Teaching notes Patrick Howarth, Patricia Reilly
Contents Starter unit
page 3
Changing lives
page 5
Literature
page 17
The world around us
page 28
Revision 1
page 40
Followers of fashion
page 43
Work and money
page 54
Crime doesn’t pay
page 67
Revision 2
page 77
Sporting greats
page 80
Virtual world
page 91
Communicate
page 102
Revision 3 Workbook Workboo k answer key
page 114
page 117
Contents Starter unit
page 3
Changing lives
page 5
Literature
page 17
The world around us
page 28
Revision 1
page 40
Followers of fashion
page 43
Work and money
page 54
Crime doesn’t pay
page 67
Revision 2
page 77
Sporting greats
page 80
Virtual world
page 91
Communicate
page 102
Revision 3 Workbook Workboo k answer key
page 114
page 117
Unit 1, Lesson Starter unit, Lesson 1, Vocabulary Vocabulary 1 1, Reading 1 Lesson Aims: Students practise introducing themselves and revise some simple questions, various lexical groups, auxiliary verbs and basic verb forms.
Starter unit
4 • Tell students that they are going to talk about themselves to their partners. • Get students to use the questions from exercise 2 to interview each other.
Introductions Warmer Play the ‘Categories’ game with students. Explain that you are going to write some names on the board, eg names of countries, weather weather,, places, food, sport, etc. Following this, give students one minute to write as many words as possible for each of the given categories. The words are then to be written on the board. The winner of the game is the team that comes up with the highest number of relevant words.
1 • Students look at the pictures and identify the names of the teenagers. Explain that it is more informal and friendly to say Hi and and I’m I’m [name] [name] than than Hello Hello and and My name’s …. name’s …. Answer Key James, David and Rachel
2 • Students read the questions and complete them. • Check answers answers with with the class. • Write the correct questions on the board board and ask her to you you / your . students to change he / she / his / her to • Check their new questions and check pronunciation. Answer Key 1 is 2 does
3
3 has 4 are
5 does / can
CD1 track 02 • Play the CD. Students answer the questions for exercise 2. • Check answers answers with with the class. CD 1 track 02
Hello, I’m David. I’m 15 years old. I go to school with Rachel and James. James is my best friend. He’s 16 years old. We both live in Bury, a small town near Manchester Manchester.. I haven’t got any brothers or sisters, but James has one brother and two sisters. My hobbies are playing sports, especially tennis. I also like computers but I don’t like computer games. I can speak English and Italian – my mum is from Rome.
Answer Key 1 2 3 4 5
15 years old
In Bury (near Manchester) One Sport, especially tennis Two (English and Italian)
Fast nishers think of more ways to continue the conversation by asking their partner questions to nd out more about them.
Vocabulary 5 • In pairs, students read the words in the box and sort them into the categories shown. • Tell them to be aware that some some might seem to t into two categories. • Check answers answers with with the class. Answer Key 1 2 3 4 5 6 7 8
Food: apple, bread, meat School subject: maths, PE, history Sport: tennis, football, rugby Transport: train, bus, car Countries: France, India, Canada Adjectives: boring, easy, fun Weather: hot, cloudy rainy Places: theatre, shop, gym
Extra activity Students write out all the information they learnt in exercise 4 about their partner and use the paragraphs to make a class poster. Ask students to bring in a picture of themselves or to draw a picture / caricature of themselves to add to the paragraph about them. Use the poster as a wall display. students to add three three more words to each of the 6 • Ask students categories from exercise 5. • Tell students that they can use the words that appeared in the Warmer. • Check answers answers as a class.
7 • Tell students to read the sentences and choose the correct expressions. • Check answers answers with with the class. Answer Key 1 the telephone 2 a lot of housework 3 a lot of wood
4 a story 5 some extra money
students to work in pairs and to ask and answer 8 • Get students questions with the expressions from exercise 7. • Monitor students’ work and facilitate an open‑class open‑class feedback session at the end of the activity. Homework Workbook page 3
Note: Throughout the Student's Book students must write down the answers in their notebooks.
Unit 1, Lesson Starter unit, Lesson 1, Vocabulary Vocabulary 2 1, Reading 1 Lesson Aims: Students revise various tenses, question words, question forms and classroom language.
Grammar 9 • Ask students if they remember the difference between using the present continuous and the present simple. Review the uses if necessary. • Individually Individually,, students read the paragraph paragraph about Rachel and choose the correct answers. • Check answers answers as a class. class. • Get students to cover the paragraph paragraph and tell you as much as they can about Rachel. • Make sure students understand the meaning of look forward to, to, and nd out whether they are looking forward to the new ne w school year. Answer Key 1 2 3 4
go lived moved ’ve lived
5 6 7 8
really love
would go back could ‘re going to stay
9 should 10 ’m doing 11 ’m not looking
10• Tell students to rst read the dialogue to get a general idea of what it is about, without lling in any of the gaps. • Get students to complete the dialogue with the correct form of the verbs in brackets. • Check answers answers with with the class. Answer Key 1 2 3 4 5 6 7 8 9 10
are you doing am studying/’m studying Has Dan nished was playing went Will you help nish/have nished/’ve nished don’t you ask always does/is always doing/’s always doing will ask/’ll ask
11 • Revise the question words together by getting students to respond to each question word with as many short answers as possible, eg How? How? – – by car, on foot, using a pencil, with a friend, etc. Who? Who? – – my brother,, David, Jane, the new maths teacher, etc. brother • Students choose the correct word to complete each question. • Check answers answers with with the class. Answer Key 1 2 3 4
Who What time/When When/What time/How What
5 6 7 8
Which Why When Where/When/Whatt time Where/When/Wha
12 • In pairs, students take turns at asking and answering the questions from exercise 11. • Prompt students to use the correct intonation. Make them aware of how the voice falls at the end of Whquestions. • Students practise practise asking and answering the questions.
• Ask some pairs to act out their question‑answer interaction to the rest of the class. Correct any mistakes as necessary necessary..
13 • Students look at the prompts that they are going to use to write complete questions. • Ask if they can see any time references (How often, at the moment etc.). etc.). Ask about how time clues can help them to make the correct choice of question form. • Students write complete questions using the prompts given. Answer Key 1 2 3 4 5
How often do you have English lessons? Where did you go on your last holiday? What book are you reading at the moment? How are you going to spend the next weekend? What countries have you visited in your life?
14• In pairs, students practise asking the questions from exercise 13. • Ask some pairs of students to act out their questions and answers to the rest of the class. Correct any mistakes as necessary necessary.. Tell Tell students to change sister to grandmother, father, etc. as applicable.
Classroom language 15 • Tell students to cover questions 1–5 and to read answers a–e. • Elicit some ideas for what the questions questions might be, eg Have you got my pencil? How do you say this? • Students read the questions and match match them to the answers. • Model the correct pronunciation pronunciation and intonation of the questions and answers, and get students to repeat what they hear. • Divide the class into two, and prompt one half to repeat the questions chorally and the other half to give the correct answers chorally chorally.. • Ask some students to change the questions questions slightly. slightly. Each of these students then pick out another student and ask him/her the altered question, eg Ewa, how do you say „żółty” in English? Answer Key 1 e
2 d
3 a
4 c
5 b
Extra activity Ask volunteers to make signs with one of the questions on each one, written in big letters and bright colours, to put around the classroom walls where everyone can see them. You may need two or three for each question.
Homework Workbook page 4
Changing lives Unit 1, Lesson 1, Vocabulary 1, Reading 1 Lesson Aims: Students learn and practise vocabulary related to life‑changing events; they read a text about a famous person’s life for gist and specic information.
Vocabulary 1 Life-changing events Warmer With books closed, brainstorm some events that have changed students’ lives in one way or another. Encourage students to think beyond the obvious ones and perhaps think of people they know, eg fail three exams, (father) change job, learn to play the guitar . Ask how these events would change a young person’s life. Write their ideas on the board. 1
2
• Students look at the words in the box. They use their dictionaries to nd out the meaning of any they don’t already know. • Make sure that all the meanings are clear.
CD1 track 03; for audioscript see p6 of SB • Students listen and repeat the events. • Ask individual students to read out some of the events and check pronunciation.
3
• Students do the exercise individually. • Check answers with the class.
Answer Key 1 2 3 4 5 6 7
starting your own business retired moved house, made new friends, settled down had an accident got into trouble, changed school dropped out of university, went for a job interview took a gap year, went abroad
Fast nishers write two more sentences using the expressions for the events, giving two options. They can then exchange their sentences or you can use them as a dictation.
Now say it! 4
CD1 track 04 • Give students time to read the sentences before they listen to the CD. • Play the CD. Ask them to note down the information they hear that indicates whether the sentences are true or false. • Students compare their answers and notes with a partner before checking as a class.
CD1 track 04 Rachel James Rachel David
Rachel
James, what do you think has changed your life the most? I went abroad two years ago with my family. We went to Africa. It really changed the way I think about things. And what about you, David? What’s the most life‑changing event that’s happened to you? It didn’t happen to me, but I think it’s having an accident. My cousin was in a motorbike accident and it totally changed his life. What’s changed your life the most, Rachel? Hmm, I’m not sure … I want to take a gap year before I go to university though. I think that’ll be quite life‑changing.
Answer Key 1T
5
2F
3F
• Students ask each other about events that have changed their lives. Encourage them to use the new vocabulary and to give answers that are as full as possible. • Students change partner and repeat the exercise. • Ask a few students to report back on their partner’s answers.
Cultural note Read the Cultural Fact together and ask students if they think many students do the same in Poland. Ask them what they would do with a gap year if they had the opportunity to take one. Explain to them that people taking gap years before university tend to do something useful. Ask if they think it’s a good idea.
Extra activity Students write about one or two of the life‑changing events in their partner’s lives. Remind them to check their work carefully for spelling or grammatical errors before handing it in.
Reading 1 Then & now Before you read Ask students to look at the pictures and tell you what they know about Johnny Depp. Ask if they think he has a hard life or an easy life, or if being a top actor can be stressful. Ask them to give reasons. Help them express their ideas in English.
• Point out to students that they may already know the noun advice, but that the verb is spelt with an ‑ s. • Ask some students to make up their own sentences with the words and phrases.
6 • Read out the three options and ask students which they think is more probable.
Answer Key Answer a
Answer Key 7
CD1 track 05; for audioscript see p7 of SB
1 d
2 e
3 b
4 a
5 c
• Play the CD. Students read and listen to the text and check their answer. • Play the CD again and ask students to listen out for any life‑changing events.
11 • Ask students to think about the question and note down their reasons. • Take a class vote, then discuss students’ opinions.
8 • Students read the text again individually and choose the correct words. • Check answers with the class.
Choose and write a few sentences from the text in the notebook selecting subject, auxiliary verb, main colours to highlight the different parts of speech. Compare your ideas with a friend.
Answer Key 1 wasn’t 2 didn’t do
3 didn’t go 4 changed
5 has got
Extra activity
9 • Students cover the text and try to answer the questions from memory, working individually or in pairs. • They check their answers by looking for them in the text.
Ask students to name as many lms starring Johnny Depp as possible. Write the titles of the lms on the board. In pairs, students choose one of the lms, and write a paragraph about it explaining the plot. Ask them not to give title of the lm. When they have nished, stick all the paragraphs on the walls around the room, number them, then tell students to read them all and guess what the titles are. Compare answers as a class.
Answer Key 1 In the Bahamas, France and Los Angeles. 2 He got into trouble. 3 He wanted to get a recording contract for his band. 4 Nicolas Cage. 5 Yes, he has won several awards.
Fast nishers write their own comprehension questions for classmates to answer. When everyone has nished exercise 9, read out their questions as a class quiz. 10 • Students nd the words and phrases in the text and match them to the correct denitions. • Ask students to tell you how to say the words in Polish, and tell you if any look similar to translations (i.e. if any are cognates).
Cultural note Although Johnny Depp has been nominated for many awards, including ten Golden Globes and three Academy Awards (Oscars®), he has only won one Golden Globe and, as of 2014, no Oscars. As well as his well‑known roles, Johnny also had a small role in Nightmare on Elm Street and has voiced characters in episodes of King of the Hill and SpongeBob SquarePants for TV.
Homework Workbook page 5
Unit 1, Lesson 2, Grammar 1 Lesson Aims: Students learn and practise using grammar structures related to the present and past tenses.
Grammar 1
2
Present and past
Answer Key
Warmer Elicit some sentences from students about life‑changing events in the past tense, and ask them to tell you the present form of the verbs they used too, eg They got divorced last summer – get divorced . 1
• Read out the sentences in the table. • Students choose the correct words. • Check answers with the class.
Answer Key 1 habits and routines
• Working individually or in pairs, students use the prompts to write complete questions in the present simple. • Check answers with the class.
2 often
1 2 3 4 5
3
What time do you usually go to sleep? Do you ever go cycling? Do you sometimes upload pictures to Instagram? How often do you get angry? How often do you listen to music?
• In pairs, students take turns asking and answering the questions in exercise 2. • Ask individual students to tell the class about their partner’s answers.
