the same for question 2 and its three options.
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Play 3.7. Sts listen and check off the correct answers for 1 and 2.
3.7 Notice the connections for similar sounds. M M S M S M S M S M S M
= Maddie S = Sean I don’t believe this. One more call. That’s it. Hey, Maddie. Long time no see. How are things? Good! Uh, Sean, are you busy? Um, well, I’m doing my homework. Oh, never mind… But I’m just finishing. What are your plans? I have two tickets to today’s game. L.A. Lakers and Houston Rockets. It starts at three o’clock. So we have thirty minutes! Let’s go! Are you saying yes? Of course! Why are you surprised? You have no idea… Meet you at the subway station. Let’s go!
1. To go to a sports event.
2. She finally finds a friend.
Grammar box – Present Continuous Sts complete number 1 with the correct forms of be. Write the first sentence on the board She is talking on the telephone. Ask a few concept-check questions, e.g.: Is it past / present or future? (present) Is it about an action that happens every day, now or sometimes? (now). Sts cross out the wrong options in 2. Read the pronunciation tip with them and drill the pronunciation of “doing,” “talking,” “cooking” in isolation and within sentences / context.
1
is
2 every day
am not at the moment
are sometimes
For further practice, refer sts to Grammar on p. 122.
D Sts look back at p. 18-19 (Jim’s morning routine) and now talk about what is happening in each picture. Have sts follow the model given in the speech bubbles in D, p. 31. Stronger classes Learners can use photos from their cell phones. Although that leads to freer practice and is therefore bound to bring up verbs they still do not know, it can be interesting for stronger groups to have more challenge at this stage. Jim is: waking up / getting up / making the bed / exercising / taking a shower / shaving / getting dressed / having breakfast / brushing his teeth / leaving home.
E
MAKE IT PERSONAL Sts role-play Maddie’s conversation
and give different excuses.
Weaker classes Sts will need to refer to either a model on the board or the AS on p. 158.
Workbook p. 15 ID Online Portal Grammar p. 122
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What are you doing? Lesson Aims: Sts learn how to ask and answer questions about occupations. Sts learn Present Simple vs. Present Continuous through the context of routine activities. Language What does she do? She’s an actress. Talking about what people are doing. Liv Tyler’s walking her dog. Piqué and Shakira are watching a soccer game. Reading / Talking about a journalist’s schedule. What does he usually do at 8 a.m.? What’s he doing today? Listening to / Talking about British Royal family members’ What does Prince William do? daily life. Kate’s visiting a public place at the moment. Vocabulary: Celebrities. Daily routine: walk the dog, ride a bike, carry shopping bags, etc. Time expressions: at the moment, right now, usually. Grammar: Present Simple vs. Present Continuous.
Lesson 3.3
Function Asking and answering questions about occupations.
Warm-up Show some pictures of different people doing certain actions. You can mime some actions as well. Make sure you also clarify that the actions are happening at the moment you are miming them. You can reinforce the use of words such as now and expressions such as at the moment so that sts clearly understand that the actions are happening at that moment.
5 Listening A Play 3.8 or the video if you have a DVD player in the classroom and ask sts to pay attention to how many times the same question is asked. 3.8 This is Brad. What are you doing? What are you doing? Just watching the market re-cap, drinking an import. That is correct. That is correct. What are you doing? What are you doing? Hey Brad, who’s that? Hey Chad. Pick up the cordless. Chad here. What are you doing? What are you doing? What are you doing? Ahhhhh!
C
Sts listen to the special effects in 3.9 and, in pairs, guess what the people are doing. Classcheck.
3.9 1 person cooking 2 person taking a shower 3 4 5 6
person driving person drinking something noisily person cleaning the house person eating something noisily
1. person cooking 2. person taking a shower 3. person driving 4. person drinking 5. person cleaning the house 6. person eating
D Sts play a mime game. Hand out some slips of paper with Present Continuous sentences, e.g. “You’re doing homework.” “You’re talking on the phone.” and other actions from the previous lesson.
6 Grammar: Present Simple vs. Present Continuous
A
Sts read World of English . Have sts ask each other in small groups “What do you do?” “I’m a / an…”. At the end, ask sts to tell the rest of the class what their partners do. Ask: What does he / she do?
Sts listen to / watch again and number the phrases in the order they appear in the video.
Focus on one of the celebrities in the photos and elicit who he / she is. Ask sts: Who’s this? (Sts: I think he / she is…), What does he / she do? (Sts: He / She is a…). In pairs, sts do the same. Ask them to refer to the speech bubbles in A as a model and ask and answer about the celebrities in each photo. Classcheck.
(6) Chad here. (4) Hey Brad, who’s that? (5) Hey Chad. Pick up the cordless. (2) Just watching the market recap, drinking an import. (3) That is correct. That is correct. (1) This is Brad.
1. Liv Tyler is an actress. 2. Cristiano Ronaldo is a soccer player. 3. Justin Timberlake is a singer and Jessica Biel is an actress. 4. Robin Williams is an actor. 5. Piqué is a soccer player and Shakira is a singer. 6. Pink is a singer.
They ask “What are you doing?” seven times.
B
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B
Point to Liv Tyler in A (photo 1) and ask What is she doing? Sts match photos 1-6 to actions in B. Sts paircheck by asking each other “What’s Pink / Liv Tyler / etc. doing?” and answering “He / She is…” Classcheck.
(1) walk her dog (6) ride a bike (5) watch a soccer game (4) carry a shopping bag (3) run (2) talk on the phone
3.11 Notice /h/. Rep = reporter F = friend Rep Today on Shhh! Top Secret, we’re talking with an intimate friend of Kate Middleton’s Shhh! No names, remember! So, Miss X, welcome to our show. F
Thank you.
Rep So, what’s the routine of the royal couple? Shhh!
C Grammar box – Present Simple vs. Present Continuous Draw a two-column table on the board, each column under one of these headings: Present Simple (PS) / Present Continuous (PC). Elicit time expresions and where they go in the chart, e.g. now, at the moment, every day, sometimes, always, usually, etc. Sts decide whether the sentences in number 1 are in the PC or PS tense. Paircheck. Classcheck. In pairs, sts reflect and decide about the rules in number 2 for PS vs. PC use. Classcheck with answers on the board.
F
William is a helicopter pilot, and he works and trains at a base in Wales. Kate doesn’t have a paid job, but she goes to the supermarket and helps her husband like any other wife. Shhh!
Rep That’s interesting. And do you know what they are doing now? Shhh! F
Yes! This afternoon Kate is visiting a hospital near the base and William is flying a helicopter to Scotland on a military mission. Shhh!
Rep Well, thank you for talking to us! F
1. a PS
b PC
c PS
You’re welcome. Shhh!
d PC
2. b, a, a, b
1. F
2. F
3. T
4. T
For further practice, refer sts to Grammar on p. 122.
B
D
Use the dialog in the speech bubbles as a model. Ask a student to read the ones in blue and another to read the ones in green. In pairs, sts do the same dialog for the other times (12:00, 2:00, etc.) and swap roles at each time. Monitor closely for the correct use of Present Simple and Present Continuous. Classcheck by asking a pair of sts to act out the dialog for two diferent times from the chart.
E Point to the photo and ask Who’s she? (Kate Middleton.) Sts read the text and cross out the wrong forms of the verbs. Do the first one as an example and ask sts to cross out the other wrong answers by themselves, individually. Paircheck. Play 3.10 so sts can check their answers. Ask sts to circle six time expressions. The AS is the answer key for this task. 3.10 Kate Middleton has a famous beauty ritual, and our reporters are following her today. Right now, she is going into her favorite hair salon, where she gets a styling every morning. She washes and dries her hair here every day after she runs in Hyde Park. Our photographers are registering every moment of her routine today and our reporters are talking to her stylists. Read a full review of all this tomorrow on our site.
7 Listening
Before sts listen to 3.11 again, in pairs, they ask and try to answer questions 1-4 with what they can remember from the interview. Play the track so they can check their answers. Classcheck with answers on the board.
1. William is a helicopter pilot. 2. William is flying a helicopter to Scotland on a military mission. 3. She goes to the supermarket. 4. Kate is visiting a hospital.
Extra activity Round off the lesson by focussing on the Song line on top of p. 33. Check if sts know the song / band. Ask sts to underline all verbs in it and in pairs, decide if they are in the Present Simple or Present Continuous. Classcheck. Song line: Don’t stop me now. I’m having such a good time. I’m having a ball. Song: “Don’t Stop me Now” Band: Queen (UK) Year: 1978
Workbook p. 16 ID Online Portal Grammar p. 122
A
Tell sts they will hear an interview about Kate. Elicit what sts know about her, asking Does she have a job? What’s her routine like? / What does she do every day? Have sts read sentences 1-4 and write T (true) or F (false) as they listen. Paircheck. Classcheck with answers on the board.
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What are you doing tomorrow night? Lesson Aims: Sts learn to talk about future arrangements using the Present Continuous. Language What are you doing tomorrow / after class / next week? I’m filming the storm. I’m studying. Vocabulary: Recycle weather vocabulary (tornado, storm, etc.) and time expressions (tomorrow morning / afternoon, next week, next Monday, etc.). Grammar: Present Continuous for future arrangements.
Lesson 3.4
Function Talking about future arrangements. Reading a TV guide.
Warm-up Before the lesson: Prepare cards / slips of paper with different go activities Recycle adverbs of frequency and go activities. Distribute slips of paper with several go activities from unit 2 (go to a café, go to school / college, go to work, go to church, go to the gym, etc.) and have sts work in pairs. Sts take turns saying how often they go to each place. Write prompts on the board to help them: I always / usually / often / sometimes / never go to…. When sts finish, ask them to report three sentences about their partners.
8 Reading A
Books open. Ask sts: Do you know the TV show Storm Chasers? Which channel is it on? (Discovery channel.) Is this the type of show you like to watch? Sts can watch videos from this show online at http://dsc.discovery.com/tv/ storm-chasers. Ask sts to listen ( 3.12) and read the text and find the season that is mentioned (spring). Drill the pronunciation of “tornado” and elicit the pronunciation of the other words with pink stressed syllables (objective, document, survive). Sts read the text again. Ask What’s a storm? and elicit the correct answer for sentence 1 (wind and rain). Sts circle the correct option in 2 and 3. Paircheck. Classcheck.
doing? (They’re helping to evacuate a population of about…) In pairs, sts underline and copy the sentences into the table in C. Classcheck with answers on the board. Focus on the answers on the board. Ask: What verb tense is this? (Present Continuous) What’s happening tomorrow? Is it present, past or future? (future). Ask the same questions for the last two answers (after filming the action / next week). Ask the whole group: What do you think about their activities? Do you think they’re crazy? Brave?
Today they are studying the weather conditions in Tuscaloosa and reporting a strong tornado for tomorrow. Tomorrow they are evacuating a town and filming the action. After filming the action they have to cut and edit the footage into a program. Next week they are traveling to Missouri.
9 Grammar: Present Continuous for Future A
Read the lesson Song line and check if sts know the song / band. Focus on the last sentence, “Girl, I’m leaving you tomorrow”, and ask What verb tense is it? (Present Continuous) Is it about the present or the future? (Future – “tomorrow”).
Song line: I know it sounds funny, but I just can’t stand the pain. Girl, I’m leaving you tomorrow.
1. A storm is very strong wind and rain. 2. A chaser is a person who is trying to capture something. 3. A plain is a large area of flat land.
Song: “Easy” Band: The Commodores / Lionel Richie (USA)* Year: 1977
B
Focus on the text title, “What’s happening in tonight’s episode?”, and elicit some answers / guesses from the sts. Sts listen to 3.13 while they read the text and match 1-7 to the second column. Paircheck. Classcheck with answers on the board.
Stronger classes Ask sts to explain the uses of “What’s happening” and “What happens” in the text. (6) their next destination (5) the number of people they’re evacuating (7) a famous American singer (1) their location (2) the class of the tornado (4) a storm chaser (3) their vehicle’s weight
C
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Refer to the text in B again and ask: What are they doing today? (They’re studying the weather conditions in Tuscaloosa, Alabama.) Ask sts to underline that sentence in the text. Ask: What about tomorrow? What are they
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*Also recorded by the band Faith No More (USA, 1993).
Sts go back to the text in 8B and underline seven examples of Present Continuous. In pairs, they discuss whether the sentences refer to a present or future action. Classcheck.
What’s happening in tonight’s episode? (future) Today the teams of meteorologists are studying the weather conditions in Tuscaloosa, Alabama. (present) They’re reporting a really strong tornado for tomorrow morning. (present) Tomorrow we’re helping to evacuate a population of about 2,000 inhabitants and we’re filming all the action. (future) Next week, they’re traveling to Missouri (future) The answer, my friend, is blowing in the wind! (present)
B
Elicit time expressions from sts to expand the list in
9B. Briefly conduct repetition of the expressions and a few questions (What are you doing tomorrow morning /
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3.4 tomorrow night / next Monday?) and encourage sts to come up with their own Present Continuous example sentences.
tomorrow afternoon / evening next month / year / lesson
C Tell sts Reed, Chris and Joel work as Storm Chasers. Read sentences 1-3 with sts and encourage them to guess who is doing what, asking Who do you think is filming the storm, Reed, Chris or Joel? Sts listen to 3.14 and write their initials (R, C or J). Paircheck. Classcheck. For further practice of Present Continuous for future arrangements, go to Grammar on p. 122.
3.14 Notice the word stress. Rep = reporter R = Reed C = Chris G = the guys Rep Today we’re interviewing one of the teams from the TV show Storm Chasers. Hi guys. G Hi. Rep What’s the name of your team? R Dominator. Rep Dominator, right. And you are…? R My name’s Reed Timmer, this is Chris Chittick and this is Joel Taylor. Rep So, what are your plans for tomorrow? R We’re traveling to Mississippi tomorrow. C We’re predicting a big storm there. Rep And who’s filming the action? R Chris. He’s our videographer. Rep And what are you and Joel doing? R Well, we’re meteorologists, so we’re studying the photos from the satellite to get to the center of the storm. Rep Well, good luck. G Thanks.
1. Reed, Chris and Joel are traveling to Mississippi tomorrow. 2. Chris is filming the storm. 3. Reed and Joel are studying the photos from the satellite.
D Sts work in pairs. St A is the reporter / interviewer and st B, one of the Storm Chasers, e.g. Reed. St A interviews Reed and also asks questions about his two other coworkers (Joel and Chris). Refer to the model in the speech bubble and elicit more possible answers. Monitor closely for the correct use of Present Continuous. Sts swap roles. B is the interviewer and A plays the role of another Storm Chasers team member, who answers a question about his / her own plans and the rest of the team’s. Cyber English Point to Joel’s notes and elicit the Present Continuous sentence for “e-mail the information to the TV station.” Some sts are likely to say “He’s sending an e-mail…” but remind them that “e-mail” is now a common verb in English. Read Cyber English with them and ask How often do you e-mail your friends? Are you e-mailing them today?, etc.
E
MAKE IT PERSONAL Give sts a couple of minutes to
think about their appointment book and write down notes in E. Do the same for yourself and have the class ask you “What are you doing…?” questions. Answer with Present Continuous so sts have a clear model from their teacher. In pairs, sts interview each other. Monitor closely. Classcheck with reported answers.
Workbook p. 17 ID Online Portal Grammar p. 122
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3.5
Why are you learning English? / Are you thirsty? Lesson Aims: Sts learn to talk about the reasons they are learning English. Sts learn to use Do you want…? and Would you like …? in the context of making offers.
Lesson 3.5
Function Reading the introduction of a questionnaire. Answering a questionnaire. Listening to two friends talking.
Language Why are you learning English? I’m learning English for many reasons. I’m going abroad next year. What time is it? What’s Linda working on? When does she have to finish it? How many more pages does she have to write? Is she tired?
Vocabulary: Informal English: You tired? Wanna go home? Grammar: Use of have to express obligation, use of to + verb and for + noun, questions (Are you bored?), offers (Would you like to go home?) and responses (Yes, please. / No, thanks.) WB Song line: “I want to break free, I want to break free.”
Skills: Analyzing your English A
Books open. Sts focus on the website photos and see if they can recognize what they are about (New York City, a woman / college student, London). Ask: Why do people learn English?
Focus on the title question but do not ask your sts just yet, as they will talk about their own reasons for learning English in B. Play 3.16 for sts to listen and read the introduction. In pairs, sts mark T (true) or F (false) for sentences 1-2. Classcheck.
1. F
2. T
B Individually, sts take the questionnaire in A. In pairs, they interview / read the questionnaire to each other and compare their answers. Classcheck by asking sts to report their partner’s answers to the whole class. Take this moment to get to know your sts’ needs as much as possible. C
Sts read the Common Mistakes section and the R box and, in pairs, try to explain the uses of “to” and “for” in question 1 from the questionnaire in A.
Want / need / have are verbs usually followed by to. To communicate / to pass an exam / to travel / to emigrate: we use to to introduce a verb as a reason or purpose. For my job / for school / for college / for pleasure: we use for to introduce a noun as a reason or purpose.
in Action: Making offers
1. 12:30. 2. She’s working on a report. 3. Tomorrow. 4. Three pages. 5. Yes, she is. / Yes, kind of.
B
Sts will hear the conversation again and write down Mark’s three questions. Play 3.17. Paircheck. Play the audio again if necessary. Classcheck with answers on the board. Elicit what sts think is going to happen next. Ask: Is Linda going home? Is she finishing the report today?
What are you doing? / Is it a big one? / You tired?
C Play 3.18 for sts to check their guesses. Paircheck. Classcheck. 3.18 Notice the connecting sounds. M = Mark L = Linda M Wanna go home? L No, I really have to finish this tonight. M L M L
OK, so would you like a coffee? Are you having one? Yes. Yes, please, then. Black, no sugar.
M L M L
Do you want a sandwich too? No, thanks. Cookie? Uh-uh, really. I’m not hungry.
M OK. One coffee, coming up. L Thanks. You’re great!
A
Sts listen to Linda and Mark and answer questions 1-5. Paircheck. Classcheck with answers on the board.
3.17 Notice have to /f/ and kind of /v/. M = Mark L = Linda M Hey Linda, what are you doing? It’s 12:30 a.m. L Oh, it’s you, Mark. Umm… I’m working on this report. I have to finish it by tomorrow. M Ah. Is it a big one? L Yep, I still need to do three more pages. M Ooosh. You tired? L Yeah, kind of.
She wants a coffee.
D Read World of English with the whole class and drill the pronunciation of all the phrases. Ask: Did Mark and Linda use “grammatical” or informal phrases? (Informal.) Play 3.18 again and ask sts to write L (Linda) or M (Mark) next to the informal phrases they say in the audio in World of English . Paircheck. Classcheck. Mark: Wanna go home? / Cookie?
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E
Play 3.18 again, pause after each line and have sts repeat all the phrases. Elicit the dialog from the pictures in the chart and check how much sts can remember. In pairs, sts role-play the dialog. Swap roles. Monitor closely for accuracy and intonation. Ask a pair of sts to act out the dialog for the whole group.
Weaker classes Ask sts to refer to AS 3.18 on p. 158 in case they have difficulty role-playing the dialog with the aid of the pictures only.
F
Individually, sts match the first two columns (questions and offers) in the table. Paircheck. Play 3.19 for sts to check their answers. Classcheck. Ask the class Are you thirsty?, Would you like a drink?, point to the 3rd column (responses) and elicit possible answers. In pairs, sts role-play minidialogs using the questions, offers and responses from the table. Monitor closely for accuracy and appropriateness. At the end, ask three pairs of sts to act out different dialogs to the whole class.
Tip Encourage sts to use informal versions of the questions and offers, e.g. “You hungry? Wanna a sandwich?”. As an extra activity, ask sts to notice the silent letters (marked in gray here) and write the words down as they listen to 3.19.
3.19 1 Are you bored? Wanna go out for a drink? 2 Are you cold? Do you want a sweater? Do you want my jacket?
3 Are you hot? Do you want a cold drink? Do you want an ice cream? 4 Are you hungry? Do you want a sandwich? Want a cookie? 5 Are you thirsty? Would you like a drink? 6 Are you tired? Would you like to go home? Would you like a coffee?
G Mime you are tired / thirsty / hungry and elicit the correct adjectives. For each case, elicit the appropriate question and offer, e.g.: mime tired. Question: Are you tired? Offer: Would you like a coffee? Give sts a positive or negative response from the table in F, e.g. “No, really, I’m fine.” Swap partners. Write the words bored / cold / hot / hungry / thirsty / tired on the board. In pairs, st A mimes an adjective from the board. St B asks a question and makes an offer from the table in F. St A replies with one of the responses from F. Sts swap roles and mime and act out another dialog. Round off the lesson by asking volunteers to mime adjectives to the whole class and have the group as a whole ask questions and make offers.
Workbook p. 18 Phrase Bank p. 65 ID Online Portal Grammar p. 122 ID Café Video p. 140 Writing p. 149
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4 Unit overview: The main topics of unit 4 are sports, can / can’t, possessive pronouns, clothes, and shopping for clothes. They are introduced and practiced through the contexts of a sports TV program, a man’s first day at the gym, questions about abilities such as using Google efficiently, cooking the basics and dressing appropriately, and a job interview. Sts also listen to / watch a video with Barack Obama (“Yes, we can!”) and give opinions about political ideas.
Do you like tennis? Lesson Aims: Sts talk about sports.
Lesson 4.1
Function Listening to a sports program. Listening to people talk about their favorite sports. Talking about sports.
Language Today’s exciting events at the Olympic Games include basketball, soccer, tennis, volleyball, cycling, running… Skiing. I love to ski. I like volleyball and cycling. Our country is usually good at soccer.
Vocabulary: Sports. Grammar: Definite article the. Skills: Shopping for clothes.
Warm-up In pairs, sts take turns asking and answering the 18 title questions from unit 3 (p. 28-37): “What’s the weather like?” “Are you busy at the moment?” “What are you doing?” etc. Monitor closely for accuracy and ask each student to tell you one interesting answer they got from their partner.
1 Vocabulary: Sports Focus on the photos on p. 38 and ask: What are the photos of? (Sports.) Do you like sports? Do you watch sports on TV? Do you play sports? Do you like / watch the Olympic Games?
Focus on Common Mistakes with the sts and encourage them to make comparisons between the use of the definite article in their mother tongue and in English. Ask Are these typical mistakes you would make from translation? to help you make the point without the need for them to speak any L1. Make sure they understand the rule in red. NB: We can use “the” before uncountable nouns to specify what we are talking about. E.g. I don’t like the soccer they play in Italy. We suggest you only mention this if it arises.
4.1 Today’s exciting events at the Olympic Games include basketball, soccer, tennis, volleyball, cycling, running, swimming… Wow!
A
Sts match two groups of words to the sports. In pairs, they check their answers and try to pronounce the name of each sport, paying attention to the pink syllables. Say: Listen to part of a sports program and notice the pronunciation of the name of each sport. Play 4.1 so sts can notice if their pronunciation was correct. Classcheck.
Ask: Is your favorite sport there? Use a show of hands to see which are their favorites. Why are the sports in two different groups / lists? (Three possible answers: 1- first group are ball games, second group, no balls. 2- first group are sports people play, second group are sports people go + -ing or 3- first group are words which tend to be similar in L1 except for soccer, which is recognizable by most Latin sts.)
Tip The authors strongly believe that grouping words in different ways, and then getting sts to think about why, really helps them to notice spelling, pronunciation, word roots and origins, and similarities / differences to L1, and thus both process and remember them better. The standard way of presenting groups of words with none of these distinctions is both much less helpful, and less interesting too.
(7) basketball (3) soccer / football (5) tennis (4) volleyball (2) cycling (6) running (1) swimming
B
MAKE ITPERSONAL This is a nice way of integrating
cognitive thinking into behaviorist drills. The teacher can drill any “I like” sentences inside sts’ vocabulary range, and sts only repeat if the sentence is true for them. Suggestions: I like swimming / basketball / cycling / volleyball / sandwiches / big cities / Mondays / English / my teacher, etc.
Tip As with any teacher-lead drill, give a clear, strong signal, like a conductor type signal, or a sweep of the hands, after you have said a sentence so sts repeat it together.
C
Sts listen to more of the same sports program. Point to the two lists of sports in A and to the blank next to each sport. Sts listen to 4.2 and check off the sports they hear the TV presenter Big Mac say in A. Paircheck. Classcheck. Ask How does Big Mac feel? Can you remember the six countries? and move on to D.
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4.1 4.2 Notice the word stress. T = Tasha BM = Big Mac T Wow! Tell us about it, Big Mac! BM Hi Tasha! Yeah, it’s July 2nd, and… well, what a day of sports at the Olympics! A very exciting morning here at the Olympic complex. First we have basketball at the Olympic Arena. It’s the semi-final between Cuba and Russia, at nine a.m. Then, at nine thirty at the Olympic Stadium we have soccer, Uruguay versus Italy. What a difficult match! At ten a.m. we have tennis, men’s doubles, at the Central Courts. After that, at ten thirty at North Park we have women’s volleyball, the USA and Australia going for a bronze medal. And at eleven, it’s time for cycling at the Igloo. The men’s five thousand meter final! And that’s just this morning! Tasha, it’s impossible to decide what to watch!
4.3 Notice intonation = speaker’s emotion. Int = interviewer Ja = Jane M = Mark K = Karen J = Joe Int Excuse me, miss? Can I ask you a question? Ja Yes? Int What’s your favorite sport? Ja Skiing. I love to ski. Int Nice! Thanks. Ja You’re welcome. Int Hi, uh, do you have a moment? M Uh, OK. Int What’s your favorite sport? M It’s golf. Absolutely, golf. To play and to watch. Best game in the world! Int Thanks.
Sports: basketball, soccer, tennis, volleyball and cycling.
K
Countries: Cuba, Russia, Uruguay, Italy, the USA and Australia.
Int Sorry, uh, hello! Do you have time to answer one question?
D
Sts read the 5 box. Help them with the phonetics, perhaps referring to the Pronunciation Chart on p. 154-155 to remind them of the picture words for /L / and /Ǩ/. Drill the pronunciation of “the” in different phrases (The Igloo / The Central Courts, etc.). Sts listen to 4.2 again and match times and places. Paircheck. Classcheck with answers on the board.
Stronger classes Instead of beginning with the 5 box, focus on AS 4.2 p. 158. Write the on the board and tell sts it can be pronounced in two different ways, /çL / or /çǨ/. Drill both forms. Play 4.2 again for sts to listen and read the AS and ask them to notice how “the” is pronounced. You may pause after each “the” phrase (“the Olympic Games,” “the Olympics,” “the Central Courts,” etc.) and elicit the pronunciation used in each case. Then sts go back to p. 39 and read the 5 box to check. Tip Write on the board some famous examples they will have seen many times but may have mispronounced, e.g.,
Uh, hi! Excuse me!
K Uh, what question? Int It’s for a survey. What’s your favorite sport? K Let me think. It’s definitely not football. I hate football. Int You mean soccer? K Int K Int K Int K Int K Int
Oh, yeah, soccer. That’s what you call it here. Uh-huh. Uh… is skateboarding a sport? Well, yes, I guess so. So it’s skateboarding. I absolutely love it. OK, thanks then! Is that all? Yes. Thanks very much! Oh, no problem! Excuse me?
J Uh? What? Int Sorry, but, uh… Do you have time to answer one question?
correctly now.
J Uh, I guess. But only one! Int What’s your favorite sport? J To watch or to play?
Then, ask sts to match times and places in D from memory. Paircheck. Listen again to confirm and classcheck with answers on the board if necessary.
Int To watch and to play. J Well, I like to watch baseball on TV, but, you know, I don’t play baseball. I love to surf. I go surfing every weekend.
the Americans, the end, the Incas, the iPhone, the Olympic Games, the subway, etc., so they can enjoy saying them
(5) the Igloo (4) North Park (1) the Olympic Arena (2) the Olympic Stadium (3) the Central Courts
E
Sts listen to four short interviews for a street survey ( 4.3) and number the sports in the order they hear them. Paircheck. Classcheck. Read World of English with the sts. Play 4.3 again and ask them to raise their hands when they hear a British person speak. Is there anything else they notice about British pronunciation, apart from the words football / soccer?
Int Watch baseball and surf. Thanks a lot. J
You’re welcome. Bye.
(6) baseball (1) skiing (3) football (7) surfing (5) skateboarding
(4) soccer
(2) golf
The third person is British because she calls the game where you kick a ball with your feet “football.”
F
In pairs, sts answer the questionnaire about sports.
Classcheck. Accept different answers / opinions for 4, 5 and 6.
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4.1 1. volleyball, football / soccer, tennis, basketball, baseball, golf 2. volleyball, football / soccer, tennis 3. swimming, surfing Round off the lesson with the Song line at the top of p. 39 and see if sts can guess the name of the song / band, and sing the melody or chorus. Do they like the song / Queen? Elicit how good they are at sports and a range of other abilities, traditional and modern. Tell them the song is often played at sporting events, and it was the official theme song for 1994 FIFA World Cup.
Song line: No time for losers, ’cause we are the champions of the world. Song: “We Are the Champions” Band: Queen (UK) Year: 1977
Workbook p. 19 ID Online Portal Grammar p. 124
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4.2
Can you drive a tractor? Lesson Aims: Asking and answering questions using can.
Lesson 4.2
Function Talking about abilities. Listening / Reading / Talking about essential abilities. Listening / Role-playing a job interview.
Language Can you run two kilometers? Can you swim? Can you use Google efficiently? I can’t read very well. Can you understand directions? Yes, I can, but not very well. / I can’t at all.
Vocabulary: Various abilities (play a musical instrument, drive, cook well, sing, flirt, bargain, dress appropriately, understand directions, etc.). Grammar: Can questions / short answers.
Warm-up Sts play a spelling guessing game in small groups with the sports they learned in the previous lesson. St A spells out a sport, e.g. T-E-N-N-I-S, and the first to guess the sport before student A finishes spelling the complete word scores one point. St B now spells out a different sport from p. 39, and A and C compete to guess it. Sts swap roles again. If time allows, round off the activity by asking one group to challenge the others.
We can help you with that. Let’s see… Can you ride a bicycle? M A bike? Yes, I can. But I don’t like cycling. J Hmm. OK. Can you play tennis? M No, no, I can’t play tennis at all. I hate tennis. J I see. Well, so you can run in the gym every day, and our swimming lessons are…
2 Grammar: Can Questions / Short Answers
Mark, 23 years old: can ride a bicycle – can swim, but not very well – can’t run at all – can’t play tennis at all.
A
Focus on the lesson title and the photo of the tractor. Ask sts Can you drive a tractor? and see how many people raise their hands. Tell sts that today’s lesson is about abilities, what they can and can’t do. Point to Mark’s photo and ask: What’s his name? (Mark) How old is he? (sts guess) Is he in good shape? (mime the meaning if they don’t understand “shape”) Does he need to exercise / do sports?
Tell sts it is Mark’s first day at the gym. What’s the name of the gym? (Jimbo’s) Elicit the activities / sports in the pictures. Ask sts: Do you think Mark can run? Can he swim? Highlight the three options: can / can, but not very well / can’t (at all). Sts listen to 4.4 and check the correct options. Paircheck. Classcheck. Ask What do you think of Mark now? What does Janet think of him? to see what they think / can express. Listen again if necessary and if time allows, do the AS tasks which focuses on intonation in Can questions.
4.4 Notice the intonation in yes / no questions and Wh questions. J = Janet M = Mark J Hi, Mark. My name is Janet and I’m your instructor. M Oh, hi, Janet. How’s it going? J Good. I need to ask you a few questions. Is that OK? M Sure. J What’s your full name? M Mark Swift. S-W-I-F-T. J Swift, OK. How old are you, Mark? M I’m 23. J OK. Can you run two kilometers? M Run? I don’t think I can walk two kilometers! That’s why I’m here. J OK, great! How about swimming? Can you swim? M Uh, yes, I can, but not very well. I need lessons.
J
B
Read the model dialog with a student. In small groups, sts interview each other with Can questions.
Focus on Common Mistakes with sts. Draw their attention to the fact that the bare infinitive (infinitive without to) must be used after can; and to the inversion of can in Can questions. Drill some Can you… well? questions, e.g. “Can you dance / cook / swim / play volleyball / speak English/ Chinese well?” Read the model dialog and highlight the three answer options for the time being for this initial practice stage (there are more coming in 3A): “Yes, I can.” / “Yes, I can, but not very well.” / “No, I can’t.” Ask a few individual sts questions to make sure they know the range of options. Help them notice rising and falling intonation too. In trios, sts practice. Monitor, check, praise and express interest in their answers too. Classcheck. How many “Yes, I can” answers did each student get?
C
MAKE ITPERSONAL 1 Write Play on the board and
elicit sports which go with it, e.g., basketball / volleyball / soccer, etc. Write Other sports and elicit (go +) swimming / cycling / running. Establish that the question for these is “Can you swim / run / box?”, etc. NOT “Can you go running?” In pairs, sts ask each other Can you + sports questions.
Tip Try to avoid the play / go / do distinction at this stage unless your class want to talk about a lot of activities they will need “do” for (gymnastics / karate / judo / yoga), etc. Then if necessary, put the 3rd column up on the board and explain the difference. Play + ball sports / competitive games against another person (poker, computer games) / musical instruments. Go + -ing activities: fishing, motor racing. Do + recreational activities / non team sports without a ball: karate, ballet, puzzles.
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4.2 2 Refer to the 5 box and elicit Can you + activity? questions from sts. This can become a mingle. Ask them (with a show of hands if they don’t manage to ask everybody) what’s the most popular sport in the class—to play and to watch too if there is time. Sts work with different partners and ask Can questions. If they say they can do something difficult, e.g. speak Chinese or sing in harmony, make them prove it, e.g. with the song line. Sts report their partner’s abilities to the whole class.
express what they can do, what they can do very well, not very well or can’t at all. In pairs, sts interview each other with Can you + ability? questions from the “Ten Keys to Success” article. Drill some example questions with the abilities in A before sts perform the activity. Their aim is to find out their partner’s top five from the list (that he or she can do). Classcheck with reported answers.
activities which they can’t yet express in English, like whistle, touch their nose with their tongue, stand on their head, bend their arms / fingers to funny angles, etc.
C Ask sts to circle the five most important abilities in A according to their opinion or profession and try to explain why. Use the example to set this up. Ask sts to report their top five abilities to the whole class. Encourage them to justify their choices.
Focus on the Song line and check if sts know the song / artist. Ask if sts like the song / singer, if they know any of the re-recordings, if they can associate it with anything, etc.
Tip Write on the board all ten answers and check them off
Tip This can become much more fun if sts start to mime
Song line: I believe I can fly. I believe I can touch the sky. Song: “I Believe I Can Fly” Artist: R. Kelly (USA) Year: 1996
each time they get a vote to work out easily and visually which are the class top five.
Stronger classes Ask learners if there’s anything else they consider important.
4 Listening 3 Reading A Ask sts: Is it important to speak English these days? What about Spanish? If you’re looking for a job, is it important to know how to use a computer? Sts read and listen to a text about the ten most important abilities for success and play 4.5. Ask: Do you agree that these abilities are important? Sts match the photos and the abilities in A. Paircheck. Classcheck. Drill pronunciation as necessary, either modeling it yourself or having students repeat after the audio.
Tip There are ten abilities, but only six photos to illustrate them because the others are either known or easily recognizable as cognates. Focus on World of English . It addresses the most common suffixes for noun formation. Encourage sts to come up with more examples of words ending in -tion and -sion and make them feel confident when playing / transferring from L1 to L2, especially if their first language is of Latin origin. Knowing simple rules like this can be a great leap forward for sts as it gives them the ability to start to use many difficult words and express more complex ideas that they didn’t realize they “knew” in English. It will give them confidence to express their own identity in English. This should be very motivating too, so try to praise them every time they do so.
10
5
7
9
2
8
A Elicit some Can you + ability? questions from 2B, 2C and 3B, which are likely to be asked in a job interview. Tell sts to write down these questions to use them in C. Say: Listen to a job interview and circle the job Maddie wants. Play 4.6. Paircheck. Classcheck and ask: What questions do you remember from the listening? What does he think of Maddie? What does she think of him? Ask sts to rate their listening comprehension from 0-4. Ask: How much of the audio could you understand? 50%? 80%?
Tip This is a useful activity to get a quick feedback after any listening. It also helps train sts to judge their own individual performance.
4.6 Notice / / and /Ǫ/. J = Joel M = Maddie J Hello. I’m Joel Clinton. I have your curriculum vitae here and I want to ask you some questions. M Sure. J There is no information about your language abilities. How many languages can you speak? M Uh, one. I speak a little Spanish. J ¿Como estas? M What? J Hmpf. Yes, I can see you speak very little Spanish. Anyway, I’m also interested in your athletic abilities. Can you play any sports? M Uh, a little, yes. J What sports can you play?
B
Focus on the symbols and drill the four answers. Sts focus on abilities in A and use the four different symbols to
M I can play volleyball and tennis, but not very well. J Not perfect, but OK. One more question: Can you text fast?
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4.2 M Yes, I think so. J How many words a minute can you text? M I don’t know—about 40, I think. But wait! Why are these questions relevant? Isn’t this a job interview for a position as a babysitter? J No, I want a nanny, and I want my son to have the best education! M And how old is your son? J Two! a babysitter
B Sts listen to 4.6 again and complete the sentences with can or can’t. Paircheck. Classcheck. Ask sts to rate their listening comprehension again. Ask: Can you understand more when you listen again / for the 2nd time? Allow them to ask any questions about listening and perhaps explain that it is one of the most difficult skills and that it requires a lot of practice, especially from adult learners. Ask: Do you think Maddie gets the job? Do you think she wants it after that interview?
C
Elicit the correct word order for question 1 and write it on the board. Individually, sts order sentences 2-4. Paircheck. Classcheck with answers on the board.
1. Can you speak any other languages? 2. How many languages can you speak? 3. Can you text fast? 4. What sports can you play? Drill pronunciation of questions 1-4. In pairs, sts role-play a job interview using the questions they came up with in A plus the four here. Ask a pair of sts to act out the dialog for the whole class.
Extra writing Sts can write their answers to C in the form of sentences, or even a short paragraph about their own abilities.
Workbook p. 20 ID Online Portal Grammar p. 124
1. Maddie can’t speak Spanish very well. 2. She can play volleyball and tennis, but not very well. 3. She can text fast.
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4.3
What are you wearing? Lesson Aims: Sts further practice and extend their knowledge of can / can’t by watching a video with Obama and learn to talk about what they are wearing through the context of a fashion show.
Lesson 4.3
Function Talking about other people’s abilities. Listening to / Watching a political speech. Expressing opinion on simple world views. Listening to a fashion show. Describing what people are wearing. Vocabulary: Clothes. What’s he wearing? / He’s wearing… Grammar: Can / Can’t.
Warm-up Books closed. Ask sts to write two sentences with can / can’t about two classmates, based on what they remember, e.g. “Julia can’t drive a tractor.” / “Victor can use Google efficiently.” Sts take turns reading their sentences aloud, and the student mentioned comments whether the information about him / her is true or false.
5 Grammar: Can A
Books open. Sts read World of English about the four meanings of can. Use the photo to teach the noun can. Any surprises? Teach / Review some classroom language, e.g.: “Can I drink some water?” “Can you give me a pencil?” etc. Refer to the sts’ sentences in the Warm-up above (“Julia can’t drive a tractor.”) and ask: Is it possibility, ability or permission? (ability) What about: “Can I drink some water?” Is it possibility, ability or permission? (permission)
Tip Have some fun with can, e.g. a quick tongue twister: “I can drink a can of Coke.” “Candy can’t drink a can of Coke.” etc. Sts read the rules in A and mark true (T) or false (F) individually. Paircheck. Classcheck with answers on the board.
All three are true. Explain that “No, I cannot” is also a possible short answer instead of the contracted form “No, I can’t.”
B
Sts have to fill in the blanks in 1-6 with can or can’t and elicit the possible answers for sentence 1. Sts do 2-6 on their own. Paircheck. Play 4.7 so sts can check their answers. Play 4.7 again and ask sts to notice the pronunciation of can and can’t. Give examples of full form and weak forms of can. Explain we use the full form can for short answers and for emphasis, but we pronounce can /kn/ (weak form) when it’s unstressed (before a verb or as a question). Always pronounce the negative form can’t / kænt/. Sts listen and repeat the sentences in B.
4.7 Notice the pronunciation of can and can’t. 1 I can’t dance very well, but my wife can. She’s a very good dancer. 2 My mother can cook really well. Her food is delicious.
Language My mother can cook really well. My best friend can’t play rugby. Yes, we can! One person can change the world. The opinion of one person can change a community. She’s wearing black boots. He’s wearing a purple shirt.
3 My best friend can’t play rugby or handball. He doesn’t like team sports. 4 I can skate, but I can’t ski at all. Skiing is too difficult! 5 My friends can play soccer very well. They play every weekend. 6 Can you do any martial arts? No, I can’t. 1. I can’t dance very well, (weak form) but my wife can. (strong form) She’s a very good dancer. 2. My mother can (weak form) cook really well. Her food is delicious. 3. My best friend can’t play rugby or handball. (strong form) He doesn’t like team sports. 4. I can (weak form) skate, but I can’t ski at all. (strong form) Skiing is too difficult! 5. My friends can (weak form) play soccer very well. They play every weekend. 6. Can (weak form) you do any martial arts? No, I can’t. (strong form)
C
MAKE ITPERSONAL In pairs, sts use the activities in B to
tell each other what they can or can’t do. Use the model in the speech bubble to set this up. Monitor closely for accuracy. Ask some sts to report what their classmates have said.
6 Listening A Write Yes, we can! on the board and ask if sts remember which famous person said that in 2008 (for his first election campaign). Play the video 4.8 and ask sts to check the words they hear in 6A. Paircheck. Play the video / track again. Classcheck. In pairs, sts should summarize Obama’s speech. The original video can be found at www.youtube. com/watch?v=qznAeFsUxXI. 4.8 Notice can = /N Q/ or /NǨQ/. One voice can change a room. And if one voice can change a room, then it can change a city. And if it can change a city, it can change a state. And if it can change a state, it can change a nation. If it can change a nation, it can change the world. Your voice can change the world. Obama thinks we can change the world. Items he mentions: a voice, a room, a city, a state, a nation, the world.
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4.3
B
In pairs (or trios / small groups), sts take turns pretending they are Obama and give the speech again. Ask sts to refer to AS 4.8 on p. 159. After all sts have done the activity, they nominate “the best Obama” in their group. Ask a more extroverted student to deliver the speech to the whole class just for fun. Encourage the class to applaud and say “Yes, we can!” Ask: Do you agree with Obama?
C
MAKE ITPERSONAL Read the Song line on top of
p. 43 with sts. Check if they know / like the song / band and perhaps know the history of the song. “Sunday Bloody Sunday” is the first track from U2’s 1983 album, War. The song is about a horrible incident in Derry, Ireland, where British troops shot and killed unarmed protesters and bystanders. Highlight the use of “can’t” and elicit other songs with “can” or “can’t” sts can remember. (e.g. “You and me we can ride on a star. If you stay with me girl, we can rule the world” – Take That, “I know it sounds funny but I just can’t stand the pain” – The Commodores, “Can’t buy me love” – The Beatles, “Just can’t get enough” – The Black Eyed Peas, etc.)
Song line: I can’t believe the news today. I can’t close my eyes and make it go away. Song: “Sunday Bloody Sunday” Band: U2 (UK) Year: 1983
Individually, sts complete sentences 1-4 according to their opinion. Use the example to set this up and ask sts if they agree. In pairs, sts compare answers. Classcheck. How many pairs have exactly the same opinion?
7 Vocabulary: Clothes A
Focus on the four models and elicit the meaning of “fashion show.” Ask: Are you interested in fashion? Draw students’ attention to the models’ names below the photos and to JKK. Who’s he? Is he a model? A journalist? A fashion designer? Don’t confirm but have them listen and check as the first listening is just to get the general gist. Play 4.9. Classcheck. Point to the clothes / outfits in 7A and ask sts Do you like the designs? to see what they thought and which clothes items they were able to pick up.
4.9 Our first model is Justin. He’s wearing a green T-shirt, orange shorts, gray sneakers and beige socks. Ready for the gym or the park! And here comes Sheila. She’s wearing a brown blouse, a golden coat, a pink skirt and blue boots. Lots of colors on Sheila! Next we have Dylan in a blue suit. To add more color, Dylan is wearing a purple shirt and a white tie. Blue shoes finalize the formal look. Formal and modern, that’s Dylan. Finally, here comes Marissa. Marissa is a picture of summer. She’s wearing a yellow dress, and she guarantees glamour wearing a silver belt, black sandals. She’s ready for the night! Now, please welcome the man, the one and only… Jacobelli Klein Karan!
Jacobelli Klein Karan is a fashion designer.
B
Point to Justin in A and ask: What color are his clothes? (Green, orange, etc.). Point to the options in B and help sts match Justin’s clothes to the right description. The colors should guide them and lead them to discover how to name the different items of clothing shown in A. In pairs, sts match numbers 1-16 from A to the items in B. Paircheck. Classcheck with answers on the board. Drill the pronunciation of some phrases in B and make sts notice that some pairs of “color + clothing item” have the same (S) vowel sound, e.g.: a white tie (/Dǹ/), a golden coat (/Rș/); and in some pairs the vowel sounds are not the same (NS), as in a silver belt (/ǹ/ and /Ǫ/). Play 4.9 so sts can pay attention to the pronunciation of all the pairs of words in B. In pairs, sts decide if the vowel sounds have the same (S) sound or not the same (NS) sound. Classcheck. Practice: in pairs, sts test each other. St B closes the book and st A reads / says five colors from p. 43. St A has to say the piece of clothing (as on the page). E.g.: A: Purple. B: A purple shirt. A: Yellow. B: A yellow dress. A: Blue. B: Blue boots. Sts swap roles. St B opens the book and says five colors. St A closes the book and says the correct clothes item as in the model above. Monitor closely for accuracy and pronunciation. (6) a silver belt
NS
(15) a pink skirt
NS
(14) a brown blouse
S
(12) beige socks
NS
(16) blue boots
S
(2) a blue suit
S
(13) a golden coat
S
(5) blue shoes
S
(7) a yellow dress
S
(9) a green T-shirt
S
(8) black sandals
S
(3) a white tie
S
(1) a purple shirt
S
(11) gray sneakers
NS
(10) orange shorts
S
(4) blue pants
NS
Tip Highlight the examples of alliteration, remembering words with the same (vowel) sound. Both are great ways to help sts learn “two things for the price of one.” To work on any individual sounds they found hard, and want more examples of, turn to the Pronunciation Chart on p. 154-155.
C
Write the question What’s Justin wearing? on the board and point to Justin in A. Prompt He’s wearing… and encourage sts to complete the answer. Drill the What’s… wearing? question with the other models’ names. In pairs, sts ask each other about Justin, Sheila, Dylan and Marissa in A. Classcheck.
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4.3 Point to 7B phrases and ask sts: Which phrases have the article “a / an”? (a silver belt, a brown blouse, a golden coat, etc.) Ask: Which phrases have NO article? (blue boots, black sandals, orange shorts, etc.) Ask Why? and elicit / remind sts of singular vs. plural concept and the use of indefinite article a / an. Read Common Mistakes and elicit the explanation of mistakes from sts. Also highlight that we use the verb wear for all clothes and accessories we put on, e.g. we wear shorts, glasses, earrings, shoes, etc. and that we say a pair of glasses / shorts / pants / jeans / pajamas / shoes / boots / socks / sneakers / sandals. The key to this task is AS
4.9.
D MAKE ITPERSONAL Move on to some more personal examples in class and ask: What’s (student’s name) wearing? (He’s wearing…). Give sts 60 seconds to observe each other and memorize what their classmates are wearing. Sts take turns describing a classmate for other sts to guess who he / she is talking about. Do not overcorrect sts while they’re performing the activity—take notes of sts’ mistakes and give them feedback after they finish playing the guessing game.
Tip Ask one student to leave the classroom. Describe his / her clothes making errors in the colors. Sts correct you.
E
MAKE ITPERSONAL Ask sts if they have photos on their cell phones. Sts select one or two photos and describe what the people in them are wearing. Group work. Classcheck by asking some sts to present and describe their photos to the whole class. Alternatively, if sts don’t have any pictures available, ask them to open the book to a random page and describe the clothes worn by someone on the page. Their partner then has to figure out who they are describing.
Extra writing Get sts to write a short description of who the people are and what they are wearing in a photo, either using their own photo or one from .
Workbook p. 21 ID Online Portal Grammar p. 124
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4.4
Is your closet organized? Lesson Aims: Sts further practice clothes by listening to a serious Suri Holmes Cruise fan and learn to use possessive pronouns talking about closets and their contents.
Lesson 4.4
Function Listening to an interview with a blogger. Reading about how people organize / share their closets. Writing your own blog post. Vocabulary: Recycle clothes. Closet. Grammar: Possessive Pronouns. Review of articles.
Warm-up Re-focus on Common Mistakes on p. 43. Then, in pairs, sts play the same game as 7E on p. 43: sts taking turns describing a classmate and the other has to guess who is being described.
Language That’s the rumor. My closet is enormous and hers is not. My clothes are so organized, but his are not! I share my closet with my wife…
G Of course! Jeans are not very chic. She also has fifty-five pairs of pants. J Oh, wow! G She rarely repeats her clothes. J Even her pajamas?
8 Listening Show sts photo(s) of Tom Cruise, his ex-wife Katie Holmes and their daughter Suri Holmes Cruise and make sure all sts know about them. Ask What does he / she do? How many children do they have? Do you like him / her?, etc. Show the photo of a closet and ask: Do you think Suri has a big closet? Does she have a lot of clothes and shoes?
A
Sts open books to p. 44 and read the text about Suri. Ask them How old is she now? to check comprehension of born. Say: Georgia Brown is a serious Suri fan who writes a blog about her clothes. Encourage sts to guess about Suri’s closet, asking: How many pairs of shoes / jeans / pants does she have? Listen and check. Play 4.10. Paircheck. Classcheck. Are you surprised at the numbers? What do you think of her parents attitude toward their daughter? And what do you think of Georgia? Ask: How many pairs of each item do you have? Sts can quickly ask each other in pairs. Any surprises?
4.10 Notice /Gȡ/ and /J/. J = Jim G = Georgia J So, Georgia, why a blog about Suri Holmes Cruise? She’s only a little girl! G Well, Jim, she’s not a regular little girl. She’s the daughter of two big movie stars. And, most important, she loves clothes! J OK. Is it true that her clothes cost 3 million dollars? G That’s what they say. According to some paparazzi, she has fifty different pairs of shoes. J Wow! That’s a lot. G Maybe for you, Jim, but not for me or Suri. J How about jeans? G The numbers are not precise. People say she only has thirty pairs of jeans. J Only?
G This is a big secret, but the rumor is that she has more than a hundred pairs of pajamas–for summer, for winter, to sleep at home, to sleep in hotels… J Do you think she has a future as a model? G No, not a future. A present! She is the most important, most famous, most wonderful child model in the world. J Thanks, Georgia. Ladies and gentlemen, a big thank you to Georgia Brown, author of the blog Suri and Me—A Universe of Clothes. Go online and check it out! 50 pairs of shoes, 55 pairs of pants, 30 pairs of jeans, 100 pairs of pajamas
B Replay 4.10 and ask sts to raise hands whenever they notice that Georgia sounds vague / uncertain. Sts go to AS 4.10 on p. 159 and look for phrases Georgia uses to avoid legal problems. Classcheck with answers on the board. Phrases she uses to avoid being precise are: That’s the rumor; According to some paparazzi…; The numbers are not precise, but people say…; the rumor is that…
9 Reading A Focus on Angie’s blog and her photo. Ask: What’s she wearing? Who is she? What does she do? Ask: Do you read / like blogs? Do you have one? Point to the three avatars and elicit sts’ impressions. Use the example to show what they can say. Read the title question and ask sts: Is it impossible to share closet space? Do you have a closet just for yourself? If not, would you like to? B Play 4.11 and ask sts to follow the text and notice the pronunciation of the words with pink letters. In pairs, sts try to repeat the pronunciation correctly (impossible, husband, organized, ignore, etc.). Classcheck by playing the audio again for them to notice what they got right / wrong. 71
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4.4 4.11 Pay attention to the pronunciation of the words clothes and closet. Angie Is it impossible for two people to share closet space? Victoria Not impossible, but difficult. At home it’s only me and my husband. My clothes are always organized, but his are not! Sometimes we have problems, but I usually just ignore my husband’s part. Kyle I confess: I have more clothes than my wife, so my closet is enormous and hers is not. Our kids are not very organized, but they clean their closets—I never look at theirs! My son’s is full of sports equipment too —balls, rackets, skis, etc. Horrible! Tanya
In my house, we don’t say “mine” or “yours.” Everything is ours. Our closet is small but clean and organized. We share space and clothes. We occasionally have a discussion like this: “Whose sweater is this?” “It’s yours!” “No, it’s yours!” A big advantage of living with your twin sister!
4.12 /Dǹ/ my – mine /ǣ/ your – yours /ǹ/ his – his /ǫU/ her – hers /DX/ our – ours /Ǫ/ their – theirs For further practice, go to Grammar p. 124.
my / mine; his / his; our / ours; your / yours; her / hers; their / theirs. 1. Five end in -s. 2. The final -s is pronounced /z/.
B
Demonstrate Whose…? questions with objects around the classroom. Hold a student’s (pen) and ask the whole class: Whose pen is this? (It’s his / hers.) Drill both the question and possible answers as you elicit / present new dialogs with different objects in class. In pairs, sts complete 5 box with mine, ’s or whose.
C Point to the Forum in A, ask Who lives with her sister? (Tanya) and ask sts to write “Tanya” in sentence number 1. Individually, sts re-read the blog in A and complete sentences 2-6 in C with Victoria, Kyle or Tanya. Paircheck. Classcheck. 1. Tanya lives with her sister. 2. Victoria lives with her husband. 3. Kyle lives with his wife and children. 4. Kyle doesn’t share closet space. 5. Tanya has no problem sharing. 6. Victoria has difficulty sharing. Read World of English with sts and drill the pronunciation of the words so sts can notice similarities between them. Mime the example sentence for them. Ask: Do you know what these are called? (Homophones.) Do you have them in your language too?
10 Grammar: Possessive Pronouns A
Focus on the yellow highlighted sentences in 9A and encourage sts to guess what they refer to, e.g. “his are not” = his clothes are not organized, “hers is not” = her closet is not enormous, etc. In pairs, sts complete the table. Play 4.12 to check answers. Ask questions 1 and 2 to the whole class. Read / Sing the lesson Song line with sts and ask: Do you know this song? (“Sweet Child O’ Mine”.) Do you like it / them? Why did the authors choose this song for this lesson? (Sweet child = Suri, mine = possessive pronoun.) Who sings it? (Guns N’ Roses). Elicit other songs which have Possessive Pronouns, e.g. “I’m Yours” by Jason Mraz.
Use whose to ask about possession. Use ’s after a noun to indicate possession. Use possessive pronouns, for example mine, to replace possessive adjective + noun in a sentence.
C
Sts read another post from the forum, but this time the post is full of language mistakes. Individually, sts find and correct five mistakes with possessives and five with articles. Paircheck. Classcheck with answers on the board.
I live with the my parents, my brother and my sister. I don’t have a closet in the my room, but mine my sister has a closet in her hers, so we share that space. Ours Our closet is organized, but my brothers brother’s is very disorganized. My parents have a big bedroom, so they have two separate closets. My mother’s closet is big and my father father’s is small.
D
MAKE ITPERSONAL Sts complete sentences 1-4 making true sentences about themselves. Then compare in pairs. Are they similar? Is it possible for them to share a closet? Have students report back anything interesting they learned about each other.
Extra writing If time allows, or for homework, get them to write a blog post for the forum, design their own avatar and post them online.
Workbook p. 22 ID Online Portal Grammar p. 124
Song line: Oh, oh, oh, sweet child o’ mine. Oh, oh, oh, oh, sweet love of mine. Song: “Sweet Child O’ Mine” Band: Guns N’ Roses (USA) Year: 1987
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4.5
Do you like salons? / What shoe size are you? Lesson Aims: Sts practice reading an ad for details, learn two more suffixes. Sts also learn how to talk about and shop for clothes. Language All yours! is the perfect place for you. serves low-calorie food. I love to go to salons. Can I try it / them on? What size? Role-playing a shopping for clothes dialog. Can I help you? Vocabulary: Words ending in -ist (hair stylist, manicurist, nutritionist) and -ique (unique, boutique). High, low, the same, ultramodern. Review clothes vocabulary. Grammar: Singular and plural differences in shopping for clothes dialogs (it / them / this / those, etc.). WB Song line: “You can’t always get what you want. But if you try sometimes, yeah, you just might find you get what you need.”
Lesson 4.5
Function Reading a magazine ad. Guessing the meaning and pronunciation of new words. Talking about your favorite area in a spa. Listening to people shopping for clothes.
Warm-up Go around the class picking up different items (pens, books, etc.), singular and plural, and ask Whose is this? Whose are these? Is this mine? Are these yours / hers / etc.?, pointing to different sts to elicit positive and negative responses. If time allows, sts can do the same in groups, pooling their possessions on a table and asking / answering together.
Skills: Reading for details A
Begin by asking the lesson title question to gauge sts’ interest in salons. Encourage them to say / express as much as they can. Don’t correct much at this stage.
Tip This initial fluency practice based around answering the title question can always be repeated at the end of a phase / lesson. When sts re-answer the question, hopefully this time they will have more vocabulary and greater accuracy too. This loop input (try – feel the need to learn some language – learn it – try again – feel progress) method can be a very good approach to help sts feel short-term success and find real relevance / personalization in your classes. Sts quickly read the text and answer questions 1-3. Paircheck. Classcheck.
1. A magazine. 2. An ad. 3. The four areas in the center are: Super Salon; The Really Rich restaurant; Be Beautiful boutique; Marvelous Me massage. See if they notice / like alliteration and if it reminds them of anything they’ve seen earlier in the course (the fashion show in lesson 4.3).
C
In small groups, sts look for words in the text which match meanings 1-4. Do number 1 as an example (different / the same, line 4). Classcheck with answers on the board.
1. the same
Sts re-read the text. In pairs, they decide whether sentences 1-5 are T (true) or F (false). Classcheck. Encourage sts to justify / explain false sentences with evidence from the text.
1. T 2. T 3. F (apart from walking around, you can’t exercise) 4. F (it’s for men and women) 5. T
3. available
4. low
D
In pairs, sts try to pronounce the words in the text which have pink letters. Play 4.13 and pause after each comma or period, asking sts to repeat and confirm their guesses. Any pronunciation surprises? Did they find the ad more convincing as a listening or as a reading? Why? Read World of English with sts and ask them to underline all the words ending in -ist and -ique in the All Yours! text. Elicit the pronunciation of each word sts underlined and drill their correct pronunciation.
Tip Write a prompt to a conversation on the board, How often do you see a…?. In pairs, sts interview each other using the professionals from the text (hair stylist, manicurist, therapist, etc.).
E Swap partners. In pairs, sts talk about their favorite area of All Yours! Encourage them to say why. At the end, ask sts to tell the class which area their partners prefer and why. Ask: Do you like salons? Would you like to go to this salon? See if they come up with better answers now than at the beginning of class, congratulate them and reward them with a bit more corrective feedback too, if appropriate.
Tip For fun, sts can easily alliterate each other’s names with an adjective: Big Bertha, Cool Claude, Easy Enrique, etc.
B
2. ultramodern
in Action: Shopping for clothes A
Explore the cartoon of the man and his dog. Say How old is he? Is he small? Weak?, etc. Do you know people with small dogs like this? Focus on sentences 1-4 and elicit possible guesses as answers for the sentences. Play 4.14. Sts complete the sentences and paircheck. Classcheck. To review possessives, go with answers on the board. How many correct guesses? Can you predict how the dialog ends? Elicit more guesses.
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4.5
S S J S J S J S J S
4.14 Notice the connections. = salesclerk J = Jason Can I help you? Yes, please. Can I see the sweater in the window? Sure! What color? We have it in black, blue or green. Uh, blue, please. All right. What size? Extra small. Extra small in blue? OK, just a moment, please. Here you are. Thanks. Can I try it on? Try it on? Uh, sure, no problem. The fitting rooms are over there.
S Sure! What color? We have it in black, blue or green. J Uh, blue, please. S All right. What size? J Extra small. S Extra small in blue? Just a moment, please. Here you are. J Thanks. Can I try it on? S Sure. The fitting rooms are over there. J Thank you. S Can I help you? J Yes, please. Can I see the sweater / jeans in the window? S Sure! What color? We have it / them in black, blue or green.
1. The man’s at a boutique / clothes shop. 2. He wants a sweater. 3. The color he wants is blue. 4. The problem is that the man is big and the sweater is extra small.
B
Play part two of the dialog 4.15. In pairs, sts answer questions 1-3. Classcheck. Ask sts some follow-up questions, such as Do you have a dog? What’s its name? Do you buy clothes for it? Does it have a favorite color too?
4.15 Notice the t and silent t. S Try it on?? Uh, sure, no problem. The fitting rooms are over there. J Thank you. S Do you need any help, sir? J No, no, it’s perfect. J What do you think? Blue is Jackson’s favorite color. Isn’t it, Jackson? S And for you, sir? We have wonderful T-shirts, pants, jackets, suits…
J Green, please. S All right. What size? J Extra small. S Extra small in blue? OK, just a moment please. Here you are. J Thanks. Can I try it / them on? S Sure. The fitting rooms are over there.
E
Write S, M, L, XL on the board and ask sts if they know
what those letters mean. Point to World of English and play 4.17. Ask sts to check their clothing labels and see if sizes are in English, or what the equivalent symbol in L1 is.
F
Sts practice the dialog in D, paying attention to
singular / plural changes. Ask them to choose clothes items from p. 43 (7A and 7B). Monitor closely for accuracy. Ask two pairs of sts to present their dialog to the whole class.
1. The sweater is for Jackson, his dog. 2. He wants it in blue because blue is Jackson’s favorite color. 3. Personal answer, but probably yes, he is very helpful and stays calm in a strange situation, and is good at selling!
G Write some punctuation marks on the board and refer sts to the 5 box on punctuation. Drill pronunciation and, if time allows, sts can cover the words with their hands, look at the symbols and quickly remember the five punctuation
C
Sts go to AS 4.14 and 4.15 on p. 159 and find answers 1-3. Paircheck. Classcheck.
1. We use in before colors. 2. The verb for testing clothes is try on. 3. We try clothes on in the fitting room.
marks’ names. Divide the class into three or four groups. Sts also have to put capital letters whenever they think it is necessary. Tell them it is a competition. In groups, sts read and punctuate part three of the dialog. The group that finishes first is the winner. Ask two sts from the winning group to write their punctuated dialog on the board. Play 4.18. Then, in pairs, sts cover the words, look only at the
D
Sts now listen and complete a short version of the same dialog with the missing words. Paircheck. Classcheck with answers on the board.
six small photos and practice from the pictures.
Ask sts: What three changes do you need to make if he asks for jeans? Guide them to singular vs. plural differences and refer the first to the 5 box on p. 47 under the World of English . Do a quick drill. Say Nice jeans for sts to say “You like them,” then say and point to a Nice T-shirt, “You like it,” etc.
good technique to practice any dialog.
4.16 S Can I help you? J Yes, please. Can I see the sweater in the window?
Tip Remember that just as in lesson 3.5 on p. 37, this is a
4.18 J No, thanks. Just the sweater. How much is it? S 49,99. J S J S
Great! Here’s my credit card. Thank you! Please, enter your PIN number. There you go. Here’s your receipt. Have a nice day! Bye, Jackson!
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4.5 1. No, thanks. Just the sweater. How much is it? 2. Forty-nine ninety-nine. 3. Great! Here’s my credit card. 4. Thank you! Please, enter your PIN number. 5. There you go. 6. Here’s your receipt. Have a nice day! Bye, Jackson!
H
MAKE ITPERSONAL In pairs, sts role-play a complete dialog (shopping for clothes). Give an example first with a strong student. You play the customer. Swap roles and do it again with another student. In pairs, they do the same.
Tip With an odd number of sts, have two customers. With a small group, play the other role yourself but stay in the center of the room so you can hear the other sts at the same time.
Note Write down sts’ mistakes for delayed correction. Ask two sts to act out their dialog for the whole group if time allows. Extra writing Sts can write their own shopping dialog—e.g. shopping for a luxury item at their own favorite shop, then give it to a partner to read / give feedback on.
Workbook p. 23 Phrase Bank p. 65, 66 ID Online Portal Grammar p. 124 ID Café Video p. 141
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Review 2 Units 3-4 Grammar and Vocabulary A
Picture Dictionary. Pairwork. Sts test each other and review the main vocabulary items learned in units 3 and 4. There are some possible techniques mentioned on p. 12 of the introduction section on how to work with the Picture Dictionary in order to review vocabulary. You can select whichever of these best suit the needs of your class.
S And who’s winning? T The Giants, 31-14. They always win. I hate them! S Sorry to hear that! Um… do you want to go out later?
What are you doing? Oh, hi, Shannon. I’m watching the football game. Oh? Who’s playing?
Pages 28-29
10 weather words
You’re kidding, right?
Page 30
4 seasons
Tyler, you know that I don’t like sports.
Page 31
6 activities
Pages 38-39
7 sports
The Giants, 31-14. They always win. I hate them!
Page 41
6 abilities
Sorry to hear that! Um… do you want to go out later?
Page 43
16 clothes items
Page 47
the shop dialog
Page 154
10 picture words for diphthongs
Fine. The Cowboys and the Giants are playing right now.
B Individually, sts complete sentences 1-7 with weather words and months. Sts refer to p. 28 and p. 30 in case they have doubts. Paircheck. Classcheck with answers on the board. At the end, elicit / drill pronunciation of all answers on the board. Note that the numbers in parentheses refer to the months of the year. For example, 12 refers to December. 2. cloudy, July 3. rainy, October 4. foggy, January 5. snowy, May 6. sunny, February 7. windy, August
C
MAKE IT PERSONAL In pairs, sts match questions 1-3 to answers a-c. Tell them not to fill in the blanks yet. Classcheck. Individually, sts complete answers a-c. Paircheck. Classcheck with answers on the board.
1. b It’s (adjective).
2. c Yes, it is. / No, it isn’t.
3. a Yes, it does. / No, it doesn’t.
D
Sts read the dialog and circle the correct options. Play Review Audio 2.1 so sts can check their answers. Classcheck. At the end, replay the track and ask sts to repeat after each sentence. In pairs, sts role-play the dialog. Sts swap roles and act out the dialog once more. Ask two sts to act it out for the whole class.
And who’s winning?
E
Do number 1 with the whole class. Read the question (When are you leaving?) and elicit which answer is incorrect (a Every day.) Individually, sts continue choosing the incorrect answers to questions 2-6. Paircheck. Classcheck.
1. a
2. b
3. c
4. a
5. c
6. a
F MAKE IT PERSONAL In pairs, sts ask each other questions 4-6 from E. Monitor closely for accuracy. Ask sts to report their partners’ answers to the whole class. G
Point to Common Mistakes and tell sts they have to correct the sentences. Draw sts’ attention to the number of mistakes between parentheses. Elicit corrections to sentence 1 and mark the phrase on the board. In pairs, sts correct sentences 2-10. Whenever sts are uncertain, encourage them to flip back through p. 28-47 and check their answers in units 3 and 4. Classcheck with answers on the board.
1. What’s the weather like? OR How’s the weather? 2. It’s raining. 3. The weather is bad today. 4. It’s usually cold in December in the U.S. 5. She’s studying at the moment. 6. What is your friend doing now? 7. He is going to Europe next month. 8. Patty can play tennis very well. 9. Gloria is wearing blue jeans. 10. Whose are these shoes? They’re Jane’s.
2.1 T = Tyler S = Shannon T Hello? S Hi, Tyler. This is Shannon. What are you doing? T Oh, hi, Shannon. I’m watching the football game. S Oh? Who’s playing? T You’re kidding, right? S Tyler, you know that I don’t like sports. T Fine. The Cowboys and the Giants are playing right now.
Skills Practice A Direct sts to one of the texts indicated (p. 30 3B 3.5, Skills A 4.13.) Play the audio p. 44 9A 4.1 or p. 46 for sts to listen and read the text. Ask sts to close their books. Replay the track and ask sts to rate their listening comprehension from 0% to 100%. Do the same for the other texts or encourage sts to do this for self-study.
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R2 At the end, ask the whole class: Do you think you’re making
1. Paralympics
c) the special Olympic Games for athletes with disabilities
2. disability
a) a physical or mental problem
progress with listening? Help them to see that “success” is not understanding every word—that is usually not possible, realistic or necessary. Getting the idea and understanding from 30-50% is usually enough and a major success for lowlevel learners. Encourage sts to ask any questions they wish about listening / skills / good tips for extra practice, using L1 as necessary. This is all essential learner training, giving students a better idea about language learning, how to set themselves appropriate goals, find success, etc. Remind them that listening is by far the hardest and most important skill, the one they need to practice the most if they want to make good progress with both speaking and pronunciation as well as comprehension.
B
Explore the photo. What’s he doing? Where is he? Anything special about him?, etc. Sts will hear an interview with Paralympic champion Rob Jones. Allow sts a few seconds to read the questions. Tell sts to number the questions in the order they hear them, 1-4. Play Review Audio 2.2. Paircheck. Classcheck with answers on the board.
2.2 G = Gale R = Rob G And here with us today we have the Paralympic champion, Rob Jones. Hello, Rob. R Hi, Gale. It’s nice to be here. G So, Rob, what’s your favorite sport? R Well, I love swimming, of course. G And do you like soccer? R Yes, I love to watch my team play. G Cool, and what do you like doing when you’re not swimming or watching your team? R Well, I like to help other kids with disabilities. G That’s great. And a final question: What are you doing these days? R I’m working hard to prepare for the next Paralympic Games. I want to beat my own record. G Nice! Well, thank you for talking to us today, Rob. R Thank you, Gale! (3) What do you like doing when you’re not swimming or watching your team? (2) And do you like soccer? (4) What are you doing these days? (1) So, Rob, what’s your favorite sport?
C Sts will listen to the interview again. Point to Rob Jones’ answers 1-4 and tell sts they are all incorrect. Sts listen to Review Audio 2.2 and correct the sentences according to what they hear. Paircheck. Classcheck. 1. Well, I love singing swimming, of course. 2. Yes, I love to watch my team win play. 3. I like to read to help other kids with disabilities. 4. I’m working hard to prepare for the next Panamerican Paralympic Games.
D
In pairs, sts match words 1-3 to definitions a-c. Classcheck.
3. beat the record b) to go more quickly than anyone before
E
Swap partners. Assign roles A and B: Rob Jones and the reporter. Tell sts to use the questions from B and answers in C to role-play the interview. Sts swap roles and act out the interview again. At the end, ask two sts to role-play the dialog for the whole class.
F
Point to the photo and blog post. Ask sts What’s his name? Where does he live? Can he speak Spanish? and have sts scan the text to find the answers. Tell sts to read the text and, in pairs, try to guess the missing words. Play Review Audio 2.3 to check answers. Classcheck.
2.3 My name is George Valenzuela and I am twenty-three years old. I live in Santa Monica, California. My parents are originally from Chile, so I can speak Spanish very well. I love sports. I go to the beach every day, and I surf and swim when the weather is good. It’s usually very hot and sunny here! I love it! I’m a very casual guy. I usually wear shorts and a T-shirt during the day, and jeans at night. When it’s cold, I sometimes wear a sweater, but I don’t like it very much. I prefer to wear summer clothes. Write me an e-mail! Maybe we can go to the beach together next summer. My name is George Valenzuela and I am twenty-three years old. I live in Santa Monica, California. My parents are originally from Chile, so I can speak Spanish very well. I love sports. I go to the beach every day, and I surf and swim when the weather is good. It’s usually very hot and sunny here! I love it! I’m a very casual guy. I usually wear shorts and a T-shirt during the day, and jeans at night. When it’s cold, I sometimes wear a sweater, but I don’t like it very much. I prefer to wear summer clothes. Write me an e-mail! Maybe we can go to the beach together next summer.
G In pairs, sts take turns asking and answering questions 1-4. Classcheck. 1. Because his parents are originally from Chile. 2. Swimming and surfing. 3. Hot and sunny. 4. Summer clothes, shorts, T-shirts and jeans.
H
MAKE IT PERSONAL Question time. Sts look at the Language Map on p. 4-7 and take turns asking and answering the lesson titles from units 3 and 4. Monitor closely for accuracy and encourage sts to ask follow-up questions when suitable. At the end, ask them how they felt performing the task: Do you feel comfortable with all of the questions? Which ones are easy? Which ones are difficult?
Tip A nice idea is to print out and cut up all the question titles from units 1-4 and put them in envelopes, for sts in pairs to pull out random questions and ask each other.
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5 Unit overview: The main topics of unit 5 are describing places around a city and your own neighborhood, verbs of emotion, everyday activities, different types of vacation and vacation activities as well as following directions. We go from Kentucky to a talent show in Britain, then from snorkeling and sunbathing on a cruise in Mexico to yoga in Costa Rica, then feeding a friend’s pet and back to San Francisco!
Is there a mall on your street? Lesson Aims: Sts learn to use there + be to talk about public places. Language A bar, a club, a hotel, etc. Welcome to Louisville… I think the most interesting place is probably the racetrack. Can you go to the movies? Can you watch soccer? Describing (comparing) your hometown and Louisville. In Louisville there’s a baseball stadium, but there’s no baseball stadium in my hometown. Vocabulary: Public places. Use of the most + adjective. Welcome to… Review high numbers. Grammar: There is / are , There’s no / There aren’t any . Review Can / Can’t. Skills: Understand instructions. Give directions.
Lesson 5.1
Function Recognizing common cognates. Listening to a description of a city. Talking about interesting places in a city. Asking / Answering questions about things you can do in a city.
Warm-up Play Messenger Race (also known as Running Dictation). Stick a previously printed dialog (shopping for clothes, p. 47, or the best one from sts’ own writing) on a wall outside the classroom. Number the dialog lines from 1-10. Split the class in groups of four or five sts. Each student goes outside, one at a time, reads and memorizes one sentence from the dialog and comes back to dictate the sentence to his / her group. All sts should copy the sentence. A second student goes outside and does the same. The group who completes the dialog first is the winner. Classcheck with answers on the board. Follow-up: Drill the pronunciation of the dialog lines— sts repeat after you or after 4.16. Sts role-play the dialog in pairs. Finally, ask sts why words in 1A are divided in two columns. (The lexis is split into two groups: 1-8 = common cognates for Latin language speakers and 9-15 = places that are usually different in sts L1 although mall is increasingly becoming “international.”)
1 Vocabulary: Public Places A
Sts read World of English .
Tip Elicit some examples of English words which are similar to words in their own language, e.g. just from the World of English text itself; similar, language, recognize, focus, pronunciation is to keep and differences. Remind sts the whole ethos of building on this foundation of similarity. Books closed presentation. Put some singular and plural items on / under your table. Elicit / present / drill. There is a book / pen / cup / bag on / under the table. There are keys / pencils / papers / shoes on / under the table. Once
they’ve got the idea, point to items to elicit a full sentence from individual sts. For further practice get them to describe the classroom and use the contracted form for “there is:” There’s a door / board / window / light. There are chairs / posters / songs / four walls. Focus on the list of places 1-8. Ask: How do you pronounce them in English? In pairs, sts try to say places 1-8. Play 5.1 to check sts’ guesses. Sts listen and repeat the words. They then name a real example of each place that they know / like / dislike, and give their opinion of it. Use the example in the speech bubble.
Tip You can practice There is / are at any time like this, using the objects in the room or any photo. Ask: Are these words (1-8) similar in your language? How many have the same number of syllables in your language? Which ones do you find difficult to pronounce?
5.1 M = man, W = woman M Nice places near here? Well, there’s a bar, and a club and a hotel. W And there’s a nice museum, a park and there’s a very good restaurant. M And a small stadium, oh and an old theater.
B Focus on the photos in the Louisville, Kentucky, brochure on p. 50 and elicit the names of place a (a mall). Show sts they should match it to number 11 on the list. Sts match the other photos to words 9-15. Paircheck. Play 5.2 to check answers. Replay it again and sts repeat after the model.
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5.1 Some sts may not like or even know the name of a library (10), a racetrack (13), a river (14) and a swimming pool (15). In this case, these items do not need to be named.
5.2 A OK. Let’s check. B Right. A is a mall, the Fourth Street Mall, B is a library, C is a movie theater, D is a racetrack, E is a swimming pool, F is a bookstore, and G is a river. A Yes! 9. f
10. b
11. a
12. c
13. d
14. g
15. e
C Write KFC on the board and see how much sts know about it. Ask: What’s this? (A restaurant.) What type of food do they sell? (Fried chicken.) Do you like it / eat it often? How do you pronounce KFC in English? What does KFC stand for? (Kentucky Fried Chicken.) What do you know about Kentucky? What’s the capital / largest city? Cultural note Originally a part of Virginia, in 1792 Kentucky was the 15th state to join the Union. Kentucky is the 37th most extensive and the 26th most populous of the 50 states in the United States. Its capital is Frankfort, but its largest city is Louisville.
And for readers, there’s a fantastic public library with branches all over town. Kentucky is the home of KFC (Kentucky Fried Chicken), but we don’t only eat fried chicken! There are restaurants of all kinds here. There aren’t any public swimming pools in downtown Louisville, but there are six pools in the city, so everything is easy. And of course there are bars, clubs and four multiscreen movie theaters, and seven world-class hotels, just in the downtown area. So come to Louisville—there are no worries here, just relaxation and fun.
All places in A are mentioned except 9 (a bookstore).
Weaker classes If sts find a text of this length a little overwhelming, use the AS for a reassuring listen and read.
2 Grammar: There is / are A
Ask the lesson title and get sts to raise their hands if
there is a mall on their street. Elicit from or teach the sts who raised hands the answer “Yes, there is,” and the others “No there isn’t.”
Sts listen to an ad for Louisville and check the places in A (1-15) in the order that they are mentioned in the audio. Play 5.3. Paircheck. Classcheck. Listen again to confirm. Ask Which do you think is the most interesting place? and use a show of hands, asking individual sts to say why if they can. Focus on the second World of English . Although there are difficulties for sts with shorter adjectives (“the most big”) they are usually understandable, even “the most good.” Sts read the text and hopefully get the message that grammar is often much easier than they think, especially for Latin language speakers.
Focus on Common Mistakes . This is particularly difficult for Portuguese speakers, which is why there are so many errors here. Highlight that the first one is the correct form for a
statement, the second for a
statement, the third
for a . Focus on the Grammar box and get sts to use each of the seven phrases there to elicit examples of there is / are sentences, using places in their own town / neighborhood, etc. Sts complete sentences 1-4 with the words a, any, are or no. Paircheck. Listen to the extracts in
5.4 to classcheck.
5.4
Tip If you wish to take this further, give sts some longer adjectives (so they don’t make too many mistakes) so they can enjoy making examples: typical, beautiful, popular, important, common. What’s the most typical food? / Who’s the most beautiful person in our country?
5.3 Notice the word stress. Welcome to Louisville, the largest city in Kentucky! It’s a great place to visit. Situated on the Ohio river with a population of about 750,000, it’s the City of Parks. There are 122 parks in the city. Downtown there are seven museums, and three theaters, plus the Louisville Ballet, Orchestra and Opera. Louisville is home to the famous Kentucky Derby horse race, sometimes called the Greatest Two Minutes in Sports! There’s a famous racetrack and a museum at Churchill Downs. There’s also a football and a baseball stadium in the city. If you like shopping, there are three enormous shopping malls to choose from.
1 2 3 4
There are seven museums downtown. There’s a famous racetrack at Churchill Downs. There aren’t any swimming pools in downtown Louisville. There are no worries here.
1. There are seven museums downtown. 2. There’s a famous racetrack at Churchill Downs. 3. There aren’t any swimming pools in downtown Louisville. 4. There are no worries here. In pairs, sts study sentences 1-4 in 2A. Then, study the Grammar box and read Common Mistakes . Elicit some examples of there is / are sentences, using places from the lesson and talking about their own neighborhood.
B
Read the lesson Song line, elicit the melody and check
if they remember / like the song / artists. Ask: What do you know about / think of New York city? Do you think the song line is true? Why? What can / can’t you do there?
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5.1 Song line: There’s nothing you can’t do now you’re in New York. Song: “Empire State of Mind” (New York) Artist: Jay-Z and Alicia Keys (USA) Year: 2009
Continuing the theme of what you can / can’t do in cities, ? questions with the sts ask and answer Can you expressions suggested in B. Use the example in the speech bubble to model it.
Tip Ask a few individual sts questions about New York or another city first to set this up, so the questions they ask and answer in pairs about Louisville are fresher. St A asks st B four of the questions, then they swap roles. Monitor and praise / correct there is / are. When they finish, extend the speaking activity by having them ask the same questions about their own town / neighborhood. Classcheck.
With a stronger class, encourage them to experiment with locally important places and activities: Can you swim in a lake / river, go shopping in a good street market, eat (a local food), etc.
C
MAKE ITPERSONAL In small groups, sts compare Louisville to their hometown with There is / are sentences. Use the example to set this up. Ask sts to find four differences between the two cities. Round off the activity by asking some sts to report and compare their answers.
Extra writing Sts can describe the differences between Louisville and their city in a written paragraph.
Workbook p. 24 ID Online Portal Grammar p. 126
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5.2
Do you like watching TV? Lesson 5.2
Lesson Aims: Sts read another brochure about a city, extend their ability to use there + be to talk / ask about a town / neighborhood and learn some chores / free time activities + love / like / mind / hate + -ing. Function Reading a brochure about a city. Asking / Answering questions about a town.
Language There are two museums and a great public library. Is there a mall in Markville? Are there any nice hotels? Talking / Writing (a brochure) about your neighborhood. There’s a great theater and two shopping malls. Reading / Listening about free time activities. Sandy loves playing video games and going out with her friends. Talking about free time activities you like / dislike. I don’t mind cooking but I love eating out. Vocabulary: Free time activities (clean, cook, eat out, etc.), weird, mind (v), fun, I’m joking, sad, surprised. Review places in a town / city. ?, too vs. also. Review: There’s no / There aren’t any. Grammar: Is there a / an / Are there any
Warm-up Recycle giving opinions and object pronouns. Draw five columns with headings on the board, as shown below. Ask sts to write one example under each category. In small groups, sts ask each other “What do you think of (Shakira)?” and answer with “I like (her). I think (she’s) a great singer.” Monitor and listen to / learn about their individual tastes and preferences in order to help you personalize more in the future. Get class feedback on any interesting disagreements. An artist / type of music
A soccer player / an athlete / a team
A TV program / film
A country / city
A famous local person
Language note If they ask / talk about soccer teams the pronoun is them: “What do you think of (Chelsea)?” “I hate them.”
3 Reading A Books closed. Ask Do you remember Louisville (from the previous lesson)? What places can you see / visit there? to see how much sts remember. Books open. Sts read about a different town, Markville. Say: Don’t look at the pictures now, just at the text. Quickly read and answer this question: How many different places are mentioned in the text? Sts read and find the number of places and tell you / name them (two museums, a library, a mall, hotels, etc.). Sts re-read and complete the text with a, an, is, are or no. Paircheck. Play 5.5 to check sts’ answers and try to remember the pronunciation of the words with pink letters. Write on the board any problematical answers and drill pronunciation as necessary.
Tip Visually beat the stress when you drill words like pe-des-tri-an, to help sts “see” and “feel” them. Clearly show there are four beats (syllables), raising your hand high on the stressed syllable. Try to do so from your right shoulder to your left shoulder so sts “read” the word across your body.
Markville has two hotels: there’s an old traditional hotel and there is a new modern one, so you can choose where you stay. There are no clubs, but there is a bar inside one of the hotels. For food lovers, there are two delicious restaurants, one French, the other Mexican, and an interesting café too. We’re going green too! Downtown is only for pedestrians, so there are no cars to ruin the peace. See you soon! are
a
is
a
a
are
a
an
is
no
is
are
an
no
B Focus on the two pictures in 1A. Elicit what places sts can see in each of them. In pairs, sts re-read the text in A and decide which picture, 1 or 2, shows Markville. Classcheck as in the example. Ask: Would you like to visit Markville? Why (not)? What are two good things and two bad things about Markville? to get some feedback on what they are thinking about the place and help them prepare for the next activity. Picture 1 is Markville.
C
To review Is / Are there, in pairs, sts find four differences between pictures 1 and 2 in A. Make st A turn her / his back to st B so she / he can’t see the picture. Set this up by example, turning your back to the class and asking Is there a park in picture 1? And is there a park in picture 2? When they’ve found four differences they should swap roles and try to find some more. By now, st A should know the map quite well and be able to ask about specific shop names: “Is there a toy / jewellery store, etc. in picture 1?” Help with form and pronunciation as necessary.
D MAKE ITPERSONAL In pairs, sts talk about their own neighborhood. Model this with a town / neighborhood you know well and they don’t (your or your grandparent’s town / neighborhood), and tell them about it / let them ask questions. With a weaker class, prompt the sentences on the board. Write There’s a / an… / There are… / There are no…. In small groups sts describe a place they know well.
5.5 Come to Markville! It’s a great place to live. There are two museums and a great public library. There’s also a movie theater, so you can see a movie if you want. There’s a mall, and there are lots of cool shops and a historical bank.
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Tip Either split the sts from the same place into groups so they enjoy their local pride together, or make them split into different groups so the communication between people from different places becomes more genuine / informative. You know your groups best!
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5.2 Either in class, if you have time, or for homework, refer sts to the Writing section, p. 150, so they write a brochure about their town / neighborhood. If you set it for homework, give them a word count of 100-120 words, and some guidance criteria: who’s their audience, how many paragraphs, how to check it, etc.
Sandy loves playing video games (1) and going out with her friends (2). She likes shopping (3), eating out (4) and going online (5). She doesn’t mind going to work (6) or cooking (7). She doesn’t like going to the gym (8) or watching TV (9). She hates cleaning the house (10).
Tip The website www.glogster.com is great for making a brochure.
Tip If they misorder them within the same category, tell them not to worry. The only real way of knowing is her intonation.
4 Vocabulary: Free Time Activities
C
Sts listen to
5.8, repeat the sentences and mime them.
Tip Use the Song line at any time —if you think your class
Tip Help shyer sts with simple gestures to convey and
knows and likes it—to present I don’t mind + gerund.
consolidate meaning. Again, the idea of miming as they repeat is to add meaning, their own feelings / identity and memorability to what is otherwise just mechanical repetition. For further practice, you or they can lead the class in “repeat if it’s true mode” (as in 1B on p. 39). One says a phrase (“I hate cooking”) and the class repeats it only if they share that feeling.
A Focus on photos a-g and elicit vocabulary / activities sts are likely to already know, e.g. b (cooking), c (shopping for clothes), e (playing video games), g (using a computer, going online). Point to Sandy’s list of activities and ask sts to match seven of them to photos a-g. Paircheck. Classcheck. (f) cleaning the house (b) cooking (d) eating out (g) going online (a) going out with friends (e) playing video games (c) shopping Ask sts to listen and read the introduction to her blog ( 5.6). Focus on Cyber English and the five emoticons. Mime and drill the phrases, with lots of appropriate noises and exaggerated intonation. Ask Do you use emoticons a lot (in texts / e-mails / tweets)? Which ones do / don’t you use? for sts to tell you the ones they (don’t) use in English.
B
In pairs, sts decide which activities Sandy prefers and order them 1-10. Highlight the clues Sandy has given in the form of emoticons, and that the first one is given. Sts guess the order, 1-10, according to the emoticons. Encourage them to say the phrase for each emoticon using the phrases from Cyber English .
Tip Where the emoticons are the same, tell them to guess according to their own preferences. Focus on the line under the ten options, Click here to hear my answer, and play 5.7, as if you are clicking to hear her, for sts to check answers. She is saying them 1-10, so sts need to number them 1-10 in the exact order she says them. Ask: Did anybody get all ten correct? Now focus on (and perhaps replay) her final question and elicit answers. Do they think she is weird?
5.7 Notice /ǹ/ and /Dǹ/. Notice the position of also and too. Well, I love playing video games. It’s my favorite thing in the world. I also love going out with my friends. I like to shop and I like to eat out. And, um, I like going online too. And I don’t mind going to work. I also don’t mind cooking—sometimes it’s fun, but I don’t like going to the gym very much. I don’t like watching TV either, but the one thing I really hate is cleaning. I hate cleaning the house! What about you? Are you similar? Or am I weird?
5.8 1 I love playing video games! 2 I also love going out with my friends! 3 I like to shop! 4 5 6 7 8 9
I like to eat out too! I like going online too! I don’t mind going to work. I don’t mind cooking. I don’t like going to the gym. I don’t like watching TV.
10 I hate cleaning the house!
D MAKE ITPERSONAL Sts write two lists, their likes and dislikes, containing the free time activities from 4A. Focus on the model on the page and highlight too and either in the second speech bubble. Ask: When do we say “either”? And “too”? What about “also”? With a stronger class, let the sts try to give examples to explain. With other classes, tell them to turn to the AS and highlight four examples of these words. Then refer them to the 5 box to read the rules. Give some quick practice, based on the books closed presentation below.
Tip For a books closed presentation, bring in two flashcards of people and two of chocolate and spinach and present this: Rod likes chocolate. Sue likes chocolate too. Or Sue also likes chocolate. Rod doesn’t like spinach. Sue doesn’t like spinach either. Elicit / Teach these rules of use and position: Too and also are used in sentences to “agree.” Either is used in sentences to “agree.” Too and either come at the end of a clause. Also comes after the pronoun. Invent some simple quick drills by giving different likes and dislikes yourself for sts to respond to. I like / don’t like / hate .
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5.2 Language note Also comes after verb be (I’m also a teacher) and auxiliary / have / modals (I’ve also been a teacher, I can also teach), but to keep it simple we didn’t mention these here. Highlight these positions only when they come up later. Following the model on the page, in pairs, sts tell each other about what they like or don’t like doing and find two things in common. Listen and monitor. If you hear lots of problems, intervene and get them to look at Common Mistakes before continuing. Classcheck two things they have in common from each pair. To finish, ask: Do any of you think your partner is weird? Do you know any really weird person?
5 Grammar: Love / Like / Not mind / Hate + Verb + -ing
A In pairs, sts study Common Mistakes . Emphasize how common verb + -ing is in English (as subject, after verbs of emotion, in continuous verb forms), compared with Latin languages. Give / Elicit other wrong examples yourself for sts to correct you (I love to eating out. Eat out is great.). The funnier the better! Sts complete the rules with to + infinitive and / or verb + -ing. Paircheck. Classcheck with answers on the board.
Note American English uses both verb forms with no difference. British English tends to use the gerund when “like” means “enjoy.” It is possible to use to + infinitive in a subject position, however this is not very common and is usually used in dictionaries, instructional material and quotes. A subject infinitive is usually followed by verb be or a stative verb.
Song line: I don’t mind spending everyday out on your corner in the pouring rain. Song: “She Will Be Loved” Band: Maroon 5 (USA) Year: 2004
Write on the board number 1. Prompt the first words, I don’t…, and elicit the rest of the sentence (… like watching soccer). Sts order the words to complete 2-5. Paircheck. Classcheck with answers on the board. In pairs, sts say the sentences, changing them to make true statements about themselves and their family / friends. Highlight the speech bubble example. Classcheck by asking sts to report their partner’s answers. Put some more locally relevant jumbled sentences on the board to personalize this further, e.g.: 6 hate / watching / I / (local soccer team) / lose 7 to love / eat / (bad local restaurant) 8 mind / sun / the / in / walking / midday / don’t / I.
Tip As with any exercise like this, fast finishers can make another jumbled sentence for a partner to order, or you can set this as written homework. Finally, explore the lesson title question. Write it on the board + some other prompts, and let them talk freely in pairs. How often? Favorite programs / channels / actors. Least favorite? Every day? How many TVs / at home? How many channels / have? Who watches TV most / least?
1. I don’t like watching soccer. 2. My best friend loves to go to the movies. 3. I don’t mind going shopping. 4. My parents love playing video games. 5. Cycling is my favorite way to exercise. / My favorite way to exercise is cycling.
1. to + infinitive or verb + -ing 2. verb + -ing 3. verb + -ing
B
Read the lesson Song line with the sts and check if they know / like the song / band. Do they know the chorus? What songs of this band can they sing? Ask: What’s the link to the lesson? (don’t mind + gerund).
Workbook p. 25 ID Online Portal Grammar p. 126 Writing p. 150
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5.3
What do you like doing on vacation? Lesson Aims: Sts learn to talk about vacation and free time activities.
Lesson 5.3
Function Language Understanding stress / intonation in short sentences. I hate doing the laundry. Reading an ad for a TV program. There are versions of it in more than 30 countries. Listening to / Watching part of a TV talent show. I would like to be a singer and a diva. Introducing yourself for a talent show. Good evening everybody, I’m… Talking about vacation activities you like / dislike. I like sightseeing. Vocabulary: House chores (cleaning, tidying, etc.) Vacation activities. Review free time activities. Grammar: Like as a preposition and a verb, prefer + -ing. Review: There is / are. Personal information (My name’s, I’m… years old and I’m from…) I can / can’t. / love / like / not mind / hate + -ing.
Warm-up Start off the lesson by reviewing free time activities. Put these questions on the board as they come in. In pairs, sts ask each other What do you like doing / like to do in your free time / during the week / on weekends?. Monitor and provide sts with some vocabulary / a few activities they enjoy doing but haven’t learned how to say in English yet. Classcheck any interesting findings either that you hear or that they want to say.
Tip Teaching a few items sts really want to express is very motivating. But teaching too many can be overwhelming, so try to strike a balance, introduce three or four phrases and move briskly on.
6 Pronunciation A
Books open. Point to photos a-d and ask What do photos
a-d make you think of? What are they doing? (but don’t teach the new phrases yet) Do you like domestic activities? to get an initial reaction. Play
5.9 and ask sts to complete
sentences 1-4 with the missing words. Paircheck and get sts to match the sentences and photos a-d. Classcheck with answers on the board. Point to photos a-d again and elicit the names of each household chore. Drill pronunciation.
Tip Have sts in pairs quickly cover sentences 1-4 and remember what each person said for the four photos. Don’t give feedback but go straight into 6B. 5.9 1 2 3 4
I don’t mind cleaning the bathroom. I love tidying my room. I hate doing the laundry. I like washing the dishes.
a. I don’t mind cleaning the bathroom. b. I hate doing the laundry. c. I like washing the dishes. d. I love tidying my room.
B
Read the 5 box with sts emphasizing verbally and visually
the word emphasis. If necessary, give an example of words with / without meaning, by writing am, the, at on one side of the board and cook, quickly, beautiful on the other, and ask: Which
can you imagine? Play 5.9 again and ask them to notice and underline the two most stressed words in each sentence (1-4 in 6A). Number 1 has been done as an example. Paircheck. Classcheck. Replay the track and have sts repeat the sentences.
2. I love tidying the room. 3. I hate doing the laundry. 4. I like washing the dishes.
C Ask sts about the house chores in A (Do you like cleaning the bathroom / tyding up the room, etc.?) and ask them to order the chores according to their preferences. Sts rewrite sentences 1-4 from 6A, making true sentences, e.g. “I hate cleaning the bathroom.” “I don’t mind washing the dishes.” Check their answers in D ensuring they stress the words with more meaning. D
In pairs, sts share their preferences and say the sentences they wrote in C. Classcheck.
E
Ask the whole class: Which house chore do you hate the most? Which do you think is the most unpopular? Use a show of hands to vote. Ask: How many hours per week do you and your children / brothers and sisters spend on chores? Then play 5.10 and check if these American statistics match the group’s preferences / weekly hours on chores. Ask: Any surprises? Do you agree?
5.10 Notice the /Ǩ/s. Listen to this! Statistics show that cleaning the bathroom is at the top of the list of chores that people hate the most. And, on average, parents report spending 8.6 hours at home each week doing chores. But children say they spend only 4.9 hours on chores. Lucky children! Source:www.jelmar.com/chorewars/cleaningstudy.htm
Cleaning the bathroom is the chore that people hate the most. Parents spend 8.6 hours while children spend only 4.9 hours each week doing chores.
7 Listening A
Ask sts if they know / like / watch / America / Britain’s Got Talent TV shows and if there is a similar version of this talent show on their national TV.
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5.3 Sts read the ad for the show and, in pairs, guess some information about the girl in the photo by answering questions 1-3. Play 5.11 for sts to listen and check. Sts can also watch the video on the portal to check their answers. Answer key in 7B.
B Sts listen to 5.12 or watch the video on Portal to check their answers. Classcheck. Ask: Do you know any girls like her? / Do you know / like Beyoncé / the Alicia Keys’ song she’s going to sing? Tip To best answer the last question of the rubric, show the original video at www.youtube.com/watch?v=J7_k5tUeoUc. There you can see her sing too—like a bird! 5.12 Notice main sentence stress on content words and at the end of phrases. N = Natalie J = judge N I’m Natalie and I’m ten years old and I love to sing. I’ve been singing ever since I was four. I sing at school, I sing at home, I sometimes sing when I’m eating my dinner! I would like to be a singer and a diva and I definitely want to be like Beyoncé.
a (9)
b (12)
c (14)
d (13)
e (10)
f (11)
C Point to the names Emily and Josh in the chart in 8B and tell sts they will listen to Emily and Josh talk about activities they like. Divide the class in two groups. Group A checks off Emily’s activities while they listen. Group B checks off Josh’s activities. Play 5.14. Sts paircheck their answers within their groups, A or B. Listen again to confirm / catch anything they missed. For extra practice, pair-up sts A and B (one student from each group). In pairs, sts exchange information about Emily and Josh to complete the chart in 8B. St A asks: “Does Josh like camping / cooking / dancing?” and st B asks about Emily. Play 5.14 again so sts can check their answers.
5.15 Notice the pronunciation of the ing form. J = Josh
E = Emily
J Let’s go on vacation together, Emily. What do you like doing on vacation?
J Hello, darling.
E Well, I love sunbathing and swimming. How about you?
N Hello.
J Hmm, well, I don’t really like swimming or sunbathing, but I love snorkeling and kayaking. I sometimes like to take a class or to visit the museums to discover more about where I am.
J What’s your name and how old are you? N My name is Natalie and I’m ten years old. J And what are you doing today? N Well, I’m going to sing a song called “No one” from Alicia Keys.
E Do you? I prefer reading novels and eating out and drinking wine and dancing, nothing cultural for me.
J OK, yeah—I know that one. Good luck, darling.
J What about sightseeing?
1. Natalie is ten years old. 2. She loves to sing. 3. She sings at school, at home and when she is eating her dinner!
J And camping? Do you like camping?
E I like sightseeing, but not too much. E Not really. I hate shopping and cooking when I’m on vacation. I just want to relax.
C
MAKE ITPERSONAL Ask sts: Do you have any hobbies / talents? Do you like singing / dancing / playing a musical instrument?
J Those are the things I love doing on vacation! Hmm…
Tip Remember to show any talents or tricks you know / have
Emily likes sunbathing, swimming, reading novels, eating out, drinking wine, dancing and sightseeing.
yourself as a way to encourage them. Sts pretend they are taking part in a talent show and introduce themselves to the whole class.
8 Vocabulary: Vacation A
Ask When I say vacation, what do you think of? to see what they can come up with.
Focus on the list of vacation activities. Conduct this exercise as a meaningful drill. Play 5.13 and have sts repeat each activity (1-8), but say them in I like / I don’t like… sentences. The first eight aren’t illustrated as they are either already known or cognates.
B Use pictures a-f to present new vocabulary / activities. Sts match photos to activities 9-14. Paircheck. Play 5.14 to check answers. Play 5.14 again and have sts repeat the activities after the model. 5.14 My favorite vacation activities are: a. kayaking; b. snorkeling; c. taking a class; d. sunbathing; e. reading novels; f. sightseeing.
Josh likes snorkeling, kayaking, taking a class, visiting museums, camping, shopping and cooking.
D MAKE ITPERSONAL Individually, sts check off activities they like in the “You” column in the table in 8B, next to Josh and Emily. In small groups, sts compare preferences and decide whether they would prefer to go on vacation with Josh or Emily, or with a classmate. Classcheck to see their preferences with a show of hands and encourage open class feedback as they attempt to explain why. Tip For additional practice sts can each imitate 5.14, but racing to say their favorite vacation activities in a maximum of ten seconds. This could be done for homework, where they record themselves on a site like www.vocaroo.com, then send the recordings to you to be played the following class.
Workbook p. 26 ID Online Portal Grammar p. 126
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5.4
Do you have a cat? Lesson Aims: Sts learn to use enjoy + verb + -ing and talk further about vacation preferences. They also learn to use imperatives and object pronouns through the context of giving instructions to a house-sitter. Language Don’t miss our guided tours… I prefer the yoga retreat because I enjoy relaxing on vacation. Feed the fish in the morning. Don’t forget to feed the cat. Giving instructions to a house-sitter. Please water the plants, pick up the mail… Vocabulary: Review vacation activities. Vacation words (sunset, massage, hammock.) Enjoy + -ing. Instructions (feed, don’t forget, pick up, put X on, open / close the windows, water plants, plate, let X out, take X for a walk.) Grammar: Imperatives ( & ). Object Pronouns. Review word order: adjective before noun.
Lesson 5.4
Function Reading two ads for vacations. Talking about vacation preferences. Listening to an answering machine message for a house-sitter.
Warm-up Ask a few sts: Where do you usually go on vacation? Then write: What do you usually do? Where do you usually go? on the board for them to ask and answer in pairs. Monitor, take feedback from a few pairs and check if there are similar answers. You can also ask sts Who generally prefers to go to a calm place / to a busy place? with a show of hands.
9 Reading A
Focus on the two ads and their titles. Sts quickly read (scan) them and answer questions 1-3. Paircheck. Classcheck.
Tip These texts are quite long, with several new words, so you might want to use the listen and read option provided by the optional 5.16 either here or at stages B or C of the activity, or as a final listen and enjoy activity at the end of exercise 9. 1. Yoga Rica is in Costa Rica, Oceans of Peace is in Mexico. 2. Yoga Rica is a retreat, Oceans of Peace is a cruise. 3. Both destinations are open all year.
B
Elicit what sts can see in photos 1-8. Draw sts’ attention to some cognates, such as pyramids, vegetarian, herbal, professionals, options, spectacular, cultural, festivals, massage, relax, meditate, volcano, mountains. In pairs, sts match the words in bold from the ads to photos 1-8. Play 5.17 to check and repeat the phrases.
Tip Instead of just repeating after the audio, drill by asking a variety of questions to make sts say different phrases each time: Which of the items / phrases do you like best / sound the nicest in English / is the quietest / best for your health / is the smallest / would you like to enjoy right now / do you have in your country?
1 2 3 4
5 6 7 8
a relaxing cruise a yellow hammock a fantastic rain forest a spectacular sunset
1. retreats 2. waterfalls 3. beaches 4. herbal tea 5. cruises 6. hammock 7. rain forest 8. sunsets
C Focus on Common Mistakes and review last lesson’s grammar if necessary. Unlike, like, enjoy (and mind) are always followed by the gerund. Ask sts question 1: Which ad offers more history and culture? Sts continue in pairs and write Y (yoga) or C (cruise) for questions 2-5. Paircheck with answers on the board. Open up as a class discussion with more questions: Have any of you been to Costa Rica / Mexico / to a yoga retreat / on a cruise? What do you know about these countries / activities? 1. C
2. Y
3. C
4. and 5. Personal answers
10 Listening A
Ask the lesson title question Do you have a cat? A dog? A hamster? A snake? to find out what pets they have and whether they are into pets. Who has the most animals at home? Point to the woman in the large picture in A and ask What’s she doing? (She’s taking care of / cleaning the house.) Say The house owners are on vacation and she is taking care of the place. She’s a house-sitter. Refer to babysitter to convey meaning. Sts read the eight verb phrases and match them to objects a-g in the photo. Play 5.18 to check answers. Classcheck. Play the track again and have sts repeat the phrases.
5.17 Notice spelling and stress.
In pairs, sts test each other and take turns miming and guessing the phrases in A.
a yoga retreat a wonderful waterfall a beautiful beach a cup of herbal tea
Tip Do not go into the grammar of phrasal verbs at this stage, just stick to teaching them as chunks. These are introduced in levels 2 and 3.
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5.4 5.18 a b c d e f g h
Don’t let the cat out! Pick up the mail and put it on the table. Feed the dog. Feed the cat. Give the cat some water. Take the dog for a walk. Water the plants. Open the windows, and close them when you leave.
Read Common Mistakes with the sts. Explain animals are referred to as “it” in English, but domesticated animals (pets) are usually refered to as he / she / him / her.
1. Open the windows and close them again every day (them refers to the windows.) 2. Pick up the mail and put it on the table (it refers to the mail.) 3. Feed Fish in the morning and evening (don’t give her too much food) (her refers to the cat.) 4. Don’t forget to give her some water (don’t let her out) (her refers to the cat.) 5. Feed Chips, take him for a walk (don’t take him near the road) (him refers to the dog.)
d-e-c-f-h-b-g-a
B
Tell sts they will hear a phone message for a housesitter. Play 5.19. In 10A, they number the tasks (1-8) in the order they hear them. Paircheck. Classcheck with answers on the board.
D Read the lesson Song line with the sts and check if they know / like the song / artist / can sing it, etc. Explain “Don’t feel” in this case is not an Imperative, but an omission of the subject “I” (don’t feel.) Ask: What’s the link to the lesson? (leaving a message on the phone, pick up, don’t.) Song line:
5.19 Notice the pronunciation of object pronouns in speech. Hi, Lori! Thanks for house-sitting for us during our vacation. Hope you don’t have any problems. Just a few things to remember. Uh, when you come in, please pick up the mail and put it on the table. Um, yeah, please open the windows every day and close them again when you leave—oh, and water the plants, please, every day. Feed Fish (that’s the cat!) in the morning and evening, but please don’t give her more than two plates a day. She’s enormous! Oh, and don’t forget to give her some water and, please, don’t let her out. Please, feed Chips—the dog—too and take him for a walk in the morning and afternoon, but please, please, don’t take him near the road because he’s very nervous. Call me if you have any questions. Thanks again! See you in two weeks. Have fun! Bye. d. 4
e. 5
c. 7
f. 8
h. 2
b. 1
g. 3
a. 6
C Sts listen to 5.19 again and complete Lori’s notes with her, him, it or them. Paircheck. Classcheck with answers on the board. Ask What does it / them / her / him refer to? for each sentence as you check sts’ answers.
Don’t feel like picking up my phone, so leave a message at the tone. ’Cause today I swear I’m not doing anything. Song: “The Lazy Song” Artist: Bruno Mars (USA) Year: 2011
Pairwork. Say: Now think about your home. Imagine you’re going on vacation and your classmate will house-sit for you. Write him / her a list of instructions. Ask sts to refer to AS 5.19 on p. 160 for help. If technology is available, have sts record their notes, e.g. sts might record their messages online via www.croak.it or www.vocaroo.com and send the link via e-mail to you and the classmate(s). These two sites are both free. Finish the lesson with Please don’t forget to do your homework!
Tip For extra practice at any time, have sts listen to you and practice simple instructions like these: Pick up your pen. Put it on your book. Now pick up your book and pen and give them to your partner, etc. Sts can then do the same thing in pairs or groups.
Workbook p. 27 ID Online Portal Grammar p. 126
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5.5
What’s a staycation? / Do you live near here? Lesson Aims: Sts get further practice in understanding instructions and compare two more types of vacations. They also learn to understand and give simple directions in San Francisco. Language ? What’s the opposite of A staycation is a vacation that you spend home! In my opinion, it can be boring. Cross at the stoplight. Leave the school and turn left. ? How do I get to Vocabulary: Newly invented words (staycation, couchsurfing.) Adjectives (boring, relaxing, exciting, interesting, rude, polite, safe, dangerous, tidy, messy.) Directions: turn left / right, cross at the stoplight, go straight, a corner, a stop sign. Review vacation activities, places around town, prepositions of place and movement. Grammar: -ing adjectives. Review Imperatives ( & ). WB Song line: “Do you know the way to San Jose?”
Lesson 5.5
Function Asking about opposites. Reading about two more types of vacations. Talking about / Comparing vacations. Listening to and asking for directions.
Warm-up Review the alphabet and adjectives of opinion. Either ? with the words: boring, play Hangman or a How do you spell fun, expensive, interesting, cheap, relaxing, safe and dangerous.
Tell sts that couchsurfing also includes the possibility of a couchsurfer asking for local advice and going out with another couchsurfer for a meal or a tour in a town without necessarily staying at his / her house. For further information, sts can go to www.couchsurfing.org.
Skills: Understanding instructions A
Elicit vocabulary from pairs of pictures a-d. Sts match pairs of opposites 1-4 to pairs of pictures a-d. Paircheck. Play 5.20 to check answers.
In pairs, sts test each other with the question “What is the opposite of (safe)?”
Tip If time allows, with a stronger class, compare adjectives ending in -ing with -ed adjectives as in “I’m excited / tired / bored,” as opposed to “It’s exciting / tiring / boring.” This is taught in 2 Unit 9.
boring – fun / interesting expensive – cheap safe – dangerous tidy – messy
1. d
2. a
C Pairwork. Ask sts to cover the texts in B and decide whether sentences 1-6 are true or false based on what they remember. Sts cover texts, re-read and check if their guesses were right. Classcheck. 1. F
2. T
3. T
4. F
5. F
6. T
D
5.20 1 2 3 4
(2) A staycation is when you take a vacation at home. (1) Couchsurfing is when you go and stay in another person’s home—on their couch.
3. b
4. c
B
Ask Where are you going for your next vacation? to see what their plans are. Ask the lesson title question What’s a staycation? to see what they can come up with. Do the same with What’s couchsurfing? but don’t give them the answers yet if they don’t know. Focus on the definitions and tell them to read the two texts to find which is which. Play 5.21 so sts can listen and read the texts. Sts match texts 1 and 2 to the best description. Ask: Have any of you tried either of these vacations?
Tip After any (listening and) reading activity like this, it can be a very good idea to get sts to cover the text and in pairs tell each other what they can remember from it. This gives you instant feedback on what they’ve understood, where pronunciation problems lie, etc.
Play 5.22 and pause after each sentence. Sts say staycation or couchsurfing for each sentence they hear. Check answers one by one as sts say their guesses. Read World of English with the sts and refer to the terms “couchsurfing” and “staycation” in the texts. Ask Would you find these words in a dictionary? (Probably not, except in more recent ones.) In order to make the task more dynamic, some dictionaries can be brought to class or even accessed online, if technology is available, just to check if these two words can or cannot be found. The list of words mentioned in World of English can be expanded if you think it is relevant. Tell sts that language is “alive” and words are often included and excluded in every new edition of a paper dictionary. In case of online dictionaries, new words are uploaded every time there is an update of the dictionary.
5.22 1 2 3 4 5
Don’t be rude or messy. Relax and don’t think about work. Spend time at home. Write a reference as soon as possible. Invite friends to use your pool or sunbathe in your backyard. 6 Help with the household chores.
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5.5 1. couchsurfing 2. staycation 3. staycation 4. couchsurfing 5. staycation 6. couchsurfing
E
MAKE ITPERSONAL Sts talk about both types of vacations
and say if they would like to spend their vacations like that. Encourage them to use the adjectives in A. Put some more questions on the board to push them to say as much as they can. Where would you most like to couchsurf? Would you like to be a couchsurfer? Is a staycation really a vacation?
in Action: Giving directions A
Ask the title question Do you live near here? Where exactly? How do I get there? to see what the class can come up with. Hopefully, they will feel the need to learn to give directions! Maybe leave the question on the board until the end of the lesson when they will have learned to answer it properly.
In pairs, sts match the signs and images 1-6 to the phrases in A. Play 5.23 to check answers. Play it again and have sts repeat and mime all the phrases. In pairs, sts mime signs and phrases for their partners to guess and say.
6
1
2
/
5
4
3
5.23 1. go straight 2. turn left 3. turn right 4. oh! a stop sign, stop! 5. cross at the stoplight 6. It’s there on the corner.
Cultural note San Francisco: about 8 million people live in S.F. Bay area, which includes San Jose and Oakland, and it’s the 14th most populous city in the U.S. Famous events: 1849 California Gold Rush; 1906 earthquake and fire; 1970s hippies and summer of love, gay rights movement. It’s the 35th most visited city worldwide, famous for cool summers, fog, steep hills, eclectic architecture. Landmarks include the Golden Gate Bridge, cable cars, and Chinatown.
C
Books closed. Sts will hear a tourist in San Francisco asking for information in the street. Ask How many people does he speak to? Play 5.24. Classcheck (six different people.)
Books open. Sts read the four questions. Play
5.24 again and sts number the questions in the order they hear them. Paircheck. Classcheck.
5.24 Notice /L / and /Hǹ/ sounds. T = tourist 1 T Excuse me. A Hi. How are you doing? T Oh, hi, good, thanks, uh, where’s the mall? A It’s in front of you, on Market Street. Cross here at the stoplight. T Thanks. A No problem. Have a nice day! 2 T Excuse me.
Read World of English and elicit more signs / instructions which can be easily mimed when giving or asking for directions. Emphasize the importance of miming, gesturing, making noises, even drawing as vital forms of communication and increasing “expressivity,” plus of course they are great ways to avoid having to translate all the time, which is often a big issue in monolingual classes. For example, when sts ask you “How do you say in English?” try to get them to show you the words / phrases they want before providing them with a translation. Besides you can’t give directions without moving your hands!
Cultural note Body language is non-verbal communication: body posture, gestures, facial expressions, and eye movements. Humans send and interpret such signals almost entirely subconsciously. There is some debate over how important it is: James Borg states that human communication consists of 93% body language and paralinguistic cues, while only 7% of communication consists of words themselves. However, Albert Mehrabian, the researcher whose 1960s work is the source of these statistics, says this is a misunderstanding of the findings. Others assert that “Research has suggested that between 60 and 70 percent of all meaning is derived from nonverbal behavior.” Whatever the proportion may be, it is certainly high and a key aspect of communication. Source: http://en.wikipedia.org/wiki/Body_language.
B
Write San Francisco on the board. Ask Where is it? (California, the USA.) and make sure all sts know about it. If possible show some images from Google images.
B Sorry. Me tourist. No English! T Oh, OK, sorry. T Excuse me. Is there a movie theater around here? C Yes, there is. Go straight on Market Street and turn right on Fourth Street. Go straight for one block and the movie theater is on the corner of Fourth and Mission Street. 3 T Excuse me. Do you know where the library is? D I’m sorry? T The library? D Ah, yes. Um, uh, I know! Go straight on Market Street for four blocks. Turn right on Grove Street at the stop sign. Then, um, uh, go straight for one block and the library is on the right. T Thank you. 4 T Um, uh, excuse me, are there any… E Sorry. No time, bye! T Hmpf… Excuse me. Are there any bookstores near here? F Yes, my friend, there are. T Good, uh, where are they? F Oh, yes, sorry. There’s one on Market Street. Go straight for about four blocks. The bookstore’s on your left, before the stop sign. T Sorry, can you say that again? F I’m sorry. There’s one on Market Street. Go straight for about four blocks. The bookstore’s on your left, before the stop sign. OK? T Uh, thank you.
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5.5 (2) Is there a movie theater around here? (4) Are there any bookstores near here? (1) Where’s the mall? (3) Do you know where the library is? The tourist speaks to six people.
D Sts listen to 5.24 again and complete 1-4. Paircheck. Classcheck. Ask Do you think he understood the last lady? Have you ever been in a situation like this? Are you good at giving directions? Practice: turn to AS 5.24 on p. 160. Sts role-play the dialogs. 1. It’s in front of you on Market Street. Cross here at the stoplight. 2. Go straight on Market Street and turn right on Fourth Street. Go straight for one block. On the corner of Fourth and Mission Street. 3. Turn right on Grove Street. 4. Go straight for about four blocks. The bookstore’s on your left.
E
Sts look at the map on p. 59 and take turns asking and giving directions for places 1-4. Answers may vary a little depending on the route sts choose. As long as the directions take them to the right place, let them play with the routes.
F
MAKE ITPERSONAL Go back to the initial question Do
you live near here? Give a model yourself, e.g. how to get to your own home and see if they can follow your directions. In pairs, sts do the same. If possible, have some local maps available or sts can use their cell phones. You can even get sts to try to draw the instructions they hear from their partner. Monitor and correct as necessary. Round off by telling sts to practice mentally giving directions to themselves as they walk or travel home after class, and look out for tourists they can practice giving directions to!
Workbook p. 28 Phrase Bank p. 64, 66 ID Online Portal Grammar p. 126 ID Café Video p. 142
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Review 3 Mid-term Sts work in groups of four or eight. Within their groups, sts form two teams to play against each other. There are two starting points, one for each team (teams go in opposite directions.) Point to the coins in the instructions box on top of p. 60 and explain sts that if they get heads, they move one square; if they get tails, they move two squares. heads
tails
At each square they stop, sts from the same team take turns talking about the suggested topic (for more info, refer to the table below.) The winning team is the first to complete the full circuit. Draw sts’ attention to the language prompts in both inner curves of the circuit, and to the winner’s task (talk about himself / herself for a minute) at the finishing point. Monitor closely for accuracy and offer help whenever necessary. When sts are uncertain about what to say at a specific square, offer help by either prompting language or telling them the pages where to find the items / topics, as listed below. St A is the one who tosses the coin and is expected to either speak on his / her own or answer a question. The questions should be asked by a member of the same team, referred as st B in the table below. Do not allow strong sts to monopolize the activity—vary participants as much as possible so that no learner is left out. Topics
Your family
Favorite season
Describe a friend’s routine.
Sports Why are you learning English?
What are they wearing? Describe a classmate.
Vacation activities
Reference
Expected language production
p. 21
St A: I have a (small) family. My mother’s name is (Sarah) and my father’s name’s (Anthony) I have (two) brothers, (Juan) and (Carlos).
p. 30
p. 18-19
St B: What’s your favorite season? St A: My favorite season is summer because… St A: (Nathan) usually gets up at 6 am, has breakfast at 6:30 and leaves home at… He / She starts work at…
p. 39
St A names five sports.
p. 36
St B: Why are you learning English? St A: I have to learn English for my job.
p. 43
St A describes a classmate: (Luis) is wearing a brown jacket, blue jeans and a white T-shirt.
p. 55
St A: I like sunbathing and sightseeing. I don’t like camping.
Chores + / –
p. 54
St A: I hate washing the dishes. I don’t mind doing the laundry.
Spell your full name.
p. 8-9
St B: How do you spell your first name? St A: M-A-R-I-A.
Introduce yourself. Name / Age / Nationality
p. 6
Hi! I’m Rebecca. / My name’s… and I’m (18) years old. I’m (Canadian).
What am I doing? Mime an action.
p. 31
St A mimes an action for his / her team to guess (using the Present Continuous).
p. 35
St B: What are you doing next weekend? St A: I’m watching a DVD and studying for a test.
p. 16, 24
St B: How often do you go to the supermarket? St A: I (usually / always / etc.) go to the supermarket on (Saturday) (afternoon).
p. 8, 32
I think Tom Hanks is a fantastic actor. He’s American. I think he’s about (50) years old. I love his movies.
Your town
p. 51
St A: In my town, there are seven museums, a lot of shopping malls and supermarkets. There’s a… There aren’t any…
What’s this? Describe an object from the page.
photos on game page
St B: (pointing to an object) What’s this? St A: It’s a…
Abilities + / –
p. 40-41
St A talks about two things he / she can do well and two things he / she can’t do.
Morning routine
p. 18-19
St A: I get up at… I brush my teeth… I have breakfast at…
p. 28
St B: What’s the weather like today? St A: It’s cloudy and cool.
p. 52-53
St B: What do you usually do in your free time? St A: I usually go out with friends. / I like going out with friends.
Units 1-5
Introduce yourself / Talk about abilities / likes and dislikes / family / routine.
Next weekend
How often do you go to the supermarket?
A celebrity you like / don’t like.
The weather
Free time activities
Winner’s Prize! Talk about yourself for a minute.
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6 Unit overview: The main topics of unit 6 are rooms & furniture, there was / there were, party items, talking about the past and saying years (1998, 2009, etc.), describing where objects are, and making invitations. Sts learn and practice the topics through the contexts of describing homes, describing cities, listening to a party planner’s tips, talking about your last party, reading a blog about different new millennium celebrations (2000), and role-playing short dialogs inviting, accepting and refusing invitations to different events. Sts also watch a video and listen to an interview with a man who created “tiny houses.”
Do you live in an apartment? Lesson Aims: Sts learn to use there be in the present and in the past to identify parts of the house and furniture. Language You sleep in a bedroom. In my opinion, a bed is essential. There are two chairs. There was a living room. There wasn’t a bathtub. There weren’t any windows. Vocabulary: Rooms (a bedroom, a bathroom, the basement, the kitchen, the office, the utility room, the garage, etc.) and furniture (a closet, a bed, a sink, storage place, etc.). Grammar: There was / There were. Review: There is / There are.
Lesson 6.1
Function Naming and identifying rooms and furniture. Talking about essential and optional items in a house. Reading and watching a video about tiny homes. Listening about and describing homes in the past.
Warm-up Before sts arrive, have prompts written on the board for these six questions: How many hours / you sleep a day? Where / you usually eat? How often / you cook? What time / you usually take a shower? How often / you wash your clothes? Where / you keep your car?
Elicit and drill the questions. In pairs, sts ask and answer the questions from the board. Monitor closely for Present Simple use. If time allows, they can swap partners and report what they remember.
1 Vocabulary: Rooms and Furniture A
Ask the title question to see how many sts live in an apartment. Explore the picture, pointing to it and asking: Is this a house or an apartment? (a house). Help sts find numbers 1-9 in the picture. Ask Where’s number 1? / Can you see number 1? and point to it in the bedroom, but do not name rooms yet. Play a quick game: you say the number, sts point to / find it in the picture. Say Where’s number 2? 3? and so on. That will help sts focus on numbers only—letters a-r are only dealt with in 1C.
Model the activity. Point to number 1 in the picture, ask What do people usually do in number 1? (e.g. sleep, watch TV, read) and say You sleep in…, letting sts complete your sentence (a bedroom). Do the same for number 2 (the kitchen). Ask: What do people do in number 2? (cook). In pairs, sts match the clues 2-9 to the correct room. Play 6.1 for sts to listen and check their answers. Get them to say the room as soon as they hear the clue so that they get feedback on their own pronunciation when they hear the answers.
6.1 1 You sleep in… a bedroom. 2 People usually eat in… the dining room.
3 4 5 6 7 8 9
You can cook in… the kitchen. Take a shower in… a bathroom. People work in… the office. We keep our car in… the garage. We watch TV in… the living room. You wash and dry clothes in… the utility room. Store things you don’t need in… the basement.
(9) the basement (4) a bathroom (1) a bedroom (2) the dining room (6) the garage (3) the kitchen (7) the living room (5) the office (8) the utility room
B
Write the word housemate on the board and elicit its meaning. Help sts grasp the idea by comparing it to the words “classmate” and “workmate.” Play 6.2. Sts listen to Tom showing his house to Anna, a potential housemate, and number the rooms in the order they hear them, that is, write 1-6 in the blanks next to the words in 1A. Paircheck. Classcheck. Ask sts: Which three rooms in A are not mentioned in the passage? Play it only once as they listen again in D.
6.2 Notice /Hǹ / vs. /Ǡ/ sounds. T = Tom A = Anna T This is the living room. A Hmm… It’s very small. T There’s a fireplace and a nice TV with cable… and, uh, armchairs, and, uh, what else, ah, we love this sofa—it’s the center of the house. A Hmm… I never watch TV—and the sofa’s old. T Oh, this is the kitchen—it has a gas stove and a microwave and you can wash the dishes in the sink here. Here’s the refrigerator. It’s new. And, uh, there’s a table and two chairs here if you want to eat in the kitchen.
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6.1 A Hmm… it’s kind of ugly. T Here in the dining room we have this big table with eight chairs. Good for dinner parties. A No, I don’t think so. I don’t cook for other people. T Now for the bathroom—just a toilet and shower, there’s no bathtub, I’m afraid. A Oh… I really like to take a bath. T This is your bedroom—you can see it’s large and it has a large bed and a table and a big closet and plenty of storage space and there is a fan, so you don’t get hot at night. A Hmm… it smells bad. T Here’s the utility room—there’s more storage space on these shelves here. So, what do you think? Do you like it? A Well, I need to think about it. T Sure. Give us a call tomorrow.
1. the living room: a fireplace, a TV, armchairs, a sofa 2. the kitchen: a gas stove, a microwave, a sink, a refrigerator, a table, two chairs 3. the dining room: a big table, eight chairs 4. the bathroom: a toilet, a shower (no bathtub) 5. the bedroom: a bed, a table, a closet, a fan, storage space 6. the utility room: storage space on the shelves. Anna doesn’t like the house. She says it is ugly and it smells bad.
2 Reading A Focus on the photo in 2A and ask: Is it a big house? As sts reply it is small, introduce the meaning of “tiny.” Say It’s a tiny house. and gesture very small. Read questions 1-3 with sts and give them three or four minutes to find the answers in the text or play 6.3 for sts to listen and read. Paircheck. Classcheck.
1. the living room 2. the kitchen 3. the dining room 4. the bathroom 5. the bedroom 6. the utility room The basement, the garage and the office are not mentioned.
1. Tiny houses are very small houses. 2. Small houses don’t cause problems for the environment. 3. He plans, designs and makes the houses. And sells plans too.
C Point to the picture on p. 62 again and ask: What’s letter a? (a TV), What’s letter f? (a bed). Focus on the first group of words in 1C and ask sts to match them to letters a-i in the picture. Paircheck. Classcheck and drill pronunciation.
B Point to Jay’s house in 2A again, ask Would you like to live in a tiny house? Is there a living room in Jay’s house? Is there a kitchen? A bedroom? How many rooms are there? and see if sts can guess. (There are four rooms in his house.). Play 6.4 or the video so sts can find out which four rooms there are in Jay’s tiny house. Focus on the 5 box and give examples of I’ve got and I have (e.g. a car, a stove, two beds) and make sure sts understand that they have the same meaning. Tell them to notice which form Jay uses (I’ve got).
Note By familiar we mean either that they have already seen the words in , or that they are recognizable cognates. Breaking lexis up into groups like this really should facilitate learning. Recognizing cognates is a special feature of . See TB Intro, p. 8-16, Advantaging monolingual classes. In pairs, sts test each other and take turns asking and answering (for letters a-i) “What’s letter a?”, “What’s letter b?”, etc. Repeat procedures above for vocabulary items j-r. Start off by asking about what is likely to be more familiar or easily recognizable for sts, e.g. ask What’s letter r? (a microwave) and What’s letter q? (a fireplace). In pairs, sts write two lists with items they think are essential or optional at home. Encourage sts to share their conclusions (“We think a bed and a refrigerator are essential”, etc.). For fun, you could limit them to the eight most essential itens.
(f) a bed (d) a chair (i) a closet (e) a refrigerator (b) a shower (c) a sofa (g) a table (a) TV (h) a toilet (o) an armchair (p) a bathtub (l) a fan (q) a fireplace (r) a microwave (n) shelves (k) a sink (j) storage space (m) a stove
D
Ask sts to write down the six rooms mentioned in Write a model on the board. The living room
The kitchen
The dining room
The bathroom
The bedroom
Cultural note Jay mentions a “faux fireplace.” In case sts ask for clarification, explain “faux” is pronounced /foș/ as it comes from French, meaning “fake.” The authentic video here has quite a few tricky words, so for weaker classes, or if you just wish to keep it really simple, we have recorded an easier version for you to use Portal and the without the video. This is available on the alternative script is below. You might like to play one then the other, i.e., harder then simple or simple then harder. Choose what’s best for your classes. The main point is to practice listening in a useful way, and build confidence, so if you do use the harder version, ensure sts realize that comprehending even 50% is a great success, and that they really shouldn’t either worry about nor expect to fully understand every word. Original video from: www. youtube.com/watch?v=SbRvsWuWNUM.
AS task If time allows, do the AS task 6.4 on p. 161. Focus on the highlighted sounds and get sts to repeat the words / links / stressed items / correct sentence stress as they hear them / it.
6.2.
The utility room
Sts listen to the conversation between Tom and Anna again and list the furniture in each room. Play 6.2 again. Paircheck. Classcheck with answers on the board. Do they think Anna likes the house? Why not?
6.4 Notice the contractions. This is my tiny house. Come on in. Just inside the front door I’ve got these two puffy chairs flanking this little faux fireplace. It’s a very tiny fireplace, but it’s a tiny house. Closet storage and cabinet space below this desk. Computer storage space and there’s a little table down here. When I pull this table out, believe it or not, as long as I have tiny plates, it seats four people. Like that. Here in the kitchen I’ve got a bar sink, a double burner stove, a little refrigerator and a toaster oven.
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6.1 The bathroom is the shower, so when I want to take a shower the nozzle’s on the ceiling and everything would get wet, except for I’ve got these little sliding doors that keep things dry, umm… and I can put this plastic curtain in here over the toilet which is right down here. Above the kitchen I’ve got access to the loft—that’s where I sleep. So the loft is nothing more than storage and sleeping. I’ve got all the storage at this end and then at this end I’ve got the sleeping—with the bed. It sleeps two really comfortably. So this is my bed and I’ve got a window at this end and a fan vent behind the shelves at the other, so that if it ever gets hot I can just turn this whole thing into a wind tunnel.
Leo wins the argument.
B Have sts look at AS 6.5 on p. 161 and focus on There was / There were examples in Anna and Leo’s conversation. Ask sts: Are they talking about the past or the present? (the past). Read Common Mistakes on p. 63 with the sts and have them complete the Grammar box. If time allows, ask sts to find There is / There are examples in the text in 2C and encourage comparisons between past and present forms of There be.
was – there – were – Were 1. a living room 2. a kitchen 3. a bathroom 4. a bedroom
C
Elicit / Drill the pronunciation of the words in the box. Sts listen to 6.4 again or watch the video to complete the ad for Jay’s tiny house. Paircheck. Classcheck. Ask sts if they think Jay’s house is comfortable.
In the living room there are two chairs and a fireplace. There’s storage space for your computer and there’s a table for four people. In the kitchen there’s a bar sink, a doubleburner stove, a little refrigerator and a toaster oven. The bathroom has a shower and a toilet. The loft is above the kitchen. The loft has storage space for clothes and a bed, and there is a small window for air. Follow-up activity. Sts describe their favorite room in their house or apartment. If nece ssary, write prompts on the board with There is / There are. Sts talk in pairs. Ask sts to report back on their classmate’s favorite room. They can also write a description of it for homework.
3 Grammar: There was / There were A
Sts hear Anna and her partner Leo talk about the tiny house after visiting it. Ask Who wins their conversation? and play 6.5. Ask: Did they like the house? Classcheck.
Tip For immediate practice, get sts to close their books and, in pairs, remember (and write down) as much as possible about the house on p. 62 and its contents, using There was / were. E.g. There were six rooms and there was a garage, there was a red car in the garage, etc. Help sts to notice that the positive form is unstressed but the negative (including no) is stressed. For further practice, go to Grammar on p. 128.
C
MAKE ITPERSONAL To model the activity, tell sts that
you now live in a tiny house and that you will compare it to your “old home.” Refer to the speech bubble on the page and make sure sts understand they are supposed to talk about their homes as if they did not live there anymore, but in a tiny house like Jay’s. Monitor closely for singular and plural uses of the past form of There + be. Ask two or three sts to share their comparisons with the whole class. Round off the lesson with the Song line on top of p. 63. Check if sts can recognize the song / band. Encourage sts to remember a house they lived in when they were younger and talk about / describe it using There was / There were.
Song line:
6.5 Notice the sentence stress. A A L A L A L A L A L A
= Anna L = Leo So, Leo, what do you think? Do you like the tiny house? No!! Not at all. There was no storage space. There was storage space in the living room and in the bedroom. There was no dining room! There was a table in the living room—for four people. Yeah, but there wasn’t a bathtub. You don’t like taking a bath! There weren’t any windows. It was dark. There were three windows and there were lots of little lamps. Anna, it was very small. We can’t live in a tiny house. OK. Maybe you’re right.
Our house in the middle of our street, our house in the middle of our… Song: “Our House” Band: Madness (UK) Year: 1982
Workbook p. 29 ID Online Portal Grammar p. 128
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6.2
Where were you last night? Lesson Aims: Sts learn to use the Past Simple and past time expressions by talking about a party and finding out about each other’s past. Language There was a lot of wine. We need snacks, beer, a cake. I was at a fantastic party last week. There was great music and dancing. Where were you last night? Were you at home last Sunday? Vocabulary: Party-related Vocabulary (balloons, beer, invitations, snacks, plates, etc., space to dance, music). Past Time Expressions (yesterday + morning, night, afternoon; at + time; last + night, Sunday, weekend, etc.). Grammar: Recycle: There was / There were. Verb be (Past Simple).
Lesson 6.2
Function Naming and identifying party items. Listening to a description of how to give a good party. Talking about the last party you went to. Reading an informal e-mail. Asking and answering questions about past events.
Warm-up Books closed. Elicit what sts can remember about Jay’s tiny house from lesson 6.1. If possible, hand out a slip of paper to each student containing a word from 2C, p. 63 (bed, chairs, oven, refrigerator, shower, etc.) and ask sts to make true sentences about Jay’s home using There was / There were. In large groups, sts collaboratively try to describe the tiny house. Sts re-read the text in 2C, p. 63, to check if they were right.
4 Vocabulary: Party Items A
Books closed. Make use of some realia to present party-
related vocabulary. Most teachers’ rooms / schools have glasses, (plastic) plates, napkins and even candles stored— so, if possible, bring them to the classroom. Tell sts you’re having a party and show what you have brought. Elicit / Teach new words. Ask: What else do we need for a party? Encourage contributions (food = snacks, drinks = beer, wine, lemonade, etc.) and see what sts suggest.
Note The use of realia has been widely employed by language teachers to convey meaning and strengthen sts’ associations. Although technology (slides presentations, internet images, etc.) offers a quick and practical tool to present vocabulary, bringing in real items is still a great technique to make words tangible, real and memorable in the classroom. Books open. Explore the photo and ask sts to point to items in it. They won’t write at this stage. Ask: Can you see napkins? Balloons? A cake? Plates? Drill pronunciation and help them find any new vocabulary items.
B
Read the lesson Song line with the whole class and check if sts know / like the song / band. Elicit the meaning of “wanna.” Draw sts’ attention to the fact that “party” can also be a verb, as in the Song line. Ask sts: In your opinion, what’s important in a party? Music? Food? People?
Song line: I wanna rock ’n’ roll all night and party every day! Song: “Rock ’n’ Roll All Night” Band: Kiss (USA) Year: 1975
Sts listen to Liz, an events planner, talk about how to give a good party. Sts listen to 6.6 and order items 1-12 in the boxes in 4A. Paircheck. Classcheck with answers on the board.
6.6 Notice /Hǹ / and /Ǫ / sounds. Notice how they follow the stress. Hello, my name’s Liz Marshall and I’m an events planner. Today I want to talk to you about how to give a great party. Well, it all starts with the invitation. Send the invitations early—three weeks before the party—and include all the important information. Where? When? What type of party? Now… what you need for the party. First, food and drinks. Well, for drinks you need some coke, maybe some homemade lemonade—and then you need some alcoholic drinks. I like to keep it simple: just wine and beer. You can have champagne too if it’s a special celebration. For food, I recommend chips and one or two other snacks. Don’t forget the plates, glasses and napkins too. If it’s a birthday party, a cake is essential. Next—decorations—again keep it simple with balloons. You can decorate the house with candles too—this gives a nice atmosphere. If you have a yard, why not have some fireworks too? Everyone loves fireworks! Now for entertainment—music is essential for a good party— make sure there’s space for people to dance. OK, so it’s time to start planning. Have fun! (10) balloons (4) beer (9) a cake (11) candles (12) fireworks (7) glasses (1) invitations (2) lemonade (8) napkins (6) plates (5) snacks (3) wine
C Say: Liz mentions five extra items, which are not in 4A. She says they are essential. Point to the letter M… / Elicit which item Liz talked about and see if sts can come up with “Music.” Play 6.6 again for sts to complete the five extra party items in 4C. Paircheck. Classcheck with answers on the board. Coke; Champagne; Chips; Music; Space (for people) to dance. Ask sts to remember the last party they went to. In pairs, sts talk about their last party saying which items in 4A and 4C there was(n’t) / there were(n’t). refer to the speech bubble in D as a model.
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6.2
5 Grammar: Verb Be – Past Simple A
Ask sts to describe the photos using There is / There are, e.g. “There’s a cake,” “There’s a glass of champagne,” “There’s a man, a bed,” etc. plus their ages, clothes, what they are doing, etc.
Tell sts Martha went to the party (in the photo) yesterday, and she is now talking to Rob about it. Tell sts they will listen to the conversation and identify the people in the photos. They should write 1 for Martha, 2 for Rob, 3 for Jane and 4 for Rick in the small boxes in the photos. Play 6.7. Paircheck. Classcheck. Follow-up questions about 6.7: Why does Rob know Jane’s parents? How does Rob feel? Why does Martha change the topic of conversation at the end?
6.7 Notice N and P intonation. M R M R M R M R M
R M R M
R M
I was at a great party yesterday, Rob! Oh, that’s nice, Martha. What kind of party was it? It was Jane Foster’s birthday. Oh! Were there a lot of people? Yep, there were about fifty. Wow! Was there a lot of food? Oh, yes, and there was an enormous chocolate cake. Hmmm… And… Was Jane’s partner there? Yep, he was. Rick and Jane make a perfect couple!! He’s so attractive, they were so beautiful together and the music was great—everyone was dancing, you know. He sounds nice. Were Jane’s parents there? No, they weren’t. Do you know them? Yes. Hmmm… I was Jane’s boyfriend before Rick. Oh, I’m sorry… I didn’t know that… In fact, the party wasn’t that great… and her new boyfriend was not really that nice… No problem. It’s fine. Don’t worry about it. … Hey, there was a great show on TV last night. Did you see it?
C Sts study ordered lines 1-10 in B and complete the table in C with the correct past forms of be. Paircheck. Classcheck with answers on the board. They were home. / She was not home. / We were not home. / Was he home? / Yes, they were. / No, he wasn’t.
Tip Explore the Grammar box. Ask How many different forms are there for verb be in the past? (Only two, was / were). When do we use “was?” (with I / he / she / it) And “were?” (with we / you / they). Remind sts that English only has one form for you, which is why they need to be careful with Were you / Yes, I was. If you think it will motivate them, ask: How many forms are there in your language?
D Point to the e-mail. Tell sts to skim through it and ask them: What type of text is this? (an e-mail) How do you know it’s an e-mail? (boxes “to”, “cc”, “subject”; text format) Who is it from? (Stacey) Who is it to? (Martin) What is it about? (a party yesterday). Sts fill in the blanks with the correct form of be. Paircheck. Classcheck with answers on the board.
Tip Tell sts that different texts have different characteristics. An e-mail has its own characteristics, such as a sender, a receiver, a topic, a date and it may have an attached file. Hi, Martin! Where were you yesterday evening? It was Lina’s party and it was great! There was great music and dancing and the food was delicious! Were you at home? Your cell phone wasn’t on, so I couldn’t talk to you. You weren’t / aren’t at school and you weren’t at the party. Where were you??? I hope you’re OK. Write back, XX Stacey. Read the 5 box on past time expressions with the sts and have them practice verb be Past Simple on Grammar, p. 128, before they do the next activity. Clear up any doubts.
From left to right – Martha (1), Jane (3), Rick (4), and Rob (2).
B
Focus on Common Mistakes and remind sts of word order for Yes / No questions. Ask them to look for sentences which are questions in lines 1-10 (2-4-6-7). In pairs, sts write questions 2-4-6-7 in the correct order. Classcheck with answers on the board. Now elicit the correct order for line 1 (It was Jane Foster’s birthday.) In pairs, sts unscramble the rest of the sentences. Classcheck with answers on the board. Ask: Do you remember who said each line? Was it Martha or Rob? Give sts a minute to guess who said each line and write Martha or Rob. Play 6.7 again so sts can check if their guesses were right. Classcheck.
1. It was Jane Foster’s birthday. (Martha) 2. Were there a lot of people? (Rob) 3. There were about 50. (Martha) 4. Was there a lot of food? (Rob) 5. There was an enormous chocolate cake. (Martha) 6. Was Jane’s partner there? (Rob) 7. Were Jane’s parents there? (Rob) 8. No, they weren’t. (Martha) 9. I was Jane’s boyfriend before Rick. (Rob) 10. The party wasn’t that great. (Martha)
Tip Highlight any common mistakes sts are likely to make by transferring from their own language, e.g. by crossing out “in the” in this phrase: yesterday in the evening. Still on p. 65, drill Were you / Where were you… + past time expression questions. E.g.: T
Where were you yesterday morning?
Sts (Repeat.) T
Yesterday evening.
Sts Where were you yesterday evening? T
Last Sunday.
Sts Where were you last Sunday? Prompts: last Monday / yesterday morning / last night / last summer. T
Were you at home last night?
Sts (Repeat.) T
At work.
Sts Were you at work last night? T
Yesterday morning.
Sts Were you at work yesterday morning?
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6.2
E
MAKE ITPERSONAL Encourage sts to mime as much as possible what they can’t say yet, e.g. born, flying, driving, etc. They should be able to express a lot even though they will almost certainly make mistakes with verb forms and prepositions but this will obviously get better with practice. Focus your corrective feedback on helping them to get was / were and the time phrases right for now.
In pairs, sts have five minutes to discover as much as possible about their partner’s past activities. Refer to the
speech bubbles as a model. Classcheck by asking sts to report on what their partner said / answered. Were there lots of coincidences?
Workbook p. 30 ID Online Portal Grammar p. 128
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6.3
How was your last New Year’s Eve? Lesson Aims: Sts are going to read about five different millennium celebrations and talk about a party they remember. Sts are also going to learn prepositions of place. Language It was cold. There were fantastic fireworks. Saying years. We were anxious, worried about Y2K. Talking about a party you remember. There were a lot of drinks and food. Listening to and describing positions. The mouse is under the bed. Reading and writing text messages. Wan 2 come 2 a party? Vocabulary: Recycle: Party vocabulary. Adjectives (amazing, dangerous, anxious, worried, cold, awesome, magical, fabulous). Numbers for saying years. Grammar: Recycle: Past forms of be. Prepositions of place.
Lesson 6.3
Function Reading and writing about a past New Year’s Eve celebration.
Warm-up Recycle furniture and party items with a one-minute race game. Give each pair of sts a sheet of paper and tell them they will have one minute to write as many words as possible about a topic given by you. Start off with furniture items and give sts one minute to list all the items they can remember from lesson 6.1. When time is up, ask them to count how many words they have and the pair with the highest number reads their list aloud. Check spelling and correct pronunciation on the spot. Repeat the procedures for party vocabulary.
6 Reading A Books open. Tell sts that today’s lesson is about special nights late in December. Point to the photos and ask: What is this celebration? Do you recognize the places / cities in the photos? Have you been to any of them? The photos are of New Year’s Eve 1999 (in Paris, New York, Sydney and London). Answer may vary but sts can see: the Eiffel Tower, fireworks, people kissing, crowds, a flag, a harbor, Sydney Opera House, millennium glasses.
B
Focus on the web forum and ask sts: What is it about? What are people writing about? (The Millennium Celebration.) Ask Are your memories positive or negative? and tell sts to write or according to what they hear. Play 6.8 for sts to listen and read the text. Paircheck. Classcheck.
Tip The listening is optional. With a stronger class you might want to get them to try to do it in pairs, first as a listening then as a reading, telling each other whether they thought it was a or experience after each one. If you do it as a listen and read, again we suggest you pause after each one for them to check in pairs, to break up the activity. Write 2000 on the board. Draw sts’ attention to the posting written by Jodie (Berlin, Germany – second column) and ask sts how he refers to the year 2000 (Y2K). Explain Y stands for year, and K = thousand. Have sts read World of English and discover different ways of saying years. Write these examples on the board and elicit the correct forms of saying them: 1980, 2003, 2013, 1974, 2222.
Kerry, Dave, Habibah, Sabine, Kevin, Jodie, Luis Kirsty, Lindsey, Larry
C
Elicit and drill pronunciation of the words with pink letters in the text. Elicit what sts can remember from the texts in 6B and ask: Who was cold? (Kirsty) Who was in a big city? (Dave, Kirsty, Habibah, Sabine, Lindsey, Larry, Kevin, Jodie and Luis.) Classcheck.
Who: 1. Kirsty 2. Dave, Kirsty, Habibah, Sabine, Lindsey, Larry, Kevin, Jodie and Luis 3. Lindsey and Jodie 4. Luis Where: 1. Gisbourne, New Zealand 2. Cairo and Guadalajara 3. London 4. New York
D
Sts answer the question with a small paragraph. Remind sts to mention where they were, who they were with and how they felt. Have sts swap their texts and read each other’s memories. Sts find two things in common about how they spent the New Year’s Eve 1999. Classcheck.
Tip With a very young class who may not remember the Millennium, focus on the lesson title and get them to write about last New Year’s Eve!
E
MAKE ITPERSONAL Have sts sit next to classmates they usually do not work with. In small groups, sts ask and answer questions 1-6 about a party they remember. Make sure they understand it can be any type of party (a wedding, a birthday party, etc.) and not necessarily a New Year’s Eve celebration. Monitor closely for the use of past forms of be. Round off with sts reporting what their partners said to the whole class. For fun they can choose / vote on what they think was the best party.
7 Grammar: Prepositions of Place A
Review prepositions sts know by writing song lines from previous lessons on the board and blanking out prepositions for sts to complete. 1 You can stand
my umbrella.
2 We all live
a yellow submarine.
3 Our house
of our street.
4 I don’t mind spending every day out the pouring rain.
the corner in
Sts read the lesson Song line and try to remember the melody / sing it a little bit.
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6.3 Song line: Oh, what a night! Late December back in ’63. What a very special time for me. As I remember, what a night! Song: “December, 1963 (Oh, What a Night)” Band: The Four Seasons (USA) Year: 1975
Focus on the picture and elicit what sts can see in it (a desperate couple, a man on the phone, a mouse—in ten different positions, a living room and pieces of furniture). In pairs, sts match the mice 1-10 to the prepositions. Sts’ previous knowledge of furniture items will help them figure out new meanings in this task. Ask them to do what they can and help each other. Monitor and help as necessary. Play 6.9 to check answers. Tell sts to listen to Mike and then pause after the first “Hmmmmm” and ask Who’s Mike? (the mouse). Then play it right through. For fun, laugh at them for learning prepositions of place from a talking mouse!
6.9 Notice /Rș/ and /Dș/ sounds. Is that… Cheese? Mm. It is! Where is it? Is it in this box? No… Maybe under the table… Hmmm? Where is it? … People! Oh, no! Now, quietly between the table and the sofa, slowly, next to the sofa… Where are the people? Where is the cheese?! OK, let’s go! In the bed… on the bed… and jump! Ah! There they are! Ah! I’m opposite the people! I’m opposite the people! Quick! OK, concentrate, where IS that cheese? It is somewhere on the left. Hmmm… In front of the TV? No. Behind the TV? No. Not here. Ah, there it is! Now. How can I get above the TV? Hmmmm.
(10) above the TV (9) behind the TV (3) between the sofa and the table (8) in front of the TV (5) in the bed (1) in the box (4) next to the sofa (6) on the bed (7) opposite the people (2) under the table For a quick practice game, get sts in pairs to describe the position of an object in the classroom for their partner to guess. It’s on the wall / in the corner / above the door (the clock). For further practice, go to Grammar on p. 128.
B
In pairs, sts test each other in three different ways. Pair up with a student and model each activity. In pairs, sts continue the tasks.
Ask What are the most common prepositions in English? and see what sts’ guesses are. Read World of English with them and see if their answers were right.
C
Ask sts to read the text messages in Cyber English and find three prepositions (@ = at, 2 = to, 4 = for). If time allows, write these messages on the board in standard English and ask sts to write them in “texting language”: Where are you going to? / I’m at the door. / Text me before you leave. Where r u goin 2? / I’m @ the door. / Txt me b4 u leave. Now, ask sts to write a short text message to a partner. Sts can use Cyber English if they want to.
Workbook p. 31 ID Online Portal Grammar p. 128
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6.4
Were there trams in your city? Lesson Aims: Sts review prepositions and learn to use There was / There were to talk about the changes in their town. Language First, the mouse was under the table. There wasn’t a lot of traffic downtown. Twenty years ago, there was a park near my house… Now, there’s a swimming pool complex in the same place. Vocabulary: Recycle places in town. Past time expressions with ago. Grammar: There was / There were. Review Past forms of be and Prepositions of place.
Lesson 6.4
Function Retelling a mouse’s route. Reading about changes in a city. Talking about your town back then and now.
Warm-up Review prepositions of place. Place some classroom objects in various positions (under / on the chair, in a box / cupboard, next to a student, between sts, etc.) and elicit the right preposition by asking e.g. Where’s the pen? Where’s the pencil case? In pairs, have sts ask Where questions using their own classroom objects. Monitor closely and correct on the spot.
to model the speaking task and focus on the Past form of be (“First, the mouse was under the table…”). In pairs, sts “retell” the mouse’s route in the photo. Invite one student at a time to say where the mouse was to the whole class until the full route is told.
C
8 Listening A Books open to the previous page. Sts listen to a conversation between the couple in the picture in 7A. The mouse appears in ten different positions, but only seven will be mentioned. Sts listen to 6.10 and circle the seven mice in the picture in 7A. Paircheck. Classcheck with answers on the board. Ask: Is it the same route as audio 6.9? (No, it is different.) 6.10 Notice stress to emphasize change. M M W M W M W M W M W
= man W = woman See that? What? There was a mouse under the table. Oh, no! Where? Over there! Oh, now I see it! It’s next to the sofa. It’s moving! Where did it go? Ahhhh! It was in front of the TV, now it’s behind the TV. Let me see if I can get it. Ahhhh! It’s on the bed. It was in the bed and now it’s on the bed! M There it goes. It was on the bed, but now it’s in that box. W Quick, close the box and take it out to the garden. M Good idea! 1. under the table 2. next to the sofa 3. in front of the TV 4. behind the TV 5. on the bed 6. in the bed 7. in the box
B
Ask sts Where was position 1 ? (under the table) What about position 2? and see what they can remember from the mouse’s route. Tell them to draw the mouse’s route using the picture in 8A on p. 68 as they listen to the couple again. Play 6.10. Ask How do you feel about Mike now? Are you afraid of mice? Sts paircheck by describing the mouse’s route using prepositions of place and the Past Simple of verb be. Write on the board a few simple narrative markers such as first, then, after that, finally. Focus on the speech bubble
MAKE ITPERSONAL Demonstrate the activity to the whole class first. Place five objects onto your desk and give sts 30 seconds to memorize positions. Tell them to close their eyes and move one object. Sts open their eyes and say what has changed, e.g. “The pen was next to the book, now it’s under the book.” Sts play this memory game with their own objects in pairs.
9 Reading A
Focus on the lesson Song line on p. 69. Check if they know / like the song / band. Elicit the title and draw the link with this lesson.
Song line: The city, she loves me. Lonely as I am, together we cry. I don’t ever wanna feel like I did that day. Take me to the place I love… Song: “Under the Bridge” Band: Red Hot Chili Peppers (USA) Year: 1991
Sts have two minutes to read and remember as much as they can about the Lasso Lake text in 9A. When time is up, sts close their books and tell each other all they remember about Pat’s blog. After they have compared their memories, encourage some sts to share their discussion with the whole class. Focus on the 5 box and the meaning of a lot of / lots of. If sts ask if they can use many or much, we suggest you can say yes and move on rather than deal with the differences here.
Note You can say “Thanks a lot,” but not “Thanks lots,” so this may be a useful thing to highlight.
B
Books open again. Sts listen to 6.11 and re-read the text to notice information they did not remember in 9A. Tell them to underline something they did not talk about in pairs. Elicit pronunciation of the words with pink letters. Were there many pronunciation surprises in the text?
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C Point to pictures 1 and 2 (Lasso Lake back then and now) and ask sts to circle five differences that are mentioned in the text. Paircheck. Classcheck. In pairs, sts refer to the text to complete the table in 9C. Make sure they understand the first column refers to Lasso Lake in the past and the second one to the present town.
Back then
Today
There wasn’t a lot of traffic.
There are a lot of cars.
There was no supermarket.
There are three big ones.
The movie theater was next to the bank.
There is a cinema complex near there.
There was a theater opposite the park.
There’s no theater and there’s no park.
There were no security cameras.
There are lots of security cameras.
There was just a bus station.
There’s a subway station too.
Tip 5 box Focus on the word “ones” in the second sentence in column 2 today. Ask: What does “ones” mean here? (supermarkets). Then read sts through the 5 box and the examples there. This is quite a tricky point for Latin sts, so this is just an initial taste to help them understand it and avoid repetition where possible. This is presented in greater detail in 2 unit 10. Tip For extra practice, put some examples on the board for sts to replace the repeated words with one / ones. 1 Chris has three cars: a red car and two silver cars. 2 Which girls are your daughters? The tall girl over there. 3 Which coat is yours? The black coat is mine. That black coat over there. 4 How much is a sandwich? The tuna sandwich is $5 and the cheese sandwiches are $6.
D
Ask sts: Which do you prefer, the town in picture 1 or in picture 2? Do you think Pat feels more positive about the city as it is now or as it was before? How do you feel about your own town back then and now? Sts talk to the student next to him / her.
E
MAKE ITPERSONAL Focus on
Common Mistakes
highlighting the correct use of past expressions and a lot. Ask sts to give examples with “five years ago,” “a long time ago,” etc. In pairs, sts talk about their own city 20, 15 or 10 years ago, depending on their age. Before they start, brainstorm some ideas of topics they could compare regarding past vs. present (the traffic, the buildings, the landmarks, the shops, the cinemas, etc.). In pairs, sts talk about their city back then and now and mention two positive and two negative changes according to their opinion. Encourage sts to share their discussion with the whole class.
Extra writing Sts can write this up for homework. To finish, divide the class into two groups, those who think their city is better now and those who think it was better 20 years ago. See if they can convince someone to change sides.
Workbook p. 32 ID Online Portal
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6.5
Do you enjoy the Oscars? / How about a BBQ on Sunday? Lesson Aims: Sts are going to learn to predict information from the context. Sts are also going to learn how to make invitations.
Lesson 6.5
Function Reading about famous events. Listening to numbers and quickly relate them to facts in the texts read. Talking about your favorite event. Reading and writing invitations to parties. Listening to people invite, accept and refuse invitations. Inviting, accepting and refusing invitations.
Language There were about 2,000 guests at Westminster Abbey in London. There were 72,000 people at Wembley.
My favorite event is the World Cup because… Do you want to come to a barbecue on Sunday? ? How about going Sure. That sounds great! I’m sorry. We already have other plans. Vocabulary: Famous world events. Numbers. Celebrations and Invitations. Grammar: Expressions for Inviting, Accepting and Refusing. Review: Past forms of be and There was / There were. WB Song line: “Here we are now, entertain us. I feel stupid and contagious. Here we are now, entertain us.”
Skills: Predicting from context Warm-up Sts play a mime game to review sports. Before class, prepare slips of paper with sports from lesson 4.1 on p. 38-39, e.g. basketball, soccer, tennis, volleyball, cycling, running, swimming, skiing, etc. Hand out one or two items to each student and, in small groups, sts take turns miming their words for the rest of the group to guess “You’re skiing / playing tennis.” At the end, ask: What’s your favorite sport? Tell sts to open their books to p. 70 and find two photos of events related to sports (Olympic Games and the World Cup).
A Ask: Who’s the actor? (Douglas Fairbanks) Who’s the player with the World Cup? (Carlos Alberto Torres — the captain of the Brazilian team) Focus on photos 1-5 in B and see if sts can identify the type of events shown in them, e.g. a wedding, the Oscar ceremony, the World Cup, a music festival, etc. Sts match photos 1-5 in B to the events in A. One photo will be left out. Paircheck. Classcheck. Ask: What’s the extra event? (the opening ceremony of the Olympic Games, London 2012). Ask What can you tell me about each event? to brainstorm ideas. (4) The Live Aid concert (1) The first Oscar Ceremony (3) Prince William and Kate Middleton’s wedding (2) The 1970 World Cup The extra photo is the opening ceremony of the Olympic Games, London 2012.
B
Point to the text “Dream Tickets”. Sts listen to and read the reports and discover which event they describe. Play 6.12. Paircheck. Classcheck.
Tip In pairs, have sts try to remember (from 6.12) the pronunciation of words with pink syllables. Drill the pronunciation of words that are cognates to sts’ L1, e.g. private, luxury, present, president, triumph, event, or any other words you notice sts have difficulty pronouncing. The first Oscar ceremony, Prince William and Kate Middleton’s wedding, the 1970 World Cup, the Live Aid concert
C
Ask sts to cover their texts with a sheet of paper. In pairs, sts uncover and read the first line and try to guess
the upcoming word on the following line. Each correct guess equals one point. Sts continue uncovering one line at a time and trying to guess the following word(s) in the line below. Sts play the reading game in B. Ask sts how many points they scored. As they may have either come up with different alternatives for some of the lines or not understood certain links in the text, ask sts if they have any questions.
D
Sts hear twelve numbers which appear in the texts in B. Play 6.13 and pause after “36.” Focus on the speech bubbles and “Got it!” meaning I remember / I know that one. Ask them to find the numbers in the text and say what each number refers to. On the audio they only have four or five seconds to beat the beep. You may want to extend this to ten or more seconds by pausing the audio yourself, especially if you are asking them to write down their answers. Give them ten seconds to say what the numbers refer to.
6.13 36 270 107,412
4-1 5,000 72,000
2,000 1929
150 2011
1.9 billion 100,000
Tip This can be a fun competitive game where sts have to write down what each number referred to, and made even harder if you don’t let them look back at the text. Then add up the correct guesses at the end! 36 tables • World Cup final score 4-1 • 2,000 guests at Westminster Abbey • 150 nations showed Live Aid • 1.9 billion people watched Live Aid on TV • 270 guests • 5,000 street parties • The first Oscar ceremony was in 1929 • Prince William and Kate Middleton got married in 2011 • 100,000 people in Philadelphia watched Live Aid • 107,412 fans watched Brazil vs. Italy • 72,000 people watched Live Aid in Wembley •
E
Point to photos 1-5 in B again and ask the whole class What’s your favorite event? An obvious written homework follow-up is to ask sts to write a description of their “Dream Ticket” event. Focus on the model answer as an example and see if they agree about Pelé. Encourage them to say why and share their preferences. Can they think of any other “Dream Ticket” event they would love to have gone to?
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6.5
in Action: Making invitations A Books closed. Write the lesson title on the board and elicit the meaning of BBQ (barbecue). Ask for a response to see how many different answers sts can come up with. Point to pictures a-f and ask: What are these? (invitations). Encourage sts to say what type of invitation each one is, e.g. a text message, a formal invitation, an e-mail, etc. Ask: What kind of event is each one for? Play 6.14 for sts to listen and read the invites. Allow them some time to compare their answers in pairs before saying them to you. Classcheck. a. to watch a movie b. a wedding c. a barbecue d. a birthday party e. a housewarming party f. a baby shower
B Sts will hear people talking about the events in A. Play Conversation 1 ( 6.15) and pause. Point to the invitations in A and ask: Which event are they talking about? (Housewarming party – invitation e). In B, sts write e in box 1. Play the rest of the track. Paircheck. Classcheck with answers on the board. 6.15 Notice the pronunciation of to, on, at, for. When are they stressed, when are they unstressed? 1 A Hello, Morgan! B Hi, Mara! A Scott and I are having a housewarming party on Sunday. Can you and Sandy come? B Oh, I’m sorry, we already have plans for Sunday. A Oh, well, never mind. B Thanks for inviting us and I hope the party goes well. A Thanks, Morgan. B See you. A Bye. 2 C D C D
Hi, Frankie! How about going to the movies tonight? Sure, sounds good. What time? The movie starts at eight pm. Great!
3 E Hi, Julie! It’s David. We’re having a barbecue tomorrow. Do you want to come? F Thanks for the invitation, but sorry, I can’t. I’m away all weekend, not back until Monday. E Oh, well. Maybe next time, then. F Yes, definitely. 4 G H G H G H
Would you like to come to my sister’s wedding with me? When is it? On March 28th. What time? It starts at two pm. Great. I’d love to. Thanks.
5 I Hey, Roz! We’re having a surprise party for Lucy’s birthday. Are you free on Friday? J What time? I At about seven thirty. J
Sounds great! What can I bring?
I J
Your favorite snack, maybe? OK—sure, see you there.
6 K Hello, Kit! We’re throwing a baby shower for Laura and Michael on Saturday. Do you think you can come? L Of course we can! What time? K Three pm at Laura’s. L Great. See you there. 1. e
2. a
3. c
4. b
5. d
6. f
C
Ask sts: Do you remember if people accept or refuse the invitations? Sts listen to 6.15 again and put a check (accept) or a cross (refuse) in the boxes. Paircheck. Classcheck with answers on the board.
1. 8
2. ݱ3. 8 4. ݱ
5. ݱ6. ݱ
D Elicit what phrases were used to accept and refuse invitations in 6.15. Ask What did they say to accept? And to refuse? What did they say to invite people to the events? and see how much sts can remember from the previous listening activity. Focus on the table and elicit possible answers to complete the phrases. Make sure sts read all the phrases and options before you replay it. Play 6.15 again for sts to complete the table. Paircheck. Classcheck with answers on the board. Drill the pronunciation of all sentences. In pairs, sts create and role-play conversations about two events from A. Tell them to use the phrases from the table in D to take turns inviting and accepting or refusing invitations. Monitor closely for accuracy. Ask a pair of sts to act out their dialog for the whole class.
Inviting Do you want to come? How about going…? Can you come? Would you like to come…? Do you think you can come?
Accepting Sure. That sounds good!
Refusing Thanks for the invitation. Sorry, I can’t. I’d love to! Thanks. I’m sorry. We already have plans. Sounds great! Thanks for inviting What can I bring? us. Of course we can. Maybe next time.
E
MAKE ITPERSONAL Ask sts to pretend they are throwing a party or any kind of event shown in A and write an invitation for it. Sts stand up and invite as many people as possible. Remind them they need to use phrases from D to invite, accept or refuse. When they finish, give them feedback on the language used and ask: Who has the most people going to their event?
Workbook p. 33 Phrase Bank p. 67 ID Online Portal ID Café Video p. 143
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Review 4 Units 5-6 Grammar and Vocabulary
cleaning
the house / the bathroom / the car
A
going
online / out with friends / to the gym
watching
TV / a movie / tennis
Picture Dictionary. Pairwork. Sts test each other and review the main vocabulary items learned in units 5 and 6. There are some possible techniques mentioned on p. 12 of the introduction section on how to work with the Picture Dictionary in order to review vocabulary. You can select whichever of these best suit the needs of your class. Page 50
7 places around town
Page 55
6 vacation activities
Page 59
6 traffic signs
Page 62
9 rooms and 18 furniture words
Page 67
10 prepositions
Page 69
5 differences between the pictures
Page 155
16 picture words for rows 1 & 2 of consonants
B
MAKE IT PERSONAL Ask each student to write an
example for 1-6. In pairs, sts compare their answers. Classcheck.
Tip Encourage sts to use words they think they know and then sts use their cell phones or a bilingual dictionary to check spelling if necessary. Help them with stress and pronunciation whenever necessary, but remember we are not trying to create native speakers just good foreign language switchers, so don’t insist on “perfect” pronunciation. And, at this low level, where possible, get them to try to stick to cognates, e.g. to choose crocodile over alligator, Can you repeat that? rather than Can you say that again, please?
C Individually, sts choose the best options a-c for each of sentences 1-10. Paircheck. Classcheck with answers on the board. 1. b 2. a 3. c 4. c 5. a 6. c 7. b 8. b 9. c 10. a
D
Tell sts to write the time expressions in the timeline. Paircheck.
8
4
1
7
5
2
3
6
playing
video games / soccer / cards
taking
a class / a shower / a course
doing
the dishes / the laundry / homework
visiting
museums / relatives / a friend
F
Individually, sts complete questions 1-5 with a pronoun. Paircheck. Sts listen to Review Audio 4.1 and check their answers. Fast finishers can try to write another one for the class to complete.
4.1 1 2 3 4 5
Hi Mike, how are you? These are Nick and Steve, I work with them. Your coat is on the floor. Please put it on your chair. That’s Jessica. I was at school with her. This is David’s phone. Can you give it to him?
2. These are Nick and Steve. I work with them. 3. Your coat is on the floor. Please put it on your chair. 4. That’s Jessica. I was at school with her. 5. This is David’s phone. Can you give it to him?
G
Point to Common Mistakes and tell sts it is their turn now to correct the sentences. Call sts’ attention to the number of mistakes between parentheses. Read sentence 1 and elicit corrections from the whole class. In pairs, sts correct sentences 2-10. Whenever sts are uncertain, encourage them to flip back through p. 50-71 and check their answers in units 5 and 6. Classcheck with answers on the board.
1. There’s a problem with my computer. 2. I love walking on the beach. OR I love to walk on the beach. 3. Swimming is good for you. 4. I enjoy doing the dishes. 5. Do you know where the club is? 6. When I was 15, there was one cinema in my town. 7. Were you at school today? 8. A: Were you on vacation last week? B: Yes, I was. 9. 5 years ago, there were a lot of trees here. 10. A long time ago, my dad was young.
E
Sts match the columns. Paircheck. Classcheck. Get fast finishers to suggest another item / activity for each verb.
Tip If time is available, have sts work in pairs and ask each other questions about five activities, e.g.: Do you like cleaning the house?, Do you like doing the dishes?, etc.
Skills Practice A Direct sts to one of the texts indicated (p. 56 9A 5.16, Skills B 5.21 or p. 66 6B 6.8.) Play the audio for sts p. 58 to listen and read the text. Ask sts to close their books. Replay the track and ask sts to rate their listening comprehension
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R4 from 0% to 100%. Ask any other useful questions about the listening. Do the same for the other texts.
Tip Since this is quite a long activity, if you are doing this in class either choose the best one to do as a group and set the others as homework. Or, if space and equipment allows, perhaps you can do them as a “jigsaw” listening: divide the class into three groups. Each listens to one of the audios, then sts report back their successes. At the end, ask the whole class: Do you think you’re making progress with listening?
B Excuse me. How do I get to the movie theater? Turn left at the stoplight. It’s on Brown St., on the right, next to the library. C Do you know where the mall is? Sure. Turn right at the corner. Go straight for one block. The mall’s on the corner of Brown and Liberty. D Excuse me. Is there a gym near here? Yes. Go straight for two blocks. Turn right. The gym is on Green St. between the supermarket and the French restaurant.
B
MAKE IT PERSONAL Refer to the model dialog in the speech bubbles or have two sts role-play it for the whole class. In pairs, sts talk about the activities in the box and say if they hate / don’t mind / like / love doing each of them. Monitor for -ing use of the verbs after hate / don’t mind / like / love.
D
At the end, ask sts to report some of their partners’ phrases to the whole class, e.g. “He hates cleaning the bathroom.” / “He doesn’t mind cooking.” Monitor closely for Present Simple 3rd person -s / doesn’t.
A B
C
C Read / Point to both text titles and briefly ask sts: Do you prefer (watching) the Olympics or the World Cup? Individually, sts read both texts and, for sentences 1-6, write T (true), F (false) or N (not mentioned). Paircheck. Classcheck.
1. T
2. F
3. T
4. F
5. F
6. F
D Point to the four bold words in the text in C. Ask sts to look at the photo on p. 72 and identify a goal-scorer, a glove, a goalkeeper, and a boot (from top to bottom.) E
Sts will hear four people asking for directions to places A-D. If an IWB is available, use the Digital Book for Teachers to better explore the map. Point to the four white squares on the map and tell sts they need to discover which places are A, B, C and D. Draw sts’ attention to the street names and the notes next to the green squares. Play Review Audio 4.2 and pause after dialog A. Allow sts some time to find where the bookstore is. Paircheck. Classcheck (A). Play the rest of the audio for dialogs B-D. Paircheck. Replay the track if necessary. Classcheck (B-D).
4.2 A Hi. Is there a bookstore around here? Yes, there is. Go straight for two blocks. There’s one on the left, opposite the theater.
F MAKE IT PERSONAL Sts read sentences 1-5 and talk about their own neighborhood or town. Refer to the model dialog in the speech bubbles before sts compare answers in pairs. Tell them not to use the words “true” or “false” (“For me number 4 is false”) when comparing, but to say there’s / isn’t / there are /aren’t sentences. At the end, ask each pair to tell you one similarity and one difference between their neighborhood or street. G
MAKE IT PERSONAL Question time. Sts look at the Language Map on p. 4-7 and take turns asking and answering the lesson titles from units 5 and 6. Monitor closely for accuracy and encourage sts to ask follow-up questions when suitable. At the end, ask them how they felt performing the task: Do you feel comfortable with all of the questions? Which ones are easy? Which ones are difficult? Again sts can make use of recordings and the other suggestions made earlier in the TB notes for this kind of exercise.
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7 Unit overview: The main topic of unit 7 is the Past Simple with both regular and then irregular verbs. The contexts are the “Died at 27 Club” (artists who died at 27), Amy Winehouse’s biography, talking about your last vacation and an interview with rapper Jay-Z. Questions with and without auxiliaries (subject questions) are introduced and practiced through a quiz on pop culture. The unit ends practicing more phone language and polite requests and responses.
When did you start school? Lesson Aims: Sts start using the Past Simple in the affirmative form. The rules are taught in the next lesson. Language He was American and I think he was a guitar player. She was born in 1983. Amy got divorced in 2009. She died at 27. She received five Grammy Awards. I started school in 1989. Vocabulary: Recycle saying years (1983, 2009.) Music idols-related vocabulary: be born, start school, get divorced, get married to, get piercings / tattoos, trouble, musicians, receive an award, record an album, play the guitar. Grammar: Past Simple
Lesson 7.1
Function Talking about past events. Listening and reading a famous artist’s biography.
Warm-up Start off the lesson with the Song line on p. 75. Check if sts know / like the song and singer. Ask: Do you like her songs? Do you have any of her albums? What else do you know about her? This should make them feel a need to learn the past tense
(F) Kurt Cobain (Nirvana) – guitarist, singer – American – drug problems (E) Robert Johnson – guitarist, singer – drank too much and flirted with other men’s wives
and show you what, if anything, they already know. Song line: They tried to make me go to rehab, I said “no, no, no.” Song: “Rehab” Artist: Amy Winehouse (UK) Year: 2006
B
Point to Amy Winehouse’s pictures 1-10 and the phrases in B. In pairs, sts match the phrases to the correct pictures. Classcheck. Tell sts each / (slash) in the phrases stands for a missing word. Elicit what the first / might be (get divorced in 2009). In pairs, sts guess the missing words in all the phrases. Play 7.1 for sts to check their answers. Classcheck. Do not focus on Past Simple yet. That will be dealt with in 7.2).
1C (AS
1 Reading: Died at 27 Club A
In groups of three or four, sts identify the seven musicians in photos A-G and say what they know about their nationality, the instruments they played and the problems they had.
Tip This speaking task should be modeled carefully so as not to demand language your sts do not know yet (e.g. He played the guitar or had problems with…). Read the speech bubbles with sts and write prompts on the board to better guide their production: Photo A is (name). She was (nationality). I remember she was a (singer / guitar player), etc. I think her problems were… When they finish, ask each group to talk about one of the musicians.
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(G) Amy Winehouse – singer – British – drinking and drug problems (B) Brian Jones – guitarist, multi-instrumentalist – British – drinking and drug problems (A) Janis Joplin – singer – American – drug problems (C) Jim Morrison (The Doors) – singer – American – drug problems (D) Jimi Hendrix – guitarist, singer – American – drug problems
English ID TCH 21x29.3 Int.indd 106
7.1 Notice the silent e of the -ed endings: why do these 1 2 3 4 5 6 7 8 9 10
/ǨG/ sound different? Amy was born in 1983. She studied at theater school. She received her first guitar. She got her first piercings and tattoos. She started her professional career. She recorded her first album. She received five Grammy Awards. She got married to Blake. She got divorced in 2009. Amy died at 27.
(9) get divorced in 2009 (4) get piercings and tattoos (8) get married to Blake (1) be born in 1983 (7) receive five Grammy Awards (3) receive her first guitar (10) die at 27 (6) record her first album (5) start her professional career (2) study at theater school
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7.1
C
Read Common Mistakes with the whole class and encourage sts to come up with sentences of their own, e.g. “I was born in (year).” / “I started school at (age).” / “Tom Cruise was married to Katie Holmes.”
Focus on the photo of Amy Winehouse in C and have sts ask and answer in pairs: “What do you think of Amy Winehouse?” “I think she was awesome / fantastic / horrible, etc.” (Recycle giving opinion). Have sts report their partner’s answers to the whole class. Focus on the title “I told you I was trouble.” Do they know where it comes from? It’s a line from one of her songs, “You Know I’m No Good.” Sts listen and read just the first paragraph. Play 7.2 and pause after “Died at 27 Club,” at the end of the first paragraph. Ask sts to cover the text and, in pairs, tell each other all they can remember about the first paragraph. Sts challenge their partners and see who remembers more details. Do not worry if they make language mistakes at this point. Repeat the procedure with all the other paragraphs. Make it like a memory game.
Tip In this activity sts will have the opportunity to practice fluency as opposed to accuracy. Let them speak freely so that they can gain confidence. Write the words from World of English on the board: musically, guitar, etc. Have sts repeat them after you and then underline the silent vowels—as highlighted in World of English on p. 75—and ask: Are these letters pronounced? (no.) Raise sts’ awareness to silent vowels in English. Play 7.2 again for sts to listen and do the AS task suggested below. Draw their attention to silent vowels in -ed endings and exceptions as mentioned in World of English on p. 75.
Tip Past Simple negative forms will be dealt with in lesson 7.2. 7.2 Notice the pronunciation of the -ed endings: /G/, /W / and /ǹG/. “I told you I was trouble” Famous for her great voice, big hair and bad habits, on July 23, 2011, Amy Winehouse joined legends Robert Johnson, Brian Jones, Jimi Hendrix, Janis Joplin, Jim Morrison and Kurt Cobain in the “Died at 27 Club.” Amy Jade Winehouse was born on September 14, 1983, in London, England. From the age of 12 Amy studied at theater school, and at 13, she received her first guitar. Always a rebel, she got her first piercings and tattoos at 14. At only 16, she recorded her first demos, and three years later, she recorded Frank, an album that the critics really loved. Young Amy lived very fast! Only five years later, in 2008, she received five Grammy Awards, including Best New Artist and Record of the Year for “Rehab”. Her lifestyle provoked a lot of interest, too. She married Blake
Fielder-Civil, a music video assistant, in May, 2007. But their marriage didn’t last long—they got divorced at the end of 2009. Amy’s impact was incredible. Millions loved her and copied her look, but others didn’t accept her because of her drug and alcohol abuse. Musically, Amy developed a new style, mixing jazz, soul, pop, reggae, world beat and R & B. She transmitted incredible emotion. Amy died of alcohol poisoning alone at home in Camden. “We only said goodbye with words.” Goodbye, Amy. The information above is based on www.biography.com/ people/amy-winehouse-244469?page=1.
D In pairs, have sts quickly re-read and decide if sentences 1-6 are T (true), F (false) or N (not mentioned). Classcheck with answers on the board. 1. N
2. T
3. F
4. N
5. T
6. F
E Point to the phrases in 1B on p. 74 and elicit the Past Simple forms of the verbs in boxes 1, 2 and 3. Elicit why they are in three groups: 1 = irregular, 2 = regular (silent E), 3= regular /ǹG/. Drill the pronunciation of all the verbs. Monitor closely for the -ed ending silent vowel in box 2. Tip When the final sound before -ed is /t/ or /d/, an extra syllable is added, e.g. added, wanted, visited. Focus on Amy Winehouse’s pictures 1-10 again and have sts retell the story chronologically in pairs. Remind sts to use discourse markers (First, Then, After that, Finally.) Encourage them to include all the extra information about the singer’s life they can remember / have learned from the lesson.
Tip Fast finishers can tell each other about one of the musicians in 1A they know well or their favorite artist, using the same verbs as in 1B. Monitor closely. When they finish, ask each student to retell part of the story to the whole class.
F
MAKE ITPERSONAL Sts ask / answer the title question “When did you start school?” Insist they make a full sentence and celebrate their excellent accurate pronunciation of “started!”
Extra writing Sts can research and write their own minibiography of any musician / artist they like, preferable one who has died, or else they would have to use the Present Perfect tense, which they haven’t learned yet. Don’t correct their work yet and make them look again after lessons 7.2 and 7.3 to see if they can improve it themselves as they learn more past tense forms.
Workbook p. 34 ID Online Portal Grammar p. 130
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7.2
What did you do last weekend? Lesson 7.2
Lesson Aims: Sts learn the form and uses of both regular and irregular verbs in the Past Simple
and
.
Function Talking about past events. Telling a famous musician’s bio. Writing your own bio.
Language I was born in Bogotá. He started The Doors in 1965. I started school in 1997. I got my first job in 2003. Reading an interview with a book writer about a travel I went to Morocco. experience. I met his three daughters. Vocabulary: Recycle saying years (1971, 1943.) Recycle be born, start school, get divorced, get married to, record a song and finish school. Two different uses of “so” (to intensify and conclude.) Irregular verbs – Past Simple forms – had, did, said, went, made, knew, thought, took, saw, came. . Irregular Past Simple forms. Grammar: Past Simple
Warm-up Recycle weather. Ask sts What’s the weather like today? or How’s the weather today? (It’s sunny, cold, etc.) Elicit the same question “What’s the weather like?” in the past, e.g. yesterday. Write some past time expressions on the board, e.g. yesterday, last Sunday, last Saturday, last holiday, last winter, and in pairs have sts ask each other: What was the weather like + past time expression?
2 Grammar: Past Simple A Books closed. Ask sts Do you remember what we talked about last class? What do you remember about Amy Winehouse? and encourage them to say a few sentences from her biography. If sts are too quiet, ask more direct questions, e.g. When did Amy start school? How many Grammy Awards did she receive? When was she born? etc. Books open. In pairs, sts scan the text in 1C on p. 75 to answer questions 1-4 in 2A. Classcheck with answers on the board. When you write the verbs on the board, cross out the silent e in the -ed endings in received / died / loved / lived / provoked / divorced / studied / married / copied / joined / developed and drill pronunciation for all the verbs in the answer key. See if sts can remember any other silent E words from lesson 2.4.
(3) +ed (joined / recorded / developed / transmitted) (4) change the form / not ed (was / got / said) (1) +d (received / died / loved / lived / provoked / divorced) (2) -y +ied (studied / married / copied) Focus on the highlighted words in Amy’s bio (didn’t last / didn’t accept) and have sts complete the Grammar box in 2A. Read Common Mistakes with sts and reinforce the need to avoid these typical mistakes when learning Past Simple.
Tip Do a quick transformation drill with the whole class. Say affirmative sentences, e.g. She started school in 1989. She got divorced in 2009. I got tattoos last week. I studied English last night. I was born in Lima. etc. and have sts transform the
sentences into negative ones. In pairs, sts answer questions a, b and c in the Grammar box. Classcheck with answers on the board.
Grammar box – Past Simple Their marriage didn’t last long. Some people didn’t accept her.
a. did
b. the infinitive form
c. did not
B
Focus on Jim Morrison’s photo and elicit what sts wknow about him. Do they like him / his music? Why is his image still so common today? In pairs, sts tell his bio using the dates and prompts in the graphic. Monitor closely for accuracy. Have six different sts retell Morrison’s biography, a sentence each, to the whole class. Do they know anything else about him? E.g. He died in a bath in Paris after too much alcohol and heroin.
He was born on…; He finished high school in…; He graduated from college and started The Doors in…; He recorded “Light My Fire” in…; He started living with Pamela Courson in… but didn’t get married or have children; He died in Paris on July 3, 1971 at the age of 27.
C
MAKE ITPERSONAL Elicit the past forms of the verbs in the box. Focus on the example to check and exemplify what they have to do. Ask sts to draw a timeline for themselves (with the years of important events in their lives) and individually sts write a short bio using six of the given verbs. Have sts swap and read each other’s bios and report them to the whole class, e.g. “Juan was born in…” “He started school in 1992.” etc.
Tip Alternatively, quickly collect and randomly number them, then display them on the walls for sts to read and guess who wrote each one, i.e. 1 Eduardo, 2 Paula, etc.
3 Reading A Focus on the five pictures and ask: Where do you think Ms. Riggs traveled to? Elicit some guesses and focus on Common Mistakes for sts to discover the answer (She went on a trip to Turkey.) Following the second sentence from Common Mistakes , ask sts to point the picture in which she
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7.2 got to the airport. Explore what is happening in all the images. What is she doing in the 3rd picture? What about the 4th?
Tip Don’t let them read it yet. Get them to cover the text and Common Mistakes with a piece of paper. Focus on the title of the magazine interview, the “Not really!” at the end, and the pictures. Get them to speculate on what they can see: where she went to / what might have happened, etc. NB: Ms. Riggs is the woman in orange. Elicit some guesses then uncover the text. Sts quickly read the interview and number the pictures in the order the events happen in the text. Sts can also listen to the interview with Ms. Riggs ( 7.3). Paircheck. Classcheck. Ask Do you know any similar travel stories with a happy ending? to see what they can come up with. Use anecdotes of your own if you can.
5
1
3
4
2
verbs in English all have irregular past forms. Drill pronunciation for all the past forms from World of English .
Books open. Focus on / explore the Song line. Do they know / like the song / singer? Can they sing it? How many past tense forms are there in it? Are they regular or irregular? When do you say “Oops!” in English? (when you make a mistake or have an accident.) Song line: Oops, I did it again. I played with your heart, got lost in the game. Oh, baby, baby. Song: “I Did it Again” Singer: Britney Spears Year: 1999
Tip The most frequent irregular verbs list of this book is on only puts phonetics next to words we think sts will p. 130. struggle with because of irregular sound / spelling relationship. Don’t forget to refer to the picture words in the Pronunciation Chart on p. 154-155 to help them remember the symbols and sounds.
B
Sts perform the task individually this time. Write on the board How often do you travel? Who do you travel with? Where do you like to go? Where’s your favorite place in the world? Why? Do you enjoy flying / traveling? Any “Oops!” travel experiences? In pairs, sts answer the questions then report back any interesting answers. Obviously, they will make mistakes but again they should still easily be understandable and will learn more past tense forms now.
Tip If they listen to a text after reading it, it’s often a good idea to ask them to compare the reading and listening experiences and try to talk about the problems they have with reading or listening.
Individually, sts find at least ten irregular verbs in the Past Simple in the text in 3A . Paircheck. Classcheck. Monitor closely for pronunciation. For an extra activity at any time now you can play Past Tense Bingo. Sts write down six verbs in the infinitive form then you call out the irregular past tense forms they know until they’ve got them all.
The verbs from World of English sts can find in the interview are: had, went, was, got, did, came, said, took, knew, saw, thought.
Paircheck. Classcheck with answers on the board.
2 She cried because the company canceled the flight to Cappadocia. 3 Semir offered to help her. 4 The trip to Cappadocia took around thirteen hours. 5 She had some Turkish food with Semir in Ankara.
C Write a sentence from the interview on the board Two years ago, I went to Turkey and say “Went” is the past form of… and let sts complete your sentence (go.) Focus on World of English . Tell sts that the twelve most common
D Draw sts’ attention to the title question on top of p. 76, “What did you do last weekend?”. Refer to World of English and ask sts to use at least two verbs from it. In pairs, sts ask and answer the lesson title question. Discuss any coincidences or particularly interesting answers. Did anybody have an “Oops!” moment?
Workbook p. 35 ID Online Portal Grammar p. 130
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7.3
Where did you go last vacation? Lesson 7.3
Lesson Aims: Sts learn to form Past Simple questions to talk with some fluency about their last vacation, then move on to dates of birth and birthdays. Function
Language
Asking and answering about your last vacation.
What did you do last vacation? Where did you go? How did you get there? I traveled to Europe. Janis Joplin was born on January 19th, 1943. When were you born? When’s your birthday? I was born on… / It’s on…
Saying when people were born. Asking and answering about birthdays.
Vocabulary: Dates and ordinal numbers. Grammar: Past Simple . Prepositions.
Warm-up Print out or write the sentences below on the board. Sts work in small groups. They have to complete each sentence with a verb from World of English p. 77. 1. I 2. I 3. I 4. I 5. I 6. I 7. I
cereal for breakfast this morning. to the cinema last night. to class by bus today. an interesting movie yesterday. my homework five minutes before class. “Hello” to my teacher when I arrived today. married last year.
had / went / came / saw / did / said / got In pairs, sts make true sentences about themselves, saying sentences 1-7 in affirmative or negative forms, e.g. “I didn’t have cereal for breakfast this morning. I had bread and coffee”, etc. Monitor closely for accuracy. Ask some sts to report their sentences to the whole class.
Language note The word ever in sentences in the Past Simple, such as sentence 1, is only used in spoken English. In other cases, ever is often used with sentences in the Present Perfect. 2 unit 3. They will learn this tense in 7.4 Notice the sentence stress. TtW = Travel the World ML = Ms. Lane TtW And let’s welcome our next guest, Ms. Lane, the travel guide. So, tell us, dear. Were you ever afraid of flying? ML
TtW Really? But you’re a travel guide! ML
Books open to p. 77. Have sts look at the questions in the interview in 3A and read the rules for Past Simple Questions in the Grammar box on p. 78. Write on the board: When do you go to the gym? vs. When did you go to the gym? Elicit the differences in form and meaning. Elicit the same questions for “he” or “she.” In pairs, sts fill in the blanks in the Grammar box. Classcheck.
Yes, but I prefer city tours. I hate planes.
TtW And when did that start? ML
Well, once I was going from Manila to Hong Kong and there was a lot of turbulence. I didn’t hold the hand of the man next to me, but I was so nervous I really wanted to!
TtW Did you say anything to him? ML
4 Grammar: Past Simple Questions
Yeah! I’m a very nervous flier. In fact, I’m terrified of planes.
No, I didn’t. He never knew!
TtW I see. But did you land safely? ML
Well, at least when we got to Hong Kong airport, we didn’t crash into the buildings, but for me, um, that was a miracle. The turbulence was really strong and the buildings are so near the airport!
TtW And did the passengers applaud? ML
Yes, some of them. I didn’t. I was just so tense!
TtW Right! How did you feel after that? ML
Well… terrified of planes!
Grammar box – Past Simple do / does
A Draw sts’ attention to the tips in Common Mistakes . Sts will hear part two of the interview but do not play it just yet. Say These were the questions in the interview with Ms. Lane. and point to questions 1-6. In pairs, sts fill in the blanks. Play 7.4 for sts to check their answers. Classcheck with answers on the board. Then get sts to speculate on what Ms. Lane’s answers might be. Don’t confirm but let them listen to check. Ask: How many did you get right? Swap partners. In pairs, sts try to remember the answers to questions 1-6.
1. Were you ever afraid of flying? 2. When did that start? 3. Did you say anything to him? 4. Did you land safely? 5. And did the passengers applaud? 6. How did you feel after that?
B Sts listen to 7.4 again and mark the stress on the words in the box with a blob above the stressed syllable as in the example. Paircheck. Classcheck with answers on the board. Drill the pronunciation of all words in the box. Ask sts Were you ever afraid of flying? and encourage them to give details (When? Where were you flying to? Was it a long flight? Was there turbulence? etc.)
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7.3 afraid
C
nervous
terrified
turbulence
buildings
miracle
Ask sts: Do you know Ilha Grande? Explain it is a big
island located off the south coast of Rio de Janeiro in Brazil, hence the name Ilha Grande! Elicit the past forms of all the given verbs. Sts complete the blog post with the appropriate verb. Paircheck. Classcheck with answers on the board. Ask: Would you like to visit Ilha Grande / Rio de Janeiro / Brazil? Does the blog post remind you of any places you visited? Google it and show sts some images of the island if technology is available.
Last vacation my sister and I went to Ilha Grande—that’s Big Island in English! We traveled by car and then took the ferry. There are no cars there, so we walked a lot! The island’s incredible, the forest is really beautiful and the smell of nature is fantastic. We visited lots of lovely beaches too and I saw three dolphins! We ate lots of fish. It was very hot and I drank a lot of cold soda too! We stayed in a small hotel and met some nice tourists from Argentina. We had a lovely time and I can’t wait to go there again.
D
intonation for yes / no questions and falling intonation for Wh questions. Have sts take turns asking you all the questions in the flowchart. In pairs, sts ask and answer questions about their last vacation. Monitor closely for accuracy. Make sure the student who is answering doesn’t look at the flowchart, but instead makes eye contact with his / her partner. Discuss any interesting answers they want to share with the class. Pay special attention to did you when sts ask the questions.
Extra writing For extra writing practice, sts can write up their own (or their partner’s) last vacation as a blog. If they e-mail them to you, you can post them on the Learning Platform and they can all read and enjoy each other’s stories about their last vacation.
5 Vocabulary: Dates A
Have sts work in small groups and match the musicians from the “Died at 27 Club” to their dates by drawing lines as in the example. Play 7.6 so they can check if their guesses were right. Check which group got most dates right.
Highlight the two routes—left or right—depending
on the first answer. The questions in the middle work for either response. Point to the questions in the flowchart.
Tip Don’t give them too long or it will feel more like a math problem!
7.5. Sts hear seven questions and they have to find
Play
and point to the questions they hear. Pause after each question so you can monitor more efficiently. At the end, ask: How do you pronounce “did you?” Draw sts attention to the elision, that is, the connection of sounds when did you is pronounced. To help them produce it, beat the stress on the question and main verb and encourage them to accelerate on the unstressed parts.
7.5 Where did you go? Did you relax? Where did you stay? Did you watch a lot of TV? Did you have a good time? How did you get there? Did you eat well? did you = /Gǹȳș/
E
MAKE ITPERSONAL Model the activity with the whole
group and have sts interview you about your last vacation before they get to work in pairs. Have a different student
7.6 Notice the connections to prepositions and the pauses between the dates and the years. These talented musicians all died at the age of 27. Blues singer and guitarist Robert Johnson was born on May 8th, 1911 and died on August 16th, 1938. The original Rolling Stone Brian Jones was born on February 28th, 1942 and died on July 3rd, 1969. The incredible Jimi Hendrix was born on November 27th, 1942 and died on September 18th, 1970. The pearl, Janis Joplin, was born on January 19th, 1943 and died on October 4th, 1970. Finally, Nirvana leader Kurt Cobain was born on February 20 th, 1967. And he died on April 5th, 1994. A coincidence or a curse? Robert Johnson was born on May 8th, 1911 and died on August 16th, 1938. Brian Jones was born on February 28th, 1942 and died on July 3rd, 1969. Jimi Hendrix was born on November 27th, 1942 and died on September 18th, 1970. Janis Joplin was born on January 19th, 1943 and died on October 4th, 1970. Kurt Cobain was born on February 20th, 1967 and died on April 5th, 1994.
ask you the next question each time and help them to produce did you (/Gǹȳș/).
Stronger classes Strong groups can have an extra challenge. In pairs, sts decide if the questions in the flowchart have rising or falling intonation (as seen in lesson 2.4, SB p. 22). Weaker classes Elicit all the questions. Make sure they understand each “/” stands for “did you”. Drill the rising
B
Write one of the dates from 5A on the board, e.g. November 27, 1942. Tell sts you will play 7.6 again and ask them to notice which sound comes after the day (27) and all the other days in the audio track. Classcheck. Ask sts: Did you notice any different sound apart from “th?”
You can hear the unvoiced /ˠ/ “th” at the end of the days. 3rd is different.
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7.3
C For the unvoiced “th,” quickly group sts to stand up and form a line, e.g. from the tallest to shortest in the group. Ask: Who’s the first in line? And the second? Use the sts’ position to convey the meaning and use of ordinal numbers. Sts sit down. Focus on the 5 box and explain the differences in form (1st, 2nd, 3rd, and th uses) and drill pronunciation for several examples of ordinal numbers. Read World of English with the whole class and elicit ways of saying a few dates, e.g. the present date, the teacher’s birthday, celebration dates (Christmas, New Year’s Eve, etc.) Ask: Is the way you write the date here the same as in the USA? (month / day / year). In pairs, sts take turns saying the dates from 5A table: St A: “Robert Johnson was born on the 8th of May, 1911.” St B: “That’s right. And he died on August 16th, 1938.” Monitor closely for accuracy. Ask a few sts to say some of the dates to the whole class.
Tip The “th” ending is particularly hard for many sts as it does not exist in their language. For extra practice use picture words in the Pronunciation Chart on p. 154-155.
D
Elicit prepositions from sts and write all the prepositions they can remember on the board. Make sure you include of, at, in and on.
Weaker classes Narrow down options to choose from the board. Circle the four prepositions (of, at, in, on) and say they will use them to complete 5D. Individually, sts complete Janis Joplin’s bio with suitable prepositions. Paircheck.
She was an only child until the age of six. In 1962, Joplin left home to study at the University of Texas. She left college in January, 1963. Joplin died at 27, from an overdose, on October 4, 1970.
E MAKE ITPERSONAL Tell sts to stand up again, but this time the line will follow a different order: the birthdays. Make sure they take their books with them as they will need them for part two of the exercise. Drill the question When’s your birthday? and have sts discover each others’ birthdays to form the line in the correct order. At the end, check if they got it right: do a chain drill (A asks B, B asks C, C asks D, etc.) and have sts ask the next person in line: When were you born? Drill pronunciation first and say it is another way to ask about birthdays. Make sure they reply using “I was born on…” before the dates. Still in line, get the first five sts to form a group, the following five form another and then so on. In groups of five, sts interview each other and complete the chart in 5E. Use the speech bubbles on the page to model their conversation. Classcheck. Round off with the lesson’s Song line on top of p. 79. Read the lines with the sts and see if they know / like the song / singer. Ask: Which of the female singers in the last three lessons do you prefer: Amy Winehouse, Britney Spears, Janis Joplin, Lady Gaga?
Song line: I’m beautiful in my way, ‘cause God makes no mistakes. I’m on the right track, baby, I was born this way. Song: “Born This Way” Artist: Lady Gaga (USA) Year: 2011
Play 7.7 for sts to check their answers. Do they know / like her music? Elicit some rules for preposition use and see if they can recognize some patterns, e.g. before dates with days, use on; for years and months, use in, etc.
7.7
Workbook p. 36 Writing p. 151 ID Online Portal Grammar p. 130
Janis Joplin was born in 1943 on January 19. She was an only child until the age of six. In 1962, Joplin left home to study at the University of Texas. She left college in January, 1963. Janis Joplin die at 27, from an overdose, on October 4, 1970.
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7.4
When do you listen to music? Lesson Aims: Sts learn to ask subject questions to interview someone. Sts also learn to use ordinal numbers. Language Jay-Z got up at around eight o’clock. Then, he had breakfast. Asking and answering about yesterday. What did you do yesterday? I read a book. Reading / Taking a pop culture quiz. Who recorded more songs? Which singer won six Grammys in 2012? ? Which band composed Asking and answering about cultural facts. When did Neil Armstrong land on the moon? Who directed The Avengers? Writing your own quiz. Who composed the song “Imagine”? Vocabulary: Recycle routine verbs. Expression to show you’re impressed (Wow, so early! / No! I can’t believe it!, etc.) Grammar: Subject questions.
Lesson 7.4
Function Talking and listening / watching a video about past routine.
Warm-up Recycle dates. Have some prompts on the board or printed on slips of paper: Christmas, Halloween, (local holidays, e.g. Independence Day), your mother’s birthday, your best friend’s birthday, your English teacher’s birthday. Have sts take turns asking each other When is ? questions and practice saying dates in English. Were there any coincidences?
6 Listening A Books open to p. 80. Point to the photo in 6A and ask: Who’s he? (rapper Jay-Z) Do you know his music / any of his songs / anything about him or his family? Point to the two example phrases already done for them and ask: What did he do first? (1. got up at around eight o’clock.) Ask: What was the seventh thing he did yesterday? (7. downloaded some music.) Ask: What about the second thing? Elicit sts’ guesses.
7.8 Int Int J Int
= interviewer J = Jay-Z What’s a typical Jay-Z day? Mmm… Typical… Obviously… give me your day yesterday. Obviously you flew out here late last night or early this morning. What was your day like? From the time you got up to the time you went to the Nets game last night. J I got up around eight, had some breakfast, I ran a mile, it was really tough. Int A mile? J You know, I just wanted to touch it. Int Quite a marathon. A mile. J Yeah, one mile. Everyone can’t be like you*, man. Ran a mile. Then I went to the office, read a bunch of e-mails, read some more e-mails, downloaded some music—legally— Um… uh… had a meeting with some great people, I don’t want to say any names yet. After that I listened to some music, went to the studio, had dinner, went to the Nets game, we won, we’re up 3-2, thank you very much, went to sleep.
Tip Drill the pronunciation of the past form of read: /red/. Individually, sts try to guess about Jay-Z’s day and order the phrases in A, 1-13. In pairs, sts compare their guesses: “I think he got up at around eight and then he had some breakfast. After that, I think he…”
B
Sts listen to the audio / watch the video to check their guesses in A.
Weaker classes Pause the track or video every three actions so sts have more time to check their answers in A. In pairs, sts tell each other what they remember from the video. Encourage them to use ordinal numbers to ask: What was the first thing he did? And the second? The third? Classcheck the correct order in 6A. How many did they get right? Did anybody guess the whole thing correctly? What else did they learn about Jay Z? (He runs a little and supports the Nets, a New York basketball team.)
Note *In formal grammar / written English, this sentence would be “Not everyone can be like you.” Cultural note A mile is equivalent to 1.6 km. (7) downloaded some music (1) got up at around eight o’clock (8) had a meeting (11) had dinner (2) had some breakfast (9) listened to some music (3) ran a mile (5) read a bunch of e-mails (6) read some more e-mails (13) went to sleep (12) went to the Nets game (4) went to the office (10) went to the studio
C
Now sts listen to another interview (this time with an unknown person) and number phrases, 1-5, as they hear them. Paircheck. Classcheck. This is very much a tongue in cheek activity to help them enjoy asking and answering about yesterday, which can get a little mundane afterwards. It also helps a lot with intonation too. Enjoy it!
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7.4 Tip Drill the pronunciation and intonation of all the expressions. Make sure you and your sts sound impressed! 7.9 Notice the intonation in the “impressed” words. A So, what’s your typical day like? Let’s see. What time did you get up yesterday morning? B I got up at about six. A Wow, so early! Did you have breakfast? B Yes, I had an egg and some coffee!
7.11 Notice the -ed endings and /Ǩ/ in was. T = teacher S = student T So everyone finished? Time for the answers. Number 1 was in fact Adele. S Yes! We got that one! T OK… the Spider-Man musical was composed by the famous Irish band U2. S Another one right! T Madonna did…
A Fantastic! And who did you have breakfast with? B My mom was with me. A That’s great! And what did you do after that?
S No!
B I took a shower and went to work! A No!! I can’t believe it! And then what happened? B After work I went back home, played a video game, had dinner and went to sleep.
S I knew it. Three points! T OK, question 4. “Accidentaly in love” was in the movie Shrek 2. S That is correct. I love that song.
A Incredible! What a fantastic routine! Thanks a lot!
T OK. A difficult one now. Which of these three recorded more songs? Was it A) The Beatles, B) Elvis Presley or C) Michael Jackson?
T Madonna did NOT write the song for the 2010 World Cup. It was in fact Shakira.
1. Wow, so early! 2. Fantastic! 3. That’s great! 4. No!! I can’t believe it! 5. Incredible! What a fantastic routine!
D Swap partners. In pairs, sts interview each other about yesterday. Elicit possible questions (What was the first thing you did? And then? And after that?) Tell sts the interviewer has to look / sound impressed, and use some of the phrases in 6C with the appropriate intonation. At the end, if possible, have one pair of volunteers act out their dialog for the whole class.
S I know, I know, I’ve got it, I know the answer! It was The Beatles—my dad has all of their records. He has hundreds of them. T Well, actually it wasn’t The Beatles. They only recorded about 250. Elvis recorded between 700 and 1,000 songs. S I don’t believe it. No. I’m sure it was The Beatles. T Well, I’m sorry. On to question 6, Flea plays the bass guitar, and for question 7—that is Jay-Z. S Hmm. T Now, on to famous deaths. Janis Joplin—the great ’60s singer—died on the bathroom floor. Whitney Houston died in the bath and Michael Jackson died in his bed.
7 Grammar: Subject Questions A
Focus on the lesson Song line. Read it for the sts and see if they can tell which singer recorded it and what the song is called. Ask sts: Do you know music well? Can you sing it? Do you like the singer? Do you know any other song by Adele? Let’s see.
S I didn’t know that. T And Bob Marley’s last words were “Money can’t buy life.” S Really? T Yep. And finally Ricky Martin sang with Menudo before he went solo.
Song line: I heard that your dreams came true. Guess she gave you things, I didn’t give to you. Song: “Someone Like You” Artist: Adele (UK) Year: 2011
Point to the Quiz photos and elicit who some of the people are (Menudo / Ricky Martin, Whitney Houston, Bono Vox, Flea, Bob Marley, Michael Jackson, Adele, Shakira, Elvis Presley). Ask sts to choose their two favorites to see how they react / learn more about their tastes in music. In pairs, sts take the Quiz 1-10.
Tip Alternatively, you might have sts listen to track
7.10 and
choose their answers individually, and then paircheck.
B Play 7.11 for sts to check their guesses. Check who got the most answers right. If sts are not really into music, instead of asking how many answers they got right, ask them how many answers they got wrong. Invite sts to say something they learned from the Quiz, e.g. “I didn’t know / I learned the Spider-Man musical was composed by U2.”
1. c Adele 2. b U2 3. a Shakira 4. c Shrek 2. 5. b Elvis Presley 6. c Flea (Red Hot Chili Peppers) 7. b Jay-Z 8. Janis Joplin: bathroom floor / Whitney Houston: bath / Michael Jackson: bed 9. c “Money can’t buy life.” 10. a Menudo Focus on questions 9 and 10 from the Pop Quiz. Ask: Is there an auxiliary verb? (did) Now focus on question 1. Can you see an auxiliary verb? (No.) What about 2? (No.) Have sts match the rules in the Grammar box.
Weaker classes The concept of object and subject might not be very clear for sts. In this case, sts will need more guidance to understand the difference between object and subject questions. Have sts compare two simple questions on the board: 1) What did Alexander Graham Bell invent? vs. 2) Who invented the telephone? Help them see the differences in grammar and meaning. Label the subject and object for them. After that, write: J.K. Rowling wrote the Harry Potter books. Cover or erase the subject and elicit the question (Who wrote Harry Potter books?) Then cover or erase the object and elicit the question (What did J.K. Rowling write?)
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Grammar box – Subject Questions Subject Questions 1-8 refer to the subject of the question and don’t need an auxiliary verb. 9-10 refer to the object of the question and need an auxiliary verb.
1
2
2
1
C In pairs, sts take turns asking subject and object questions. Monitor closely for accuracy. Sts check their answer and facts they do not know in C, in smaller font upside down just below sentences 1-5. Classcheck.
D MAKE ITPERSONAL In pairs or small groups, sts prepare their own quizzes. Tell them to write five questions about well-known musicians, TV or movie stars, songs, albums, movies, characters, awards. Make it clear that they do not have to stick to music, but can ask about any aspects of pop culture. Make sure they include at least three subject questions. Monitor closely and correct any mistakes by referring them back to Common Mistakes before moving on to the next stage. Have groups swap quizzes to test each other. Sts answer the quizzes and see who got most answers right. Classcheck.
Tip Refer to Common Mistakes whenever you need to correct sts’ mistakes on the spot or for delayed correction afterwards. Possible suggestions: 1. Who landed on the moon? When did they land on the moon? 2. Who directed The Avengers? When did he direct The Avengers? 3. Who published the Da Vinci Code? When did he publish the Da Vinci Code? 4. Who became U.S. President in 2008? 5. Who won six medals? When did he win six medals? Where did he win six medals?
Workbook p. 37 ID Online Portal Grammar p. 130
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7.5
Can I use your phone? / Could you help me, please? Lesson Aims: Sts learn more phone phrases to understand an anecdote. They also learn to use can / could to ask for favors. Language I can’t get a signal. Can you? Oh, no! My cell battery’s dead. Listening to people request favors. Could you see who it is? Could you please wash the dishes? Asking for favors and offering help. I’m really sorry, but I can’t. Don’t worry. I’ll get it. Sure. There you go. Vocabulary: Cell phone related words (battery, signal, credit, recharge, make calls, etc.) Grammar: Requests and favors. Can vs. Could for politeness. Will for unplanned responses or decisions. WB Song Line: Help! I need somebody. Help! Not just anybody. Help! You know I need someone. Help!
Lesson 7.5
Function Listening and telling stories about cell phone problems.
Warm-up Recycle routine verbs in the past. Write What did you do yesterday? on the board and have sts talk about what they did the day before class. Ask them to find three things in common. At the end, sts report similarities to the class, plus any surprises or special things they discovered about their partner.
Skills: Understanding a story A
A customer in a phone store and the shop assistant talking about a phone that doesn’t work.
C
Replay 7.12 again for sts to listen and fill in the blanks. Paircheck. Classcheck with answers on the board. Elicit predictions about what happens next in the story. Ask: What do you think will happen next? How does the story end?
Ask sts How often do you use your cell phone? What do you use it for? and see who is more “addicted” to phones in class.
Yes, I hope so.
Books open to p. 82. Read phrases 1-5 with the whole
It doesn’t work.
class and have a conversation with all the sts. Use the example on the page and give another of your own to help them get started. As you read one at a time, check if they understand all the phrases and ask them: Do you remember the last time you said it? Where were you? What did you do? etc. Have as many sts participate as possible. Respond positively (using impressed intonation as in the last lesson) to sts’ contributions. Have sts vote on the one they think is the most common.
What exactly is the problem?
B
There’s a problem with my phone.
when I turned it on the battery died as soon as I started making calls. Hmmm… Did you try recharging it? Yes, I did that right away, but it didn’t work. I called a friend,
Books closed. Say: You’re going to hear two people
talking. One of them has a problem with his cell phone. What’s the problem? Play 7.12 and elicit the answer (There’s a problem with the phone battery.) After they listen, ask: Who are the people in the conversation? (Customer and shop assistant.) Where are they? (At the store.) Open books and move to C.
the phone died again after about two minutes.
D
Play 7.13 so sts can discover how the story ends. Ask: How does he solve the problem?
7.13 Notice the stress in the questions. 7.12 Notice the connection between /W/, /G/ at the end of words and the vowel at the beginning of the next word. A = assistant C = customer A Hello, can I help you? C Yes, I hope so. There’s a problem with my phone. It doesn’t work. A I see. What exactly is the problem? C Well, it’s a new phone, but when I turned it on the battery died as soon as I started making calls. A Hmmm… Did you try recharging it? C Yes, I did that right away, but it didn’t work. I mean, I called a friend, but the phone died again after about two minutes.
A OK. So when did you buy this phone? C Uh… last week. A Oh, it’s really new. And where did you buy it? C I bought it in this store. The assistant was very helpful. A That’s good! Well, did you keep the receipt? C Yes, I think so…. Ah! Here it is! A OK. Can you leave your phone with me? C Uh…, but, um…, how long? A Maximum two days. We either repair it, or give you a new one. C Phew! Thanks! The shop assistant agrees to send the phone for repair.
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7.5
E In pairs, sts role-play the complete dialog. St A is the shop assistant and st B is the customer. Exchange roles afterwards. F
Focus on the five pictures, put them in the correct order to make a story. They should write numbers 1-5 next to the letters a-e. Then, listen to 7.14 to check the right answers. Ask: How many did you get right? Elicit any different stories that they may come up with.
a2
b3
c1
d5
e4
Tip Tell sts to write in pencil so that they can erase / correct their answers if they need to. It would be helpful if you pre-teach the words drop, boss, and hand-dryer from the pictures. 7.14 Notice the expressions for responding to a story. M = Mike C = Chris M Hey, Chris! How’s it going? I tried to phone you. C Hi, Mike, I’m not happy at all. M Why? What happened? C Man! I’m so stupid. I dropped my cell phone in the toilet! M You’re kidding! How did that happen? C Well, I was at work, right, and I had my phone in my jacket pocket. My boss was—like—“Chris, can you clean the bathroom?”. So OK, I cleaned the bathroom. But I’m like, cleaning behind the toilet when… SPLASH! M Oh, no! Disgusting! C Well, at least I cleaned the toilet first! M Phew! Did you get it out?
in Action: Asking for favors A
Point to pictures 1-5 and elicit what they are doing / wearing / thinking, then say All the people need some help. They are asking other people to do them favors. Can you match the requests (point to 1-5) to the correct favors (a-e) below? and sts try to guess the right combinations.
Tip Ask sts to start the activity individually for about 30 seconds before moving them into pairs to complete it. Play 7.15 for sts to check their answers. Classcheck with answers on the board. Ask Which actions a-e did not happen? or Who didn’t get any help?
7.15 Notice the connections. 1C D C D C
2 E Excuse me. Uh, could you open the door for me, please? F Oh, sure. There you go. E Thank you so much. 3 A Dan, there’s someone at the door. B Could you see who it is? I’m busy. A Don’t worry, I’ll get it. 4H I H I H
C Yeah, of course. That phone cost $200, man. I
M What did you do? C Well, I put it under the hand-dryer in the bathroom but it still doesn’t work. M Gee! That’s bad luck.
G Tell sts to listen to Mike and Chris and remember which four questions Mike asks Chris. Paircheck. Classcheck. If time allows, go to AS 7.14 on p. 163 and do the AS task, Expressions for responding to a story. Ideally you would tell an anecdote of your own about losing or leaving your phone somewhere so they can ask questions and you respond to them. Ask sts: Do you have any similar stories? If so, have them tell their stories to the whole class and encourage other sts to ask for details, using some of Mike’s questions and the expressions for responding too.
What happened? How did that happen? out? What did you do?
Did you get it
Language note “How’s it going?” is not a proper question, it is a greeting, although it has a question mark at the end of it.
Oh, no! Look at this mess. Sophie! Yes, Mom? Could you please wash the dishes? Uh, sorry, it’s Brian’s turn today. OK, forget it. Brian!!!
5J K J K J
Jim! Uh? Could you please cut the grass, Jim? Uh, but… the game…. Come on, I can do it tomorrow. Could you do it this afternoon, please? Your mother’s coming to visit. Oh, oh, uh, OK, I’ll do it now. Could I ask you a favor? Hmmm, that depends. What do you want? Could I leave my son with you this weekend? Oh. I’m really sorry, but I can’t. I have two parties to go this weekend so I can’t be with your son. Sorry. Oh, no problem. Thanks anyway!
1. c 2. d 3. b 4. e 5. a Washing the dishes and looking after the son did not happen.
B
Read the 1st 5 box (Can / Could) with sts. Play 7.15 again for sts to complete questions 1-7. Paircheck. Classcheck. Draw sts’ attention to Common Mistakes and drill the pronunciation of some of the questions they have just completed. Ask the sts to match the questions to the best responses in the right column. Paircheck. Classcheck. Use the 2nd 5 box to explain the use of “will” in “OK, I’ll do it now.” and “Don’t worry. I’ll get it.” Contrast with Present Continuous for arrangements, which are of course planned. They will learn “going to” in lesson 9.3.
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7.5 1. Could you please wash the dishes? Sorry, it’s Brian’s turn today. 2. Could you open the door for me, please? Sure. There you go. 3. Could you see who it is? Don’t worry. I’ll get it. 4. Could you please cut the grass, Jim? Come on, I can do it tomorrow. 5. Could you do it this afternoon, please? OK, I’ll do it now. 6. Could I ask you a favor? That depends. What do you want? 7. Could I leave my son with you this weekend? I’m really sorry, but I can’t.
C
MAKE ITPERSONAL Sts role-play situations 1-4 using Could you…? requests and the responses from B. Use the examples to illustrate what they have to do.
Weaker classes Sts might need more thinking time before they perform this activity. Give them time to write one or two dialogs together before they role-play the situations. Offer help whenever needed.
Tip If you want to continue to review phone language have them play back to back, cell phones in hand and role-play that way. Have four different pairs of sts act out each situation for the whole group. For fun, at the end of the lesson, drop your pens / book on the floor, pretend your bag is too heavy to lift, your arm hurts so you can’t open the door, turn off the light, etc. to spontaneously practice requests and get them to respond accordingly!
Workbook p. 38 Phrase Bank p. 67-69 ID Online Portal Grammar p. 130 ID Café Video p. 144
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8 Unit overview: The main topics of unit 8 are countable vs. uncountable food items and nouns, Quantifiers and How much vs. How many, which are presented by a newly married couple who reappear several times throughout the unit through the contexts of writing a shopping list, going on a diet and reading a food nutrition facts table. In this unit, sts also read / scan a menu for specific information and learn / practice how to order a meal at a restaurant.
What do you have in your fridge? Lesson Aims: Sts learn to talk about food and drink items.
Lesson 8.1
Function Naming food and drink items. Talking about food and drinks you like / dislike. Listening to a person making a shopping list. Making your own shopping list. Listening to a couple talk about what they have in their fridge. Vocabulary: Food and drink items. Grammar: Countable vs. uncountable, some, any.
Warm-up Have sts browse pages from unit 7 and, in pairs, ask and answer all title questions in the unit: When did you start school?, What did you do last weekend?, Where did you go last vacation?, etc. Monitor closely for accuracy. If time allows, they can reuse the flowchart in lesson 7.3 to ask and answer questions about last weekend / last vacation.
Language bananas, chocolate, oil, salt… I really like bananas, but I hate vinegar. We need some milk, fish and chicken. I need to buy some eggs, coffee, sugar… Why did you buy all this food in the fridge?
Tip For extra practice on pronunciation, go to AS p. 163 and ask sts to notice the schwa sounds.
8.1 on
8.1 Let’s see. We need bananas and chocolate… oil and salt… uh… maybe some spaghetti? Yes, definitely some spaghetti and some tea. Oh, and I have to get tomatoes and vinegar.
1 Vocabulary: Food and Drink A
Point to the photo on p. 84 and elicit the word “kitchen.” Draw sts’ attention to the fridge and counter and for each of them ask: What do you call it? Focus on the food on the counter and elicit food and drink vocabulary. Point to the list of words in 1A and have sts match them to the items on the counter in the picture. These are familiar food words and / or cognates. The rest are introduced in 1C.
Cultural note fridge = refrigerator Write banana on the board and highlight the first and the last a. Drill the pronunciation of the word and draw sts’ attention to the schwa sound /Ǩ/. Do the same with pajamas and remind sts they have the picture words in the Pronunciation Chart on p. 154-155. Read World of English with the whole class for more information about the /Ǩ/ sound. Drill the sound (e.g. mime hitting yourself in the stomach so they make the right unstressed “uh” noise!), the two picture words from the Pronunciation Chart (bananas, pajamas) and the sentence with bold letters in World of English . If time allows, elicit other examples they know with schwas too. Tell them all highlighted letters (in yellow) in 1A have schwa /Ǩ/ sounds. In pairs, sts try to pronounce all the words on the list. Monitor closely for accuracy and offer help / model pronunciation if necessary. The columns “Spelling” and “Pron.” will only be used in 1B. Play 8.1 for sts to notice how words are pronounced. Conduct a repetition. Ask: Who is Jeff talking to? (himself)
21. bananas 17. chocolate 19. oil 18. salt 15. spaghetti 22. tea 16. tomatoes 20. vinegar
B
Elicit some comparisons between the words in 1A and how they are spelled and pronounced in the sts’ mother tongue. These first eight are presented in a separate group because most are cognates for Latin learners. In pairs, sts rate the eight words in A as having D (a very different spelling or pronunciation to L1), S (similar spelling or pronunciation to L1) or V (very similar spelling or pronunciation to L1). Classcheck with answers on the board.
Tip There may be some disagreements but try to keep the productive focus on English and how it is pronounced rather than on the mother tongue. After all they don’t need to learn these words, as they all know them already. Remember, you don’t need to say or use the words in your L1 yourself, merely ask sts to mentally compare with what they already have in their minds in order to focus on what’s easy / difficult for them, and so focus (and celebrate!) accordingly. There is no key for this exercise as it obviously depends on what their mother tongue is.
C
Now focus on the food and drink items in the fridge. These are in a second group because most are noncognates for Latinos. Point to some of the items and elicit how to say them in English. Name what sts do not know and ask Do you like it / them? How often do you eat / drink…? about a few of them.
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8.1 Individually, sts match 1-14 to the items in the fridge. Sts listen to 8.2 to check. Paircheck. Classcheck with answers on the board. In pairs, sts try to pronounce the words. Monitor closely and offer help whenever needed. Play
8.2 for sts to notice how the words are pronounced.
Extra activity Ask sts to think about their own fridges back home and think about what they need to buy. Allow them some time to write a shopping list. In pairs, sts compare their lists, e.g. “I need to buy (some) milk, eggs, etc.”. The some / any distinction is taught in 8.2 so don’t force it too much here.
8.4 Notice the sentence stress. S Jeff, we’re traveling tomorrow. Why did you buy all this food? J Just some fruit for your diet: apples and oranges. S I don’t like apples. J But you like oranges. And I got some onions and potatoes too. S Potatoes? I can’t eat them. I’m on a diet, hellooo! J OK, but I also got some chicken and fish. S Well, we can freeze those. But what do we do with the milk, cheese and butter? J Sorry, Sandra…That’s not all… I got some lettuce and carrots for your salad, too.
8.2 Notice s = /]/ or /V/. J We need some milk, fish and chicken… oh, and some apples and carrots, Sandra loves carrots! Then some eggs and lettuce. Oh, and butter and onions. Oh, finally, some cheese, oranges, potatoes… do we need sugar? Oh, yes, and some sugar. 2. apples 10. bread 5. butter 13. carrots 6. cheese 8. chicken 7. eggs 9. fish 4. lettuce 11. milk 12. onions 3. oranges 14. potatoes 1. sugar
D
Focus on the photos of the couple on the fridge. Elicit that they are recently married and tell sts that they are Jeff and Sandra. Sts listen to 8.3 and answer questions 1-3 about Sandra and Jeff. Have sts paircheck their answers before checking answers with the whole class. Ask: Have you tried freezing bananas? Listen again and / or do the silent letter AS task on p. 163 if time allows.
8.3 Notice the silent letters. J = Jeff S = Sandra S Jeff! I’m home, baby. J Hi, hon. S Oh my God! J What? What’s the problem? S What’s all this food on the counter? J What do you mean, “all this?” S Well, to be precise, one chocolate bar, tomatoes, uh, some spaghetti… J Oh, that? S I’m not finished! There’s also some salt, some tea, oil and vinegar here… J I can explain… S And—8, 9, no, 10 bananas. You know I can’t eat bananas! J There was a special offer on bananas, darling. We can always freeze them! S Freeze bananas? Are you crazy? 1. Jeff, the husband, did the shopping. 2. Sandra is not happy because Jeff bought too much food. 3. Jeff bought ten bananas because there was a special offer on bananas.
E
Sts listen to part two of Sandra and Jeff’s conversation. Ask them to notice which two items are not mentioned. Paircheck. Play it again if you notice part of the class could not get it. Classcheck. Ask sts: Do you keep all these items in your fridge?
S Hm, I guess I can make a salad for dinner. And why all those eggs!! J Well, I can make an omelet! S Yeah, right! Your specialty! Jeff, darling, remember. Never irritate a woman on a diet! We can be dangerous! But, wait —what’s that doing in the refrigerator? Sugar and bread are not mentioned in the dialog.
F
Point to item 1 (sugar) in the fridge and ask sts if they also keep it in the fridge.
Tip Get sts to guess the answers first as a way of ensuring they fully understand the questions / tasks and have tried to imagine in advance what will be said. Sts hear the last part of Sandra and Jeff’s conversation. Sts listen to 8.5 and mark true (T) or false (F) for sentences 1-5. Paircheck. Classcheck with answers on the board. To end this part of the Jeff and Sandra story, ask: What do you think of them? (they return several times in this unit).
Extra activity Ask sts to cover p. 85 (with a sheet of paper). Focus on the food and drink items on p. 84. In pairs, sts talk about what they like or don’t like on the page. Monitor closely and make sure they don’t say “this” and “that,” but actually name items they want to talk about. Encourage peer correction when sts can’t remember or pronounce an item from the picture. At the end, ask sts to remember and report their partner’s preferences to the whole class.
8.5 Notice /ș/ vs. /X /. J In the refrigerator? Where? S Here! Look! You put bread and sugar in the refrigerator! What are they doing there? J Uh, I don’t know. S You don’t know? J Well, my mother always puts sugar and bread in the refrigerator, but I don’t know why. So I called to ask—but she didn’t answer. S Not your mother, not again. We’re married now, remember? You don’t have to ask your mother. J Yes, but I love you and I just want everything to be perfect for you, darling. S Oh, Jeff, that’s really romantic…
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8.1 1. T
2. T
3. F
4. F
5. T
G Write the word city on the board and elicit its pronunciation. Remind sts that British and American English have lots of differences between them, e.g. the way the letter t can be pronounced. Play 8.6 for sts to listen and read World of English . Drill both American and British pronunciation of the words in the box and ask Which do you prefer? Why? Have sts read the Song line at the top of p. 85 and draw their attention to how the t in gotta and refrigerator are pronounced in the song “Money for Nothing” by the British band Dire Straits. Make it clear they need to be able to understand both, but the choice of which to say is entirely up to them.
What’s your opinion of this song? Do you know any other songs by Dire Straits?
Song line: We gotta install microwave ovens. Custom kitchens deliveries. We gotta move these refrigerators. We gotta move these… Song: “Money for Nothing” Artist: Dire Straits (UK) Year: 1985
Workbook p. 39 ID Online Portal
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8.2
Are you on a diet at the moment? Lesson Aims: Sts learn to use countable and uncountable nouns to talk about food.
Lesson 8.2
Function Language Talking about portions of food. I usually have a slice of bread and a piece of fruit for breakfast. Listening to a woman talk about her diet. For lunch, it’s a bowl of rice, two spoons of beans… Talking about your own diet. For dinner, I often have a bowl of rice and some fish or chicken. Vocabulary: Portions of food (a bowl of rice, 2 spoons of beans, ½ pound of meat, a can of diet soda, etc.). Healthy / junk food. liquids. Grammar: Countable and uncountable nouns. Quantifiers – some in sentences and any in and .
Warm-up Play the Memory Race game with food and drink items. Sts have one minute to write down all the items (from the previous lesson or not) they can remember. Classcheck with answers on the board. Include (s) after each countable noun to help with the next activity: apple(s), banana(s), etc.
2 Grammar: Countable vs. Uncountable Nouns A
Refer to the list of words on the board (from the warmup above). Elicit which items are countable or uncountable but do not provide sts with answers yet.
Books open. Focus on the task in 2A and have sts underline all the plural words in 1A and 1C on p. 85. Ask: Why aren’t the other words (oil, vinegar, tea, etc.) in the plural?
The eight plural words are: bananas, tomatoes, apples, carrots, eggs, onions, oranges, potatoes. The other words are not pluralized because they are uncountable, or mass nouns. These substances cannot be divided into separate elements—e.g. “vinegar” cannot be counted, but “2 spoons of vinegar” or “2 bottles of vinegar” can be counted. In this case we count the unit of measurement.
Tip To help with the concept, mime the futility of trying to count sugar, rice or water.
B
Have sts read sentences 1-2 and, in pairs, answer the questions: “Do we usually count these food items? Which word indicates ‘an unspecified quantity of’?”
Salt, tea, oil, vinegar and fish are not usually counted. When they are counted it means different types, e.g. a variety of teas. Chicken is also not usually counted when it is a food item, however you can buy two whole chickens from the supermarket and a farmer can have a number of chickens. The word “some” indicates “an unspecified quantity of.”
C Tell sts that uncountable nouns are usually liquids, items that come in (small) parts or items you eat only a part of. In pairs, sts add two more items to each category. Paircheck. Classcheck with answers on the board. Have sts read the 5 box and Common Mistakes to discover other uncountable nouns which are not related to food and drink. They might be surprised by some of these, but it is worth anticipating problems they will otherwise have in the future. If some sts remember, they can help to correct the others that don’t remember the rule.
Tip For further practice, go to Grammar on p. 132.
Liquids water, ice, oil, tea (drink), milk.
D
Items that come in (small) parts rice, salt, spaghetti, sugar, tea (product).
Items you eat only a part of bread, chicken, chocolate, butter, cheese, fish, lettuce.
MAKE IT PERSONAL In small groups, sts take turns asking
and answering questions 1-3. Encourage them to use some for uncountable nouns and say countable words in the plural as in the examples.
3 Vocabulary: Portions of Food A
Ask the whole class: Do you remember Sandra from last lesson? Tell sts she’s on a diet. Focus on the words “This time, be patient!” and ask: Do you have to be patient to go on a diet?
Have sts read the lesson Song line at the top of p. 87, which also refers to the topic of “being patient.” Ask sts: Do you remember this song? Who recorded it? Do you like this song? Do you know their music? Is patience countable or uncountable?
Song line: A little patience, yeah, yeah. Need a little patience, yeah, yeah. Just a little patience, yeah, yeah. Some more patience Song: “Patience” Band: Guns N’ Roses (USA) Year: 1989
Sts hear Sandra recording day 1 of her video diary of her new diet. Point to the headings of her notes (After waking up, Breakfast, Lunch, etc.) and elicit what she has for each meal. Elicit food vocabulary from pictures 1-10 and get them to match the photo to the first item.
Tip Sts can probably match up all the words from the food photos alone, but the aim of the audio is to introduce the quantities / portions, so use the audio to confirm / correct their guesses as well as the pronunciation. Sts listen to
8.7 and match pictures 1-10 to the diet items.
Paircheck. Classcheck. Ask: Which item doesn’t have a photo?
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8.2 (one can of diet soda). Where in have you seen a can before? (unit 4, the lesson on can as a verb). Notice that Sandra writes “1 bowl of salad” because she needs to remember the quantity. We only use 1 when the quantity is important. Usually we say “a bowl of salad.”
8.7 Notice /ǨY/ connections and the other /Ǩ/ (schwas). S So, today is day one of my new diet. After waking up, I have a bottle of mineral water, and that’s all! For breakfast, I can have a cup of coffee, a slice of bread and a piece of fruit! Wow! For lunch, it’s a bowl of rice, one spoon of beans and just one little can of diet soda. Booo! In the afternoon I get a snack! Hurrah! A granola bar! Then for dinner, I get a bowl of salad, half a pound of meat, and a glass of juice. And that’s it! But this time it’s going to work!
Cultural note 1 lb = 1 pound = 453,6 grams ½ lb = half a pound= 226,8 grams (10) 1 bottle of mineral water (6) 1 cup of coffee (3) 1 slice of bread (4) 1 piece of fruit (7) 1 bowl of rice (5) 1 spoon of beans (9) 1 granola bar (2) 1 bowl of salad (8) ½ pound of meat (1) 1 glass of juice There’s no photo of one can of diet soda.
B
In pairs, sts try to predict possible answers to questions 1-4. Play 8.8 for them to check if they guessed all the answers right. Classcheck. Explore the content too. Ask: Do you always eat meat for lunch? Do you like the same food as Sandra? Then listen again. Ask: How much more did you understand the second time? Do you know anyone who keeps a video diary?
N N S N S N S N S N S N S N S N S N S N
8.8 Notice /IǨU/ and /ǨY/. = Nelly S = Sandra Hi, Sandra. Want some chocolate? No, thanks. I’m on a diet. Oops, sorry. How’s it going? Great. I’m keeping a video diary. It really helps. So, what do you usually have for lunch? I just have some rice and beans for lunch. Rice and beans? That’s… unusual. Uh huh, but I can’t eat any meat for lunch. Only for dinner. No meat for lunch? Wow! That’s not easy! You really need a lot of patience. I know. But I have to lose weight. I gained fifteen pounds and Jeff is not happy… Uh… Well, maybe if you stop eating sugar… I never eat any sugar. I don’t like sweets. How about pasta? Is there any pasta in your diet? Well, that’s a no-no too. And I love spaghetti with tomato sauce and Parmesan cheese. And, of course, you are not allowed any cheese, right? Right. Oh, I’m sorry. Do you want some Coke? Is it diet? Yes.
S Then yes, please. I can only drink one can of soda a day, but it’s the best part of my day. Cheers! N Cheers! 1. Sandra can’t eat: chocolate, pasta / spaghetti or cheese. (She can eat meat but not for lunch and she never eats sugar—even when she is not on a diet). 2. She is on a diet because she has gained 15 pounds and her husband, Jeff, isn’t happy. (1 lb (pound) = 0.453592 kg so she has gained 6.8 kg). 3. The best part of her diet is the one can of soda per day.
4 Grammar: Quantifiers A
Sts listen to 8.9 and complete the sentences 1-5 extracted from the listening. Paircheck. Classcheck with answers on the board. Have sts decide in pairs how to best complete the 5 box about the use of some and any. Draw sts’ attention to the exceptional use of some in questions when we offer people some food or drink, as shown in Common Mistakes . For a quick practice activity, get sts to practice offering and accepting / refusing the food in the photos here and in the previous lesson. Do you want some bread / rice, etc.? Yes, please / No, thanks.
Tip For further practice, go to Grammar on p. 132. 8.9 Focus on the link after eat and there. I just have some rice and beans for lunch. I can’t eat any meat for lunch. I never have any sugar. Is there any pasta in your diet? Do you want some Coke? 1. I just have some rice and beans for lunch. 2. I can’t eat any meat for lunch. 3. I never have any sugar. 4. Is there any pasta in your diet? 5. Do you want some Coke? 5 box 1. Use some in phrases and when you expect a answer. 2. Use any in phrases and .
B
Individually, sts circle the best options in the dialog. Paircheck. Play 8.10 so sts can check their answers. Ask for sts’ opinion about Sandra’s diet: Is her diet really going to work?
8.10 Pay attention to the pronunciation of t in these N S N S N S N S
words. So, Sandra, what do you have when you get up? I only have some water. Wow! Don’t you eat any food? Yeah, I have some bread and some fruit two hours later, for breakfast. Two hours later? And can you drink any beer or wine? Never! I can’t drink any alcohol. Why? We’re going out on Saturday night, but you’re not drinking any beer! Well, I can have a break from my diet on special occasions!
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8.2 Nelly
So, Sandra, what do you have when you get up?
Sandra I only have some water. Nelly
Wow! Don’t you eat any food?
Sandra Yeah, I have some bread and some fruit two hours later, for breakfast. Nelly
Two hours later? And can you drink any beer or wine?
Sandra Never! I can’t drink any alcohol. Why? Nelly
We’re going out on Saturday night, but you’re not drinking any beer!
Sandra Well, I can have a break from my diet on special occasions!
C
MAKE IT PERSONAL For two minutes, sts look at photos from lessons 8.1 and 8.2 and make some notes about their daily diet. In pairs, sts tell each other what they usually have for breakfast, lunch, snacks, and dinner. Tell them
they need to use at least two quantifiers from 3A (a slice of, a cup of, etc.). Encourage them to say whether their partner’s diet is healthy or unhealthy. If there is time, they can swap partners and do it again.
Weaker classes Write prompts on the board For breakfast, I usually have a cup of…, For lunch, I usually… so sts know where to start from.
Extra writing Sts can write their daily diet following Sandra’s model in 3A.
Workbook p. 40 ID Online Portal Grammar p. 132
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8.3
How often do you eat chocolate? Lesson Aims: Sts learn to use quantifiers with countable and uncountable nouns. Sts also learn to say large numbers.
Lesson 8.3
Function Language Reading and talking about sugar / sweet items. When I eat a lot of chocolate, I compensate the next day. Listening to a couple decide what to have for lunch. Are you ready for lunch? Listening to information about a Nutrition Facts table. How much cholesterol does the vegetarian burrito have? Saying large numbers. 68,087. Talking about your attitude towards food. I eat everything and never worry about calories. Vocabulary: Words related to sugar (sugar, sweet, candy, dessert, chocolate, mousse, fruit, Nutella). Nutrition Facts (calories, cholesterol, total fat, fiber, protein, sodium). Large numbers. Grammar: Quantifiers “a lot of”, “a few” and “a little”.
Warm-up Books open to p. 89. Have sts read the lesson Song line and see who in the class knows the song / band, where they know the song from, if they can sing it. Ask sts: Do you eat a lot of sugar? What’s your favorite sweet item?
Song line: Sugar, oh honey, honey. You are my candy girl, and you got me wanting you. Song: “Sugar Sugar” Band: The Archies (UK) Year: 1969
Point to the title question on p. 88 and have sts briefly ask and answer it in pairs. Classcheck. In groups of three, sts list all foods involving chocolate they can think of (chocolate cake, mousse, brownie, ice cream, milkshake, cookies, etc.). Have sts share their lists with the whole class and say which chocolate recipe is their favorite.
5 Reading A
Focus on Cyber English . Sts read the acronyms in
the box and elicit any (= NE) other abbreviations sts can remember. Focus on the photo of Nelly. Ask: What do you remember about her? She’s Sandra’s friend from the previous lesson. She offered Sandra chocolate there too. Sts read the text for gist and underline at least six different words related to sugar. Paircheck. Classcheck with answers on the board. Drill the pronunciation of all the words.
sugar sweet candy dessert chocolate mousse fruit Nutella
B
Sts re-read and, if you wish, they can listen to the text
and in pairs decide whether sentences 1-5 are true (T) or false (F). Get them to give evidence from the text to justify their answers. Classcheck. In small groups, sts tell each other how similar or different they are compared to Nelly and “Forever Rocher” (who comments on Nelly’s post). Ask: Do you know anybody like these women? Do you eat a lot after you fight with people?
Cultural note The person who wrote on Nelly’s blog signed Forever Rocher. That is a reference to the manufacturer Ferrero, the producer of Ferrero Rocher, Nutella and other chocolate products. Weaker classes Conduct the suggested speaking activity above in teacher-class pattern, not student-student, as they might struggle with language for this task. Ask sts: Do you also love sweet items like Nelly? Do you need large portions? How much do you eat? When you eat sugar in excess on one day, do you compensate the next day? Does chocolate make you feel good?
1. F (“only” is too strong) 2. T (“quality, not quantity”) 3. T (“… I just eat some salad or a few pieces of fruit the next day”) 4. F (the emoticon shows the answer) 5. T (“OMG, it really helps”)
C
Sts find and circle the six examples of a little, a few and a lot of in Nelly’s blog in 5A. Also, ask them to underline the word / noun that follows each expression. In pairs, sts decide if the nouns which follow a little, a few and a lot of are countable or uncountable, and then, complete the rules in the 5 box. Classcheck. Read World of English about the uses of a few and a little. Give them some prompts (e.g. apples / sugar / honey / bananas / pencils / paper) and elicit if the given nouns would go with a little or a few.
1. Use a little with 3. Use a lot of with
nouns. 2. Use a few with or nouns.
nouns.
D
Elicit some possible ways of saying phrases 1-6 with a little, a few and a lot of. Have some sts read the dialogs in the speech bubbles to the whole class. In pairs, sts create their own conversations about phrases 1-6. Monitor closely for accurate uses of a little, a few and a lot of. At the end, have one or two pairs act out one of their dialogs for the whole class.
6 Listening A
Elicit what sts remember about Sandra and Jeff and from Sandra’s diet (lesson 8.2). Ask: What can / can’t she eat? Tell them Sandra and Jeff are going to have lunch together. Sts listen to 8.12 and fill in the blanks 1-8 with J (Jeff) or S (Sandra). Paircheck. Classcheck with answers on the board. Do they like / eat a lot of Mexican food?
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8.3 8.12 Notice the dark l vs. normal l. J = Jeff S = Sandra J Hey, Sandra. Ready for lunch? S Yeah, hon. I’m so hungry! J Come on! Let’s go to that Mexican restaurant on the corner. I’m dying for a burrito. S I don’t think that’s a good idea. My diet, remember? J Oh, darling, burritos are healthy! Look, I’m googling the nutritional table. S Oh, I hate those lists! J But they have important information! See? A chicken burrito is probably the best option for you. S How many calories does it have? I can’t see anything without my glasses. J Um, let’s see. It only has three hundred seventy calories. S Aw! That’s a lot. J Then the vegetarian burrito is the best. It only has beans and cheese and three hundred and fifty calories. S Ugh! Beans, beans, beans! I’m living on beans now. The doctor told me to watch my cholesterol, too. How much cholesterol does the vegetarian burrito have? J Only five milligrams. S And the others? J Thirty-five and twenty-five milligrams. S That’s a lot, but, like, do I have to eat the boring, healthy option? J Babe, this diet was your idea. And you know the vegetarian burrito is perfect for you. S I guess you’re right. J Well, I’m having the chicken burrito. S And I’m having the meat burrito. J But… darling. S I can’t live without meat, Jeff. And we just spent a lot of calories checking all these numbers, darling, so I think it’s OK! 1J
2S
3J
4J
5S
6J
7S
8S
Tip This listening is quite long so they may need / welcome the opportunity to listen again. A nice extra task is to ask sts to pick out some of the most useful phrases from the dialog and see if sts can finish them from memory. I’m dying… I can’t see anything… The doctor told me to… I can’t live without…
B
Point to the Nutrition Facts table and check if sts are familiar with the vocabulary in the first column (calories, total fat, cholesterol, sodium, etc.). Ask Which burrito is the healthiest / best for Sandra’s diet? Chicken, Beans & Rice? Meat, Beans & Rice? Or Beans & Cheese? and listen to sts’ first opinions.
Play 8.12 for sts to complete the table. Paircheck. Classcheck with answers on the board. In pairs, have sts answer questions 1-4. Classcheck.
A chicken burrito has 370 calories; a vegetarian one has 350. The vegetarian burrito has 5 mg of cholesterol and the meat one has 25 mg.
C Sts cover the table in 6B. In pairs, sts tell each other all they remember about the ingredients of the three types of burritos. They then uncover and check their own performance. D Write the numbers 2,500 and 456 and elicit how these numbers are said in English. Read Common Mistakes and World of English with sts. Clear up any doubts before sts say numbers 1-4. Tip If suitable, make sts aware of the fact that some languages use “.” (dot) instead of the “,” (comma) used in English in numbers with four or more digits (e.g. 2,000 = two thousand). The “.” (dot) in English is used before fractional parts, e.g. 7.4 (seven dot four). In pairs, sts practice saying the figures 1-4. Monitor closely for accuracy and help them out if necessary. Classcheck.
Tip Fast finishers can challenge each other with more numbers too. 1,275 34,912 68,087 911,354 73,100
one thousand, two hundred (and) seventy-five. thirty-four thousand, nine hundred (and) twelve. sixty-eight thousand, (and) eighty-seven. nine hundred (and) eleven thousand, three hundred (and) fifty-four. seventy-three thousand, one hundred.
The “and” is always used in British English; in American English, it is sometimes dropped. The “and” goes after the first number in a group of three and you don’t need to say it if the following two numbers are both 0.
E
MAKE IT PERSONAL In trios, sts use the prompts to ask
Do you…? questions. Get them to interview you first to set this up and practice pronunciation. Ask sts to report their partners’ answers to the whole class. Is there anyone in the group that has a similar attitude to food as Sandra? Focus on the two example answers too. Monitor closely to spot the main errors and praise a lot too.
Workbook p. 41 ID Online Portal Grammar p. 132
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8.4
How much meat do you eat? Lesson 8.4
Lesson Aims: Sts learn to use how much and how many to talk about food. Function Asking and answering questions about quantities.
Language How many calories do you eat a day? How much fiber do you eat a day? Choosing a burrito at a restaurant. How many calories does it have? Reading / Taking a pop culture quiz. Which of these items dehydrates the body? Asking and answering questions about eating habits and lifestyle. Do you eat a lot of meals at home? Vocabulary: Recycling nutrition facts (calories, cholesterol, total fat, grams of fiber, protein, sodium). Grammar: How much vs. How many. Recycling quantifiers (a lot of, a few and a little).
Warm-up Write question prompts on the board: What / you have for breakfast this morning? What / you eat for dinner last night? What / you have for lunch earlier / yesterday? / you have any snacks? How much water / you drink yesterday? How many calories / you think you had yesterday? Focus on the weak pronunciation of did you /Gǹȳș/. Elicit
cheese? Bananas. How many bananas? Use other and nouns e.g.: fruit, meals, furniture, chairs, people, etc. Point to the relevant question on the board to help if necessary.
Song line: How many roads must a man walk down before you can call him a man? Song: “Blowin’ in the Wind” Artist: Bob Dylan (USA) Year: 1963
the complete questions and have sts ask and answer them in pairs. Ask sts to report their partner’s answers to the whole class. Establish that have and eat are synonyms for food.
8.14
7 Grammar: How Much vs. How Many A Explore the photo. Ask Who can you see? (Jeff and Sandra.) What do you remember about them? Where are they? What are they doing?, etc. Play 8.13 for sts to listen and read the dialog. Ask sts to study the two questions Sandra asked and, in pairs, circle the correct options in sentences 1-5 from the 5 box. Classcheck with answers on the board. Tip With a stronger class, do this as a “dictagloss.” Have sts close their books, and they listen and write down as much of the dialog as they can, then paircheck. Replay the dialog and repeat procedure two or three more times. Then have sts open their books, check their spelling and see how much they got right. Tip For further practice, go to Grammar on p. 132. 1. how much 2. how many 3. how many 4. how much 5. A lot (of)
B Individually, sts complete the dialog between Sandra and another of her friends with how much, how many, a lot of, a little or a few. Paircheck. Play 8.14 for sts to check their answers. Classcheck with answers on the board. What do they think of her diet? Get sts to repeat the various questions in pairs and then answer them together. Focus on the lesson title question and the Song line on p. 91. Elicit the difference between the two questions ( and nouns). Check if sts know / like the song. Elicit answers to the lesson title question. Write How much meat…? and How many roads…? on the board and practice the questions with a substitution drill. Cheese. How much
Sue Sandra Sue Sandra Sue Sandra Sue Sandra Sue Sue Sandra Sue Sandra Sue Sandra Sue Sandra Sue
Hi, Sandra. I heard you’re on a diet. That’s true. Again! How many calories can you eat a day? Only a few: just a thousand and two hundred. Wow! That sounds hard. Can you eat any spaghetti? No, but I can eat a little rice. How about meat? How much meat do you eat a day? Only a little too, but I can eat a lot of vegetables. And I love carrots! Well, good luck, then. Hi, Sandra. I heard you’re on a diet. That’s true. Again! How many calories can you eat a day? Only a few: just a thousand and two hundred. Wow! That sounds hard. Can you eat any spaghetti? No, but I can eat a little rice. How about meat? How much meat do you eat a day? Only a little too, but I can eat a lot of vegetables. And I love carrots! Well, good luck, then.
C
Point to the speech bubbles and have two sts act out the conversation. Help with pronunciation when necessary, reviewing the table in the previous lesson.
In pairs, sts role-play choosing a burrito. Make sure they include How many / much questions in their dialog. Monitor closely for accuracy. Have one or two pairs of sts present their dialogs to the whole group.
D Swap partners. In pairs, sts complete and then ask and answer questions 1-10. Make sure they ask all the relevant options. Classcheck. Ask sts: How many answers did you get right? Put your stress on “many” to draw sts’ attention. Make sure they are applauded at the end. 127 127
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8.4 1. How many 2. How much 3. How many 4. How many 5. How much 6. How much 7. How much 8. How many 9. How many 10. How many
Tip Fast finishers can invent and then ask the class more questions.
E
MAKE IT PERSONAL Sts choose one of the question
options, 1-10, and then mingle to ask the whole class and produce a class survey. Focus on the speech bubble to show them what they should be able to say by the end of the activity. Elicit what the question was: “How many showers do you have at home / in your apartment?”. Sts interview each other about eating habits and lifestyle. Make sure they make eye contact and use natural intonation when asking questions 1-10. Ask a few sts to report their findings.
F Sts do a quiz to check how much they know about what they eat. Paircheck. Play 8.15 to check. Were there any surprises? How many did they get right? Drill pronunciation for the words with highlighted letters. Tip Focus on the photos and elicit / drill the items they can see (potato chips, lettuce, strawberries, milk, a kiwi, a pear, a knife and fork, hands). Focus on the title and elicit some answers from sts.
8.15 Notice the /K/ sound. W W M W
= woman M = man OK, number 1. What do you think? Chocolate? Yep. Chocolate has one hundred and forty-five calories per hundred grams. The healthy option is potato—only seventy-six calories. Next? M Tea?… Or coffee? W No, you don’t know much about food. Tea and coffee can help hydrate you. Alcohol dehydrates the body, so the answer is wine. Sorry! Question three?
M Milk? W Yeah! Wow—you know something! Milk has a lot of nutrients, and is a food, a food that you can drink! Now lettuce—the ultimate diet food. M Zero? W Sorry, it actually contains eighteen calories per hundred grams. Question 5? M Spinach? W No! M But what about Popeye? W Maybe Popeye didn’t know anything about food either! It’s beans. They have a lot more protein than spinach. OK, do you know anything about vitamin C? M Uh, yeah, it’s good for you! W Yes, but which fruit doesn’t have a lot of vitamin C? M Strawberries? W No. The answer is pears. But the good news is pears contain no fat and a lot of fiber. So, just one point? Now, do you want something to eat? M Uh, no, thanks. I’m really not hungry. 1. d
G
2. b
3. d
4. c
5. a
6. b
MAKE IT PERSONAL Sts work in pairs. They ask and
answer questions 1-6. Then classcheck for sts to compare their answers.
Tip Add in some locally relevant questions on the board too. How many vacation days do you take during (Carnival)? How much money do you usually spend? How much do you eat / drink / dance?, etc.
Workbook p. 42 ID Online Portal Grammar p. 132
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8.5
Are you hungry? / What would you like for lunch? Lesson Aims: Sts learn to scan a menu, make requests and order food in a restaurant, then do a restaurant role-play. Language Salads. Going Green: lettuce and spinach topped with the best salad dressing in L.A. Chocolate Chunk: Chocolate cake with chocolate ice cream and fresh cream. Choosing dishes from a menu. For my starter, I’m having the soup. Ordering and serving a meal. Can I have the Chopped Chicken, please? I’d like a can of soda, please. Would you like to order the main course now? Vocabulary: Dishes and drinks in a restaurant. Fruit and vegetables. Meals, starters, salads, the main course, desserts, beverages, the check / bill, decaf coffee, chamomile tea. Grammar: Polite requests with Can I have, I’d like, I’ll have. WB Song Line: “I am sitting in the morning at the diner. I am waiting at the counter for the man to pour the coffee.”
Lesson 8.5
Function Reading a menu.
Warm-up Find someone who. Write the prompts below on the board or print them out before class and hand out copies to sts. Elicit the questions sts will need to ask for the activity and have them stand up and talk to as many classmates as possible. Find someone who… 1) … eats out everyday. 2) … loves Japanese food. 3) … is vegetarian. 4) … never has salads. 5) … had dinner at a special restaurant last weekend. 6) … cooked dinner last night. 7) … prefers fruit juice to soda.
Skills: Scanning a menu
US$7.45, (4) Pasta Pomodoro US$20.29, (5) Chopped Chicken US$6.75, (6) Annie’s Apple US$4.99, (7) Special Steak US$42.65, (8) Chocolate Chunk US$5.99, (9) Totally Tomato US$6.29.
B
Sts listen to an ad for Top Toppings. Play 8.16. Sts listen and check which four dishes on the menu in A are mentioned. Paircheck. Classcheck. Use the AS 8.16 on p. 164 to clear up any doubts. Did they like the ad / find it convincing? Would they like to go to Top Toppings this weekend?
8.16 Notice the alliterations.
Get some feedback on what they have managed to learn. Ask the lesson title question and see what they say. Focus on the photos. Elicit all the food items they can see (fish, sauce, lettuce / salad, fruit salad, etc ). Ask: What’s the name of the restaurant? (Top Toppings) Does it look good? Now ask Are you hungry now? to see if anybody has changed their mind. Sts work in groups of three or four sts. Within their groups, sts help each other find the answers to questions 1-6 on the menu. Walk around the classroom and offer help when necessary. Classcheck. Drill pronunciation as necessary too.
This is Wonderful Weekend at Top Toppings! Special savings on our fabulous favorites! Our special starter is the Chopped Chicken: a nice salad made with fresh lettuce and tomato. Topped with grilled chicken. This week we offer you two choices from our marvelous main courses: Fish Fillet, our delicious grilled salmon in orange sauce and sautéed potatoes. Or the Special Steak, succulent ½ pound barbecued steak topped with a light cream and pepper sauce. Finally, there’s nothing like a light, refreshing dessert: our Seasonal Salad, which includes strawberry, mango, melon, grapes and kiwi topped with fresh fruit juice. All for a fixed price! Come to Top Toppings and check it out!
Read World of English with the whole class and elicit other examples of alliteration sts can find on the menu, e.g. Seasonal Salad, Fish Fillet, Special Steak, Chopped Chicken, Going Green.
Chopped Chicken, Fish Fillet, Special Steak, Seasonal Salad
A
Cultural note Explain to sts that “alliteration” is a repetition of (the same) sound(s), usually in the first syllables of a group of words in a phrase. It is widely used in literature, especially poetry, and is often employed by companies as well, e.g. Dunkin’ Donuts, PayPal, Coca-Cola.
C
Sts re-read the menu in A for specific information. In pairs, they decide whether sentences 1-6 are true (T), false (F) or the information is not in text (N). Ask them to justify the false ones with evidence from the text. Classcheck with answers on the board.
1. F 1. The orange symbol shows low-calorie dishes and the green symbol shows vegetarian dishes. 2. There are three non-vegetarian dishes. 3. The starters are either soup or salad. 4. There are three main courses and three desserts. 5. The names of the dishes are alliterative. 6. (1) Fish Fillet US$31.49, (2) Going Green US$8.95, (3) Seasonal Salad
2. F
3. F
4. T
5. T
6. N
D MAKE IT PERSONAL Say: Imagine you’re at Top Toppings restaurant. What are you ordering? Ask sts to choose one option under each heading (starters, main courses, desserts) following the example. In pairs, sts tell each other their choices. Model their dialogs with Present Continuous 129 129
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8.5 sentences, e.g. “For my main course, I’m having the Fish Fillet.” How many of them order exactly the same meal?
in Action: Ordering food A
Ask: What do you remember about Jeff and Sandra? Then say: Guess where they are today. (Top Toppings) Point to the palmtop on the right and briefly read what customers might order for starters (tomato soup, onion soup, etc.) and salads (potato, spinach, etc.). If they enjoyed Sandra and Jeff, get them to predict what each of them might eat first. Say: Now imagine you’re the server. Listen to Jeff and Sandra and check what they order for starters and salads. Play 8.17. Paircheck. Classcheck.
8.17 Notice the /ǹ/ and /L / sounds. Ser = server J = Jeff Sa = Sandra Ser Hi, my name’s Melissa, your server today. Are you ready to order? J Yes, please. Ser What would you like as a starter? J I’ll have the tomato soup, please. Ser OK. With croutons and Parmesan cheese? Sa No cheese, please. Ser OK. How about you, madam? What would you like? Sa What is in the chicken salad? Ser The Chopped Chicken salad is lettuce, green peppers, red peppers and tomato. It comes with sliced chicken. Sa Can I have only the salad, and no chicken, please? J You and your diet… Sa Shush, Jeff! J Sorry. Ser Uh, certainly, madam. Jeff wants the tomato soup with croutons, but no cheese. Sandra wants the mixed salad: lettuce, green peppers, red peppers and tomato, but no chicken.
B Play 8.18 for sts to order part two of the dialog 1-10. Play the track once again if necessary for them to complete. Paircheck. Classcheck with answers on the board. Highlight the three ways to order. Ask: Do you say please and thank you a lot in your language too? Tip Read World of English with sts and do a quick substitution drill: T Can I have the soup, please? Sts Can I have the soup, please? T I’d like. I’d like the soup, please. Sts I’d like the soup, please. T I’ll have. Sts I’ll have the soup, please. T The Chocolate Chunk. Sts I’ll have the Chocolate Chunk, please. T Can I have. Sts Can I have the Chocolate Chunk, please? T I’d like. Sts I’d like the Chocolate Chunk, please.
8.18 Ser Sa Ser Sa Ser J Ser J Sa Ser
OK. How are your starters? Great, thanks. Would you like to order your main course now? Yes, please. I’d like the Pasta Pomodoro, please. OK. And you, sir? I’ll have the Special Steak, please. Sure. Any drinks with your meal? We’re fine with water, thanks. No, I’ll have a soda, please. OK. Just a moment, please.
(6) I’ll have the Special Steak, please. (8) We’re fine with water, thanks. (2) Great, thanks. (4) I’d like the Pasta Pomodoro, please. (9) No, I’ll have a soda, please. (5) OK. And you, sir? (7) Sure. Any drinks with your meal? (10) OK. Just a moment, please. (1) OK. How are your starters? (3) Would you like to order your main course now?
C
Focus on the Hot drinks and Desserts list on the second tablet. Elicit and drill pronunciation as necessary. Sts listen to part three of the dialog and check the drinks and desserts they order. Paircheck. Classcheck. What is the last thing they order? (the check).
Highlight the difference between I like and I’d like in the 5 box. Ask: Why does Jeff panic? (He thinks she’s going to break her diet again.) Does she? (No, it’s a sugar free ice cream.) Do you think her diet is going to work at last? (probably / possibly / who knows!)
8.19 Notice the final sound in these words /V/ and the Ser J Ser J Ser Sa Ser Sa Ser J Sa J Sa J
connecting sounds. = server J = Jeff Sa = Sandra Excuse me, miss? Yes, sir? Can I have some decaf coffee, please? OK. And you, madam? What would you like to drink? I’d like some tea, please. What kind of tea do you have? Lemon and chamomile. I’ll have some chamomile tea, then, please. Anything else? No, that’s all, thanks. Uh, actually, I’d like some dessert. Sandra? No!! Jeff, relax. Can I have a bowl of sugar-free vanilla ice cream, please? Phew—for a moment there I was afraid, hon! Oh, and excuse me again, miss. Can you bring us the check, too, please?
Decaf coffee, chamomile tea, and sugar-free vanilla ice cream
D
MAKE IT PERSONAL In groups of three or four, one student is the server and the others order a meal (friends at the same table). Sts role-play the full meal, that is, in four stages: 1) order starters and drinks; 2) then the main course; 3) the dessert; 4) and finally the bill. Monitor closely for accuracy. Have one or two groups act out their conversations for the whole class.
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8.5 Tip To add fun, it is probably best to be the server yourself first to briskly / humorously show sts what to do and then to move quickly through the different stages. Extra writing Sts could write up their own version of the complete restaurant role-play at a restaurant of their choice. See if they can get an English version of the menu, e.g. online, so they learn a few more words as they do so.
Workbook p. 43 Phrase Bank p. 68 ID Online Portal ID Café Video p. 145
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Review 5 Units 7-8 Grammar and Vocabulary A
Picture Dictionary. Pairwork. Sts test each other and review the main vocabulary items learned in units 7 and 8. There are some possible techniques mentioned on p. 12 of the introduction section on how to work with the Picture Dictionary in order to review vocabulary. You can select whichever of these best suit the needs of your class. Pages 74-75
10 verb phrases
Page 77
Ms. Riggs’ story
Page 83
5 favors
Page 84
22 food items
Pages 86-87
10 food portions
Page 155
16 picture words for rows 3 & 4 of consonants
B
MAKE IT PERSONAL If possible, bring a photo of Gnarls
Barkley and Radiohead to elicit their previous knowledge and opinions before this exercise. Individually, sts complete stories 1 and 2 with the past forms of the verbs given. Paircheck. Classcheck with answers on the board. Ask the class: Do you know any similar stories?
D Sts listen to Brian Jones’ bio and write everything they can remember. Paircheck. Play Review Audio 5.1. Brian Jones formed the Rolling Stones in 1962 and he gave them their name. He played the guitar and many other instruments. But he started to have serious drug problems and left the band in June 1969. The next month he died in his swimming pool. He was only 27 years old.
E
Sts complete the dialog with some or any. Paircheck. Classcheck with Review Audio 5.2. Sts role-play the dialog in pairs. Ask sts to practice the conversation with different food items. At the end, ask two sts to act out their dialog for the whole class.
5.2 T = Tina C = Carl T I’m thirsty. Is there any juice in the fridge? C No, we didn’t buy any juice this week. But, look, there are some oranges. Do you want me to make you some juice? T Yes, thanks. Uh, and did we buy any cookies? C No, but there are still some cookies in the cabinet. T Nice!
Story 1 I love Gnarls Barkley, so when I read about a writing competition to win tickets for his show I was really excited. I wrote about how his songs make me happy or sad and I sent the letter. I didn’t think about it anymore, but imagine my surprise when, two weeks later, a letter arrived. I couldn’t believe it! I won two tickets to their show. I took my sister and we had a really good time.
Tina I’m thirsty. Is there any juice in the fridge? Carl No, we didn’t buy any juice this week. But, look, there are some oranges. Do you want me to make you some juice? Tina Yes, thanks. Uh, and did we buy any cookies? Carl No, but there are still some cookies in the cabinet. Tina Nice!
Story 2 I saw Radiohead about two years ago when they visited my city, and the best thing was—I had a VIP pass! The band came on and they started with “Bloom” from their new album. Not everybody knew the words, but I did and sang really loudly. They finished with an old song—“Karma Police.” After the show, I went backstage and met the band. They were fantastic.
F Explore the topic with your sts and ask: Do you like doing homework? What type of homework do you enjoy? What type you don’t enjoy? How much homework is the right amount for you? Sts circle the correct options. Paircheck. Classcheck.
C
Elicit what the “Died at 27 Club” is. Tell sts Robert Johnson and Brian Jones are part of that group of artists who died at 27. Refer sts back to the photos of both artists on p. 74 or show them on the IWB. Individually, sts order the questions about the musicians and write one more. Paircheck.
Tip Swap partners. Get sts to practice the dialog in pairs. Dan Lee Dan Lee Dan
Do we have a lot of homework for next class? No, just a little. How many exercises? I’m not sure, Dan. Only a few. Why do you ask? I have a party tonight and a lot of my friends are going, so I don’t have much time for homework!
Tip At the end, have sts ask and answer the questions in pairs.
G Who was born on May 8, 1911? Where was Robert Johnson born? When was Robert Johnson born? What did Brian Jones do? When did he found the Rolling Stones? Who did he found the Rolling Stones with?
Point to Common Mistakes and tell sts it is their turn now to correct the sentences. Draw sts’ attention to the number of mistakes between parentheses. In pairs, sts correct sentences 1-10. Whenever sts are uncertain, encourage them to flip back through p. 74-93 and check their answers in units 7 and 8. Classcheck with answers on the board.
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R5 1. I finished school when I was eighteen. 2. Kurt was born in ’67. He wasn’t born in NY. 3. Amy got married to Blake but the marriage didn’t last long. 4. What did Ms. Riggs see on her trip? 5. How did she get to Cappadocia? 6. What happened to her there? 7. Who did she travel with? 8. Could you open the door for me? 9. Sandra ate some / a little bread and some / a little yogurt. 10. You look tired. Do you want some coffee? (offer)
Elvis acted in 33 movies, sold over one billion albums and won four Grammy awards. His talent and charisma captivated audiences around the globe, but he wasn’t a happy man. Elvis was addicted to food and ate around 100,000 calories per day! Elvis died at the young age of 42 at his Memphis home, Graceland, on August 16, 1977, after years of drug abuse and a terrible diet.
(4) Elvis acted in 33 movies… (1) Elvis Presley was born in… (3) He was a celebrity, but… (2) He started singing in…
Skills Practice A
Books closed. Sts will listen to Ms. Lane’s interview
again (p. 77.) Tell them: When I pause the audio, you need to predict the next sentence. Play
7.3 and pause after two or
three sentences and elicit from the whole class what the next sentence is. Carry on playing the track and pausing every two or three lines, but have sts whisper the next sentence to each other in pairs before you classcheck. Do the same for
D Sts will hear five sentences about Elvis Presley. Tell them to write T (true) or F (false) based on the text in C. Classcheck.
8.14 on p. 90.
5.4 1 2 3 4 5
Elvis was originally from Tennessee. Some parents didn’t like Elvis’ dancing. Elvis met his wife in the United States. Priscilla and Elvis had no children. Elvis had a healthy diet.
This is a good technique to suggest for homework when they listen again to anything, or can be a really effective
1. F
2. T
3. F
4. F
5. F
way to talk to a class yourself, pausing before words that you think they will be able to guess, or even mid-word for them to finish the sentence for you.
B
Focus on the photo. Ask sts: What do you think of Elvis
Presley? Do you like him? Which songs do you know? Write one or two of his famous song lines on the board to see if
E
Swap partners. Assign roles A and B. St A covers table 2. St B covers table 1. In pairs, sts ask each other How many / How much…? questions in order to complete their tables. Refer sts to the model dialog in the speech bubbles. Monitor closely for accuracy. At the end, sts uncover tables to check their answers. Ask: What do you think of his diet?
anybody recognizes or can sing them. In pairs, sts circle their guesses for sentences 1-4. Elicit their answers but do not correct them. Tell sts to briefly read the text in C to check guesses. Classcheck.
1. Elvis died at the age of 42. 2. Elvis was born in Tupelo. 3. Elvis was in the army. 4. He started singing in 1954.
C
Individually, sts order the paragraphs 1-4. Paircheck.
Play
Review Audio 5.3 so sts can check the right order.
5.3 Elvis Presley was born in Tupelo, Mississippi, on January 8, 1935. His family moved to Tennessee in 1948, and Elvis finished high school there in 1953. He started singing in Memphis in 1954. By 1956, he was an international success. His style was a combination of many musical influences, and his dance moves shocked parents and attracted young people all over the world. He was a celebrity, but that didn’t stop him from joining the military in 1958. Elvis went to Germany for 18 months with the army, and there he met Priscilla in 1959. She moved to the United States to be with him, but they only got married in 1967. Their marriage didn’t last very long: they got divorced in 1972, when their daughter, Lisa Marie, was only 4 years old.
How many: bananas did he eat? 4 snacks did he eat? 8 hamburgers did he eat? 5 How much: bread did he eat? 2 kg bacon did he eat? 500 g peanut butter did he eat? 600 g strawberry jam did he eat? 800 g
F
Swap partners. Assign roles A and B. Have sts read the instructions for their roles. Classcheck if they understand what they have to do and ask them to use phrases from the restaurant dialog on p. 93. Monitor closely and help sts, if necessary. At the end, ask a pair of sts to act out their dialog for the whole class.
G
MAKE IT PERSONAL Question time. Sts look at the Language Map on p. 4-7 and take turns asking and answering the lesson titles from units 7 and 8. Monitor closely for accuracy and encourage sts to ask follow-up questions when suitable. Sts can make use of recordings and the other suggestions made earlier in the TB notes for this exercise. At the end, ask them how they felt performing the task: Do you feel comfortable with all of the questions? Which ones are easy? Which ones are difficult?
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9 Unit overview: The main topics of unit 9 are means of transportation, more jobs, be + going to and Present Continuous for plans and future arrangements, as well as common requests (for permission). These are presented through the contexts of people talking about how they got / went to the music festival venue, how sts commute to and from places, listening / reading about plans and life changes, and about jobs which are likely to be in high demand in the future.
How did you get here today? Lesson Aims: Sts learn to talk about how they get to places. Sts also learn to talk about a range of occupations.
Lesson 9.1
Function Listening / Talking about how people got to a music festival.
Talking about how you get / got to various places. Listening / Talking about jobs / occupations.
Language By car. I drove. How did she get there? By bike. That’s right. She cycled. What’s the best way for you to get to your usual supermarket? How did you get here today? What do you do? I’m a cook. I’m the manager in a restaurant.
Vocabulary: Means of Transportation. Occupations. Grammar: How do / did you get to…? By boat, by car, on foot, etc. What do you do? questions. Suffixes -er, -ian, -ist in occupations.
Warm-up In pairs, sts take turns asking and answering the title questions from unit 8 (“What do you have in your fridge?”, “Are you on a diet at the moment?”, etc.). Encourage sts to expand on the topic / give more details when appropriate, e.g. “Yes, I am (on a diet). I can’t eat sweets or junk food for a month!” For a change, get them to look forward and ask the title questions in this unit too, to see what they can say and build motivation for this penultimate unit.
1 Vocabulary: Transportation A
Books open. To set / introduce the context of transportation,
read the lesson Song line at the top of p. 97 with sts and elicit the name of the song / singer.
Paircheck. Classcheck and drill the pronunciation of all phrases in the first column. Elicit which two verbs have the same vowel sound (drove / rode). Point again to photos 1-12 and help sts find the right match for each of the phrases in the second column in A. Drill pronunciation. Play 9.1 for sts to listen to the people in photos 1-12 talk about how they got to the NYC Music Festival. Use photo 8 to teach the meaning of crew. Read World of English and elicit any other phrases they know with get. Then, sts move on to practice 1B.
Tip To emphasize the use of get in the question but not the answer, invent some additional common mistakes for sts to correct with you on the board, e.g. How did you get to school? I got by car. (I came by car.)
Song line: Oh, I want to get away. I wanna fly away, yeah, yeah, yeah! Song: “Fly Away” Artist: Lenny Kravitz (USA) Year: 1998
Ask: Do you know this song / his music / him? Can you sing the song? Point to photos 1-12 on p. 96 and elicit vocabulary sts already know (a car, a bike, a plane, a train, the subway, etc.). Ask: What does get away mean? (escape) Tell sts the people in photos 1-12 are all going to the same place / event—the New York City Music Festival. Focus on Common Mistakes on p. 96 and highlight the use of by + car but on + foot.
Tip If there is time, use the photos to review Present Continuous + clothes / actions, e.g. He / She’s wearing / talking / laughing, etc. Focus on the first column of nouns (which are cognates in several languages) and the past tense forms of the verbs that go with them. Have sts match them to photos 1-12.
9.1 Notice the word stress. Int Hello and welcome to the NYC music festival! So, how did you all get here? 1 I came by bike. I rode 30 miles. 2 We took the train. 3 We took the bus. 4 I came on foot. 5 By motorcycle. 6 One of the bands came by boat! 7 By car. I drove. 8 The crews all came by truck! 9 We came by ferry. 10 I flew. I’m from Japan and my plane landed this morning. 11 Most of the bands came by helicopter, I think. 12 I came by subway. (1) by bike (3) by bus (7) by car (11) by helicopter (5) by motorcycle (2) by train (6) by boat (9) by ferry (4) on foot (10) by plane (12) by subway (8) by truck
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9.1
B
Elicit or briefly drill How did (subject) get there? questions by pointing to different people / photos on p. 96, e.g. point to photo 1 and say “She” – How did she get there? Point to photo 10 (“They”) and elicit the question.
Tip Model the activity with a student: T (Point to photo 10) How did they get there? St By plane. T (Rephrase) That’s right, they flew.
B A B A
Refer to the speech bubbles in B and make sure sts understand they also need to rephrase their partner’s answers by saying That’s right… and, alternatively, use either the means of transportation or verbs in 1A. In pairs, sts point to photos 1-12, follow the model and test each other. Monitor closely for accuracy.
C
MAKE IT PERSONAL Swap partners. Draw sts’ attention
to the use of “come (back)” here and “go (back)” there in the 5 box. In pairs, sts interview each other with questions 1 and 2 (a, b, c). Focus on the example in the speech bubble and another use of “away” from the line “I live (X) km away (from here).” Ask sts to report their partner’s answers.
Tip With a stronger class, put these phrases on the board It depends (on the weather). When it rains / it’s very hot, I . It depends how I feel. When I’m tired / in a hurry, I . It depends what day it is. On weekends, I
Oh, nice to meet you. Er… And what do you do, Jake? I’m the manager at Margaritas bar in town. I don’t know Margaritas. How do you get there? I usually take the 14 bus. It takes you right there. What about you? What’s your… uh… occupation? I’m a dentist. Oh, really? That’s interesting… And how do you get to work? I always drive to work, but there’s so much traffic! I know! It’s terrible!! Last week…
2 Notice the final consonants. C Hi, Marilyn! How are you? D I’m great, thanks. I’m so happy you’re here, Ken. C Cool party. And, wow, this is a beautiful house… uh… are you an interior designer? D No, but thanks… I’m a sales assistant in a clothing boutique. C Oh, really? Which one? D It’s called Ambience on Church Street. Do you know it? C Yeah, I cycle to work and I ride past it every day! D It’s great that you go by bike. I usually take the subway. And what’s your job? C I’m a cook in an Italian restaurant. D Mmmmm… I love Italian food…
.
and get sts to use them and be more adventurous in their answers to discover greater fluency in themselves. This can easily be turned into a class survey, e.g. a show of hands to find out the most popular ways to get to places, the most popular supermarkets, etc.
2 Listening A
Point to the photos and elicit the occupations of the four professionals. Provide sts with vocabulary they do not know and have them write the jobs under each photo using the words given. Drill pronunciation. Focus on Common Mistakes . Remind sts “a cooker” is the British word for “a stove.” Say: A person with no job is unemployed. Ask: Do you say I’m retired or I’m a retired? Why? (no article for adjectives)
Jake: a manager Jane: a dentist Marilyn: a sales assistant
B A B A
Ken: a cook
B Point to Jake in A, ask How do you think he gets to work? What about Jane? and elicit some guesses from sts. Play 9.2 for sts to fill in the blanks (“Gets there: ”) in 2A. Paircheck. Classcheck with answers on the board. Ask What else did you hear? to check their perception / what else they managed to pick up.
Jake goes by bus. Jane goes by car. Ken goes by bicycle. Marilyn goes by subway.
C
In pairs, sts try to remember the answers to questions 1-6 (from the track they’ve just heard). Play 9.2 again so sts can check their answers / match the questions and answers. Classcheck with answers on the board. Ask again: What else did you hear? (The names of the places, who is flirting with who, etc.) Read World of English with sts and drill the pronunciation of the professions in the box. Elicit pronunciation of those which don’t have the stress in pink (because sts have already seen them earlier in the book). Elicit some other professions ending in -er (e.g. teacher, driver), -ian (e.g. politician, magician) and -ist (e.g. therapist, psychologist). Ask Do you stress the equivalent suffixes in your language? to highlight only key differences.
3
5
1
6
2
4
D Sts work in pairs or stand up and mingle with as many classmates as possible. Ask the class to imagine they are at a party. Allow some preparation time so sts can come up with a zany, famous or imaginary character (an occupation, a name, nationality, etc.). Sts role-play dialogs similar to the ones in 9.2. At the end, ask sts to tell you all they can remember about their partner / people they talked to. Did they flirt with anybody?
9.2 1 Notice the sentence stress and weak forms in the questions. A Hi, are you…? B Hi, I’m Jane. Who are you? A I’m Jake, Marilyn’s brother. How do you do?
Workbook p. 44 ID Online Portal Grammar p. 134
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9.2
What’s your occupation? Lesson Aims: Sts learn to talk in some depth about occupations and their good / bad points. Sts also learn to talk about distances and weight. Language He never takes the bus to work. His bag weighs ten pounds. He runs eight miles. Talking about unusual habits / ways to commute to work. My father cycles two kilometers. I never use elevators. Talking about occupations. What does he do? He’s a computer programmer. Doctors work long hours and make a lot of money. What’s your occupation? What do / don’t you like about your job? Vocabulary: Commute to work. Jobs. Make money, work long hours, work alone. Grammar: Countable and Uncountable Nouns. Quantifiers: some in sentences and any in and .
Lesson 9.2
Function Reading / Talking about ways to commute home and to work. Talking about distances and weight.
Warm-up Review Present Simple. Have these prompts written on the board and get sts first to ask you, and then to ask and answer the questions in pairs. Establish the model, e.g., How often do you use elevators? Did you use one yesterday?
Classcheck by asking sts to report their partners answers to the whole class. 1. How often / use elevators? / use one yesterday? 2. How often / you cycle? / cycle yesterday? 3. How much exercise / you do? / exercise yesterday? 4. What / you do to stay in shape? What / do yesterday? 5. How / you get to work? How / get here today?
3 Reading A
Point to the photo of Dr. Houk and ask sts to cover the text. In pairs, sts guess the answers to questions 1-4. Classcheck their predictions. Play 9.3 for sts to (listen and) read the text and check their answers. Classcheck with answers on the board.
Tip It’s a good idea to separate the optional listening from the reading, e.g. sts read first to do 3A then try to guess the pronunciation of the words with pink letters then listen to check (without reading), so they can concentrate on one skill at a time. Remember they can always listen to it again at home. Sts have access to the audio on Portal. Ask Do you agree with the doctor’s ideas? and put eight prompts on the board to help them answer: running to / from work running in all weather conditions running with a bag in his hand fruit is good for you vegetables help with the memory running is a good way to lose weight use alcohol to remove perspiration your sweat is clean Ask sts: Does Dr. Houk carry a bag to work? (yes) How much does Dr. Houk’s bag weigh? (about 10 pounds) Is it a heavy bag? Read World of English about weights and measures for sts to compare pounds (lb) vs. kilos (kg), and also miles (mi) vs. kilometers (km).
1. a
2. b
3. a (8 miles is a little under 13 km)
4. b
B Sts re-read the text in A and in pairs decide whether sentences 1-6 are true (T) or false (F). Classcheck. Encourage sts to justify / correct the false sentences. Extra writing Sts write a paragraph or two giving their opinion about Dr. Houk’s means of going to work. Sts can also mention if they know anyone like him. 1. T
C
2. F
3. F
4. T
5. T
6. F
MAKE IT PERSONAL
Ask the whole class Do you know any people, friends or relatives with unusual diets or ways to get exercise? and encourage personal contributions. Use the two examples plus some more of your own to set this up.
4 Vocabulary: Jobs A
Ask sts Do you remember the professions / jobs we learned last class? and elicit what sts can remember (a cook, a manager, a dentist, etc.) Focus on photos a-h and elicit what some of the people do as a profession.
Tip To elicit more language, focus on actions rather than the occupations, e.g. Say: I’m a teacher. I teach, prepare lessons and correct tests. Point to e and say: She takes photos. What about d? (He drives a car.) And b? (She serves food and drinks on planes.) Sts match the jobs to photos a-h, then listen to 9.4 to hear two sts checking the activity to check their own answers. Paircheck. Replay 9.4 if necessary. Classcheck with answers on the board. Drill the pronunciation of all jobs.
Tip Get them to sub-vocally echo the pronunciation of each job as they hear it. Then, in pairs, sts remember and pronounce the words correctly together. Classcheck then have sts test each other. In pairs, sts cover the jobs and take turns pointing to photos a-h and asking “What does he / she do?”, remembering the jobs.
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9.2 9.4 OK. Picture a, the guy is a firefighter. The flight attendant is picture b. Next, picture c… Yes, he’s a police officer. OK, picture d… He’s a cab driver. Now look at picture e. What does she do? She’s a freelance journalist. Next, the guy with the glasses and the computer in picture f… He’s a computer programmer. Picture g… She’s a beauty technician. And finally, the girl in picture h is a personal secretary.
gdfabehc
B
Point to the illustration in the center. Tell sts that it’s an old photo and the teenagers in it are now the adults in photos a-h. In pairs, sts try to guess which job each person in the illustration does today. Tell sts they will listen to Lisa and James talking about their old classmates. Play 9.5 to check their predictions.
9.5 Notice the article a /Ǩ/. S = Simon J = James S Look at this old picture of us from school, James! What are they all doing now? J Well, I’m a cab driver. S Yes, you always loved driving! J And Valerie is a beauty technician. She does make-up, hair, you know—she loves it. S And Marcos is a firefighter. He was so strong in high school. J I know. What about Kristina? What does she do? S She’s a flight attendant. She loves to travel! J And I heard that Lisa is a journalist. S Really? Well, she was a good writer in high school. J What about Larry? Do you know anything about him? S Yes! He’s a police officer! J Wow, and Jane? S She’s a personal secretary to a singer! You know how she loves to organize people! J Yeah! That’s Jane! Nice job! S I know—and I’m a computer programmer. James is a cab driver, Valerie is a beauty technician, Marcos is a firefighter, Kristina is a flight attendant, Lisa is a freelance journalist, Larry is a police officer, Jane is a personal secretary, Simon is a computer programmer.
C
In pairs, sts answer questions 1-5 about the jobs in 4A.
Tip Encourage sts to give examples and express as much as they
At the end, they need to tell you / the whole class which job in A they think is the best one and why. Read Common Mistakes with the whole class. Highlight the anticipated errors to avoid them (e.g. win is for competitions, don’t forget articles with jobs, use at + the name of the institution where you work). Check if sts agree with the sentences in the box: “Doctors make / earn a lot of money.” Ask: Which jobs make a lot of money nowadays? Read the second sentence, “I’m a student…”, and remind sts of the use of the indefinite article before professions, e.g. I’m a doctor, an engineer. Have sts read the lesson Song line at the top of p. 99. Check if they recognize the song / singer / band. Ask Do you know this song? Do you know the artist? Where does she (woman from the song line) work? (in an office) What do you think she does? / What’s her occupation? Do you think she likes her job? Would you like to work in an office with lots of people? and encourage sts to guess the job based on the phrase “office where the papers grow.” (Accept sts’ suggestions of jobs which involve a great amount of paperwork: she could be an accountant, a secretary, a lawyer, etc.)
Song line: At the office where the papers grow, she takes a break, drinks another coffee and she finds it hard to stay awake. Song: “Another Day” Artist: Paul McCartney & Wings (UK) Year: 1971
D
MAKE IT PERSONAL Swap partners. In pairs, sts ask each other the three questions in D.
Tip With a young or unemployed class, get them to talk about the jobs of their family members. Monitor closely for accuracy. Have sts report their partner’s answers to the whole class.
Extra writing If time allows, sts can write their example answer. Then collect and mix them up, read them to the class to see if they can guess who wrote them.
Workbook p. 45 ID Online Portal
can without over-correcting so they feel some degree of fluency.
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9.3
Where are you going to be in 2022? Lesson Aims: Sts learn to use all forms of going to to talk about plans intentions and predictions. Language I’m going to go to grad school. We’re going to be very rich. Asking and answering questions about future plans. What are you going to do this evening? How are you going to celebrate your next birthday? Reading an online forum about future plans and predictions. We’re all going to live on the moon. I’m going to be a space pilot. Vocabulary: Grad school, psychologist, veterinarian. Buildings, education, politics, space travel, population, business. Grammar: (Be) going to , and .
Lesson 9.3
Function Listening / Talking about future plans and predictions.
Warm-up Get sts to work in small groups and talk about their friends’ and close relatives’ professions. Write What / your father do? on the board and elicit the question (What does your father do?). Write prompts on the board for sts to ask and answer questions about (your mother / father / brother / sister / best friend / husband / wife / boyfriend / girlfriend / son / daughter). Tell them each student has
to ask at least four questions and should remember their partners’ answers. Classcheck.
Stronger classes Encourage sts to ask follow-up questions: Does he like his job? Does he work long hours? Does he make a lot of money?
5 Listening A
Books open to p. 100. Focus on the photo. Introduce
Kelly and Michael. They are discussing their plans for the future. Get sts to describe the two people’s clothes, age and guess what they are saying / thinking. Tell sts to listen and complete the chart. Play 9.6. Get them to spell the jobs in English. Paircheck. Classcheck. Go to AS 9.6 on p. 165 and do the AS task with sts. Notice the difference between going to and gonna. Then, have sts read the Song line on p. 101.
M Well, you can make a lot of money as a financial advisor. K I see! M But seriously, you get to help people and you can be your own boss. K That’s cool. Your parents are going to be happy. You can give them financial advice. M What about you? K Promise not to laugh if I tell you? M Of course not. C’mon, tell me. What are you gonna do? K I’m going to be a pet psychologist! M What? How? K Stop laughing! You promised not to laugh! M Sorry! K Yeah, I’m going to go to grad school and study psychology and I’m going to get a certificate in animal behavior and then be a pet psychologist. It’s not going to be easy, but it’s what I want. M That’s great! But, uh, why, why do you want to be a pet psychologist? K Well, first because I love animals, but I don’t want to be a veterinarian. I wanna work with animals. It’s going to be fun and I’m gonna meet lots of people and I’m going to make people happy. M Sounds good. But your parents are not gonna be happy!… K I know, but we’re both going to be rich! M That’s true! OK… tell me what that dog is thinking. K Don’t be ridiculous!
Song line: I’ve got a feeling that tonight’s gonna be a good night. Song: “I Gotta Feeling” Band: The Black Eyed Peas (USA) Year: 2009
Have sts read World of English on p. 100 and elicit other examples of famous songs with “gonna” or “going to” (Lenny Kravitz: “Are you gonna go my way?”, Bob Marley: “Every little thing’s gonna be alright,” etc.).
9.6 Notice the going to / gonna phrases. K = Kelly M = Michael K What are you going to do when you finish school, Michael? M Well, first I’m gonna go to grad school and then I’m gonna be a financial advisor. K Really? Why? That sounds boring.
Kelly wants to be a pet psychologist and Michael wants to be a financial advisor. They both need to go to grad school.
B
Point to sentences 1-8 and ask sts to try to remember who said each line, Michael or Kelly. Replay 9.6 for sts to check their guesses. Classcheck with answers on the board. In pairs, sts ask each other “Which job do you prefer? Why?”. Have sts report their partner’s opinions to the whole class.
1. K
2. M
3. M
4. M
5. K
6. K
7. K
8. M
6 Grammar: (Be) going to A
Get sts to study the Grammar box and Common Mistakes . Write I’m going to be very rich. Ask Is it about the present? Is it about the future? and elicit the negative and interrogative forms of the same sentence. Write them on the board. I’m
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9.3 not going to be very rich. Are you going to be very rich? Elicit the short answers to the question. Yes, I am. No, I’m not. I hope so! Ask sts to write their own true example sentences ( and ) and prepare one Are you going to (verb)…? question to ask a partner. Monitor closely for accuracy and help whenever needed.
Extra activity Get sts to read out their sentences to the class. Sts should shout out “Bingo” if they have exactly the same one. Then, in pairs, they should ask and answer their questions.
B
Play 9.6 again for sts to fill in the blanks in sentences 1-8. Paircheck. Classcheck with answers on the board.
Tip Since sts have now studied the grammar, heard this at least twice and read the AS, see if they can do this from memory to avoid having to play the audio again. 1. I’m going to go to grad school. 2. Your parents are going to be happy. 3. I’m going to get a certificate in animal behavior. 4. It’s not going to be easy. 5. It’s going to be fun. 6. I’m going to make people happy. 7. But your parents are not going to be happy! 8. We’re both going to be rich!
C
Read sentence 1 in B with sts, “I’m going to go to grad school”, and ask: Is this an intention or a prediction? (intention). Ask the same question about sentence 2 (prediction). In pairs, sts decide whether sentences 3-8 are intentions or predictions and write I or P in the boxes in 6B. Classcheck with answers on the board.
1. I’m going to go to grad school. (I) 2. Your parents are going to be happy. (P) 3. I’m going to get a certificate in animal behavior. (I) 4. It’s not going to be easy. (P) 5. It’s going to be fun. (P) 6. I’m going to make people happy. (P) 7. But your parents are not going to be happy! (P) 8. We’re both going to be rich! (P)
D
Elicit the correct order of the words for question 1. Individually, sts unscramble questions 2-4. Paircheck. Classcheck with answers on the board. In pairs, sts practice asking and answering questions using gonna. Monitor closely for accurate answers. Ask them to find two things in common / similar answers between them. Sts report the plans they have in common to the whole class. Fast finishers can invent and ask / answer more questions of their own.
1. What are you going to do this evening? 2. Are you going to watch any TV tonight? 3. Are you going to go on vacation next year? 4. How are you going to celebrate your next birthday?
7 Reading A Ask sts: Are you optimistic or pessimistic about the future? Point to the online forum in A. Sts read and listen to people talk about their plans and predictions for the future. Focus on words 1-7 and tell sts they need to identify who talks about each topic in the forum. Play 9.7 for sts to complete the task. Paircheck. Classcheck with answers on the board. Elicit and drill pronunciation of the words with pink letters. 1. buildings / Marco 2. education / Laisa 3. politics / Javier 4. space travel / Mariana 5. technology / Saul 6. transportation / Margarita 7. video / Chris
B Sts find six going to sentences in the text in A and mark them as P (predictions) or I (intentions). Paircheck. Classcheck. What is work going to be like for young people? (P) “I’m not going to be like my parents. (I) They have a DVD rental store. I’m going to change the business so that everything is online.” (I) “We’re all going to live on the moon (P), so I’m going to be a space pilot and fly people to the moon and back.” (I) “We’re not going to educate our kids in the same way in the future. (P) We’re gonna use video games to teach kids. (P) I’m gonna be an educational video games designer.” (I) “Humans are not going to use cars forever. (P) I think we’re going to be able to teleport pretty soon.” (P) “I’m not going to work in an office. (I) With new technology everyone is going to be able to telecommute.” (P) “Politics is a career that’s not going to change. (P) Even if you don’t like politicians, this is a safe job and this is what I’m going to do.” (I) “Because we can print in 3D now, soon we’re not going to need construction workers (P) and we’ll be able to ‘print’ new houses. I’m going to work in this business.” (I)
C
MAKE IT PERSONAL In pairs, sts take turns agreeing or disagreeing with the predictions in A. Read the speech bubbles to model language for the task. Monitor supportively and hear their ideas. Ask some sts to report their opinions to the whole class. Use a show of hands to find out the majority class opinion on each one, especially any more controversial ones.
Extra writing Sts can write up their opinions on the predicitons for homework and post them on the class website.
Workbook p. 46 ID Online Portal Grammar p. 134
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9.4
What are you going to do next year? Lesson Aims: Sts continue to learn to talk about plans and intentions using going to, and also practice using the Present Continuous to talk about fixed plans. Language I left college in 1975 before graduating. I got engaged after six weeks! I’m going to get a new job soon. Talking about fixed plans and intentions. I’m having dinner with a friend tonight. I’m going to go on a diet on Monday. Talking about New Year’s resolutions. Next year, I’m going to move. Vocabulary: Verbs related to life changes. Leave college, find a partner, get engaged, start a family, move house, lose a job, retire (from a job). Grammar: Going to vs. Present Continuous for plans.
Lesson 9.4
Function Listening and reading about life changes.
Warm-up Recycle Past Simple. In pairs, sts play a
B
miming game. Sts need to mime three things they did yesterday for their partner to guess (by saying e.g. You… watched TV!). Monitor closely for past forms use. At the end, ask sts: What did (partner’s name) do yesterday? Fast finishers can make their plans for tomorrow for them to guess with going to.
Ask one or two sts to report their opinion to the whole class.
8 Vocabulary: Life Changes A
Sts listen to a father, Mr. James, the guy in the cartoon, talking to his son Alex James (the guy in the blog photo). Explore the cartoons. What’s Mr. James doing / wearing / saying in each picture? Focus on phrases 1-11. Sts need to complete them with one word. Play 9.8 for sts to do the task. Paircheck. Play 9.8 once again if necessary. Classcheck with answers on the board. Elicit phrases from the six pictures. If there is time, do AS task 9.8. Ask: Did he enjoy his life? Do you think he’s happy now he’s retired? Do you think his son is going to make the same mistakes?
9.8 Notice three pronunciations of letter o – /ǨX/, /Ǡ/ and /Ǩ/ (schwa). Well, Alex, maybe you can learn a few lessons from your old man. I left college in 1975 before graduating. I couldn’t wait to get married, so I found a partner immediately and got engaged after six weeks! I left home and we got married only a month later. At the same time I started a new job as a photographer in a photography studio. And we started a family! But as you know things didn’t work and your mom and I got divorced when you were five. So I moved. Then I lost my job, because of digital photography, so I changed careers and became a computer programmer—boring, but it paid the bills. I finally retired from my job last week and now I think it’s time for you to make a few changes in your life—I don’t want you to make the same mistakes I did. 1. leave college 2. find a partner 3. get engaged 4. leave home 5. get married 6. start a (new) job 7. start a family 8. get divorced 9. move house 10. lose a job 11. retire (from a job)
Ask sts: At what age do people usually leave college / get married in your country? Individually, sts order phrases 1-11 in A according to what they think is the usual “logical” order in their culture. In pairs, sts compare their sequences, e.g. “People in (my country / city) usually leave home when they’re 25.”
9 Reading A Tell sts the man in the photo is Mr. James’ son, Alex. Do they look similar? Ask sts to notice changes he’s going to make after having talked to his father. He mentions eight changes. Play 9.9 for sts to listen and read the text. Classcheck. Alex is going to: exercise more, get a new job, go back to school, learn a new language, move out of his mother’s house, get an apartment, buy a car, find a new girlfriend.
B
Ask sts: Why is Alex going to do more exercise? (He ate too much over the holidays.) Individually, sts re-read the text and complete the table in B with Alex’s reasons. Paircheck. Classcheck. Help with any pronunciation questions. Then focus on his question and elicit their opinions of him / his plan. Sts read the comment written to Alex and elicit other possible comments to encourage him. Ask sts to write Alex a blog comment to encourage him. Walk around and read / help sts with their texts. In groups of four, sts read each others’ comments and choose the best one to present / read to the whole class. Read the lesson Song line at the top of p. 103 with sts. Check if sts know the song / singer. Focus on the use of gonna.
Song line: Singing don’t worry about a thing, ’cause every little thing is gonna be alright. Song: “Three Little Birds” Artist: Bob Marley (Jamaica) Year: 1977
Note “Everything is gonna be alright” is not really a prediciton, it’s just another use of going to, but only point this out if it arises.
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9.4 do more exercise
he ate too much over the holidays
get a new job
he hates his boss / he wants to be a web designer
go back to school
(to) get a bachelor’s degree
get a new girlfriend
he is lonely
have dinner with mom
to tell her he is moving out
10 Grammar: Going to vs. Present Continuous for Plans Individually, sts mark if the sentences (from 9A) in the Grammar box are in the Present Continuous (PC) or Going To (GT), and if they mean a fixed plan (FP) or an intention (I). Paircheck. Classcheck with answers on the board. Read World of English with the whole class either after the grammar activity or mid-way through if they find it hard.
Grammar Box – Going to vs. Present Continuous for Plans Emphasize that going to is the most common way to refer to the future, the one sts should use when they are not sure. If they still worry after this, sing them the song line to make them happy.
a. I’m going to get a new job soon. (GT / I) b. After lunch I’m going to exercise with my friend, Carl. (GT / FP) c. Tonight I’m having dinner with my mom. (PC / FP)
A
Sts find four more examples of Present Continuous and eight more of Going To in Alex’s blog in 9A. In pairs, sts decide whether each example is a fixed plan (FP) or an intention (I). Classcheck.
Alex’s blog – PC: I’m having dinner with my mom (FP) / I’m leaving home (I) / Next week I’m talking to a career specialist (FP) / I’m starting a Chinese class (FP). GT: I’m going to exercise more (FP) / I’m going to get a new job soon (I) / I’m going to learn a new language (FP) / I’m also going to move out of my parent’s house (FP) or (I) / I’m going to buy a new car (FP) / I’m going to find a new girlfriend (I) / I’m going to exercise with my friend Carl (FP) / I’m going on a date tomorrow night (FP) / What are you going to do in the new year? (FP) or (I)
B In pairs, sts discuss if sentences 1-5 are appropriate. Ask them to correct the wrong ones and justify their answers. Classcheck. In pairs, sts say / change sentences 1-5 to make true sentences about themselves. Their partner should ask follow-up questions seeking more details too. Exemplify this yourself by making true sentences and then eliciting possible follow-up responses. Ask a few sts to tell the whole class their partner’s sentences.
1. PC or GT 2. PC or GT 4. PC or GT 5. GT
3. PC or GT (GT more likely)
11 Listening A Elicit what is happening in photos 1-4. Ask: What is / are he / she / they doing? Sts will hear four phone messages and match 1-4 to the answers in the second column. Play 9.10. Paircheck. Classcheck with answers on the board. At the end, ask sts to identify who is who in the photos—ask: Who’s Carla’s brother? (photo 1) Who are John’s parents? (photo 2) Who’s Julia? (photo 3) and Who’s Martin? (photo 4).
9.10 Notice the future verb forms. 1 Hi Ronnie! It’s Carla. My brother’s moving to Paris in July. He’s going to fly there and he wants me to help him pack all his stuff. Can you help us too?—it’s going to take us weeks, but you’re really good at packing. I hope you can! And I promise to buy you dinner! Thanks. Call me back. 2 Hi, Melissa, it’s John. Listen, you know I told you that my parents are going to retire in February. Well, they’ve decided that they’re going to move to a warmer place—so they’re going to travel through Central and South America, and I wonder if you could help… I know you lived in Costa Rica with your parents for a long time. What do you think? 3 Hi, mom! It’s Julia. Umm… Are you sitting down? We have some big news. Guess what! We’re getting engaged! We’re not going to get married until we finish school, so don’t panic. So, umm, call me back when you get this message. Ciao! 4 Hi, Lucy, it’s Martin. I got in! It’s official! Yeah! I’m changing careers at last. I’m going to study medicine and I’m going to be a doctor. A doctor! Woohoooo! I just got the news— they accepted me at the med school. I’m so excited! Call me back, we need to celebrate. I’m going to be at work all afternoon, but then I’m going home, so give me a call and let’s go out! Love you! Yeah! 1. Carla’s brother is going to live in France. 2. John’s parents are going to move to a warmer place. 3. Julia is going to get engaged. 4. Martin is going to go back to school.
B
Sts listen again to notice the main reason why each person is calling / leaving a message. Ask them to notice who the most surprised person is and say why. Paircheck. Ask: Did you enjoy the activity? Who was easier / harder to understand? Do the people from the audio remind you of anybody you know? Classcheck. Do the AS task 9.10 on p. 166 if there is time.
1. Carla wants Ronnie to help with packing. 2. John wants Melissa to give him some information. 3. Julia wants to tell her mom some important news. 4. Martin wants Lucy to go out with him.
C MAKE IT PERSONAL Write New Year’s Eve on the board and ask sts: What do you usually do on this date? Do you make any “promises” / resolutions? Tell them to imagine it is New Year’s Eve and write a blog post (a paragraph) about the changes they are going to make in their lives in the New Year. You might either collect their texts to mark at home or ask them to read their texts to the whole class.
Tip With a stronger class, or if time is short, do this orally, with the prompts on the board to help sts. exercise health study love
smoking alcohol home family
diet job social life
Workbook p. 47 ID Online Portal Grammar p. 134 Writing Bank p. 152
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9.5
Would you like to be a nurse? / Do you mind if I borrow your pen? Lesson Aims: Sts practice looking for connections in an authentic text about the best jobs for the future and learn to use Could you / Do you mind…? to ask for permission. Language People who know how to use a computer are going to be in high demand. Listening to people ask for permission. Could I take the day off? Can I borrow some money? Do you mind if I turn on the air conditioner? Asking for, giving and refusing permission. Sure. Go ahead. Help yourself. I’d love to but… Vocabulary: Jobs. Areas of work. Bachelor’s (degree), look after (old people), companies, in high demand, buy / sell, lend / borrow. Grammar: Asking for permission and responding to permission requests. WB Song line: “Lend me your ears and I’ll sing you a song and I’ll try not to sing out of key. Oh, I get by with a little help from my friends.”
Lesson 9.5
Function Reading about the best jobs in the future.
Warm-up Review or present the final 16 picture words for the last eight consonant sounds of American English. Tell sts to turn to p. 154-155, cover the words and, in pairs, sts have to give the two picture words for each sound for the last two horizontal lines. Give them a minute or two to see how many they know / remember. Monitor and praise as necessary. Then, play the corresponding tracks from the pronunciation Portal. Ask How many did you get chart section on the right? and work with sts on their doubts. Elicit the common sound for each pair of pictures. You can also introduce sts to the phonetic symbols, if you want. If necessary, use the “To make these sounds we use” column and show the highlighted voiced / unvoiced feature. In case of monolingual Spanish or Portuguese speaking sts, highlight and celebrate those that are easy for them. Give extra practice for those sounds that are more difficult. Tip Fast finishers can review the 16 pairs of picture words for the other consonant sounds, the vowels and diphthongs too if you have time. If you think it would benefit them, focus on, review and explore the different sounds and spelling relationships for each consonant sound.
Skills: Looking for connections A
Books open to p. 104. In pairs, sts match jobs 1-6 to the area of work. Play 9.11 for sts to check their answers. Classcheck with answers on the board. Elicit / Drill the pronunciation of all jobs. Point to the photos on the page and ask: Which jobs can you see in the photos? (a civil engineer, a software developer, a market research analyst, a nurse)
9.11 Notice two pronunciations of letter e – /Ǫ/ and /i:/. A civil engineer: an engineer that builds public works, for example, bridges or roads. A dentist: a person that takes care of other people’s teeth. A financial advisor: a person that helps people invest their money. A market research analyst: a person that studies the reasons people buy certain products.
A nurse: a person that takes care of sick people. A software developer: a person that writes computer programs. 1. a civil engineer / bridges and roads 2. a dentist / teeth 3. a financial advisor / money and finance 4. a market research analyst / what people buy 5. a nurse / health and medicine 6. a software developer / computers
B Focus on the text title, “The Best Jobs for the Future”, and elicit what jobs sts think are going to be really necessary or valued in the future. Sts listen to 9.12 and read about six jobs which are going to be really important in ten years time in the USA. Pause after the 1st paragraph. Elicit what job number 1 is about (a financial advisor). Play the rest of 9.12 with no pauses this time. Paircheck. Classcheck. Elicit and drill the pronunciation of the words with pink letters. 1. a financial advisor 2. a dentist 3. a civil engineer 4. a market research analyst 5. a software developer 6. a nurse
C Get sts to re-read the article and circle the best options in sentences 1-6. Classcheck. Read World of English with sts about the use of better and worse in sentence 6. This is a preview as they will study comparatives in lesson 10.2. Tip For World of English . For fun get sts to repeat the two examples with fun intonation, the first like competitive children and the second like a whining employee. Little tricks like this can bring any text to life and make it more memorable for sts too. In pairs, sts agree or disagree with predictions 1-6. Classcheck. Write on the board: completely I agree / disagreee I’m not sure I hope so I hope not Maybe / Perhaps
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9.5 Tip To make it more personal, ask sts to think carefully about each of the six predictions in the text and share their opinions. Focus on the speech bubble and elicit more phrases to (dis)agree. 1. When old people retire they need help with their money. 2. Old people now usually have false teeth. 3. We need to build roads because of more traffic. 4. Companies want information about why people buy things. 5. You need a degree or experience to make software. 6. Medicine is better than it was before.
in Action: Asking for permission A Point to photos a-d and say: All the people in these photos are asking for permission (to do something). Point to the phrases and elicit what each person is asking permission to do. E.g. photo c shows a man who wants permission to turn on the A/C (air conditioner). The easiest way for sts to express this is by following the example on the page. B Play 9.13 and ask sts to write 1-4 (dialogs 1-4) next to four of the phrases in A. Paircheck. Classcheck. They then match photos a-d to conversations 1-4 in B, writing a-d in the boxes. Classcheck. 9.13 Notice the connections. 1 A Argh, do you mind if I turn on the A/C? B No, not at all. It’s really warm in here. A Phew, thanks. 2 C I hate to ask this, but could you lend me some money? I left my money at home and I need to get something to eat. D I’m sorry, but I don’t have any money with me at the moment. C Oh, OK, I’ll ask Jeff. Thanks anyway. 3 E Excuse me, Jane. Can I ask you something? F That’s fine, Len. What is it? E Could I take the day off tomorrow? I need to take my son to the doctor. F Sure. Go ahead! E Thanks, Jane. Phew! That’s great! 4 G Can I borrow the car, mom? H No, I’m sorry, you can’t. I need it this afternoon. G Ooooooh! Why not? You never let me borrow the car… Phrases in A: 1. to turn on the A/C 2. to borrow some money 3. to take the day off 4. to borrow the car B: 1. c 2. d 3. a 4. b
C
Give sts time to read the table before you replay 9.13. Sts complete the questions and circle the
responses they hear. Paircheck. Classcheck. Drill the pronunciation of some of the questions and all the responses in the table. Use Common Mistakes to explain the difference between borrow and lend. Associate borrow with taking and lend with giving. To quickly practice, get sts to ask for permission to use classroom objects with Can I borrow…? / Can you lend me…? first to you and then, in pairs, to each other.
Tip Again vary your intonation and speed to add fun and energy to this repetition stage, e.g. be happy, sad, angry, tired, in a hurry, etc. Giving permission
Saying no
Can I ask you something?
That’s fine.
No, I’m busy.
Sure. Go ahead.
Could I take the day off?
Of course. No problem.
Maybe next time.
Can I borrow the car?
Help yourself.
No, I’m sorry, you can’t.
Could you lend me some money?
Not at all.
I’m sorry, but…
Asking for permission
Do you mind if I turn on the air conditioner?
I’m sorry, but it’s too cold.
D In pairs, sts role-play conversations for pictures 1-4 using the questions and responses from C. Monitor closely for accuracy. Ask some sts to act out their dialogs for the whole class. Refer weaker classes to the AS 9.13 on p. 165 to help them if necessary. E
MAKE IT PERSONAL Focus on the prompts given (a cookie, a candy, a kiss, etc.) the two example exchanges (the laptop and the phone). Ask sts to think of something they could ask permission for in the class. Give them some time to plan their requests and then encourage them to stand up and ask different people for permission. Make sure sts give appropriate responses.
Tip For mingle activities, set a time limit so sts work quickly and stay on-task. After e.g. four minutes get them to sit down before asking for feedback. Ask: How many positive responses did you get? Who didn’t get any? What was the craziest request? And the most common?
Workbook p. 48 Phrase Bank p. 67-69 ID Online Portal Grammar p. 134 ID Café Video p. 146
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10 Unit overview: The main topics of unit 10 are parts of the body and face, appearance / personality adjectives, comparatives and superlatives, which are presented and practiced through the contexts of listening to part of a sports science class and a TV make-up artist, listening to the physical description of suspects given to a police officer, reading an article about an athlete, and listening to comparisons between twin sisters. Sts also listen to / watch a video about “The New Seven Wonders of Nature” and practice understanding facts in a quiz, making decisions by choosing a gig they’d like to go to together.
Do you look like your mom? Lesson 10.1
Lesson Aims: Sts learn parts of the body and face to describe and talk about people’s appearance and to describe suspects to a police officer. Sts also learn some irregular plural forms. Function Talking about parts of the body and face.
Language You need your legs and your feet to run. I really like my ears and nose because they’re not too big and they’re not too small. Describing people’s appearance. What does he look like? He is short and slim. He has long dark hair and brown eyes. Vocabulary: The body and face (parts). Long dark hair, short fair hair, slim, overweight, average build, average height, short, tall. Wanted suspects. Grammar: Irregular plural forms (feet, teeth). What does he / she look like?
Warm-up Have sts ask each other and answer as many question titles from units 1-9 as they can in about four minutes, plus a follow-up question to see what they can remember from the previous units. Monitor closely for accuracy. Ask some sts to say three answers they had in common or two things they found interesting about their partner’s answers. Tip If you are planning to use questions as the basis of an oral test at the end of this unit, remind sts that this is very useful test rehearsal time and they should be doing this out of class (e.g. on the cell phone) to get themselves ready.
1 Vocabulary: The Body and Face A Books closed. Elicit names of some body parts: point to your own body (your head, hand, arm, stomach, back, etc.) and ask: What’s this in English? When they don’t know the answer, name it and ask sts to repeat after you. Books open. Explore the photos. Ask: Where are they? What’s the relationship between them? What are they doing? Where do you think they’re from? Point to number 1 in the photo and ask sts: What’s this in English? (head). Point to the numbered boxes 1-10 and tell sts to write the body parts from A in the correct boxes in the photos. Paircheck. Sts listen to a sports science class. Play 10.1 to classcheck answers. Ask sts to point to the body parts in the photos as they hear them. Encourage them to look at each other and compare answers as they do this. Ask: Have any of you attended a sports science class? Elicit the plural form of “arm.” Say We say 1 (gesture 1 with your finger) arm and 2… arms. What about hand? 1 hand and 2…? and let sts finish the sentence. Do the same for finger, leg and toe. Focus on the 5 box and make them aware of irregular plurals. The two irregular plurals (both of which follow the
same spelling pattern). They are also picture words in the Pronunciation Chart on p. 154-155. Ask: Do you remember any others? (child / children, person / people, man / men, woman / women). These irregular plural nouns are the main ones they’ve been exposed to so far. Read Common Mistakes with sts and clarify any doubts about fingers vs. toes. Read the Song line at the top of p. 107 and see if sts can recognize the song / band.
Song line: I feel it in my fingers, I feel it in my toes. The love that’s all around me and so the feeling grows. Song: “Love Is All Around” Band: Troggs* (UK) Year: 1967 *The song was also recorded by the Scottish band Wet Wet Wet in 1994, and was soundtrack of the film Four Weddings and a Funeral.
10.1 Notice the /N /, /J/ and /Ǫ / sounds. … So the important parts of the body we are going to study in this course are: 1. the head; 2. the arms; 3. the legs; 4. the chest; 5. the stomach; 6. the back; 7. the hands; 8. the fingers; 9. the feet; 10. the toes. We’re going to look at how each one is important in sports. Any questions?
Tip As an extra processing task to help sts think about, feel and remember the words, you can always add a “find the common sound” task. For example, write on the board: Find two / k / sounds, two /J/ sounds, two / / sounds and two /Ǫ/ sounds in the ten body parts. In pairs, sts find the sounds in the ten body parts, then turn to the AS on p. 166 for the key. They will also find more examples of /k/ highlighted there too.
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10.1 1. the head 2. the arms 3. the legs 4. the chest 5. the stomach 6. the back 7. the hands 8. the fingers 9. the feet 10. the toes The words back and stomach have a /N /, legs and fingers have a /J/ sound, back and hand have a /Ǡ/ sound and chest, legs and head have a /Ǫ/ sound.
B
Ask the class: What body parts do you need to think? (head)
What body parts do you need to run? (legs, feet). Point to the prompts in B. Sts continue answering What do you need to…? questions 3-8. Classcheck. Expect a variety of answers.
Suggested answers. 1. You need your head to think. 2. You need your legs and feet to run. 3. You need your arms, hands, feet and legs to swim. 4. You need your legs and arms to ride a bicycle. 5. You need your feet, legs and head to play soccer. 6. You need your hands and fingers to write. 7. You need everything to do yoga. 8. You need your head to learn English.
Tip Presenting words like this helps sts first focus on listening and pronunciation before they worry about the written form. When they then see the written form they are often surprised, but this can later help them to remember both and prevent them from imposing a mother-tongue influenced pronunciation on the word.
C
Point to parts of your own face and elicit vocabulary sts
already know and present items they don’t. Have sts repeat parts of the face after you as you elicit / present them. Focus on the photo in C and ask: What’s number 5? (nose) Individually, sts match face parts 1-8 to the words in C. Play 10.2. Paircheck. Any spelling / pronunciation surprises?
E
MAKE IT PERSONAL Swap partners. In pairs, sts talk
about which parts of their faces they like the most / least and say why. Ask sts to report their partner’s answers. Round off this section by asking the title question Do you look like your mother? to see who does / doesn’t. Ask: Do you look more like your father or your mother? They may want to say “I have my mother’s eyes, but my father’s nose,” so help them to do so with correct use of the possessive ’s.
2 Listening A
Focus on the pictures of the suspects. Point to the word “Wanted” and tell sts the men committed a crime and the police are looking for them. Point to suspect 1 and say: Look at his hair. Is it long or short? (gesture long and short). Exemplify dark and fair hair with sts’ hair or famous people’s hair: say Madonna has fair hair. Angelina Jolie has dark hair. etc. Point to the 4th box of options (long dark hair / short dark hair / short fair hair) and ask sts to write 1, 2 or 3, matching suspects to their description. Repeat procedures for the suspects’ eye colors and physical shapes.
Tip If technology is available, google images of celebrities who could be examples of overweight / average build / slim people. Make use of gestures as well to teach tall / short / average height. You might ask sts to stand up to see who’s the shortest and tallest in class to help convey meaning. This will help to introduce comparatives in lesson 10.2. Sts write 1, 2 or 3 in all boxes in 2A. Paircheck. Classcheck with answers on the board. Drill pronunciation for the first six phrases.
(1) average build (3) overweight (2) slim (1) average height (2) short (3) tall (3) blue eyes (2) brown eyes (1) green eyes (1) long dark hair (2) short dark hair (3) short fair hair
Sts check their answers. Classcheck. Ask: Would you like to do his job?
10.2 Notice /Dǹ/, /DƟ/ and /RƟ/. Well, my job is to get people ready for the camera. I have to think about all these things: first, the hair, then the eyes and the eyebrows, then I quickly check the ears and the nose. Finally I work on the mouth, and this means working on the lips, and checking the teeth. I want people to look absolutely perfect! (4) ears/ǹU]/ (5) nose/QRș]/ (1) hair/KǪU/
(2) eyes/Dǹ]/ (7) lips/OǹSV/ (3) eyebrows/DǹEUDș]/ (6) mouth/PDșˠ/ (8) teeth/WL ˠ/
Tip Ask: How many of these items are picture words on the pronunciation chart? (3. Nose, teeth and lips.)
D
Ask: What part do we use to eat? (mouth / teeth). In
pairs, sts match parts of the face 1-8 from C to the verbs in D. Classcheck.
Eyes: look, see, read Mouth / teeth: eat Mouth / lips: speak, kiss Ears: listen Nose: smell
B Point to the picture of the suspects in 2A. Sts hear the descriptions for Adam, Charlie and Mark. Sts listen to 10.3 and write the names of each suspect below the correct picture. Paircheck. Classcheck. 10.3 Notice the connecting sounds. PO = police officer A, B and C = victims 1 PO OK, and what does the suspect look like? A Well, he’s short and slim. And he said his name was Charlie, but, well, who knows. PO Uh-huh? What else do you remember? A Hmm, uh… He has short dark hair and brown eyes. PO OK, thank you, madam. 2 PO OK, can you describe the suspect, please? You said his name was Mark, right? What does he look like? B Well, he’s tall and a little overweight. Like you! PO Hmm, right, and what color is his hair? B Uh, I think he has short fair hair and blue eyes. Like you. Yes, definitely blue eyes. PO OK, thank you. Oh, and don’t worry. I’m not Mark.
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10.1 3 PO So, the man who took your bag. What did he look like? C Hmm… he wasn’t tall or short. He was… um, average height. And he wasn’t fat or slim, he was average build I think. PO And can you remember the color of his hair? C Yeah, he, uh… He had dark hair. PO Long or short? C Uh, long dark hair and he had green eyes, I think. PO OK. I think I know who you mean. That’s Adam. We know where he lives. Thanks! Let’s go! 1. Adam
C
2. Charlie
3. Mark
Focus on Common Mistakes . Write on the board:
1) What does he like? 2) What does he look like? Elicit possible answers to both questions, e.g. 1) He likes chocolate, beer, soccer. 2) He is tall and slim. He has short hair. Drill the question What does he look like? with prompts he / she / they / you. Below question 2, write “He is…” and “He has…” and elicit possible sentences, e.g. “He is tall / short / average height / overweight, etc.” and “He has short dark hair and blue eyes.”. Underline the words hair and eyes and for each of them ask sts: Is it a noun or an adjective? (noun). Make sure sts understand we use Subject + have + nouns and Subject + be + adjectives when describing people. Draw somebody with a single very long hair to illustrate the other common mistake. Sts play the game “Spot the suspect!”. Model the activity with the whole class. Get a student to ask you: “What does he look like?”.
Describe one of the suspects, e.g. say He is tall and overweight. He has short fair hair and blue eyes and ask the student to point / say which suspect you’re talking about (Mark). In pairs, sts play the game. Use the example on the page to set this up and give a further example yourself. Monitor closely for accuracy. Sts might ask “How does he look?” or “How does he look like?”. Use Common Mistakes to correct sts.
D
MAKE IT PERSONAL Sts play the same guessing game, but now describing “suspects” in the classroom. Make sure they start their descriptions with “This person” and not he / she. Use the example on the page to set this up and give a further example yourself. One student speaks at a time and the whole class tries to guess who the suspect / classmate is. Monitor closely for accuracy.
Tip If working with large groups, split the class in two groups. Sts play the game within their groups and take turns describing people either from their group or the other one. The other members of the group try to guess who is being described. Tip For extra practice of parts of the body you can play Body Parts Bingo at any time. Sts write down six parts of the body, you call them out randomly until one student gets a “Bingo”. Extra writing Sts can write a description of themselves, e.g. for a lonely hearts column and post it on the class website.
Workbook p. 49 ID Online Portal
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10.2
Are you like your dad? Lesson 10.2
Lesson Aims: Sts learn to give better physical description, to use comparatives and to describe / compare people’s appearance and personality. Function Reading about an amazing athlete. Expressing an opinion about an athlete. Comparing people’s appearance and personality.
Language She was good at sports at school, especially baseball… I think she’s strong, determined, and heroic. What about you? Scott is taller than Jake. Scott is more interesting than Jake. Jake is happier than Scott. Vocabulary: Recycling descriptions of people’s appearance. Adjectives (active, athletic, courageous, determined, etc.). Grammar: Comparatives (long and short adjectives).
Warm-up Play a quick “hangman” game with the whole class. Write seven blanks on the board (one for each letter of the word “athlete”) and have sts take turns guessing the letters of the mystery word. When they’ve guessed it, ask them: Who’s your favorite athlete? Do you like watching sports on TV? What sports do you play?
3 Reading A
Point to the text title and ask: Who’s the extraordinary athlete? (sts point to the photo of Kelly Bruno). Ask What’s her name? and have sts quickly find her name in the text and complete the information table. Ask When was she born? (March 23, 1984) and sts complete the field “Date of birth.” Individually, sts carry on reading and find her (physical) “Description,” “Hobby” and “Occupation.” Maybe play 10.4 for them to listen and read the text. Paircheck. Classcheck with answers on the board.
10.5 Notice the /U/. A B A B A B A B A B A B A B A
What are you reading? It’s an article about a runner with a prosthetic leg. Oh, OK. So, what does it say? Well, her leg was amputated when she was a baby—only six months old. Oh! That’s terrible. Poor thing! I know! But she got a prosthetic leg at nine months old. Wow! And four months later she started to walk. She’s incredible. Oh, my God! My niece is the same age and she can’t even walk! But that isn’t everything. In 2008 she actually won the New York Triathlon. Can you believe it? No way! She’s so determined… Well, yes, I guess so. Then she started university in 2009— just like all her friends. But poor her… What? Her father died in 2010 in the earthquake in Haiti… No way!
Tip This page is a good example of what you will find in but not other courses at this level. There are a lot of words / expressions in the text and exercises B and C which would not normally be included in a Level 1 language course, because they would be too hard for a teacher to deal with in a multilingual class. However, because we know the language identity of our target learners, and are aiming primarily at monolingual classes, we know virtually all of them are cognates, and easily accessible. There’s no problem with meaning or needing to translate, so why hide such words from sts? Once they’ve heard the pronunciation and have the stress clues for reference, they can begin to use them immediately, which is very motivating. And, if they do mispronounce them, another English speaker ought to be able to understand and help them. Full name: Kelly Bruno Date of birth: March 23, 1984 Description: tall, slim, long dark hair, brown eyes Hobby: sports, especially triathlon Occupation: medical student
9 months old: got a prosthetic leg 13 months old: began to walk 2008: won the New York Triathlon 2009: began her studies 2010: her father died
C MAKE IT PERSONAL Elicit pronunciation of the pink stressed words and ask: How many are recognizable from your language? (earthquake is possibly the most difficult word for Latin speakers to recognize but you can use the context of “Haiti” to help.) Focus on the adjectives in C and drill pronunciation for all of them. Again most words will be cognates for Latin language speakers. Ask sts to ask each other in pairs: What do you think of Kelly? Tell them they need to use three words from the box. Weaker classes Leave prompts on the board, as follows: What / you think of Kelly? I think she’s… What about you? Round off the activity by asking sts to tell the class what their partners think of Kelly.
B
Ask What happened to Kelly when she was six months old? and point to the first event in her timeline in B (part of her leg was amputated). In pairs, sts re-read the text and complete Kelly’s timeline with the other events from the text in A. Play 10.5 for sts to listen to two people talking about the
article and check their answers. Classcheck.
4 Grammar: Comparatives A For a fun books closed presentation of comparatives, compare your country with a neighboring one, preferably one that they historically “don’t like”, e.g. Britain and France, 147
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10.2 Brazil and Argentina, etc. Put some adjectives on the board and get them to make comparisons. Elicit and drill X is bigger / richer / better at soccer / more important / more beautiful, etc. Or you can do the same with any pair of famous actors, musicians, animals, cars, etc. Drill the sentences they come up with by saying the adjective and nominating a student to make the comparative sentence. Focus on the men in photos 1 and 2. Elicit some physical descriptions (ask: What does he look like? What’s he wearing? How’s he feeling?). Focus on the six adjectives and ask sts: What’s the opposite of happy? (sad). Gesture a person crying / make a sad face and teach them the word. Elicit the three pairs of opposites. Get sts to match them to the photos, either 1 or 2. Boring and interesting are obviously subjective, so they have to listen and check. It’s a fifty-fifty call so the idea is just to add a bit of fun!
Tip Use the audio itself to set up the situation and build a bit of tension. Pause after “what to do” and elicit the situation. Ask: Who are they? (friends) Who has a problem? (Maggie) What is it? Two guys want to take her out for dinner. Establish that it’s the two guys in the photos, and make them guess who she chooses. Tell them they have to listen for the two guys names too. Play the audio again from the beginning for them to listen to the whole thing, check their answers and see if they guessed the right guy.
ask sts to listen to the track again and complete 1-4 with what they hear. Ask them to remember Steve’s last line too. Play 10.6 again. Paircheck. Classcheck with answers on the board. Make sure sts notice the word than in all phrases.
Language note The last line is Problem solved!, a nice expression which sts can use from now on. Highlight the silent “E” and cross it out for them as reference. 1. Scott is taller than Jake. 2. Jake is happier than Scott. 3. It doesn’t matter that he’s shorter than Scott. 4. Scott is more interesting than Jake. Read Common Mistakes with sts and ask them: Why can’t you say “more stronger”? Say: You can say “more interesting” (point to sentence 4). Write tall, happy, short and interesting on the board. In pairs, ask them to notice what happened to the adjectives on the board in the sentences in B, and match the rules in the Grammar box: Comparatives. Classcheck with answers on the board.
Tip For immediate practice, show some photos of locally famous pairs of people, places, cars, soccer teams, etc. for sts to compare in pairs. E.g. (Robert de Niro) is younger / taller / richer / fatter / more famous / more interesting / better-looking / a worse actor than (Al Pacino).
10.6 Notice the schwas /Ǩ/. M M S M S M S M S M S M S
= Maggie S = Steve I need some help, Steve. What’s up, Maggie? Two guys want to take me for dinner on Saturday! And I don’t know what to do. Well, which one do you like better? Well, Scott is taller than Jake and you know I usually like tall men. Yes, so go out with Scott! But Scott is always so sad. Jake is happier than Scott. So, go out with Jake! That’s more important. It doesn’t matter that he’s shorter. I know, but Scott is more interesting than Jake. Jake is a bit boring. Why don’t you go out with both of them? And then see which one you like more? Good idea. I can go to the movies with Jake and then have dinner with Scott. Problem solved!
(2) boring (2) happy (2) short (1) tall
(1) interesting
(d): good £ better; bad £worse (c): use more + adjective (e): double final consonant + add -er (b): take off -y and add -er (a): add -er
C
comparatives. Tell them to use the adjectives from 4A. Ask sts to report their partner’s opinion to the whole class. Now, ask sts to read the Song line at the top of p. 109 and check if they know the song / artists. Ask sts to find a comparative adjective in the song line (brighter). What does “ones” refer to (people) and refer them back to lesson 6.4 if necessary. Do they like / know the song? Can they sing it? When did Michael Jackson die? Who else sang the song?
Song line: We are the world, we are the children. We are the ones who make a brighter day, so let’s start giving.
(1) sad
Paircheck then classcheck. Get them to justify their answers (She said Scott’s taller, so he’s number 1, etc.). Ask: What did Maggie decide? / Who is she going out with: Scott or Jake? (She’s going to the movies with Jake and having dinner with Scott.) Ask: Do you think Maggie made the right decision? Who would you prefer to date? An interesting, tall, sad man or a short, happy, boring man?
B Focus on sentences 1-4. Ask What’s she doing? (Comparing them). Point to the four comparatives in B and
In pairs, sts say who would be the best guy for Maggie:
Scott or Jake. Make sure they justify their choices with
Song: “We Are the World” Artist: Michael Jackson / USA for Africa (USA) Year: 1985
5 Listening A
Point to the photo of twin sisters Zoe and Rebecca and ask sts: Are they similar? (Yes, they are identical twins.) Can you see any differences? Who’s Zoe and who’s Rebecca? Let’s listen to their brother and check. Play 10.7. Classcheck.
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10.2 Tip Elicit the question used to ask about appearance and write it on the board, What does he / she look like? Refer to lesson 10.2 if necessary. Ask sts to go to AS 10.7 on p. 166 and ask them: Are they talking about Zoe’s and Rebecca’s appearance or personality? (personality). Ask What question do you use for personality? and have sts find and underline two questions in the AS (What’s Zoe like? What’s she like?). Write the prompts friendly, shy, organized, calm, intelligent on the board. In pairs, sts take turns asking and answering the questions: “What are you like?” “What’s your mother / father / wife / husband / girl / boyfriend like?”. Monitor closely for accuracy.
10.7 Notice word stress in the underlined words. B = Brad L = Louise B These are my twin sisters, Zoe and Rebecca. L Wow, Brad! They look identical. B Yes, but they’re very different. L What’s Zoe like? B She’s friendlier than Rebecca and she’s more generous. She likes to be with other people and she’s always giving people presents. L What about Rebecca? What’s she like? B She’s more timid than Zoe, and she’s calmer. She likes to be alone, but she’s more intelligent and more organized than Zoe. The girl on the left is Rebecca, the other is Zoe.
Tip Tell sts to observe body language in the pictures. If they have difficulty in identifying who is who, inform them that crossing your arms is a sign of being shy.
a little extra attentiveness, you can learn to read body language, and with enough practice it’ll become second nature. People with crossed arms are closing themselves to social influence. Though some people just cross their arms as a habit, it may indicate that the person is (slightly) reserved, uncomfortable with their appearance (i.e.: self-conscious and trying to cover it), or just trying to hide something on their shirt. Extracted from: www.wikihow.com/Read-Body-Language Accessed on November 12th, 2012.
B Sts listen to 10.7 again and complete sentences 1-6 with Z (Zoe) or R (Rebecca). Paircheck. Classcheck with answers on the board. Ask sts to close their books. Do a quick repetition drill with sentences 1-6.
1. Zoe is friendlier than Rebecca. 2. Zoe is more generous than Rebecca. 3. Rebecca is more timid / shyer than Zoe. 4. Rebecca is calmer than Zoe. 5. Rebecca is more intelligent than Zoe. 6. Rebecca is more organized than Zoe.
C MAKE IT PERSONAL Point to the lesson title question at the top of p. 108 and ask sts: Are you like your dad? Have sts write down a few comparisons between them and someone in their family. Tell them to use adjectives from 4A. In pairs, sts tell each other their sentences. Monitor closely for accuracy. Classcheck by asking sts to remember / tell the class their partner’s comparisons. Extra writing Sts can write several minicomparisons about themselves and other members of their families, both physically (What does he / she look like?) and about their personalities (What’s he / she like?).
If sts want to have further information, you can read the following text about body language.
Cultural note Noticing the signals that people send out with their body is a very useful social skill. Some of us can read it naturally and some of us are notoriously oblivious to it. Fortunately, with
Workbook p. 50 ID Online Portal Grammar p. 136
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10.3
What’s the prettiest city you know? Lesson 10.3
Lesson Aims: Sts continue to learn to describe more aspects of personality. Sts also learn to form and use superlatives. Function Reading about personality types. Describing personality.
Language I’m (enneagram) type 1. I’m a perfectionist and I’m idealistic. What are you like? What’s your mother like? I’m fun and spontaneous. Sometimes, I’m moody. She’s critical, calm and very generous. Taking a quiz. What’s the second most populated city in the world? Rating items as the best or second best in a given category. Salzburg is the prettiest city in the world. Mexico City is the second most populated city in the Americas. I’m the tallest person in my family. Vocabulary: Personality adjectives (moody, critical, generous, ambitious, solitary, romantic, suspicious, etc.). Enneagram. Grammar: What’s he / she like? Superlative forms of long and short adjectives.
Warm-up If an E-board and the internet are available, have some photos of celebrities displayed on the board, two at a time. If not, write a few pairs of celebrities’ names on the board, e.g. Angelina Jolie vs. (a local celebrity), Tom Cruise vs. Elton John, Kate Middleton vs. Hillary Clinton, etc. Write / Elicit adjectives to describe people, e.g. tall, slim, long (hair), short, overweight, old, young, beautiful, ugly, attractive, intelligent. In pairs, sts compare the pairs of people using the adjective given. They can add in more of their own too, e.g. personality adjectives from p. 109. Monitor closely for accuracy. At the end, ask sts to share their comparisons with the whole class. Encourage the class to respond / say if they agree or disagree.
Type
6 Reading A
Positive side
Negative side
1
Idealistic
Critical of others
2
Helpful, generous
Possessive of friends
3
Ambitious, good at things
Can be arrogant
4
Romantic, understanding, sympathetic
Moody
5 6
Interested in the world around them, inquisitive Loyal, responsible
Can feel alone at times Suspicious
7
Fun, spontaneous, happy
Disorganized
8
Strong, want to do important things for the world Avoids conflict, calm
Get angry when others disagree
9
Books open. Focus on the purple picture / symbol and
ask sts: What’s the enneagram? Do you like / usually agree with generalization about personality types, e.g. horoscopes or numerology? Have you heard of or used an enneagram before? Sts listen and read the introduction to the text and choose the best answer, 1 or 2. Play 10.8—pause after “Here is an example of each type.” Paircheck. Classcheck.
An enneagram is a diagram that represents nine personality types.
Tip Walk around the classroom to check if sts are on the right track, but do not correct answers with the whole class. They’ll ask their partners about their findings in 6C
B
Have sts work in trios. Point to personality types 1-9 in the text in A (numbers are in bold). St A reads types 1-3, st B, types 4-6, and st C, types 7-9. In the table in B, each student completes the positive and negative sides of the three personality types they’ve read about. There is an example done for each of them.
Tip Elicit and drill pronunciation of the words with pink letters as necessary. If you think they can manage it, in trios they can then cover the texts and try together to remember the key words for each type.
Accept things they don’t like
C
Within the same groups, sts ask and answer questions to complete the table in B. Refer to the model question in the speech bubble: “What’s the negative side of type 1?”. Set a time limit of two minutes and try to stick to it.
Tip The sts asking the questions should cover the texts and look only at the photos of each type, so they listen to each other as they write down the words and imagine the characteristics the person shows. Make the sts answering and giving the information spell the adjectives to his / her partners too so they really are communicating in English. Focus on the nine photos. Ask: Do you think they look like their “enneagram type?” Play 10.9 for sts to check their answers. Ask: Did you sound similar to these students when you were doing the activity?
Tip It may help sts to read AS anything there.
10.9 and see if they notice
10.9 A Type 1 is a perfectionist. They’re idealistic, but sometimes they’re critical of other people.
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10.3 B And what about type 2? What are they like? A They’re generous people, but they’re also possessive. B And type 3? A They’re ambitious, but they can become arrogant. Can you tell me about type 4? What are they like? B Type 4. Umm, they’re romantic, but sometimes they can be moody too. A What about types 5 and 6? B Type 5 people are solitary and they try to understand the world, but sometimes they feel depressed. That’s type 5. Type 6 people are loyal and responsible, but also suspicious. A OK, the last three. Type 7 people are spontaneous, happy and fun. But they are very disorganized. B Yes, and type 8 people are strong and try to do important things. The bad side is that they get angry. A And the last one, type 9. They are calm and avoid conflict. The negative side is that they accept things they don’t like.
D MAKE IT PERSONAL In pairs, sts take turns describing their personality with adjectives from this lesson and also lesson 10.2. Ask sts to find three differences between them and write down three comparative sentences, e.g. “(Juan) is more idealistic than me.”. At the end, ask some sts to read their sentences to the whole class and ask: Which personality type are you and your partner? Finally return to your original question Do you believe in the enneagram system? to see if anybody else is convinced now. Extra writing Sts can write a short description of their own personality type and say which enneagram type is most similar to their personality.
7 Grammar: Superlatives A Books open. Point to photos a-e and tell sts there’s a corresponding question for each photo in the quiz. In pairs, sts match the questions to the photos. Ask sts: What’s the highest mountain in the world? Gesture tall / very high mountain (sts should say “Mount Everest”). Ask: What about the second highest? (gesture 2nd). Refer to the quiz title and introduction and make sure they understand the quiz is about second places, not first. In pairs, sts do the quiz. Play 10.10 for them to check their answers. Were there any surprises? Cultural note Rank
City
Country
Population
Year
1
São Paulo
Brazil
11,316,149
2010
2
Mexico City
Mexico
8,851,080
2010
3
New York City
United States
8,175,133
2010
Extracted from: 1: www.ibge.gov.br/home/estatistica/populacao/censo2010/ tabelas_pdf/total_populacao_sao_paulo.pdf 2: www3.inegi.org.mx/sistemas/mexicocifras/default. aspx?src=487&e=9 3: http://factfinder2.census.gov/faces/tableservices/jsf/ pages/productview.xhtml?pid=DEC_10_PL_GCTPL2. ST13&prodType=table Accessed on March 20th, 2013.
These statistics are based on the figures for the city proper. If urban agglomeration statistics are used then Mexico has the top three biggest cities in the Americas. Extracted from: http://data.un.org/Data.aspx?d=POP&f=tableCode:240 Accessed on March 20th, 2013.
Tip It is important to tell sts that the photos do not correspond to the answers of the quiz. The photos show the first in each category. The quiz is about the second in each category. Read sentence a in the Grammar box. Ask if sts agree or disagree with the sentences, e.g. “I disagree. I think Rio de Janeiro is the most beautiful city in the world.” Still on the first sentence, ask sts In this sentence, is Salzburg more beautiful than one specific city or more cities? (more cities, all of them in fact!).
Tip Give sts a more visual example. Ask two average-height sts to stand up (not the tallest one in the class) and elicit the comparison, e.g. “(Julia) is taller than (Danielle).”. Then, ask all sts to stand up and ask: Who’s the tallest in class? The same demonstration would also work with the adjectives “old” or “young.” Have sts read the Grammar box sentences in 1 a-d and match them with the four rules. Paircheck. Classcheck. Sts study the quiz questions and decide: Which rule a-d do the superlative forms in the quiz follow? Paircheck. Classcheck with answers on the board.
Books closed presentation. Cover the text on the page and focus on any of the photos (or use IWB photos if you can). Ask: What can you see in photo a? (Mount Everest.) Give me a (superlative) sentence about Mount Everest. (It’s the highest mountain in the world.) Elicit and drill superlative sentences about photos b, c and d too using the longest, the most populated, the largest and the most successful.
10.10 The highest mountain in the world is Mount Everest, the second highest is… answer C, K2. The Nile is the longest river, the second longest is… the Amazon. The most populated city in the Americas is São Paulo, the second most populated city is… Mexico City. Russia is the world’s largest country and… Canada is the second largest. The most successful national soccer team is Brazil, with five World Cups. The second is Italy, with four.
1. c 2. b 3. c 4. b 5. c Grammar box – Superlatives 1. (d) irregular: good – the best / bad – the worst (b) one -est (a) two syllables ending in -y: the syllable: the -iest (c) adjectives with two or more syllables: the most 2. 1 b
2b
3c
4b
5c
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10.3
B
MAKE IT PERSONAL Elicit the word order for question 1.
Individually, sts order questions 2-7. Paircheck. Classcheck with answers on the board. Read Common Mistakes with sts and remind them of superlative forms of short and long adjectives. In pairs, sts take turns asking and answering questions 1-7 and the connection preposition for “world.” Monitor closely for accuracy. Encourage sts to give more complete answers, e.g.: “I think the oldest city in (Argentina) is…”. Classcheck. Elicit each pairs’ most interesting answers. Encourage sts to disagree if they want to, but make sure they use correct superlative forms. Round off the lesson with the Song line at the top of p. 111. Ask sts who recognize the song to hum or sing it to help others remember the tune (Tina Turner’s hit from the 80’s). Ask sts: What’s the best song of all time? And the best film? Who’s the best (living) actor in your opinion?
1. What is the oldest city in your country? 2. What are the most expensive supermarkets in your town? 3. What is the biggest stadium in your country? 4. What are the most popular beaches in your country? 5. Who is the youngest person in your class? 6. Who are the most famous people in the world? 7. What is the most important possession you have?
Extra writing Get sts to write up their answers to 7B and justify their choices.
Workbook p. 51 ID Online Portal Grammar p. 136
Song line: You’re simply the best, better than all the rest. Song: “The Best” Artist: Tina Turner* (USA) Year: 1989 *The song was first recorded by American artist Bonnie Tyler in 1988.
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10.4
What’s the best place in the world? Lesson 10.4
Lesson Aims: Sts contrast comparatives and superlatives, learn some stress rules and read / watch a video / talk about Wonders of Nature. Function Noticing and pronouncing sentence stress. Writing Comparative and Superlative sentences.
Language Everest is the highest mountain in the world. São Paulo is the most populated city in the Americas. Mexico City is more populated than New York. Reading / Listening about The Wonders of Nature. The Amazon Forest is the largest rain forest in the world. Talking about Wonders of Nature you’d like to visit. I want to visit Table Mountain. I really want to go to South Africa and I love flowers. Vocabulary: A canyon, a cave, flowers, an island, a lake, a lizard, a mountain top, a volcano, etc. The Wonders of Nature. Grammar: Recycling Comparatives and Superlatives.
Warm-up Turn to p. 154-155 and review the full Pronunciation
Cultural note South America’s Amazon River is the world’s
Chart. Divide sts into groups of five and give them some minutes to cover the words and write down all 80 illustrated words, two per sound. After that, uncover the list at the bottom and check. They score one point for remembering the word and two points if they do so with the correct spelling. Which group is the winner?
largest because it carries more water to the sea than any other river. The Amazon’s discharge at its mouth is approximately 7 million cubic feet per second. Extracted from: http://geography.about.com/library/faq/ blqzlargeriver.htm Accessed on November 12th, 2012. The Nile is the longest river in the world. The Amazon is the largest in volume of water. The Nile is 6,650 km long. The Amazon is 6,400 km long. Extracted from: www.unp.me/f8/top-9-longest-rivers-in-theworld-100757/ Accessed on November 12th, 2012.
Tip These picture words run throughout and are well worth investing time on memorizing, for both form and spelling. Where appropriate other possible common spellings for each sound are illustrated below the chart.
8 Pronunciation: Comparatives and Superlatives
A
Books open. Have sts work in pairs and decide whether
sentences 1-4 have adjectives in the comparative or superlative forms. (Comparatives: 2 and 4, Superlatives: 1 and 3.) Focus on World of English . After sts read it, give them a simple example of what “content words” are, that is, words that carry the message / meaning. Write on the board: A box of chocolate. With your hands, cover the words “box” and “chocolate” and ask: If you say “a” “of,” can people understand you? (No.) Now cover “a” and “of” and ask: If you say “box” “chocolate,” can people understand you? (Yes.) Tell them these words, which carry the main message, are usually stressed in a sentence. Function words, such as articles and prepositions, are usually NOT stressed. Point to sentence 1 and focus on the four underlined words. Tell the class all sentences 2-4 in A have three stressed words each. In pairs, sts decide which three words in sentences 2-4 are stressed. Play 10.11 for sts to check if their guesses were right. Classcheck with answers on the board. Replay 10.11 but pause after each sentence and ask for chorus repetition. Monitor closely for sentence stress.
10.11 1 2 3 4
Everest is the highest mountain in the world. And K2 is higher than Kilimanjaro. The Nile is the longest river. The Amazon is longer than the Mississippi.
2. K2, higher, Kilimanjaro 3. Nile, longest, river 4. Amazon, longer, Mississippi
B Tell sts to go to p. 111. Model the activity. Point to the Quiz (7A) and read question 3 with the whole class. Write 1st, 2nd and 3rd place on the board and elicit the cities from sts. Ask: Which city is number 1 / the 1st? (São Paulo). Elicit the superlative sentence about São Paulo. Say So what can we say about it? São Paulo is… and let sts finish your sentence. (São Paulo is the most populated city in the Americas). Now focus on the 2nd and 3rd places and elicit the comparison between Mexico City and New York. (Mexico City is more populated than New York City). Make sure you leave the two model sentences on the board so sts can refer to them. Individually, sts write one superlative sentence and one comparative sentence about each for questions 4 and 5 from the quiz. Paircheck. Classcheck with answers on the board.
Tip When pairchecking, get sts to say their sentences aloud simultaneously, stressing the content words and unstressing / reducing / saying faster the others. Get them to clap the stress or tap their feet to try to find the same rhythm and speed together. São Paulo is the most populated city in the Americas. Mexico City is more populated than New York City. Russia is the largest country in the world and Canada is larger than China. Brazil is the most successful national soccer team in the world. Italy is more successful than Germany. (2013)
C Individually, sts mark the stressed words in the sentences they wrote in 8B. Paircheck. Classcheck. In pairs, sts practice saying them with the right pronunciation. 153
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10.4
9 Reading A
Stronger classes Get sts to cover the texts and, in pairs, remember as much as they can about each place.
Read the lesson Song line at the top of p. 113 with sts. Elicit the name of the song / singer. If technology is available, search / display images of beautiful islands to convey meaning / pre-teach “an island” and sing to pre-teach nature too. The silent “s” in the word is pronounced as /ɎDǹOǨQG/.
Tell sts they’re going to watch a video (or just listen to 10.13) and at the end they need to say which two places were not mentioned. Classcheck. Did they guess correctly?
Tip If your sts aren’t Spanish-speakers, explain “la isla bonita” means “the beautiful island” in Spanish.
Original video from www.youtube.com/watch?v=qsayRzDWcfI. Accessed on November 12th, 2012.
D
10.13 Notice the stress.
Song line: Tropical the island breeze, all the nature wild and free. This is where I long to be, La Isla Bonita. Song: “La Isla Bonita” Artist: Madonna (USA) Year: 1987
Ask What’s your favorite Madonna song? to see what they can come up with. Point to photos 1-9 and check if sts can recognize some of the places. When you explore the photos, introduce some new preferably cognate friendly vocabulary by saying: There’s an elephant and a volcano in photo 3. Where is it? Either Africa or India, obviously. Look at photo 4. What do you call this animal? (if sts don’t know, give them the word, “a lizard”). Elicit vocabulary and introduce as many words as possible before sts focus on the vocabulary box in A. Point to the vocabulary box in A and drill pronunciation of all words. In pairs, sts find examples of each word in the photos 1-9. Classcheck. Elicit and drill pronunciation as necessary.
1. a canyon 8. a cave 9. flowers 2. an island 4. a lake 4. a lizard 3. a mountain top 1. rocks 8. an underground river 7. a volcano 5. a waterfall
B
Elicit “Wonders of the World” (monuments) from sts, e.g. the Taj Mahal in India, Machu Picchu in Peru. Which ones have they visited? Which ones have they heard of? Tell them they’ll listen to and read about the seven New Wonders of Nature and ask them to match the places to photos 1-9 as they hear them. Play 10.12. Paircheck. Classcheck. Again ask Which ones (if any) have you visited?
Tip Get sts who haven’t visited the places to ask questions like When / go ? Who / go with? How / get there? What / like?, etc. for some genuine communicative practice. 1. The Grand Canyon 2. Halong Bay 3. Mount Kilimanjaro 4. Komodo National Park 5. The Iguazu Falls 6. The Amazon rain forest 7. Jejudo 8. The Puerto Princesa National Park 9. Table Mountain
C Ask sts: Which place is in nine different countries? (The Amazon). Point to questions 1-9 in C and, in pairs, sts reread the text and answer them. Classcheck. 1. The Amazon 2. Table Mountain 3. Halong Bay 4. The Puerto Princesa National Park 5. The Iguazu Falls 6. Jeju 7. The Grand Canyon 8. Komodo National Park 9. Mount Kilimanjaro
Ladies and gentlemen, adults and children, citizens of the world, welcome to the announcement of the first count and provisional results of the global vote to elect the new Seven Wonders of Nature. The moment has come and I now proceed to announce the provisional new Seven Wonders of Nature in alphabetical order. Amazon, in South America. Halong Bay, in Vietnam. Iguazu Falls, in Argentina and Brazil. Jeju Island, in South Korea. Komodo, in Indonesia. Puerto Princesa Underground River, in the Philippines, and Table Mountain, in South Africa. The Grand Canyon and Mount Kilimanjaro are not mentioned.
E Play the video or 10.13 again and ask sts to number the seven places in the order they hear them. Paircheck. Classcheck. The order is: 1. Amazon 2. Halong Bay 3. Iguazu Falls 4. Jeju Island 5. Komodo 6. Puerto Princesa 7. Table Mountain
F
MAKE IT PERSONAL In pairs, sts say if they agree with
the selection of the seven Wonders of Nature in the text and ask which of those places they’d most like to visit and why. Classcheck by asking sts to report what their partner has said.
Tip Finally focus on the title question and get sts to answer it. Help them to produce variations like these, with prompts on the board. for a holiday is The best place in the world
to relax is to travel with money is to sleep is to learn English is
Extra writing Sts can write a description of “The best place to visit in my country” and post it on the class website.
Workbook p. 52 ID Online Portal Grammar p. 136 Writing Bank p. 153
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10.5
What’s your blood type? / Is your English better than a year ago? Lesson 10.5
Lesson Aims: Sts practice understanding facts with comparatives and superlatives. They also learn to express preferences and to make suggestions. Function Reading / Listening / Talking about human body facts.
Language The most common blood type in the world is type A. For me, fact 6 is the most interesting. Listening to people making choices. I prefer the Chinese restaurant, but it’s more expensive than the Italian. Making choices about restaurants, films and gigs. Why don’t we go to The Rolling Stones’ gig? I’m not sure. They’re too old. Shakira is more modern. Vocabulary: Review parts of the body and face. More parts of the body and face: the beard, the brain, lungs, the heart, fingernails, toenails, blood, a tongue, blood type. Grammar: Recycle comparatives and superlatives. Chunks for making decisions (I prefer…, Why don’t we…, etc.). WB Song line: “Work it harder, make it better, do it faster, make us stronger, more than ever, hour after hour.”
Warm-up Ask sts to pair up with classmates they don’t usually work with. In pairs, sts take turns asking and answering the question titles from unit 10. Get them to ask follow-up questions too and to vary the subjects of each question (best friend, sister, town, village, etc). Monitor closely for accuracy. At the end, ask sts to report one or two of their partner’s answers to the whole class.
Skills: Understanding facts A Books closed. Review parts of the body and face. Point to some parts of your body / face and elicit the words from the class (e.g. your nose, your arm, your leg, your ears). In pairs, sts test each other for a minute. For 30 seconds, st A: points to parts of his / her body and face. St B: names them. Sts swap roles and play the game again for 30 seconds. Monitor closely for vocabulary and pronunciation. Books open. Point to pictures a-g and elicit vocabulary sts might already know, e.g. heart, brain and blood. Help sts match the words to the correct picture. Classcheck. Drill pronunciation for all words and ask: Which two words rhyme? (lung and tongue) Which two have similar spelling but a different pronunciation? (heard and heart) Which three have similar sounds? (lung, tongue and blood)
d. a beard g. blood b. a brain a. fingernails c. a tongue
f. a heart
F True. It says that if men don’t shave, a beard can grow to more than ten meters! M Wow! What about number 3? F That’s false. Your toenails grow slower than your fingernails because they get less sun. M Hmm. Interesting. And number 4? F This is true, because women are smaller than men, so the heart needs to move the blood faster to the different parts of the body. M Ohhhh! I didn’t know that. What about number 5? F False. The heart needs a lot of space, so the left lung is smaller. M Really? OK, what about number 6? F That’s false. We can live for a month or even two months without food, but the longest time a person can go with no sleep is 11 days. Sleep is more important than food. M Wow, this is really interesting! And number 7? F This is true. When you eat or talk you’re using the tongue, so it gets a lot of exercise. M I suppose so. Blablabla. What about 8? F This is false—the most common type of blood is type O. M I think I’m type O. How about you? 1. T
2. T
3. F
4. T
5. F
6. F
7. T
8. F
Fact 6 is not illustrated.
e. a lung
Lung and tongue rhyme.
B
Focus on the “True or false?” quiz heading in A. Ask sts: How much do you know about the human body? Point to facts 1-8 about the human body in the quiz and have sts decide in pairs whether each of them is true of false. Then, elicit some opinions about facts 1-8. Classcheck with 10.14. Ask: Which fact is not illustrated? Who got the most answers correct? Who is the class expert on the human body?
10.14 Notice the sentence stress and the weak forms. F OK, so let’s see how we did. Number 1 is true. Scientists don’t know why, but your brain is very active when you sleep. M OK—I knew that one—number 2?
C
Point to sentence 1 in C and elicit the missing words. Make sure sts notice the first letter of each word has been given. Sts hear the conversation again and complete the facts. Paircheck. Classcheck with answers on the board. Ask: Which is the most interesting fact in your opinion? Highlight the two example answers and get sts to give their opinions.
Tip Looking for pronunciation and spelling links between groups of new words is a great way to help sts process them intelligently and notice aspects which may help them remember them more easily. Tip Write the lesson title question on the board and ask: How many different types are there? Elicit answers. Who knows their blood type? If you know, stand up, please. Then ask standing individuals the question What’s your blood type? getting them to sit down as they answer.
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10.5 Cultural note There are four blood types A, B, AB and O. Each blood type can be Rh+ or Rh– (rhesus positive or negative). Teach them how to say blood types in English (Type A+ (A positive), Type A– (A negative), Type B, Type AB and Type O /RƟ/ as in phone).
1. Your brain is very active when you sleep. 2. It says that if men don’t shave, a beard can grow to more than ten meters. 3. Your toenails grow slower than your fingernails. 4. Women are smaller than men, so their heart needs to move the blood faster. 5. The heart needs a lot of space. 6. The longest time a person can go with no sleep is 11 days. 7. When you eat or talk you are using your tongue. 8. The most common blood type is O.
in Action: Making choices A
Focus on photos 1-4 and elicit what sts can see (1 = an Italian and a Chinese restaurant; 2 = different ice cream flavors: strawberry, chocolate, banana, vanilla; 3 = three movies: The Vow, The Watch, Stolen; 4 = a beach, mountains). Sts listen to three conversations in which one group of pictures will not be mentioned. Ask them to match the three dialogs to three groups of pictures. Play 10.15. Paircheck. Classcheck.
10.15 Notice the connecting sounds. 1 A So, what do you think? B I’m not sure, Chinese or Italian? A Hmm, I prefer the Chinese restaurant, but it’s more expensive than the Italian. B Yes, and in the Italian restaurant the service is faster than in the Chinese. A I can’t decide. B Well, we’re not in a hurry, so let’s go to the Chinese restaurant. A OK. Sounds good. 2 C Hmm, which one is the best? A Well, chocolate and coconut are the sweetest ones, they’re actually too sweet for me. And I’m not a fan of strawberry, so I like banana best. C OK. I’ll have a banana ice cream, please. 3 A So, where do you want to go? To the beach or to the mountains? B Well, the beach is warmer than the mountains. A Yes, but it’s more peaceful in the mountains. B Well, I don’t know. I can’t decide. A OK, why don’t we go to the beach? We need to have some fun! B That sounds great. Dialog 1: photo 1 (They choose the Chinese restaurant.) Dialog 2: photo 2 (They choose the banana ice cream.) Dialog 3: photo 4 (They choose to go to the beach.)
B
Say: The people in the conversations were making decisions. Ask: Do you remember what they decided? Did they choose the Italian or the Chinese restaurant? Play 10.15 for sts to notice the decisions made in each dialog. Classcheck. Can you remember any other interesting phrases they said? Ask sts to go to AS 10.15 on p. 167. For one minute, have sts read the conversations. Ask them to close the books and, in pairs, tell each other all they can remember from dialogs 1-3. Classcheck.
C
In pairs, sts role-play one of the dialogs from AS
10.15. Then, ask some pairs of sts to role-play their
dialog to the whole class. Monitor and tell them which was the most popular.
Weaker classes Weaker sts may need to read it from AS 10.15 on p. 167, or at least refer to it.
Swap pairs. In pairs, sts create a similar dialog for picture 3 in A. Monitor closely and offer help when necessary. Ask sts to act out their dialogs for the whole class.
D MAKE IT PERSONAL Point to the photos of Bruno Mars, Beyoncé, and The Rolling Stones and elicit the artists’ names and briefly ask sts’ opinions of them and their music. Say: Imagine all of them are playing in (your town). Together (in pairs), they need to decide which gig they’re going to and say why. Sts refer to the adjectives in 5 box to help them create their dialogs. In pairs, sts act out their conversation and decide what to watch. Tip If sts struggle with language at this point, provide them with useful chunks / prompts on the board, e.g. So what do you think?, Why don’t we go to…?, I prefer…, He / She is more (fun / exciting / modern) than…, etc. Finally, ask sts to role-play their dialogs to the whole class.
Tip If you’re working with a small group, you could have the whole class talk and decide which gig to go to. Round off the class with the in Action title question and get sts to ask each other in pairs: “Is your English better than a year ago?”. Ask sts to report what their partners said to the whole class. Hopefully they’re all ending on a positive note!
Workbook p. 53 Phrase Bank p. 69 ID Online Portal Grammar p. 136 ID Café Video p. 147
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Review 6 Units 9-10 Grammar and Vocabulary A Picture Dictionary. Pairwork. Sts test each other and review the main vocabulary items learned in units 9 and 10. There are some possible techniques mentioned on p. 12 of the introduction section on how to work with the Picture Dictionary in order to review vocabulary. You can select whichever of these best suit the needs of your class.
3. Scott is going to ask Laila to marry him. She’s going to say yes. 4. Yes, the wine is going to fall. 5. The dog is going to eat the steak. 6. Rachel and Owen are going to eat.
E
Read sentence 1 with sts and tell them to order requests 2-6. Paircheck. In pairs, sts think of a verb for each blank. Play Review Audio 6.1 for sts to check their answers. Classcheck with answers on the board.
Page 96
12 means of transportation
Page 99
8 jobs
Page 102
6 life changes
Page 105
4 short dialogs for photos a-d
Page 106
10 parts of the body
Do you mind if I borrow your bike? No, sorry. I need it.
Page 107
8 parts of the face
Could you lend me a pen?
Page 107
descriptions of the 3 suspects
Page 114
7 more parts of the body
Page 155
16 picture words for rows 5 & 6 of consonants
B
Individually, sts read the table to choose the right options in sentences 1-5. Paircheck. Classcheck.
1. Canada is larger than China. 2. China has a bigger population than Russia. 3. The population of Canada is smaller than the population of Russia. 4. People live longer in China than in Russia. 5. Mount Logan is higher than Elbrus.
C
MAKE IT PERSONAL Elicit the superlative form of
“small” to complete question 1. Sts complete questions 2-4 with superlative adjectives. Paircheck. Classcheck with answers on the board. At the end, have sts ask and answer the questions in pairs. Classcheck.
1. Which country is the smallest? China. 2. Which country has the largest population? China. 3. Where do people live the longest? Canada. 4. Which is the highest mountain? Mount Everest.
D Sts look at the picture and, in pairs, take turns asking and answering questions 1-6. Monitor closely for the use of be going to. Classcheck. 1. Mark is going to take an order into the kitchen. 2. Fred and Rory are not honest. They are not going to pay.
6.1
Sure. Here. Can I close the door? Of course. Go ahead. Do you mind if I eat this pizza? No, not at all. That’s fine. Can I use your laptop? Sorry, but I’m leaving now. Could I go home earlier today? Sure. That’s fine.
2. Could you lend me a pen? 3. Can I close the door? 4. Do you mind if I eat this pizza? 5. Can I use your laptop? 6. Could I go home earlier today?
F
Swap partners. In pairs, sts practice the dialogs in E as shown in the speech bubbles. Encourage them to vary the way they ask and answer. Tell sts to refer to p. 105, in Action C, for more options. Monitor closely for accuracy and appropriacy. At the end, ask two pairs of sts to act out a dialog each for the whole class.
G Sts quickly match the opposites. Paircheck. Classcheck. Fast finishers can invent their own What’s the opposite of X? for the class to answer. In pairs, sts test each other. St A closes the book. St B asks “What’s the opposite of (five adjectives)?” Swap roles.
1. kind 4. polite
mean 2. tall short 3. calm rude 5. active lazy
crazy
H
Point to Common Mistakes and tell sts it is their turn now to correct the sentences. Draw sts’ attention to the number of mistakes between parentheses.
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R6 In pairs, sts correct sentences 1-10. Whenever sts are uncertain, encourage them to flip back through p. 96-115 and check their answers in units 9 and 10. Classcheck with answers on the board.
1. My mom is a great cook. 2. I’m a student at UCLA and I’m unemployed. 3. Sales assistants don’t earn / make a lot of money. 4. I’m not going to be famous. 5. Are you gonna go to the party? 6. Could you lend me a book? 7. I broke my toes, so I can’t walk. OR I broke my fingers, so I can’t write. 8. She looks slim. 9. I’m bigger than my father. 10. It’s the oldest city in the country.
A
Books closed. Sts listen to 9.3 (p. 98, 3A: An unusual commute.) Ask sts: How much did you understand without reading? Sts open their books to p. 98 and listen again to 9.3 but this time they also read the text in 3A. At the end, ask: Which parts could you only understand when reading? Do the same for 9.12 (p. 104, Skills B: The Best Jobs for the Future) and 10.12 (p. 112, 9B: The New Seven Wonders of Nature.)
B
Split the class into two groups, A-B, or, if working with very large classes, into four groups, A-B, A-B. Team A covers Card 2 and team B covers Card 1. Refer sts to the model dialog in the speech bubbles. Team A starts: Sts give clues about number 1 from Card 1. Tell sts to give one clue at a time. Team B tries to guess the word being described. After number 1 is guessed, teams swap roles: Team B gives clues to number 1 on Card 2. Ensure that all sts have a turn reading the clues and trying to guess the words. For fun, make it a competition.
2. a police officer
In pairs, sts take turns asking and answering questions from the table and agreeing / disagreeing with their partners’ answers. Monitor closely for accuracy. At the end, ask some sts to report a few of their partners’ answers.
E Ask sts: What type of text is this? (An e-mail.) Who is it from? (Laila.) And who is it to? (Jenna.) What’s the e-mail about? (Laila’s finishing grad school and planning her vacation / making plans for the future.) Sts read the e-mail and decide if sentences 1-6 are T (true), F (false) or N (not mentioned.) Paircheck. Classcheck.
1. F
2. T
3. F
4. N
5. T
6. T
F
Skills Practice
Card 1 1. a vet
matter how few words they use or how many errors they make in order to give them the courage to keep trying.
3. subway
4. bike
5. ears
Card 2 1. a dentist 2. a flight attendant 3. a bus 4. a motorcycle 5. toes
C
MAKE IT PERSONAL In pairs, sts ask and answer questions 1-3. Encourage sts to agree / disagree with their partners’ opinions. At the end, ask sts to report their discussion to the whole class.
D MAKE IT PERSONAL Point to the list / column of adjectives in the table and elicit the superlative forms for each of them. After that, elicit from sts a few combinations from the table to form questions. Try not to overcorrect as this is really intended to be a fluency activity. Praise all successful communicative responses at least as much as you intervene and “fix” errors. Sts, particularly in monolingual classes, need to see and feel themselves communicating successfully in English, no
Sts will hear Laila and Jenna talking on the phone. Allow sts some time to read questions 1-4 and play Review Audio 6.2. Paircheck. Replay the track if necessary. Classcheck with answers on the board.
6.2 L = Laila J = Jenna L Hi Jenna, how are you? J Hi Laila. I’m great, thanks. Hey, I got your e-mail. Great news! I can’t believe you’re getting married! L I know! I’m so excited! J So tell me all about it. How did he ask you to marry him? L Oh, it was so romantic. He took me out to dinner and then he went down on one knee and proposed in the middle of the restaurant. J Oh. That’s beautiful! But listen, Laila. My brother went to work in Los Angeles and his room is empty. You can stay there until you go to Thailand. L Your brother’s room! Really? Oh that’s very kind of you. Are you sure he doesn’t mind? J No problem at all. But when exactly are you going on vacation? L Well, I finish school on June 20th and I’m going to fly to Bangkok on July 16th. J So you need a room for about two weeks, right? L Umm, let me check… No, about three and a half weeks actually. J Three and a half weeks. No problem. L Thanks so much, Jenna. OK, now tell me about Nando. Are you guys going to get married? 1. In a restaurant. 2. Her brother’s room. 4. Three and a half weeks.
3. July 16th.
G
MAKE IT PERSONAL Question time. Sts look at the Language Map on p. 4-7 and take turns asking and answering the lesson titles from units 9 and 10. Encourage them to ask the question titles from all ten units, and use this as the basis of an oral assessment. Monitor closely for accuracy and encourage sts to ask follow-up questions when suitable. At the end, ask them how they felt performing the task: Do you feel comfortable with all of the questions? Which ones are easy? Which ones are difficult?
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Writing E
Writing 1 An Informal Profile A
If time allows, consider the speaking activity below:
Integrated speaking Ask sts to cover the text. Point to the girl in the photo and to the registration form and elicit questions for each blank, for example, (Last name) “What’s her last name?”, (First name) “What’s her first name?”, (Age) “How old is she?”, (Nationality) “Where’s she from?”, etc. In pairs, sts ask and speculate about the girl. Write on the board simple chunks to show uncertainty, e.g. I don’t know / I’m not sure / I think she’s…, and encourage sts to use them. Monitor closely for accuracy. Sts look at Cristina’s profile and scan it to complete the registration form. Paircheck. Classcheck with answers on the board.
Tip If an IWB is available, display the page on the Digital Book for Teachers and classcheck by asking sts to go to the board and underline their answers. Contractions: I’m, I’m, don’t, I’m, Toronto’s, doesn’t, don’t. Connectors: and, but, too, and, but.
C Tell sts that Cristina got one reply from a boy. Ask sts What’s his name? Where’s he from? and let sts find the answers in Luis’ reply. Point to the mistakes corrected in red (capitalization) and ask sts to find and correct ten more mistakes in the text. Paircheck. Classcheck with answers on the board or on the Digital Book for Teachers. … and I have am 19 years. Wow! You live in Toronto—that is excelent excellent. I live in Porto with my mother and father and I have a lot of parents relatives here. I too also study english English, but its it’s very dificult difficult! My brother play plays baseball, maybe you can meet him, hahaha! Pleas Please e-mail me at
[email protected] and tell me mor more about Toronto.
D
Read question 1 with sts and ask: Can we answer this question about Cristina? (Yes, she’s from Venezuela.) What about Luis? (Yes, he’s from Portugal.) Teach / Convey meaning of “both.” Sts read questions 2-11 and write if they can find answers in A and C about Cristina (C), Luis (L) or both (B). Paircheck. Classcheck with answers on the board.
10. L
11. C
5. L
6. B
7. C
Point to the two diagrams and explain that each color stands for a skill or area of English, as shown in the key on the right bottom corner: red is for speaking, green is for listening, etc. Tell sts each diagram represents a student (point to the texts above), Marta or Mateo. Sts read both profiles and label the diagrams as being Marta’s or Mateo’s. Paircheck. Classcheck.
Diagram 2. Marta
B
Read Write it Right! with the whole class. Point to the underlined words in the text in A (I’m and and) and ask sts to underline seven more contractions and five more connectors in Cristina’s profile. Paircheck. Classcheck.
4. B
A
Diagram 1. Mateo
B
3. C
Writing 2 A Language Profile
Note The blanks in Marta’s profile will only be used / completed later on in C.
Last name: Gonzalez First Name: Cristina Age: 17 Nationality: Venezuelan Country of residence: Canada In a relationship with: Alex E-mail:
[email protected]
2. B
Your turn! Read the steps “before,” “while” and “after” with sts so as to better guide them in writing their own profiles. Tell them to use Cristina’s profile in A as a model and draw their attention to the length of the composition, that is, up to 80 words (one paragraph of approximately 8-10 lines).
8. C
9. L
Read Write it Right! with the whole class. Ask sts to look at Mateo’s profile in A and notice the prepositions in the underlined phrases. Ask them to find and circle five more words / phrases followed by to + infinitive. Paircheck. Classcheck with answers on the board or on the Digital Book for Teachers.
I hope to get a promotion. It’s often difficult to communicate. I want to speak. I don’t have much time to practice. I need to practice.
C Sts fill in the blanks in Marta’s profile in A with to, for, with, at, in. Tell sts to refer to Mateo’s profile in case they are uncertain about which preposition to use. Paircheck. Classcheck with answers on the board. to, to, to, For, to, with, at, to, to, at, in, to
D Sts complete the diagram about themselves. Remind them / Elicit what each color stands for. (Key in A.) Sts assess their performance in each skill 0-5 and draw their own diagram. Sts can use this at any time to check progress. Integrated speaking Ask sts to compare / talk about their diagrams in pairs. Write some prompts on the board to help them: I’m (not) good at… / I know how to… / I like… / I need to…, etc. Monitor closely for preposition use. At the end, ask sts to talk about their partners’ diagrams to the whole class.
E
Your turn! Read the steps “before,” “while” and “after” with sts so as to guide them to write their own language profiles. Tell them to refer to Marta’s and Mateo’s profiles in A as a model and draw their attention to the length of the composition, that is, approximately 80-120 words. As a follow-up activity and before handing in their texts, ask sts to swap compositions and draw his / her partner’s diagram.
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Writing Writing 3 A City Brochure
Writing 4 A Biography
A
A
Point to the photos and ask sts: Do you know where these places are? Which one do you prefer? Why? Both photos were taken in Chicago. They show the “Bean” or “Cloud Gate” and a painting in the Art Institute.
B
Ask sts: Would you like to visit Chicago? Which places would you visit there? Point to questions 1-8 and tell sts to read them and find the answers in the text. Paircheck. Classcheck.
1. Valois Cafeteria. 2. The Bean. 3. The Art Institute or the shopping malls. 4. Millennium Park. 5. Valois Cafeteria, the Russian café, the Irish pub and the American hot-dog restaurant. 6. Yes, the observatory tower. 7. Visit a blues club. 8. The blues.
C
Sts look at the underlined words in B. Remind them that all the underlined phrases have adjectives. In pairs, sts study the phrases in B and answer questions 1-3 to come up with rules for adjective use. Classcheck.
1. Adjectives come before a noun. 2. Adjectives come after the verb be. 3. Adjectives are not pluralized.
D
Elicit the right order for sentence 1. Individually, sts order sentences 2-5. Paircheck. Classcheck with answers on the board.
1. France is famous for wine. 2. Try the local cheese. 3. There is a spectacular view. 4. You can walk in the beautiful mountains. 5. You can visit the amazing museum.
E
Read Write it Right! with sts and ask them to find eight sequencing words / phrases in B. Paircheck. Classcheck with answers on the board or use the Digital Book for Teachers.
First, After eating, Before leaving, After that, When, after lunch, and then, finally.
F
In pairs, sts take turns asking and answering the questions in B about their town or city. Classcheck by having eight different sts answer each of the questions. Encourage other sts to provide different answers.
G
Your turn! Tell sts to imagine a tourist is coming to their town or city. Read the steps “before,” “while” and “after” with sts so as to better guide their writing. Tell them to refer to text B as a model to write a one-day plan for the tourist. Remind them to use adjectives and sequencing words.
Ask sts to cover the text. Point to the photo of the Jackson 5 and check if sts know them. In pairs, sts guess the correct options in 1-5. Sts uncover the text and check if their guesses were correct. Classcheck.
1. 50s
2. 6
3. 1982
4. twice
5. 2009
B
Focus on the words / phrases in the box and check if sts understand them. Point to the timeline.
Tip Review Saying years, p. 66. Elicit how to say each of the years in the line. Individually, sts re-read Michael Jackson’s biography in A and complete the timeline with the phrases given. Paircheck. Classcheck.
1958 – was born 1964 – joined the Jackson 5 1969 – first hit 1979 – broke his nose 1982 – Thriller! 1984 – went solo, accident with fireworks 2009 – died Don’t know when: married
C Point to the text in A and ask sts: How is the information in the text organized? Point to sentences 1-3 in C and have sts choose the best description in pairs. Classcheck. 2. The information is not completely chronological. Paragraph 2 describes his career as a singer and is positive. Paragraph 3 deals with the negative aspects.
D Elicit what sts know about Ronaldo (photo). Ask: Where’s he from? Where does he live? What is he famous for? What is he doing now? What do you think of him? Read Write it Right! and have sts use the linking words in it to complete Ronaldo’s biography. Use the bold words from the text in A to help. Paircheck. Classcheck with answers on the board. At the end, ask sts: Did you learn anything new about Ronaldo from the text?
soon, also, like, until, Although, however, either, later, because of, for example.
E Your turn! Tell sts to think of a celebrity they like or know well. Read the steps “before,” “while” and “after” with sts so as to better guide their writing. Tell them to refer to the biographies in A and B as models to write their biographies. Tell them to keep their texts to a maximum of 150 words.
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Writing Writing 5 A Blog Reply A
Point to the man in the photo and ask: What’s his name? Tell sts Jay had a terrible day and wrote a blog post about it. Elicit predictions about Jay’s bad day. Ask: What do you think happened to him? Read questions 1-3 with the whole class. Sts read the text and answer the questions. Paircheck. Classcheck.
1. He lost his job. 2. He wants people to tell him their plans and give him advice. 3. Personal answer.
B
Sts read the three replies and check if any of the people gave the same advice they talked about in A (question 3). Ask sts: Which advice do you agree with?
so as to better guide their writing. Tell them to refer to the blog replies in B as models to write their own texts. Don’t forget to allow time for sts to share their ideas and choose the best reply in class.
Writing 6 A Holiday Message A
Explore the photos and elicit what sts can see in the images. Ask: Where is this vacation? Sts quickly read the e-mail to discover where the person who wrote the e-mail is spending his vacation. Classcheck.
Follow-up questions: Ask sts: Who wrote the e-mail? (Steve.) Who did he write to? (His parents.) Did he travel alone? (No, he traveled with Laura.)
Vietnam
Integrated speaking Alternatively, split the class into groups of three and assign roles A, B and C. St A reads Megan’s reply, st B reads Jorge’s, st C reads Lionel’s. Within their groups, sts take turns telling one another about the reply they’ve just read and, at the end, decide which piece of advice is the most useful. Classcheck by asking sts to briefly summarize each blog reply and say which one they agree with the most.
C
Read Write it Right! with the whole class.
Point to the first word in bold in B (it). Ask sts: What’s “it” in this sentence? What does it refer to? Show sts “your dream” has been circled for them. Sts look at all the other words in bold in the blog replies and circle the words or phrases they refer to. Paircheck. Classcheck with answers on the board or, if possible, circle the answers on the Digital Book for Teachers. In pairs, sts complete rules 1-5 with the bold words from the texts in B. Classcheck.
Megan
Jorge
Lionel
your dream – it
your job – mine
my teachers – they
work hard for your dream – that
a course – one
Europe – there
go back to college to study medicine – it
a bank – there
jobs – ones
to work with foreign customers – this I need to improve my English – that Rules 1-5 1. It, this and that all refer back to a thing or situation. This and that give more emphasis and introduce new information. 2. They and ones refer back to more than one person or thing. 3. There refers back to a place. 4. One or ones replaces countable singular or plural nouns. 5. Mine replaces my + noun.
D Your turn! Tell sts it’s their turn now to give Jay some advice. Read the steps “before,” “while” and “after” with sts
B
Point to questions 1-5 and have sts re-read Steve’s e-mail in A to answer them. Paircheck. Classcheck.
1. Yes.
2. No.
4. Toby is a dog.
3. They feel positive. (Excited, happy.) 5. XXX means kisses.
C Point to the text in A again and ask sts: How many paragraphs are there? (Five.) Ask: What does Steve talk about in paragraph 1? (He says he’s OK, talks about the hotel, food and the weather.) Point to the green table in C and to questions 1-6. Individually, sts match the questions to paragraphs 1-4 in the table, according to the order in which the topics are mentioned in Steve’s e-mail. Paircheck. Classcheck with answers on the board. Paragraph 1. 2, 5 Paragraph 2. 3, 4 Paragraph 4. 6
Paragraph 3. 1
D
Read Write it Right! with the whole class. Ask sts: How does Steve start and end his e-mail? How does he start paragraphs 1 and 4? Explain that the punctuation mark shown in the box is called “dash” and is often used to add comments / opinions. Ask sts to also underline five added comments in A.
Hi Mom and Dad, Lots of love and see you soon, Paragraph 1 – This is just a short e-mail to… Paragraph 4 – Anyway, I have to go. – very hot and spicy – it’s much hotter than back home – there are so many things to do – it was beautiful – that was really cool – one of the most beautiful places in Vietnam – it’s gonna be great
E
Your turn! Say: Imagine you’re on vacation abroad and need to send some news to your family. Help sts plan their e-mail to their family. Read the steps “before,” “while” and “after” with the whole class so as to better guide their writing. Suggest sts refer to Steve’s e-mail in A as a model. Tell them to keep their texts between 100 and 150 words.
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ID Café UNIT 1 An Excellent Reunion Before watching A Point to the photo and say: These three friends are at a class reunion. Explain sts that a class reunion is a party / get-together where you meet your ex-classmates from school or college. Have sts read sentences 1-3 and ask: What are their names? (Andrea, August and Genevieve.)
Sts complete sentences 1-3 with a suitable word. Paircheck. Classcheck.
1. is — our 2. is — His 3. my — is
B
MAKE IT PERSONAL Get two sts to read the model dialog
in the speech bubbles. In pairs, sts ask each other: “What’s your opinion of class or family reunions?” Have sts report back their partners’ opinions. At the end, elicit what sts think are good places to have a class reunion.
While watching Give instructions to tasks A, B and C before sts watch Video 1 for the first time.
A
Tell sts they are going to watch the video of Andrea’s, August’s and Genevieve’s class reunion. Ask: Where’s the reunion? Point to the options in A and elicit some predictions, asking: What do you think?
in an apartment
B
Ask sts to notice Andrea saying what’s on the wall. Read the options with them and refer to / exemplify with the objects you have on your classroom wall, if any.
class photos
C Tell sts they are going to hear Andrea, August and Genevieve talk about five classmates. Point to the table and ask sts to complete it with the missing information, that is, classmates’ names, country / city and nationality. Classmate Manny Vasquez Tommy Findley Kitty Jones Joe Bellucci Johnny Jones
Country / City Peru England Ireland USA / New York England / London
Nationality Peruvian British Irish American British
Play Video 1. Have sts paircheck all answers. Classcheck answers for A and B. Elicit what sts wrote in C and, in case they are unsure about their answers or couldn’t get most of them, replay the video. Paircheck. Classcheck C with answers on the board. Give instructions to D and E and replay Video 1.
D
Ask sts: What’s a nickname? Do you remember Genevieve’s nicknames? Elicit / Say how each option is pronounced.
Gen / Gigi / Jenny / Vie-Vie
E
Ask sts: What about August’s nicknames? Elicit / Say how each option is pronounced.
Augustus / Guto
Paircheck. If sts couldn’t get most nicknames, replay the video. Classcheck.
Weaker classes Sts might find it helpful if you pause the video after a few nicknames are mentioned. Have them paircheck before you resume the video.
F
MAKE IT PERSONAL Swap partners. In pairs, sts ask and answer questions about their nicknames. Refer to the model dialog in the speech bubbles. Classcheck by having sts tell the class what their partners’ nicknames are.
After watching A Individually, sts decide whether sentences 1-7 are true or false. Classcheck after sts perfom activity B.
1. F
2. T
3. F
4. F
5. F
6. T
7. F
B
Elicit the interrogative form of sentence 1 in A (Is Mrs. Grandby an old classmate?). Drill pronunciation. Do the same for sentences 2 and 3.
Weaker classes Ask sts to write down the interrogative forms of all sentences in A. In pairs, sts take turns asking and answering the interrogative forms of statements in A. Tell sts to refer to the dialog in the speech bubbles. Tell sts to correct the false statements. Monitor closely for accuracy. Classcheck A (true or false 1-7) with answers on the board.
C Ask sts: Do you remember the greetings the people in the video used to say hello? Point to people 1-5 and the greetings on the right column. Sts fill in the blanks and match greetings to persons 1-5. Paircheck. Classcheck with answers on the board. (1) Oh, hey! (2) Mrs. Grandby, how are you? (5) Hey, Jenny, what’s up? (4) I’m so happy to see you!
D Elicit from the whole class the correct intonation— or the intonation sts were exposed to in the video—for numbers 1-3 and briefly conduct chorus repetition of them. In pairs, sts continue saying sentences 4-12 with the appropriate intonation. Monitor closely for pronunciation / intonation. Correct sts on spot. At the end, have a different student say each of sentences 1-12 at a time. Praise whenever possible. Weaker classes Focus on sentences 1-6 and drill pronunciation (chorus and some individual repetition after you). In pairs, sts practice saying sentences 1-6. Monitor closely and correct on spot. Classcheck by having some sts say each of the first half of sentences. Then, do the same for sentences 7-12. Swap partners. Ask sts to write August, Andrea, Genevieve or Joe next to sentences 1-12, according to who says them in the video. Classcheck with answers on the board.
1. Genevieve 5. Andrea 9. August
2. August 6. August 10. Andrea
3. Genevieve 7. Genevieve 11. August
4. Joe 8. Genevieve 12. Andrea
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ID Café B
UNIT 2 The Critic Before watching A Point to the photo of Genevieve singing. Elicit what sts Café 1). Ask: What’s her can remember about her (from name? / Do you remember her name? / Where’s she from? In order to raise sts’ curiosity, write the questions below on the board and have them guess the answers in pairs. Pre-teach / Clarify any doubts sts might have about the meaning of “voice,” “critics” and “reviews.” Is she a good singer? Does she have a good voice? Does she sing professionally? What do critics write about her: positive or negative reviews? Ask some sts to report their predictions but don’t say whether their guesses about Genevieve are right or wrong. Sts complete sentences 1-6 with a word from the box. Paircheck. Classcheck.
1. guitar
2. critic
3. review
4. voice
5. video camera
6. performance
B
Point to the photo of Rory and the critic and ask sts: What do you think they do? Get two sts to read the model dialog in the speech bubbles. Tell sts not to complete the table yet, but only to make predictions—they are going to watch the video to check their guesses. In pairs, sts ask each other: “What does Rory / the critic do?” Classcheck / Elicit predictions from the whole class. Ask: What does Rory do? What about the critic? Play Video 2. Sts complete the table. Get each pair of sts to briefly compare their marked tables with another pair. Classcheck.
Rory
The critic uses a video camera.
9 9
wears glasses.
9
9
listens to music.
9
9
sits at a table in the café every day.
9
9
drinks a cup of coffee.
9
writes on a tablet.
While watching Focus on tasks A and B first. Read rubrics and options with sts before you replay Video 2.
A
Tell sts they are going to watch the video again and match characters 1-4 to the sentences they say.
(4) She’s the best there is. (2) That was awesome. Good job! (1) You have an amazing voice. (3) It’s my dream!
Ask: Do you remember Rory in the video? Point to the sentences and ask: Do you remember Rory’s routine? Let’s watch the video again and check.
(2) He sits down at a table. (1) Rory comes to the café. (4) Rory orders coffee. (3) He waits for Genevieve to take his order. (5) He drinks his coffee and dreams. Replay Video 2. Have sts paircheck all answers. Classcheck answers for A and B.
C
Ask sts: What’s Genevieve’s schedule? Have sts complete the table from memory, preferably in pencil. Tell them to mark M for morning, A for afternoon, or N for night. Paircheck. Replay Video 2 for sts to check their answers. Classcheck.
Genevieve… … practices the guitar for two hours. … takes a class. … goes to work. … gets up. … writes a song. … sings at the café.
M 9
A
N
9 9 9 9 9
After watching A Drill pronunciation for all four adjectives in the box. Ask the whole class: How does Genevieve feel in the video about her performance? What about the critic, Andrea and Rory? Point to sentences 1-4 and ask sts to complete them with the adjectives in the box. Paircheck. Classcheck.
1. nervous
2. annoyed
3. excited
4. upset
B
Read the phrases in the box with sts and check if they understand them. Swap partners. In pairs, sts take turns asking and answering questions about each character. Refer them to the model dialog in the speech bubbles. Monitor closely for Present Simple 3rd person singular. Classcheck.
August goes find Rory. August gives advice. Rory leaves the café. Rory posts a video. Rory plays soccer.
The critic writes a review. The critic listens to music. Genevieve plays the guitar. Genevieve writes a song.
C Have sts read the question in the rubrics and answer it individually. Paircheck. Classcheck. 95
D Allow sts a few seconds to check the kinds of reviews they usually read. Get two sts to read the model dialog in the speech bubbles. In pairs, sts ask and answer: “What kind of reviews do you read?” Classcheck by asking sts: What kind of reviews does (partner’s name) read? Are the critics usually / always right? 163
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ID Café UNIT 3 Storm Tracker Before watching A Point to the photo of August and Daniel, ask Who are they? What are they doing? and point to the table. Sts check who is doing what (August or Daniel) in the video. Paircheck. Classcheck.
August ݱ
Daniel ݱ ݱ ݱ
ݱ ݱ
is is is is is is
looking in a bag. sitting on a couch. using a computer. checking a list. standing behind the couch. holding a smartphone.
B Ask sts to look at the table in A and, in pairs, take turns describing what August and Daniel are doing. Monitor closely for accuracy. Classcheck by asking several sts to say a sentence each to the whole class. August is looking in a bag. Daniel is sitting on a couch. Daniel is using a computer. August is standing behind the couch. Daniel is checking a list. Daniel is holding a smartphone.
C Elicit / Drill pronunciation of all words in the box. Point to the table and ask: Which words are related to the weather? Get sts to work in pairs and write the words from the box under the correct category. Classcheck. Weather clouds lightning storm wind
Video camera equipment videodisc zoom lens microphone
Other equipment smartphone app
What are they doing? and listen to sts’ guesses. Point to sentences 1-8 and ask sts to pay attention to Daniel in the video. Read all sentences with the whole class and teach new vocabulary items, e.g. shaky hands (act out being nervous and show you have shaky hands), keeping the camera steady (pretend you are going to take a photo with your cell phone and mime you are trying to keep it still / not to shake it), getting an internship (explain an internship is a period of time spent doing / learning a job to become qualified). Tell sts to write Y (yes) or N (no) while they watch the video. Play Video 3. Paircheck. Replay the video if necessary. Classcheck.
164
2. Y
In pairs, sts refer to questions 1-8 in A to ask and answer using the Present Continuous. Monitor closely for accuracy. Round off by getting sts to ask other classmates the same questions (open pairs).
A Is Daniel filming the storm? B No, he’s not. August is filming the storm. A Is Daniel having shaky hands? B No, he’s not. August is having shaky hands. A Is Daniel preparing the equipment? B Yes, he is. A Is Daniel forgetting the keys? B No, he’s not. August is forgetting the keys. A Is Daniel driving the car? B No, he’s not. August is driving the car. A Is Daniel keeping the camera steady? B No, he’s not. August is keeping the camera steady. A Is Daniel getting an internship? B Yes, he is. A Is Daniel introducing his storm tracker? B Yes, he is.
After watching A Read sentence 1 with sts and ask: Is it true or false? (False.) Sts continue deciding whether sentences 2-10 are true or false. Paircheck. Classcheck with answers on the board.
1. F 2. T 3. F 4. T 5. T 6. F 7. T 8. F 9. F 10. T
While watching A Explore the photo. Ask Where are Daniel and August?
1. N
Elicit a few questions for sts to perform the activity, e.g. say: What’s the question to number 1 (in A)? (Is Daniel having shaky hands?) Drill pronunciation for the questions you elicit. Encourage sts to give short answers and also correct the information (when suitable) as shown in the model dialog.
3. N
4. Y
5. N.
6.Y
7. N
8. Y
B Swap partners. Tell sts to cover the answers in A, but to look at sentences 1-8. In pairs, sts try to remember what Daniel is doing in the video. Have two sts read the model dialog in the speech bubbles.
English ID TCH 21x29.3 Int.indd 164
B
Point to the sentences and tell sts they are in the wrong order. Individually, sts reorder the story according to what they remember from the video. Paircheck. If necessary, replay the video to check answers. Classcheck with answers on the board. In pairs, sts take turns retelling the story. Round off with a collaborative storytelling activity: have nine sts retell the story to the whole class, pick one student at a time or the last student to read a line chooses the next to continue.
(9) Daniel and August get wet and go home. (2) Daniel and August are checking their list and Daniel asks about the tripod. (1) Daniel invents the “storm tracker.” (3) August doesn’t bring the tripod. (5) Daniel’s annoyed with August. (6) August’s filming Daniel and the camera isn’t steady. (4) August and Daniel drive to the field. (7) August videotapes Daniel while the storm’s passing over them. (8) There’s lightning when they are making the video.
C
Have sts talk in groups of three about taking photos (how and what.) Refer to the questions in the rubrics and the model dialog in the speech bubbles. At the end, sts tell their partners’ answers to the whole class.
4/10/13 9:59 AM
ID Café UNIT 4 Whose Action Hero?
While watching A Tell sts they are going to watch a video showing
Before watching A Have sts look at the photo and answer the question in
Andrea, Lucy and Paolo at the gym. Allow sts some time to briefly read the skills in the table and tell them to check what Andrea, Lucy and Paolo can or can’t do. Make sure sts know the meaning of all the skills listed.
the rubrics, “Where are Andrea and Lucy?”
Play Video 4. Paircheck. Replay the video. Classcheck with answers on the board. Check answers on the same page in the Digital Book for Teachers, if technology is available.
at a gym
B
Write on the board the words Sport, Skill and Activity. Elicit from sts an example of a sport, e.g. soccer, volleyball, and write it under the heading sport on the board. Focus on “skill,” ask sts Being fast: is it a skill or an activity? (A skill.) and write it under the correct heading on the board. Ask: What about “running?” Is it a skill or an activity? (if necessary, mime running to convey meaning) and write running under activity.
Elicit / Drill pronunciation of phrases 1-7. Individually, sts check each of them under the correct category in the table. Paircheck. Classcheck.
Sport
Skill
ݱ
1. acrobatics 2. be flexible
ݱ
3. be strong
ݱ
4. gymnastics
Activity
ݱ
talk to Paolo join the class do acrobatics dance do gymnastics be an action hero help someone catch up
Lucy can can’t
Paolo can can’t
ݱ
ݱ
ݱ
ݱ ݱ ݱ
ݱ
ݱ
ݱ ݱ
B
Point to sentences 1-6 and tell sts all of them are incorrect. Individually, sts correct the statements according to what they remember from Video 4. Paircheck. If necessary, replay the video to check answers. Classcheck with answers on the board.
ݱ ݱ
5. dancing 6. kickboxing
ݱ
7. martial arts
ݱ
C MAKE IT PERSONAL Model the activity. Write I can sing. on the board and ask sts: Can you sing? Tell sts who say “yes” to check ݱsentence 1 in their books. Elicit the negative form from sts who said “no” and correct the sentence on the board, I can’t sing. Tell sts to do the same in their books. Sts check sentences which are true for them and change the wrong ones to make true statements about themselves. If possible, walk around the classroom to monitor their writing. Sts paircheck below in D MAKE IT PERSONAL .
D
Andrea can can’t
Skills
MAKE IT PERSONAL Elicit / Drill Can you…? questions
about sentences 1-5 in C. In pairs, sts ask and answer questions about the activities in C as in the model dialog in the speech bubbles. Ask sts to find three things in common. Monitor closely for accuracy. Ask sts to tell you and the whole class what they have in common, e.g. “We can’t do acrobatics or kickboxing, but we can dance.”
1. Lucy and Andrea can take an exercise class. 2. Andrea’s action film is due next week. 3. Andrea can do gymnastics. 4. Martial arts is not Andrea’s taste. 5. Lucy shakes Paolo’s hand and says hello. 6. Paolo says they can join the class.
After watching A Individually, sts complete sentences 1-5 with his / her / their / noun + possessive ’s, that is, a person’s name + ’s. Paircheck. Classcheck with answers on the board.
1. her
2. his
3. her
4. Lucy’s
5. their
B
Point to the dialog between Lucy and Andrea and tell sts the conversation is a part of the video. Sts fill in the blanks with a suitable word each. Paircheck.
Weaker classes Have sts work in pairs to complete the dialog. Classcheck.
is can my Whose ’s ’s is he’s your my can’t can
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ID Café UNIT 5 Miss GPS Before watching A Write the questions below on the board and have sts
Ask the whole class: What do you think about using technology? Do you like it? Hate it? Before sts can answer, say: Talk in pairs. Tell them to use at least three verbs from A. Monitor closely for the use of verbs of emotions + verb + -ing. At the end, ask sts to tell the class their partners’ opinion.
ask and answer them in pairs. Classcheck.
C
Can you drive? Do you like traveling by car? Do you enjoy driving long distances? Ask sts: What do you need for a road trip? Point to words / phrases 1-8 and get sts to check the items they need for this type of trip. Sts paircheck in B.
Say: Daniel doesn’t mind driving. Is it true or false? (True.) Point to sentences 1-5 and ask sts to write T (true) or F (false) according to what they remember from the video. Paircheck. Replay the video if necessary. Classcheck with answers on the board.
1. T
2. T
3. F
4. F
5. F
B
Have sts read the model dialog in the speech bubbles. In pairs, sts talk about the items they checked in A. Encourage sts to tell each other why they chose / like each item. Classcheck by getting sts to talk about their partners’ choices.
C Sts match items 1-5 to their definitions. Paircheck. Classcheck with answers on the board. (2) (5) (4) (1) (3)
gets you from one place to another picks up a signal so you can make a call saves people time shows roads and highways can give you directions by voice
After watching A Point to statements 1-7 and ask sts to check the true sentences and correct the false ones. Paircheck. Classcheck.
1. True 2. True 3. True 4. False – August does not have a strong signal on his cell phone. 5. False – They stop the car and Andrea looks at the map. 6. True 7. False – August gets no signal on his cell phone.
B
Focus on the table and have sts check which character says each sentence in the video. Paircheck. If time allows, replay Video 5 to check answers. Classcheck.
While watching A Tell sts they are going to watch a video showing Andrea, August, Daniel and Lucy going on a road trip. Point to the verbs in the box and pre-teach “avoid” and “waste” —provide sts with some simple example sentences, e.g. “I avoid going to the supermarket on Fridays. There are always too many people!” “Don’t waste your time phoning her. She’s not home.” Give sts time to read the dialog and predict answers. Play Video 5. Sts complete the dialog with the verbs from the box. Paircheck. Classcheck.
An 1. I love using maps. Especially old maps.
Aug
like
takes
B
saves
waste
avoid
love
hate
2. They’re like works of art.
ݱ
3. Who uses maps anymore?
ݱ
4. Are you kidding me? We don’t go anywhere without Miss GPS.
ݱ
5. Technology takes all the fun out of traveling!
MAKE IT PERSONAL Point to the dialog in the speech bubbles and get two volunteers to read the conversation.
7. Let’s not waste time arguing. 8. GPS helps us avoid traffic.
Lu
ݱ
ݱ
6. Technology saves time. love
Dan
ݱ ݱ ݱ
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ID Café UNIT 6 House Rules Before watching A MAKE IT PERSONAL Get a student to ask you the questions in the rubrics, “What’s your house like?” “Do you like old houses or new ones?” Give a short description of your house as shown in the speech bubbles. In pairs, sts ask and answer about their houses. Monitor closely for accuracy. At the end, ask each student to talk about his / her partner’s house to the whole class.
B
Briefly elicit some parts of the house (living room, bedroom, etc.) Point to photo 4 and ask: What’s this? (Sts may say a swimming pool.) Tell them it’s “an indoor pool” and have sts write 4 in the correct box. Go on exploring the photos and use them to present new vocabulary. Drill pronunciation of all words, especially “cellar” /ɎVǪOǨU/, “attic” /Ɏ WǹN/ and “antique” / QɎWL N/. Sts match photos 2-5 to the correct words / phrases. Classcheck.
(3) antique furniture (4) an indoor pool
(2) an attic (1) a cellar (5) a lake house
C
Refer sts to the photo showing Andrea and August and ask them to complete sentences 1-6 with the correct preposition. Paircheck. Classcheck with answers on the board.
1. on
2. in
3. next to
4. behind
5. at
6. in front of
While watching A Elicit what sts can remember from
Café 5 (Andrea, August, Daniel and Lucy were traveling by car, on a road trip.) Tell sts they are going to watch a video with the same characters and ask: Where are Andrea and August going? Read the options. Play Video 6 and pause after Andrea says: “This house is over 200 years old. Look at all this antique furniture.” Sts check the correct option. Paircheck. Classcheck.
a house on the lake
and play it until Daniel reads the 4th rule, “Absolutely no parties” and August reacts, “Uh-oh” (pause here). Classcheck. (There are 10 rules.) Point to rules 1-7 and get sts to check the rules they remember from the video. Paircheck. Rewind the video a bit and replay the part in which Daniel and Andrea read the list of rules. Pause after August says: “Uh-oh.” Sts check all rules mentioned. Paircheck. Classcheck.
The rules mentioned are: 3
4
5
7.
C
Ask sts: Why does August say “Uh-oh”? Are they giving a party at the house? Let’s see! Play the rest of the video. Point to sentences 1-5 and have sts decide in pairs whether they are true or false. Classcheck.
1. F
2. T
3. F
4. F
5. T
After watching A Point to the photo showing Andrea, Lucy, August and Daniel, all asleep at the table and on the sofa. Ask sts: Is it before or after the party? (after) What kind of party was it? Get two sts to read the model dialog in the speech bubble. Sts answer the questions in pairs. Classcheck.
It was a big party. There were a lot of people, food, drinks and music.
B
Sts find out what the party was like (sentences 1-5). Ask them to fill in the blanks with was / were, affirmative forms only. Paircheck. Classcheck with answers on the board.
1. were
2. was — were
3. was
4. was
5. were
C
Swap partners. In pairs, sts reorder events, 1-6, according to what they remember from the video. Replay Video 6 if necessary. Classcheck.
(4) The cleaning crew arrives. (5) The crew goes upstairs.
B
Ask sts: Is the lake house Andrea and August’s or is it rented? (They rented it for the weekend.) Tell sts there’s a list of rules in the house. Ask: How many rules are there? Watch and see. Summarize Video 6 from where you paused
(1) August sends an e-mail to someone. (3) August says he is selling his car. (2) August hires a cleaning crew. (6) Everyone goes to the beach.
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ID Café UNIT 7 The Favor
3
Before watching A Point to the photo and ask: What’s August doing? He’s checking his voice mail.
1
5
8
4
2
7
6
B
In pairs, sts decide which character, August (A), Genevieve (G) or Rory (R), said sentences 1-12. Classcheck with answers on the board or, if possible, display the same page on the IWB with the Digital Book for Teachers and check answers in the table.
B Tell sts there was a message from Genevieve in August’s inbox. Say Genevieve needs help. Elicit predictions about what Genevieve needs help with. Ask What type of favor does she need? and listen to sts’ guesses. Tell them they are going to discover in a minute, when they watch Video 7. Get two sts to read the speech bubbles. Ask the whole class: Do your friends / family ask you for favors? Before sts answer, have them tell each other in pairs. Round off by asking some sts to report what their partners said.
While watching A Tell sts they are going to watch a video showing August checking his voice mail. It’s Genevieve asking for help with her computer. Tell sts August is busy, so he asks Rory to help her. Say Rory is calling Genevieve to offer help and point to the dialog. Ask sts to complete it with the Past Simple forms of the verbs given. Paircheck. Play Video 7 for sts to check their answers. Ask: Is Rory happy to help Genevieve? (Yes, he likes her.) Classcheck with answers on the board.
said
didn’t know
had
called
said
A 1. Oh, sorry, yeah.
ݱ
2. Everything’s fine.
ݱ
3. Tell her I’m sorry.
ݱ
5. Thanks a lot.
Elicit the correct order for number 1. Tell sts all sentences were taken from Video 7. Sts order sentences 2-5. Replay Video 7 for sts to check their answers. Classcheck with answers on the board.
1. Could you do me a favor? 2. Could you do something for me? 3. I didn’t know you had my number. 4. I just exercised but thanks anyways. 5. You did me a favor.
After watching A Tell sts to number the sentences in the order they are said in the video. Paircheck. If time allows, play Video 7 once more. Classcheck with answers on the board.
ݱ
6. I’m a little busy here.
ݱ
7. Oh, I see.
ݱ
8. Thanks anyways...
ݱ
9. What do you mean?
ݱ
10. Thank you so much.
ݱ
11. I really appreciate it.
ݱ
12. You did me a favor!
R
ݱ
4. Sounds simple!
ݱ
ݱ
C
In pairs, sts try to remember what each character did in the story. When they have finished, let sts perform D
before you classcheck answers.
need
B
G
A
G ݱ
1. Asked for a favor.
ݱ
2. Called someone back.
ݱ
3. Fixed a computer. 4. Listened to a voice mail message.
R
ݱ ݱ
5. Needed computer help. 6. Thanked a friend.
ݱ
7. Worked on an invention.
ݱ
ݱ
D Swap partners. In pairs, sts take turns asking “What did August / Genevieve / Rory do?” and paircheck answers for C. Refer sts to the model dialog in the speech bubbles. Classcheck C with answers on the board.
168 168
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ID Café UNIT 8 Party Planners
4. How many cups are there on the table?
Before watching A Explore the photo. Ask: Who are they? (August and Andrea, they are brother and sister.) Where are they? (At a restaurant.) What are they doing? (They’re eating.) Tell sts Andrea and August have plans. They went to the restaurant to taste and choose the food that will be served at a party. Elicit the meaning of tasting. Have sts match 1-4 to their meanings. Paircheck. Classcheck.
(3) be certain
(1) share
(4) not know at all
(2) trying
B
Sts ask and answer the questions in the rubrics. Classcheck by listening to their guesses and telling them what Video 8 will be about.
They’re at a restaurant. They are planning a surprise party for their parents and are at the restaurant to taste and choose which food will be served at the party.
While watching A Play Video 8 for sts to get an overall idea of what August and Andrea are doing. Ask: How much food do they eat, a lot or a little? (A lot.) Point to dialogs 1 and 2 and ask sts to fill in the blanks with like, would like, will have or love. Paircheck. Replay Video 8 for sts to check their answers. Classcheck.
1. would like love would like like 2. Would you like will have will have
B
Sts complete questions 1-5 with how much or how many. Paircheck. Classcheck.
In pairs, sts ask and answer questions 1-5 according to what they remember from Video 8, as in the model dialog in the speech bubbles. Monitor closely for accuracy. Classcheck.
1. How much food do they order? They order a lot of food. 2. How many different dishes are there? There are eight different dishes. 3. How many slices of cake do they order? They order two slices of cake.
There are two cups on the table. 5. How many dishes does Andrea order? She orders four dishes and one slice of cake.
C
Sts complete sentences 1-5 with the suggested quantifiers. Paircheck. Replay Video 8 to check answers. Classcheck.
1. a bowl of 5. pieces of
2. a cup of
3. a lot of
4. a slice of
After watching A Swap partners. In pairs, sts decide whether sentences 1-5 are T (true) or F (false). Classcheck with answers on the board.
1. F
2. T
3. F
4. T
5. F
B
Elicit the best answer for question 1. Sts write 1 in the correct box (“Yes, I am. I’d like the fish.”). Sts continue the activity and match questions 2-6 to the correct responses. Paircheck. Classcheck with answers on the board.
2
4
3
6
1
5
C
Point to number 1 and ask: Do you remember what August said? Play the beginning of Video 8 and pause after August says “Are you sure they don’t know it’s a surprise party?” Individually, sts try to remember the expressions from the video and fill in the blanks 1-5. Play the video so that sts can fill in the blanks with the expressions they could not remember. Paircheck. Replay the video once so sts can check their answers. Classcheck with answers on the board.
1. Are you sure 2. make sure 5. I guess you’re right
3. for sure
4. Just in time
D Ask the whole class: What was the problem? Why did they eat a lot and pay too much? They thought the menu they used was a tasting menu. They just wanted to taste items and choose the food for the surprise party. But they ordered from the regular menu.
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ID Café UNIT 9 The Sky’s the Limit
Tasks
Before watching A Elicit / Drill pronunciation of all words. Sts complete sentences 1-4 with a suitable word from the box. Paircheck. Classcheck.
Now
1. talking on a video chat
9
2. feeling nervous about the interview
9
3. sitting at the computer
9
4. having an interview
9
5. talking about this storm tracker
9
Future
1. meteorologist
6. going to graduate school
9
2. tornado alley
7. sending Dr. DiChristina his program
9
3. internship
8. starting an internship after school
9
4. climatology
9. getting an e-mail from Dr. DiChristina
9
B
Point to the photo showing Daniel. Ask What’s Daniel doing? and get sts to answer in pairs. Classcheck.
Possible answers:
After watching A Sts check all true sentences. Paircheck. Classcheck. Ask sts to correct the false ones.
I think he’s being interviewed. I don’t think so. I think he’s talking to his friends using Skype.
Daniel’s nervous. Dr. DiChristina’s interviewing Daniel. She’s not in her office.
C
Elicit the correct option for sentence 1 and have sts circle it. Sts continue the activity and circle the correct options for sentences 2-5. Paircheck. Classcheck with answers on the board.
Daniel lived in Missouri and then Kansas. She gives Daniel a paid internship. Daniel doesn’t express his feelings about her.
1. going to
2. going
3. going to
4. going to
5. going to
Dr. DiChristina’s in Kansas for a week. Daniel’s going to be an environmental reporter.
D Sts complete sentences 1-5 with the Present Continuous. Paircheck. Classcheck. At the end, ask sts to circle the time phrases in sentences 1-5 (on Friday, tonight, next week, tomorrow, after you get home.) Ask: Are the sentences about the present or the future? (Future – plans.) 1. am planning 2. are reporting 3. is making 4. is sending 5. Are — calling
While watching A Tell sts they are going to watch an interview with Daniel. Say: Daniel was working on an invention, do you remember? So watch the video and tell me, “What did he invent?” (A storm tracker.) Play Video 9. Classcheck. Sts complete sentences 1-6 with going to / Present Continuous for plans. Paircheck. Classcheck.
1. is going to talk 2. is going to track 3. is going to be 4. is going to recommend 5. is going to e-mail 6. is starting
B
Ask sts Is Daniel talking on video chat now or in the future? (now) and have them check number 1 under “Now” in the table. Replay Video 9 and while sts watch it, ask them to check if actions 2-9 are either happening now or in the future. Paircheck. Classcheck.
She asks Daniel: “Where do you see yourself in five years?”
B
Elicit Wh words and keep record of their contributions on the board. For prompts 1-5, sts make five Wh questions. Paircheck. Classcheck with answers on the board.
1. What are you planning to do after school? 2. What time is she starting the interview? 3. When is he waiting for the phone call? 4. What are they doing after their conversation? 5. Who are you talking to this afternoon?
C
MAKE IT PERSONAL Drill pronunciation of all questions
in B. Swap partners. In pairs, sts take turns asking and answering the questions in B. Monitor closely for accuracy. Classcheck by asking sts about their partners’ answers: What is (partner’s name) planning to do after school?
D MAKE IT PERSONAL Swap partners. In pairs, sts talk about themselves in five years’ time. Have them ask and answer the question from the rubrics, “What do you think you’re going to do…?” and refer sts to the model dialog in the speech bubbles. Round off by asking sts to report / tell the whole class what their partners think they are going to be doing five years from now.
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ID Café UNIT 10 Geminis Before watching A Elicit / Drill pronunciation of all words. Sts complete sentences 1-5 with a suitable word from the box. Paircheck. Classcheck.
1. attitude 2. horoscope 3. tattoo 4. zodiac sign — genius 5. twins
B
In pairs, sts ask and answer the questions in the rubrics. Classcheck.
They’re at a salon. They’re talking to each other. They are looking at magazines to see pictures of celebrities.
C Elicit / Drill pronunciation of all words from the box. Check / Convey meaning by asking What’s the opposite of…? / What’s the synonym of…? or an example from sts, e.g. a scary film, an ugly celebrity, etc. Sts complete sentences 1-8 with the adjectives from the box or the superlative. Paircheck. Classcheck.
B
Read the dialog with sts and tell them to complete it with a comparative or superlative according to what they remember from Video 10. Have them predict answers in pairs. Replay Video 10. Sts fill in the blanks. Paircheck. Classcheck with answers on the board.
the ugliest
the ugliest
the worst
better
the biggest
After watching A Sts decide whether sentences 1-8 are true or false. Paircheck. If time allows, replay Video 10 so sts can check their answers. Classcheck.
1. F
2. T
3. T
4. F
5. T
6. T
7. F
8. T
B
Elicit the correct order for number 1. Sts reorder the words to make sentences 2-5. Paircheck. Classcheck with answers on the board.
1. This is the worst nose job ever. 2. And now she has the biggest lips in Hollywood.
1. the worst 2. the most annoying 3. awful 4. scary 5. the biggest 6. ugly 7. the funniest 8. brilliant
While watching A Tell sts they are going to watch a video showing Lucy and Andrea in a salon. Ask (female) sts: Do you enjoy going to salons? How often do you go? Point to statements 1-5 and tell sts to check all they hear in Video 10. Paircheck. Classcheck.
2
5
3. When we were at the lake, I noticed that August has a tattoo! 4. The brilliant genius is now cool! 5. She had the most annoying voice and a really awful attitude.
C MAKE IT PERSONAL Swap partners. In pairs, sts take turns asking and answering the questions from the rubrics. Encourage them to make comparisons, as shown in the model dialog in the speech bubbles. Monitor closely for accuracy. At the end, have sts talk about their partners’ answers.
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Notes
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