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![HelpwithGrammarsectionsaskstudents
to focusontherulesof formandusefor
themselvesbeforecheckingwiththe
teacheror intheLanguageSummary.
LessonsAandBineachunit
introduceandpractisenew
vocabularyandgrammarin
realisticcontexts.
Menuboxeslistthe
languagetaughtand
reviewedin eachlesson.
The Student's Book
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tanguage.
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Reducedsamplepagesfrom face2faceSarter Student'sBook](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-8-320.jpg)
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LessonDVocabularyinContext
lessonspresentandPractisenew
vocabularythroughvisualcontexts
andreadingtexts.
TheRevlewsectionsproviderevisionof key
languagefrom the unit.Theseactivitiescan
bedonein classor for homeworkandwi[[
helpstudentspreParefor the ProgressTest
forthe unit(seep161-p'175of thisbook).
HelpwithSoundssectlonsPresent
andDractisesoundsthat areoften
problematicfor learnersof Engtish.
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Therearepracticeactivities
immediatelyafterthe Presentation
of vocabularyto helpconsolidate
the new language.
HelpwithVocabulaDlsectionsask
studentsto focusontheformand
useof newvocabularythemselves
beforecheckingwiththeteacheror
inthe LanguageSummary.
BasedontherequirementsoftheCommon
EuropeanFrameworkof Referencefor
Languages(seep13),theProgressPortfolios
a[[owstudentsto monitortheirown
languagedevelopmentbycheckingwhat
theycanrememberfromtheunit.Students
arethendirectedto theCD-ROMforfurther
practiceof areastheyareunsureabout.](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-11-320.jpg)
![I Nernr frlends
Student's Book p6-p13
What's your name?
Hello!
@ ll
#ffi Focusstudentson conversationI in the photo.
conversation.Play the recording againifnecessary
Check that studentsunderstandthe sentencesin the
conversation.Point out that when giving our name,we
cansayI'm .. or My namel .. . You can also teachAndyou.
asan alternativeto Youtoo.
ffi (= pronunciation activity) Play the recording again,
pausing after eachsentencefor studentsto repeat.
Alternatively model eachsentenceyourself and ask
studentsto repeatchorally and individually For tips on
drilling, seep20.
b) Demonstratethe activity yourself by role-playing the
conversationwith a confident student. Then ask students
to practisethe conversationwith four other students,
either by moving around ihe room or by talking to
studentssitting near them Studentsshould use their own
first names.
* Beforeaskingstudentsto practisethe conversation
in pairs, choosetwo confident studentsand ask
them to practisethe conversationfor the class.
Studentsdon't have to leavetheir seats.Correct
students'pronunciation asnecessary,then ask
them to practisethe conversationagain.Repeat
this
'openpairs'procedurewith other students
this techniqueworks well with your class,
when appropriatein future lessons.
G) Focusstudentson the speechbubbles.Studentstake
turns to introduce themselvesto the class.
.""""-"ilF.ifi&$fli:*. *****
i. * @ Draw a plan of the classseatingarrangenients
i or the board and write in the students'namesas
i they introduce themselvesto the class.Leavethe
i plan on the board for students to refer to during
i the lesson.
; M;;.",;;";;;;;;;;,* il;;Play the recording.Studentslisten and read.
Checkstudentsunderstandall the sentencesin the
conversation.Point out that Hi = Hello andI'mfine =
I'm OK.Youcanalsopoint out that Hi is moreinformal
thanHello.
ffi fhy the recording ag4in,pausingafter eachsentence
for studentsto repeat.Alternatively model eachsentence
yourself and ask studentsto repeatchora and
individually
use
Vocabularynumbers0-12
Grammarl,my,you,your
RealWorld sayinghe[[o;introducingpeople;
phonenumbers;sayinggoodbye
b) Demonstratethe activity yourself by role-playing the
conversationwith a confident student. Then ask students
to practisethe conversationwith four other students,
either by moving around the room or by talking to
studentssitting near them. Studentsshould use their
own first names.
o Help with Grammar boxeshelp studentsto examine
examplesof new languageand discoverthe rules of
meaning,form and usefor themselvesStudents
should usually do the exerciseson their own or in
pairs beforeyou check the answerswith the class.For
tips on how to teachgrammar,seep19.
a)-b) Studentsdo the exerciseson their own or in pairs.
Check answerswith the class
. a ) 2 1 3 M y
. b) 2 you 3 your
r Highlight the differencebetweenl/my and
you/your.
r Point out that we usel/you + verb (I read,you
Iisten,etc.) andmy/your+ noun (my name,your
book,etc).
slf i
:it i
I
I
Also point out that we always use a capital l when
we refer to ourselves.
You can also teil students that there is no polite
form of you in English.
Students may ask you about the meaning of
'm,
are
and 3 in the example sentences Tell the class they
are par[ of the verb be,brt treat the new ]anguage
as fixed phrases at thrs stageof the course. Note
that the verb be is taught systematically in units 2
and 3.
|ii{l},iAtI?br&
Highlight the LanguageSummary referenceffi
in the Help with Grammar box and then ask
students to turn to LanguageSummary 1, SB
p100-p10f . Ask studentsto find ffi and give
them time to read the information. Point out that
all the new languagein eachunit is included in
I the l-anguageSummaries. i
I](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-23-320.jpg)
![1A
lntroducingpeople
Cil a) ffiffi Focusstudentson conversation3 in thephoto.
,.Y' Playtherecording.Studentslistenandreadthe
conversanon.
Check studentsunderstandthat we use this is ... to
introduce people.
ffi elay the recording again,pausing after eachsentence
for studentsto repeat.Alternatively,model eachsentence
yourself and ask studens to repeatchora and
individually
b) fut studentsinto groups of three.Studentspractise
conversation3 in their grouPs.
Ask a few groups to role-play their conversationsfor the
class.Alternatively,ask studentsto move around the room
and introduce people to eachother.
Numbers0-12
@ ll W W
Teachthe word'number.Play the recording.
'.- Studens listen and repeatthe numbers.Alternatively,
model the words yourself and ask studentsto repeat
chorally and individually
Highlight the pronunciation of zero l'ztereul and eight
/ert/. Repeatthe drill ifnecessary
b) Demonstratethe activity by sayingfour numbers and
asking studentsto write them down. Check they havethe
correctanswers.Studens then do the exercisein pairs'
1 *c,
#HTftei#C&
Studentswork in pairs and count alternately from
0 to 12. They can then count backwards
alternatelyfrom 12 to 0.
Phonenumbers
@ qt ffi Pre-teach phoneru'tmber.Play the recording.
.I Studentslisten and read the questionsand answers.
Check studentsunderstandmobilenumberandhome
numberby referring to the photos.
Point out the TFF!on how to say0 and double digis
(44, etc.)in phone numbers. Note that we can alsouse
zeroin phone numbers.
ffi ehy the recording again,pausingafter eachsentence
for studentsto repeatindividually
b) Studensdo the exercisein pairs.
,r@1 a) ffiffi rhy the recording (SBpt20). Studentslisten and
'.-:.-" -nr" the numbers. Play the recording againif necessary
b) Studentscompareanswersin pairs.fZ glrr p
answerswith the classby eliciting the phone numbers
and writing them on the board.
You can alsousethe recording to teachthe phrases
Yes,thatl nght. Thanhs.and Thanhyou.
ffiffi1$!pocus studentson the sentencesin 3. PIaythe
recording.Studentslistenandpractise.Note that in most
recordeddrills there arealreadysufficient pausesfor
studentsto repeatchorally without you pausing the
recording yourself.
a) Studentsdo the exerciseon their own, then compare
answersrn palrs
b) iii;}jj:$Play the recording Studentslisten and check
their answers.Check answerswith the class.
A
sUE Hello, my name'sSue.What's your name?
t,tARto Hello, I'm Mario
sUE Nice to meet you.
MARIOYou too.
B
ADAM Hi, Meg.
MEc Hi, Adam How are you?
ADAM I'm fine, thanks- And you?
MEc I'm OK, thanks
G) Students practise the conversations in pairs Ask a few
pairs to role-play the conversations for the class.
^ 020 7599 6320
B07655421769
c 00 34 9L 53267 53
o There is a Get ready ... Get it right! activity at the
end of everyA and B lesson.The Get ready ... stage
helps studentsto collect their ideasand preparethe
languagethey need to completethe task.The Get it
rightl stagegivesstudentsthe opportunity to use the
languagethey havelearnedin the lessonin a
communicative (and often personalised)context.
Thesetwo-stageactivitieshelp studens to become
more fluent without losing the accuracythey have
built up during the controlled practicestagesof the
lesson.For tips on how to teachspeaking,seepl9.
Put studentsinto pairs,student A and student B.
StudentAs turn to SBp86 and student Bsturn to
SBp92. Check they areall looking at the correctexercise.
a) Focus studentson the you column in the table'
Studentspractisesayingthe numbers on their own.
b) Studentsdo the exercisewith their partner.They are
not allowed to look at eachother'sbooks.
C) Studentscomparetablesand check their partner has
written the phone numbers correctly
i
I
I1
l
I
J
,*-- fiH?'frS,lE?fl&***** *****
.-^*.i
] * Studentsmove around the room and ask other i
!".., --_."*"""""""..-](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-24-320.jpg)
![1A and lEl
Gountries
@
Cn..t students.remembernumbers 1-12. Focus students
'
- on the map of the world. Pre-teachcount(yandmap.
Studentsdo the exerciseon their own or in pairs. Check
answerswith the class.
Point out that we use capitalletters for countries (ftaly,
Brazil, etc.).Also point out theinthe USAand theUK.
Note that the IISA is alsocalled the US,theStates,the
Ilnited Statesor Amenca.Also note that the UK refersto
England, Scotland,Walesand Northern lreland, and that
we can saythe UK or Bntain l'brftenl . The term Great
Bitain refersto the island that containsEngland, Scotland
and Wales,not the country
t the USA 2 lvlexico3 Brazil + theUK 5 Germany
6Spain 7ltab1sTrkqlf cE€ypt loRspsia:11China
tZ Australia
_""*tr]{TR&}#f,S
+ When students have finished the matching
activity in 1, they can check their answersin
LanguageSummary I m SBp100.
@ ro m"hy,h";;;-; i; ;";;;
Highlight the pronunciation of Egtpt l'itd3tptl , Australia
/os'trerlie/ andTurhey I'tz'.kil. Repeatthe drill if necessary
@
Stuaens do the activity in pairs.While they areworking,
...--- move around the room and correctany pronunciation
mistakes that you hear.
Where's she from?
II
Goodbye!
a) ffiffi Focusstudentson conversation4 in the photo.
Play the recording. Srudens listen and read the conversation.
Check studens understandthe words and sentencesin
the conversation.Point out that Bye= Goodbye.
You can teachSeeyou tomoftow.andSeeyou next class.as
alternativesto Seeyou soon.
ffi fhy the recording again,pausingafter eachsentence
for studentsto repeat.Alternatively,model and drill the
sentencesyourself.
b) Studentsmove around the room and saygoodbyeto
otherstudents,o{ saygoodbyeto studentssitting nearthem.
EXIRAPRACTICEANDHOMEWORK
1 Review Exercises1 and2 SBp13
CD-ROM Lesson1A
Workbook Lesson14 p3
Vocabularycountries
Grammarhe,his,she,her
Rea[World Whereareyoufrom?
Helpwith Listeningwordstress
Reviewphonenumbers:l,my,you,your
o HeIp with Listening boxesaredesignedto help
studentsunderstandnatural spoken English. They
often focus on phonological aspectsof spoken
English which make listening problematic for
students.For tips o4 how to teachlistening,seep18.
o This Help with Listening sectionintroduces
studenb to the concept of word stress.
. . 4 , -
"n/t fi?ffi9 Fnn,rc ct,rriants on the word box in 1 and point
ury'"'*-':*'our now sress rs marked in the Student'sBook (*).
Play the recording.Studens listen and notice the
word stress.
Use the countries to teachsyllableand point out the
number of syllablesin eachcountry Qtaly = 111vss
syllables,Brazil = two syllables,etc.).
Also highlightthatSpain doesn'thavea stressmark
becauseit is a one-syllableword.](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-25-320.jpg)
![P Al! about y*rt"l
Student's Book p14-P21
She's British
QUICKREVIEWcrr
Thisactivityreviewsplurals.Studentsworkontheirown
andwritefivesingularwords.Putstudentsintopairs'
StudentscompletetheactivitywiththeirPartner'
ffimtimsem*frt&ms
a) est studentswhich lettersin the alphabetarevowels
(a, e,i, o, u).
Studentsdo the exerciseon their own, then compare
answersin pairs. Check answerswith the class.
ZBrazlI 3 Russia + the USA 5 GermanY,
6 Eglpt z Australia s Mexico e Turkey
totheUK tt Spaintz China
*
b) Pre-teachnationality and elicit the plural form
(nationalities).Studentsdo the activity on their own or
ln parrs.
lZ Checkanswerswith the classby writing the countries
and nationalities on the board.
Highlight that nationalities often end in -n, -an, -ian, -ish
and-ese.
You can alsopoint out that we usually describepeople
from Brazil. Colombia. etc.asSouthAmencan,not
Amencan(which we only useto refer to peoplefrom
the USA).
b)8 c)l d)3 e)4 f)il 9)6 h)Z 010 t9 k)12 U7
dl ul ffi ffi Playtherecording.Studentslistenand
Y'' nractisethe countries and nationalities.Note that students
ihould sayboth words together(Italy,Italian,etc.)'Repeat
the drill if necessary
Point out that the samesyllableis stressedin most
nationalities (Brazil, Brazilfan, etc.).
Highlight the different stresspatterns initaly s ltdlian,
fupt ) Egj,ptianandChfna ) Chindse.
b) Studens do the exercisein pairs, asshown in the
speechbubbles.
Cl gWritel'mt'rom + country andl'm + nationalityon
the board. Elicit examplesfor eachstructure (I'mJrom
Italy. I'm ltalian, etc.).
Focusstudentson the speechbubblesand teachthe
nationalitiesJapqnese,FrenchandColombian Model and
drill thesewords with the class,highlighting the different
stresspattern inJapdn + Japantse.
Ask studentsto tell the classtheir nationalities.
Vocabularynationalities
Grammarbe (singutar):positiveandnegative
Reviewplurals;countries;my,your,his,her
lQlf you havestudentswho have different nationalities
from those akeadytaught in the lesson,write them on
the board and drill the words with the class.
il]i"i"ititti!ililt
lf you have a monolingual class,teachthe English i
words for the countries that border the students' l
own country and any other countries that are of i
particular importanceto them. Also teach :
,t rd"rrt, the iorresponding nationalities. i
Use Yocabulary Plus 2 Countries and i
nationalities p152 (Instructions pl47) in class ;
or give it to your studentsfor lomework. i
Aroundthsworld
a) Pre-teacha car. Focttsstudentson photos A-D.
Studensdo theexercisein Pairs.
b) ffi Play the recording. Studentslisten and check
their answers.Check answerswith the class.
A British BChinese CBrazilian DAmerican
Pre-teachpositive.Tell the classthat all positive verb
forms in the Student'sBook aremarked with a (+) sign.
Studentsdo the exerciseon their own, then compare
answersin pairs. Check answerswith the class.
Note that the verb beis particularly problematic for
studentswhoselanguagesdon't have an equivalentverb
If possible,check if your studems'language(s)have the
verbbe,asthis will help you understandwhy students
might be making mistakes.
l #
a
a
Answers 1'm 3s 4's 5's
Check students understand the subject pronouns I,
you, he,sheand it Point out that we use it for things
Point out that'm,'re and 3 are parts of the verb be.
Check students understand which part of be goes.
with each subject Pronoun.
Highlight that'm,
're
and are the contracted forms
of am, are and is. Point out that contractions are
very common in spoken and written English. Tel
sfudents to use contracted forrns when speaking and
wriring, particularly after I, you, he, she and it](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-32-320.jpg)
![....
::l':'...i':'..-..,
*,28;;riWhat's your iob?'j.,'i
...
"...,:::iij"
QUICKREVIEWror
Thisactivityreviewscountriesandnationalities.Students
dotheactivityin pairs,asintheexample.Remindstudents
that theycancheckcountriesandnationalitiesinifljjii:iii
SBp102.Askeachpairto te[[theclasstwo peopleor
thingstheytatkedabout.
#mhm
a) Pre-teachajob.Focus studentson picturesa)-i).
Studentsdo the exerciseon their own or in pairs. Early
finishers can check their answersi" ffiffi SBpr02. Check
answerswith the class.
Point out that we sayan actor/awaiterlor men and cn
actress/awaitressfor women (although nowadaysan actor
is often used for both men and women). All the other
words canbe usedfor both men and women. You can also
teachstudens a poltcemananda'policewoman.
Also highlight that we alwaysuse4 or anwith jobs:He a
doctor notl+eAeeter. This is particularly important if
your studentsdon't havearticlesin their language(s).
Draw students'attention to the TEP!in 1a)and point out
that only the main stressis shown in the vocabulary
boxesand LanguageSummaries.We feel this is the
simplestand most effectiveway to make surestudentsput
the main stressin the correctplace.For example,the
main stressin tfrxi driver is on the first syllable of tai, not
on the first syllableof driver (which is alsostressed).
a)a shop assistantb)an actodanactressc)a teacher
dI e taxi driver e)a doctor f) a musician
g) a police officer h) a manager i) a waiter/a waitress
b) ffi ffi fhy the recording.Studens listen and
practise.Alternatively,model eachsentenceyourself and
ask studentsto repeatchorally and individually Highlight
the pronunci ation of managerI'ma,ntd3elandmusician
/mjur'zrJen/. Also highlightthe lel sound at the end of
most of thejobs, for example,doctorl'drktel , actor
l'a,ktel, shopassistant/'Jop e,srstent/,etc.
c) Use the speechbubbles to teachWhathis job? and
Whather job?. Drill the questionsand answerswith the
class.Teachand drill the question Mhatyour job?.
Note that Whatdoyou do?is alsoa common question
when asking aboutjobs. However,we feel at this stageof
the courseit is important to keep languageassimple as
possible.We suggestthat you wait until studentslearn the
PresentSimple (in unit 4 of the Student'sBook) before
teachingthis question.
Put studentsinto pairs. Studentstake turns to point to
pictures a)-i) and ask questionsabout the people.Remind
studentsof the phraseI don'thnow beforethey begin.
Vocabularyjobs
Grammarbe(singular):questionsandshortanswers
Reviewcountriesandnationalities;be(singutar):positive
andnegative
.-"*i:lirE,,11i]fril**--**
r,i If your studentsareall completebeginners,you
may chooseto presentthe vocabularyyourself
first. Prepareflashcardsfor the jobs and hold them
up in front of the classasyou teachthe words'
1a)can then be used ascontrolled practice.
* lg If you have a strong class,teach the English
words for students'jobs and write them on the
board. You can also teachI'm ahousewiJe/
househusband,I'm unemployedandl'm retired
lrltatedl . Check students remember What yout
job?. Studentsthen move around the room and ask
eachother what their iobs are.
Fhotosoffriends
,&l a) Pre-teachthe vocabularyin the box' Drill the words
' --:
*i4r the class.Point out thatmarned, singleandbeautiiul
areall adjectivesand areusedwith the verb be(Im
married He single.Itbeautiful., etc.).
b) ffi Focus studentson the photo of Amy and Ben on
SBp17 and point out photos 1-4 of Amy's friends on the
computer screen.Play the recording (SBp120). Students
listen and match the namesin the box to photos l-4.
Check answerswith the class.
1Karl 3 Steve 3 Claire 4 Daniela
C) elay the recording again.Studentslisten and complete
the table.Check answerswith the class.
Steve Claire Daniela
Itaty
a doctor a muslclan a teacner an afiress
country
Kar[
,'6-" {:il i *.J"1 ltiii:f,i
--""^"
I * Ask studentsto
i recordingagain.
i theiranswers.
look at R2.6,SBpI20. Playthe
Studentslisten, readand check
*"ri"i'Hel*il*
i#) Pre-teach a questionPoint out that all questionforms in
, V ]
t.---..'
the Student's Book are marked with a question mark (?).
Students do the exercise on their own, then compare
answers in pairs. Check answers with the class.](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-34-320.jpg)
![2C and 2D
b) Studentscompareanswersin pairs. Check answers
with the class.
Highlight Mll 6JZin Amy'saddressand teachapostcode
(US:a zip code).
surname :Foley married/single singlg nationahty
British address9 whedon (Road) (Manchester)Ml1
6JZ mobile number 07866 642339 email address
amvfolel@hotmail. co.uk
'c,Ask studentsto look at R2.13,SBp121. Play the !
recordingagain.Studentslisten, readand :
underline all the personal information questions.
.i
trffi ffi Play the recording (SBp121). Studentslisten
and practise.Establishthat intonation is very important
in English and the correctintonation pattern can help
studentsto sound polite.
Play the recording again Studentslisten and practise,
copyrngthe polite intonation pattern. Drill the language
with individual studentsif necessary.
@
ut Put studentsinto pairs. If possible,ask studentsto
..- work with someonethey don't know very well.
Studens take turns to interview their partner and fill in
the form. Remind studentsto usethe questionsin 7 when
they are the interviewer,and to begin eachconversation
wilh Goodmoming.Welcometo thenine2fiteEmployment
Ag ry.My name... . Niceto meetyou. etc.
Also remind studentsof the questionsHow doyou spell
that? andCanyou repeatthat,pleaseTbeforethey begin.
.".*"tiili,I#rl'Bfiliiie .^-^**
i ,
] * If your studentsknow eachother well, or if you i
' :::*:1:,*"J1:::;::T,"**1'Jffi';1T;":o*"
Answers 2s 3Ar e 4' s 5' s 6' s 7' s
Point out that we use Are in question 3 becauseits
a yeslno question with you. All the other questions
are What your .. ? followed by a noun
Remind students of the questionWhat your hame
number? You can also teach S/hat3your worknltmber?
if you think this will be useful for your students
a
a
uuWhen students have finished 9a),put them into
new pairs. Students ask questions with he/his
and shelherabout the person his/her partner has
j ust interviewed. Alternatively, Class Activity
1 2C The nine2five Employment Agency pl16
i can also be used to practise he/his and shelher
j questions(seeProcedureB, Instructions p102).
feel it is inappropriate for your students to give
eachother their personaldetails,use Class
Activity 2C The nine2five Employment Agency
pl16 insteadof doing 9a)(seeProcedureA,
lnstructionspI01).
b) Studens work in their pairs and check that all the
information on their partner'sform is correct.
Finally you can ask one or two pairs to role-play their
conversationsfor the class.
EXTRAPRACTICEANDHOMEWORK
Vocabulary numbers13-100
RealWorld Howold ... ?
Help with Listening numberswith -feen and-ty
Review numbers0-12
40 forry 50 fifty 60 sixty 70 seventy
80 eighty 90 ninety 100a hundred
il qRemind studentsof word stressby writing some
multi-syllable words on the board and asking the class
which syllableis stressed.
ffiffi ffiffiPlay the recording.Studentslisten and practise.
Highlight the pronunciation of thirty l'9s'^ttlandforty
I'fcttt/.
I
I
Il
How old is she?
,,.$} ffi ffi elay the recording.Studens listen and practise
I Y" the numbers. Note that stressis dealt with in 3a)-c).
Point out the irregular spelling of.thirteenandJifteen.
@
q, Studentsdo the exerciseon their own or in pairs.
Point out that we can also sayonehundred,but that
ahundredis more common.
ffill CtassActivity 2CThenine2fiveEmployment
Agencyp116(lnstructionsp101)
2 Review Exercise6 SBp21
CD-ROM Lesson2C
Workbook Lesson2C p11](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-37-320.jpg)
![3D and 3 Review
Use the recording to remind studentsthat we sayblach
colJee(without milk) andwhite cofJee(vnthmllk).
zLea 3 fish +eggs 5 chocolafe
. ffl a) Studentsdo the exerciseon their own. They canuse
-
i vocabularyfrom 1a)or their own ideas'Point out that
they can useany of the new verbsin sentences5 and 6'
While studentsareworking, check their sentencesfor
acsJracyand help with any new vocabulary
b) feach the phraseMe too.Studentscomparesentences
in groups.Studentssaywhich of their partners'sentences
arealso true for them, for example:a Ilovebread and
cheese.BMe too!.
Finally,ask eachgroup to tell the classabout food and
drink they love, like, etc.,for exarnple:Jan andllovebread
and cheese.
@al ffi Focusstudentson the phonemeslnl andl,tl,
-
the pictures and the words. Play the recording.Studens
listen to the soundsand the words. Point out that o in
coffeeis pronounced with an /o/ sound and u in umbrella
is pronounced with an /d sound.
b) ffi Play the recording again.Studentslisten and
practise.If studentsarehaving problemsproducing
the sounds,help them with the mouth position for
eachsound
Point out that we round the lips when we say/o/. AIso
highlight that the lips arerelaxedwhen we say lttl.
&L al Focus studentson the boxes.Point out that the pink
.Y;' vowels areDronounced lol andthe blue vowels are
prono,rrra"d/rrl.
{ffi$ play the recording. Studentslisten and notice how
we saythe pink and blue vowels.
b) ffi Play the recording again.Studentslisten and
pracuse.
0) Go through the examplewith the class.Studentsdo
the exerciseon their own.
b) Studentscompareanswersin pairs. Encourage
studentsto sayall the words when comparing answers'
c) ffi Play the recording.Studentslisten and check
their answers.
Note that all the words with an /o/ sound aresaidby
a man and all the words with an /,r/ sound aresaidby
a woman.
ffi ehy the recording again.Studentslisten and
practisethe words. Check they saythe vowels in bold
correctl;r
Finally, ask studentsto sayeachgroup of threewords
for the class.If necessarycorrect their pronunciation
and ask them to say the words again.
"-*' *gTfiSXSFri-'**-****
* Remind students that there is a chart of the
phonemic symbolson SBpt26 and that they can
practise the Help with Sounds drills at home on
the CD-ROM/Audio CD.
lipsrounded
(a little)
a
lipsforward
llil]il|ctas Activity 3DFromstartto finishp121
(lnstructionsp103)
ffill vocabutaryPtus3 Foodanddrinkp153
(lnstructionsp147)
CD-ROMLesson3D
WorkbookLesson3D p17
WorkbookReadingandWritingPortfolio3 p56
ProgressTest3 p166
3 Review
Seep29 for ideason how to use this section.
la) zbig 3new 4cheap5uglY ocold
lb) zsmall 3old +expensive5beautiful6hot
2a) z's 3 isn't 4's 5 are 6're 7 ate 8 aren't
2b) z Is the schoolcheap?3 Is the teachergood?
+ Are the studentsfriendly? s Vhere'sthe horel?
6 Are the rooms very big?
2c) t In London. 2 No, it isn't. 3 Yes,hey'sheis.
4 Yes,they are. 5 Near the school 6 No, they aren't.
3 Zwife:daughter 4son 5sister 6brother Tfather
8 mother
4 2 possessive 3 is 4 is 5 is, possessrve6 1s,possessrve
5 2 yo u r 3 h is 4 h e r 5 its 6 o u r T th e ir
6a) 3d) ai) sc) 6h) 7a) e0 se)](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-47-320.jpg)
![4A
Use rhe examples to highlight the word order:
I/youlwe/they + don't + verb + ..
Point out that don't is the contracted form of
do not and that we usually use this form when
writing and speaking.
Establish that the auxiliary do has no meaning,
but is used to make the negative form of the
Present Simple with I/y ou/we/they.
Also point out that we use don't in negativeswith
I, you, we, they for all verbs except be' Ifnecessary
write these sentenceson the board for comparison
I'm not a teach(r Youaren'tFrenth.Wearen'Iin this
class.They aren'tJrom the USA.
With a strong class you can teach students that
I, you, we and thel in the example sentences are
called'the subject', and that in positive sentences
the subject always comes before the verb.
However, we suggest you simply call the infinitive
'the
verb' at this level to avoid overioading
students with grammatical terms.
#HTilJXi{3fi&
Put studentsinto pairs,A and B. Ask student As
to look at the text about Ricardoand student Bs
to look at the text about Sandra.Students
underline all the phrasesfrom la) they can
find in their texts. Students then work with
their partner, swap books and check their
partner's answers.
G) tt Check students und.erstandwhat to do by focusing
Y on the example and asking individual students which
sentenceis true for them.
Studentsdo the exerciseon their own.
b) Studentswork in pairs and say their sentencesto
each other. Students also decide how many of their
sentencesare the same.
Ask eachpair to tell the classtwo sentencesthat are
true for both students, for example, Wedonl worh in
an ffice., Welihe Italianfood., etc.
Focus students on the examplesand check they
rememberfalse.
Students do the exerciseon their own. While they are
working, check their sentencesfor accuracy and help
with any new vocabulary.
t'--" il,v'-?firii*fl'{i *---'"*-"-"'
i . gDemonstrate the activity by writing three j
I -*,,^ ^^A +l-^^ f^1.^ .^-t^-^ac olrnrrt rrnrr nn fhe l
i true and threefalsesentencesabout you on the
! board using languagefrom 1a).Studentswork
I i" pairs and guesswhich sentencesare false'
i Students can then do 7 on their own.
" t
Drill the sentencesin the speechbubbles to remind
students of the language they need to do the exercise.
Put studentsinto new pairs,A and B. StudentAs say
their sentencesfrom 7. StudentBs decideif they are
true or false.
When they havefinished, studentschangeroles.
Finally, ask each student to tell the classone of their
partner'strue sentences.
EXTRAPRACTICEANDHOMEWORK
4 Review Exercises1 and 2 SBp37
CD-ROM Lesson4A
Workbook Lesson4A p18
l*
I
I
Il
t
G) Studentsdo theexerciseon their own. Check
answerswith the class.
t ,]/,,;n'ac.rtsstudehtson ihe tableon theboard'
nlitlt -hi"h wordeirrsentencesI and2 from3c)
@ m ffi ehy therecording.Studentslistenand
practise.Checkthatstudentspronouncedonl ldeuntl
correctlyin eachsentence.Repeatthedrill if necessary
LifeinAustralia
@ tl Focusstudentson the photo of Sandraand the
-
speechbubble. Studentsdo the exerciseon their own
before checking in pairs. Check students understand
that a (+) sign indicatesa positive sentenceand'a (-)
sign indicates a negative sentencebefore they begin.
b) ffi Play the recording. Students listen and check
their answers. Check answerswith the class.
2 live
3 have
4 don't have
5 don't live
6 work
7 study
a like](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-49-320.jpg)
![4D and 4 Review
Teachstudentsthat we usea.m.fot times 0'00-12.00
andp.m. for times L2.00-24.00.
1 WoMANExcuseme.What time is lr, please?
MANlt's tt$rentyto three.
2 WOMAN,Whattime is your Fnglish class?
MANlt's at half past eight,
r@i[:'""1i:'il'#""H'ff;:;T:ffi:*;:ii:l1r"
SBp95. Checkthey areall looking at the correctexercise.
0) Focusstudentson the film times.Use the speech
bubblesto teachWhat timeis . . on?and the response
It on at... . You can point out that we alsouse these
phrasesto talk about TV programmes.
Students take turns to ask the times of the films and fill
in the gapson the timetable.Studentsarenot allowed
to look at their partner'sbook.
b) Students compare times with their partner and check
that they are correct.
EXTRAPRACTICEANDHOMEWORK
II[][l ct"s Activity 4DTimedominoesp124
(lnstructionsp104)
CD-ROMLesson4D
WorkbookLesson4Dp22
WorkbookReadingandWritingPortfolio4 p58
ProgressTest4 p167
a) Tell students that there are two different ways to
pronounce fh. Focus studentson the phonemes/0/
and 16l, the pictures and the words.
ffi etuy the recording. Students listen to the sounds
and the words. Point out that th in threeis
nronounced with a /0/ sound and th in mother is
pronouncedwith a /6/ sound.
b) ffi PIay the recording again. Students listen and
practise.If studentsarehaving problemsproducing
the sounds,help them with the mouth position for
eachsound.
Point out that the mouth position is the samefor
both sounds,with the tonguejust behind the top and
bottom teeth. However, when we say the /0/ sound,
there is no voice from the throat and you can feel the
air from your mouth on your hand. When we say the
/6/ sound, thereis voice from the throat.
You can ask your students to place their fingers and
thumb on their throats. When they say the /d/ sound,
they will feel vibration in the throat.
Another useful tip is to ask them to place their index
finger on their lips, asif they were making a shhh
sound.When sayingboth th sounds,the tip of the
tongue should touch the side of the finger.
a) ffi Focusstudentson the boxes.Play the
recording.Studentslisten and notice how we sayth
in both setsof words.
b) ffiffiPlay the recording again. Students listen and
practise.
lEl a) ffffi play the recording. Students listen and read
: -'..:.' the sentences.
ffi ehy the recording again. Students listen and
practise. Repeatthe drill if necessary.
b) Studentspractisethe sentencesin pairs.
Finally, ask students to say the sentencesfor the class.
If necessary,correct their pronunciation and ask them
to say the sentencesagain.
4 Review
Seep29 for ideason how to use this section.
I 2study 3work 4have 5like e live Tstudy 81ive
t have 10work
3 go shopping,watchDVDs,play computergames,
eatout, watch T{ go to the cinema,go out with friends,
play tennis
4a) z Where do they live in the UK? 3 Do they havea
housein the USA? + Whar music do they like? s What do
they do in their free rime? e Do they go to concerts?
z What food do theylike? I Do they go to the cinema?
4b) Seeweb page on SBp33.
5a) 2sweets 3batteries 4postcard 5newspaper
6 magazine 7 birthday card 8 chewing gum 9 tis.sues
to box of chocolates](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-55-320.jpg)
![5D and 5 Review
@ Zl
Studentsd_:_lhtexerciseon their own, asshown in
Y the example.While they areworking, monitor and
check the word order in students'sentences.
,'^' frF;?H,elilh,;i,-"***--
i * Studentslook at the texts about Peteand Maggie i
J againand underline all the examplesof
i frequency adverbsand phraseswith every.
i Studentswork in pairs, compareanswersand
b) Studentscomparesentencesin pairs.Ask studentsto
tell the classone or two of their sentences.
a) Students do the exerciseon their own. Remind
studentsto write about their Sundayroutine only.
b) fut studentsinto pairs.Studentstake turns to say
their sentences.Their partner guessesif the sentences
are true or false.
Finally, ask students to tell the classone or two of their
partnerslrue sentences.
* 'l!/Demonstrate this activity first by writing two
true sentencesand two falsesentencesabout
your Sundayroutine on the board in random
order.Studentsguesswhich sentencesare true
and which arefalse.
EXTRAPRACTICEANDHOMEWORK
ffill CtassActivity 5DAtways,sometimes,neverp128
(lnstructionsp105)
CD-ROMLesson5D
WorkbookLesson5Dp27
WorkbookReadingandWritingPortfolio5 p60
ProgressTest5 p168-p169(notethatthisisa
two-pagetestwith a listeningsection)
@
tl Focus students on the phonemes lwl and,lvl, the
picturesand the words.
$ffi play the recording. Students listen to the sounds
and the words.
b) ffi Play the recording again. Students listen and
practise.If studentsarehaving problems,help them
with the mouth position for eachsound.
Highlight that we round the lips to make the /d
sound, then relax and open them aswe push air out
of the mouth
Point out that we make the /v/ sound by placing the
top teeth on the bottom lip and pushing air through
the space.Also highlight that both of thesesoundsare
voiced (thereis vibration in the throat).
a) ffi Focusstudentson the boxes.Play the
recording.Studentslisten and notice how we sayw
and v in thesewords.
b) WffiPlay the recording again. Students listen and
practise.
a) ffffi Play the recording. Students listen and read
the conversation.
ffi ehy the recording again, pausing after each
sentencefor studentslo repeatchorally and
individually.
b) Studentspractisethe conversationin pairs.
Finally, ask a few pairs to role-play the conversation
for the class.
t)rio,*rra I
top teeth on bottom lip
5 Review
Seep29 for ideas on how to use thi.s section
la) zhave 3leave 4start 5have 5fimsh zget Shave
9 g o
2a) 2 works 3 doesn't like 4 goes 5 studies 6 watches
7 doesn't have I has
3a) z Where does he work?
3 Does he like his.lob?
4 What does he do in his free time?
5 Does he have any children?
6 Does his wife like cats?
4 z i ] f , 3 o n 4 a t 5 i n 6 a t 7 i n g a t 9 i n 1 0 o n 1 1a t 1 2 a t
5a) 't Areyou ready to order? ZWhat would you like to
drink? s Would you like a dessert?a)Not for me, thanks.
b)A Cokefor me, please. c)'{es Can I have the lasagne,
please?
5b) rc) zb) 3a)
1 S"" p29 for ideason how to use this section. :](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-63-320.jpg)
![6B
o This Help with Listening section introduces
consonant-vowel linking in sentences.
.@ fo.nt studentson sentencesl-6. Point out the
."= consonantsin blue and the vowels in pink.
ffis
pUy the recording. Students listen and notice the
linking between the consonant sounds and the vowel
sounds. Play the recording again if necessaryz
Use the examplesto highlight that when a word ends
in a consonant sound and the next word begins with
a vowel sound, we usually link them together so that
they sound like one word. Point out that it is the
initial and final sounds that are important, not the
spelling. For example, therggre links together, even
though there endsin the letter e.
dD m ffi elay the record'ing(SBp123). Studentslisten
-
and practisethe sentencesin 4 and the short answers.
Check students copy the stressand linking correctly.
Play the recording again, pausing after each sentencefor
students to repeat individually.
G) al Tellstudentsthatpromprsl-8 areabout placesnear
7' Susan'sflat. Use the examplesto point out that a tick
meansstudentsmust write a positive sentenceand a
crossmeans they must write a negative sentence'
Students do the exerciseon their own.
b) Students compare answersin pairs. Check answers
with the class.
a There'sa market. 4 Theqearen'tany museums-
5 There'sa park. e Therei*nt:a square; 7 Therearen't
any nice caf€s,I Therearea lot ofold houses.
'1fl Str-,d.ntswork in the samepairs, studentA and student
.I n. StudentAs turn to SBp86 and student Bs turn to SB
p92. Check they are all looking at the correct exercise.
a) Students do the exerciseon their own. Check
answerswith the class.Only check the words they need
to fill in the gaps,so that studentsdon't hear the'
questionsthey are about to be asked.Note that these
answersare the samefor student As and student Bs.
Student A6tud€nt B 2 Are;erry 3 Is, a +Are, any 5 Is, a
b) Studentswork with their partners. Student A in each
pair asksquestions l-5 from a). Student Bs answer
the questions without looking at the Student'sBook'
When student A has asked all five questions, hey'she
sayshow many answerswere correct. Point out that
the answersto student Ab questions are in brackets
in a) before they begin.
G) Students swap roles so that student Bs are asking
their questions l-5 from a).
At the end of the activity, find out how many students
answeredall five questions correctly.
Focus studentson the picture and point out the
placesin the bubblesaboveand below the house.
Students do the exerciseon their own. Remind
studentsto useIs theres ... ?,Are thereany... ?and
the placesin the bubbles in their questions.
a) Focusstudentson the speechbubblesand teach
the phrase Itl (five) minutestway. = It's (five) minutes
from my home.
Put studentsinto pairs. lf possible,ask studentsto work
with someonethey don't know very well. Studentstake
turns to ask their questionsfrom 8. Remind students
to make notes on their partner'sanswers,asthey will
need this information in 9b) Studentscanput ticks and
crossesnext to eachquestionto indicatea positiveor
negativeanswer,and write down any other interesting
information they hear.
Tell students to begin each conversation with Whete
doyou live?beforc asking their questions from 8.
Remind students to use correct short answers (Yes,
thereis.,No, thereisn'f.,etc.) where appropriateand
to give more information if possible.
Early finishers can ask eachother about the other
placeson the picture they haven't aheadytalked about.
b) nut students into new pairs. Students take turns
to tell their new partner about placesnear their first
partner's home. Remind students to refer to their
notes from 9a).Tell students to begin each
conversation by saying where their first partner lives.
Finally, ask students to tell the classone or two
sentencesabout placesnear their first partner'shome.
;;ff]:;fil*.;;;*"".;;;ffi;land placesnear their home for homework. These
descriptionscanbe collectedin next classand
displayed around the classroom for other
studentsto read.
* Use Vocabulary Plus 6 Rooms and furniture
p156 (Instructions p149) in classor give it to
students for homework. Note that this
worksheet also practises thereis/thereare.
*--_-*^^-*
EXTRAPRACTICEANDHOMEWORK
flflll CtassActivity68 LondonRoadp129-p130
(lnstructionsp106)
ffi vocabularyPtus6 Roomsandfurniturep156
(lnstructionsp149)
6 ReviewExercises3 and4 SBp53
CD-ROMLesson68
WorkbookLesson68 p29](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-67-320.jpg)
![8A and 8El
Play the recording again,pausingaftet eachsentence
for students to repeat individually' Alternatively, ask
studentsto turn to R8.3,SBpL24, which hasthe stress
marked on all sentences.Play the recording again.
Studentslisten and Practise.
i@
ul .students do the exerciseon their own'
b) rut students into pairs. students compare answers
and decidewho sayseachsentence,Melanie,Taniaor
Pascal.Check answerswith the class'
Zwerent (Melanje) 3 were (Tania) + was (Melanie)
5 were (Tania) 6 was {Pascal) 7 Werenit(Pasca})
I were, wasn't (Tania) g wasnt, rvas (Melanie)
Put students into groups of three. Ask all students
lu'to trrn to SBp99. Check they are all looking at the
correct exercrse.
a) Ask students to think about their lives when they
were ten. Go through the words and phrasesin the
box. Check students rernemberJavourite and point
out the phrasegoodat (sports,languages,etc-)-
Studentswork on their own and write six sentences
about their lives when they were ten, using was, were
and ideasfrom the box or their own. While students
are working, check their sentencesfor accuracy and
help them with any new vocabulary they neec'
fiH9'fr&$#tre "-*-***-1
l!/lntroduce this activity by writing sentences I
about your own life when you were ten on the I
board as examples. i
Happy anniversaryl
b) Studentswork in their groups and take turns to
say their sentences,asshown in the speechbubbles.
Students decide if any of the other students' sentences
are true for them.
c) Fnally, ask studens to tell the classtwo interesting
things about other students in their group.
Vocabularyyearsandpasttime phrases
GrammarPastSimpleof be:questionsandshort
answers;wasborn/wereborn
Reviewadjectives;PastSimpleof be:positiveand
negative
'@.al Focus studentson picturesA-D of Joe.Studentsdo
I the exerciseon their own. Check answerswith the class.
Point out that we saylast night, last weeh,last weehend,
lastmonth,lastyear,last Monday,last Tuesday,etc.
Also highlight that we sayyesterdaymorning,yesterday
afternoon,yesterdayevening,but last night, not fist@
ffi#.
Teachstudents that ago mearrs'beforenow'. Check
students' understanding by asking them what time it
was threehours ago,what day it was four daysago,etc.
Use the example sentencesto highlight that we usually
put past time phrases(last weeh,fout hoursago,
yesterdayaJternoon,etc.) at the end of the sentence.
ZD]3C 48
b) ffi ffi rlay the recording. Students listen and
practisesentencesI-4. Point out that we don't usually
Dronounce the t in last weeh/lqls wi:k/, etc. and that the
it..tt ott yesterdayis on the first syllable, not the last.
YearsandpasttimePhrases
I al Studentsdo the exerciseon their own or in pairs.
..7-| Check answerswith the class.
Point out that for the years2000-2009, we usually say
two thousand,two thousandand one,etc.For the years
2OIO-2099, we usually saytwenty ten, twenty eleven,etc.
Also highlight that we use in with yeats:in 1980, etc.
ae) ga) 4f) sd) 6b)
b) ffi ffi elay the recording Students listen and
practise. Check students stressthe years correctly.
Repeatthe drill if necessarY.
G) Students do the exercisein pairs. Check answers
with the class.
2012twenty twelve.1977nineteenseventy-seven,
2018twenty eighteea;1815 eighteen:fift"&, ,' ,
'
1990 nineteerrninety, 2003 trvs'thoOt*u4 *t6 1hree
ffill CtassActivity 8AOppositeadjectivesp137
(lnstructionsp108)
8 Review Exercises1 andZ SBP69
CD-ROM Lesson8A
Workbook Lesson8A p38](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-81-320.jpg)
![10A
ffiJ a)-b) Focusstudentson the bullet point. Point out
fhat we usebegoingto + verb to talk about future
plans You can use the sentencesin 2b)to help students
understandwhat we mean by
'a future plan'
Note that while there arevarious differentways to
expressthe future in English,we feel that begoingto is
the most useful for Starterstudentsand is most likely
lo be correctin the majority of situations,particularly
when talking about plans for the future
Studentsdo the exerciseson their own or in oairs
Early finisherscan check rn S*ll,*rSBpI19. 7Zty1111"
studentsareworking, draw the table from 3a)on the
board Check answerswith the class.
o Focusstudentson the tableon theboard.Elicit
which words in sentencesL atd 2 in 3b) go in
eachcolumn andcompletethe table(seethe table
tniiiiffffi;sBp1le).
o Ask students when the people decided to do these
things,
'now'
or
'before
now' (before now)
o Ask students which sentences are negative (W'e
aren't going to stay here. and I'm not going to start
univer sity this y ear.).
r Highlight the word order: subject + be (+ not) +
going to + verb + ..
o Point out that be changesaccording to the subject
and whether the sentenceis positive or negative:
(+) I'm, you're, he, she's,it's, we're, they're
(:-) I'm not, you arenT, helshelit isn't, we/they aren't.
Note that we can also use the alternative negative
forms you're not, heb not, etc
r Also highlight that with the verb go we usually say
I'm go,ingto the cinema not I'm goitlg to go to the
cinema.,but that both sentencesare correct.
n -
. ft,f, Focus students on the example. Highlight the sentence
--
stressand the weak form of to ltel.
ffi ffi Play the recording. Students listen and practise
the sentencesin 3. Check studentscopy the sentence
stressand the weak form of to correctly. Play the
recording again, pausing after each sentencefor
students to practise individually
E al Studentsdo the exerciseon their own.
b) Studentscompareanswersin pairs, then match the
sentencesto the peoplein the photos. Check answers
with the class.
Point out that we write Our sonsare... in question1b),
notW+e- , astre comesaftera noun (sons).
1b)aregoingto look for (Carmen) 2a)aren't/'re not
goingto have 2b)isn't/'s not goingto leave(Luca)
3a)'sgoing to stay 3b)'re going to visit (Wing Yu)
,*a)'m goingto do +b)
'm
not goingto look for (Sabrina)
Futuretimephrases
'lk0
a) Students do the exerciseon their own before
' -
- checkingin pairs. Check answerswith the class.
Point out that we saytonight not t@h and that
we can saytomorrow morning, tomorrow aftemoon,
tomorrow eveningand tomorrow night.
Highlight that we lusenext in thesephrases:
next weehend,next weeh,next month, nextyeqr.
Point out that we alsousein with months (in December,
etc.) and years(in 2025, etc.)to refer to the future. We
can also :usenext with months (nextJune, etc.) and days
(nextMonday, etc.).
Highlight that we also use on with days(on Monday,etc.)
to refer to the future.
Tell students that it is very common to use a future time
phrAsein sentencesor questionswithbe goingto.
?e)
3{)
4d)
sc)
6a)
b) Students do the activity on their own, asshown in
the example.While studentsareworking, monitor and
check their sentencesfor accuracy.
c) Studentswork in pairs and take turns to tell each
other their sentences.Encouragestudentsto give more
information if possible.
Ask eachstudent to tell the classone of their sentences.
Students do the exerciseon their own. Tell students
tell eachother their plans,using their phrasesfrom 7.
Studentsmake a note of any plans that are the same
for more than one student in the group.
b) Finally, ask students to tell the classabout their
group'splans,asshown in the speechbubble.
[]i liii i*i.'l
{I
l B
I
i
Studentswrite about their future
those of their family and friends,
j
Dlans. anq i
florhomework. i
10ReviewExercises1and2 SBp84
CD-ROMLesson10A
WorkbookLesson10Ap48](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-96-320.jpg)
![108
'l@.1 a)-c) Students do the exerciseson their own or in
'.-r' pairs. Early finishers can check their answersin ffi
SBp119. 32ty1111" studentsareworking, draw the
table from 4a)on the board.
Check answerswith the class.
G) Students do the activity in pairs. Remind students to
make notes on their partner's answersbefore they begin.
d) eut studentsinto new pairs.Studentstake turns to
talk about their paftner in 5c).
Ask students to tell the classtwo things they found out
about their partner in 5c).
Focus students on the prompts and go through the
examplewith the class.
Students do the exerciseon their own.
lf necessary,check and drill the questions with the
class.Also remind studentsthat for questionswith go,
we can sayAre you going to go shoppingon Saturday?
or Are you goingshoppingon Saturday?and that both
questionsare correct.Also point out the alternative
questionsAreyou goingto havea party nextweehend?
andAre you going to go to a psrty next weehend?.
Are you going to rvatch TV tonight?
Are you going to (go to) the cinemathis week?
Are you going to have coffeewith friends after class?
Are you going (to go) swimming or running next
weekend?
Are you going to (go to) the gy- next week?
Are you going to havdgo to a party next weekend?
.{r-eyou going to have finner with friends on
Saturdayevening?
0) Students move around the room and ask therr
questionsfrom 6, or ask asmany peopleasthey can
sitting near them. When they find a student who
answersyes, they write the person'sname next to the
question.Studentsthen ask one follow-up question,
asshown in the speechbubbles.Studentsshould
try and find a different person who answersyes for
eachquestion.
b) Finally, ask students to tell the classabout one
student'splans.
il?]"{fi,43#il&
When students have finished 7a),put them into
pairs.Studentstake turns to tell eachother what
they have found out about other students'plans.
."J
EXIRAPMCTICEANDHOMEWORK
. a)-b) Focus students on the table on the board
Elicit which words in questions I and 2 in 4b) go
in each column and complete the table (see the
tablein i.llil.fl.rsepl l9)
o Highlightthewordorderin Wh-questionswith
be goingto: question word + be + subject + going to
+ vetb + .,. .
o Check students understand thatWhen =Whens
andWhat' --Whatis.
o c) yeslno questions ls, Are, Are
short answers am, isn't, are, aren't
o Use the questions in the first column to highlight
that the word order in yes/no questions with
be going to is the same as for Wh- questions, but
without the question word.
o Highlight that we only use a form of the verb be in
the short answers, r'ot going to
r Also point out that the short answers are the same
as for yeslno questions with the verb be (Are you
British?, Is shea doctor?, etc.).
r Remind students that we can also say No, you're
nof.. No. he not.. etc.
i:{TF€&i{1fiJl
w Ask studentsto look at R10.5,SBp125.Play
the recording again. Students listen, read and
underline all the questionswithbe goingto.
Studentscan then compareanswersin pairs.
af' a) Students do the exerciseon their own.
-
b) ffi Play the recording (SBpf 25). Studentslisten
and check their answers.Check answerswith the class.
ffiffiFocus students on the example. Highlight the
sentencestressand the weak form of to ltel . Pl^y the
recordingagain.Studentslisten and practise.
Alternatively,ask studentsto turn to R10.6,SBpI25,
where the stressin the questions is marked. Play the
recording again.Studentslisten, read and copy the
sentencestressasshown in the Student'sBook.
2 What areyou goingto do alterclass?
3 When areyou going to.do you:rhornework?
AV/hat time areyou going to get up tomorrow?
5 Where ar€you going to have dinner tornorrow
evening?
e Where areyou going to go on holiday next year?
ffi Ctas Activity 10BCuessyourpartner'sfuture
p145(lnstructionsp111)
ffi-fillVocabularyPlus 10Theweatherp160
(lnstructionsp150)
10ReviewExercises3 and4 SBp84
CD-ROMLesson10B
Workbook Lesson10Bp49](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-98-320.jpg)
![o The aim of this activity is to review language that
studentshavelearnedthroughout the coursein a fun,
student-centredway.The activity takesabout 25-40
mrnutes.
Pre-teacha counter,throw a dice,land on 4 squdre,move
Jorwardlbachand havea rest.
Give studentstime to read the rules on SBp84 and
answer any questions they may have. Alternatively, go
through the instructions sectionby sectionwith the
class.If possible,demonstratehow to play the gameto
the whole classwhile you go through the instructions.
If you have a monolingual class,you can give the
instructions in the students'own language.
To check studentshaveunderstood,askwhat happens
when a student lands on a Grammar or Vocabulary
squarefor the first time (helsheanswersquestion I
only). Ask what happenswhen a secondstudent lands
on the samesquare(he/sheanswersquestion 2). Also
checkwhat happenswhen a third student lands on the
square(he/shecan stay therewithout answeringa
question).
Put studentsinto groupsof four and give a dice and
countersto eachgroup (or studentscan make their own
counters).
Ask a student with a watch in eachgroup to be the
time-keeperfor the group. HelSheshould time students
when they land on a Talk About squareand have to talk
about a topic for 15 seconds.
Studentstake turns to throw the dice and move around
the board
If a student thinks another student'sanswer[o a
question on a Grammar or Vocabularysquareis wrong,
he/shecan check in the LanguageSummariesin the
Student'sBook, or ask you to adjudicate.
While studentsareworking, monitor and help with any
problems.
The first student to get to FINISH is the winner. '
Studentscan continue playing until threestudentshave
finished.
If one group finishesearly,ask them to look at all the
squaresthey didn't land on and answerthe questions.
I 1 ' m , s 2 s , ' r e
3
'l men, chairs, sandwiches, people
2 women, watches, parents, children
5 r see,ii.ili;,isspl00 zs." ii;:iiiliSi!sBp102.
6 t What does he do in the evenings?
2 What did you do on Sunday?
8 t Are there any shops near your flat?
z What are you going to do tomorrow?
l0 1 was, wasn't 2 did, were
12 1 She doesn't ilke watching TV
2 We didn't go out last night.
13 t Seet,'.i,.:'Sefl02 z See,!illrli!!;a"driiir,;i;::iSBpl10
15 1some 2shopping
l7 t cold, expensive,beautiful, unfriendiy
2 short, interesting, empty, diffrcult
l8 1Yes,the1,21s No, they aren't./No, they're not
2 Yes,she does.No, she doesn't.
20 1 I didn't go out, I stayed at home
2 Karen always gets up early
23 1 at the u'eekend, at night, in the evening
2 on Fridal', at midday, in the morning
25 t half past seven/seventhirtv, Iive to four/three fifty-five,
eight o'clock/eight, (a) quarter past two/two fifteen
2 (a) quarter to seven/six forty-five, lwenty past eleven/
eleven twenty, twenty-five to five/four thirty-five,
half past twelve/twelve thirty
27 1 See;:.ii,,i:.liSnpLt:
2Seeiil.:ii:li:SBp106and:;:,;l:Ii:SBpl18
29 t have a part).,do a course, get married
2 get engaged,cio an exam, have coffee with friends
30 1 bought, travelied, got, met
2 ltrld,catrrt.visited.left
32 1See!i::::ti.liiiSBp104,lil;l:illillSBpl0,t u"aili,i,,iri;i:SBpl08.
z seeili:ll]iiiiiSBpl 16
34 1 Where did you go last Saturday?
z What food does your sister like?
35 1 go to the cinema, go shopping, play football
2 play tennis, go to concerts, go on holiday
36 1 my, She 2 He, them
38 1 Yes,there is. No, there isn't.
2 Yes,I did,ffes, we did. No, I didn't./No, we didn't.](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-101-320.jpg)
![c n l
L u ( n l
= 2 , 1
: r = l
! : C J ]
<El
a t t F l
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CJ
68 LondonRoadp129-p130
Language
thereis / thereare;placesin a town or city (I) and (2),
d, some,alot oJ,any
Activitytype,whento useandtime
Spotthe difference.Useany time afterlesson68. 15-25
mrnutes.
Preparation
Photocopy one student A worksheet and one student B
worksheet for eachpair of students.
Procedure
r Put studenb into pairs,A and B. Give eachstudent a copy
of the appropriateworksheet
r Tell the classthat there areten differencesbetweenthe
pictures.Studentsmust work togetherto find the ten
differencesby askingquestionsor sa)'lngsentenceswith
thereis / thereare.Studentsarenot allowed to look at each
other'sworksheets.
l!/If necessarywrite theseprompts on the board before
giving out the worksheets:Therea (caJe)in my picture,
Therearetwo (people)at thebusstop.,Therearesome
(cqrs).,ls therea (banh)in your picture?,Yes,thereis.,No,
thereisnl.,Are thereany (children)?,Yes,thereare.,No, there
aren't Model and drill the sentenceswith the class.
Studentswork with their partnersand take turns to ask
questionsor saysentencesabout their picture. When
studentsfind a difference,they should mark it on their
plcture.
When studentshavefinished, they compareworksheets
and check their differences.
Finally,ask studentsto tell the classone differencethey
havefound.
l AThere'sa chemisr's.BTheresapostoffice.z AThere
isn't a cashpoint/ an AIM. BThere'sa cashpoint/ an
AIM. 3 A Therearea lot of / sqmepeoplein the caf€.
EThere arent any peoplein the cafe. 4 A There'sa
theatre.BThere'samuseum. 5AThere'sacat.BThere
isrit a cat. 6 A Thereare two women at the bus stop,
BThereare two men at thebus stop. 7 A There arent
any children. BTherearesome/ four children (near the
bank). eA There'sa dog. BTherearetwo dogs.
9 A Therearetwo cars.BTherearethreecars.
ro A Thereba bus. BThereisn't a bus.
Preparation
Photocopy one worksheet for everyfour students Cut into
separatebingo cards.
Procedure
Give one bingo card to eachstudent in random order Tiy
to avoid giving the samebingo card to two studentssitting
next to eachother.Tell studenrsthat eachcardshowswhat
they havein their bags.
Give studentsa few minutes to check they know the words
for all the things in the bag on their cards.Studentscan
checkinffiffi snpi00,ffi SBp100andffi SBpr10.
Studentsarenot allowed to write the words on their cards.
Readout thesethings to the whole classin this order:
purse,pen,lrcys,creditcard,passport,dictionory,iPod,
money,pencil,cdmera,guidebooh,wallet, mobilephone,
notebooh,Iaptop,map,ID card,umbrella(studentD card
is completed),apple(student A card is completed),
sandwich(student C card is completed),watch (student B
cardis completed).
When studentshear the word for something in the bag on
their bingo card, they put a crossthrough it on their card.
When a student hascrossedout all the things in the bag
on his/her bingo card,hdshe shoub Bingol The first
student to shout Bingol wins the game.
If you want to play the gameagain,distribute new cards
and read out the words in random order.
i"6DReviewsnakesandladdersptsz
Language
Reviewoflessons 4A-6D
Activitytype,whentouseandtime
Boardgame.Useany time after lesson6D. 20-30 minutes.
Preparation
Photocopy one board for eachgroup of threestudents.
You alsoneeda dice for eachgroup and a counter for each
student (or studentscan make their own counters).
Procedure
o Put the studentsinto groupsof three.Ifyou haveextra
studenls,haveone or two groupsof four. Give each
group a copy of the snakesand laddersboard,a dice
and counters
Studentstake turns to throw the dice and move around
the board.When a student lands on a square,hdshe must
answerthe question correctly in order to stay on the
square.lf a student cant answerthe question correctly
he/shemust move back to his/her previoussquare.
If a student landson the bottom of a ladder,he/shemust
answerthe questioncorrectlybeforehey'sheis allowed to go
up it. HdShe doesnot haveto answerthe questionat the
top of the ladder If helshelands on the headof a snake,
hey'shemust alwaysgo down the snaketo its tail. HdShe
doesnot haveto answerthe questionat the snake'stail.
i; 6GWhat'sinyourbag?p131
..lr
Language
thingsin your bag(l) and (2)
Activitytype,whento useandtime
Bingo game.Useany time after lesson6C. 10-15 minutes](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-108-320.jpg)
![Fg=g
= A
t;o
= C J
ct)tsg , Q
<-J a -
C-]
i_SOUoney,money,money!Reviewoflessons7A-9D,j
Grammarcards
G1
Say the Past Simple
of these verbs.
have, travel, go, leave
G6
Choose the correct words.
They/ Themknow we / us .
She/ Her loves he / him .
G3
Make a question with
these words.
Iastyear / on / did / go /
you / holiday / Where ?
G8
Say the (+) and (-)
short answers.
Did he phone you?
Can she cook?
Correct these sentences.
I borned in 1987.
Where did Jo born?
Make a sentence
with these words.
new / ago / bought / four /
I / a / m o n t h s / c o m p u t e r -
G5
Make these sentences
negative (-).
We were late for class.
I watched TV last night.
G9
Make a question
with these words.
children / afternoon / did /
yesterday / What / do / your ?
Fill in the gaps
wirh Aid or w4s.
What _______,he say?
What his name?
Say the (+) and (-)
short answers.
Did you seehim?
Were they tired?
Say the Past Simple
of these verbs.
buy, meet, give, take
Vocabularycards
G2
Say the (+) and (-)
short answers.
Can you swim?
Was he at home?
@CambridgeUniversityPress2009](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-146-320.jpg)
![] Put studentsinto groups of three or four. Students
I comparesentencesin their groups.Finally ask students
Procedure
.
@
Stra"nts d.o,thgexerciseon their own or in pairs. Check
"..:' answerswith the class(seeanswerkey on worksheet).
Drill the words with the class.Highlight the pronunciation
of orangesI'ortnd3rzl,chicken l't[tktnl ,onions I'rnjenzl ,
sausages/'sosrdgrz/and steak/sterk/. Note that tomntoes
is pronounced /te'mqlteuz/ in British English and
Ite'meftauzl in American English.Also point out that the
singular of tomatoesis a tomato,not &+ffi^tee, and the
singular of potatoesis a potato,not efotetee.
Put studentsinto pairs.Ask the classto cover the
vocabularybox in 1. Studentstake turns to saya number.
Their partner sayswhat the food and drink is, for
example:ANumber 77.B Tomatoes.
, fl Studentsdo the exerciseon their own beforechecking in
" J
: palrs.Checkanswerswith the class.
to tell the classone or two of their sentences.
4 Freetimeactivitiespts+
Language
listen to music, go to the theatre,go clubbing, play golf, go
to museums,play cards,readbooks or magazines,go cycling
Whentouseandtime
Useany time after lesson48. 20-30 minutes.
Procedure
.Il Studens do the exerciseon their own or in pairs. Check
-''.---,''
answerswith the class(seeanswerkey on worlaheet). Drill
the phraseswith the class.Highlight the pronunciation of
listenl'ltsenl, theatrel'0tatel andcyclingl'saIklt4/. Point
out that we usually saygo to the theatrebut go to museums.
Checkstudentsunderstandthat when peoplego clr.tbbing,
they go to a club to listen to music and dance.You can also
highlight that we often usego + verb+tng(goshopping,etc.).
,'G
fp
Studentsdo the exerciseon their own beforechecking in
pairs.Checkanswerswith the class.
Put studentsinto pairs. Studentstake turns to saya word
or phrasein column B. Their partner saysthe complete
phrase,for example,n the theatre.Bgo to thetheatre.
"".*- ^
,'p
Srudentsdo the exerciseon their own. Put studentsinto
'": pairs. Studens take turns to say their sentences.Ask
@
ul Studentsdo the exerciseon their own beforechecking
.":- answersin nairs. Check answerswith the class.
b1 S,rra"no answerthe questionson their own. Remind
them of the short answersYes,I do. and No, I don't.befote
they begin. Put studentsinto new pairs. Studentstake
turns to ask eachother the questionsin 4a).Ask students
to tick any of the freetime activitiesthey both do. Finally
ask studentsto tell the classabout things they and their
Dartnerboth do in their freetime.
5 Jobsptss
Language
a nurse, an artist, ajournalist, a mechanic,a secretary
a chef,afarmer,aDJ
Whentouseandtime
Use any time after lesson58. 15-25 minutes.
Procedure
'tl ^
,lIl, Studentsdo the exerciseon their own or in pairs. Check
-"...- '
answerswith the class(seeanswerkey on worksheet).
Drill the words chorally and individually, focusing on
word stress.Payparticular attention to the pronunciation
of nurse lns'^sl,joumalist /'dSslneh stl, mechanic
/mr'kenIk/ andcheJlJefl. Also highlight that the stresson
a DJis on D, notJ. Note that a DJ standsfor a discjochey,
although this term is rarely used nowadays.Also note that
thereare two different ways to pronounce secret^ry
/'sekretri/ and/'sekreteri/.Youcanalsoteachstudents
that we sometimessaya PA lpi'^'etl(= a personalassistqnt)
insteadofasecretary.
Put studentsinto pairs.Ask the classto cover the
vocabularybox in 1. Studens take turns to point to a
picture and ask their partner what the person'sjob is, for
example:AWhatherjob? B Shelanurse.
.4r
"@
Focusstudentson the exampleand picture 7. Studentsdo
..,--1" the rest of the exercisein pairs.While studens are
working, be preparedto help them with any of the new
vocabularyin bold, or encouragethem to check the words
in their bilingual dictionaries.Check answerswith the
classand check any vocabularyin bold that studentsare
still unsure about. Drill the sentenceswith the class.
, jft'I Focusstudentson the pictures and the example.Point out
that studentsmust write their sentencesin picture order
1-8. Studentsdo the exerciseon their own before
checkingin pairs.Beforethey begin, remind studentsthat
they must use the he,she,it form of the verbsin 2 and tell
the classthat all theseverbsareregular.Check answers
with the class.
Ask studens to cover2 and3. Put studentsinto pairs.
Studentstake turns to ask their partner what people do in
thejobs in 1, for example: AWhat doesa mechanicdo?
BHe repairscars.
. ^ 6 ^
,G-* Studentsdo the crosswordon their own or in pairs. Check
v": answers with the class.
studentsto tell'the classone or two of their sentences.](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-150-320.jpg)
![=e
d r F
= c )
C J +
O q -
@ Lookat thephotosandthe countries.FiIl in thegapsin sentencesl-10 r.|s
3,#f#:
nationalitiesin 2
with thesecountries.
l fr€h'td india SwTtzertandPSrtugatiretand Perfi g
I rnfluna pBtandtheczechnepfrblicsouthAfrica g
t*"""""..*."*_.",...."" ,.,.-..""-"**."$
1 He'sfrom Englan-d.. o She'sfrom ------------.,
z She'sfrom ---------..... -.-.--.-... 7 He'sfrom
e He'sfrom .-,.-.-------- e She'sfrom
a She'sfrom -------------- ----------. 9 He'sfrom
5 He'sfrom ------------,. ----------. 10 She'sfrom
Look again at the photos and the countries. Fill in the gapswith these
nationalities.
i Ing+ish indian Portugu*eseSwiss pStistr
'!
.-^-s c^,,+h lf i..^ Thri i.i"h Darflrriar
il;;;;#.1L-: f-,-" n^-i...:-- i
Czech SouthAfrican Thai lrish Perfrviani
I
: r v ! ! v t I
1 He's
z She's
3 He's
+ She's
s He's
Enolish
b) Write the nationalities for
thesecountries in the table in 3a).o She's ....
7 He's------------
e She's
9 He's ---..
1o She's
I{Juar{ 'rBIII
'qJazJ :raqlo lasauedef'asaur]q)i"sa-:uprlptl 'uErqruolo] 'uEJrJar[y 'ueqrzerg'uur,rma4'uEJrrJVq]nos :urrl- 'uD-'u-:qsuug 'qsl{rnJ,
,qsruud5'rlsrrl'qsrlod:rtsl-(qpuu(u@ q)az)OL uEr.{nrad6qsul 8 ssrlttsL lrqJ'g uerrrJvrllnosS asanbnuodt uPrpul€
qr{oazd ,llqndrgqraz3aqrgl nia46 puEIarII puzlrazlr/1sl,puEIrEr{J9Erl{vqrnoss lz8nrro4t EIpUI€ puzlodz@
Instructionspl47@CambridgeUniversityPress2009](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-154-320.jpg)
![Match thesejobs to pictures I-8.
nursep] anSrtistI ajo*urnalistI amech3nic! as6cretary! achef! afSrmer!
*"*-*****'1
:
aDJl I i
".."""""**_i
'!!) uatctt thesesentencesto the people in pictures 1-8' Check new
words in bold with your teacher or in a dictionary.
Write the jobs from 1 in the
crossword.
")lworkforaTVcompany.
t-;i"*.".
o
- O
- C ?
->
-w
oe
a
fik"p;r'.Q--"r
IT
@ Look again at pictures
Use the phrasesin 2.
r She.p-ainIspiclarcs
l-8. Write sentencesabout the people'
ffid-) _ _ . f f
L-
2He
s She
+He
s She
6He
7 She
8He
dl workina t')l food.
JarlcI asrnu 1
lretarrasg lspr?s JrueqJarut raruruJ€tslleurnolz tAt@'poogsaonpordallg raduds-a,r'auProJ$lro.ntaqsl'SJPJsrrEdaraH9
.letrdsoq Eur $lro.^aar{SS
'tuErnetsar? ur pooJ $looJ ag 7
'auoqd aqt sra.{suEpuE sJallal salrrlt aqs €
'olpPr aql uo ro sqnlr ur
.,rr,*,xnll'rl1;@;G-;6-i'trttJ alr it.' +GO, irqn'er-arrilEJE'itrin'gl-rzrarcasn'9
j"'nqra-e'2rsrleurnofe'1rsrrruue@
lnstructionsp148 @CambridgeUniversityPress2009](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-157-320.jpg)
![6 Roomsandfurniture
Look at the picture of Danny'sflat. Match thesewords to A-E
; 9 6 -
; thekitchen@ thetivingroom! theb6droom!$
tuan}},lj!ffivsq.l'.ffias
thebSthroomfl
t
thetditet! thebStconyI I4
= Q
6 6 F
=o
. 5 -
oo.
't,uaruarar{l'oN
s'q araql'satrt'l.usrararp'o516'aruaraqt
'sa1z@ 'uaqrlr-naqrura8pu; Epupr3lool EqaratlJS
,fL ,/g'u?rlrtr{aqr-urlafuecELuqaraqlg duorluqaqluosrreqf,o^alaruaraqlt /eG, Z{sapE'.gTrrur{re'Valqvtv'6radtetv
'Lqleq,? (g ralyoqsu '5 aSpp; e 'E ra{oor ? 'I paq t 69 I duorleq eql 'c
lalror aql 'J uroorqlEq ar{] 'Y ruoorp?q eql 'a uroor 3ur,r11aql @
Tick (/) the true sentences. Correct the wrong
sentences.
five
t There aref.strf rooms in Danny's flat.
z There'sa bed and a chair in the bedroom. /
s There's a sofa in the living room.
+ There aren't any chairs on the balcony
s There's a carpet in the kitchen.
o There'sa bath and a shower in the bathroom.
z There's a table in the kitchen.
s There's a cooker and a fridge in the living room.
":Py;:;:::;"i:;:;::f#;:H,-f;:trHH";
Therearefour roomsin my flat.
3 Is there a table in the bathroom?
4 Is there a desk in the bedroom?
5 Are there any chairs in the bathroom?
Instructionsp149
Danny ---
|
--=
@CambridgeUniversityPress2009](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-158-320.jpg)
![,,".,1Prf: ojthtiody_,
@
Uatctt thesewords to parts of the body t-13.
@
tt,Check theseadjectiveswith your teacheror in
a cllctronarv.l ] . . . . , . . . . " . .
, headI facep arm! t.gE hand!
i .tootE back! hair! mouthf
eyeE nose! ear! teeth!
TIPSIo The singular of teeth is tooth.
. The plural of foot is feet.
i :""9:T': '::loli: :
b) Look at the picture of an alien. Fill in the
gapswith the singular or plural form of words
from 1.
]<
E O
- e )
l . r >
r - r l
i o e
ll
a b i g l h e a d . , a r o u n d
: 3----,.-, -,--. He has short
and four small s-----------
r has a long 6---,,".------ and a very
, but he only has five
I
thepuzzle(+ o).
He has two very thin e'------------- and smal
10 ,-------. He also has very short
N S O B J
---'-'-------and'big tt------"- !
O Z Q A K
S F A C E 1@
Drawapictureofadifferentalien.Thenwrite
E O R K T
K O Y P W
F T L E G
LLspuEqotsrurE6rp?at8I{lnoIrIlasougsrEasluq' sada€ nuJz (l@ lcuq'loo]'asou
rea'arEJ
e @ Otqtaat'g rea't asou'7af,a'6qlnou 'Z
4aLI'1.I{ruq'€I looJ'Epuerl'9 bal'II
@CambridgeUniversitYPress2009
from 1 in
G H P
H A H
I I A
L R N
E A D
M I D
raa;zL s8al
'urrE'pE?q'
Findthewords
€__r__r, M
T R I O
E L E U
E A R T
T U D H
H Y A R
'qtnoru'qraat
1 3a1
@
'rIEr{
'nrT
r..
TIIJBI
Instructionsp149](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-159-320.jpg)
![tu*i'ffi
&
*H::*
pictures'Matchsentences1-10to
."fI took at the weather around the world tomorrow.
v"
: Make sentencesfor the places.
Tomorrow'sweather
gFi
1
2
3
4
5
6
7
8
9
1 0
ln Bogotdit's going to be ---w-e--t---
In CapeTownit'sgoingto be ---
In Dubai it's going to
In Dublin it'sgoing
In Istanbul it's .
In Lima
ln Lisbon
In Milan ---
In Moscow
In Tokyo
1 It's warm.
z lt's hot.
3 lt's cold.
+ It's wet.
s lt's dry.
o It's sunny.
7 It's cloudy.
e lt's windy.
s lt's foggy.
1o lt's260.
5y-dney
a) Look at thesequestions.Fill in the gapswith
yesterdny,today and tomorrow.
t What'stheweatherlike ". .-" ?
z What was the weatherlike ?
I What'stheweathergoingto be like ...-.......- ?
b) Answer the questions for the town or city you
are in now.
1 lr.'s
2 Il-was
a It'sgoingto be -..-..--------TfP! o We write 26". We say twenty-six degrees.
,torrorrrol g dupratsal 7 f,vpot t P @
'duuns aq ot Eulo8 qrl ol4o1 uI oL
'PIor aq ol
Eu;oEqr1.&orsolNul6 o11lurl;eaaqolEuro8qr1 uelr'uIg'dEEo;aqo1 Eqots.l!uoqsr-IulI'trrrat loUZaqortulotql1uurr-IuI 9
dpnop aq o1Eulo8 s,trInqu?tsl u1 5 .{pur,r aq o1Suro8 sJI uIIqnC uI t loq aq or Suro8 qtl IEqnC uI € drP aq ot Suro8 qrl
ualo1ade3 qz6l dlr3olxal^Io[ oJsrf,uerc,tn56o8n.rq]g Surfrag] ,.to1rrrrg9 orrp]s ratsaqJuzllt uruag€ oln?d opszd,
Instructionsp150
iinen",f /7r74
-77/ffir,
@CambridgeUniversityPress2009](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-162-320.jpg)
![ProgressTest2 25minutes Scorel-lsol J
*"""*""*-=;-r
Write the nationalities.
1 Germany Q-erma-n s TurkeY
z Spain 6 BtazTl
: ihe USA z the UK
+ China 8 Russia
FiII in the gapswith the correct positive (+) or
negative (-) form of be.
t Serge isn:t (-) ltalian. He "]s (+) from France.
(+)2 I (-) from the UK. I
from the USA.
3 Maila (-) from Brazil.She
from Colombia.
You ----------------(-) a teacher.You
a student.
It -.----------,-------(-) a German car. lt
aJapanesecar.
@.
ritt in the gapl in theseconversations.Use the
: correcl.lorm of be.
I Where l---ar-e---you from?
e I 2
A 3
- fromEgrut.
your teacher from the UK?
(+)
s No, shea-----------.----------.
n What his name?
B His name Henry
A 7...--... MrsJonesfrom London?
g Yes,she8--.-------------.----.
A s
a Yes I1o
you from Mexico?
A 11---..-----------..----I in this class?
g No, you t'.,---------..---------.
olease?
KARENIt'S KATCN.
r Thanks.2
r lt's Brown.
r OK.3
r No, l'm single.
T 4
K I'm Australian
T s
r lt's 67 ParkRoad,Manchester,MI7 3JT.
r OK, thanks. 6
r My mobilenumber?It's07899345768
F 7
r lt'skaren.brown@webmail.net.
r Thankyou.
Write the numbers.
a)20 .twenIJ. d) 15
e) 58
f) 100
(+)
@
*n." thejobs.Usea or 4n-
fu gi:ff:",ff:ffi"#'*"
the questions.
rouv Goodmorning.
Welcometo the nine2five
EmploymentAgencY.
1-Whatls.yp-ur.firstnane..
ale-aehe-r.
@
I ' l t C nbl46
c)33
AnswerKeyp161 @CambridgeUniversitYPress2009](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-167-320.jpg)
![ProgressTest4 25minutes
.@ CU""se the correct verbs.
t @t
watchout with lriends
z play/ go comPutergames
3 goto/go shoPPing
4 goto/ go thecinema
""'-"T"'li-iffir'J,hz,';:;::,#:#?'Jl:;','@
Name Score[-lFo]
Read this conversation in a shop. FiIl in the gaps
with thesewords and Phrases.
I f*etre overthere each Hereyouare Howmuch f
I n'r.t. that'sall Anythingetse canI havethat I
L*** *.**.-.**".*"*-*r
cusroMER'.-Exsasg-me.Do you haveanypostcards?
sHoPAsstsrANTYes,they're
c Thanks aretheY?
sA They're 40po....
c OK.
And 6
sA Of course. .. . ?
c N o , 8 thanks
sA OK, thatsf8.59,please.
octq
ffi
o r-4
@
E
@
k0 <r.
w
- i;;;;;'tcards, please
box of chocolates?
5
6
7
I
go to / go concerts
eat/ play olut
play / watch TY
go/ playtennis
O
ml
ce
sA Thanksa lot. G-oodbye.
a) Write the days of the week.
1.MPndaY". , TuesdaY,2
Friday, -.,--, SundaY
b) Write the time words.
al7.day.s.= t ., ..--- c)l day=24 ... ..--
b) I year = L2 ..---..---...---.---..d) I minute = 60 --------..---------.
,"@ *ut
"
questionswith thesewords'
W.he.r.e..-doy-ou.vyark?
2 music / do / What / like / You ?
3 you / Chinesefood/ like / Do ?
+ Iive / do / Where / their Parents?
s do / What / in your freetime / yo:u/ do ?
6 your children/Do /languages/ study ?
AnswerKeyp161
El Comnletethetimes."v""ri'"---".
d . f.tue- ... -----.f.q------nine
b) .... .... - ...-.----...----five
c) ... .. . ...-. eight
d) ... ...- eleven
e) .. -... -. -------.--------nine
f) .- .. - -- ...-.------...--four
d -.. "..- -- ,.--------------three
h) ... ..
f-T7-lL--I-iJ j
z food / they/ What / like / do ?
@CambridgeUniversitYPress2009](https://image.slidesharecdn.com/face2facestarterteachersbook-161229025220/85/Face-2-Face-Starter-Teachers-Book-1st-Edition-169-320.jpg)
Uploaded byThompson Corporation Limited
Face 2 Face: Starter - Teachers Book (1st Edition)
This document provides an overview of the components and approach used in the face2face English language course for adults and young adults at level A1. It describes the Student's Book, CD-ROM/Audio CD, Class Audio CDs, Workbook, and Teacher's Book. It explains that face2face follows a communicative approach and focuses on listening, speaking, reading, writing, and vocabulary. Key aspects of the approach include guided discovery, recycling of language, a focus on listening and speaking, and alignment with the Common European Framework of Reference.
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Face 2 Face: Starter - Teachers Book (1st Edition)
- 3.
- 4. C A MB R I D G E U N I V E R S I T Y P R E S S Cambridge,New York, Melbourne, Madrid, CapeTown, Singapore,SaoPaulo,Delhi Cambridge University Press The Edinburgh Building, CambridgeCB2 8RU, UK www.cambridge.org Information on this title: www.cambridge.orgl97805217I27 50 @ Cambridge University Press2009 This publication is in copl'right. Subjectto statutory exception and to the provisions of relevantcollectivelicensing agreements, no reproduction of any part may take placewithout the written permission of CambridgeUniversity Press. First published 2009 Printed in the United Kingdom at the University Press,Cambridge A cataloguerecordJor thispublicationis availablefrom the British Library ISBN978-0-52L-7L275-0 Teacher'sBook ISBN978-0-521-71273-6Studenr'sBook with CD-ROM/Audio CD ISBN978-0-521-71274-3Workbook with Key ISBN978-0-521-7L277-4ClassAudio CDs It is normally necessaryfor written permission for copying to be obtained in adyance from a publisher. The CD-ROM/Audio CD: User Instructions in the Introduction, and the ClassActivities worksheets, Vocabulary Plus worksheets and ProgressTests at the back of this book are designed to be copied and distributed in class.The normal requirements are waived here and it is not necessaryto write to Cambridge University Pressfor permission for an individual teacher to make copies for use within his or her own classroom. Only those pageswhich carry the wording'@ Cambridge University Press' may be copied. Cambridge University Presshas no responsibility for the persistenceor accuracy of URLs for external or third-party Internet websitesreferred to in this publication, and doesnot guarantee that any content on such websitesis, or will remain, accurate or appropriate. Information regarding prices, train times and other factual information given in this work are correct at the time of going to print but Cambridge University Pressdoes not guaranteethe accuracy of such information thereafter.
- 5. Contents {aceRface fnce2fsceStaderComponents Thefaecgf;ic#Approach TheStudent'sBook TheCD-R0M/AudioCD:Instructions TheCommonEuropeanFramework (cEF) TeachingTips p4 p4 ps p6 plo Class Activities VocabularyPlus 1 Newfriends 2 Allaboutyou 3 Peopleandplaces 4 Myworld 5 Dayto-daylife 6 Townsandcities 7 Loveit,likeit,hateit! a Daystoremember 9 Goingaway 10 Myfuture instructions 1B Where'shefrom? lC Realnames 1D Picturesandwords 2B Newidentities 2.Q Thenine2fiveEmPloYment Agency 2D Heara number,saya number 3A WherearetheY? BarryandWendy'sfamily Fromstadtofinish Findtwopeople Shoppingbingo Timedomtnoes Mypadner'slife Awriter'sweek Always,som€times,never LondonRoad What'sinyourbag? Reviewsnakesandladders Ilikedominoes Whatcantheclassda? It'sontheleft 0ppositeadjectives Wereyouorweren'tyou? Numbers,yearsanddates Mypast Progress Tests lnstructions 1 Thingsina room 2 Countriesandnationalities 3 Foodanddrink 4 Freetimeactivities 5 Jobs 6 Roomsandfurniture 7 Partsofthebody a Placeswithat,in,on I lrregularverbs 'lO Theweather Instructions AnswerKeyandRecordingScripts ProgressTest1 ProgressTest2 ProgressTest3 ProgressTest4 ProgressTest5 ProgressTest6 ProgressTest7 ProgressTest8 ProgressTest9 ProgressTest10 p13 pla plOO pll2 p'|13 p114 p'll5 plle tr117 p118 p119 pl21 p122 r'12S p124 p125 p126 pl2A pl29 pl31 p132 p133 pl34 pI35 p137 pl3A pI39 p'l4() p-141 p1rt3 p'|45 pl46 p747 p151 pl52 pl53 pl54 p't55 pl56 pt57 pl58 pl5s pl6() p161 pl6l pI64 pt65 pl65 plE7 pl6A p17O p171 p172, p173 P174 p21 p30 p3A p46 p54 p62 p_70 p7A pa5 p93 3B 3D 4B 4C 4D 5A 5B 5D 6B 5C ED 7A: 7B 7e 8A AE AD 9A 9E} WhatdidyoudoonholidaY? 9D Money,money,moneyl 1oB Guessyourpartner'sfuture lOC Afterthecourse
- 6. Mfe!*mrme tm ffmffiffiffiffmmwH face2faceisa generalEnglish coursefor adults and young adults who want to learn to communicate quickly and effectivelyin todaysworld. face2faceis basedon the communicative approachand combinesthe bestin current methodologywith special new featuresdesignedto make learning and teaching easler. The faceffacesyllabusintegratesthe learning of new Ianguagewith skills developmentand placesequal emphasison vocabularyand grammar. faceZfaceusesa guided discoveryapproachto learning, first allowing studentsto check what they know, then helping them to work out the rules for themselvesthrough carefullystructured examplesand conceptquestions. All new languageis included in the interactiveLanguage Summanesin the back of the face2faceStudent'sBooks and is regularly recycledand reviewed. There is a strong focus on listening and speaking throughout face2face. tac,e?face Starter Components $tudent'sBooktruithfreeCD-ROM/AudioCD The Student'sBook provides40 double-pagelessonsin l0 thematically linked units, eachwith 4 lessonsof 2 pages. Eachlessontakesapproximately90 minutes. The free CD-ROM/Audio CD is an invaluableresourcefor students,with over 200 exercisesin all languageareas,plus video, recording and playback capability,a fu searchable GrammarReJerencesection andWordList, all the soundsin English, customisableMy ActivitiesandMy Testsections,and Progresssectionswhere studentsevaluatetheir own progress. The freeStarterCD-ROM/Audio CD alsocontainsall the new languagedrills from the Student'sBook, so studentscan practisetheir pronunciation at home. Help studens to get the most out of the CD-ROM/Audio CD by giung them the photocopiableinstructionson p10-p12. ClassAudiaGDs The three ClassAudio CDs contain all the listening material for the Student'sBook, including conversations,drills and the Iisteningsectionsof the ProgressTestsfor units 5 and 10. Innovative Helpwith Listaing sectionshelp studentsto understandnatural spokenEnglishin contextand thereare numerous opportunities for communicative,personalised speaking practice in faee?face.The RealWorld lessonsin eachunit focuson the functional and situationallanguage studentsneedfor day-to-daylife. The face2hceSarter Student'sBook providesapproximately 60 hours of core teachingmaterial,which canbe extended to 90 hours with the photocopiableresourcesand extra ideasin.this Teacher'sBook. Eachself-containeddouble- pagelessonis easilyteachableoff the pagewith minimal preparation. The vocabularyselectionin face2facehasbeeninformed by the Cambidge lntemational Corpusand the Carnbndge LearnerCorpus. taceZfaceis fully compatiblewith the CommonEuropean FrameworhoJReferencefor Languages(CEF) and gives studentsregular opportunities to evaluatetheir progress. faceZfaceSarter coverslevelAl (seep13). Workhook The Workbook providesfurther practice of all language presentedin the Student'sBook. It alsoincludes a 2}-page ReadingandWnting Portfolio basedon the CommonEuropean Frameworhof Referarcefor Languages,which canbe used either for extra work in classor for homework. Teacher'sBook This Teacher'sBook includes TeachingTips,TeachingNotes and photocopiablematerials:29 ClassActivities(p100-p146), l0 YocabularyPlusworkshees (p1'17-p160) and I0 Progress Tesfs(p16l-p175). Website Visit the {ace2facewebsite www.cambrid ge.or{ elt/face2face for downloadableword lists, placementtests,sample materialsand full detailsof how face2facecoversthe Ianguageareasspecifiedby the CEE
- 7. The tac,e?face Approach Listening Atypical listening practiceactivity checksstudents' understandingof gist and then asksquestionsabout specific detailg.The innovative Helpwith Listeningsectionsin face2faceSurter take studentsa stepfurther by focusing on the underlying reasonswhy listening to English can be so problematic.Activities in thesesections: o introduce the concept of stresson words and phrases o focus on sentencestressand is relationship to the important information in a text o explain why words are often linked together in natural spoken English . help studentsto identify and understandcontractions . infioduce somecommon weak forms o show studentshow thesefeaturesof connectedspeech combine to give spoken English its natural rhythm. For TeachingTipson Listening, seepl8. Speaking All the lessonsin face2faceStarter and the Class Activities photocopiablesprovide studentswith numerous speaking opportunities. Many of theseactivities focus on acctracy, while fluency activities help students to gain confidence, take risks and try out what they have leamed. For fluency activitiesto be truly'fluenf, however,studentsoften need time to formulate their ideasbefore they speak.This preparationstageis incorporatedinto the Getready... Getit nght! activitiesat the end of eachA and B lesson. For TeachingTipson Speaking,seepI9. ReadingandWriting In the face2faceSarter Student'sBook, readingtexts from a variety of genresareusedboth to presentnew languageand to provide reading practice. There arealso a number of writing activitieswhich consolidatethe languageinput of the lesson. For classesthat require more practice of readingand writing skills, thereis the 20-pageReadtngandWntingPortfolio in the face2faceSmrterWorkbook. This sectioncontains 10 double-pagestand-alonelessons,one for eachunit of the Student'sBbok, which aredesignedfor studentsto do in class or at home. The topics and content of theselessonsarebased closely on the CEF reading and writing competencesfor level A1. At the end of this sectionthereis a list of 'cando' statementsthat allows studentsto track their progress. Uocabulary lace?taceStarter recognisesthe importance of vocabulary in successfulcommunication. There is lexical input in every lesson,which is consolidatedfor student referencein the LanguageSummanesin the back of the Student'sBook. The areasof vocabularyinclude: o lexical fields (a teacher,a doctotran actor,amanaget,etc.) o collocations(goonholiday,go to thebeach,tahephotos,etc.) . sentencestems(Wouldyoulihe... ?,Canlhave ... ?, etc.) o fixed and semi-fixedphrases(Seeyou soon.,Notfor me, thanhs.,etc.) In addition, eachunit in face2faceSarter includes at least oneHelp withVocabularysection.Thesesectionsaredesigned to guide students towards a better understanding of the lexical systemsof English. For longer coursesand/ormore ablestudents,this Teacher's Book also containsoneYocabularyPlusworksheet for each unit. Thesestand-aloneworksheetsintroduce and practise new vocabulary that is not included in the Student'sBook. For TeachingTipson Vocabularyseepl9. Grammar Grammar is a central strand in the face2faceStarter syllabus and new grammar structures are always introduced in context in a listening or a readingtext. We believe students are more likely to understand and remember new languageif they have actively tried to work out the rules for themselves.Therefore in the Help with Grammarsectionsstudentsareoften askedto focus on the meaning and form of the structure for themselvesbefore checking with the teacher or in the appropriate Language Summary.All new grammar forms arepractisedin regular recorded pronunciation drills and communicative speaking activities,and then consolidatedthrough written practice. For TeachingTipson Grammaq seepl9. FunctionalandSituationalLanguage face2faceSarter placesgreatemphasison the functional and situational languagestudentsneedto communicate effectively in an English-speaking environment. Each unit has a double-pageRealWorld lessonthat introduces and practises this language.Typicalfunctions and situationsinclude: o functions: greetings,sayinggoodbye,making suggestions o situations:in a caf€,in a shop, in a restaurant,at a station. Pronunciation Pronunciationis inte$ated throughout face2faceStarter.Drills for all new vocabulary grammar structures andRealWorld languageareincluded on the ClassAudio CDs and indicated in the Student'sBook and Teacher'sBook by the icon ffi. Thesedrills arealsoincluded on the CD-ROM/Audio CD, allowing studentsto practisetheir pronunciation at home. In faee2faceSarter thereis alsoa Help with Soundssection at the end ofeach unit. Thesesectionspresentand practise soundsthat areoften problematic for students.Thesedrills arealsoincluded on the CD-ROM/Audio CD. For TeachingTipson Pronunciation, seep20. ReviewingandRecycling We believe that regular reviewing and recycling of language are essentialand previously taught languageis recycled in everylesson.Opportunities for review arealsoprovided in the QuichRevionsectionsat the beginmng of everylesson, the Reviausectionsat the end of eachunit, and the l0 photocopiableProgressTestsin this Teacher'sBook. For kachingTips on Reviewingand Recycling,seep20.
- 8. HelpwithGrammarsectionsaskstudents to focusontherulesof formandusefor themselvesbeforecheckingwiththe teacherorintheLanguageSummary. LessonsAandBineachunit introduceandpractisenew vocabularyandgrammarin realisticcontexts. Menuboxeslistthe languagetaughtand reviewedin eachlesson. The Student's Book a) V.rd *nr.ffi !J b pi.tm A{ r T f t d c @ i u d e F * 2 tftrR rR 'e. Ffle ia thr pa d r l]ld.m.lotd@hinlhrgk 6A Vo@b{tary and Grammd $ ar tr* n rrw" *ren(^rhil hh lllt in rft Fls wm or m. r llR( l: , he&ttful rivor ; Tlan rvo ri$m ? tfitN a hs shlbn 4 Tlew .- $tn.lor $dRs t fteft d nie sLns. rhr nrdoo fher. rvo lilr{rar h0r.} 'lire aho* ruehmnlialld Il!<a -----r ldrdtlrbs roLodotr dP si #m Rd d ltsr6 ro susn. h rk lllr Bl Raad abwr Adh {Fdn ri(k (/) fte tm mrilccs co|Etd€ IsL* !6nrscs r ktlisjnlM trglrnd r h r v$r beanrihilcity / 3 su(n Bdr$ ro rhc Thcmre !illh spa c{ery Fidxi 4 Tt lanri Ars$n ftntrc b i rhErrc 5 therc aic Lfri$ ro Lond.r .eery !0 frinru 6 llaltr do$Dl bii.nnatrtmrr f i^*t"t*r'"t"n**o"** . t p , . , , p a l o r o f d d b u i d i 4 s , n , h e L e n n e d r d & , e , F i smcv€rynic Ftu Mh is tamdur lor its hotspn.S,smcv€rynic Ftu Mh ( tamdurlof itshotsPn.s, ud to! .an swir in tfu hil water st thnTheilE. Ba$ sF I go the.e ryery 5udry li'r gftll n the rrnhr o{ B.t! th.fa{G he thedns and5oneeerypd milwumt, liduCiBthe tunranBaSi andthelEnatulen Centq dhd thc fdmolsEnglbhffiteiThrc ar?dbDd lot or goid €derdns andhoteb 8ndrkel a big ne shoppiitentre Gltd snllhoaa TkGorciain! to Lo.doi dery h.liar hftL od th€.e! anatpd in sdtol, on! 15milassay { think BdthIr d 6rc.r pbce io tre. l'i ril in the me t]ilh 3 (. fr) n o'r Ihr. it r hignwshoNrx8Ntrtr Ilm , .n dryo[ in tlrisrol Ilrrc live r}flrtes Th.n' com wry ni.. Fdr l frm i l0l of old liuildils Sffi km and ctsh Nbh llM se s tlft! rnd llrre ilry ftere'k.:a e;utlal.&€' ture rre iturir 1*i *l^dm*. 6) S* Li$tm,sh ,fti F ctu a) Chffi llle()rcl Bodr r rhtrc:rolJoae FIiIioo. 2 l'htwa&!/ftapnrb. 3 TleErK!1i@e goduK.ums 4 ther! n /rome b$ sFridn ft.ft ar. eore / a k"ufrttl brildiilEs thnr! , / r, old thcutc fh{re $c ,n / , lot o/ vei} gosd r$t.!mrB Thec areJoDel, nicu huldk frrk id pab Ctmf,Rre ffituE, ffith *nknes as 0u for Se ldwn or ah,vori st[ i$rsfts Rbmr . tM o. dty yil krow (Wl th( tdM or.iry" touh h ntr). U* dtdrc ir. rtum drc trd wd$ /r t *rererdnelsdrt(eJptrli ftE ats i loi 6t ri{e esFurd* TJ1ert':ta blq lnppitq &dit al Wmk h FniE ftil yDur Fsvt ,lml lou i$n o. ciry in I lr) Tcil thc r[$s tvo thns tuut rr lnftnerb @n or dtt. t-f,* Itl' 'it..r s#i;#i:Siiiiliiiiiii Fia*esins tnwnsr city{1} S a) ilad thsc {ords !o pksm li p$ote of &1h, a tsdw.xy ft Theffi iconindicatesadrittora practiceactivitydesignedto improve students'pronunciation.Theintegrated pronunciationsyllabusincludesdrills fora[[newvocabularyrandgrammar. Contro[[edDracticeexercises checkstudentshaveunderstood the meaningandform of new tanguage. Newgrammarstructuresare alwayspresentedincontextin a listeningora readingtext. Reducedsamplepagesfrom face2faceSarter Student'sBook
- 9. or city (2) ltlinking{l) The Student's Book 6B Vocabulaw and Grflmer rk piduR.nd rhc pLc6 (a <tu, hatrls. <rr ) Mr fight Nad.ms b S sdkt gtuilcd aboil nb(s ffi his/hc h(re U* & alriU iDthcpr6Mh3mr or isn! 1 TheF a $btion nd.here 2 Ther€ rhls{.dr$rN,nils ncilhere blSiU ib ilE gW $nh i!. aro tont ormnt B/rcQU6@l{1 :SqIANffi_, ::::*Y*,-rESil*ri@ anv !tuni : tt tl€e * el hk {Edn ut llt sGMs inbi nd 3h} k .hMc the corRt word h #F nle s s;e uscea6litry h nepN6 and q(sridG Are there any Plaeminahsn orcity{z} S al silch (hEc *ff& to r oei r .'pgaq* " {4@j'"tdi* :. . i i*M . i dpfiniiffibt " ..-sn!,*i. q's!4d''. - .**ii*ilan'rftfi - : - _ ' : ! ' ' - bl ff$m {8 risreD'nd Frurjse !lWork in paitsTei Yourl)annti iwh"r''pn"d) i-,ii;;;il tue{e|}nostssryftsme @ ul {3$r*lo l* uhos d susn d I.r lr@. remr, sr0n ro.nfir cdtesdm ht 6M lhn4s h dre otu drq'dk.bdr thm. r6im sd bffi b, Ustrs Wh Ckx rhe smot r sunn@/c@^ttaa[sn*in h$ Ilar 2 The6 aG rorel 3 loro,rsholrsl) 3 Theela caehpointetrh! upeilnatkt I p$ afli.e { l;ani./6€dilet ro d1ec.rrre 5 thiE iR b$es h lht tcilr. ol &rh oln lH / @nry niDul4t 6 Tture arc smc nlcr retuuidls fts Wn tuule I in tb <:e6ile 4l W* in Fh CmM.rBsK *s#PIr j tfi.:gj:re *sgj,ld huildinss . rhe,t-so.-dB nrsdB 5 1$rhq.lj lnr-rmcr 6 trrc thidny ntetd c{l4l ip @ s* tuuo.'a p"M & frtnG h 4 0d ksM4s$s. ]k'Us,qd,,iw.,irre' @ o! lrficmlffir *out d'.6 Dar sdsi ns r (/) ns{tcnlrBc! &reL eope.nr.br 2 dl2shnppin8ctrtrc rtu/e !.t'r t thopping ce@. 3 (/) a erktt 4 {/q ilnr nn*rurnr 7 (D f,nyniceqtG 3 ( / ' . , l n . i r l l b i l u * ' b) *brk h Fh. conp3f,e ans'!rs @ wo'l o tt'e *" piK Srildcnt A * l8d sruddr B .r p9l. Islr.ma lil[l4ftdrtrry,7 btuaMaNsfrurtunet s) wdrk h l)als A![ yN qftsdDor lun I Mkc nots on )d! pdncB secE Givt nrnN nrfornndon about pLa.6 rFJ yoilt hNne ilJiiilii "' li,ii;i'r i'vJiiiii- ii.riiiiiJ'r I nPn,rourh0nEl miBtesawt !) sbrk h ftw pai6 TnlL ahnt pltrcc5 fta. y@. fiEt pannd hmc i;;,;,;..'**;ilM*) I hr lhereffitry Meb. J Newvocabularyisusua[tyPresented visually.Studentsareoften asked to match wordsto picturesbefore checkingwith theirteacheror in theLanguageSummary. . QuickReviewsat thebeginningof eachlessonreryclepreviousty learnedlanguageandgettheclass offto a [ive[v,student-centredstart. HelpwithListenrngsectionsfocuson theareasthatmakespokenEnglishso difficuttto understandandhelpstudents to listenmoreeffectively. Aetready...Getitright!sectionsarestructuredcommunicativespeakingtask that focusonbothaccuracyandfluency.TheGetready...stageprovidestheopportunit), forstudentsto planthelanguageandcontentof whattheyaregoingto saysothat theycanGetitright!whentheydothecommunicativestageoftheactivity'
- 10. The Student's Book Tourist ThifiSsiKyo0rtlag{a} # a}I ftk il phoh A. uar(h rhccr words ro l-rt {u€ru!,{i.tpyls .lll*, ,w-nuy:;"ta;,";ii al@dr 666d rg,teM o-a . c6ffia d Bry b} €ffi m Listen .nd p'!.risc cJ Bar[ tu Frki tic dlings in fr) do y@ hale I r';;;;;;;;;;;q;;i ;".^r,'v* "i"iii. ).,.'*'''-*'.,'...'.'''..',. lej:henis it epsil? @ al chftk rh** sods *ilh -vour rtrn(i dtdtrkt frce 6pen d6d {*s}.h (F*i)pn a!R' S s) $TgF 16!0 sd mil.h Mrlrurhnr r-1 rl {ne ((mrD hrL{ Murilnl 5) I mlt ol rhr {ul cens< 4 th llrrn& txfl SFI b! Lb$r a8nin ClMs. tc mtR answff 1 lslxl Hilr@/arybbM* a thmaFarul&/dry4d. i The Ras$&rhsM'k{nr i! D,xil honr 9 / t 0 d m t o s r 6 F D { lt}cry/.Ioidd Mrn&}s 5 Th€ ThorMr hh SF isin rctsFsld/ &f aa65M f - , : i r , i . i r : r r r l lbnl ri! r.B, I i1/ 1i! t^f0n.l $fr$ htbs lR.nin tuih! FsPrml q s i r : , h | ' . i d n i . r l l , r r . ftrf) lr r!,l rirled or lF.odlrlrr N!, n t 1?er e!!! ' +ttr!! ilE fhemae Fith 5PaJl ' l ! i r l r ( M r t r l i , e N j inr !.o :lt!, 5t !n iiie ' t ' . , * ! . i r n r F h e r . n B ri!;b!l irdl i i!q llililliil rr I I S elcorrtum.wrmrar. '- flm.he il'..oml md! or p|rc to tuse silemriotu ei$ Cood norniBs. Asr^s urtlo r/CM / d;}) r rb, pl.r* Dd rou Mrc il tMp t rolrfrr LrKi A 16,of(Br ruedp,a'el r Tnankyou ts.enu(htt/ B r ftld 6rrer,r6n r niqh. whfn k/ i€ ihe ,a!e ileskn crnrrc ^ I3D!<tr,tomrb93ra!r Tfttl/to5)Apm r r9rit/A do(d cn sudfl)si a No,[ioFm(ecryrk6y1dry c A Hclb kn r tturMp Ful T lb pl!:Ml,ful/M! drr bs curiili ^ tr!r$ldMan$m5tdr i Crn tru$w ru o ftb a i&dours iIfunn/ kit! likutBDninolG r Thrrkvotrv.ry,-dn.h 4gffimmm"wt clhktuInlx Mhfie luveNtuh&) tk tlms ro h lh( t@Gt 6l wba h !.s p,$. srudmr A ' - DQ. Srdcnl B - p96. 6C Feal World S)Wx* h pa8 be tu rwuhtoA,T*roturo IcsaMr li@ /lt@ mlnut{! aM, LessonC RealWorldlessonsfocuson the functionalandsituationa[[anguage studentsneedto comrnunicateeffectively in an Engtish-speakingenvironment. Theintegratedpronunciation syllabusincludesdri[tsforall newReaIWorld language. RealWorldsectionsfocuson the languagethat studentsneedin a Darticularsituationor context,often usingeasy-to-fo[[owflow charts. ,S n"ua t* oono.erlos Fill h rhe $lx pith ther *ord5 i jdp mhu6 tue rup nu.h dry qs Newvocabularythatstudentsneedfora listeningor readingtextisalwayspre-taught, enablingthestudentsto completethe comprehensiontask successfutly. ThePairandCrouoWorksectionin thebackoftheStudent'sBookprovides awidevarietyof communicative speakingpracticeactivities. Reducedsamplepagesfrom face2laceStarterStudent'sBook
- 11. The Student's Book kbubrydotbaqduE i€k thins inyoor b4{l} .nd (2); l€qlency adv€d$ d' a)ff$Ptbrcn m'k "-*. S 6) vsv Lngftd ttFt NmE - NotbehNwrryth(Iilhud -' sM$ilh/d! Wo*inParN hfu lctm. flft'do *. 5al th6c lmes? h! 8* Itu 'Fh $d pd* Lietn asein nd Inrcth $ al bk ar rhc pbrw- Mbh tu wtrde lo ddh6 l-I4 ns r. ie bcn'.rdh !.F#;'!iiiiii; q:i;,': rk i&$ or,m'16q' d@?;iii$fi..b&1{::.;: b)fiSm*W Li'tcu!dpffiri* c)Wo* h pdrs T$l yN pdnfl: ,Siy;--i {Strtr S fiffi W u"* "t Prdixfic* tohG Ut* xi*t** wll$'ew* Kfe md ffir* wf Nffi @ee 6 Review L r , . . J r . . q c c i r r r , ' . i ) u . ! , ' 6 t p 4 l o ' r r r w i l d s l ' { . L i h e . _ _ * ' + + ' : ' i i 4 2 rh.'e 5'rFitur].1' TFEEFE{"wg@ i . r h . n n , , ,p r r , f r ; r , r , 2 . , n " , r , , , g , y . , u , . , , , t " a rh.k 'JJlritrlrri_'- :l rr rnr[sb e 'LPe ,r,{ nitu. rn I ' , . . J r . . g c c i r r r , r i ) u . ! , ' G { i p , , l i l r r r r w { , d 5 1 ' { . L i h e .* ' + + ' : ' r r i h i ' r l ' ' L . a l " ' . . , " ' , . 1 . , . . " ' , " L ' t l r r p " r " ' r i n P a " ' isl ]$llrrnttt t l l d l r n L k g r ' s r r h l r ' , r : q r r k h t l r l ^ ' L i t r t ' I n i d r . ",",u 11':' i,;."':'ffi S u)ffilS L..I "ssn'. sc phdh btcn md rL ilr Npk h In. dddF !€al lmn tltkh@hmldd$sdl,i.lsmtrPtt $ a)st* o** *a elour doy0: |Mllywatr, $h.trms w6i |h-"'*t sEr. hklbwhts, b) trhk h gmuFs Comprre lisrs s il,*':l",ffil d! nr Lht l(ir,! r . o f r L , f t i 4 r a l i _ ! u r ! t ) n r ? 11 riN irg d3 -,Lhrlr rhttdrnrt""td, r lr,uc r/@)a ior I rkl hjuitrXl n) ljrfl I I lrr.tr. Urxr/r trr. lrii5 r ll!.i( l//. lqi rhrlr.! { Ih.r.itrr/a d.Jtoil hntl; ! {h.h !/a:.rlrdilill 6 Ih.tf! fl/tJ,r ri{ur hl l.lt in piD IE {hc r.nrflr.N ilxir' tf Inisrl I h.! .b(.k !n p1O # ' t " . r , ' ! / - ' ' ' ! r r ! t r i ' 1 Urri r r3rn , tlll}r I i l l.i[n r) a Llnaf r ift+krb r . r(f inirr li t rtf,t r rhrre Nil ni[r. rF I rtil(r,rdl :l lGibLaeulddNiliJas4or.d dh mb, ftr& }{' 6 . tuP hEh,ab! ll twsawomwmom h)trSffiffi f rhry'..i^[Mt @ uorl rn paix- "d- il ,. *v,*n o "r *q 7 . , - d { m . L _ . d ! s M r l r n r : l b.,u. : il lcm #'cj nldmndr ata bi* s [r-* :l r{n,mLd Ld[i. b fflSSpur lanr huno:' jl 'ca ul mraon",nl ou"+ f l b * h F B . A * m d l l r m d h M d M s m s arsrm"lrx-ro r*u" | il6PtrPl c o m . c r 5 b r ( . G w . h , l o i u n i l a , , r " u n . t d t . r o J r :l 'shl gi!il!! LessonDVocabularyinContext lessonspresentandPractisenew vocabularythroughvisualcontexts andreadingtexts. TheRevlewsectionsproviderevisionof key languagefrom the unit.Theseactivitiescan bedonein classor for homeworkandwi[[ helpstudentspreParefor the ProgressTest forthe unit(seep161-p'175of thisbook). HelpwithSoundssectlonsPresent andDractisesoundsthat areoften problematicfor learnersof Engtish. dl a) hl.{ fre rho$ fsr$omhurd. Rmmhrft - pc''plt Mh'6. their clalhe{ ill rlE slnur'. bl $brk n F'E tudcJF. cltr yd bd* srudtnr B. 6kwhfl sbur dc Fonlc ddbffi.Ih$ rhss,oler Therearepracticeactivities immediatelyafterthe Presentation of vocabularyto helpconsolidate the new language. HelpwithVocabulaDlsectionsask studentsto focusontheformand useof newvocabularythemselves beforecheckingwiththeteacheror inthe LanguageSummary. BasedontherequirementsoftheCommon EuropeanFrameworkof Referencefor Languages(seep13),theProgressPortfolios a[[owstudentsto monitortheirown languagedevelopmentbycheckingwhat theycanrememberfromtheunit.Students arethendirectedto theCD-ROMforfurther practiceof areastheyareunsureabout.
- 12. The CD-ROM/Audio GD:lnstruction= ffi o Usethe CD-ROIWAudioCD in your computerto practiseall the new languagefrom the Student's Book. o Usethe CD-ROIv{/AudioCD in CD playersat home or in your car.Youcanpractise the languagefrom the RealWorldlessons(lessonC in eachunit). Lookat theLanguageSummaryrreferencefortheCrammar andRealWorldlanguageyouhavelearnedinthelessons. Youcanatsoaddvourownnotes. Practisethe [anguagefrom theStudent's Bookinover 200different activities. Read,listenand recordyourself sayinganyword orphrasefrom theStudent'sBook Listenand recordyourself sayingexample sentencesand wordsfromthe Student'sBook. ' - - . c 1 _ Learnthe phonemicsymbots andpractisesaying thesounds. Fl.5JRt.9 At n Fdy Hl lllR:,18 #.r{ffiei Makeyour own Iesfsfrom over 500questions. Watchvideoclipswhichreryclelanguagelearnedinthe RealWorldlessonsinthecontextof astory.Youcanalso recordyourselfspeakingtheconversations. Howto Hsellty Porttolio Grammar Clickon the Crammartabto openthe Gnmmar sueen.lt givesatlthe informationfrom the LanguageSummariesin the Student'sBook. Whenyouareworkingon anactivity,youcanclick onGrammarto gethetp. . ? ? he {!!osuh4: neq.tile .1 I tr 1:in$laf)r wh Clickon the nameof a grammarareato findthe informationyou need. Two screenshotsfrom face2faceStarterCD-ROM/Audio CD @CambridgeUniversityPress2009
- 13. The CD-ROM/Audio GD Phonemes ClickonthePhonemestabtoopenthe PhonemicSymbolsscreen.lt showsa[[the soundsinEngtish.lt isthesametableas onp126oftheStudent'sBook.Vowel sounds Connparettp sund with th€ sther higtdtshtFdsaunds Youcanclickon the soundsto listen to andcomoarethem. Youcanalsorecordyourpronunciation ofthewordsandsounds. CtickontheProgresstabto oPenthe Progressscreen.lt showsyourpercentage(%) scoresforyourfinishedactivities. Youcanalsoprintyourscores. MyTest Three screenshotsfrom face2faee StarterCD-ROM/Audio CD @CambridgeUniversityPress2009
- 14. The CD-ROM/Audio CD Howtopractisenewlanguage Ctickon an activity on the mainscreen for the unit. Alternatively,makeyour ownlessonbycticking onMyActivities.Choose activitiesfromthemain screeninanyunitand putthemintotheMy Activitiesbox. Thenclickon Starfand openoneof the activities on the mainscreenor in the My Activitiesbox. tC Welcomet0 th€ cldss Wa!.h the frd6- hkh the mms to the Fpl€- w ffi Readtheinstructions andquestionsfor theactivity. Whenyou havefinished, checkwhichanswersyou got right/wrong. Youcanclickfor help with howto do the activity. lf necessarlr,startthe recordingbycticking on>. Youcando the activity againandcorrectyour wrong answers. Whenyou have finishedthe activity, you cangetyour final scoreby clickingon the chequeredflag iconffi. lc We{cometothe€tasstJ 3.14 ffi w'kh the dd€o. ltutd' tha Effi to th€ p€6pte- Youcanalsoseethe correctanswersDy clickingonthekeyicon ffi Emffi Hetbo. Hels. H€les Hi. Ema f{sw are yN? EhH l'mffne, thanks AndyEil? H€l€* l'mOX, thank5, Efiffi Hetlo, hlyflffie's EEma. l'mpur strdens He{to. Efrm Het{E. ffiat's vDsr fiEt nare. Youcancheckyour score for the activityandfind the Student'sBookpage numbersthat the languagecomesfrom in the Feedbackbox. lf necessary,youcan clickonthequestion markicon@ for Extrahelp!,whereyou canalsoseethe RecordingScriptof the recordedactivities. @CambridgeUniversityPress2009 Three screenshotsfrom face2faceShrter CD-ROM/Audio CD
- 15. The Gommon EuropeanFramework (CEF) *44'*ffin@BF WhatistheGommcnEuropeanFramework(GEF)? Sincethe early1970s,a seriesof Council of Europeinitiatives hasdevelopeda description of the languageknowledge and skills.that peopleneedto live, work and survive in any country or environment where the main languageof communication is different form their own language. Waystage19901, Threshold1990'zandVantage3detail the knowledge and skills required at different levels of ability The contentsof theselanguagespecificdocumentsservedas the basisfor the more generalCommonEuropeanFrameworh of Referencefor Languages:Learning,teaching,assessment (CEF)4which was officially launchedby the Council of Europe in 2001 and includes setsof 'can do' statementsor '.o-p"t"tt."t'. A relateddocument, TheEuropeanLanguage Portfolio,encourageslearnersto assesstheir progressby matching their competencesagainstthe'can do' statements. The faceZfaceserieshasbeendevelopedto include comprehensivecoverageof the requirementsof the CEE The tableaboveright shows how faceffacerelatesto the CEF and the examinationswhich canbe taken at eachlevel through University of CambridgeESOLExaminations (Cambridge ESOL),which is a member of ALTE (The Associationof LanguageTestersin EuroPe). face2laceStarterandCEFlevelA1 The table on the right describesthe generaldegreeof skill required at AI of the CEE Detailsof the languageknowledge requiredfor Al arelistedin Breahthrough.The 'cando' statements for Al arelisted in the CommonEuropeanFrameworhoJ ReJerenceJor Lcmguages:Leaming.teaching,assessment. faceZlaceSmrtercoverslevel A1. The Listening, Reading, Speakingand Writing tableson pI4-pI7 show where the required competencesfor level Al arecoveredin {ace2laceStarter. More information about how face2faceStartercoversthe grammatical,lexical and other areasspecifiedfor Al by Breahthroughcanbe found on our website: www.cambrid ge.orgl elt/face2face 1 Waystage1990J Avan Ek andJ L M Trim, Council of Europe,CambridgeUniversityPressISBN978-0-52L-56707-7 2 thieshild lgg0 J Avan Ek andJ L M Trim, Councilof Europe,CambridgeUniversityPressISBN978-0-521-56706-0 3VantageJA vanEk andJ L M Tiim, Council of Europe,CambridgeUniversityPressISBN987-0-52L-56705-3 acomion EuropeanFrnneworhoJReJeratceJorLaflguages:Leaming teachingassessment(2001)council of EuropeModernLanguagesDivision, strasbourg,cambridgeUniversityPressISBN978-0-521-80313-7@Council ofEurope In the spirit of TheEuropeanLanguagePortfolio developed from the CEF,face2faceprovidesa ProgressPortJolioat the end of everyStudent'sBook unit. Studentsareencouragedto assesstheir ability to use the languagethey havelearnedso far and to review any aspectsby using the CD-ROM/Audio CD In the Workbook thereis a 2}-pageReadingmdWriting Portfoliosectionlinked to the CEF and a comprehensivelist of 'can do' statementsin the ReadingandWntingProgress Portfolio,which allows studentsto track their own progress. FCE FintCertificatein English U N E R S T I N G Listening I can recognise familiar words and very basic phrases concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly Reading I can understand familiar names,words and very simple sentences,for example on notices and posters or 1ncatalogues s P E K I G Spoken Interaction I can interact in a simple way provided the other person is preparedto repeator rephrasethings at a slower rate of speechand help me formulate what I'm trying to say I can ask and answer simple questions in areasof immediate need or on very familiar topics Spoken Production I can use simple phrasesand sentencesto describe where I live and people I know w I T I N G Writing I can write a short, simple postcard,for example sending holiday greetings I can fill in forms with personal deuils, for example entering my name, nationality and addresson a hotel registration form
- 16. The CEF !-lstening A tanguageuserat[eve[Al can: I 2 3 understandbasicgreetingsandphrases(Hello,Excuseme,etc.) 1 A 1C 2A 2C 2D 3C understandsimptequestionsaboutthemselves 1A 1B ,IC 28 2C 2D 3B understandveryshortdialogues 1 A 1 B ,IC 28 2C 2D 38 3C 3D understandnumbers,Dricesandtimes 1 A 2D 3C understandshortsimD[edirections A languageuserat levelAl can: 1 2 3 understandveryshort,simpletexts,asinglephraseat a time WBPl 3A pickoutfamiliarnames,wordsandphrasesinveryshort,simptetexts J A pickoutinformationfromcatalogues,postersandcalendarsof pub{iceventsaboutthetimeandplaceof films,concerts,etc. get an ideaof the contentof simpterinformationalmaterialand short,simptedescriptions(especialtyif thereisvisualsupport) understandinforrnationaboutpeoplein newspapers,etc.(age,place of residence,etc.) understandsimpleformswe[[enoughto givebasicpersonaldetails 2C WBP2 understandcommoncommands Thiscompetenceis practisedthroughoutthe coursein the rubrics. fotlowinstructionsthathaveclearoicturesandfewwords Thiscompetenceispractisedthroughoutthe courseintherubrics. followshort,simplewrittendirections understandshort,simplemessageson postcards WBP3 understandsimplemessageswrittenbyfriendsorcolteaguesabout everydaysituations(textmessages,invitations,etc.) Reading WBP1= tace2faceStarterWorkbookReadingandWritingPortfolio11A= lace2faccStarterStudent'sBookunit1lessonA
- 17. The CEF 5 6'l108 4A 48 WBP4 5A 5D WBP5 6A 7A WBPT 8A 9A 98 9D 10A 4A 48 WBP4 5D WBP5 7A WBPT 8A 9A 98 9D 10A 4D 6C WBPS WBP4 6A WBP6 8A 8D 9A 98 WBP9 10A 48 5D WBP5 9A 7C WBPlO
- 18. The CEF $peaking A [anguageuseratlevelAl can: 1 2 3 introducesomeoneandusebasicgreetingand[eave-taking exDressrons 1 A 2C askandanswersimplequestionsandinitiateandrespondto simple statementsinareas'ofimmediateneedoronveryfa'mitiartopics' 1A 1B ,IC'ID 2A 2B 2C 2D 3A 38 3C askandanswerquestionsaboutthemselvesandotherpeopte, wherethey[ive,thingstheyhave,peop[etheyknow 1B 28 2C 2D 38 3D givepersonaIinformation(address,tetephonenumber,etc.) 1A 1B 1C 2A 28 2C 2D 3B describewherehe/shelives handlenumbers,quantities,costsandtimes 1A 2C 2D 3C makesimplepurchases 3C askpeopleforthingsandgivepeoplethings 3C indicatetimebysuchphrasesasnextweek,inNovember, onMonday,etc. saywhenhe/shedoesn'tunderstand 1 C asksomeoneto repeatwhat they say 'lc Writing A languageuseratlevelAl can: 'l 2 3 copyfamiliarwordsandshortphrases Thiscompetenceis practisedthroughout the Student'sBookandWorkbook. spe[[his/heraddress,nationalityandotherpersonaIdetaits 'lB 1C WBPl 2A 2C WBP2 writesentencesandsimplephrasesaboutthemselvesandothers (wherethey liveandwhat they do,etc.) WBP'I 3D filtin a questionnaireor formwith personaldetails 2C WBP2 write a greetingscard writea simplepostcard WBP3. linkwordsorgroupsofwordswithverybasiclinearconnectors (and,but,so,because,etc.) WBP3 1A= faceZfaceStarterStudent'sBookunit1lessonA WBP1= faceZfaee StarterWorkbookReadingandWritingPortfotio '1
- 19. The CEF 4 57 8 9 10 10c 4A 48 4D 5A 64 68 7A 7C 8A 8B 9A 98 9C 9D 10A10B 10c 48 5A 58 68 6D 7A 78 7D 88 8C 98 9C 9D 10B10c 4A 5A 5D 8A 8C 9A 10A 48 6A 68 4C 4D 5C 6A 68 8C 8D 9C 9D 4C 6C 9C 4C 5C 6C 9C 54 58 5D 6C 8A 8B 8C 9A 98 10A10B i0c 4 5 6 7 8 9 4A 48 WBP4 5A 58 5D WBP5 64 6D WBP6 7A 78 WBPT 8A WBPS 9A 98 9C WBPg 10A10B WBPlO WBP5 WBPT WBP9
- 20. Teaching Tips TeachingStarterGlasses TeachingStarterclassescan oftenbe challengingaswell as rewarding.Starterstudens can lack confidenceand might not havestudied a languageformally before.Here aresome tips to help you teachStarterclasses. o Eachlessonin the Student'sBook is carefullystagedand takesstudentsstep-by-stepfrom presentationto practice. Go slowly and methodically through the material exercise by exercise,making sure that studentsunderstandeach point beforemoving on. . Keepyour instructions in classshort, clearand to the point. Studentscan often get lost if the teachertalks too much in English. It is perfectly acceptableto use imperativesto give instructions (Loohat acercise3. Worhin pairs., etc.).Teachthe words and phrasesin Classroom Instructions, SBp127 early in the course. o Most exercisesin the Student'sBook have an example aheadyfilled in. Use these examples to check that the class knows what to do before asking studens to work on their own or in pairs. o Take time to demonstrate communicative activities with the class.At Starterlevel, demonstrationis often a more effective way to give instructions than describing what to do. You can demonstrateactivitiesyourself or by using a confident student asyour partner. o Do a lot of drilling. This helps to build students' confidenceand allows them time to practisenew language in a controlled way All new vocabulary grarnrn r andReal Worldlanguage is included on the ClassAudio CDs to provide clearmodels of new language.Seethe tips on drilling on p20. . Using the board is particularly important with Starter studens. In the TeachingNotes (p2l-p99) thrsiconl@ indicatesa point in the lessonwhere it may be useful for . you to usethe board. o When using the board, try to involve students in what you arewriting by asking questions(Whatl thenut word?, Wherel the stress?,etc.). Give studentstime to copy what you havewritten and leaveuseful languageon the board so that students can refer to it during the lesson. o Show studentstheLanguageSummaneson SBp100-pll9 early on in the course and encouragethem to refer to thesein classand when doing homework. o Starter students need a lot of revision and recycling throughout the course.Seethe tips on reviewing and recycling on p20. o It is, of course,very useful to know the students'first language.If you have a monolingual class,you rnaywant to use the students' language to give or check instructions for speakingactivities,or to dealwith students'queries. However, try to speak to the classin English asmuch as possible, as this will help establish the classroom asan English-speaking environment. o Rememberthat at Starterlevel, encouragementand praise arevery important, particularly for weaker studens. TeachingMixedLevels In Starterclassesteachersare often facedwith a mixture of real beginnersand'false'beginners. Here aresometips to help you deal with teaching low-level mixed-ability classes. o Work at the paceof the averagestudent. Try not to let the fastestor sloweststudentsdictate the pace. o To prevent stronger students from dominating, nominate the quieter onesto answereasierquestions. o Ask stronger and more confident students to demonstrate activitiesfor the whole class. o Allow time for students to check answersin pairs or groupsbefore checkingwith the whole class. o Encouragestrongerstudentsto help weaker ones;for example, if a student has finished an activiql ask him/her to work with a slower student. o Give students time to think by asking them to write down answersrather than calling them out. This helps prevent the more able students from dominating the class. o When monitoring during pair and group work, go to the weaker students first to check that they have understood the instructions and are doing the activity correctly o Planwhich studens aregoing to work togetherin pair and group work. Vary the interaction so that stronger studentssometimeswork with weaker students,and at other times (for example,during freer speakingactivities) studentswork with other studentsof the samelevel. o Dont feel that you have to wait for everyonein the class to finish an exercise.It is usually best to stop an activity when most of the classhasfinished. . Vary the amount and tlpe of correction you give according to the level of the student, in order to push stronger students and to avoid overwhelming those who are less confident. Rememberto praisesuccessfulcommunication aswell ascorrectlanguage. o Give weaker students extra homework from the Workbook or the CD-ROM/Audio CD to help them catchup with areasof languagethe rest of the classis confident with. Listening o For most Starterstudents,listening to spokenEnglish is usually very challenging. Be sensitive to the difficulties that students might be having and play a recording several times if necessary o At this level, activities where students listen and tead at the sametime arevery useful, asthey allow srudents to 'tune in' to spokenEnglish and make the connection between what they hear and the written word. Make full useof the'listen and read'activitiesin the Student'sBook in your classes.For other listening activities,you can ask studentsto read the RecordingScrips (SBpl20-p125) when they listen and check their answers. o Before asking students to listen to a recordinS, establish the context, the charactersand what information you want them to listen for.
- 21. Teaching Tips o Givestudens time to read the comprehensionquestionsin the Student'sBook and deal with any problems in these questionsbeforeplaying a recording. o Make full useof the Help with Listaing sectionsin the Student'sBook, which help studentsto understandnatural spoken English. . Eniourage studentsto listen againto the classroom recordingson their CD-ROIWAudio CD at home. These canbe found in the ClassAudio sectionfor eachunit. Note that studentscan only listen to theseclassroom recordingson a computer,not on a CD player. $peaking PairandGroupWork r Make full useof all the communicative speakingactivities in the Student'sBook, particularly the Getready... Getit rightl sections.Theseallow studentsto work out what languageto usebefore they do the communicative stage of the activity, which will help them to retain the accuracy that hasbeenbuilt up during the lesson. . Help studentswith the languagethey needto do speaking usks by drawing their attention to the'transactional language'in the speechbubbles. r Tiy to ensurethat studentswork with a number of different partnersduring a class.If your studentscan't swapplaces,ask them to work with studentsbehind or in front of them aswell ason either side of them. o It is often useful to provide a model of the tasksyou expectstudentsto do. For example,beforeaskingstudens to talk about their family in pairs,you can talk about your family with the whole classto give studens a model of what they areexpectedto do. . Go around the classand monitor students while they are speakingin their pairs or groups.At this stageyou can provide extra languageor ideasand correctany language or pronunciation which is impeding communication. o When giving feedbackon speaking,rememberto praise good communication aswell asgood English, and focus on the result of the task aswell asthe languageused. o Use the ClassActivities(pf 00-pla6) to provide extra communicative speakingpracticein class. Correction o When you hear a mistake,it is often useful to correctit immediately and ask the student to say the word or phrase againin the correct form, particularly if the mistake relates to the languageyou havebeenworking on in the lesson. o Alternatively,when you point out a mistake to a student you can encouragehim/her to correctit himselflherself before giving him/her the correct version. o Another approachto correction during a freer speaking acdviry is to note down any mistakesyou hear,but not correct them immediately At the end of the activity write the mistakeson the board. Studentscan then work in pairs and correct the mistakes. Alternatively, you can discuss the mistakes with the whole class. Uocabulary o Most of the new vocabularyin face2faceStarteris presentedpictorially and studentsareusually askedto match words to pictures themselves.If all your classare realbeginners,considerintroducing new vocabulary yourself first by bringrng in pictures,flashcards,objects, etc. and teachingthe words one by one.You can then use the first exercisein the Student'sBook aspractice. o Point out the stressmarks (.) on all new words and phrasesin the vocabularyboxesin the lessonsand the LanguageSummanes.Note that theseshow only the main stresson words and phrases. o Make full useof t}reHelp with Vocabularysectionsin the Student'sBook. Thesefocus on lexical grammar and help studentsto understandthe underlying patternsof how vocabularyis usedin sentences.You can either go through eachpoint with the whole classor ask studentsto do the exercisesthemselvesbefore you check answerswith the class,asshown in the kaching Notesfor eachlesson. o Make studentsawareof collocationsin English (e.g.start worh, hm'edittner,go to thebeach,etc.) by pointing them out when they occur and encouragingstudens to record them asone phrasein their notebooks. o Reviewand recyclevocabularyat everyopportunity in class,using the Revians,the LanguageSummanesand the Class Activities. o Use the photocopiableVocabularyPlusworksheets (p147-p160). Theseworksheetsintroduce and practise extra vocabulary which is not included in the Student's Book. They canbe usedfor self-studyin classor as homework, or asthe basisof a classroomlesson.There is oneVocabularyPlusworksheet for eachunit in the Student'sBook. Grammar o Make full use of.theHelp with Grammar sectionsin the Student'sBook. Thesehighlight the rules for form and use of eachgrammar point. You can either go through each point with the whole class,or ask studens to do the exercisesthemselvesbefore you check answerswith the class,asshown in the TeachingNotesfor eachlesson. o Sentencesin the grammar tablesin the Srudent'sBook are often colour-coded.When using thesetables,use the pink and blue words to highlight the underlying grammatical patternsof the new language. o Teachyour studentsuseful grammaticalterms (e.g.noun, verb, PresentSimple,etc.) when the opportunity arises. This helps studentsbecomemore independentand allows them to use grammar referencebooks more effectively However, try not to overload students with terminology at this level. o If you know the students'first language,highlight grammatical differencesbetween their language and English. This raisestheir awarenessof potential problems if they try to translate. It is also useful to highlight grammaticalsimilarities when a structure in English is the sameasin the students'own language.
- 22. Teaching Tips Pronunciation Drilling o Makefull use of the pronunciation drills on the Class Audio CDs. Thesedrills are marked with the icon ffi in the Student'sBook and give standardBritish native-speaker models of the languagetaught. . Note that there areaheadysufficient pausesbuilt into theserecordeddrills for studentsto repeatchorally without you having to pausethe recording.If studentsare finding a particular word or sentencedifficult to pronounce,you canpausethe recording and ask each student to repeatindividually before continuing. o Point out that all the recorded drills are alsoon the ftcezface CD-ROM/Audio CD. Encouragestudentsto usethesefor pronunciation practice on their computer at home. o For variegl you canmodel and drill the sentencesyourself insteadof using the recordings.When you model a phrase or sentence,make sure that you speakat normal speed with natural stressand contractions.Repeatthe target language two or three times before asking the whole class to repeatafter you in a 'choral drill'. o After choral drilling it is usually helpful to do some individual drilling. Start with the strongest students and drill around the classin random order. o As the aim of drilling is accuracy,you should correct studentswhen they make a misuke. However,avoid making the studentsfeeluncomfortable and dont spend too long with one student. r After drilling new language,you can ask two students to practise alternate lines of a conversation from where they are sitting, with the rest of the classlistening. This 'open pairs' techniqueis very useful to check students' pronunciation before they go on to practisein 'closed pairs'.It can alsobe used after studentshaveworked in closedpairs to check their performanceof the task. o Praisestudentsfor good,/comprehensiblepronunciation and acknowledgeweak students'improvement, evenif their pronunciation is not perfect. o Studens can alsolisten to the audio component of the CD-ROM/Audio CD on their CD players.This contains RealWorld drills from eachlessonC in the Student'sBook. Helpingstudentswithstressandintonation o Point out the stressmarks on all new vocabularyin the vocabularyboxesand the LanguageSummanes.Note that only the main stressin each new word or phrase is shown. For example,in the phrase Jinishw6rh, the main stresson worhis shown, but the secondarystresson.lfinishis not. We feel this simplified system is the most effective way to help studentsstresswords and phrasescorrectly . When drilling new vocabularypay particular attention to words that sound different from how they are spelt. Words that students often find difficult to pronounce are highlighted in the TeachingNotesfor each lesson. o When you write words or sentenceson the board, mark the stressin the correctplaceor ask the studentsto tell vou which svllables or words are stressed. o When you model sentencesyourself, it may be helpful to over-emphasisethe stresspattern to help studentshear the stress.You can also 'beaCthe stresswith your hand or fist. o Emphasisethat intonation is an important part of meaning in English and often showshow we feel.For example,a falling intonation on the word pleasecansound very impolite to a native English speaker. o Encouragestudentsto copy the intonation pattern of model sentenceson the recordeddrills, particularly in the RealWorld sectionsin lessonC of eachunit. Helpingstudentswithsounds o Make full useof the Help with Sotmdssectionsat the end of eachunit in the Student'sBook. Thesefocus on sounds in English that most learnersfind difficult to pronounce. o If studentsarehaving problems making a particular sound, you can demonstratethe shapeof the mouth and the position of the tongue in front of the class(or draw this on the board). Often studentscan'tsaythesesoundssimply becausethey dont know the mouth position required. The mouth positions for all soundsin the Help with Sounds sectionscanbe found in ttreTeachingNotesfor eachunit. r Draw students'attention to the English soundswhich are the samein their own language(s)aswell ashighlighting the ones that are different. o Encouragestudentsto use the pronunciation activitiesin eachunit of the CD-ROM/Audio CD at home. Students can alsousethe phonemessectionof the CD-ROM/Audio CD to practiseindividual sounds. ReviewingandRecycling o Use the Quich Reviewsat the beginning of eachlesson. They areeasyto setup and should take no more than five to ten minutes. They area good way of getting the classto speakimmediately aswell asreviewing what students have learnedin previouslessons. o Exploit t}reReviozvsectionsat the end of eachunit. They canbe done in classwhen studentshave finished the unit, or setfor homework. Note that the Reviortexercisesare organisedin lessonorder,so that individual exercisescan be used asfillers at the beginning or end of a lesson. o After a mid-lessonbreak, ask studentsto write down in one minute all the words they can remember from the first part of the lesson.Thesequick 'What havewe just learned?'activities^re very important for helping students transfer information from their short-term memory to their long-term memory o Encouragestudentsto use the face2faceCD-ROM/Audio CD to review eachlessonat home. Also encourage students to review new languageby reading the Language Summaryfor the lesson. o Sethomework after everyclass.The face2faceStartei Workbook hasa sectionfor eachlessonin the Student's Book, which reviews all the key language taught in that particular lesson. o Give students aProgressTest(p161-p175) aftercompleting eachunit of the Student'sBook. Thesecanbe done in class or given for homework.
- 23. I Nernr frlends Student'sBook p6-p13 What's your name? Hello! @ ll #ffi Focusstudentson conversationI in the photo. conversation.Play the recording againifnecessary Check that studentsunderstandthe sentencesin the conversation.Point out that when giving our name,we cansayI'm .. or My namel .. . You can also teachAndyou. asan alternativeto Youtoo. ffi (= pronunciation activity) Play the recording again, pausing after eachsentencefor studentsto repeat. Alternatively model eachsentenceyourself and ask studentsto repeatchorally and individually For tips on drilling, seep20. b) Demonstratethe activity yourself by role-playing the conversationwith a confident student. Then ask students to practisethe conversationwith four other students, either by moving around ihe room or by talking to studentssitting near them Studentsshould use their own first names. * Beforeaskingstudentsto practisethe conversation in pairs, choosetwo confident studentsand ask them to practisethe conversationfor the class. Studentsdon't have to leavetheir seats.Correct students'pronunciation asnecessary,then ask them to practisethe conversationagain.Repeat this 'openpairs'procedurewith other students this techniqueworks well with your class, when appropriatein future lessons. G) Focusstudentson the speechbubbles.Studentstake turns to introduce themselvesto the class. .""""-"ilF.ifi&$fli:*. ***** i. * @ Draw a plan of the classseatingarrangenients i or the board and write in the students'namesas i they introduce themselvesto the class.Leavethe i plan on the board for students to refer to during i the lesson. ; M;;.",;;";;;;;;;;,* il;;Play the recording.Studentslisten and read. Checkstudentsunderstandall the sentencesin the conversation.Point out that Hi = Hello andI'mfine = I'm OK.Youcanalsopoint out that Hi is moreinformal thanHello. ffi fhy the recording ag4in,pausingafter eachsentence for studentsto repeat.Alternatively model eachsentence yourself and ask studentsto repeatchora and individually use Vocabularynumbers0-12 Grammarl,my,you,your RealWorld sayinghe[[o;introducingpeople; phonenumbers;sayinggoodbye b) Demonstratethe activity yourself by role-playing the conversationwith a confident student. Then ask students to practisethe conversationwith four other students, either by moving around the room or by talking to studentssitting near them. Studentsshould use their own first names. o Help with Grammar boxeshelp studentsto examine examplesof new languageand discoverthe rules of meaning,form and usefor themselvesStudents should usually do the exerciseson their own or in pairs beforeyou check the answerswith the class.For tips on how to teachgrammar,seep19. a)-b) Studentsdo the exerciseson their own or in pairs. Check answerswith the class . a ) 2 1 3 M y . b) 2 you 3 your r Highlight the differencebetweenl/my and you/your. r Point out that we usel/you + verb (I read,you Iisten,etc.) andmy/your+ noun (my name,your book,etc). slf i :it i I I Also point out that we always use a capital l when we refer to ourselves. You can also teil students that there is no polite form of you in English. Students may ask you about the meaning of 'm, are and 3 in the example sentences Tell the class they are par[ of the verb be,brt treat the new ]anguage as fixed phrases at thrs stageof the course. Note that the verb be is taught systematically in units 2 and 3. |ii{l},iAtI?br& Highlight the LanguageSummary referenceffi in the Help with Grammar box and then ask students to turn to LanguageSummary 1, SB p100-p10f . Ask studentsto find ffi and give them time to read the information. Point out that all the new languagein eachunit is included in I the l-anguageSummaries. i I
- 24. 1A lntroducingpeople Cil a) ffiffiFocusstudentson conversation3 in thephoto. ,.Y' Playtherecording.Studentslistenandreadthe conversanon. Check studentsunderstandthat we use this is ... to introduce people. ffi elay the recording again,pausing after eachsentence for studentsto repeat.Alternatively,model eachsentence yourself and ask studens to repeatchora and individually b) fut studentsinto groups of three.Studentspractise conversation3 in their grouPs. Ask a few groups to role-play their conversationsfor the class.Alternatively,ask studentsto move around the room and introduce people to eachother. Numbers0-12 @ ll W W Teachthe word'number.Play the recording. '.- Studens listen and repeatthe numbers.Alternatively, model the words yourself and ask studentsto repeat chorally and individually Highlight the pronunciation of zero l'ztereul and eight /ert/. Repeatthe drill ifnecessary b) Demonstratethe activity by sayingfour numbers and asking studentsto write them down. Check they havethe correctanswers.Studens then do the exercisein pairs' 1 *c, #HTftei#C& Studentswork in pairs and count alternately from 0 to 12. They can then count backwards alternatelyfrom 12 to 0. Phonenumbers @ qt ffi Pre-teach phoneru'tmber.Play the recording. .I Studentslisten and read the questionsand answers. Check studentsunderstandmobilenumberandhome numberby referring to the photos. Point out the TFF!on how to say0 and double digis (44, etc.)in phone numbers. Note that we can alsouse zeroin phone numbers. ffi ehy the recording again,pausingafter eachsentence for studentsto repeatindividually b) Studensdo the exercisein pairs. ,r@1 a) ffiffi rhy the recording (SBpt20). Studentslisten and '.-:.-" -nr" the numbers. Play the recording againif necessary b) Studentscompareanswersin pairs.fZ glrr p answerswith the classby eliciting the phone numbers and writing them on the board. You can alsousethe recording to teachthe phrases Yes,thatl nght. Thanhs.and Thanhyou. ffiffi1$!pocus studentson the sentencesin 3. PIaythe recording.Studentslistenandpractise.Note that in most recordeddrills there arealreadysufficient pausesfor studentsto repeatchorally without you pausing the recording yourself. a) Studentsdo the exerciseon their own, then compare answersrn palrs b) iii;}jj:$Play the recording Studentslisten and check their answers.Check answerswith the class. A sUE Hello, my name'sSue.What's your name? t,tARto Hello, I'm Mario sUE Nice to meet you. MARIOYou too. B ADAM Hi, Meg. MEc Hi, Adam How are you? ADAM I'm fine, thanks- And you? MEc I'm OK, thanks G) Students practise the conversations in pairs Ask a few pairs to role-play the conversations for the class. ^ 020 7599 6320 B07655421769 c 00 34 9L 53267 53 o There is a Get ready ... Get it right! activity at the end of everyA and B lesson.The Get ready ... stage helps studentsto collect their ideasand preparethe languagethey need to completethe task.The Get it rightl stagegivesstudentsthe opportunity to use the languagethey havelearnedin the lessonin a communicative (and often personalised)context. Thesetwo-stageactivitieshelp studens to become more fluent without losing the accuracythey have built up during the controlled practicestagesof the lesson.For tips on how to teachspeaking,seepl9. Put studentsinto pairs,student A and student B. StudentAs turn to SBp86 and student Bsturn to SBp92. Check they areall looking at the correctexercise. a) Focus studentson the you column in the table' Studentspractisesayingthe numbers on their own. b) Studentsdo the exercisewith their partner.They are not allowed to look at eachother'sbooks. C) Studentscomparetablesand check their partner has written the phone numbers correctly i I I1 l I J ,*-- fiH?'frS,lE?fl&***** ***** .-^*.i ] * Studentsmove around the room and ask other i !".., --_."*"""""""..-
- 25. 1A and lEl Gountries @ Cn..tstudents.remembernumbers 1-12. Focus students ' - on the map of the world. Pre-teachcount(yandmap. Studentsdo the exerciseon their own or in pairs. Check answerswith the class. Point out that we use capitalletters for countries (ftaly, Brazil, etc.).Also point out theinthe USAand theUK. Note that the IISA is alsocalled the US,theStates,the Ilnited Statesor Amenca.Also note that the UK refersto England, Scotland,Walesand Northern lreland, and that we can saythe UK or Bntain l'brftenl . The term Great Bitain refersto the island that containsEngland, Scotland and Wales,not the country t the USA 2 lvlexico3 Brazil + theUK 5 Germany 6Spain 7ltab1sTrkqlf cE€ypt loRspsia:11China tZ Australia _""*tr]{TR&}#f,S + When students have finished the matching activity in 1, they can check their answersin LanguageSummary I m SBp100. @ ro m"hy,h";;;-; i; ;";;; Highlight the pronunciation of Egtpt l'itd3tptl , Australia /os'trerlie/ andTurhey I'tz'.kil. Repeatthe drill if necessary @ Stuaens do the activity in pairs.While they areworking, ...--- move around the room and correctany pronunciation mistakes that you hear. Where's she from? II Goodbye! a) ffiffi Focusstudentson conversation4 in the photo. Play the recording. Srudens listen and read the conversation. Check studens understandthe words and sentencesin the conversation.Point out that Bye= Goodbye. You can teachSeeyou tomoftow.andSeeyou next class.as alternativesto Seeyou soon. ffi fhy the recording again,pausingafter eachsentence for studentsto repeat.Alternatively,model and drill the sentencesyourself. b) Studentsmove around the room and saygoodbyeto otherstudents,o{ saygoodbyeto studentssitting nearthem. EXIRAPRACTICEANDHOMEWORK 1 Review Exercises1 and2 SBp13 CD-ROM Lesson1A Workbook Lesson14 p3 Vocabularycountries Grammarhe,his,she,her Rea[World Whereareyoufrom? Helpwith Listeningwordstress Reviewphonenumbers:l,my,you,your o HeIp with Listening boxesaredesignedto help studentsunderstandnatural spoken English. They often focus on phonological aspectsof spoken English which make listening problematic for students.For tips o4 how to teachlistening,seep18. o This Help with Listening sectionintroduces studenb to the concept of word stress. . . 4 , - "n/t fi?ffi9 Fnn,rc ct,rriants on the word box in 1 and point ury'"'*-':*'our now sress rs marked in the Student'sBook (*). Play the recording.Studens listen and notice the word stress. Use the countries to teachsyllableand point out the number of syllablesin eachcountry Qtaly = 111vss syllables,Brazil = two syllables,etc.). Also highlightthatSpain doesn'thavea stressmark becauseit is a one-syllableword.
- 26. 1B Whereareyoufrorn? Gl tl ffffiFocusstudentson the photo of Stefanand Emel. - Phy the recording.Studentslisten to the conversationand fill in the gaps.Check answerswith the class. EMEL Where areyou from, Stefan? $TIFANI'm fro'm Russia. And You? EMEL I'mfrorn.Trrrkey. b) ffi ffi elay the recording (SBpl20). Studentslisten and practise.Repeatthe drill ifnecessary c) Focusstudentson the speechbubbles.Check students know the countriesJapan,FranceandColombia,and which country Moscowis in (Russia). Pre-teachcity. Also hlghlight that we sayI'mJrom + city'.I'mfrom Moscow.,etc. Drlll Japdn,Colmbia and Mlscow, highlighting the stress with the class. Studentstake turns to tell the classwhich country they arefrom. ."^,"ii;F.iifr&ii3fr,"1ll"-.-*** * lg If you have a multilingual class,write all the students'countrieson the board. Mark the stress on each countryl Model and drill any new countries with the class. * If your students are all from the samecountry or city, ask them to say which city, town or district they are from instead. d) Studentspractisethe conversationin groups. Alternatively,studentsmove around the room and practise the conversationwith six other students. What'shisname? . Gl a) Srudentsdo the exerciseon their own. Check answers -' wrtn tne class. *a) rd) +c) b) ffi ffi rlay the recording.Studentslisten and practise.Check that studentspronounce the contractions (What, He, etc.)correctly Repeatthe drill if necessary a)-b) Studentsdo the exerciseson their own or in pairs. Check answerswith the class. r Studentsmay ask you about the meaning of 3 in the examplesentences.Tell that classthat 3 = is and is part of the verb be,blutencourage students to treat the new languageas fixed phrasesat this stageof the course.Note that the verb bs is taught systematically in units 2 and 3. ffi at Focusstudens on photos l-6 of famouspeople * Use the photos to teacht'amous,actor andactress. Don't askstudentsaboutthe namesor countriesof the famouspeopleat this stage.Studentsdo the activity ln parrs. b) #}ffi;l Play the recording (SBp120). Studentslisten and check their answers. JTtr/Checkanswerswith the classby eliciting the sentencesand writing them on the board. 2 His name'sDaniel Craig.Heb from the UK. 3 Her name'sNicole Kidman. She'sfrom Australia. 4 His name'sWill Smith. He'sfrom the USA. 5Her name'sPen€lopeCruz. She'sfrom Spain. 6 His name'sJackieChan.He'sfrom China. ffi Ur. the speechbubbles to show that we can answerWhat3 w hername?by sayingHer namelJulietteBinoche.or just JulietteBinoche andWhere'sshet'rom?by saying Shefrom France orjust France. Studentsdo theexercisein new pairs. Put studentsinto pairs, student A and student B. StudentAs turn to SBp87 and student Bs turn to SB p93. Check they areall looking at the correct exercise. a) Focus,studentson the photo. Give studentsa few moments to readthe namesand countries of the people Studentswork with their partner.StudentA in each pair asksabout people t, 3 and 5, asshown in the speechbubbles,and writes the answersin the correctplacesin his/her book. While studentsare working, move around the room and c.hecktheir questionsfor accuracy Note that the nameshavebeenchosenasthey ^re easy for most nationalities to spell.However,if the English script is new to your students,you may chooseto do this Get ready... Get it right! activity afteryou have done lessonIC, where the alphabetand the question How doyou spellthat? aretaught and practised. b) StudentB in eachpair asksabout people 2,4 and 6, asshown in the speechbubbles,and writes the answers in the correctplacesin his/her book. When they have finished, studentscan comparebooks with their partnersand check their answers. C) Give studentsone minute to memorisethe people's namesand countries. a a a a ) z H i s 3 h e 4 H e b) zHer gshe +She Highlight the difference between helhis and she/her. Point out that we usehelshe+ verb (he3,etc.) and his/her + noun (his name, etc.). Also highlight the difference in pronunciation betweenhe fhitzl andhis lhtzl.
- 27. 1E|and 1G d) eststudentsto closetheir books. Studentstake turns to askwhere the peoplearefrom, asshown in the speechbubbles. Finally, ask studentsto tell the classwhere eachperson is from. -"*. fi.H"tfi.{}*sii -,--""* j " U." the photocopiable Class Activity IB i j wheret he from? pl12 (Instructions pt00) t, t t"_"*""_*".* .-'**_..,.._.-.-___"""""**.r EXTRAPMCTICEANDHOMEWORK flflll ctassActivitylBWhere'shefrom?p112 (lnstructionsp10O) 1 ReviewExercises3 and4 SBp13 CD-ROMLesson1B WorkbookLesson1Bp4 In class Thealphabet &l m ffi Focus,,,rl"no onthelettersAa-zz-Teachthe -" alphabet/'relfebet/. Play the recording.Studentslisten and saythe alphabet.Alternatively model and drill the letters yourself. Point out that the lettersin pink are caTledvowelslvauelzl and the lettersin blue are calledconsonants/'konsenents/. If the English script is new for your students,point out that eachletter hasa capital form (A, B, C, etc.) and a lower-caseform (a,b, c, etc.). For more guidanceon when we usecapitallettersin English, seeReadingand Writing Portfolios I and2 on p52-p55 of the Workbook. Vocabularythealphabet;thingsinyourbag(i); a andan Rea[World firstnamesandsurnames;classroomlanguage ReviewWhat'shis/hername? If you havea monolingual class,highlight any differencesbetween the English alphabet and the students'alphabet(extra letters,missingletters, the lack of accents,how particular lettersare pronounced,etc.). Students work in pairs and take turns to say the letters of the alohabet in order. What'syourfirstname? ,Cl ul Focusstudentson photo A. Ask who is the teacher : (Kate) and who is the student (Pedro).Tell the classthat Pedrois a new student in the class. Studentsdo the exerciseon their own, then compare answersrn parrs- b) ffiffi Play the recording (SBpf 20). Studentslisten and check their answers.Check answerswith the class. Highlight the differencebetween/irst nameandsurnamq and check studentsunderstand the verb spell.Note that this languageis drilled in 5a). Usethe recording to teachThanhyou andWelcome(to the class). @^l fiffi rhy the recording (sB pI20)' Studentslisten and ".,,.."".wnte the namesof two more studentsin Kate'sclass.Play the recording againif necessary b) Studens compareanswersin pairs.lflZ lsbstudents to spell the namesand write them on the board. t MagdaJanowska 2 HasanYousef t r * t j it E t i l * i _ iI I i eliciting the alphabet from the classand writing it on the board. Then play ffiffi and ask students to ! practise saying the letters. I ! J ," m Phy the recording (SBp120).Students listen and i'.Y'' write the lettersin their lower-caseform. There are two lettersfor eachnumber. PIaythe recording againif necessaryNote that theseletters havebeenchosenas they are often confusedby leamersof English. Studentscheck answersin pairs. Check answerswith the class. ** HHT',SAX#f,&*^ I i * Ifyon havea classof falsebeginners,ask them { to close their books and write down the English { alphabet from memory. lQ dneck the answersby "* nsTffi&$fffie- Ask students to recording again. their answers. t.I i I look at Rl.I8, SBpI20. Playthe Students listen, read and check 1 u v 2 y i 3 g j 4 b v 5 a r 5 e i z b p a t d g u q 1 0 v w
- 28. 1C @ tt @ @_r"-.us studentson theexampledrill. Play the recording(SBpl20). Studentslistenand practise. Highlight the pronunciation offrst name l'fsi's nelm/ and surname/'ssrnerrn/.Note thatwe dont usuallypronounce the t infrsf name.Repeatthe drill if necessary b) Studentsmove around the room and ask threepeople the questionsin 3a).Studentsshould write the namesin their notebooksand check that they havespelt them correctly beforemovrng on to talk to a different student. If studentscant move around the room, they should talk to threepeoplesitting near them. Ask a few studentsto tell the classthe first namesof other peoplein the class. i * lf your studentsknow eachother well, give them i role cardswith new names on before they do 5b). t**,"--,-- .-"-""""--,-'- . Help with Vocabularyboxeshelp studentsto explore and understandhow vocabularyworks, often by focusing on aspectsof lexical grammar' Studens should usually do the exerciseson their own or in pairs beforeyou check the answerswith the class. For tips on how to teachvocabulary seep19' i{Sfi Focusstudentson the words in 6a).Tell the classthat ""-' ,n"t" words are callednouns.Point out the pink and blue letters at the beginning of eachword. Studentsdo the exerciseon their own. Check the answerswith the class. tb) 2c) :a) o RealWorld boxesaredesignedto help studens with functional and situational languagethat they can use in real-life socialsituations,often by teaching common fixed and semi-fixedphrases.Students should usually do the exerciseson their own or in pairs beforeyou check the answerswith the class. For tips on how to teachspeaking,seep19 ffi play the recording again.Studentslisten and tick the sentenceswhen they hear them. Checkstudentsunderstandthe meaningof the sentdnces and that they can changethe words in brackes. We suggestthat you teachthis languageasfixed phrases,rather than focus on the grammar of these sentencesat this stageof the course. Point out that we can sayCanyou repeatthat,please?or Canyou say that again,please?. "@ t,.,O"rrts do the exercisein pairs. il;i;{m,ti{,}Fi"i Ask students which things in photo B they have with them. If you havea strong class,teachother words for things that your students have with them, for example, glasses,mahe-up,abottle of w^ter, ef-c. Thingsinyourbag(1) G| ^l Focusstudentson photo B. Studens do the exercise - on their own or in pairs. Check answerswith the class' Point out that we cansaya mobileor a mobilephone, although amobile is more common in spokenEnglish. Also teachstudentsthat we saya cell or a cellphonein American English. Highlight that we can sayan iPod or an MP3 player. N ote that iPodis a brand name for personalstereosmadeby Apple@andan MP3 player is usedfor personalstereosin general.ln practice,however,native speakersoften use the words interchangeably. z an apple 3 a dictionary + a book 5 a notebook e a mobile z an iPod I an umhrella 9 a pencil 10a pen ,.*- t;H?fr*,iilt{ --"-***" * If your studentsareall completebeginners, consider teaching this vocabulary yourself by bringing photos of the things in photo B or the items themselvesto the class.Teachthe words one by one, drilling eachword in turn. You can then use6a)for practice. b) ffiffi ffi fhy the recording.Studentslisten and practise.Highlight the pronunciation of dictionary /'drkJenri/, prncil l'penseVandiPod l'atpodl. Also check that studentssaythe multi-syllable words with the correct stress Highlight that dictionaryis threesyllables,not four. Repeatthe drill if necessary. We use a with nouns that begin with a consonant sound. We use an with nouns thal begin u-ith a vowel sound r Yotrcan highlight that we use dh lryith MP3pLayer l ' asthis word starts with a vowel sound /ey'' . "4 i!&li Studentsdo the exerciseon their own, then compare answersin pairs. Check answerswith the class. Point out that we alsousean with'adjective + noun' (e.g.an Engtishdictionary) if the adjectivebeginswith a vowel sound. 2 a 3 a n 4 a 5 a n 6 a Excuseme! .:ffi @I Focnr studentson photo C. Point out the teacher(Kate), Y' Pedro (from photo A), Magdaand Hasan(from the recording in 4a)). ffi elay the recording (SBpI20). Studentslisten and do the exercise.Check answerswith the class.
- 29. lG and lD b)Studentspractisethe conversationsin pairs, taking turns to be the teacher(Kate). Finally, ask a few pairs to role-olav the conversationsfor the class. ,* Ask students to turn to Classroom Instructions, SBp127. Use the pictures to teachthe classroom instructions.Alternatively,ask studentsto study this pagefor homework. EXTRAPRACTICEANDHOMEWORK ffi Ct"sActivity 1CReatnamesp113 (lnstructionsp1O0) 1 ReviewExercise5 SBp13 CD-ROMLesson1C WorkbookLesson1Cp6 a) Give studentsone minute to memoriseall the things in the photo Ask studentsto closetheir books.Studentswork on their own andwrite all the thingsin the picture theycanremember b) Studentscomparetheir answersin pairs and check their partner'sspelling. Studentscan then open their books and check if they have rememberedall the things in the picture. Find out which student in the classrememberedthe most words. @ m.m F^ocusstudentson the sentencesin 11.Play the again,pausingafter eachsentencefor studentsto repeat individually @' ul Studentsdo the exerciseon their own, then compare .-I- answersin oairs. Check answerswith the class. 2 mean 3 understand -4 repeat 5 sorry 6 k n o w z W h a rs s s p e l l People and things QUICKREVIEWrrr Thisactivityreviewsthealphabet.Studentsworkontheir ownandwritefourEngtishwordstheyknow.Students thencompletetheactivityin pairs. &t l) Focusstudents on the photo of Kat" (*:':*:: P- @ ro.,r, srudenrson rhe pictures and the tabre.Use the- lessonI C). Srudentsdo the exerciseon their own or in q , , .. , , ., pairs.Checkanswerswith the class.Alternatively'ask plcturesto teacnsffigutaranaptural')tuoen6 oo tne studentsto checkit'r.,,"unr*.rrl;-ffi SBpI00. exerciseon their own by referringto the otherwords in rryoursrudentsspeakalanguagethatdoesn'thave '::#:;"?^H::t:X",Lffi [",f'f,: jj:X thetable @ at Focusstudentson the picture. Studentsdo the exercise : on their own or in pairs. Check answerswith the class. b) a man c) a woman d) a boy e) a girl, b) ffi ffi ehy therecording.Studentslistenand practise.Highlightthepronunciationof womanl'wamenl Alternatively,modelthewordsyourselfandaskstudents to repeatchorallyandindividually articles,highlight the useof a with the singularnouns in la) and2a) 1 a chair 2 awatch 3 a cornputer 4a diary 5 a sand$/ich g a table Fa camera b) ffi ffi rhy the recording.Studentslisten and practise.Highlight the pronunciation of diary l'datertJ, chair ltI eel andsandwich/'senwldg/. c) Studentsdo the activity in pairs. Check answerswith the class. abag, a pen, a booklbooks, an apple,a pencil, a mobile (phone), a dictionary,an iPod r Answers things,boys,sandwiches,babies. l$f,tirrtthe answersfrom studentsand write them in the tableon theboard.Usethe tableto highlight the following rules. r We usuallymakenounsplural by adding-s:chairs, tables,things,boys,etc. e If a noun endsin -ch,we add-es:watches, sandwiches,etc r If a noun endsin consonant+ y, we change-y to -tes:diaries,bnbies,etc.Pointout that if a noun ends in vowel+ y, we simply add-s (boy+ boys,etc.). o A lew common nouns haveirregular plurals: nreit, women,people,etc" Vocabularypeople;things;plurals Reviewthealphabet
- 30. dil Studentsdo theexerciseontheirown,thencompare- : answersin pairs.Checkanswerswith theclass. 2 cameras 3 countries 4 watches 7 women 8 apples 9 dictionaries Put studentsinto pairs Ask all studentsto turn to SBp98 Check they areall looking at the correct exercise. a) Focusstudentson the picture. Point out that someof the things in the picture arehidden. Studens do the exercisein their pairs.You canset a time limit of five minutes. b) eut two pairs togetherin groups of four. If this is not possible,ask studens to work in new pairs Students comparetheir answersand seewho hasfound more things and people. C) Ask studentsto turn to SBp126. Studentscheck their answers.Point out that eachgroup of things or peopleis in a different colour in the picture. Check answerswith the class. 3 tables 5 men 2 wornen IO books 3 pens Epencils Tapples 4bags 6mobiles f:.El'ii*iliF,A Usethe photocopiableworksheetVocabulary Plus I Things in a room p15I (lnstructions pl47) in classor give it to your studentsfor homework. o HelpwithSounds 1D ffiffi ffi Play the recording.Studentslisten and practise. Check that studentssaythe -esltzl endingsin watchesand sandwichescorrectly Also highlight the pronunciation of women/'wrmrn/ andpeoplel'pitpeU.Repeatthe drill if necessary Help with Soundsboxesaredesignedto help students hear and pronounce individual sounds that are often problematic for learnersof English. For tips on how i to help studentswith sounds,seep20. @ ul ffi Focus stud.entson the phonerneslal andlel, the v'' pictures and the words. Play the recording.Students iisten to the soundsand the words. Point out that d in bagis pronouncedwith an /r/ sound, , and o and er in computerarepronounced with an /e/ : sound.Point out thatr at the end of a word is not usually : pronouncedin British English (teacherdoctor,etc.)' Note that the /e/ soundis called'theschwa'andis the most common sound in English. Check studentsunderstand thatlnl andlel represent : individual soundsand arenot letters of the alphabet' : Point out that phonemic script is alwayswritten between : two parallel lines ( / I ) andshould not be confused I with standardwritten English. b) ffiffiPlay the recording again.Studens listen and practise.If studentsarehaving problems producing the sounds,help them with the mouth position for eachsound. ' Point out that when we make thelnl sound, the mouth is wide open and thejaw down. When we make the /e/ sound, the mouth is slightly open and the lips, tongue andjaw arerelaxed. ffl a) Focusstudentson the boxes.Point out that all the a-l pink letters arepronounced lnl andall the blue letters arepronounced /e/. ffi elay the recording.Studentslisten and notice how i we saythe pink and blue letters. l b) WffiPlay the recording again.Studentslisten and . practrse. @ al ffi llay therecording.Studentslistenandreadthe sentences. ffi elay the recording again.Studentslisten and practise. Check they saythe pink letterswith an /eelsound and the blue letterswith an /e/ sound. b) Studentspractisethe sentencesin pairs. Fina ask studentsto saythe sentencesfor the clals. r*'" ixii'{FiillF:?fiS-"*-** t i t* Tell vour classthat there is a chart of the j phonemic symbolson SBp126. Also point out j that studentscan practisethe Help with Sounds j drilts at home on the CD-ROM/Audio CD. Note that we also add -es to words ending in -.s, -ss,-sh and -x: bus ) buses,class+ clqsses,brush + brushes,box ) boxes, etc Point out [hese plurals when students meet words with these endings later in the course. Also highlight that we don't use a or an with plural nouns. 5 men 6 compu[ers 10people l i Pppe!-$:'-.'4,,s$ r , t # i i relaxedtonque, i rrpsand Jaw I I j 1 1 1 flflll cUssActivity1DPicturesandwordsp114 (lnstructionsp101) flflll vocaUularyPlusl Thingsinaroomp151 (lnstructionsp147) 1 ReviewExercise6 SBp13 CD-ROMLesson1D WorkbookLesson1DpZ WorkbookReadingandWritingPortfolio1 p52 ProgressTest1 p164
- 31. Fleadlng and Wrlting Fortfolis oThere is a 20-pageReadingand Writing Portfolio in the StarterWorkbook. This sectioncontains l0 double-page stand-alonelessons,one for eachunit of the Student's Book, which are designedfor studentsto do in classor at home. The topics and content of theselessonsarebased closelyon the CEF readingand writing competencesfor level Al. At the end of this sectionthereis a list of 'cando' statementsthat allows studentsto track their progress. o Reading and Writing Portfolio I (Workbook p52) canbe usedafteryou havecompletedunit I of the Student'sBook TipsforusingtheReadinEandWritingPorffoliainclass o Use the photos and illustrations to establishcharacters and context in eachlesson. o Go through the examplesin eachexercisewith the class to check that studentsunderstandwhat to do. o Ask studentsto compareanswersin pairs or groupsbefore checking answerswith the class.The answersarein the Answer Key in the middle of the Workbook (pilviii). o Go through the Help with Writing sectionswith the class and usethe examplesto highlight the relevantpoints Note that all the examplesin the Help with Writing sectionscome from the presentationtexts. Reading and Writing Portfolio and 1 Review If you havea monolingualclass,considercomparingthe rules for writing in Englishwith thoseof the studens' Ianguage. The final activityof eachlessonasksthe studentsto do some personalisedwriting, usingwhat theyhavelearnedfrom the lesson.Theseactivitiesareprecededby apreparationstage, in which studentsareaskedto decidewhat they aregoingto wdte by filling in a table,making notes,etc Ask studentsto do the final writing activity on separate piecesofpaper and collect them in at the end of the class. If you set the final writing activity for homework, collect the students'work at the beginning of the next class. When marking students'work, make sureyou comment on examplesof correctEnglish, aswell ashighlighting errors. Rememberto praisesuccessfulcommunication and interestingideasaswell ascorrectlanguage. Consider askingstudentsto write a seconddraft of their work, incorporating your correctionsand suggestions. Thesecanbe put up around the classroomfor other studentsto read. Rememberthat writing in a new languageis a difficult skill to acquire,particularly if the studens' first languageis very different from English.At Starterlevel, it is important to encourageand praisestudentsso that they view writing as a valuableand interestingpart of the learning process. At the end of eachlesson,ask studentsto tick the things they can do in the Reading and Writing Progress Portfolio (Workbookp72). The Reviewsectionreviewsthe key languagetaught in the unit. It includes coinmunicative and personalised speakingstagesaswell ascontrolled grammar,vocabulary and writing practice. o This sectionis designedto be usedin classafter students have finished lessonD. Individual exercisescan alsobe usedas 'fillers' if you havea few minutes left at the end of a lesson The EXTRAPRACTICEANDH0MEW0RKboxeslist which exercisesarerelevantto eachlesson. r The icons refer to the relevantsectionsin the Language Summaryfor eachunit. Studentscan refer to theseif they needhelp when doing the exercises. o For tips on reviewing and recycling,seep20. l a ) z y o u r 3 m y 4 y o u 5 Y o u6 y o u 7 I S y o u 9 l 2 5 five 4 four 6 six 2 iwo 1 one 7 seven 12 twelve 9 nine 3 three 8 eight lI eleven 3 ZRussia3Mexico 4Germany sChina oBrazil zTurkey a Spain 4a) zHis 3he 4He 6Her TsheSShe 5 zanapple3adictionary4anumbrella5amobile 6 a notebook t apencil I an iPod 9 a pen 10a book 6a) + man, sandwich,girl, computer,table,rroman I diary,baby,chair,camera r ProgressPortfolio boxesencouragestudentsto reflect on what they havelearnedand help them decidewhich areasthey needto study again. o Note that the I can...statementsreflect communicative competencesasset out in the CommonEuropeanFrameworh of ReferenceJor Langtages(CEF) for level A1. For more information on the CEII seep13-p17. ?) Studentswork through the list of I can...statements on their own and tick the things they feel they can do. They can refer to LanguageSummary f SBp100-p10l if they wish. Studentscan alsowork in pairs or groupsand compare which statementsthey have ticked. b) Studentswork on their own or in pairs/groupsand decidewhich areasthey needto study again Encourage studentsto usethe CD-ROM/Audio CD lessonslA-D to help them improve in theseareas.For photocopiable instructions for the CD-ROlWAudio CD, seep10-p12. There is alsofurther practice on all key languagetaught in the Student'sBook in the lace2laseSarter Workbook.
- 32. P Al! abouty*rt"l Student's Book p14-P21 She's British QUICKREVIEWcrr Thisactivityreviewsplurals.Studentsworkontheirown andwritefivesingularwords.Putstudentsintopairs' StudentscompletetheactivitywiththeirPartner' ffimtimsem*frt&ms a) est studentswhich lettersin the alphabetarevowels (a, e,i, o, u). Studentsdo the exerciseon their own, then compare answersin pairs. Check answerswith the class. ZBrazlI 3 Russia + the USA 5 GermanY, 6 Eglpt z Australia s Mexico e Turkey totheUK tt Spaintz China * b) Pre-teachnationality and elicit the plural form (nationalities).Studentsdo the activity on their own or ln parrs. lZ Checkanswerswith the classby writing the countries and nationalities on the board. Highlight that nationalities often end in -n, -an, -ian, -ish and-ese. You can alsopoint out that we usually describepeople from Brazil. Colombia. etc.asSouthAmencan,not Amencan(which we only useto refer to peoplefrom the USA). b)8 c)l d)3 e)4 f)il 9)6 h)Z 010 t9 k)12 U7 dl ul ffi ffi Playtherecording.Studentslistenand Y'' nractisethe countries and nationalities.Note that students ihould sayboth words together(Italy,Italian,etc.)'Repeat the drill if necessary Point out that the samesyllableis stressedin most nationalities (Brazil, Brazilfan, etc.). Highlight the different stresspatterns initaly s ltdlian, fupt ) Egj,ptianandChfna ) Chindse. b) Studens do the exercisein pairs, asshown in the speechbubbles. Cl gWritel'mt'rom + country andl'm + nationalityon the board. Elicit examplesfor eachstructure (I'mJrom Italy. I'm ltalian, etc.). Focusstudentson the speechbubblesand teachthe nationalitiesJapqnese,FrenchandColombian Model and drill thesewords with the class,highlighting the different stresspattern inJapdn + Japantse. Ask studentsto tell the classtheir nationalities. Vocabularynationalities Grammarbe (singutar):positiveandnegative Reviewplurals;countries;my,your,his,her lQlf you havestudentswho have different nationalities from those akeadytaught in the lesson,write them on the board and drill the words with the class. il]i"i"ititti!ililt lf you have a monolingual class,teachthe English i words for the countries that border the students' l own country and any other countries that are of i particular importanceto them. Also teach : ,t rd"rrt, the iorresponding nationalities. i Use Yocabulary Plus 2 Countries and i nationalities p152 (Instructions pl47) in class ; or give it to your studentsfor lomework. i Aroundthsworld a) Pre-teacha car. Focttsstudentson photos A-D. Studensdo theexercisein Pairs. b) ffi Play the recording. Studentslisten and check their answers.Check answerswith the class. A British BChinese CBrazilian DAmerican Pre-teachpositive.Tell the classthat all positive verb forms in the Student'sBook aremarked with a (+) sign. Studentsdo the exerciseon their own, then compare answersin pairs. Check answerswith the class. Note that the verb beis particularly problematic for studentswhoselanguagesdon't have an equivalentverb If possible,check if your studems'language(s)have the verbbe,asthis will help you understandwhy students might be making mistakes. l # a a Answers 1'm 3s 4's 5's Check students understand the subject pronouns I, you, he,sheand it Point out that we use it for things Point out that'm,'re and 3 are parts of the verb be. Check students understand which part of be goes. with each subject Pronoun. Highlight that'm, 're and are the contracted forms of am, are and is. Point out that contractions are very common in spoken and written English. Tel sfudents to use contracted forrns when speaking and wriring, particularly after I, you, he, she and it
- 33. 2A 1{&Wffi Focus studentsonthe example.Play the r.Y'' recording (SBp120). Studentslisten and practisethe sentencesin 4. Check that studentspronounce the contractionscorrectly Repeatthe drill if necessary. |@a) Studentsdo the exerciseon their own b) Studentsdo the exercisein pairs. Check answerswith the class.Ask studentsto give reasonsfor their answers. 1's,photoC z'm,'m, photoA 3's,photoD 4's.photoA s's,photoB 5'm, photoD "'Ql. Pre-teachnegative.Tell the classthat all negativeverb ' i' forms in the Student'sBook aremarked with a (-) sign Studentsdo the exerciseon their own, then compare answersin pairs. Check answerswith the class. ,*. ; I"ril;" i: ::: ...... 1 * Ask studentsto turn to LanguageSummary2, SBp102-p103.Point out the vocabularysection ffi and the grammar sections ffffi and ffi from lesson24. Give studens a few moments to read the sections.Remind studentsthat all the new languagefrom eachlessonis included in the LanguageSummaries. i;^^^-,^^-"*-.*n' @ m ffi Focusstudentson the exampledrill. Play the - recording (SBpI20). Studentslisten and practisethe sentencesin 7. Check that studentspronounce the contracuonscorrectly Repeatthe drill ifnecessary Trueorfalse? Gl, al Pre-teachthe vocabularyin the box, using examples 1"F' that studentsarelikely to know. Point out that we usually saythecapital, nol thecapitalcity (Londonis thecapitalof theUK., etc.). Note that the aim of theseboxesis to highlight which words you needto pre-teachto help studentsunderstand the exerciseor text that follows. The vocabularyin these boxesis not included in the l-anguageSummariesin the Student'sBook. b) Focusstudentson photos I and2, and the correspondingexamples.Use theseto teachstudentstrue, false and rick Drill thesewords with the class.Also point out that we usethe pronoun He in the correctsentencein question 2, rather than repeatingTiger Woods Studentsdo the exercisein parrs c) Studentscheck their answersin the Answer Key on SBp126. Check answersby askingstudentsto answerone question eacharound the class.Ask if any studentsgot all the answerscorrect. 3 CameronDiaz isn't Spanish.ShebAmerican. + / 5 , / 5 Big Ben isnt in New York. It's in London. 7 Kylie Minogue isnt American. She'sAustralian. e Robbie Williams isnt an Australian sinser. He's a British singer. s./ to Holllwood isn't in San Francisco. It's in Los Angeles. Focus studentson the examples.Ask studens if they think the sentencesare tnre or false.The first sentence is true (JK Rowling is British). The secondsentenceis false(Lacosteis a French company). Put studentsinto new pairs.Studenswork with their partnerandwrite threetrue sentencesand threefalse sentences.Ifnecessarydirectstudentsto 9b)for examples of the typesof sentencethey canwdte. While they are working, monitor and checktheir sentencesfor accuracy a) Use the speechbubbles to teachI thinh that ... as a way to give your opinion, and the answersYes,you're nght. andNo, you'rewrong.Drill thesesentenceswith the class. Put rwo pairs togetherso that they areworking in groups of four. Studentstake turns to readtheir sentencesto the other pair, who must guessif the sentencesaretme or false.Tell studentsto keep a record of how many sentencesthey guesscorrectly While they areworking, monitor and correct any grammar or pronunciation mistakesyou hear. b) finally ask eachpair to tell the classtwo of their true sentences. EXTRAPRACTICEANDHOMEWORK ffill vocabutaryPlus2 Countriesandnationalitiesp152 (lnstructionsp147) 2 ReviewExercises1 and2 SBp21 CD-ROMLesson2A WorkbookLesson2Ap8 r Answers 1 'rn not 3 isn't 4 isn't 5 isnt r Point out that we use not to make a verb form neSatrve r Also highlight that aren't is the contracted form of are not and isnt is the contracted form of is not. Remind students to use contracted forms when speaking and r.witing . 'lg Tell students that we can also sayyou're not, he'snot, she not and it3 not, aradwrite these forms on the board for students to copy, o Point out that 4'ecan't say I-a+#+.
- 34. .... ::l':'...i':'..-.., *,28;;riWhat's your iob?'j.,'i ... "...,:::iij" QUICKREVIEWror Thisactivityreviewscountriesandnationalities.Students dotheactivityinpairs,asintheexample.Remindstudents that theycancheckcountriesandnationalitiesinifljjii:iii SBp102.Askeachpairto te[[theclasstwo peopleor thingstheytatkedabout. #mhm a) Pre-teachajob.Focus studentson picturesa)-i). Studentsdo the exerciseon their own or in pairs. Early finishers can check their answersi" ffiffi SBpr02. Check answerswith the class. Point out that we sayan actor/awaiterlor men and cn actress/awaitressfor women (although nowadaysan actor is often used for both men and women). All the other words canbe usedfor both men and women. You can also teachstudens a poltcemananda'policewoman. Also highlight that we alwaysuse4 or anwith jobs:He a doctor notl+eAeeter. This is particularly important if your studentsdon't havearticlesin their language(s). Draw students'attention to the TEP!in 1a)and point out that only the main stressis shown in the vocabulary boxesand LanguageSummaries.We feel this is the simplestand most effectiveway to make surestudentsput the main stressin the correctplace.For example,the main stressin tfrxi driver is on the first syllable of tai, not on the first syllableof driver (which is alsostressed). a)a shop assistantb)an actodanactressc)a teacher dI e taxi driver e)a doctor f) a musician g) a police officer h) a manager i) a waiter/a waitress b) ffi ffi fhy the recording.Studens listen and practise.Alternatively,model eachsentenceyourself and ask studentsto repeatchorally and individually Highlight the pronunci ation of managerI'ma,ntd3elandmusician /mjur'zrJen/. Also highlightthe lel sound at the end of most of thejobs, for example,doctorl'drktel , actor l'a,ktel, shopassistant/'Jop e,srstent/,etc. c) Use the speechbubbles to teachWhathis job? and Whather job?. Drill the questionsand answerswith the class.Teachand drill the question Mhatyour job?. Note that Whatdoyou do?is alsoa common question when asking aboutjobs. However,we feel at this stageof the courseit is important to keep languageassimple as possible.We suggestthat you wait until studentslearn the PresentSimple (in unit 4 of the Student'sBook) before teachingthis question. Put studentsinto pairs. Studentstake turns to point to pictures a)-i) and ask questionsabout the people.Remind studentsof the phraseI don'thnow beforethey begin. Vocabularyjobs Grammarbe(singular):questionsandshortanswers Reviewcountriesandnationalities;be(singutar):positive andnegative .-"*i:lirE,,11i]fril**--** r,i If your studentsareall completebeginners,you may chooseto presentthe vocabularyyourself first. Prepareflashcardsfor the jobs and hold them up in front of the classasyou teachthe words' 1a)can then be used ascontrolled practice. * lg If you have a strong class,teach the English words for students'jobs and write them on the board. You can also teachI'm ahousewiJe/ househusband,I'm unemployedandl'm retired lrltatedl . Check students remember What yout job?. Studentsthen move around the room and ask eachother what their iobs are. Fhotosoffriends ,&l a) Pre-teachthe vocabularyin the box' Drill the words ' --: *i4r the class.Point out thatmarned, singleandbeautiiul areall adjectivesand areusedwith the verb be(Im married He single.Itbeautiful., etc.). b) ffi Focus studentson the photo of Amy and Ben on SBp17 and point out photos 1-4 of Amy's friends on the computer screen.Play the recording (SBp120). Students listen and match the namesin the box to photos l-4. Check answerswith the class. 1Karl 3 Steve 3 Claire 4 Daniela C) elay the recording again.Studentslisten and complete the table.Check answerswith the class. Steve Claire Daniela Itaty a doctor a muslclan a teacner an afiress country Kar[ ,'6-" {:il i *.J"1 ltiii:f,i --""^" I * Ask studentsto i recordingagain. i theiranswers. look at R2.6,SBpI20. Playthe Studentslisten, readand check *"ri"i'Hel*il* i#) Pre-teach a questionPoint out that all questionforms in , V ] t.---..' the Student's Book are marked with a question mark (?). Students do the exercise on their own, then compare answers in pairs. Check answers with the class.
- 35. 28 @ ^l W,ffi Play the recording.Studentslistenand - practisethe questionsin 3. Check studentspronounce the contractionsWherel and What correctly Point out that areis usually pronounced /e/ in questions,for example, Wherearelel youfrom?. Repeatthe drill if necessarypausing the recording after eachquestionfor studens to repeatindividually b) est studentsto cover the tablein 2c)' Focusstudents on the speechbubblesand drill the questionswith the class.Studentsdo the exercisein pairs. lsheamusician? i.."@ t) Srudens do the exerciseon their own' za) sb) +a) 5 Students?,answers 6 Siudents' answers b) students compareanswersin pairs. Check answers with the class. , @ @.W Play the recording.Studentslisten and practise' ': Check that studentspronounce the contractionscorrectly Play the recording againif necessarypausing after each question or short answerfor studentsto repeat individuaI11l a) Studentsdo the exerciseon their own. Check answers with the class. 2 I s 3 A r e 4 A r e s l s 6 A r e 7 l s 8 I s b) Studentsdo the exercisein pairs. Remind studentsto usethe correctshort answers. Put studentsinto new pairs, student A and student B. StudentAs tum to SBp87 and student Bs turn to SB p93. Check they areall looking at the correct exercise' a) Focus studentson the six photos. Tell the classthat the peopleareall friendsof Ben (the man in the photo on SBp17). Studens work on their own andwriteyes/no questions to check the information in blue, asin the example. Studentsarenot allowed to look at eachother'sbooks at any stageof the activity.While they areworking, monitor and check their questionsfor accurac;z ,""-"figi+tAiiiiile**"-^*** """'i + Ask students to check their yeslno questions with another student from the samegroup { before they work with their partner in b). ,l b) Check studentsunderstand that someof the information in blue is correct and someis incorrect. Studentswork with their partners.StudentA in each pair askshis/her questionsfrom a) and either ticks the correctinformation or changesthe incorrect information for eachperson Encouragestudent Bsto use the correct short answersduring the activity While they are working, monitor and check studentsaredoing the activity correctly. C) Studentsswaproles and student B in eachpair asks his/her questionsfrom a). d) fut studentsin pairs with another student of the samegroup. Studentscompareanswersby saying sentencesabout the people,asin the example. Finally askstudentsto tell the classabout eachperson rn tum. r lrnswers 2 are 3's 4 's 5 's 6 's 7 's o Highlight the word order in questions with be: question word + amfcrre/l+ person or thing + ..- o Remind students that we use Where to ask about a place and What to ask about a thing. o Point out that '/here =Wrcre is and What's = ' What is Encourage students to use contracted lorms when speaking and writing. r Point out that we don't contract dm or are in questions: Wheream I? nott#hedmP,Where are y ouf rom? not l4e+d+eao*J+et#, etc. o Establish that we can also make questions with How'. How ere you?, etc. ll&li Studentsdo the exerciseon their own, then compare V:'' .I'" answersin nairs. Check answerswith the class. Answerss"e,iihfl#SBp103. Highlight the inverted word order in yes/no questionswith be:Am L.. ?,Are you ... ?,Is he ... ?, etc Point out that we don't usually answer these questions with just Yes.or No., as this can sound impolite. Note that we don't use contractions in positive short answers'.Yes,you Qre.noLwe , Yes,I am. not Yes;lm, Yes,he is. not ks,_#eb , etc. Point out that we can also say No, you're not., No. he3 not., No, she not. and No, itb not. Also highlight that we don't usually use the uncontracted form in negative short answers: No, you aren't. notNo;1e**re'nat., etc. a a ffi CtassActivity28 Newidentitiesp115 (lnstructionsp101) 2 ReviewExercises3,4 and5 SBP21 CD-ROMLesson28 Workbook Lesson28 p9 EXTRAPRACTICEANDHOMEWORK
- 36. Personal information Goodmorning! . !,f,a)Check studentsremembermarried and single.Point -7. .l1 out thatBrown, KingandRoberts arecommon surnamesin the UK. Studentsdo the exerciseon their own. Check answers with the class.Point out that Ms canbe used for married and singlewomen. , lc) ?a) sb) b) ffi ffi Focusstudentson the example.Play the recording (SBp120). Studentslisten and practise. Highlight the pronunciation of Mr I'mrste/,Mrs l'mtstzl and Ms lmezl. Repeatthe drill if necessary O "l Focusstudentson picturesA-D. Ask studentswho the -- man is in all tour pictures(Mr Brown). Studentsdo the exerciseon their own or in pairs. frHTffi&g#il.i1 If you have a classof completebeginners,teach the words morning, afternoon,etening and night before doing 2a). b) ffi Play the recording (SBp121). Studentslisten and check their answers.Check answerswith the class. Point out that Goodmorning,Goodafternoonand Good eveningmeanHelloand that GoodnightmeansGoodbye. Highlight that Goodmorning,Goodnight, etc.aremore formal thanHelloftIi arrdGoodbyeBye.Also point out that we respondto Goodmorning,etc.by repeatingthe samephrase. Usepicture C to teach sir lss:,/(a polite way to addressa man you don't know) and the femaleequivalent,madam I'me,denrl.UsepictureD to teachThanhyoutery much. ffi fhy the recording again,pausrngafter eachsentence or phrasefor studentsto repeatchorally and individually Check that studentssound polite and interested. A Goodmorning BGoodafternoon(x 2) c Goodevening(x 2) D Goodnight (x 2) G) Studentspractisethe conversationsin pairs.Ask a few pairs to role-play their conversationsfor the class. Vocabularytitles;greetings RealWorldemaiIaddresses;personalinformation questions Reviewjobs;be (singutar):questions Focusstudentson the email addressand the speech bubble. Point out that we saydot ( . ) and at (@) in email addresses. ,"|f,}, al Focusstudentson the businesscard,mobile phone IU .": and email. Studentswork in pairs and try to sayemail addressesl-4. b) ffi Play the recording.Studentscheck their answers. ,'&,al ffiW ffi Focusstudentson the exampledrill. Play the "- recording(SBpl21). Studenslistenandpractise.Check they say@,.com,.net and .co.uhcorcectly.Repeatthe drill if necessary b) Focusstudentson the speechbubbles.Drill the question What your emarladdress?. Ask studens to write down their email addressesand give them time to work out how to saythem in English. If necessaryteachstudentsthat we alsosay hyphen( - ), underscore( - ) and capitala, capitalb, etc.(A, B, etc.) in email addresses.AIso check studentsknow how to say the part of their email addressthat indicatestheir country (.uh,.es,ja, etc.). Studentsmove around the room and ask threepeoplefor their email addresses.Alternatively,they can ask three peoplesitting near them. Studentswrite eachperson's email address,then check that they havewritten it correctly gH?ffi&t##A In some classesit may not be appropriate for students to give each other their real email addresses.If this is the casein your class,write fictitious email addresseson cards and give them to your students before doing 5b). l.i It.- Lookingforajob ,GI a) Focusstudentson the photo of Tony and Amy (from ".1" lesson2B). Pre-teachemploymartegency(a company that helpspeoplefind jobs). TelI the classthat Tony works for an employ-rnentagencycallednine2five and that Amy is looking for ajob. Give studentstime to readthe form. ffi elay the recording (SBp12l). Studentslisten to the interview and complete the form. Play the recording again if necessary
- 37. 2C and 2D b)Studentscompareanswersin pairs. Check answers with the class. Highlight Mll 6JZin Amy'saddressand teachapostcode (US:a zip code). surname :Foley married/single singlg nationahty British address9 whedon (Road) (Manchester)Ml1 6JZ mobile number 07866 642339 email address amvfolel@hotmail. co.uk 'c,Ask studentsto look at R2.13,SBp121. Play the ! recordingagain.Studentslisten, readand : underline all the personal information questions. .i trffi ffi Play the recording (SBp121). Studentslisten and practise.Establishthat intonation is very important in English and the correctintonation pattern can help studentsto sound polite. Play the recording again Studentslisten and practise, copyrngthe polite intonation pattern. Drill the language with individual studentsif necessary. @ ut Put studentsinto pairs. If possible,ask studentsto ..- work with someonethey don't know very well. Studens take turns to interview their partner and fill in the form. Remind studentsto usethe questionsin 7 when they are the interviewer,and to begin eachconversation wilh Goodmoming.Welcometo thenine2fiteEmployment Ag ry.My name... . Niceto meetyou. etc. Also remind studentsof the questionsHow doyou spell that? andCanyou repeatthat,pleaseTbeforethey begin. .".*"tiili,I#rl'Bfiliiie .^-^** i , ] * If your studentsknow eachother well, or if you i ' :::*:1:,*"J1:::;::T,"**1'Jffi';1T;":o*" Answers 2s 3Ar e 4' s 5' s 6' s 7' s Point out that we use Are in question 3 becauseits a yeslno question with you. All the other questions are What your .. ? followed by a noun Remind students of the questionWhat your hame number? You can also teach S/hat3your worknltmber? if you think this will be useful for your students a a uuWhen students have finished 9a),put them into new pairs. Students ask questions with he/his and shelherabout the person his/her partner has j ust interviewed. Alternatively, Class Activity 1 2C The nine2five Employment Agency pl16 i can also be used to practise he/his and shelher j questions(seeProcedureB, Instructions p102). feel it is inappropriate for your students to give eachother their personaldetails,use Class Activity 2C The nine2five Employment Agency pl16 insteadof doing 9a)(seeProcedureA, lnstructionspI01). b) Studens work in their pairs and check that all the information on their partner'sform is correct. Finally you can ask one or two pairs to role-play their conversationsfor the class. EXTRAPRACTICEANDHOMEWORK Vocabulary numbers13-100 RealWorld Howold ... ? Help with Listening numberswith -feen and-ty Review numbers0-12 40 forry 50 fifty 60 sixty 70 seventy 80 eighty 90 ninety 100a hundred il qRemind studentsof word stressby writing some multi-syllable words on the board and asking the class which syllableis stressed. ffiffi ffiffiPlay the recording.Studentslisten and practise. Highlight the pronunciation of thirty l'9s'^ttlandforty I'fcttt/. I I Il How old is she? ,,.$} ffi ffi elay the recording.Studens listen and practise I Y" the numbers. Note that stressis dealt with in 3a)-c). Point out the irregular spelling of.thirteenandJifteen. @ q, Studentsdo the exerciseon their own or in pairs. Point out that we can also sayonehundred,but that ahundredis more common. ffill CtassActivity 2CThenine2fiveEmployment Agencyp116(lnstructionsp101) 2 Review Exercise6 SBp21 CD-ROM Lesson2C Workbook Lesson2C p11
- 38. 2D o This Helpwith Listening sectionhelps studentsto hear the differencebetweennumbers that end in -teenand thosethat end in -ty. a) ffi Play the recording.Studentslisten and notice the stresson the numbers. Point out that we usually stressthe -teensyllablein numbers 13-19 and the first syllablein numbers 20-100. We appreciatethat this stressrule for numbers ending in -teenis somewhatsimplistic, asthereare timeswhen we naturally stressthe first syllable (for example,when counting or when the number is followed by a noun). However,we feelthat at this level it is more helpful to give studentsa clearrule that will avoid confusion and be correctmost of the time (for example,when talking about ageslater in the lesson). b) Studentsdo the exerciseon their own before checking answersin pairs. c) ffi Play the recording.Studens listen and check their answers. lQIf necessaryvtite the numbers on the board and ask studentswhich syllableis stressedin eachnumber. s€vent&n oTo*ty dfty tltind*n thirty ninetfen s€ventlr rfiftden ffiffiffiffi ehyboth recordingsagain.Students listen and practise.Alternatively,model the numbers yourself in order and ask studentsto repeatchorally and individually Check that studentsstressthe numbers correctly Note that the th sound /0/ (asin thirty, thirteen,etc.) is dealtwith in the Help with Soundssectionat the end of unit 4. @ tt Focus,studentson the examples.Point out that we usea hyphen ( - ) in thesenumbers. Studentsdo the exerciseon their own, then compare answersrn palrs. lQ Check the answersby writing the numbers (23, etc.) on the board and askingstudentshow to write the words (twenty-three,etc.). Point out that we usually stressthe final syllablein compound numbers (twenty-ne, twenty-tw6, etc.). Write a few numbersbetween3l and 99 on the board and ask studentshow we saythem. 23 twenty*three 2.4twenty:four 25 twenty-ftve 26 twenty-six 27 twenly,ssven 28 twenty-eight : 29 twenty-nine b) Studentswork in pairs and take turns to saythe numbers. Check students'pronunciation by going round the class and asking them to sayone number each. til a) Studentswork on their own and write four numbers. v. b) Studentsdo the exercisein new pairs. f*- {;glfi& itlir& **--**" "-"""-'-----i i * Ur" Class Activity 2D Hear a number, say a i ! number p117 (Instructionsp102). I_***.''_-,:*_*_ ,,.,...,.***"*'*.-,''_^"_^^."""."*";' ,'&.l,al Focusstudentson the photo.Ask if studentsrecognise v : Tonv (the interviewerfrom lesson2C). Studens do the exerciseon their own or in pairs. Check answerswith the class. Model and drill the vocabularywith the class. '1ahouse zalat 3aeat 4adog 5agirl b) ffi Tell studens they are going to listen to five conversations.Play the recording (SBp121). Students listen and fill in the gapswith the correctnumbers. Play the recording againif necessary students compareanswersin pairs. check answerswith the class. Note that in the UK and many other countries,we often think of one 'human year'asbeing equivalentto seven 'dog years'. 'r'13zIo0 39 42I 57(or49''dogyears') ,'&i} a) Studentsdo the exerciseon their own or in pairs v:. Point out that we useHow oldis/are...?to askaboutage (not Hew-+aayaews-2 or rffia+-age-is/a+'e--J). Highlight that we usethe verbbe to talk about age,not hava I'm twurty-srx.nm+@. Also highlight that we don't usually sayyearsold for people:Emily! nine.,I'mthirty.,etc.,and we don't say ln+UeWeers. Explain that in the UK and other English-speaking countries,askingpeoplehow old they areis often consideredimpolite, particularly if you don't know them very well. You can alsoteachthe noun age letd3l, but point out that we don't saYWat-age+re1ea2' 2 is a old 4 at€ 5I'rn b) ffi ffi Focusstudentson the speechbubblesin 8a). Play the recording.Studentslisten and practise. '$| Focusstudentson the photo. Ask them to cover7 and 8. - Studentsdo the activityin pairs. Put studentsinto new pairs.Ask all studentsto tum to SBp98. Check they areall looking at the correctexercise.
- 39. 2D and 2Review a) Focusstudentson the photo. You can tell the classthat Chris is the author of faceZfaceStarter.The photo is of his girlfriend Adela'sfamily and their friends. Note that Maja is pronounced lmatjel . Highlight the agesin the boxesand check students understandthat thesearethe correct agesof the girls, women, men and dogsin the photo. Usethe speech bubbles to remind studentsthat we sayI thinh... when giving our opinion. Studentsdo the activity in pairs.You canask studentsto compareanswersin groupsof four. b) Studentscheck their answerson SBp126. Check answerswith the classby askingstudentshow old each personin the photo is. Finally, find out which pair got the most answerscoffect. Marn *5 Mary 76 Christopher 70 John 65 Chris 46 Stef43 Martin 38 Adela41 Alex 37 Lola I FreddieI Dagmar72 Maja 6 Lily 3 @ al ffi Focusstudentson the phonemesltl and,litl , - the pictures and the words. Play the recording.Students listen to the soundsand the words. Point out that i in six is pronounced with an /r/ sound andeein nineteenis pronounced with an /ill sound. b) ffiffiPlay the recording again.Studentslisten and practise.lf studentsarehaving problems,help them with the mouth position for eachsound. Point out that ltl is a short sound and lll is a long sound (asindicatedby the r s1'rnbol).Also highlight that the mouth is wide when saying the li'^lsound.You can tell studentsthat the letter e is alsopronounced /ill. a) ffi Focusstudentson the boxes.Point out that the pink vowels arepronounced ltl and the blue vowels are pronounced lll . Play the recording.Studentslisten and notice how we saythe pink and blue vowels. b) ffi Play the recording again.Studentslisten and practise. a) Focusstudentson the words in the box. Go through the exampleswith the class.Studentsdo the exerciseon their own. l!/wtrtte studentsareworking, write the words on the board readyfor checking in 3c). b) Studentscompareanswersin pairs.Tell studentsto saythe words to eachother when comparing answers. C) ffi Play the recording.Studentslisten and check their answers. fZ g1r"ry the answersby eliciting the correctsound for eachof the vowels in bold and writing it on the board under the vowel, asshown in the Answer Key ffi fhy the recording again.Studentslisten and practise the words. Check they pronounce the vowels in bold correctly Finally, ask studentsto saythe words for the class. sandwiches teacher think married isn't read hl litl ltl ltl lil l|'J musician assistant me Spanish Japanesesixteen M lil fi"n lil ft"| litl @ wrde mouth ,9) jaw down (a little) flflll ctassActivity2DHearanumber,sayanumber p117 (lnstructionsplOZ) 2 Review Exercise7 SBp21 CD-ROM Lesson2D Workbook Lesson2D p12 Workbook ReadingandWriting Portfolio2 p54 ProgressTest2 p165 2 Review Seep29 for ideason how to usethis section. I Mexican Italian RussianGerman BtaziLianAmerican Egyptian Spanish Turkish British Chinese 2 2 isn't,'s e'm not, 'm 4 s, isn't 5 arent, 're 3 actor doctor waitress musician manager taxi driver police officer 4a) z Where areyou from? 3 What'syour joh? + Where'she from? 5 What'shis iob? 6 What'sher name? 7What'sherjob? +b) a)3 b)4 c)6 al5 t)7 gl2 5a) z Are 3you 4 Are,your 5 Is 6 your 6a) z What'syour surname? 3 What'syour nationality? + What'syour address?s What'syour mobile number? 6 What'syour email address?
- 40. S People andptaces Student's Book p22-p29 Two cities QUICKREVIEW rrr Thisactivityreviewsnumbers1-100.Studentsdothe activityin pairs.lf youhavea sma[[class,youcandothe activitybyaskingstudentsto countinthreesandfours roundtheclass. Adjectives{1} a) Pre-teachadjective.Focusstudentson the pictures and the example.Teachoppositeand tell studentsthat each pair of wordsin l-7 areopposites. Studentsdo the exerciseon their own or in pairs. Early finishers can check their answersin LanguageSummary3 ffiSffiffiSn p104. Check answerswith the class. Note that nicers a very generalpositive adjectivethat can meangood,fnendly, enjoyable,beautijul,delicious,etc. Its oppositethereforedependson the context. ae) 3c) +g) s0 sb) 7a) th) b) ffi ffi ehy the recording.Studentslisten and practise.Alternatively,model the words yourself and ask studentsto repeatchora and individualliz Check that studentscopy the word stresscorrectly Repeatthe drill if necessary 'r After doing 1b),studentswork in pairs and take turns to testeachother on the adjectives.One student saysan adjective,for examplehot, and his/her partner saysthe opposite, for exarnplecold. Vocabularyadjectives(1);wordorderwith adjectives; very Grammarbe(pturat):positive,negative,questionsand shortanswers Helpwith Listeningcontractions Reviewnumbers;be (singular) b) Studentsdo the exerciseon their own. Check answerswith the class. r Answers 'tb) za) o Hightight thatwe put verybeforeadjectives: Itlwryhot. c Point out thatwe sayIt3 (very)hotlcold.to talk abouttheweather Highlight It at the beginningof thesentenceandpoint out thatwe sayItb cold.not tuM, etc. @I Studentsdo the exerciseon their own, then compare T answersin pairs. Check answerswith the class.Highlight the word order in eachanswer e He'sa very goodactor. 3 lt's an expensivecamera, + Hislriendsareverynice. 5Your dogsarevery friendly. @ al ?*:u: the examplesentenceson the boardand go through the rules with the class,highlighting the following points r Adjectivesgo after be'.Yourwatchis nice.rrot M. r Adiectivesgo beforenouns: It'sanew car. ftot It++-e*r-+erv. r Also highlight that the adjectivecomesafter the article a, and that we usean when the adjective beginswith a vowel: It'san old car r Adjectivesarenot plural with plural nouns. They'regoodfiends. nor Thq4egeokJAands. o AIso highlight the word orderin questions: Areyou cold.?,Is hefnmdly?, etc. Anemailtofriends @ ll Pre-teachthe vocabulary in the box. Model and drill .: the words and ohraseswith the class.Point out that rcstqurantlrestiont/ is two syllables,not three. Also note that although thereis usua an accenton cafe in English,we stressthe first syllable,not the second. b) Pre-teachEmailby referring to email A. Point out that the stressis on the first syllable,not the second. Studentsreademail A and find out where Sa and Dan are(in Moscow) Teachthe new words and.but.hereandnow in the email. Also highlightthatpeople is alwaysplural in English: the peopleareJnendly not Wly You can alsopoint out that we often end emailsto friends or family withLove and then our name(s). .iffl Co through the exampleswith the class.Studentsdo the v ": exerciseon their own beforechecking in pairs. Check answerswith the class. 311t'bvery cold in Moseow.4 / 5 5a11yand:Eanare in a nertrhotel o / I The roorns are very big.
- 41. 3A @ Stra"ns do,the exerciseontheir own or in pairs. Check answerswith the class. r Answers Meorein a new hotel. They're very big. We aren't in the horel now. They aren't very exnensive. Point out that &reis the plural form of be (aswell asthe singularToulorm). Checkstudentsunderstandwe andrhey.Pointout that we asethel for peopleand things. TeIlstudentsthatloa is singular and plural: You're d,student.You'restudents.Also remind students that thereis no polite form of you in English. Highlight that we're,you're andthey'reare contractedforms of wedre,iou are and.theyare. Also point out that we don't contractare afLera nameor a noun: SallyandDan arein Moscow.nol W. andTheroomsarenice. notW Checkstudentsunderstandthat areirtis the contractedform of rre llot. Tell studentsthat we canalso saywe'renot,you't's not and they'renot @ W ffi tlay the recording.Studentslisten and prac[ise ."I. the sentencesin 6. Check that studens pronounce the contractionscorrectly Alternatively,model each sentenceyourselfandaskstudentsto repeatchorally and individually You can alsopoint out that the pronunciation of you're andyour is the same/jcll. o This Help with Listening sectionhelps studens to understandcontractionsin natural spokenEnglish. B, ^l ffiffi Cive studentstime to readsentencesI-6. Tell -" the classthat theywill heareachsentencetwice.Playthe recording(SBpf21). Studentslistenandfill in the gaps' Play the recording againifnecessary pausingafter each sentence.Studens compareanswersin pairs. 14 Checkanswers with the classby writing the sentenceson the board and askingstudentsto tell you the missingwords. t Spanlsh 2 good teacher 3 small hotel + doctor, married 5 actor, musician e very old city b) Check studentsunderstandcontractions(arenlt,we're, etc.).Studentsdo the exercisein pairs. fZ g11sgl<the answersby asking students to identify the contractionsand underlining them on the board. Ask studentswhich contractionsarenegative(aren'tand islr't). 1 aren't,we're 2 You're 3 They're 4 He's,isn't 5 I'm, shes 6 lt's C) Play the recording again.Studentslisten and notice the contractions. ,*""-usTfl&6*fi&*-*"-- : N* If yourstudentsneedmorepronunciation ii . ' f f i . r r . l practice,useffiffi asa drill. Playtherecording i againandaskstudentsto repeateachsentence i ,**-:::1r:-1-':***l:-" -----j Wherearethey? :,'p Fo.nr studentson email B. Ask who the peoplein the "l' photo are (Fiona and Nick). Studens do the exerciseon their own, then compareanswersin pairs. Check answers with the class. 2're 3s 4are Saren't6e Tare Sisn't 9's @ S*9"1s do theexerciseon theirown.Checkanswers wltn tne class. rb) zb) 3a) Studens do the exerciseon their own or in pairs by referring to 10.Check answerswith the class. Answers See{jffiffi SBpio5 Highlight the invertedword order in yes/no questions:Are thqt ... ?,Areyou... ?,etc Point out that we don't usually answerthese questionswith just Yesor No.,asthis cansound impolite Highlight that we don't usecontractionsin positive short answers'.Yes,you 6re.rrotkgle#re., etc. Also highlight that we don't usethe uncontracted form in negativeshort answers:No,you aren't.tLoL Noyyea-*re.+et , etc. Point out that we can alsosayNo, we'renot , No,you'renof. and No,they'renot. Highlight the word order in Wh- questions Note thatwe don'tcontractWhereare:Whereateyou? notWlwe+eae*. I read the TIPS!and ask you any questions. @ffi ry "=,jit recording.Studentslistenandpractise. Kepeat tne dnll ll necessary. a a
- 42. 3A and 38 Ourfamily pfo.rn studentson the photo of the Cooper family Point .: out that Nick and Fiona were the married couple in New Put studentsinto pairs, student A and student B. :" StudentAs turn to SBp88 and student Bs turn to SB p94. Check they areall looking at the correctexercise. a) Studentsdo the exerciseon their own. Check answerswith the class.Only check the answersso that studens dont hear the questionsthey areabout to be asked.Note that the answersare the samefor student As and student Bs. Strrdent A/Student B 2 Are 3 Are 4's 5Are 6 Is b) Studentsdo the exerciseon their own. They can make notes of the answersif necessary G) Studentswork with their partners.StudentA in each pair askshis/her questionsabout Sa and Dan from a). Encouragestudent Bsto useshort answerswhere appropriate (Yes,theyare., etc.).StudentA then tells his/her partner how many of his/her answersarecorrect York in lesson3,{. ffiffi ehy the recording.Studentslisten and readspeech bubbles 14. Playthe recording againif necessary Note that studentsareoften askedto 'listen and read'in the Student'sBook. At this level we feelit is very useful for studentsto listen and read at the sametime, asthis helps them to 'tune in to English, and to connectwhat they hear with how it is written. 0) Focusstudentson the table.Go through the headings with the class.Check they understandthe male d and female I symbols in the column headingsand teachthe meaningofboth. Studentsdo the exerciseon their own or in pairs. flZyr111" they areworking, draw the table (including the examples)on the board. Check answerswith the classby eliciting the missing words and writing them in the correctplacesin the table. d) Studens swaproles so that student Bsask their questionsabout Fiona and Nick from a). Finally,ask the classhow many studentsansweredall the questionscorrectly ;rrri"."**o I , so that they can be i rdy ...Get it right! i ::111* " *-.-i Vocabularyfamily Grammarpossessive's;subjectPronouns(1,you,etc.) andpossessiveadjectives(my,your,etc.) Reviewadjectives;jobsiHowold...? Point out that your parentsareyour mother and father only, and that other family members are called relatives. Also point out that dad andmum areinformal words for Jatherandmother. You can alsoteachlcids,which is an informal word for children,andaboyfriurd/a girlJnend. Point out that the singular form of.parentsis a parent and that the pluralof wifeiswives,notwlfu. Also highlight that the plural of childis irregular (children). b) ffi ffi rhy the recording.StudenLslisten and ' practisethe words. Highlight the pronunciation of parrnts /'pearents/. Point out that the stresson all the two-syllable words in the tableis alwayson the first syllable.Also highlight the ltl sound in mother l'mn6el,mum lmt.'ml, son/s,rn/, husbandl'httzband/andbrother /'br,r6e/. Note that this sound is practisedfurther in the Help with Soundssectionin this unit. Brothers and sisters pflll CtassActivity 34Wherearethey?p118 (lnstructionsp102) 3 ReviewExercises1 and2SBp29 CD-ROMLesson3A WorkbookLesson3Ap13
- 43. 3B 1 I ilK[ft&t#fre$ If rrnrr harrpe c'laqq of comnlefe heginners. consider IIf you have a classof completebeginners,consider teaching the family vocabulary yourself at the beginning of the lesson.l@Draw the Cooper family tree on the board (father: Nick, mother: Fiona, son: Kevin, daughter:Anne). Then use the ' relationships between the people to teach the vocabulary in bold in the speechbubbles. You can then use2 for practice. *:uAlternatively, draw your own family tree and use this to teach the family vocabulary.You can also bring in photos of your family to show the class' 0urgrandchildren @ ^l Focus studentson the photo of Sid and Mary Tell the classthat they areKevin and Anne'sgrandparents. Studentswork on their own and complete the tablewith the words in the box. Check answerswith the class. € m ffi ehy,n"....4r"* C* nrttl ,*dentslisten Y and Dractisethe sentencesin 3. Check that students pronotta" the possessive3 in eachsentencecorrectly Studentsmight ask why we don't contract is in these sentences(Itlichl Fional son.,etc.).You canpoint out that writing 's twice in short sentencessuch astheselooks rather unnatural, but is still correct. Poi that the singular of grandchildrenis a grandchild. grandfather grandson granddaughter ,i# grandparents grandchildren b) ffi ffi rhy the recording.Studentslisten and practise.Point out that the stresson thesewords is always on the first syllable,and that we don't pronounce the d in grand-: grandfather/'green,folde/, etc. Gl tl ffi r.tt the classthey aregoing to listen to Mary talk about her family Play the recording (SBp12l). Studens listen and put the peoplein the order shetalks about them. Check answerswith the class. 2 Fiona 3 Nick 4 Anne 5 Kevin b) Cive studentstime to readquestions1-6. Play the recording again.Studentslisten and answerthe questions. Check answerswith the class. ? She'sa feacher.: Shels+3. 4 Heb a doctor' 5Yes,sheis. 6 He's12. @?) Focus.studentsott the four examplesentencesfrom , - the recording. Point out the words in blue and pink in i thesesentences.Studentscomplete the table on their i o* or in pairs I qWhile studentsareworking, draw the table on the i board so that you arereadyto check their answers' i Check answerswith the class. i r subjectpronouns:I, you, he, she,it, we, they ' . possessiveadjectiveslmy, your, his, her, its, oltr, their b) Focus studentson the box. Use the examplesto check studentsunderstandthe differencebetweena vetb anda noun.Do the exercisewith the class(listenand read areverbs,family anddogarenouns). G) Go through the rules with the class.Use the examplesto highlight that we usesubjectpronouns with verbs (l'm, etc.)and possessiveadjectiveswith nouns (my sister,etc.). Point out thatyou andyour areboth singular and plural Also point out that verbsin English alwaysneeda subject: Itl my bag.notk-my4a6., etc. nt out &-1. Studentsdo theexerciseon theirownbeforecomparing'- '..-j' answersin pairs. Check answerswith the class. 2 son 3 mother + daughter s father 6 sister 7 parcntg Go through the rule with the class.Highlight the following points. r We usea name or a noun for a person + 3 for the possessive.For example,we sayFionais Nicit3 wife.not@,andltmY sistercar. nul@. Use the secondexampleto highlight that we use3 for things we have,aswell asfor family relationships. r Check studentsunderstand that we canuse 3with other nouns for people: It my teachels caxHe the doctals son.Itb hisfrimd's cqmera.,etc' o Point out *rat 3canmeanis or the possessive:Sheb my sister(3= is); Kwmis Nichbson.(3= possessive) o Also higblight *rat when there are two names,the 3 goesafter the secondname only: They'teKevin and Anneparcnts.ntw' r Youcantell studentsthat when a nameendsin an /s/ sound, the 3is pronouncedasan exlra syllable lvl ,for exampleChisl I'krrsrzl,Luis/1u:'ilsrzi,etc. o Note that for plural nouns, the apostrophe( : ) is after the s: It my parents'house. Focus students on the example. Students do the exercise on their own. Check answers with the class. 2 Fiona is Nick's wife. 3 Kevin is Fiona's son. 4 Anne is Nick's daughter. 5 Kevin is Anne's brother' 6 Anne and Kevin are Nick and Fionas children-
- 44. 3E| and 3G , @ S,.rd"ns.dothe exerciseon their own, then compare :,.1" 2nsw€rsin pairs. Check answerswith the class. You can alsohighlight that thetris pronounced the same asthey'rel6eal. z They,their ,3our, His 4 ${y,your s you, his 6 ller; she IYI al Use the soeechbubbles to remind studens of the. t - ' : questionsHow old is he?,What hisjob? andls he Studentswrite a list of peoplein their family Tell studentsto only write the namesof family membersthat havebeen taught in the lesson(not uncles,aunts, cousins.etc.). Put studentsinto pairs. If possible,ask studentsto work with someonethey dont know very well. Studentstake turns to tell their partner who the people areon their list. Their partner asksquestionsabout each person,asin the speechbubbles.While studentsare working, monitor and correctany mistakesyou hear. b) ninally ask eachstudent to tell the classabout one person in their partner's family, asshown in the speech bubble. fiKTfrAfg}ilJl$ If you askedyour studentsto bring in photos ' of their family at the end of the previouslesson, f they can use thesephotos instead of writing t the names of their family Teachstudents to say i This is ...when they point to a personin the I photo (This is Lucas.He my brother.,etc.). I Students can draw their family tree instead of i' - ' - ' - - : t I writing a list of namesin 11. i Eat in or take away? marned?.Elicit the correspondingquestionswith shs (Howoldis she?,etc.). PilIillbUs Activity38BarryandWendy'sfamity p119-p120(lnstructionsp102) 3 ReviewExercises3,4 and5 SBp29 CD-ROMLesson38 Workbook Lesson38 p14 Moneyandprices dl 3l al Pre-teachmoneyl'mnnil andprice lpratsl. Drill these wordswlth tne class. Studens do the exerciseon their own, then compare answersin pairs. Check answerswith the class. Check studentsunderstandthe s).'rnbols{, $, €, p andc. Point out that in the UK it is much more common to say tenp than tenpence,although both are correct. Also point out that we often miss out the currencywords (powds, euros,etc.)in priceswith both pounds and pence or euros/dollarsand centsif the context is clear (ten1i1tr, Jiveninety-nine,etc.).However,we alwayssaythe currency with round numbers (tenpounds,fifty euros, twelvedollars, etc.). Also teachstudentshow to saythe currency from their country/countries in English if appropriate. zb) 3e) +c) sa) od) Vocabutaryfoodanddrink(1) Rea[World moneyandprices;Howmuch...?; in a caf6 Reviewfamily;numbers b) ffi ffi elay the recording.Studens listen and practisethe prices.Check that studentspronouncep lpitl, eurosl'juereuzl andcants/sents/ correctly Repeatthe drill if necessary @ ,l Studens do the exercisein pairs. check their answers. ffi flay the recording again.Studentslisten and practise the prices. a)seventeenpounds b)seventyp c)a hundreddollars d) twenfy-orireeuros e) thirty-ftve cents f) twenqtonq datrlars,g) threeeuros oeventy-fl1.e,h) sevenpound*stxty ,,1& u) m Teil studentsthat they aregoing to listen to'five i.-I-''' conversations.Play the recording (SBpf 21). Students listen and write the prices.Play the recording againif necessary b) Studentscompareanswersin pairs. Check answers with the class. 1{.25 z $64 3 7Op 4 f,48.50 s €95
- 45. 3C Studentsdo the exerciseontheir own, then compare answersin pairs. Check answerswith the class' Amwerc lis 2is 3arc 4are Point out that we useHow much is... ?for singular nouns and it, and How muchare ... ?for plural nouns and they. You can teachstudentsthis (in question 1). Note that this,that, theseandthosearetaught in lesson4C' @ W ffi elay the recording.Studentslisten and practise :' the questionsin 4. Alternatively,model and drill the questionsyourself. GanI helpyou? ,ffl a) Focusstudentson the Caf€Pronto price list. Teach w '.4' foodanddnnh. Studentswork on their own or in pairs and match the food and drink on the price list to photos 1-10. Check answerswith the class. Point out that the Italian words cappuccinoandespresso, and the French word croissanf,arealsovery common in English, particularly in coffeeshopsand caf€s. Also teachstudentsthat we can sayawhite colt'ee(with milk) and ablach coffee(vithout milk). Point out that we can saya mineral wqter ot abottle of mineral water. Also teachstudentsthat we can saya coft'ee/teaor a cupoJ coffee/tea. fi.H'"i"{iai#i*iii lf you have a monolingual classand speak the students' language,ask them what they usually buy in cafesand tell them how to say theseitems in Enslish. * Give students one minute to remember all the things on the Cafe Pronto price list. Ask students to closetheir books. Studentswork in pairs and i write down all the food and drink items thdy can i i r - - l I rememDer. ;l-1--,,,,."-*"-""---,,,,,, b) ffi ffi rlay the recording (SBpI21). Studentslisten and practisethe food and drink on the price list' Highlight the pronunciation of cappuccino/,krepu'tJi:neul, orange juice I'ornd3 dguls/, croissant/'kweso/ andsandwich /'senwrd3/. Play the recording again,pausing after each word so that studentscanrepeatindividually c) Ask studentsto cover the price list. Studentsdo the exercisein pairs, asshown in the speechbubbles. @ ro.,-,, studentson thespeechbubblesanddrill these exampleswith theclass. Studentsdo the exercisein new pairs.While they are working, monitor and correctstudents'pronunciation if necessary f*-i + 0) Focusstudentson the photo of Caf€Pronto on SBp27' Use the peoplein the photo to teachcustometand qssistqnt. ffi elay the recording (SBp121). Studentslisten and tick what the two customersorder on the price list. Studentscompareanswersin pairs. Check answerswith the class. 1 two cappuecinosand a croissant 2 an espr€ssoand an eggsandwich b) elay the recording again.Studentslisten and write how much eachcustomerspends.Check the answerswith the class. 1f5.85 2f3.75 .'*. i:Hifi* l*ire **-***" ,a If you have a classof complete beginners, deal with the two conversations separately.Play conversationI, check the answerswith the whole i class,then repeatthe procedurefor conversation2. i Focus students on the flow chart. Check they understand that the assistant says the sentences in the green boxes and the customer says the sentences in the pink boxes. Point out that the language in brackets can change, depending on what the customer orders. Note that the language that students need to learn for productive use is always in the pink boxes in these flow charts. Students do the exercise on their own, then compare answers in pairs Check answers with the class. r Answers 2 please 3 away 4 in s verY o Check s[udents understand all the sentencesin the conversation. Highlight the difference between eqt in and tahe away, r You can point out that we say tahe away in British English and to go in American English' r You can also teach Of course. as an alternative to Sure. a) ffi ffi elay the recording (SBp122). Studens listen and practisethe sentencesin 9. Encouragestudentsto copy the polite intonation. Play the recording again,pausing after eachsentencefor studentsto repeatchorally and individually b) nut studentsinto pafus,student A and student B' StudentAs areassistantsand student Bsare customers. Studentspractisethe conversationin I with their partner. After studens havepractisedthe conversationa few times, ask them to changeroles.While studentsareworking, monitor and correct their pronunciation if necessary
- 46. 3C and 3D i":s-f{iJ"ii;il.c Beforeaskingstudents to work the conversationin 'open pairs' drilling on p20. *".--^.-'-''..""^","**,n a) Put studentsinto new pairs. Focusstudentson the Caf€Pronto price list on SBp26. Studentstake turns to be the customerand order food and drink. The assistantmust work out how much to charge the customer.You can ask studentsto cover the conversationin 9 beforethey begin. While studentsareworking, monitor and correct any languageand pronunciation mistakesyou hear. b) Finally, ask a few pairs to role-play a conversationin CafeProntofor the class. EXTRAPRACTICEANDHOMEWORK 3 ReviewExercise6 SBp29 CD-ROMLesson3C WorkbookLesson3Cp16 Vocabularyfoodanddrink(2);love,like,eat,drink, alot of Reviewmoneyandprices;foodanddrink(1) b) est studentsto closetheir books. Put studentsinto pairs. Studentssayall the words for food and drink in the photo they can remember.Altematively,ask them to write down the words in their pairs. @ lskone pair to tell you all the words for food and drink they can rememberand write them on the board. Ask other studentsto tell you any missingwords until you haveall 16 words from 1a). @ fo.rrc students,onpictures A-D. Studens do the exercise .- on their own, then compareanswersin pairs. Check answerswith the class. Check studentsunderstandthe new verbslihe. love.eat anddnnh. We suggestyou treat theseverbsaslexical items at this stageand avoid eliciting any negative sentencesduring the lesson.Note that the PresentSimple is taught in units 4 and5. Also checkstudentsunderstandalot of'.I eatalot of ice., etc. 2A 3D 4C @ W ffi nlay the recording.Studens [istenandpractise - the sentencesin 3.Highlight the vowel sound in lovell'rvl. @ ^l Ask studentsto look at the photo of Fiona and her family in lesson38 on SBp24. Ask the classwhat they rememberabout Fiona and her family ffi Fo.nt studentson the vocabularybox in 1a).Play the recording (SBp122). Studentslisten and tick the food and drink that Fiona talks about. Studens can compare answersin pairs. Check answerswith the class. coffee tea meatrfish :eggs p€sta ihocolate b) Cive studentstime to readsentences1-5. Play the recording again.Studentslisten and choosethe correct words. Play the recording againif necessaryCheck answerswith the class. in pairs,practise Seetips on Bread and cheese O ^l Focusstudentson the photo. Studentsdo the exercise ...-. on their own or in pairs. Check answerswith the class. Note that many of thesewords (milh, tea,nce,fruit, etc.) areuncountable nouns. However,we feel that asking Starterstudentsto differentiatebetweencountableand uncountable nouns would be unnecessarilycomplicatedat Starterlevel. Note that countableand uncountable nouns aredealt with thoroughly in faceZfaceElementary 1 fruit 2 tea 3 coffee 4 v€getables 5 orangejuice o milk z bread s water 9 fish to rice 11meat ,lechees* 13€ggsl4sugar Is,pasta te choeolate b) ffi ffi ehy the recording.Studentslisten and practise.Alternatively,model the words yourself and ask studentsto repeatchorally and individually Highlight the pronunciation of.orangejuice l'ortnd3 d3u:s/, vegetables I'ved3tabelzl,Jruit lfrurtl andchocolate/'tJoklet/. Point out that vegetablesis threesy'lables,not four, and chocolateis two svllables.not three. il lT::fflfl;.;;""d;",*;;;;;;*."1teaching this vocabulary yourself at the beginning of the lesson. Prepareflashcardsof the food and drink items and teach the words one by one. You can then use 1 for practice. * Ifyou have a strong class,useVocabulary Plus 3 Food and drink p153 (Instructions p147) rn this lesson or give this worksheet to students for homework. a) Give studentsone minute to rememberall the words for food and drink in the photo. Studentsarenot allowed to write anything down. @
- 47. 3D and 3Review Use the recording to remind studentsthat we sayblach colJee(without milk) andwhite cofJee(vnthmllk). zLea 3 fish +eggs 5 chocolafe . ffl a) Studentsdo the exerciseon their own. They canuse - i vocabularyfrom 1a)or their own ideas'Point out that they can useany of the new verbsin sentences5 and 6' While studentsareworking, check their sentencesfor acsJracyand help with any new vocabulary b) feach the phraseMe too.Studentscomparesentences in groups.Studentssaywhich of their partners'sentences arealso true for them, for example:a Ilovebread and cheese.BMe too!. Finally,ask eachgroup to tell the classabout food and drink they love, like, etc.,for exarnple:Jan andllovebread and cheese. @al ffi Focusstudentson the phonemeslnl andl,tl, - the pictures and the words. Play the recording.Studens listen to the soundsand the words. Point out that o in coffeeis pronounced with an /o/ sound and u in umbrella is pronounced with an /d sound. b) ffi Play the recording again.Studentslisten and practise.If studentsarehaving problemsproducing the sounds,help them with the mouth position for eachsound Point out that we round the lips when we say/o/. AIso highlight that the lips arerelaxedwhen we say lttl. &L al Focus studentson the boxes.Point out that the pink .Y;' vowels areDronounced lol andthe blue vowels are prono,rrra"d/rrl. {ffi$ play the recording. Studentslisten and notice how we saythe pink and blue vowels. b) ffi Play the recording again.Studentslisten and pracuse. 0) Go through the examplewith the class.Studentsdo the exerciseon their own. b) Studentscompareanswersin pairs. Encourage studentsto sayall the words when comparing answers' c) ffi Play the recording.Studentslisten and check their answers. Note that all the words with an /o/ sound aresaidby a man and all the words with an /,r/ sound aresaidby a woman. ffi ehy the recording again.Studentslisten and practisethe words. Check they saythe vowels in bold correctl;r Finally, ask studentsto sayeachgroup of threewords for the class.If necessarycorrect their pronunciation and ask them to say the words again. "-*' *gTfiSXSFri-'**-**** * Remind students that there is a chart of the phonemic symbolson SBpt26 and that they can practise the Help with Sounds drills at home on the CD-ROM/Audio CD. lipsrounded (a little) a lipsforward llil]il|ctas Activity 3DFromstartto finishp121 (lnstructionsp103) ffill vocabutaryPtus3 Foodanddrinkp153 (lnstructionsp147) CD-ROMLesson3D WorkbookLesson3D p17 WorkbookReadingandWritingPortfolio3 p56 ProgressTest3 p166 3 Review Seep29 for ideason how to use this section. la) zbig 3new 4cheap5uglY ocold lb) zsmall 3old +expensive5beautiful6hot 2a) z's 3 isn't 4's 5 are 6're 7 ate 8 aren't 2b) z Is the schoolcheap?3 Is the teachergood? + Are the studentsfriendly? s Vhere'sthe horel? 6 Are the rooms very big? 2c) t In London. 2 No, it isn't. 3 Yes,hey'sheis. 4 Yes,they are. 5 Near the school 6 No, they aren't. 3 Zwife:daughter 4son 5sister 6brother Tfather 8 mother 4 2 possessive 3 is 4 is 5 is, possessrve6 1s,possessrve 5 2 yo u r 3 h is 4 h e r 5 its 6 o u r T th e ir 6a) 3d) ai) sc) 6h) 7a) e0 se)
- 48. 4 My vtrnrtd Ilike it! Phraseswithfike,have,live,work,study a) Studentsdo the exerciseon their own or in pairs. Early finishers can check their answersin Language Summary4ffiffimSBp106. Check answerswith the class.Check students understand all the new vocabulary,referring to the picturesi[ necessary Point out that we can say in the centreof thecity or in the city centre.However, when we use the name of the city, we say I live in the centreof London.not +lAwA+e*de*+mtre. Also highlight that we sayaflat in British English and an apaftment in American English. You can also teachstudentslive in a (biglsmall)house and worh at home(not werh '-+r+-my-hease). Highlight that we usea houseto refer to the type of building, whereaswe use hometo refer to the place where you live b) like rock music c) have two chtldren d) have a car e) live in a flat f) live in the cenfre of the city g)work for a Spanish company h)work in an olfite i) study English j) study langucges b) ffi ffi ehy the recording. Students listen and practisethe phrases Highlight the pronunciation of worh lws'^kl, company/'k,rmpeni/, ofJiceI'oftsl and languagesl'lr;4gwtd3tz/. Repeatthe drill if necessary. . . - - : ' Y l i : ; i i - ! :i : l j examplelihelootball. * Students work in pairs and write one more word or phrasefor eachof the verbs inla) (lihe chocolate,havea cat, live in London,worhJor a computercompany,studyGerman,etc.).fZy7rt1" correctcollocationson theboardfor students i to copy. i Vocabularyphraseswith /rke,have,Iive,work,study GrammarPresentSimple(1,you,we,they):positive andnegative Reviewfoodanddrink(1)and(2);famity;be LifeinPeru &tr al Check studentsknow where Peru is (in South r-. .' -l America). Focusstudentson the photo of Ricardoand the speechbubble. ffi fhy the recording. Students listen, read and find out who Cecilia,Carlosand Diego are. Check answerswith the class. Cecilla is R,icardo'swife. Carlosand DiegoareRicardo:andCecilia'ssons- b) Students do the exerciseon their own. c) Check studentsunderstandhomeworh/'heumwsrk/. Students compare answersin pairs. Check answerswith the class. 2 married 3 i s 4 Dine 5 are 6 Chinese d) Studentsdo the exerciseon their own Check answerswith the class r Answers Youstudy English.We live in a very nice flat. They like football Point out that theseverbsarein the Present Simple. Usethe four examplesentencesto highlight that the PresentSimplepositive is the samefor I, you, we andthey. b) g Draw the table on the board and write in the examplesentences.Note that in grammar tablesthe auxiliary verbs are shown in blue and the main verbs are shown in pink. This approach helps visual learners to understand the word order of positive sentences,negativesand question forms in English. Go through the following points with the class.
- 49. 4A Use rhe examplesto highlight the word order: I/youlwe/they + don't + verb + .. Point out that don't is the contracted form of do not and that we usually use this form when writing and speaking. Establish that the auxiliary do has no meaning, but is used to make the negative form of the Present Simple with I/y ou/we/they. Also point out that we use don't in negativeswith I, you, we, they for all verbs except be' Ifnecessary write these sentenceson the board for comparison I'm not a teach(r Youaren'tFrenth.Wearen'Iin this class.They aren'tJrom the USA. With a strong class you can teach students that I, you, we and thel in the example sentences are called'the subject', and that in positive sentences the subject always comes before the verb. However, we suggest you simply call the infinitive 'the verb' at this level to avoid overioading students with grammatical terms. #HTilJXi{3fi& Put studentsinto pairs,A and B. Ask student As to look at the text about Ricardoand student Bs to look at the text about Sandra.Students underline all the phrasesfrom la) they can find in their texts. Students then work with their partner, swap books and check their partner's answers. G) tt Check students und.erstandwhat to do by focusing Y on the example and asking individual students which sentenceis true for them. Studentsdo the exerciseon their own. b) Studentswork in pairs and say their sentencesto each other. Students also decide how many of their sentencesare the same. Ask eachpair to tell the classtwo sentencesthat are true for both students, for example, Wedonl worh in an ffice., Welihe Italianfood., etc. Focus students on the examplesand check they rememberfalse. Students do the exerciseon their own. While they are working, check their sentencesfor accuracy and help with any new vocabulary. t'--" il,v'-?firii*fl'{i *---'"*-"-"' i . gDemonstrate the activity by writing three j I -*,,^ ^^A +l-^^ f^1.^ .^-t^-^ac olrnrrt rrnrr nn fhe l i true and threefalsesentencesabout you on the ! board using languagefrom 1a).Studentswork I i" pairs and guesswhich sentencesare false' i Students can then do 7 on their own. " t Drill the sentencesin the speechbubbles to remind students of the language they need to do the exercise. Put studentsinto new pairs,A and B. StudentAs say their sentencesfrom 7. StudentBs decideif they are true or false. When they havefinished, studentschangeroles. Finally, ask each student to tell the classone of their partner'strue sentences. EXTRAPRACTICEANDHOMEWORK 4 Review Exercises1 and 2 SBp37 CD-ROM Lesson4A Workbook Lesson4A p18 l* I I Il t G) Studentsdo theexerciseon their own. Check answerswith the class. t ,]/,,;n'ac.rtsstudehtson ihe tableon theboard' nlitlt -hi"h wordeirrsentencesI and2 from3c) @ m ffi ehy therecording.Studentslistenand practise.Checkthatstudentspronouncedonl ldeuntl correctlyin eachsentence.Repeatthedrill if necessary LifeinAustralia @ tl Focusstudentson the photo of Sandraand the - speechbubble. Studentsdo the exerciseon their own before checking in pairs. Check students understand that a (+) sign indicatesa positive sentenceand'a (-) sign indicates a negative sentencebefore they begin. b) ffi Play the recording. Students listen and check their answers. Check answerswith the class. 2 live 3 have 4 don't have 5 don't live 6 work 7 study a like
- 50. My free time Freetimeactivities a)feach the phrasefree time activities (things you do when you're not working or studying). Point out that the singular of activitiesis an activity. Studentsdo the exerciseon their own or in pairs. Alternatively, use the pictures to teach the vocabulary yourself, then use the matching activity for practice. Check answerswith the class. Highlight the different phraseswith go: go to concerts, go to the cinema,go shopping,go out with friends. Point out the in go to the cinema (not go+e-einme). Also highlight the capital letters in TY andDVD and point out that TV stands for television. You can also tell studentsthat we can sayeatout or go out to eat. 1watch TV or DVDs 2 go shopping 3go to the cinema 4 go out with friends 5 eat out 6 play termis 7 go to concerts I play coruputergames b) ffi ffi ehy the recording. Studentslisten and practise. Check that students stressthe phrasescorrectly. Note that only the main stressin words and phrasesis shown in vocabulary boxes and the LanguageSummary Play the recording again,pausingafter eachphrasefor studentsto repeatindividually *- {"bl:'$t*.il}iii! *-"- - """."-"""" -"} +' If you havea strong class,considerusing i Vocabulary Plus 4 Free time activities pI54 1 (InstructionspI48)atthisstageofthelesson Vocabularyfreetime activities GrammarPresentSimpte(1,you,we,they):questions andshortanswers Hetpwith Listeningquestionswithdoyou Reviewphraseswith ,ke,have,live,work,study Anonlineinterview @ tl Focusstudentson the web pageon SBp33 and the : ohoto of rock starsMike and Kim Black.Ask what their Land is called (BadDay) and what q?e of music they play (rock music). ffi elay the recording. Students listen, read and find three things that Mike and Kim do in their free time. Check answerswith the class. listen to (a lot of rock) music, go out wifh friends, watch TV (a lo1),go to concerts,eatout (a lot) b) Students do the exerciseon their own, then compare answersin pairs. Check answerswith the class. ET 3F 4F 5F 6T 7F e With a strong class,teach the following new words and phrasesin the interview'. roch star, also, fantastic,listento (rochmusic),of course,Havea niceday!. @ 1) Focusstudentson the examplesentences.Point out ,l' the preposition in the first sentence(I play tennisin my free time.). Use the secondsentenceto teachthe meaningof a lot (I watch TV a lot.). Also highlight the negative form of the PresentSimple in the third sentence(I ilon't go to concerts.). Studentswork on their own and write four sentences about their freetime using phrasesfrom the lesson. b) Studentscomparesentencesin pairs. Ask a few studentsto tell the classtheir sentences ffi at f.Z1ru* the table on the board and write in the w examplequestions.Go through the following points with the class . Usethe examplesto highlight the word order: questionword + do + I/youlwe/they+ verb + r Establishthat the auxiliary do hasno meaning,but is usedto makethe questionform of the Present Simplewith I, you, we,they. o Also point out that we usethe auxiliary dowith all verbsexceptbe.If necessary,write the following queslionswithbe on the boardfor comparison: WhereamI? Whereareyoufrom? Wherearewe? Wherearetheyfrom? b) Studentsdo the exerciseon their own. Check answerswith the class. . tZ Focusstudentson the tableon the board. Elicit which words in questionsI and 2 from 4h) go in eachcolumn andcompletethe uble (seethe tableinff*iii|$ssptoT).
- 51. 4B . Use thesequestionstofurther highlight the word order in Wh- questions.Point out lhat Present Simplequ€stionsarethe samefor I, you, we and they. o Usequestion2 to highlight that we sometimesuse . a noun afterWhat ... : Whatfood doyou lilte?, Whmtffi'ursicdoyoulike?, etc. r You canalsoteachstudentsthe questionWhst do you do?= What'syouriob?. G) Studentsdo the exerciseon their own or in pairs. Check answerswith the class. r Answers Do you like London? Yes,I do. No, I don't. Do you 8o to concerts?Yes,we do. No, we don't. Do they like Mexican food? Yes,they do. No, theydon't r Highlight the word order in t}l.eyeslnaquestions: Do+ I/you/welthey+ verb+... . r Pointout thatwe usedoor don'tin the short answers,but we don't repeatthe verb: Yes,I do not Yeg-l-I4#eor YesJ4el+he. &3 a) Go through the examplewith the class.Point out that all the ouestionsareabout Mike and Kim Black. Studentsao tn. exerciseon their own. Check answers with the class. You can point out that in question3 do is both the auxiliary and the main verb. 2 Do, have 3 do, do 4 Do, go 5 Do, eat 6 Do, like b) Studentsdo the exercisein pairs.Remind students to use the correctshort answerswhere appropriate. They can check their answerson the web pageabout Mike and Kim Black if necessary. o This Help with Listening helps students understand PresentSimplequestionswith doyou . . ?. @ ^l Sffi ro^cus.students on sentences1-4. Play the : recording.Studentslisten, read and notice how we say doyou in PresentSimplequestions. Highlight the pronunciation of doyou /dje/ and point out that thesewords are often pronounced in this 'weak form' in natural spoken English. While it is not essentialfor students at this level to use the weak form themselves,it is important that they understand it when they are askedquestionsin the PresentSimple. Note that doyou can alsobe pronouncedld3el, but we rarely use the strong form /du jul/. The alternative weak form ld3el is practised in faceZfaceElementary b) ffiffi Play the recording (SBp122). Studentslisten and write the questions.Beforeyou begin, point out that studentswill hear eachquestiontwice. Play the recording again if necessary. G) Studentscomparesentencesin pairs. lQ Check answersby eliciting each question and writing it on the board. You can leave thesequestions on the board so that they can be usedin 7b) Encourage students to use weak forms when speaking and highlight them when appropriate in future classes. 1 Do you go to the cinerna? e What food do laq like? a Where do you go shopprng? 4 Do you play comPutergames? ,@ ul ffi$flSehy the recording (SBp122). Studentslisten I' and practise.Encouragestudentsto copy the pronunciation of doyou in the questions.Play the recordingagain,pausingafter eachquestionand short answer for students to repeat individually b) fut studentsinto pairs,studentA and student B. Student As ask the questions in 6a).Student Bs ask the questions in 6b) that are on the board. Remind students to give their own answers. Avoid doing any whole-class feedback at the end of the activity, asthis would require he and sheforms of the PresentSimple.Theseforms are taught in unit 5. Put studentsinto new pairs, studentA and student B. If possible,put studentsin pairs with somebodythey don't know very well. StudentAs turn to SBp86 and studentBs turn to SB p92. Check they are all looking at the correctexercise. a) Focusstudentson the questionsin column A of the table. Students do the exerciseon their own. Avoid checking the questions with the whole classso that studentsdon't hear the questionsthat they are about to be asked. Student A 2 Do you watch DrDs? 3 Do you llve in a houseor a flat? 4 Do you like ltalian food? s Do you havea computer? Student B b)Do you play tennis or football? c)Do you work in an office? d) Do you like Chinesefood? e)Do you have a dog or a cat? b) Studentswork on their own and guesstheir partner's answersto the questions in column A of the table.Studentsshould put a tick or a crossin column B of the table. Students are not allowed to talk to their partner at this stageof the activity. G) Studentswork with their partner. Student As ask questions1-5 and put a tick or a crossfor eachof their partner's answersin column C of the table. Remind student Bs to use Yes,I do. or No, I don't. when answering the questions. When student A has finished asking the questions, hey'shetells his/her partner how many of his/her guesseswere correct.
- 52. 48 and 4C d)Studentsswaproles so that student B asks questionsa)-e). Finally, students tell the classhow many of their guesseswere correct.Again, avoid doing any class feedback on the answersthemselves,as this would require students to use he and sheforms of the PresentSimple. Buying things EXIRAPRACTICEANDHOMEWORK ffill CUssActivity48 Findtwo peoptep122 (lnstructionsp103) ffiIl VocabularyPlus4 Freetimeactivitiesp154 (lnstructionsp148) 4 ReviewExercises3 and4 SBp37 CD-ROMLesson48 WorkbookLesson48 p19 Vocabulary things to buy;this,that, these,those RealWorld in a shop Review free time activities;money and prices; Howmuch... ? ffi play the recording. Students listen and fill in the gapswith the correctprices.Play the recordingagain if necessary. Students compare answersin pairs. Check answerswith the class. A fl+"75, 81SOp ,cf,6.95 or{3.59 l HelBwithVocabutary Students do the exerciseon their ow1.3ZWhile they are working, draw the blank table on the board. Check answerswith the classand highlight the following points.classof c : words y lass.Hol he word class 3 WOI lass. ' . a c u esev e clas .sthe pract t*s&* have i rg the to the rdents t f o r p $ t o stud la) f frHTT If y. teac rterr tell use l i 4 I I t I qTH&I 'you I :achin ems tt :ll stur sela) Lplete rselfb p eacl Englis rpr rs( p( En tss oI com rords your rs.Hold u1 word in l lce. ;;;;;,"""'':;;;lselfby bringingthe i r eachitemin turn and I inglish.Youcanthen iI i """"._j b) ffi ffi ehy the recording. Students listen and practise. Check they stressthe words correctly and highlight the pronunciation of birthday I'bstfldetl, chocolates/'tJoklets/ and tissuesl'It[ru.zl. Point out thatbdttenesI'bntrvl is usually pronounced astwo syllables,not three.Note that the stressonmagazine can also be on the first syllable. Point out that the plural of box is boxesand that the singular of batteriesis a battery. C) Students do the activity in pairs. [l Focusstudentson photos A-D. Ask where the people Y are(in a shop). Check studentsremembercustomer and shop assistant. Focus students on the table on the board. Check students understand here and there.Elicit which words go in each column and complete the table (seethetablein i$1iffi$snptool. Point out that we use this/these for something close to us and that/those for something further away Check students unders[and that we use this/tlmt for singular nouns and theselthosefor plural nouns. Point out that this, that, these,thosego before be in sentences: Those are nice. Also highlight that this, that, these,fhose go after bein questions: How much qre these?. @ WW l9:"t-t,"dents on the exampledrill. Play the .= recording (SBpI22). Studentslisten and practise. Highlight the /I/ sound in this /6Is/ and the /irl sound in these/6irzl, which students studied in the Help with Soundssectionin unit 2. Repeatthe drill if necessary Thingstobuy 3 ^l Focus studentson pictures 1-10. Studentsdo the "Y exerciseon their own or in pairs. Check answerswith the class Check students understand birthday and teach the phraseHappy birthday asshown on the card (picture 6). 2 tissues 3 a map 4 a newspaFer 5 a posteard 6 ahirthday card. r batteries I chewing gum 9 sweets 1oa box of chocolates
- 53. 4C ififl Students dothe exerciseon their own, then compare .*--- utrc-"ts in pairs. Check answerswith the class. 1 these 2 That 3 those 4.this Anythingelse? @ al Focus strrdentson photos A and B.Give students ,- time to read the conversations.Avoid dealing with any new languageat this stage. ffi ehy the recording. Students listen and fill in the 8aps. b) Students compare answersin pairs. Check answers with the class. 2 tissues 3 f,5.45 4 postcards 5 two 5 fll0.65 ffi a) Focusstudentson the flow chart. Point out that the languagein bracketscan change,dependingon what thecustomerwantsto buy. Studentsdo the exerciseon their own by referring to the conversationsin 6a).Check answerswith the class. o Answers 2 much 3 have 4 else 5 are 6 lot o Checkstudentsunderstandthe new words/phrases: Yes,they'reoler there.,They're6ap) each.and Hereyou are. o Pointout that we sayThanhsalot. or Thanksvery nruch Also remind studentsof other waysto say thank you: Thanks.,Thanhyou. andThanhyou tery much.Youcanpoinl out that Thcuthsis more informal than Thanhyou. b) Studentsdo the exerciseon their own. Check answerswith the class. r Answers 1 Do you haveany (mapsof London)? z Can I have(thatbox of chocolates),please? 3 How much is (this map)? How much are (thesepostcards)? r Checkstudenlsunderstandthe phrasesDoyou have. ?,Canlhate . ? andHowmuch .. ?.Point out thatwe useCanI hcve.. 7 to askfor things. r We suggestyou teachany asp^rt of the phraseDo youhaveany, ?andpoint out that this phraseis followedby a plural noun (nrcps,etc.).Note that a/an,someandany arestudiedin unit 6 @Wffi rhy,the recording (SBpI22)' Studentslisten 7. ' uttd practisethe sentencesin 7a).Encouragestudentsto copy the polite intonation and highlight the pronunciation of London/'l,rndeni.If necessary,play the recording again, pausing after each sentencefor students to repeat individually. .tlr. ^ ,'Gl Studentspractise the conversationsin 6a)in pairs, taking ; Yj turns to be the customer.Encouragethe customersto use polite intonation when asking for things. ..."""".flH?t?si**&.,".,"..,,"--""""- i i i * Ask eachpair to chooseconversationA or B I from 6a).Studentsdecidewho is the customer and who is the shop assistant.Studentspractise the conversation until they can remember it. Ask studentsto closetheir books and practise the conversationagain.Ask two or threepairs to role-plav their conversations for the class. ro;;; *".;,;;;;"*;;;;; ;;; ;;"y p88 and studentBs turn to'Sn pe+. Check they areall looking al the correclexercise. ?) Pre-teachspend(money).Ask studentsto look at photosa)-d). Allow studentstime to readthe information abouttheir rolesandpoint out the promptsin the box. Studentsrole-play the conversationin their pairs. Student A in each pair starts the conversation by saying Excuseme.Do you haveany batteries?. b) Studentsswaprolesso that student B is the customer and student A is the shop assistantin eachpair. Again, draw students'attention to the prompts in the box before they begin. At the end of the activity, ask students how much they spent(studentA: f 17-.90,studentB: f 12.50). @.^l Studentsdo the activity in new pairs.While they are .: working, check their conversationsfor accuracyand correctany mistakes. b) Students practise their conversationsuntil they have memorisedthem C) Put two pairs together so that they are working in groups of four. Pairs then take turns to role-play their conversations.Students listen to the other pair's conversation and find out what the customer buys and how much he/shespends.Studentscan ask the other pair to repeat the conversation if necessary. Finally, ask two or three pairs to role-play their conversations for the class. flfll ctassActivity4CShoppingbingop123 (lnstructionsp104) 4 ReviewExercise5 SBp37 CD-ROMLesson4C WorkbookLesson4Cp21
- 54. ,i: "ttt--': 'i ' ..,. iri,,,4H'*;;Days and times ":..." ......,;.:i"' QUICKRFVIEWrrr Thisactivityreviewsthingsto buy,Askstudentsto ctose theirbook. Studentsworkin pairsandwriteialistof thingsin theshopin lesson4C.Studentschecktheirideas in 1a)on SBp34.Studentsthendiscusswhichof these thingstheyhavewith them. a) ffi #ffi Focus students on the days of the week. Play the recording.Studentslisten and practise. Alternatively,model and drill the daysyourself. Point out thatWednesdayl'wenzdet/is two syllables,not three. Point out that the stresson eachday is on the first syllable. b) Studentsdo the exercisein pairs. C) Students do the exercisein the samepairs. Check answerswith the class.Teachand drill today, tomorrow andtheweehend.Note that weehendcan be stressedon either the first or the second syllable. '3lI: al Students do the exercisein pairs. Alternatively, teach Yt the words yourself first and use this exercisefor practice. b) ffi Play the recording. Students listen and check their answers. ffi eky the recordingagain.Studentslisten and practise. Highlight the pronunciation of minute l'mtnrll and the silent h inhour lauel Teachstudentsthat 30 minutes= halfanhour,15 minutes = quarterof an hour and 18 months = a year anda half. You can alsopoint out that we say two andahalf hours not t+ve4ears-a+&+4alf . zaminute 3anhour +aday 5aweek 6amonth C) Students do the exerciseon their own before checking in pairs. Check answerswith the class. b) minutes c) hourg d)week el year f) months ?) Pre-teachtime andhighlight the differencebetween a clochanda watch. Studentsdo the exerciseon their own or in pairs. Check answerswith the class.Point out that we can sayquarterpasL/Lo...or q quarLerpasL/to... . n six o'clock F quarter past six D qualter to seYen b) Tell students that we can say times in two ways. Studentsdo the exerciseon their own or in pairs. Check answerswith the class. Also highlight that we can say (a) quarter past (srx) or stxfiJteen, but not f+f+ema*tlstx). six rhirtv C six fort'v.five D six fifteen B Vocabutarydaysof theweektimewords Rea[World te[[ingthetime;talkingaboutthetime Reviewthingsto buy;numbers0-100 i:xriii* iilt& If you havea classof completebeginners,consider teaching the time yourself first by using a large clock with movable hands. 3Z Alternatively,you can draw clock faceson the board.You can then use3 and 4 for practice. @ St.ra"tttsd.o,th5exerciseon their own or in pairs. Check answerswith l"heclass. Tell students that we can also say thesetimes as srxten, sixtwenty-t'ive,etc. Although this alternative form is probably easierfor students to use than the pastlto form, it is important that they understand both ways of telling the time when they hear them. Point out that we saysrxohfive for 6.05, notsix-f*e ot You can alsohighlight that in American English 6.05 = firte aJtersix, 6.10 = tenafter six, etc. 2a) 3h) +b) rs) 60 7e) sd) @ mffi ehy the recording.Studentslisten and practise - the times in 3a)and 4. Note that the times arerecorded in logical order (six o'cloch,Jite pastsix, etc.). Highlight the pronunciation of quarter I'kc'^telandhalJ /hqrf/. Also highlight that we don't pronounce the f in ffuepast lpotsl srx,etc.,and that we use the weak form of to in fi,'teto ltel stx,etc. Repeatthe drill if necessar;u {S' a) ffi rett students that they are going to listen to l'' five conversations.Play the recording (SBpf22). Students listen and write the times. b) Studentscompareanswersin pairs.Play the recordingagain,pausingafter eachconversationto check students'answers. 1 twentyto three z half pasteight 3 six o'clock 4 quarter to twelve 5 two thirly g ul Focusstudentson pictures I and 2. Studentsdo the exercFeon tnelr own. b) ffiffi Play the recording. Students listen and check their answers. ffi elay the recording again, pausing after each sefitence and asking students to repeat individually Encourage students to copy the polite intonation in the questions' Check students understand that we use What time is it, please?to ask the time. You can also teach and drill the alternativequestionWhat thetime,please?. Also point out that we use4f for times: lt! qthalf pasteight. ; ,i' t
- 55. 4D and 4Review Teachstudentsthat we usea.m.fot times 0'00-12.00 andp.m. for times L2.00-24.00. 1 WoMANExcuseme.What time is lr, please? MANlt's tt$rentyto three. 2 WOMAN,Whattime is your Fnglish class? MANlt's at half past eight, r@i[:'""1i:'il'#""H'ff;:;T:ffi:*;:ii:l1r" SBp95. Checkthey areall looking at the correctexercise. 0) Focusstudentson the film times.Use the speech bubblesto teachWhat timeis . . on?and the response It on at... . You can point out that we alsouse these phrasesto talk about TV programmes. Students take turns to ask the times of the films and fill in the gapson the timetable.Studentsarenot allowed to look at their partner'sbook. b) Students compare times with their partner and check that they are correct. EXTRAPRACTICEANDHOMEWORK II[][l ct"s Activity 4DTimedominoesp124 (lnstructionsp104) CD-ROMLesson4D WorkbookLesson4Dp22 WorkbookReadingandWritingPortfolio4 p58 ProgressTest4 p167 a) Tell students that there are two different ways to pronounce fh. Focus studentson the phonemes/0/ and 16l, the pictures and the words. ffi etuy the recording. Students listen to the sounds and the words. Point out that th in threeis nronounced with a /0/ sound and th in mother is pronouncedwith a /6/ sound. b) ffi PIay the recording again. Students listen and practise.If studentsarehaving problemsproducing the sounds,help them with the mouth position for eachsound. Point out that the mouth position is the samefor both sounds,with the tonguejust behind the top and bottom teeth. However, when we say the /0/ sound, there is no voice from the throat and you can feel the air from your mouth on your hand. When we say the /6/ sound, thereis voice from the throat. You can ask your students to place their fingers and thumb on their throats. When they say the /d/ sound, they will feel vibration in the throat. Another useful tip is to ask them to place their index finger on their lips, asif they were making a shhh sound.When sayingboth th sounds,the tip of the tongue should touch the side of the finger. a) ffi Focusstudentson the boxes.Play the recording.Studentslisten and notice how we sayth in both setsof words. b) ffiffiPlay the recording again. Students listen and practise. lEl a) ffffi play the recording. Students listen and read : -'..:.' the sentences. ffi ehy the recording again. Students listen and practise. Repeatthe drill if necessary. b) Studentspractisethe sentencesin pairs. Finally, ask students to say the sentencesfor the class. If necessary,correct their pronunciation and ask them to say the sentencesagain. 4 Review Seep29 for ideason how to use this section. I 2study 3work 4have 5like e live Tstudy 81ive t have 10work 3 go shopping,watchDVDs,play computergames, eatout, watch T{ go to the cinema,go out with friends, play tennis 4a) z Where do they live in the UK? 3 Do they havea housein the USA? + Whar music do they like? s What do they do in their free rime? e Do they go to concerts? z What food do theylike? I Do they go to the cinema? 4b) Seeweb page on SBp33. 5a) 2sweets 3batteries 4postcard 5newspaper 6 magazine 7 birthday card 8 chewing gum 9 tis.sues to box of chocolates
- 56. 5 Fay*to-day life Bookp38-p45 A Wpical day QUICKREVIEWrrr Thisactivityreviewswaysof tellingthetime.Students workon theirownandwritesixtimes.Studentscomptete theactivityin pairs.Askstudentsto saythetimeswith pastot to if possible.Earlyfinisherscantaketurnsto say eachtime in two ways. ffimE€yress,*tfrxtes If your studentsare at school or university,teachthem the phrasesstart/finish school,startlfinish unittersityand CafOltS f{l$tine start/Jinishclassesasalternativesto stqrtUinishworh. .-. zhaverrreakrasr3reavehome4srarrwork @tli.tJ:;T:'*,'ffi:ll,ll?*'il''fiii:rY""**ltst:i s havelunch o finish work z get home unfuersity/,ju:nr'vsrsetil and po*intout the different Bhavedinner 9 go ro bed ro Jleep stresspatterns in middhy and midnight. a) Focus studentson pictures 1-10 of Carol'sroutine. Teachthe phrasedaily routine/,derli rul'ti:n/. Students do the exerciseon their own or in pairs. Early finishers can check their answersin LanguageSummary5 ffi Sg p108. Check answerswith the class. Point out that we usually sayha'vebreahfast/lunch/dinner not eqtbreahJast/lunch/dinner.Also point out that gel homemeansarnve home,and that we say go to bednot Highlight that worh is a noun rn start worh andfinish worh, not a verb. "'* i:.ri?fijitiltilS*"**'*"' '-----"*--: i * teach the words/phrasesin 1a)yourself first by i i t"llitrg the students about your daily routine. You i:::T"::"1:):::*1l1ll__- - j b) ffi ffi llay the recording. Students listen and practise.Alternatively,model the sentencesyourself and ask students to repeat chorally and individually. Highlight the pronunciation of breahJast/'brekfest/, lunch llt'n[/ andworh lws"kl. You can also compare the vowel soundsinleave lh"vl andlive lltvl, which students studied in the Help with Soundssectionin unit 2. Repeatthe drill if necessary. Note that only the main stressin each phrase is shown in vocabularyboxesand in the LanguageSummaries c) Check students remember morning, afternoon, etening and night. Students do the exerciseon their own or in pairs Check answerswith the class.Note that somephrases may match with more than one time of day. Vocabularydailyroutines GrammarPresentSimple(he,she,rt):positiveand negative Reviewtellingthetime;PresentSimpte(1,you,we,theyl: freetimeactivities morning have breakfast, leavehome, start work afternoon have lunch, finish work, (get home) evening get home, have dinner, (go to bed) night go to bed,sleep a) Focusstudentson the speechbubbles.Remind studentsthat we useat with times. Check students understandat thesametime.TelTstudentsto talk about their routine in the week, not at the weekend. Studentsdo the activity in pairs.Beforestudentsbegin, tell them to make a note of things they both do at the sametlme. b) Students tell the classthings that they and their partner do at the sametime, asin the speechbubble. b) Focusstudentson pictures 1-10 on SBp38 and the photo of Carol on SBp39. Check studentsunderstand that the picturesare of Carol'sroutine. Students read the text and fill in the gapswith the correct times. Tell students to write the times in numbers,not words, asshown in the example. c) ffiffi Play the recording. Students listen and check their answers.Check answerswith the class. b)7.45c)8.15 d)9.00 ell2.45 f) 5.30 e)6.15 h)7.30 a) lgFocus studentson the examplesentencesin the Student'sBook or write them on the board. Point out that the verbs in blue are in the PresentSimple. Ask studentsto completethe rule. Check studentsunderstandthat in PresentSimple positive sentenceswithhe, sheand if we add -s or -es to the verb.
- 57. 5A b) Focus studentsonthe table Point out that the first column of the tableshows the spelling rules for the he, she,if positive form of the PresentSimple,and that the secondcolumngivessomeexamp[es. Studentsdo the exerciseon their own by referring back to the verbsin bold in the text about Carol. f.Ult7t1'ti1"students are working, draw the table from 4b)on the board. Check answerswith the class. . lg Focusstudentson the tableon the board. Elicit which verbsgo in eachrow and complete the table(seethe tablein ffi# ss pr09). r Go through the spelling rules with the classby askingstudentsto tell you the endingson each verb in the secondcolumn Underline these endingson the board. r Point out that haveis irregular and that we say has,not harcs. r Usethe examplesand the context to highlight that we usethe PresentSimpleto talk about daily routines. o Note thatverbsendingin -ss,-sh,-x or -zz (miss, wish,frx, buzz, erc.)alsoadd -esin the he,she,it form of the PresentSimple,However,asstudents haven'tmet any of thesevertrsyet, we suggestthat you highlight thesehe,she,Ltlotms in future lessonsasand when they occur- C) Focus studentson the sentencesin the table' Go through the following points with the class. b) ffi ffi ehy the recording (SBp122). Students listen and practise.Note that studentsshould repeat both the verb and its he,she, it form together(lihe, lihes, etc.), not separately. Ask students which he,she,it forms have the sound ltzl at the end (finishes /fln[vl , studiesI'sttvdtzl, watches I'wot[tzl). Highlight the endings of thesewords on the board. Repeatthe drill if necessary. Tom'sroutine ,'Jl, a) Focus studentson the photo of Tom.Ask the class I who he is (Carol'sbrother). Studentsdo the exerciseon their own. b) Students compare answersin pairs. Check answers with the class.Highlight that answers14,15 and L6 arc plural forms and therefore do not end in -s or -es. 2 doesn'twork 3 getsup 4 doesnt have 5 has 6 goes TleavesSstarts gfinishes lgdoesnft'eat,11!4s i 1egets 13watches 14donlt work ts have 16talk *, Put studentsinto pairs,student A and student B. Student As write two true and two false sentencesabout Carol. StudentBswrite two true i and two falsesentencesabout Tom.Ask students i to close their books. Students take turns to say i their sentencesto each other. Students say if i their partner'ssentencesare true or false. : Use the sentences to highlight the word order: he/she/it+ doesn't+ verb + ... . Point out that doesn'tis the contracted form of does not and that we usually use this form when writing and speaking. Also highlight that there is no -s or -es on the main verb in Present Simple negatives: Shedoesn't lihemornings not@ Use the THFIto highlight that the negative is the same for he, she and itl.He doesn'thate d car. It doesn'tstdrt todcry. Also point out that we use doesn'tin negatives with he, she,it for all verbs except be. If necessary write these sentences on the board for comparison: He isn't a doctor Sheisn't Itdlirn It isn't expensive. t Put studentsinto new pairs, studentA and student B. StudentAs turn to SBp89 andstudentBsturn to SBp95. Check they areall looking at the correctexercise. a) Focusstudentson column A of the table.Students do the exerciseon their own, asin the example. If necessarycheck the answerswith the class.Only check the words they need to fill in the gaps,so that studentsdon't hear the questionsthey are about to be asked. Studrut A z Do, watch s Do, have + Do, drink 5 Do, sleep Student I b)Do, have c) Do, go d) Do, work e)Do, eat b) Studentswork with their partners. Student As ask questions1-5 and put a tick or a crossin column B of the table. Remind student Bs to use short answers (Yes,I do. and No, I don't.). StudentBs can give more informationif possible. G) Studentsswaprolesso that student B in eachpair is asking his/her partner questions a)-e). Remind student Bs to put ticks and crossesin column B of the table. l9 mffi lhythe recording.Studentslisten and -' practise.Check that studentspronounce doesn't /drzentl correctly. Repeatthe drill if necessar;r ,,@ t) Students do the exerciseon their own, then compare answersln parrs. lQ Check the answersby writing eachverb on the board and then writing thehe, she,it form next to it. 2 plays 3 starts 4 finishes 5 has 6 studies 7 loves I goes g eats '!0watches 11 'drtnks l2 reads
- 58. 5A and 5E| d)Student As work in pairs with another student A and student Bswork in pairs with another student B Studentstake turns to tell their new partner about their partner in b) and c). Check that studentsuse the he, sheforms of the verbs. Finally, ask each student to tell the classone or two things about their first partner. Timephrase$withan,in,at Where does she work? EXTRAPRACTICEANDHOMEWORK ffill cUssActivity 54 My partner'stifep125 (lnstructionsp104) 5 ReviewExercises1 and2SBp45 CD-ROMLesson5A WorkbookLesson5Ap23 Vocabularytime phraseswithon,in,at GrammarPresentSimple(he,she,it):questionsand shortanswers Hetpwith Listeningsentencestress(1) Reviewdailyroutines ?) Students do the exerciseon their own before checkingin pairs. Check answerswith the class. 1ar Zat,in 3on 4at,on 5in 6on b) Students do the exerciseon their own. G) Students do the exercisein pairs. Before they begin, remind studentsof the phraseMe too. Ask eachpair to tell the classsentencesthat are true for both of them. LunchonMonday JA ff,l a) Focusstudentson the photo. Ask studentswhat ,.5' thev rememberabout Carol and Tom from lesson54. Don't tell studentsanything about Nadine lna'ditnl at this stage. Give studentstime to readsentencesl-5. Check studentsunderstandotherpeoplein question 5. ffi elay the recording (SBp122). Studentslisten and choosethe correctwords in the sentences.Students compare answersin pairs. Check answerswith the class 2 doesnt#ork : Italian 4 Germany 5 two b) Cive students time to read questions 1-6. Play the recording again. Students listen and answer the questions. G) Students compare answersin pairs. Check answers with the class. t In the rnobile phone shopwith Carol. 3 Shesa studentat the universil"y. + Shelivesnearthe university. 5 Yes,shedoes. j '@,,^l Focus studentson the tables.Point out the -' prepositionson, in, at and the examples. Studentsdo the exerciseon their own or in pairs.Early finishers can check their answersin ffiffi SBp108. JZygyt11" students are working, draw the tables on the board. Check answerswith the classby saying each phrasein the box and askingstudentswhich column of the tableit goesin. Use the tablesto highlight the following patterns: we use o?1with daysof the week (Sunday,etc.) and parts of particular days(Tuesdaymorning,etc.); we use in with the morning, the afternoon and the evening(but we say af night not i+++e-nigh+);we use af with times (six o'cloch, midday, etc.).Also point out that we sayin theweehand at theweehend. You can also highlight that in American and Australian English we say on the wee'kend. Remind students that midday = 12.00 and midnight = 24.00. Tell the classthat when we talk about our routines,we can use the singular or plural form of days,parts of days and the weehend:I play Jootball on Friday/Fridays. He goesto the cinemaon Wednesdayneninglevenings. They eat out at the weehend/weehends. b) ffiffi llay the recording.Studentslisten and practise.Point out that we say the weak form of at letl with time phrases.Repeatthe drill if necessary. i-"- tjgTff*i#rj&*"***** * Studentswork in pairs and test eachother on the prepositions.One student saysa word or phrase from the box in 1a),for example Monday, and his/her partner saysthe phrase with the coffect i preposition, for example on Monday 6 She plays tennis and she goes to the clnema a lot.
- 59. 5B @ ^l lSZDraw thetable on the board and write in the examplequestions.Highlight the following points. Use the example questions to highlight the worc- order: question word + does+ht/shelit + verb + Highlight that the auxiliary doeshas no meaning, but is used to make rhe question form of the Present Simple with lre, she and it. o Point out that thereis no -s on the main verb in PresentSimplequestions:WheredoesNadine w o r h . . ? t o t W . o Also poiRt out that PresentSimplequestionsare the samefor he,sheandit. r Highlight that we usethe auxiliary doeswith aII verbsexceptbe:Whereis he?,etc. b) Studentsdo the exerciseon their own. Check answerswith the class. . lg Focusstudentson the tableon theboard Elicit which words in questionsI and 2 from 4b) go in eachcolumn and completethe table (seethe tableinffiffij,septoo). o Usetheseexamplequestionsto further highlight the word order- r You canalsoteachthe questionWhatdoeshe/she do?= Watb hisherjob? G) Studentsdo the exerciseon their own or in pairs. Check answerswith the class. o Answers Does he know Nadine? Yes,he does No, he doesn't.Doesshelike Manchester? Yes.shedoes. No. shedoesn't. r Highlight the word order in theyeslnoquestions: Does+ he/shelit+ verb + .., . r Point out that thereis no -sor -eson the main verb in PresenlSimplequestions:Doessheworh at homtJnotM. r Alsopoint out thatwe usedoesor doesn'tin the shortanswers,but we don'trepeatthe verb:Yes, shedoes.not*s,-*e*hes. or Yeq+heAees4kt. d) Studentsdo the exerciseon their own Check answerswith the class . We usedoesin questionswith he,sheand it. o Meusedo in questionswith I, you, we andthey. ffi ffi Play the recording. Students listen and practise.Check that studentspronounce doesldttzl correctly in the questions. Play the recording again if necessarypausing after each question or short answer for students to repeat individually. o This Help with Listening section introduces students to sentencestressand highlights that we stressthe important words. a) ffiffi PIay the recording. Students listen and notice the sentencestress.Point out that we stressthe important words (the words that carry the meaning). b) elay the recordingagain.Studentslisten and read the sentences.Ask the classif doesis stressedin questions(it isn't). Note that students whose languageshave different stresspatterns from English can often find it difficult to tune in to the way words are stressed.We suggestyou use every opportunity to work on sentencestresswith your classwhen drilling and doing listening activities. sg?s,&i*s* With a strong class,use the questions in 6a)to point out what typesof word we usually stress, such asquestionwords (Where,etc.),names (Tom,etc.),verbs (live,etc.) and nouns (weeh, etc.).You can alsohighlight grammaticalwords such asarticles(the,a/an),prepositions(with, etc.) and pronouns (she,etc.) that areusually unstressedin natural spokenEnglish. i a) ffi ffi fhy the recording again. Students listen and practise.Check they copy the sentencestress correctly Repeatthe drill if necessary. b) Students do the exercisein pairs, asshown in the speechbubbles. While students are working, monitor and check they are saylng the questions with the correct stress. @ Stuaerrtswork in the samepairs, studentA and : student B. StudentAs turn to SBp89 and student Bs turn to SBp95. Check they are all looking at the correct exerc$e. a) Check students understand that the woman in the pictures is Nadine. Studentsdo the exerciseon their own. Check answerswith the classif necessaryOnly check the words they needto fill in the gaps,so that the students don't hear the questionsthey areabout to be asked.Note that the answersarethe samefor student A and student B. Student A./StudentB 2 does/Doesshe,on 3 Does/doesshe,on 4 Does/doesshe,at 5 Doesshe,on l i*I l t t I 1 I t
- 60. 58 and 5G b)Studentswork with their partner. Student A in each pair asksquestions1-5. StudentB looks at pictures a)-e) and answershis/her partner's questions. Remind studentsto useshort answers(Yes,shedoes.,No, she doesn't.)where appropriate. Studrnt A i 8.45 2 Sheplays tennis. 3 No" shedoesnt. 4 Yes,shedoes. 5Yes,sheidoes. C) Studentsswaprolesso that student B in eachpair asksquestions1-5. StudentA looks at pictures a)-e) and answershis/her partner's questions. Stualglt B 1 t1.30 2 Yes,shedoes. 3 Shegoesto the cinema.,4 8.00 5 No, shedoesnt. a) Put studentsinto new pairs,student A and student B. If possible,ask studentsto work with someone they don't know very well. Pre-teachbestfnend. Studentstell their partner their bestfriend'sname and if this friend is male or female. Note that this stageis included so that studentswill know whether to write questionswithhe or shein 9b). b) Students do the exerciseon their own. Before they begin, point out that they canwrite questionsabout the topics in the box and the things in the photos, or use their own ideas. The New Moon What'sonthemenu? iltt .'E al Focus studentson the New Moon restaurantmenu. 1-. ..7 Teachstudentsthe meaning of muw /'menjul/ and moon,andcheck they rememberrestaurqnt/'restront/. Model and drill thesewords with the class.Point out that restaurantis two syllables,not three. Studentswork on their own or in pairs and match the food and drink on the menu to photos l-10. Early finishers can check their answersin ffi SBpf 08. Check answerswith the class. Check students understand all the new vocabulary. a) Students work with their partner. Student A in eachpair asks all his/her questions about his/her partner'sbest friend. Encourage students to ask more questions if possible. When helshe has finished, students swap roles so that student B asksall his/her questlons. b) Flnally, ask each student to tell the classtwo things about their partner'sbest friend. Vocabularyfoodanddrink(3) RealWorldin a restaurant Hetpwith Listeningsentencestress(2) ReviewPresentSimple;te[[ingthetime; moneyandprices;Howmuch...? Use the menu to teachmain coursel'metnkctsl anddessertldt'zsttl. You can alsoteachstarter,which is eatenbeforethe main course. Highlight the difference between still mineral water (without bubbles) andsparhlingmineralwqter (with bubbles).In restaurantsin the UK it is alsovery common to ask for tap wqter, which is always clean, drinkable and free! t burger and chips 2 mushroom ptzza 3 vegetable' Iasagne + chicken salad 5 fruit salad 6 chocolateice cream,strawber,ryice cream,vanilla ice cream 7 apple pie and cream I Coke,omngejuice s a bottle of still mineral water, a bottle of sparkling mineral water 10coffee.tea ffi Ct"tr Activity 58A writer'sweekp126-p127 (lnstructionsp105) ffil VocaUularyPtus5 Jobsp155(lnstructionsp148) 5 ReviewExercises3 and4 SBp45 CD-ROMLesson58 WorkbookLesson58 p24 ate
- 61. ,*wr_-. 5C b) ffiffi ehy the recording (SBpI22). Students listen and practise.Highlight the pronunciation of chichen I't[tknl , tegetable I'ved3IebeU,lasagne l7e'zr;njel, burger /bz'^gel, chocolateI't[Dkletl and orangejuice /'orrndgd5urs/ Also point out that we canstresseither word in ice cream.Repeatthe drill if necessary. r*- i:!;iiiiil iii*$ ---***"*- "- i * If you havea monolingual class,teachstudents i how to say common main courses,dessertsand i drinks that are found in restaurantsin the i students'country. ,'Xffil Use the speechbubbles to remind students that we use ''.7" How ^urh ...7 to ask aboutprices. Students do the activity in pairs. Tell students to ask about three different combinations of food and drink. Areyoureadytoorder? A Gl a) Focusstudentson the restaurantphoto. Ask i-Y' studentswho the waiter is (Tom, from lessons5,{ and 58) and what they know about him. Check students remembercustomer ffiffi Focusstudentson the menu. Play the recording. Students listen and tick the food and drink the customers order. Play the recording again if necessary. Note that the conversationis reproducedin the Real World sectionin 4a)SBp43. However,we suggestyou don't draw students' attention to this and treat this stage as a 'pure' listening. Alternatively, you can ask students to cover4 beforeplaying the recording. Note that studentslisten to this conversationagainin 5, when they focus on sentencestress. b) Pre-teachthebill. Studentscompareanswersin pairs and then work out the customers'bill. Check answerswith the class.You can also teach (leave) a tlp at this point in the lesson. The customers ordered the chicken salad, the vegetable lasagne,a Coke, a bottle of sparkiing mineral water, the apple pie and two coffees. The bill is f23 40. # al Focus studentson the flow chart. Studentsdo the w exerciseon their own. Check answerswith the class. r Answers chickensalad,vegetablelasagne,a Coke, a bottle of (sparkling)mineral water,applepie, coffees o Point out that we canusefheor c when we order food'.CanIhave thelachichensalad,please?. b) Studentsdo the exerciseon their own before checkingin pairs. Check answerswith the class. Answers 1 Can I have (the chicken salad), please? And can I have (the vegetablelasagne)? 2 And can we have (a bottle of mlneral water)? Can we have the bill, please? E What would you like to drink? Would you like a dessert? Check students understand that we use Can l/we have.. ? to ask for things and Wouldyoalihe .. z to ask people what they want. At this levei, we suggestyou teach Can l/we haw -. ? andWouldyoulihc . ? as fixed phrases,rather than explore the grammar of can and.would. o This Help with Listening section reviews sentence , stressin the context of a real-life conversation @ W Focusstudentson the conversationin 4a).Play i = the recordingagain.Studentslisten and notice the : sentencestress.Remind students that we stressthe i important words (the words that carry the meaning). : Note that while 'listening and noticing' might seema rather passiveactivity, we feel this t)?e of task helps , students to tune in to the rhythm of the language, ; which will increasestudents'confidenceand their : *lUO ty understa.nd ""*,..:ltken English, ,@ ul ffiffi Play the recording.Studentslisten and - practise.Check that studentscopy the sentencestress correctly and that they sound polite when practising questionswith Canllwe have... ?andWouldyoulihe... ?. Play the recording again if necessary,pausing after each sentencefor students to repeat individually. b) fut studentsinto groupsof three.lfyou have extra students,haveone or two pairs and ask one student in eachpair to play both customers. Studentspractisethe conversationin 4a)in their groups. Students take turns to be the waiter/waitress. GI ^l Studentsdo the activity in the samegroups.Before .- they begin, remind studentsto uselanguagefrom 4a) and the food and drink on the menu. Also ensure that both customersspeakin eachconversation. b) Students in each group decide who is the waiter/waitress and who are the customers. Students practise their conversation until they remember it. C) Each group role-plays their conversation for the class.Studentslistento the othergroups'conversations and find out what they order. Finally, the classcan decide which group's conversation was the best. 5 ReviewExercise5 SBp45 CD-ROMLesson5C WorkbookLesson5Cp26 EXTRAPRACTICEANDHOMEWORK
- 62. A day off a)Focus studentson the diagramand point out the 100o/oand 0o/oat eachend. Use the diagram to teach the meaning of always,sometimesandnever.Point out that net,erhasa negativemeaning. Students write usually and not usually on the line. Check answerswith the class.Note that the word order of frequency adverbsis dealt with in 4. always usually sometimes nof usufilly neYer b) Teachstudents the meaning of everyday by using an exampleabout yourself,for example,I watch TV everyday Students do the exerciseon their own. Check answerswith the class. Point out that we useeverywith time words: etery day, everyweeh,etc. Highlight that we sayeveryday not Establishthat we can also useeveryin other phrases,for example, everymotning, everyaftemoon,everyevening, everynight, everyMonday,everyFriday etening,etterystx weehs,everyJour years, etc. 2 eyery week 3 every month 4 every year c) ffi ffi elay the recording. Students listen and practise. Highlight the pronunciation of usually I' jw3eltl and point out that everyis two syllables, not three. ?) Teachthe words in the vocabulary box. Model and drill the new words with the class,highlighting the pronunciation of early l'g;ltl, tired ltarcdl andbusy I'btzll . b) Focus studentson the photos of Peteand Maggie and the speechbubbles. Tell the classthat they are going to read and listen to Peteand Maggie'sSunday routines. Teachthe phrase a day off (= a daywhen you don't work or study), which is the title of the lesson. ffi ehy the recording. Students read, listen and find out what Peteand Maggiealwaysdo togetheron Sundays.Check the answer with the class(Peteand Maggiealwayshave dinner at the New Moon restaurant on Sundays). Point out that Peteand Maggieare the customersin the photo in lesson5C (SBp42) Vocabularyfrequencyadverbsandphraseswithevery Reviewfoodanddrink(3);PresentSimple; time phraseswithon,in,at b) Students compare answersin pairs. Check answers with the class. Somestudents may include sentenceswith everyas examplesof things that Peteand Maggiealwaysdo. If so, praisestudentsfor their understandingof the language,and check that the rest of the class understands that I play Jootball everySundaymoming = I alwaysplayJootballon Sundaymorning. Pete always getsup early.He never hasbreakfast.He sometimessleepsfor an hour or t$"o (in the afternoon). He usually watches foottrall on TV Maggie always hasbreakfastin bed. Shenever getsup before midday Sheusually phones her friends in the afternoon. Shesometimes goesand seesher parents- :(Sheand Petealwayshavedinner at the l{ew Moon restaurant.) '&LqWhile studentsaredoing 3b),write the examples ..Y" from the rules in 4 on the board and highlight the words in blue and pink. Alternatively, focus students on the rules in the Student'sBook. Go through the following points with the class. . Frequencyadverbsgo after the verb be'.I'm always tiredon Sundays.It's not usually verybusy r Frequencyadverbsgo beforeotherverbs:Inever hwe brealzt'astI don usuallygo out. r Highlight that with other verbswe sayI don't usually...,He doesn'tusually. . , etc.not ktof vftelb-,@,etc. Phrases with ettery are usually at the end of the sentence:I worh every Satrday ,I play Jootball ewry Sundaymotning Also point out that we can use the plural form of days, parts of days or the weehendwhen we are talking about daily routines and habits: I'm always tired on SundaylSundays. I play tamis in the afternoon/afternoorts. I go out a lot at the weehendlweehends.,etc. Remind students we don't use a plural noun after etery: etery Saturday, etc. not ete+y$atatdqs, etc. Also note that there is a lot of flexibility regarding the position of these adverbs (for example, sometimescan go at the beginning of a sentence, but always can't). However, at this level we feei that students only need the si.mplified rules given in the Student'sBook i{} t) Students do the exerciseon their own
- 63. 5D and 5Review @ Zl Studentsd_:_lhtexerciseon their own, asshown in Y the example.While they areworking, monitor and check the word order in students'sentences. ,'^' frF;?H,elilh,;i,-"***-- i * Studentslook at the texts about Peteand Maggie i J againand underline all the examplesof i frequency adverbsand phraseswith every. i Studentswork in pairs, compareanswersand b) Studentscomparesentencesin pairs.Ask studentsto tell the classone or two of their sentences. a) Students do the exerciseon their own. Remind studentsto write about their Sundayroutine only. b) fut studentsinto pairs.Studentstake turns to say their sentences.Their partner guessesif the sentences are true or false. Finally, ask students to tell the classone or two of their partnerslrue sentences. * 'l!/Demonstrate this activity first by writing two true sentencesand two falsesentencesabout your Sundayroutine on the board in random order.Studentsguesswhich sentencesare true and which arefalse. EXTRAPRACTICEANDHOMEWORK ffill CtassActivity 5DAtways,sometimes,neverp128 (lnstructionsp105) CD-ROMLesson5D WorkbookLesson5Dp27 WorkbookReadingandWritingPortfolio5 p60 ProgressTest5 p168-p169(notethatthisisa two-pagetestwith a listeningsection) @ tl Focus students on the phonemes lwl and,lvl, the picturesand the words. $ffi play the recording. Students listen to the sounds and the words. b) ffi Play the recording again. Students listen and practise.If studentsarehaving problems,help them with the mouth position for eachsound. Highlight that we round the lips to make the /d sound, then relax and open them aswe push air out of the mouth Point out that we make the /v/ sound by placing the top teeth on the bottom lip and pushing air through the space.Also highlight that both of thesesoundsare voiced (thereis vibration in the throat). a) ffi Focusstudentson the boxes.Play the recording.Studentslisten and notice how we sayw and v in thesewords. b) WffiPlay the recording again. Students listen and practise. a) ffffi Play the recording. Students listen and read the conversation. ffi ehy the recording again, pausing after each sentencefor studentslo repeatchorally and individually. b) Studentspractisethe conversationin pairs. Finally, ask a few pairs to role-play the conversation for the class. t)rio,*rra I top teeth on bottom lip 5 Review Seep29 for ideas on how to use thi.s section la) zhave 3leave 4start 5have 5fimsh zget Shave 9 g o 2a) 2 works 3 doesn't like 4 goes 5 studies 6 watches 7 doesn't have I has 3a) z Where does he work? 3 Does he like his.lob? 4 What does he do in his free time? 5 Does he have any children? 6 Does his wife like cats? 4 z i ] f , 3 o n 4 a t 5 i n 6 a t 7 i n g a t 9 i n 1 0 o n 1 1a t 1 2 a t 5a) 't Areyou ready to order? ZWhat would you like to drink? s Would you like a dessert?a)Not for me, thanks. b)A Cokefor me, please. c)'{es Can I have the lasagne, please? 5b) rc) zb) 3a) 1 S"" p29 for ideason how to use this section. :
- 64. 6 Towns andcities Student's Book p46-p53 My home town QUICKREVIEWrrr Thisactivityreviewsfrequencyadverbsandthe Present Simpte.Studentsdothefirstpartof theactivityontheir own.Putstudentsintopairs.Studentstaketurnsto say theirsentences.At theendof theactivity,askstudents to tetlthectasstwo thingsabouttheirpartner'sSaturday routine. Placesinatownorcity{1} a) teach a town and check students remember a city. Highlight the title of the lesson and teach the phrase my hometown.Point out that we use this phraseto talk about the placewhere we live, evenif we live in a city Studentsdo the exerciseon their own or in pairs. Check answerswith the class.Check studentsunderstandall the new vocabulary. Point out that we usea stationto mean a train station. Teachstudentsthat we saygo to museumsbutgo to the theatre.You can comparethesephrasesto go to concerts andgo to the cinemafrom lesson48. You can also teach students that a shoppingcentreis called a mall lmc:cl in American English. 1 apark eastation3atheatre+ahuilding 5 a river 6 an airport 7 abas station I a museum I a shopping centre i:.!i!'!ii3i,li:iLi1;i When students have finished the matching activity in 1a),they can check their answersin Language Summary6 m SBp110. Alternatively,ask early finishers to check in the LanguageSummary before you check the answerswith the class. If you have a strong class,teachother words for placesin a town or city,for example,abridge, a mosque,a church,a temple,an undergroundstation, a pub, an art gallery, a departmentstore,a car parh, a library.a hospital,etc. b) ffi ffi ehy the recording. Students listen and practise. Alternatively, model and drill the words yourself and ask studentsto repeatchorally and individually. Highlight the pronunciation of building /'brldrrj/,museum/mjul'zi:em/ andtheatre l'9tetel. Highlight that the main stresson shoppingcentreand bus stationis on the first word, not the second. Repeat the drill if necessary.For tips on drilling, seep20. Note that only the main stressis shown in the vocabularyboxesand LanguageSummaries. i 1 4 I I I I I t & , ! ! Vocabulary placesin a town or city (1) Grammar a,some,a lot of;thereis/thereare:positive Review frequencyadverbs;PresentSimple; adjectives(1) $,lycity A @l a) Pre-teachthe vocabularyin the box. Tell students .I' that great= verygood,and that hot springsareplaces whete hot water flows naturally from the ground. Model and drill the words with the class,highlighting the pronunciationof t'amous/'fermes/andmile lmafll. Note that the aim of theseboxesis to highlight which words you needto pre-teachin order to help students understandthe exerciseor text that follows' The vocabularyin theseboxesis not included in the LanguageSummariesin the Student'sBook b) t'ocus studentson the photos of Bath, a famouscity in England.DrlllBath,/bor0/ and England/'r4glend/with the class.Studentsdo the exerciseon their own or in pairs. Check answerswith the class. Note that the photo on SBp47 is of the RomanBaths Museumin Bath. buildings, a park, a river, a museum(with hot springs) , @ u) Focus studentson the photo of Susanand the . sDeecnDuDDre. M pUy the recording.Studentslisten and read' Ask studentsif Susanlikes living in Bath. (Yes,shedoes.) b) Students do the exerciseon their own before comparing answersin pairs. Check answerswith the class Note that Thermaeis pronounced/'Oslme/. 3 F Susangoesto the Thermae Bath Spaevery Sunday' +F TheJaneAusten Centreis a museurn. : s l 6 ' / a) Focus students on pictures A-C. Students do the exercise on their own. Check answers with the class r Answers 1C 2A 38 r Check students understand the difference between some (more than one, but not a large number) and a lot of (a large number).
- 65. 6A i ot unumber. ,,Gl a) Point out that sentences1-8 are alsoabout Bath. ; ! z _ - Students do the exerciseon their own. b) ffiffi Play the recording. Students listen and check their answers.Check answerswith the class. Play the recording again. Students listen and notice how we say there leezl and thereare l6eerel, asshown in the examples. Also point out that there and thereare aren't usually stressed. zarc 3 s 4are 5' s 6ar e 7' s Bar e c) WffiPlaytherecordingagain,pausingaftereach sentencefor studentsto repeatchorallyandindividually' Repeatthedrill if necessary. "^"ltll a) Students do the exerciseon their own. -. b) Students compare answersin pairs. Check answers with the class. Students then work with their partner and discuss which sentencesare true for the town or city they are rn now. Ask students to tell the classsome of their true sentences. 2 th re e 3 so me 4 a 5 so me 6 a n T a lo to f Ssome Give students a few moments to think of a town or city they know well, but not the town or city they are ln now. If you havea monolingual class,encouragestudents to think of towns or citiesin other countriesor regions if possible. Students do the exerciseon their own, asshown in the examples.Tell students to write at least six sentences if possible. While they areworking, check their sentencesfor accuracyand help studentswith any new vocabulary Tell students to memorise their sentencesso that they can do 8a)without referring to their written work. a) Put studentsinto pairs. If possible,studentsshould work with someonewho doesn't know their town or crty. Students take turns to tell their partner about the town or city they chosein 7. b) Students tell the classtwo things about their partner's town or city.- Finally,ask studentsif they would like to visit their partner's town or ciry Ask them to give reasonsfor their answersif possible. * fiK?fi&l*h& If your students haven't visited any other towns or cities, ask them to write three true sentences and three false sentenceswith thereUthereare about the town or city they are in now. Students take turns to say their sentencesto each other. Students say if their partner's sentencesare true or false. r Point out that we usea or arrwith singularnouns (a person,sn airport, etc) We usesomeanda lot o/ with plural nouns (somepeople,sQmemuseLlms, alot of restaurants,etc,). o Also point out that we usesomeandalot of in positive sentences. r'Teach the alternativeform lofsoJandtell students that we often usethis form when speakingor in informalwniting:Therearelots of peoplein thepatk b) Studentsdo the exerciseon their own. Check answerswith the class a a "* flHT#&t*il&t 6 ReviewExercises1 and2SBp53 CD-ROMLesson6A WorkbookLesson6Ap28 EXTRAPRACTICEANDHOMEWORK
- 66. Are there anyshops? Vocabularyplacesin a townor city (2) Grammar thereis/thereare:rlegative,yeslnoquestions andshortanswers;any Hetpwith Listeningtinking(1) Reviewa,some,alot of;thereislthereare:positive c) Students compare answersin pairs. Check answers with the class. ? $ome a post office 4 t1vomiles 5 ten 6 in the centre a) Studentsdo the exerciseon their own Check answerswith the class. r Answers 1 isn't 2 aren't o Usethe examplesto highlight that we make singular negativeswith thereisnt and plural negativeswith therearen't b) Studentsdo the exerciseon their own before checkingin pairs. Check answerswith the class Placesinatownorcity(4 8lt ftldenls do the exerciseon their own or in,pairs. tarly trnrcnerscan check their answersin ffi SBpl10. Check answerswith the class. Point out the possessive'sin chemist3and tell students that the personis calleda chemist.Also point out that we sayapharmacy/'fqlmesi/ in American English. Check studentsunderstandthe differencebetweenabus stop and abus station. Highlight that we sayin or af with shops:Youbuyfood inlat a supermarhet.,etc. 'l abank z a chemiltb 3 a road 4 a cashpoint/anATM 5 a bus stop 6asupermarket 7 asquare g a market 9 a postoffice b) ffi ffi ehy the recording. Students listen and practise. Highlight the pronunciation of chemist /'kemlsts/ and square/skwee/ Also highlight that the main stresson postffice andbus stopis on the first word, not the second.Repeatthe drill if necessary G) Studentsdo the exercisein pairs, asshown in the speechbubbles. Welcometomyhome @ ^l Focusstudentson the photo of Susanand Isabel. Y Rsk students where Susanlives (in Bath). Tell the class that Susan'sfriend Isabel has come to stay with her. ffi fhy the recording (SBp122). Studentslisten and put the things in the order that Susanand Isabel talk about them Check answerswith the class. Zshops a banks 4 trafulsand huses 5restaurants, b) Cive studentstime to readsentences1-6 and check students remember a mile. Play the recording again. Studentslisten and choosethe correctwords. i-"""f,"qTfiAl*flfi. ***** *****"****-1 i * If you have a strong class,teachother words for 1, G) Students do the exerciseon their own. Check answerswith the class. Answers Is there a bank? Yes. there is. No, there isn't Are there any shops? Yes, there are. No, there aren't. Highlight lhe inverted word order in the questions: Is there , . ?/Arethere... ?. AIso point out that we don't contract thercis in short answers'. Yes,there is. not *sJ+*lt3. Note that Wh- questions with there is/there qre are not very common, and are therefore not taught at this level. We use any in negatives and questions with there are. Q/nlicrt the sentences with any from 3a) and 3b), and write them on the board: There aren't any good restlurants neqr here.Are there any shops? Highlight the posirion ol any in these sentences Also remind studentsthal we can usesontein positive sentenceswith thereare. Note that it is also possitrle to use somein questions with there is/thereare. However, at this level we feel it is important to give students a simple r-ulethat always results in correct sentences. Also note that students don't srudy the use of some and any with uncountable nouns at this level. Thrs is dealt with in faee3faee Elementary
- 67. 6B o This Helpwith Listening section introduces consonant-vowel linking in sentences. .@ fo.nt studentson sentencesl-6. Point out the ."= consonantsin blue and the vowels in pink. ffis pUy the recording. Students listen and notice the linking between the consonant sounds and the vowel sounds. Play the recording again if necessaryz Use the examplesto highlight that when a word ends in a consonant sound and the next word begins with a vowel sound, we usually link them together so that they sound like one word. Point out that it is the initial and final sounds that are important, not the spelling. For example, therggre links together, even though there endsin the letter e. dD m ffi elay the record'ing(SBp123). Studentslisten - and practisethe sentencesin 4 and the short answers. Check students copy the stressand linking correctly. Play the recording again, pausing after each sentencefor students to repeat individually. G) al Tellstudentsthatpromprsl-8 areabout placesnear 7' Susan'sflat. Use the examplesto point out that a tick meansstudentsmust write a positive sentenceand a crossmeans they must write a negative sentence' Students do the exerciseon their own. b) Students compare answersin pairs. Check answers with the class. a There'sa market. 4 Theqearen'tany museums- 5 There'sa park. e Therei*nt:a square; 7 Therearen't any nice caf€s,I Therearea lot ofold houses. '1fl Str-,d.ntswork in the samepairs, studentA and student .I n. StudentAs turn to SBp86 and student Bs turn to SB p92. Check they are all looking at the correct exercise. a) Students do the exerciseon their own. Check answerswith the class.Only check the words they need to fill in the gaps,so that studentsdon't hear the' questionsthey are about to be asked.Note that these answersare the samefor student As and student Bs. Student A6tud€nt B 2 Are;erry 3 Is, a +Are, any 5 Is, a b) Studentswork with their partners. Student A in each pair asksquestions l-5 from a). Student Bs answer the questions without looking at the Student'sBook' When student A has asked all five questions, hey'she sayshow many answerswere correct. Point out that the answersto student Ab questions are in brackets in a) before they begin. G) Students swap roles so that student Bs are asking their questions l-5 from a). At the end of the activity, find out how many students answeredall five questions correctly. Focus studentson the picture and point out the placesin the bubblesaboveand below the house. Students do the exerciseon their own. Remind studentsto useIs theres ... ?,Are thereany... ?and the placesin the bubbles in their questions. a) Focusstudentson the speechbubblesand teach the phrase Itl (five) minutestway. = It's (five) minutes from my home. Put studentsinto pairs. lf possible,ask studentsto work with someonethey don't know very well. Studentstake turns to ask their questionsfrom 8. Remind students to make notes on their partner'sanswers,asthey will need this information in 9b) Studentscanput ticks and crossesnext to eachquestionto indicatea positiveor negativeanswer,and write down any other interesting information they hear. Tell students to begin each conversation with Whete doyou live?beforc asking their questions from 8. Remind students to use correct short answers (Yes, thereis.,No, thereisn'f.,etc.) where appropriateand to give more information if possible. Early finishers can ask eachother about the other placeson the picture they haven't aheadytalked about. b) nut students into new pairs. Students take turns to tell their new partner about placesnear their first partner's home. Remind students to refer to their notes from 9a).Tell students to begin each conversation by saying where their first partner lives. Finally, ask students to tell the classone or two sentencesabout placesnear their first partner'shome. ;;ff]:;fil*.;;;*"".;;;ffi;land placesnear their home for homework. These descriptionscanbe collectedin next classand displayed around the classroom for other studentsto read. * Use Vocabulary Plus 6 Rooms and furniture p156 (Instructions p149) in classor give it to students for homework. Note that this worksheet also practises thereis/thereare. *--_-*^^-* EXTRAPRACTICEANDHOMEWORK flflll CtassActivity68 LondonRoadp129-p130 (lnstructionsp106) ffi vocabularyPtus6 Roomsandfurniturep156 (lnstructionsp149) 6 ReviewExercises3 and4 SBp53 CD-ROMLesson68 WorkbookLesson68 p29
- 68. Tourist information Vocabularythingsinyourbag(2) RealWorldat thetouristinformationcentre Reviewplacesina townor city;tellingthetime b) focus studentson photo B. Tell the classthat this is the tourist information centrein Bath. Point out Isabel, Susan'sfriend from lesson 68, and check students remember essistant. Studentswork on their own or in pairs and find things from 1a)in the photo. You can give studentsa time limit of one minute. Check answerswith the class. frorn left to dCht rnaps (on,the counter), a purse (in Isabel'shand), a camerar a guide bock; rnoney,a wallet, keys @ ^l Tell the classthat they are going to listen to three '.I' conversationsin the tourist information centrein Bath. ffi etuy the recording (SBp123). Studentslisten and match conversationsI-3 to a)-c). Check answerswith the class. th) za) 3c) b) Cive students time to read sentences1-6. Play the recordingagain.Studentslisten and choosethe correct answers.Studentscompareanswersin pairs. Check answerswith the class. I a pound 3 9,'5 4 open 5 Hot BathStreet o five .G I Focus studentson the flow chart. Check students r.--"."-'understandthat the tourists say the sentencesin the pink boxes and the assistantsaysthe sentencesin the greenboxes. Students do the exerciseon their own. Check answers with the class. o Answers 2have 3 much 4 open 5 day 6 map 7 minutes Thingsinyourbag{2} I 3l a) Focus studentson photo A. Studentsdo the exercise - -- on their own or in pairs. Early finishers can check in ffi ss p110. Check answerswith the class. Point out that men usually havewalletsand women usually have purses.Also check students understand that the singular of heysis ahey lamap 2apursegacarnera4keys5alaptop 6 a passport 7 a guidebook e a wallet I an lD card ,toa credit card 11money b) ffi ffi ehy the recording. Students listen and practise.Alternatively,model the words yourself and ask students to repeat chorally and individually. Check that students stressthe words correctly and highlight the pronunciation of purse lps'^sl, money/'m,rnil and guide booh l'gardbuk/. Repeatthe drill if necessary C) Use the speechbubblesto teachthe phraseIhave ... with me. Studentsdo the exercisein pairs. i * Ur" Class Activity 6C What's in your bag?p131 ! | (Instructions pl06) to practisethe new vocabulary i i fro- 1a)and the vocabularyfrom lessonlC. i Whenisit open? 31, al Pre-teachthe vocabularyin the box. Point out that schoolopens at half past seven.Also highlight that closed is an adjective(Thqt shopis closed.)and the verb is close lkleuzl What time doesthe schoolclose?. Model and drill the new vocabulary highlighting the pronunciation of tounst /'tuerrst/. Point out that closed lkleazd/ is one syllable, not two. Check students understand show in Canyou show me on this map?.Point out that we use Can you + verb .. ? to ask people to do things for us. Also check they understand It about (fire) minutes crwcLy.= It's about (five) minutes from here Also point out the dilference between Here you are. (which we use when we Sive something to someone) and Here it is (when we show someone where something is on a map) Highlight that we use Where the ,. ? to ask where a place is (Where the ThennaeBath Spa?, etc.).
- 69. 6C @ lt {ffiffi Playtherecording(sBp123).Students : listen and practisethe sentencesin 4. Check they copy the polite intonation in the questions.Point out the importance of sounding polite in these types of situation, and that a flat intonation pattern will make studentssound bored or rude. Play the recording again, pausing after each sentence for students to repeat individually. I * Ask studentsto turn to R6.I0, SBpI23. Play the i recording again.Studentslisten and practise, j coppng the sentencestressasshown in their books. b) eut studentsinto pairs.Studentspractisethe conversationsin 4, taking turns to be the tourist. Ask studentsto practisethe conversationstwo or three times beforethey changeroles. Ask a few confident pairs to role-play the conversations for the class.Students don't have to leave their seats. ilg'?FtF.i*fi* .-*-* Beforestudentspractisethe conversations askstudent-sto practisein 'openpairs'(see drilling on p20). a) Ask studentsto cover the conversationsin 4. Students do the exerciseon their own. b) ffi Play the recording. Students listen and check. Check answerswith the class. 2 of 3 Hereyou are. 4 is it slfs 6 afternoon 7 i5 I from I to 10Is it 11'day ra help r3 Wherefs t+ in 15map 16Hereit is. C) Studentspractisethe conversationsin pairs, taking turns to be the tourist. Put studentsinto new pairs,student A and student B. Student As turn to SBp90 and student Bs turn to SBp96. Check they areall looking at the correct exercise. a) Focusstudentson the questionsabout Bath in column A of the table.Studentswork on their own and fill in the gaps.Studentsarenot allowed to look at each other'sbooks. Check answerswith the class.Only check the words they need to fill in the gaps,so that students don't hear the questionsthey areabout to be asked.Note that these answersare the samefor student As and student Bs. StudentA/Student B rb) much 2a)open ?b)on 3alWhere's lb) show b) Tell student As that they are tourists in Bath. Tell student Bs that they work at Bath tourist information centre.StudentA in eachpair askshis/her questions from column A of the table in a) and writes the answers in column B and on the map. StudentB in eachpair answers the questions by referring to the information in the Student'sBook. While students are working, monitor and help them with any problems. Don't check answerswith the class at this stage. C) Students swap roles so that student Bs are tourists in Bath and studentAs work at Bath tourist information centre.StudentBs ask their questionsfrom column A of the table in a) and write their answersin column B and on the map. Student As answer the questions by referring to the information in their books. Again. don't check answerswith the classat this stage. d) Students check their partner's answersto seeif they are correct. Finally, check answerswith the classif necessary. StudqtA ta) yes 1b)t4,50 ra}:ffom I?.00 to 5-00p,m. 2b)Yes,it is. 3al,l/s inJames StreetWest. 3b)Seemapon SBp96. Student B la) yes 1b)f4.99 zal from 10.30a.m. to 5.00 p,m, 2b)Yes,it is, 3a)It's in Manvels Street lh) Seemap on 5Bp90. EXTBAPRACTICEANDHOMEWORK ffi CUtrActivity 6CWhat'sinyourbag?p131 (lnstructionsp106) CD-ROMLesson6C WorkbookLesson6Cp31 Also point out that we use in with names of streets or roads (It in HDt Bath Street.). Note that the question When is the (Raman Baths Museum) opat? asks about both opening and closing times. The question When/What time does the (Roman Baths Museum) open? only asks about the opening time. { 1 rn Dalrs. lL . 1 tips on j l '*j
- 70. It's my favourite QUICKREVIEWrrr Ihisactivityreviewsvocabularyfor thingsinyourbag. Studentsdotheactivityin pairs,asshowninthe examples.QWrite Webothhave...ontheboardand thenaskeachpairto te[[theclassoneortwothings theybothhavewith them. 6l al Pre-teachand drill clotheslkleulzl. Point out that : clothesis one syllable,not two. You can alsopoint out that many native speakerspronounce this word the sameas closelklauzl. Focusstudentson the photos. Studentsdo the exercise on their own or in pairs. Early finishers can check in ffi SSpll0. Check answerswith the class. Point out that trousersandjeans are always plural and we can't sayH+e#ffi or e'fa+. Also point out that shoes,trainersandbootsareusually plural, but that we can saya shoe,a trainer andaboot when we refer to only one. Teachstudentsa pair oJ... , which we often usewith plural nouns: a pair of trousers,a pair oJboots,etc. Also highlight that clothesis always plural. when we want to use the singular, we can sayan item of clothing. tashirt 2atk 3 asuit 4tlousers 5ajumper 6askirt TbootsSajacket9a?shirt loieans 11trainers 12a dress 13a coat 14shoes b) ffi ffi fhy the recording. Students listen and practise Alternatively, model the words yourself and ask students to repeat chorally and individually. Highlight the pronunciation of suit lsuttl, shirt llsttl ,jurnper l'd3nmpel,jachetl'd3r,krtl , trousersI'trauzezl andjeans ld3i;nzl. Elicit and drill the plural of dress(dresses I'drestzl). Repeatthe drill if necessar;r Note that the ld3l sound in jurnper,jachet andjecmsetc. is practisedin the Help with Soundssectionon SBp53. G) Students do the activity in pairs. * If you don't think your classwill know any of the words in 1a),teachthe vocabularyyourself first by using flashcardsor examplesfrom your or students'own clothes.You can then use 1a)for practlce. ,ffi*;;;;; ;;;,",*,"".,,,",the recording.Studentslisten and practise.Repeatthe drill if necessary. a) Focus studentson the photos. Allow studentstwo minutes to memorise the people'snames, their clothes and the colour of eachitem of clothing. Vocabularyctothes,colours,favourite Reviewthingsinyourbag(1)and(2);frequency adverbs;PresentSimpte b) Use the speechbubbles to teachWhqt colour... ?. Point out that we sayWhat colour an'e(Lisal shoes)?fot plural words, and What colour is (Waynesshirt)? fot singular words. Also highlight the possessive 's in Lisa3. Put studentsinto pairs,student A and student B. Ask student Bs to closetheir books. StudentA in eachpair askshis/her partner what colour the people'sclothesare' After a minute or two, studentschangeroles. ,@^l ffi Fo.rrc studentson the photos. Play the ----" recording (SBpf 23). Studentslisten and put the people in the order they hear them. Check answerswith the class.Ask studentsto give reasonsfor their answers. lLisa ZBrad sShyne 4Monica b) Pre-teachwear by using an exampleabout yourself in the PresentSimple,for example,I wearjeansevery day. Avoid using the Present Continuous (I'm wearing a greenshirt., etc.) asstudentsdon't study this verb form until faceZfaceElementary. Play the recording again.Studentslisten and write what the peopleneverwear.Check answerswith the class. Lisa never wears rainers, Brad ilever wearsbrown, Mayneneverwearsjeans. Monica neverwearsdtesses. @ ul Check studentsrememberusually,sometimesand " never. Sntdentsdo the exerciseon their own. b) Studentscomparelists in groups.Ask eachstudent to tell the classone thing they usually, sometimes or never wear. @ tt. Teach.t'avounteby telling students your favourite the thing or personyou like best. Students do the exerciseon their own. Check answerswith the class Answers 1My zThis:These 4What 5Who Highlight the word order in sentence I and teach the phrase My .fatourite (colour singe4 etc.) is ... . Use sentences2 and 3 ro show that we use This is ntyJatourite .. for singular nouns and Theseare my .fat,ourite.. for plural nouns. Point out that we sayfavouite in sentence3. not/+ve*ri+es. Use sentences 4 and 5 to teach the phrases lVftat's your fat'ourite .. ? and tilho your favourite - ?, Point out thatWhat = a thing and W'ho = a person. a a
- 71. 6D and CiReview b) ffi Play the recording (SBp123). Studentslisten and practisethe sentencesin 6a).Check that students pronounce.favouriteI'f etvreII correctlyin each sen::nce Put studentsinto pairs.Ask all studentsto turn to SBp99. Check they areall looking at the exercisewith four cartoonsin the right-hand column. a) Use the examplesto remind studentsthat we use What yourfavourite... ? to ask about things andWho yourJavourite. . ? to ask about people. Students do the exerciseon their own, using the words in the box or their own ideas. b) Studentswork with their partners and take turns to ask their questions.Studentsshould make a note of their partner's answers.They only need to write the colour, actor,etc.,not completesentences. C) Put studentsinto new pairs. Studentstell their new partner about the person they spoke to in b). d) Finally, ask each student to tell the classtwo things about their first partner. EXTRAPRACTICEANDHOMEWORK ffill CtassActivity6D Reviewsnakesandtaddersp132 (lnstructionsp106) 6 ReviewExercise5 SBp53 CD-ROMLesson5D WorkbookLesson6D p32 WorkbookReadingandWritingPortfolio6 p62 ProgressTest5 p170 ffi ehy the recording.Studentslisten to the sounds and the words. Point out that ch in cheeseis pronounced with a /tJ/ sound and both ge andj in orangejuice arepronouncedwith a /d3l sound. b) ffi Play the recording again. Students listen and practise. If students are having problems, help them with the mouth position for eachsound. Point out that we make the /tfl sound by placing the tongue on the top of the mouth behind the teeth, then moving the tongue down to releaseair. Highlight that this is an unvoiced sound (there is no vibrationin the throat). Also highlight that we use the samemouth position to make ttreld3l sound, but that this sound is voiced (there is vibration from the throat). a) ffi Focusstudentson the boxes.Play the recording Students listen and notice how we say the pink and blue letters. b) #ffi Play the recording again. Studentslisten and practrse. a) Tell the classthat many common English first names start with the ld3l sound. Put students into pairs. Studentswork with their partner and try to say the namesusing a /d3l sound. b) #ffi PIay the recording. Studentslisten and check. ffi elay the recording again. Students listen and practise.Finally,ask studentsto saythe names around the class.a) Focus students on the phonemes lt[l and ld3l, oicturesand the words. the movetongue down to releaseair 6 Review Seep29 for ideas on how to use this section. I 2 shopping centre 3 theatre 4 station 5 river 6 airport 7 building 8 bus station 9 museum 2a) 2 some 3 are 4 a lot of 5's 6 an 2b) 1T zT 3F 4T sT 6F 3 2 bus stop e bank 4 market 5 supermarket 6 post office 7 square 4a) zisn't 3's 4aren't 5isn't 6are Taren't 4b) zIs, a 3Is, a 4Are, any 5Is, a 5Is, a 7Are, any I Are, any 4c) t Yes,thereare. 2 No, thereisn't. 3Yes,thereis. 4 No, therearen't.5 Yes,thereis. 6 No, thereisn't. 7 Yes,thereare. 8 No, therearen't. 5a) I suit, T:shirt,trousers,tie, shirt J jeans,dress,boots,jumper,trainers,skirt, coat,shoes
- 72. 7 Lnwe it Student'sBook p54-p61 We're twins QUICKREVIEWrro Thingsyoulikeanddon'tlike @ ^l focus studentson pictures 1-9. Studentsdo the activity on their own or in pairs.-Early finishers can check answersin LanguageSummary Z ffi SBprr2. Check answerswith the class. Point out thatvisitingnew places,Jing, dancing, watchingsporton TV and shoppingJorclothesare all activities. You can also teach the corresponding verbs visit,fly, danceand shop.(Note that students learned the verb watchin lesson4B.) Check that students don't confuse a soqpopera (a qpe of TV programme) with opera (a type of music). Highlight the preposition in watching sport on TV. Check students remember that TV stands for television. AIso point out that we sayafilm in British English and a moviein American Enelish. 1 animals Z classicalmusic r visiting new places + horror filrns 5 watching sport on TV 6 shopping for clothes 7 soapopetas ,e dancing o flying b) ffiffi ffi rhy the recording. Students listen and practise. Highlight the pronunciation of horror l'horel and clothes lkleuilzl. Also check students stressthe phrasescorrectly. Point out that the stressin so*apopera is on the first word, not the second.Note that only the main stressis shown in the vocabulary boxes and LanguageSummaries.Repeatthe drill if necessary. Focusstudentson picturesA-D. Studentsdo the exerciseon their own before checking in pairs. Check answerswith the c-lass.Model and drill the phraseswith the class. Vocabularythingsyoulikeanddon'ttike; Iove,like,hate Grammarobjectpronouns ReviewfavouritelPresentSimple;freetimeactivities love .. like don't llke . . hate &l a) Focusstudentson the examplesentences.Point ,.-;' out the nouns in blue and the verb+ing forms in pink Go through the following points with the class. A B D Highlight that after lote, Iihe and,hate we can use a noun or verb+ing Also point out that we use the plural form of most nouns after love, lihe andhate (animals, soap operas,etc.) becausewe are talking about things in general. You can also highlight that we don't use the when we talk about things we like or don't like in general: I lihe dogs.(= all dogs), etc. Students may ask why we don't say +l+hedass+ed milsies We suggest you simply tell the class that some nouns don't have a plural form. This will probably be enough explanation without introducing the difference belween countable and uncountable nouns, which may overload students Note that all the phrases in la) are already in the correct form to be used with love, like and hote. b) Students do the exercise on their own. Check answers with the class. e Answers visiting, flying, dancing, watching, shopping . For-thespellingrulesfor verb+ingforms,seeffiffiffi SBpl12. @ ^t students u" ; .;;;";; ;"; ;;n, asshown in .Y the examples.While they are working, monitor and check their sentencesfor accuracy. b) Studentsdo the exercisein pairs. Ask students to tell the classone or two of their (or their partners) true sentences.
- 73. 7A If you havea strong class,ask studentsto turn to the SPELLINGOFVERB+/NGFORMSsectionitt ffi SBpl12. Go through the spellingrules with the class.fZ Write thesephraseson the board: go to thecinema,play computergemes,eqtout, live in this town/city, studyEnglish,get up early,haw breahJastinbed, sleepin theaJternoonStudents work on their own and write sentencesabout themselveswith love,lihe andhate and the phrases on the board. Studentscomparesentencesin pairs. Wenreverydifferent @ at Pre-teachthe words in the box. Note that in English - we use tujinsto refer to two peoplewho were born at the sametime, whether they are identical twins or not' Point out that different and the sameareopposites. Model and drill the words with the class.Highlight that differentis two syllables, not three. b) est studentsif they know any twins. If so, ask students to tell the classabout them. If you know any twins, you can tell the classabout them beforeasking studentsto do the same. @a) Focusstudentson the photo ofJack andJenny,and the speechbubbles. You can highlight the ldzl sound in Jach ld3a.kl andJenny I'd3enil, which students studied in the Help with Soundssectionin unit 6. ffi elay the recording. Students listen, read and find two things thatJack andJenny both like. Check answerswith the class. They both like watching TV They troth like having a lwin' b) Students do the exerciseon their own before checkingin pairs. Check answerswith the class. ZJenny SJenny 4Jack sJack 6Jenny ,|ff a) 3Z'11vu* the table on the board and write in the examplesentences.Go through the following points with the class l t , I i i b) Focus studentson the texts aboutJack andJenny and point out the objectpronouns in blue. Studentsdo the exerciseon their own or in pairs. f,-Zy1611" they are working, draw the table from 7b) on the board. Check answerswith the class. r Object Fronourrs me, (you), him, her,it, us, them o Usethe examplesentencesto higllight the typical word orderin sentences:subject+ verb+ object. o Highlight I in pink in the first sentenceand remind studentsthat this is a subjectpronoun. r Highlight themin blue in thesecondsentence. Teachstudentsthat this is cailedan obiect pronoun. Pointout that subjectpronounsgo beforetheverb and objectpronouns go after the verb in sentences.lf possible,comparethis structureto thatof your students'own language(s). Drlll subject/'s,rbd3ekt/andobjectl'obd5ekt1wlth the class,highlightingfie ldSl soundin both worcls. @^l Studentsdo the exerciseon their own' b) ffi PIaythe recording (SBp123). Studentslisten and check their answers. Check answerswith the class. Highlight that we usuallyuseDoyoulihe... ? to ask for people'sopinions,not Doyoulove... ?or Doyouhate... ?. You can point out that when we say that we like or hate famouspeople,we usually mean that we like or hate their music, acting,etc.,not the peoplethemselves. Also use question 3 to highlight that we use it to refer to a word,iphrasewith verb+ing (shoppingt'or clothes,etc.). Note that while Yes,I do andNo, I don't.are alsocorrect answersto Do youlihe . . ? questions,they are not as common asyou might expect. This exercisetherefore aims to provide students with a variety of more common ways to respondto theset)?es of question. ffi fhy the recording again,pausingafter eachquestion and answerfor studentsto repeatchorally and individually Studentscan also turn to R7.3,SBp123 and follow the stresspatternsasthey practise.Repeat the drill if necessary. 2 her 3 i r + him 5 them 6 m e C) Students do the exercisein pairs. Remind students to give their own answersbefore they begin. a) Studentsdo the exerciseon their own, asshown in the example. l@WUtte they are working, write the following possibleanswerson the board: Yes,helshelovesit/them., No, he/shehatesit/them.,Yes,helshedoes.,and No, hel shedoesnl. b) Studentswork in pairs and ask their questions. Remind students to answer the questions with one of the short answerforms on the board. l i '| lii:i'ifli.+ii;li.:,* Studentsdo 9a)in pairs.Ask studentsto make a note of the answersto their questions.Put two pairs togetherin groups of four and ask them to closetheir books. Eachpair takesturns to ask their questions.The pair who answersmore questionscorrectlywins.
- 74. 7A and 78 Putstudentsinto new pairs,student A and student B StudentAs turn to SBp90 and student Bs turn to SB p96. Check they areall looking at the correctexercise. ?) Studentsdo the exerciseon their own, asshown in the example.Note that someof the picturesrepresent vocabularyfrom 1a),while other picturesrepresent vocabularytaught in earlierlessons. Student A 2 Do you like horror films? 3 Do you like plapng tennis? 4 Do you like flying? 5 Do you like rock music?/ Do you like going to concerts? 6 Do you like strawberryicecream? Student B b)Do you like visiting new places? c)Do you like cats? d) Do you like watching sport on TV? e)Do you like classicalmusic? f) Do you like coffee? Gan you drive? Abilities O ,l Focusstudentson pictures I-10. Studentsdo the .": exerciseon their own or in pairs. Early finishers can check their answersin ffi SBpI12. Check answers with the class. Point out that we can say ride abihe or ride abicycle. Note that we sayplay bashetballnot play$ashet. Also highlight that we sayplay bashetballbutplay the piano andplay the guitar. b) Students do the exerciseon their own. They are not allowed to talk to their partners during this stageof the activity. G) Studentswork with their partners. Student A in eachpair askshis/her questions from a) and puts a tick or a crossin column C of the table. After student As have asked their questions, they tell their partners how many of their guessesin column B of the table are coffect. d) Studens swaproles and repeatthe activity,with student B in eachpair askinghis/her questionsfrom a). e) Finally,ask eachstudent to tell the classtwo things about his/her partner. Check studentsusethe he,she forms lilces,doesntlihe, lovesandhatesin their sentences. EXTRAPRACTICEANDHOMEWORK Vocabutary abilities Grammar canfor ability Help with Listening can or can't Review thingsyou likeanddon't like;PresentSimplequestions b) ffi ffi llay the recording. Students listen and practise.Repeatthe drill if necessary. G) Pre-teachmimeby miming one of the activities from 1a). Put studentsinto pairs. Studentstake turns to mime activities from 1a)for their partner to guess. I can'tswim! . @ no.rrs students.onpicturesA-D. Studentsdo the .- exerciseon their own before checking in pairs. Check answerswith the class.Use picture C to teachHelp!. 1 C zh 3B 4D 1ski z ride a bike 3 drive 4 swrm 5 speakGerman 6 play the piano 7 sing I play the guitar 9 play basketball 10cook llflll ctassActivity7AI tikedominoesp133 (lnstructionsp107) 7 ReviewExercises1,2 and3 SBp61 CD-ROMLesson7A Workbook Lesson7Ap33
- 75. 7B *ig ffii;ffitr*lffi;;ti};{;t;ff;;ffi;ii:;;;;ilri;*;l-HerF withthechirdren 'li l8l' a)Pre-teachaupair l,eu'peel.Focus studentson the r@i:::'.::*"T'.::l*,rt5:l*:^:'if:i:iL-"*o' , -' rn::::r.'l'1"'l::y::",::::."-g:'::i:,:"1"draw them on the board. Go through the following points with the class. r 'We use cfln or can'tto talk about ability. o Use the first table to highlight the word order rn positive sentences:subject + can + verb + ... r Use the second table to highlight the word order in negative sentences:subject + can't + verb + ... . o Point out that can an . cdn't are the same for I, you, he, she,it, we and they o We sometimes use (t,ery) well with ccir: They can ski(very) well.not@. . We say ihe canpilay the piano notShe-ea*#alay dfte?+efre. o Remind students that we also use ccn for offers (Can I helpyou?) and requests (Can I havethe bill, please?,Can you show me on this mapT). Maria becauseshe wants an au pair to help her with her two children, Ella and Daniel. ffiffi elay the recording (SBpr23). Studentslisten to the interview Ask students if Maria gets the job (she does). b) Clve students time to read prompts l-9. Play the recording again. Students listen and tick the things Maria can do and put a crossnext to the things she can'tdo. G) Students compare answersin pairs. Check answers with the class. z { t l ( + / , s { 6 1 7 x s l e { o This Help with Listening section focuseson how we say can and canTin sentences. -- E:l al ffiffi Focus students on the four sentencesand t7 .1 .-1:Y Students listen and notice how we say can lkenl and can't lko.lnll. Ask studentslf canis stressed(it isn't). Point out that can is usually pronounced in its weak form in positive sentencesand that the vowel sound is a schwalel. Asklf can'tis stressed(it is). Point out that can'tis stressedbecauseit is negative. Play the recording again if necessary. You can also teach students that can'tis pronounced lkr;ntl in AmericanEnglish. b) W Play the recording (SBpr23). Studentslisten and decide if they hear can or can't.Tell students to write their answersfor each question as they listen. Play the recording again, pausing after each sentence to check students'answers. 1 car' 2 can't ! can 4 can't 5 can't 6 can ffi ffiffiPlay the recording again. Students listen and practise.Check that studentspronounce can and cqn't correctly Repeatthe drill if necessarypausing after each sentencefor students to Dractiseindividuallv .''ft,1J Students do the exerciseon their own, then compare ;u.'',,I-.'" answersin pairs. Check answerswith the classand go through the following pornts. r Focus students on the first column of the table. Highlight the inverted word order of yes/no questlons: Can + subject + verb + ... . r Point out that we don't use do or doesin questions with can: Can you cooh?nol@. o Focus students on the second column of the table. Check that students have completed the short answers correctly: Yes,I can. No, I canot.Yes,he can. No, shecan't. o Remind students that c6n and can't are the same for all subjects (1,you, he, etc.) in yes/no questions and short answers. r Note that we also make Wh- questions with can: How mcnry languagescan yDu speah?,tilhich instrument c6n lau play?, etc. However, these are less common t}ran yes/no questions with ccn and are therefore taught in faee*facs Elementary &l a) Students do the exerciseon their own. Students can b) Studentsdo the exercisein pairs.Ask eachstudent to tell the classone or two of their true sentences. Focusstudentson the examples.Highlight that we usually use the weak form of can lkenl in yeslno questions and that we always use the strong form of can knnJ in short answers. Note that we can also use the strong form of can in yeslno questions:Can lkr,nl you cooh?.
- 76. 78 and 7C ffiffiffiPlay the recording. Students listen and practise the questions and short answersin 8. Encourage them to copy the weak and strong forms of can and remind students that can'tis always stressed.Repeatthe drill if necessary. .@ nrt studentsinto pairs,student A and student B. 7 Sr.rd"rr,As tum ,otn pOt and student Bstum to SBp97. Check they areall looking at the correct exercise. a) Focusstudentson the photos of EIla and Daniel. Check studentsunderstandthat they areMrs Jones's children. Students do the exerciseon their own, asshown in the example.Point out that all the pictures correspondto vocabularyin 1a). If necessary,check answerswith the class.Note that all the answersare the samefor student As and student Bs, apartfrom the person'sname. z Can Ella/Daniel play the piano? 3 Can Ella/,Daniel play the guitar? 4 Can EllaDantal ride a'bike? I ean Ella/Darriel ski? 5 Can Ella/Daniel swim? 7 Can Ella/Danielplay tennis?I CanElla,/Daniel play basketball? b) Students do the activity in their pairs. Remind studentsto use the correctshort answers(Yes,he/she can. andNo,he/shecan't) when answeringtheir partner'squestions.Studentsarenot allowed to look at their partner'sbook. G) Students compare tableswith their partner and find out what both children can do. Check answerswith the class.(Thev canboth ride a bike and swim.) Studentswork on their own and make a list of things shown in the example.Eachstudent must find out how many things on their list they can both do. b) rinally, ask students to tell the classsome of the things they canboth do, using Wecanboth ... . EXTMPRACTICEANDHOMEWORK ffill CtassActivityTBWhatcantheclassdo?p134 (lnstructionsp107) ffi-l vocabularyPtus7 Partsof the bodyp157 (lnstructionsp149) 7 ReviewExercise4 SBp61 CD-ROMLesson78 WorkbookLesson78 p34 Directions Where'sthecaf6? Gl al Ask studentsto closetheir books. Studentswork on (a restaurant,a caJe,etc.). b) eut students into groups of three or four. Students compare lists to find out if they have the sameplaces. Q nsb one group to tell you their words and write them on the board. Ask other groups to tell you any other words they have and add them to the list on the board. Check that students have rememberedall the vocabularyin ffi andffi SBpI10. Drill all the wordschorallywith theclass. Vocabularyprepositionsof place Rea[World askingfor andgivingdirections Reviewabitities;can;placesina townor city(1)and(2) @) ro.rrc studentson pictures a)-0. Check students Y understand that the building with the cup and saucer is a caf€and the building w.ith a pound sign is a bank Students do the exerciseon their own or in pairs. Check answerswith the class. Point out that we can say in or on with streetsand roads (The cafeis in/on King Street.,etc.). Use pictures e) and f) to highlight the difference between next to and near. Also check students understand leJt and right, and highlight that we say It3 on the left/right. not l+3-en WrEk. z{) :e) 4d) sa) 6b)
- 77. 7C @ tl W@ ?lay the recording.Studentslistenand - practise.Highlight the pronunciation of opposite /opezttl and the weak form of to ltel in next to b) Orill the sentencesin the speechbubbles.Students do the exercisein pairs. It'soverthere @ *;::t ruH:;*i:J*?,1* askwh''lhe Ask what Maria'sjob is now (she'san au pair) and tell students that she now lives with the Jones family in a small town calledHampton. Focus studentson the map of Hampton on SBp59' Studentswork in pairs and decide what places L-12 are on the map. Check answerswith the class. 'tamuseum2atheafie gacafd +ahotel 5 a supermarket 5 a chemist's7 a bank a a park 9 a cinema 1oa post of{ice 11a restaurant12a station b) Students do the exercisein the samepairs, as shown in the soeechbubbles.Remind studentsto use the preposiiionsof placein 2 in their sentences.Ask studentsto sayat leastfive sentenceseach. '."* illcili*iaii'1i''il*--'**""- i * Ask students to wdte down four sentences t i describing where placeson the map are before i j they do the speaking activity in 4b)in their pairs. i L,,""."".,.""""".".""--,,," ,,,^.-.-*.*"",---"*-"""-"-*,.""."...r ,,GEl a) Focusstudentson the photo of Maria askingfor v dir".tions. Tell studentsthal sheis at the # ott th" -up' Point out that the answersto both gapsin conversations B and C are the same. Students do the exerciseon their own before comparing answersln parrs. b) ffi Play the recording. Students listen and check their answers.Check answerswith the class. You can also use the conversations to teach the phrases Oh, yes.I canseeit. and You'rewelcome. Also highlight three different ways to say thank you in the conversations:Thanhs.Thanhyou verymuch. and Thanhsa lot. (not +ha+1+nou-e1a+.). z museum 3 museum q bank s bank :@sffi:i,'Jii"ffiHgiirT*,'ffi,ii'#';fili;' - students to conversationsA-C in 5a). Students do the exerciseon their own before checking in pairs. Check answerswith the class o Answers 2 here 3 road 4 turn 5 to 6 on 7 over r Point out the use of the and a in the questions Whe:re the (musetun)? and Is there a (banh) near here7.This is becausein the first question, we know there is only one museum in the town and we only want to know its location. In the second question we want to know if there is a bank near here or not (i.e. if a bank exists). However, at this level it is probably easier just to teach Whereb the . ? and Is thtre a . (near here)?asflxed phrases. o Check students understand the new phrases go along, tarnleJt/nght and ltb ot,erthere. o Point out that we can say on the rightlleft ot on your right/l{t when giving directions. r Note that native speakers say go along, go up or go down to mean the same thing. If your students are studying in an English-speaking country you can teach thesealternatives. ffi ffiF a) f}l$ff':i:.ii:Playtherecording(SBpl2a).Students w , listen and practise.Check that studentssound polite and copy the sentencestresscorrectly.Play the recordingagain,pausingafter eachsentencefor studentsto repeatindividually b) Studentsdo the exercisein pairs.Make sure that all studentstake turns to be Maria. While students are working, check they are sounding polite and help them with any pronunciation problems. You can ask one or two pairs to role-play their conversations for the class.Students don't have to leave their seats. a) Studentsdo the exerciseon their own. Remind them to refer to the map When choosing the correct words. b) ffi Play the recording.Studentslisten and check their answers.Check answerswith the class. 2 here 3 righi + on 5 near 6 Where's 7 over I next to I near 10along 11right tz hotel C) Students practise the conversations in pairs, taking turns to ask for directions. fi) ent studentsinto new pairs. Studentstake turns to ask V fo, directions to placeson the map. When studentsare listening to their partner's directions, they should follow the route and make sure the directionsare correct. Before they begin, remind students that they must start every conversation from # on the map. Finally, ask a few pairs to role-play one of their conversations for the class. ffi- CtassActivity7Clt'sontheteftp135-p135 (lnstructionsp108) CD-ROMLesson7C WorkbookLesson7Cp36
- 78. ,;rlliii:,,l,lirlirrr,.,, ,ill,7D",:*I love thelnterne ' ":!11!!'" f,l a) Use the lessontitle to teachthelntemeL Focusstudents- : on the Internet questionnaire.Studentsdo the exercise on their own or in pairs. Check answerswith the class. Go through the new vocabulary with the classand teach any words students don't know. You can use the pictures i" ffi SBprt3 to help conveymeaning. Point out that we can say receiveemailsor get emails,and that receiveis more formal t}:ranget. Note that we always usereceivein the phrasesendand receiveemails,but we usually useget in conversation, for example, I get lots of t emailseveryday , etc. Highlight the prepositions in listen to the radio and chat to friends andfamily. Also teachstudentsthat online= connectedto the Internet. 2 theatre 3 watch 4listen s friends 0 sell z holidays I music b) ffiffi ffi ehy the recording (SBp124). Students listen and practise.Note that eachphraseis said separatelyon the recording (sendemails,receiveemails, etc.). Highlight the pronunciation of receive/rr'silv/, videosl'vtdieuzl,listen /'hsen/ andJlights/flarts/. Point out the silent t inlisten. Repeatthe drill if necessary. Pre-teachwebsite.Focusstudentson the websitelogos. Check studentsrememberhow to say. (= dot) in website addresses.Highlight the phraseYoucan... in the speech bubble.Studentsdo the activityin pairs. Check students'ideaswith the class.Point out that we can use at with most websites,but we sayon eBay not a+-eBq. We can also say we downloadmusicfrom or buy tichetsfrom a particular website. Possible answsrr You carrbook fiights or holi46tr "tt4buy concert or theatre tickets at lastminute.cem. You canwatch TV programrnesat ikcom, You can listen to the radio at reflhfidio: You cansend and receiveernails,' chat to ftiends and Familyand v,ratchvideos at hhoo!. Youcan trook flights or holidays at Cheapflfgfuts,to:lk. You can buy and sell things on eBay. You canbuy concsrt or theafre tickets at tickehf,ste{. &t. al Focusstudentson the examples.Point out that we say lislento the radiobut listcnto music. Students do the activity in new pairs. While students are working, monitor and help them with any new vocabulary. b) Students compare lists with another pair to find out if they have the samethings. J.1Z g6"rU students' ideasby eliciting phrasesfrom the classand writing correctphraseson the board for other students to copy. Possille cnstrer$ sendand receivephotos truy cinema $ckets buy clothes buy food buy DVDs *nd CDs book arestaurant dournloadvideos meetnew people play computer games read the news bank online searchfor inflormation 5 ffiTfie B#il$.**"'-" f * Ask students to write down their three favourite i I websites.Studentscomparetheir ideasin groups i L*3*T-:*: *:L-1":--1i-::*:*Ul3*.- -- "B al Focusstudentson the photo. Tell studentsthat the Y interviewer is asking Alice about things she does online. ffi Focusstudentson the Internet questionnaire.Play the recording (SBpf 24). Studentslisten and put a tick or a crossin column B of the questionnaire.Students compareanswersin pairs. Check answerswith the class. 1 1 2 / z l + l ( s l 6 { 7 ) ( s x b) Cive studentstime to readquestions1-6. Check that students know the websitesYouTubeand Amazon and that they remember what an iPod is. Play the recording again. Students listen and answer the questions.Studentscompareanswersin pairs. Check answerswith the class. Vocabularythingspeoptedoonline Reviewthereis/thereareican',PresentSimplequestions 1Yes,shedoes.(Abouta hundred.) z YouTube. 3 in NewYork. + DVDs. 5 Yes,sheis. 6 No, shedoesn't-
- 79. 7D and 7Review &l a) Focus studentson the speechbubbles.Use the first ',,Y, answer to highlight that we usually sayget emailsin spokenEnglish.not receiveemails. Point out the questionform Do you ... online?in the secondquestion.Note that studentscan use this question'formula'for phrases2-7 on the questionnaire, bui that for phrase 8 we would simply sayDo you downloadmusic?nuw. lQelicit the questionsstudentsneedto ask for phrases l-8 on the questionnaireand write them on the board. Drill thesequestions chorally and individually. Put studentsinto pairs. If possible,ask studentsto work with someone they don't know very well. Students take turns to interview their partner. Studentsput a tick or a crossfor each of their partner's answersin column C on the questionnaire. b) Studentswork in new pairs and take turns to tell eachother about their partnersin 5a).Beforethey begin, remind studentsto use he,sheforms of the verbs:Gloria sendsand receivesa lot of emails.Shedoesn'tbuy concett or theatretichets, etc. c) Finally, ask students to tell the classtwo things about their first partner. @ ^1. Focus students on the phonemes lsl andlf , tkre picturesand the words. ffiffi play the recording. Students listen to the sounds and the words. Point out that s in suit is pronounced with a /s/ sound and sh in shirt is pronouncedwith a /fl sound. b) ffi Play the recording again. Students listen and practise.If studentsare having problems,help them with the mouth position for eachsound. Point out that when we make the isl sound, the lips arerelaxed,the tongue is near the back of the teeth, and thereis somecontactbetweenthe tongue and the teeth at the sides of the mouth. Also highlight that /s/ is an unvoicedsound (thereis no vibration in the throat). Also point out that when we make the {/ sound, the lips are more rounded and pushed forward slightly. The end of the tongue is curved back behind the teeth and we push air through the gap. Highlight that /[/ is alsoan unvoiced sound. You can alsotell studentsthat /ssss/is the sound a snakemakes,and that ll[[| is the sound peoplemake when they want someoneto be quiet. a) ffi Focusstudentson the boxes.Play the recording.Studentslisten and notice how we say the pink and blue consonants. b) ffiffiPlay the recording again. Students listen and practise. a) Give students time to read the poem and help studentswith any vocabularyproblems. *ffi play the recording. Students listen and read the poem. Highlight that the pink consonants are pronounced lsl and the blue consonantsare pronouncedf/. ffi llay the recording again, pausing after each line for students to practise chorally and individually. b) Studentswork in pairs and take turns to say lines of the poem. Finally, ask one or two students to say the poem for the class. 7 Review Exercise5 SBp61 CD-ROM Lesson7D Workbook Lesson7D p37 Workbook ReadingandWriting Portfotio7 p64 ProgressTest7 p171 7 Review Seep29 for ideason how to use this section. Ia) z animals 3 horror films 4 dancing 5 flying 6 classicalmusic 7watching sport on TV 8 visiting new places 9 shoppingfor clothes 2 2 don'Llike 3 doesn'tlike 4 hates 5 likes 6 hate 7 loves 8 love 3 2 She,us 3 he,me 4I, her 5 We, them 6 him 5a) zf+iends 3rad+) 4the-+adre sf+re+ds 6effifti+s z fl+gh+s s €ha+
- 80. A ffiays toremember Student'sBook p62-p69 I was there! QUICKREVIEWrrr Thisactivityreviewsadjectivesfromlesson3A. Studentsdothe firstpartof theactivityontheirown beforecomparinganswersin pairs.Studentscancheck theiranswersin LanguageSummary3 iil:li;:iilSBp104. Studentsthensayonesentenceforeachadjective,as shownin theexamoles. Adjectives{2} $ tt Focus studentson pictures a)-h). Studentsdo the : exerciseon their own or in pairs. Early finishers can check their answersi" ffi SBpr14. Check answers with the class. Point out that we can use shortor long for amount of time (It3 a short/longfilm., etc.)and for physicallength (It a short/longdress.,etc.). Use the pictures in e) to point out that the book (which is arrowed in eachpicture) is interestingor boring, not the person.Note that boredis taught in lesson10C. Point out that we useold/younefor peopleor animals, and oldlnew for things, buildings, etc. With a strong classyou can also teachsad (= unhappy), hqrd (= dfficult) andwonderful(=fantastic). z0 :e) +h) sd) 6c) zg) sb) b) ffi ffi ehy the recording. Students listen and practise.Alternatively,model and drill the adjectives yourself. Highlight the pronunciation of awt'ul l'c^fell and great lgrefil . Also point out that interestingis three syllables,not four. Repeatthe drill if necessary. Threeafirazinsdays |&L al Pre-teachthe vocabularyin the box. Note that c .1'' match refers to a football match.You can also teach New Year! Day Modei and drill thesewords chorally and individually with the class. b) Focusstudentson the photos and speechbubblesat the bottom of SBp62-p63. ffi elay the recording. Students listen, read and decide what the people'sarr.azingdays were. Vocabularyadjectives(2) CrammarPastSimpleof be:positiveandnegative Reviewadjectives(1)tfavourite Melanie the Beatles'last concertin SanFrancisco in 1966 Tania New Year'sEvein Sydneyin 1999 Pascalthe World Cup Final in Parisin I99B G) Studenrsread the texts in the speechbubblesagain and choosethe correctwords in sentences1-6 Check answerswith the class. z half an hour g parents 4 fantastic 5 Brazil 6 three .Gl a) Give studentstime to readthe sentences.Ask - : studentsit the sentencesarein the presentor the past (the past). Check studentsunderstandthat was,were, wasn't and weren'tare all past forms of the verb be. b) Students do the exerciseon their own before checking in pairs. fZwhtle they are working, draw the table from 3b)on the board. Check answerswith the class r Focus students on the table on the board. Elicit which words go in each column and complete the table(seethetablein litillffiiiSBpl15). Point out thar wasn't = was not a[d werenI = wet'e not. Remind students that we usually use contracted forms when speaking and writing. Highlight that we use wds or Nasn'twith I, he, she and it, and were or werenltwith you, we and they. Also point out that the past of there Ls/thereare is there was/tlrcre were Elicit the negative fbrms (therewasn't and thereueren't). Check answerswith the class.If studentsask you about the meaning of was or wereat this stage,simply say they are the past of the verb be.Note that theseverb forms arestudied in 3. If necessary,teachstudentshow to say the yearsin the texts (1966, 1999 and 1998). Note that yearsare practisedin lesson88. f""""flEifiil s*il&---** *' Students read the texts in the speechbubbles againand underline all the examplesof was, were,wasn'tor weren't.Students compare answers rn parrs. @ gW ffi Playthe recording(SBpl24).,Studentslisten was lwezl and werelwel in positive sentences.Point out thatwas andwere are not usually stressed,but that wasn't and weren'tare always stressedbecausethey are negativewords.
- 81. 8A and 8El Playthe recording again,pausingaftet eachsentence for students to repeat individually' Alternatively, ask studentsto turn to R8.3,SBpL24, which hasthe stress marked on all sentences.Play the recording again. Studentslisten and Practise. i@ ul .students do the exerciseon their own' b) rut students into pairs. students compare answers and decidewho sayseachsentence,Melanie,Taniaor Pascal.Check answerswith the class' Zwerent (Melanje) 3 were (Tania) + was (Melanie) 5 were (Tania) 6 was {Pascal) 7 Werenit(Pasca}) I were, wasn't (Tania) g wasnt, rvas (Melanie) Put students into groups of three. Ask all students lu'to trrn to SBp99. Check they are all looking at the correct exercrse. a) Ask students to think about their lives when they were ten. Go through the words and phrasesin the box. Check students rernemberJavourite and point out the phrasegoodat (sports,languages,etc-)- Studentswork on their own and write six sentences about their lives when they were ten, using was, were and ideasfrom the box or their own. While students are working, check their sentencesfor accuracy and help them with any new vocabulary they neec' fiH9'fr&$#tre "-*-***-1 l!/lntroduce this activity by writing sentences I about your own life when you were ten on the I board as examples. i Happy anniversaryl b) Studentswork in their groups and take turns to say their sentences,asshown in the speechbubbles. Students decide if any of the other students' sentences are true for them. c) Fnally, ask studens to tell the classtwo interesting things about other students in their group. Vocabularyyearsandpasttime phrases GrammarPastSimpleof be:questionsandshort answers;wasborn/wereborn Reviewadjectives;PastSimpleof be:positiveand negative '@.al Focus studentson picturesA-D of Joe.Studentsdo I the exerciseon their own. Check answerswith the class. Point out that we saylast night, last weeh,last weehend, lastmonth,lastyear,last Monday,last Tuesday,etc. Also highlight that we sayyesterdaymorning,yesterday afternoon,yesterdayevening,but last night, not fist@ ffi#. Teachstudents that ago mearrs'beforenow'. Check students' understanding by asking them what time it was threehours ago,what day it was four daysago,etc. Use the example sentencesto highlight that we usually put past time phrases(last weeh,fout hoursago, yesterdayaJternoon,etc.) at the end of the sentence. ZD]3C 48 b) ffi ffi rlay the recording. Students listen and practisesentencesI-4. Point out that we don't usually Dronounce the t in last weeh/lqls wi:k/, etc. and that the it..tt ott yesterdayis on the first syllable, not the last. YearsandpasttimePhrases I al Studentsdo the exerciseon their own or in pairs. ..7-| Check answerswith the class. Point out that for the years2000-2009, we usually say two thousand,two thousandand one,etc.For the years 2OIO-2099, we usually saytwenty ten, twenty eleven,etc. Also highlight that we use in with yeats:in 1980, etc. ae) ga) 4f) sd) 6b) b) ffi ffi elay the recording Students listen and practise. Check students stressthe years correctly. Repeatthe drill if necessarY. G) Students do the exercisein pairs. Check answers with the class. 2012twenty twelve.1977nineteenseventy-seven, 2018twenty eighteea;1815 eighteen:fift"&, ,' , ' 1990 nineteerrninety, 2003 trvs'thoOt*u4 *t6 1hree ffill CtassActivity 8AOppositeadjectivesp137 (lnstructionsp108) 8 Review Exercises1 andZ SBP69 CD-ROM Lesson8A Workbook Lesson8A p38
- 82. AB ,'@ St,ra"r-ttsdo the exerciseontheir own before checking l'' answersin pairs. Check answerswith the class. 2 last Ein 4 yesterday 5 last 5 ago @ a)-O) Students do the exerciseon their own. -" lgWhile they areworking, draw the table from 5a) on the board. Check answerswith the classand highlight the following points. Use question I to highlight that we sometimes use a noun after How m6ny ... : How many people were at the wedding?, etc. You can compare the ques[ions in the table to questions withbe in the present: Where dre you from?, Whats your name?, etc. *xTfi& {tJil&*"* -*: Students tick the sentencesin 3 that are true for i them.Put studentsin pairsto comparesentences. ! AnIndianwedding @'O.Pre-teach thc vocabularyin the box. Drill the words ..:- with the class.You can also teach the phrase Happy anniversary!(the title of the lesson). b) Pre-teachthe adjective Indian and the cowtry India. Focusstudentson the photos of an Indian wedding. Ask students who is the bride (the woman in red and green sitting down) and who is the groom (the man in white sitting next to her). Note that the other photos show other aspectsof a traditional Indian wedding, such as a woman's hennaed hands,banglesand sweets C) Tell the classthey are going to listen to Rajeet,the groom in the photo, talk to a friend about his wedding anniversary.Give students time to read sentences1-5. ffi play the recording (SBpl2a). Studentslisten and choosethe correct words. Students comDareanswersin pairs. Check answerswith the class. 2 ten 3 India 4 were 5 was d) Cive students time to read questions 1-6. Play the recording again. Students listen and answer the questions.Studentscompareanswersin pairs. Check answerswith the class. Note that Mumbai used to be calledBombay. 2 Rajeetwas34 and Gita was27. 3 Therevgere300 peoplethere. 4 He wasin Australia. 5 Yes.they were. 6 Three da1's. I ; a I t r Focus students on the table on the board. Elicit which words in questions I and 2 from 5b) go in each column and comlrlete the table (seethe table in ii..'.'i:'gSBpl t5). r Use the example sentences to highlight the word order: question word + was/were+ subject + ... . r Remind students that we use wds or wesn'twith I. he. sheand it, and were or werenl with you, we and they G) Studentsdo the exerciseon their own, then compare answersin pairs Check answerswith the class. o Answers Was Vhelshe/ltat the wedding? Yes,I/he/she/itwas. No, lhelshe/it wasn't Were you/wdthey at the wedding? Yes,youlwelthey were. No, you/we/theyweren't. r Usethe questionsin the first column of the table t9 highlight the word order in yeslnoquestions with was andwere. r Pointout thatwe usecontractions(No,I wasnt, No,you werqn't.,etc.)in lhe negativeshort answers. r Checkstudentsunderstandrhat the short answers to WhsI atthe wedding?areYes,l,ouwere./No,you weren't.AIsohighlight that the short answersto Wereyou at thewedding?areYes,I was/No,I wasn't. if you in the questionis singular,and Yes,we wae./ No,weweren't.if its plural r Aisopoint out that we canalsomakequestions with Whsthere.. ?andWerethere,.,7. d) Studentsdo the exerciseon their own Check answerswith the class. r Answers 1was 2 werel was . Point out lhatwe sayI wasbom in 1987.not 1$ere41*1981.. etc. o Establishthat we often answerthesequestions with short forms, for example,In theUR. and In 1987. @ ryffi elay^therecording(SBpl2a).Studentslisten : and practise.Point out that we don't stresswas andwere in questions,but that thesewords arestressedin short answers.Play the recording again, pausingafter each sentencefor students to practise individually. You can alsoask studentsto turn to R8.7,SBp124 and follow the stressas they listen and practise. 8t. al Check students understand the phrase the sameage. Students do the exerciseon their own. Check answers with the class. 2 Were 3 was 4 Were 5 was 5 was b) Students ask and answer the questions in pairs. Check answerswith the class. t ,Rajeetand Gita. e No,'they werent. 3 Tenyearsago. +,Yes,thcy were. 5 Rajeetbbrother. 6 (Shewasborn) in the UK.
- 83. 8B and 8G lia) Students do the exerciseon their own, then compare- - 7 answersin pairs. Check answerswith the class. 2Where,wgre you yesterdayeveniug? 3 Were you on holida;' ihree montfu ago? +Wherewereyou on New Year'sEve1999? S,Wereyou at work lastMondaY? 5 Where were yor.rborn? b) Students ask and answer the questions in pairs. Alternatively, students can move around the room and talk to asmany people aspossible. Ask students to tell the classany interesting things they found out about their partner or classmates' . Gl a) Studentsdo the exerciseon their own. Tell students l'.Y" not to write when and where the people were born' b) fut students into pairs. Students swap papers and ask eachother about the people on their partner'spaper, asshown in the speechbubbles. Put studentsinto new pairs,student A and studentB' Student As turn to SBp88 and student Bs turn to SBp94. Check they areall looking at the correctexercise. ?) Pre-teachwent and tell students this is the Past Simple of go. Students do the exerciseon their own. Note that student As preparequestionsabout a wedding and studentBspreparequestionsabouta party. Check answerswith the class.Only check the words they need to fill in the gaps,so that students don't hear the questions they are about to be asked.Note that theseanswersare the samefor student As and student Bs. Monthsanddates i@li":l'ff;'ll,T;,"1iiJ#,i"ii:i?lii.?TPoin'[ou'[ Also highlight that we use ir, with months: in January, in May, etc. ffi ffi Play the recording. Studens listen and practise. Alternatively,model and drill the months yourself. Stud€nt AJstuderrt 'D :'z.wa IIIas' 3 were/'Wcre. 4were s$/a#was 6Were 7 ffi3 g1ry-at b) Students work with their partners. Student A in each pair askshis/her questions from a) about the last wedding that student B went to. Tell student As to make brief notes on their partner's answers,but not to write complete sentencesfor eachanswer. c) Students swap roles so that student B in each pair askshis/her questions from a) about the last party that student A went to. Again, tell studentBs to make brief notes on their partner's answers. d) eut students into pairs with someone from the samegroup. Students take turns to talk about the last wedding or party their first partner went to. Finally, ask students to tell the classabout any interesting weddings or parties they or their partners went to. EXTBAPRACTICEANDHOMEWORK Vocabularymonthsanddates RealWorld tatkingaboutdaysanddates; makingsuggestions Helpwith Listeninglinking(2) ReviewPastSimpleof be;pasttime phrases Months that students often find hard to pronounce are January /'d3anjueril, February lTebruerl ,June ld3w'nl, JuIy ld3u'larl and August /c"gestl. Also check that students stressthe months correctly. *HTSAtSf;S* Teachstudents theseabbreviations for months: Jan, Feb,Mar Apr Aug, Sept,Oct, Nov,Dec. Studentswill often seetheseabbreviations on calendars,timetables,etc. Point out that May,June When's your birthdaY? l. ffi CUrrActivity 88Wereyouor weren'tyou?p138 (lnstructionsp108) ffif vocabutaryPtus8 Placeswith af,in,on p158 (lnstructionsp149) 8 ReviewExercises3,4 and5 SBp69 CD-ROMLesson88 Workbook Lesson88 p39 andJuly are not usually abbreviated.
- 84. ac b) Students dothe activity in pairs, asshown in the examples. @ ul Focusstudentson the datesin the box. Point out - the letters in pink and highlight the relationship betweenthe last two lettersof eachword (frst, seconil, etc.) and the way we write dates(ltt, 2'd, etc.). Also highlight the irregular spelling of these th words: fifth, ninth, tweffth,twentiethand thirtieth. Point out the hlphen rn twenty-first and tell students that we alsowrite twenty-second,twenty-third,etc. ffi ffiffiPlay the recording. Students listen and practise the dates. Students often have difficulty with the 'consonant clusters'at the end of thesewords (sirfh, twelfth, etc.). If necessaryplay the recordingagain,pausingafter each word so that students can practise individually b) Students work in pairs and take turns to say the dates. C) ffi Play the recording. Studentslisten and check they said the words correctly Point out that we usually stressthe secondsyllable in the -teenthwords (thirtdenth, fourt€enth.etc.). ffi ehy the recording again. Students listen and Dracttse. @ m.W#?lay therecording.studentslistenand - practise.Repeatthedrill if necessary. . . f I , w ^ . .st ffi Give students time to read the datesin l-4. Play - -* --; the recording (SBp124). Studentslisten and circle the datesthey hear.PIaythe recordingagainif necessary. Students compare answersin pairs. Check answerswith the class. r June 22"d ? March 30e ! October3d + April 1$ . 6il: a) Use the examplesto remind students how we write : dates.Studentswork on their own and write five dates. b) Studentsdo the activity in pairs. C) Studentsmove around the room and ask eachother when their birthdays are, as shown in the speech bubbles.Studentsmust find out if any other students have birthdays in the samemonth as them. If students can't move around the room, they should ask asmany students as they can sitting near them. Ask students to tell the classwho has a birthday in the samemonth as them. Happybirthday! (@ ^l Pre-teach.thevocabulary in the box and remind teachabirthday presentand tell studentsthatwe give someonea presentlfioL preseftt-soffieffie). Model and drill the new words and phraseswith the class. b) focus studentson the photo of Helen and her husband,Sam,on SBp67. Tell the classthat it is Helen's birthday today. ffi flay the recording (SBp12a). Studentslisten and write down what Helen and Samdecide to do this evening. Check the answer with the class.(They decide to go to the theatre/seea play) ffiffi Gi.r" students time to read sentencesl-5. Play the recordingagain.Studentslisten and choosethe correct words. Studentscompareanswersin pairs. Check answerswith the class. 2 a restaurant3 week 4 museum s the rheatre,7.00 o This Help with Listening section reviews consonant-vowellinking in sentences. @ at Focus studentson the sentencesfrom the .---- recording. Ask students why we link the words in ' pink and blue (becausethe words in pink end in a consonantsound and the words in blue startwith a vowel sound). You can model and drill thesesentencesyourself with the class,highlighting the linking. :@) Go through the questionsand answerswith the class andhighlightthe followingpoints r I Highlight the questionanclpoinr out that we cananswerwith ltt Monday. or jtst Monday. r 2 Highlight the questionand point out that we say thein dates:(Itl) Marchthe seventh- a a Point out that we write Matrh 7f,'or 7thMarch. Note that we can also say dates in another way: the seventhof March, etc. However, at this level we feel students only need to know one way to say dates. The alternative form is introduced in facefface E1ementary. Also note that dates are often said without the in American English: It March seventh 3 Point out that When = When is in the question When your birthday?. Also highlight that we use orr with dates: (Itb on).lune the second.Remind students that we also use on with days (on Monday, etc.). Highlight the difference between these questions: t When'syour birthday? eJuly the twelfth. (every year); n When wereyoubotn? eJuly the twelfth 1989 (one specific day in the past) You can also point out that dates are written di.fferently in the UK and in the USA. ln the UK, 5/6/09 = 5thJune 2009 (day/month/year), whereas in the USA, 5/6l}q = 6'h May 2009 (month/day/year).
- 85. 8C and 8D b)ffi Askstudentsto look at R8.13,SBpI24' Play therecordingagain.Studentslisten,readandfollow thelinking asshownin the Student'sBook. "#. d$$JCheck studenrsunderstanda suggestion.Students w do the exerciseon their own. Check answerswith the class. r Answers 2 idea 3 don't + meet 5 dme 6 seven . Pointout that we usequestionswith shallto ask for suggestions: What shallwedo (this mening)? ',Nhereshallwemeet? What time shallwemeet? o Also highlightthat we use44rydon'twe... 7and Let .. to make suggestions.Point out that these phrasesarefollowedby averb (go,etc') @ a.i:rqHi:r:.,:1Play the recording (SBpr24-p125)' Students Y listen and Dractisethe sentencesin 10.Point out that shallis pronouncedllaU in the questions. You can ask studentsto turn to R8.14,SBpl24-p125, where the stressand linking are marked. Play the recording again Studentslisten, readand practisethe stressand linking asshown in the Student'sBook tYl al Studentsdo the exerciseon their own. ! v ! b) ffi elay the recording (SBpr25). Studentslisten and check their answers. Check answerswith the class. 3c) 4i) se) 60 7d) shi eb) G) Students practise the conversation in pairs. While students are working, help them with any pronunciation problems and make sure they sound polite and interested when asking and answering questions. @'^l Studentsdo the activity in new pairs' b) Students practise their conversation until they can rememberit. C) Put two pairs together so that they are working in groups of four. Each pair takes turns to role-play their conversation.The other pair writes down what they decideto do. d) est one pair in eachgroup to role-playthe conversation for the class.Students don't have to leave their seats.Finally, students can decide which conversation they liked best. 8 Review Exercise5 SBp69 CD-ROM Lesson8C Workbook Lesson8C p41 Vocabularybignumbers Reviewmakingsuggestions;monthsanddates;was andwere b) ffi ffi elay the recording. Students listen and practise. Highlight the pronunciation of hundred /'h,rndred/ and thousand l'lauzend/. Repeatthe drill if necessary. @?.m'"';LiTJTi"f',i::::J.i,'"?;:lf:ifJi::il* b) Studentscompareanswersin pairs.lZ Checkanswers with the classand write them on the board in numbers. a)365 b)999 c) 17t000 d) 62,400 4 210,000 f) I,200,000 g) 18,000,000 {p; tl Studensdo the exerciseon their own. 390 threehundredandninety 1,000a thousand f 6,200sixteenthousand,two hundred 750,000sevenhundredandfifty thousand 1,000,000a million 50,000,000fifty million ,''Gl, a) Students do the exerciseon their own before .Y-' checkingin pairs. Check answerswith the class' Point out that we don't use a plural -s with hundred' thousand or million'. three hundted not th+ee4a+d+ek, etc. Also point out that we use and after hundred,but not after thousand'.ahundred and fifty,but stxteenthousqnd, twohundrednotM' Highlight that we can sayahundredot onehundred,a thousandor onethousandanda million or onemillion Point out that usrng4 with thesenumbers is more common. b) Students do the exercisein new pairs. While students are working, monitor and correct any pronunciation effors.
- 86. 8D and 8Review a)30,000b) 125,000c) 150,000 d) 1,500e)177,500f) 70,000,000 ffilF a) Studentsread the article againand answerthe v questions.Studentscompareansersin pairs.Check answerswith the class. 1 lt's on the last Wednesdayin August in Bunol, Spain z They throw tomatoesat eachother- 3 lt's in July. a They eatgarlic bread,garlic chicken,garlic chocolate andgarlicice cream.5 lt wasinJune 1970. 6 lt'sin 2015. b) est the classwhich two festivalsfrom the article they would like to go to. Encouragestudentsto give reasonsfor their choicesif possible. a) Pre-teachthe vocabularyin the box. Drill the new words with the class. b) Use the photo in the article to introduce the topic of festivals.Students read the article and try to fill in the gapswith the numbers in the box. c) ffi Play the recording. Students listen and check their answers.Check answerswith the class. EXTBAPRACTICEANDHOMEWORK flflll classnctivity 8D Numbers,yearsanddatesp139 (lnstructionsp109) CD-ROM Lesson8D Workbook Lesson8D p42 Workbook ReadingandWriting Portfotio8 p66 ProgressTest8 p172 Point out that or in forty is pronounced with a /c/ sound and ur inburger is pronouncedwith a /sll sound. Note that in British English we don't usually pronounce the letter r after a yowel sound. b) ffiffiPlay the recording again. Students listen and practise.If studentsare having problemsproducing the sounds,help them with the mouth position for eachsound. Point out that when we make the lctl sound, the lips arevery rounded and pushed forward, the front of the tongue is down and the jaw is also down. Also point out that lc'^lis a long sound. Highlight that when we make the lstl sound, the mouth is slightly open and the lips, tongueand jaw are in a relaxed position. Highlight that lst'l is also a long sound. Note that this is the samemouth position that we use for the schwa/e/,which is a short sound. @ ^l ffi t'ocus studentson the boxes.Play the "- recording.Studentslisten and notice how we say the pink and blue letters. b) ffi Play the recording again. Students listen and practlse. ,$) a) ffi etay the recording. Students listen and read '..:.' the sentences. ffi flay the recording again Students listen and practisethe sentences.Check they pronounce the pink letterswith an /c/ sound and the blue letters with an /sr/ sound. b) Studentspractisethe sentencesin pairs. Finally,ask studentsto say the sentencesfor the class. ,,S) u) Focusstudentson the phonemeslctl andlsl , the '..Y' picturesand the words. W ptuy the recording.Studentslisten to the sounds and the words. lipsvery rounded /r",.1 <-<.> liDsforward A Review Seep29 for ideason how to use this section. la) + wrong, terrible, long, great,happy J boring, full, easy lb) wrong + right, terrible + great/fantastic/amazing, long i short, great+ awfuVterrible,happy ) unhappy boring -t interesting,full + empty,easy+ difficult 2 2 weren't,$/ere 3 v/asn't,was 4 were 5 wasnt 6 weren't,were 4a) b)last c)yesterdayd) last e)in f) ago 4b) 1a) zc) :d) 4b) 50 6e) 5a) z Wereyou in this country iast year? 3 Where was your father born? 4 Wereyou in this classtwo months ago? 5Where wereyou on your last birthday? 6 When wasyour first English class? 6a) z Why : think 4let's 5 good o Where 7 meet g shall I oast i Seeo29 for ideason how to use this section. :
- 87. g Gning atnray Student'sBook p7O-P77 Amazing journeys Transport @ ll Studentswork on their own and tick the words lbey ' - know. Students then turn to LanguageSummary S ffi SBpf f 6 and check the meaning of the other words. Check answerswith the class. Highlight that we usually saytaxi in British English and cqbin American English. Note that cabis alsoused in the UK. Also remind students that abihe = abicycle- You can also teach 6 scootetaJetry and a tram if they arerelevantto your students. b) ffi ffi ehy the recording. Students listen and practlse. c) Focusstudentson sentencesl-4. Students underline the verbs in the sentences.Check answers with the class(go,come,travel,walh). Use the sentencesto highlight the difference between come(travel from another placeto where you arenow) andgo (travel to another place awayfrom where you arenow). Also check studentsunderstandthe new verb walh. Point out that we sayby car,by bus,etc' Note that we sayonfoot notbyJeet. However, this phrase is rarely used nowadays and we are more likely to use the'verb walh (I usuallywalh to school.,etc.). Also teach students that go by plane =fly, go by car = drive andgo by bihe= cycle. Model and drill sentencesl-4 with the class.Highlight the difference in pronunciation between the vowel soundsinwalh lwc'^klandworh /wslk/ in sentence4, which students studied in the Help with Sounds section in unit 8. Vocabularytransport GrammarPastSimple:positive(regularand irregularverbs) Helpwith ListeningPresentSimpleor PastSimple Reviewyears,monthsanddates i@ t"t"t:"f;i:.do theexerciseontheirown'asshownin b) Studentswork in pairs and take turns to say their sentences.Ask eachpair to tell the classany sentences that are the samefor both students. BangkoktoBrighton - Gl a) Pre-teachthe vocabularyin the box. Note that a - tuh-tuhis a small motorised taxi commonly used in Asian countries,asshown in the photo. Drill the words chorally and individually, highlighting the pronunciation of tuh-tuh/'tuk tuk/, Thailand I'tatlr;nd/ andjourney l'd3s"nl . b) Focus students on the newspaper article and ask them to cover the text. Studentslook at the photo and discusswhat they think the article is about. This can be done in pairs or with the whole class. Ask students to share their ideaswith the class. l@Write all students'ideason the board,but don't say if they are right or wrong at this stage. G) Students read the article to find out if their ideasin 3b)are correct. 3Zy6g'rs studentson the ideason the board and ask which are correct.Tick the correctideasand crossout the wrong ideas. Check students know-that Banghohis the capital of Thailand and that Brighton I'brattenl is a city in England. Tell students not to worry about the pink and blue words in the text at this stage.If studentsask about them, simply say that they are all verbs in the past' 'f) Stua"nts do the exerciseon their own. Point out that - studentsshould write dates,placesand numbers in the table,not completesentences. Students compare their answersin pairs by saying the dates,placesand numbers to eachother. Check answers with the class.You can alsoask studentsif they would like to do the samejourney. b) May 28th2006 c)Bangkok, Thailand d) Brighton, England o) 12,500 i) 12 e)98 h) f50,000
- 88. 9A a)-C) Focus studentson the Past Simple forms in blue and pink in the article. Point out that the words in blue are Past Simple forms of regular verbs and the words in pink are Past Simple forms of irregular verbs. Students do the exercises on their own or in pairs, rhen check their answerr r" iilljl$HSB pl17 Check answers with the class, highlighting the following points. e a) To make the Past Simple of regular verbs, we usually add -ed to the verb: w6nteil, starteil, etc. r For regular verbs that end in ^e (lihe, awive, etc.), we add -d to the verb: Liked,trriveil, erc. o Point out that the Past Simple of travel is travelleil and the Past Simple ol study is studieil. This rs becausetravel ends in consonant + vowel + consonant and study ends in consonant + y. However, at this level we suggest that you don't overburden students with spelling rules as they are not asked to use any other P,astSimple forms of this tlpe in faee*fc*c Starter. Students study these spelling rules in fe*e*{aae Elementary. o Check students understand the meaning of the new verbs wqnt, tisit and anive. o b) 2 came 3 got 4 gave 5 went ohad I left 8 met 9 told 10wrote r Check students understand the meaning of rhe new verbs give, leave, meet ar'd tell. b) ffiffi ffi ehy therecording(SBpr25).Students listen and practise.Note that studentsshould repeat both the verb and its PastSimpleform together(visit, visited,etc.), not separately. fZ 6tp students which PastSimple forms end in /Id/ and underline them on the board (visited, hated,wanted, started). Point out that the -ed ending in thesewords is said as an extra syllable becausethe verbs end in t (visit, etc.). This is also true of verbsthat end in d (needed lnitdtdl, endedlendtdl, etc.), but this has not been highlighted asstudentshaven'tmet any of theseverbsyet. Also note that students often have difficulty pronouncing the 'consonantclusters'at the end of regular PastSimple forms (watched lwot[tl, worhed lwz;kt"l,Jinisheil I'fnt[tl , etc.), and often mistakenly say these-ed endings as extra syllables. Play the recordingagain,pausingafter eachpair of words for students to repeat individually. C) Focusstudentson the irregular PastSimpleforms in 5b). ffiffi ffiffiPlay the recording. Students listen and practise.Note that only the PastSimpleforms are included on the recording.Highlight the lctl sound in bought/bcrt/, which studentsstudied in the Help with Soundssectionin unit 8. Repeatthe drill if necessary ,"-''' {il4"lif€,illi";i:;:r'''-'***** c' Studentswork in pairs and take turns to test each other on the regular and irregular PastSimple forms from the lesson.One student saysa verb, for example buy, and his/her partner saysthe Past Simple form, for example bought. o This Help with Listening section helps students to hear the difference between PresentSimple and PastSimpleverb forms. &1. al Focusstudentson sentences1-3. Point out that - :. the verbs in blue are in the PresentSimple and the verbsin pink arein the PastSimple. ffi& elay the recording.Studentslisten and notice the different pronunciation of theseverb forms. Play the recording again if necessary. b) ffi Play the recording (SBp125). Studentslisten and decide which they hear first, the PresentSipple or the PastSimple,asshown in the example.Play the recording again if necessary.Check answerswith the class. ? PresentSimpte (live) 3 PastSimple (arrived) 4 PresentSinrple {talk) 5 PresentSimple{wan0 e PastSimple (played) Point out that lhere areno spelling rules for irregular verbs. Also highlight that the PastSimpleof both regular andirregularverbsis the samefor all subjects (1,you, he,she, it, we, they). e Remind students that the Past Simple of be is was ot were r Highlight the lists of regular verbs and irregular verbsin ffi*$Ssepll7. Encouragestudentsto learntheirregularPastSimpleformsathome. ,, l:':':l ll :'l:ti: """ "'- a If your students are finding the lessondifficult, go through 5a)and 5b)with the whole class yourself, highlighting the points in Sa)-c)above You can then point out the verb lists itt ffiffi SBpl17. a) loint out that verbs 1-12 are all regularverbs. Students do the exerciseon their own before checking rn parrs. fZ 61t"rp answerswith the classby writing them on the board so studentscan check their spelling.Include the answer to question I (visited). 1visited 2watched 3 played 4 hated 5walked 6worked 7 lived s vranted-gloved 1otalked tl started tz finished @
- 89. 9A and 9E| AroundtheworldbYbike rt ,i[};a) Focusstudentson the photo of Mark Beaumont. . - l '..Y' teach the phrasetravelaroundtheworld. Ask how Mark travelled aiound the world (by bike). Students do the exerciseon their own. b) Students compare answersin pairs. Check answerswith the class.Also point out the regular vetb cycle/'sarkeV in the example. 2 had gle{tr +'stailed 5 iravelled 6 viritqd ' 7 met g wrote I got ro finished: 11went 12told ''3:was t*ralsed' : ' , Put students into groups of three. Ask all students to turn to SBp99. Check they are all looking at the correctexercrse. a) Students do the exerciseon their own. Remind students to put the verbs in brackets in the Past Simple. If necessarygo through the prompts with the classbefore they begin. My last holiday Holidayaetivities ,5I a) Studentswork on their own and tick the phrases i'.7"" th"y know, then do the exercisei" ffi SBp116. They can then check answersin pairs' Check answerswith the class. Point out that we saygo onholiday in British English atedgo on vacationin American English. Check studentsunderstandgo sightseeing(visit the famous buildings in a town, city or country) and travelaround (travel from placeto placein a town, city or country). Highlight the different words and phrasesthat follow go: go onholiday,go to thebeach,go sightseang,go swimming, gofor a walh. Also tell students that we can say tent a car or hire a car. b) Studentswork on their own and.practisesaying their sentencesuntil they can remember them. C) Studentswork in their groups and take turns to tell each other about the last time they visited a different town or city, using the sentencesthey have memorised. Students may start asking each other questions about the placesthey visited, but don't worry if theseare inaccurateat this point. Note that PastSimple questionsare taught in lesson98. d) Finally, ask each student to tell the classtwo things about the place they visited. ;*" ilHTfiSl#fl& *** i * Irt odrr.e the activity by telling the classabout i I the last time you visited a town or city. j Vocabularyhotidayactivities GrammarPastSimple:negative,questionsand shortanswers ReviewPastSimple:positive;frequencyadverbs b) ffi ffi elay the recording. Students listen and practise. Highlight the pronunciation of beachlbiltf and sightseeitrg/'saltsirq/. Repeatthe drill if necessary. Note that only the main stressis shown in the vocabularyboxesand LanguageSummaries' c) g Elicit the PastSimple forms of the verbs in la) and write them on the board. Point out that taheis irregular. Drill thesewords with the class,highlighting the extra syllable in rented l'renttd/. stay + stal'edirent + rented travel + travelled have -t had , Elal Check students remember always, usually and - .I sometimes.Studentsdo the exerciseon their own, asin the examples. b) Students do the exercisein pairs. Ask students to tell the classwhich of their sentencesare also true for their partner (Nico andl alwaysgo to thebeach.,etc')' ffi CtassActivity 9AMypastp140(lnstructionsp109) 9 ReviewExercises1 and2 SBP77 CD-ROMLesson9A WorkbookLesson9Ap43 zg) ak) +d) si) aa) rc) 69 sb) 10j) 11h)
- 90. 9B FmwmurltepBaces a) Pre-teachthe vocabularyinthe box Drill the words with the class.Point out the silent s in island I'atlendl and the silent c in scenery/'sirneri,/ b) Focusstudentson the photos of the peopleand the textson SBp72, and the photoson SBp73. ffiffi elay the recording.Studentslisten, match the people to the photos and decidewhich countriesthe placesarein. Check answerswith the class. Nancy Istanbul(in Turkey)Jeff Cartagena(in Colombia) Bob and Liz Guilin (in China) C) Studentsdo the exerciseon their own before checkingin pairs Check answerswith the class. Ask studentswhich of the threeplacesthev would like to visit. t Jeff z Nancy 3Jeff 4 Bob,Liz 5 Nancy 5Jeff,Bob,Liz HelpwithGrammar #l a)-b) Studentsdo the exerciseson theirown or in parrs. fZsylllL students are working, draw the table from 4a) on the board. Check answers with the class. o Focus students on the table on the board. Elicit which words in sentences I and.2 in 4b) go in each column and complete the table (see the table inff*ffi SBpl l7) r Highlight the word orderin PastSimplenegatives: subject+ didn't+ verb + ... . . Pointout thatdidnt is the contractedform of did not and that we usually usethis form when speakingandwriting. o Also point out that we asedidn'twith all subjects (1,you, he,she,it, we,they) andwith all verbs exceptbe r Highlight that we usethe verb in negative sentences,not its PastSimpleform: I didn'tstayin a hotel. not L4idt{t+lqreill*-a4et*, etc. r Remindstudentsthat the PastSimplenegatrveof beis wasnl or werent,not diAn+k. *"ffi:ffilB# Play the recording. Students listen and practise the sentencesin 4. Check that studentscopy the sen[encestresscorrectly Also point out that didn'tis alwaysstressedbecauseit hasa negativemeaning. a) Focusstudentson the example.Point out that we use the verb go in the negativesentence(didn't go),btt its PastSimplelorm in the positive sentence(went). Studentsdo the exerciseon their own. b) Studentscompareanswersin pairs. Check answers with the class. 1b)Shedidn't go sightseeingin the mornings. Shewent sightseeingin the afternoons. 2a)Jeff didn't travel around Colombia two yearsago. He travelledaround Colombialast year. zb)He didn'tstaywith friends.He stayedin a hotel- 3a)Bob andLiz didnt stayin a big hotel They stayedin a small hotel. 3b)They didnt rent bikes.They renteda car. ffi Ask studentsto cover the texts on SBp72 Students w" pairs. Check answerswith the class Highlight the position of with in question2 and tell studentsthat it is common in English to end a sentence with a preposition: Whodoyou lfuewith?, Wheredreyou Jrom?, etc. 1 (Shewent to) Istanbul. 2 Shestayedwith friends (from university) 3 (He went to the beach)every afternoon + No, he didn't. s No, theydidn't. 6 (Theytook) 300 photos. HelpwithGrammar . , . l . , . . . . . ffi a)-c) Stuclentsdo theexerciseson theirown or in * pairs. f.Z1tt11-r11"rhey are working, draw the table from 8a)on the board Check answerswith the class r a)-b) Focusstudentson the Wh-questionstable on the board. Elicit which words in sentences1 and2 go in eachcolumnandcompletethe table (seethetablein6it#ffisnplrT). o Highlight the word order in Past Simple Wh- questions: question word + did + subject + verb +... . r Point out that the auxiliary didhas no meaning, but is used to make the Past Simple questions. r Use sentence 2 to highlight that we o{ten use a noun after How many'. How mnny photos did they tahe?. r Point out that we use didwith all subjects (1,you, he, she, it, we, they) and with all verbs except br. o Highlight that we use the verb in questions, not its Past Simple form Where didNancy go . ? not W, r Remind studentsthat we don't usethe auxiliary did in questionswith wasand were:Wherewere you? not Where4i*Tou'he2, etc. r c) Did he go swimming? Yes,he did. No, he didn't Did they visit China last year? Yes, they did. No. they didn't. Highlight the word order in Past Simple yeslno questions: Did + subject + verb + ... . Point out that the form of yes,/noquestions and short answers is the same for all subjects Didyou go swimmingT Yes,I did /No, I didn't., Did she visit Chinalast year? Yes,she did.ftlJo,she didn't , etc
- 91. 98 and 9C a)Focusstudentson the example.Check students understandWhendidyoulast go onholiday?. Students do the exerciseon their own. Check the questionswith the class.Drill the questionsif necessary Where did you,go? Whacald you do ttrereA' Who did you go with? Wlrere itid you sta;'? How dld you,uayel araund? Didyou:have a goodtirue? b) est students to think about their last holiday and answer the questions in 11a)for themselves.Students can make brief notesif necessaryor just answerthe questions in their heads. a) Put studentsinto pairs, student A and student B. If possible,ask studentsto work with someonethey don't know very well. Student A in eachpair askshis or her partner all the questionsfrom 11a).Students then swap roles so that student B asksall his or her questlons. b) Finally, ask a few students to tell the classabout their partner's holiday. EXTRAPMCTICEANDHOMEWORK Vocabularyat thestation RealWorld buyingtraintickets Hetpwith Listeningsentencestress(3) Reviewholidayactivities;PastSimple b) fut students into pairs. Students take turns to tell their partner about their weekend, using the sentences they preparedin 1a).Encouragestudentsto ask questions in the PastSimple, asshown in the speech bubbles. C) Ask students to tell the classtwo things their partner "'@ m ffi llay the recording. students listen and Y practise.Check that studentscopy the sentencestress correctly. If necessary,play the recording again, pausing after each sentencefor students to repeat individually. "@ t.r, studentsinto pairs, studentA and student B. : StudentAs turn to SBp9I and student Bs turn to SBp97. Checkthey areall looking at the correctexercise. ?) Focus studentson the photos of Nancy andJeff and ask students where they went on holiday last year (Istanbul and Cartagena).Check studentsunderstand the phrasebuypresents(for someone). Studentsdo the exerciseon their own. If necessarycheck the questions with the whole class. Note that the questionsare the samefor student As and student Bs,apart fromhelshe andhis/het. Student A/$tude*{ S z,Did shelhe vigit ar$l rnweu,rns? 3 What did sheltredo ln:the evenings? 4 How did shdhe travelaround? s Did shelhe buy presentsfor her/his family? b) Studentswork with their partners.6tud"rrt A in each pair askshis/her questions from a) about Nancy. Tell student Bs that the answersare in column C of their table. Student As should write the answersin column B of their table. C) Studentsswaprolesso that studentB in eachpair askshis/her questions from a) aboutJeff. Students can then compare tables and check their partner's answers' Last weekend TwodaysinLiverpool f_ i t ffill CtassActivity 98Whatdidyoudoon hotiday? p141-p142 (lnstructionsp109) 9 ReviewExercises3 and4 SBp77 CD-ROMLesson98 WorkbookLesson98 p44 ,'5* al Students do the exerciseon their ownr Remind them -Y to usethe PastSimple in their sentences. did last weekend
- 92. 9C @ A.Focus studentsonphotos A and B. Ask students .- what they know aboutLiverpool. We suggestyou don't tell your students why the Cavern Club is famous at this stage,as this is featured in the listening activity. Psssihle answers Liverpool is a big city in the north of England. lt has two farnous {ootball teams,Livelpool FC and Everton FC, The Eeatleswere all bsrn in Liverpool and played their filst concerts there: The ai,rport is called LiverpoolJohn Lenrron Airport. b) Focusstudentson photo C of Jamesand Caroline. Ask students where they are (in a cafe).Tell the class that it's Monday morning. SZwrite thesequestionson the board: Whendid Carolinego to Liverpool?,Did shehavea goodtime?. ffi rlay the recording (SBpr25). Studentslisten and answer the questions. Check answerswith the class. (Carolinewent to Liverpool last weekend.Shehad a good time there.) C) Give students time to read sentencesl-6. Play the recordingagain.Studentslistertand choosethe correct answers. d) Studentscompareanswersin pairs. Check answers with the class. Ask students why the Cavern Club is famous if this hasn'tbeenmentioned earlier (it was the placewhere the Beatlesfirst played). 2 Saturdav 3 Chinese 4 si.ster 5 afternoon 6 train o This Help with Listening activity reviewssentence stressin the context of an informal conversation. Gl, al Focusstudentson the beginning of Carolineand r- lamessconversauon.-gm fUy the beginning of the recording again. Studentslisten and notice the sentencestress.Remind students that we stressthe important words (the words that carry the meaning). You canusethe sentencesto highlight what qpes of word arestressed(names,nouns, verbs,adjectives,negatives, etc.) and what typesof word arenot usually stressed (pronouns, auxiliaries,prepositions,a, the,and,but, etc.). b) nst studentsto turn to R9.10,SBp125, which has all the sentencestressmarked. Play the complete recording again. Students listen, read and notice the sentencestress. Point out that a single= a single ticket and a return = a return ticket. However, we rarely sayticlcetwith these words. ? a ticket office Ea ticket machine * aplatfonn s a single 6 a return b) ffi ffi ehy the recording. Students listen and pracuse. .GI al Focusstudentson the picture at the top of SBp75. r-.Y-;' L1 the classthat it is now Saturdaymorning. Ask who the man is (James)and what the woman'sjob is (she'sa ticket seller). ffi Focus students on the flow chart. PIay the recording. Students listen and fill in the gaps.Play the recording again if necessary b) Studentscompareanswersin pairs. Check answers with the class. Go through the sentencesin the flow chart with the classand check studentsunderstandthem. Point out the new phrasescomebach,thenext train andWhich platform?. bl 993.40cl 9.17 d)six:e)1?.29 ffi ffi Playtherecording(SBp125).Studentslisten andpractise.Checkthatstudentscopythesentence stresscoffectly Playtherecordingagainif necessary. Atthestation @ Zl Focusstudentson the photos on SBp75. Students - do the exerciseon their own or in pairs. Check answers with the class. 3L a) Studentsdo the exercisein pairs, taking turns to be .5"' the customer.Ask studentsto practisea few times in eachrole and encourasethem to memorisethe conversatlon. b) est studentsto closetheir books. Studentspractise the conversationin pairs. You can ask one or two pairs to role-play the conversationfor the class. ,'&B a) Ask students to cover the conversation in 5a). '..Y' Students do the exerciseon their own. b) ffi Play the recording. Students listen and check their answers.Check answerswith the class. zThat's3)rour4next 5at SWhich Tdoes8At galot ..1$| rut studentsinto new pairs,student A and student B. :..Y-'' StudentAs turn to SBp91 and student Bs turn to SBp97. Check they areall looking at the correct exercise.
- 93. 9C and 9D' a)fett student As that they are customersand student Bs that they are ticket sellers. Give students a few moments to read the information in the table.Point out that studentAs must buy two differentpairs of tickets. Tell the classthat the time is now 9 a.m. Students work with their partners. Student As buy two retuins to Bath and fill in the gapsin the first row of the table. Student As then buy two singles to Bristol and fill in the gapsin the secondrow of the table. b) Studentsswaproles so that student Bs are customers and student As are ticket sellers.Give studentstime to read the information in the secondtable.Check the pronunciation of Birmingham l'bs',mtqem/with the class before they begin. Studentswork with their partners.StudentBs buy two returns to Birmingham and fill in the gapsin the first row of the table. Student Bs then buy two singles to Manchester and fill in the gapsin the secondrow of the table. At the end of the activity,ask studentsto comparetables and check the information is correct Finally, ask one or two pairs to role-play a conversation for the class. ENRAPRACTICEANDHOMEWORK Vocabularyquestionwords Reviewquestionsin the presentandthe past; bignumbers a Point out thatwe alsouseWhattime 7to ask abouta time: a What time doyou go to bed? YAt halfpasteleven. Highlight that we usually answerWhy ... ? questionswithBecause : eWhy areyou tired? BBecauseI gotup at 5 a.m Usesentence7 to highlightthat we oftenusea noun after How many',Haw manyyellow cabssre thereinNew YorkCity7. Note that the differencebetweenWhat and'Which is dealtwith in ftc*gZfaeeElementary.We suggest vou don't Doint out the differencehere. '@ focus studentson the words in bold in the quiz. .: Students do the exerciseon their own, then compare answersin pairs. Check answerswith the class. o Answers What a thing When a time Where a placeWhy a reasonHow old ageIIow many a number IIow much aRamount of moneY S) f", studentsinto pairs,student A and studentB. -" StudentAs turn to SBp86 and student Bs turn to SBp92. Check they areall looking at the correctexercise. 0) Pre-teachspend(money)on something(food, clothes, CDs,etc.). Studentswork on their own and choosethe correct words. Check the answerswith the class.Only check the question words so that students don't hear the questions they are about to be asked.Note that the answersare the samefor student As and student Bs. Studeut A/Student B 2 ffho s How old + why 5 Where 6 When 7 How manrr I How rrruch ffill vocabutaryPlus9 lrregularverbspl59 (lnstructionsp150) 9 Review Exercise5 SBp77 CD-ROM Lesson9C Workbook Lesson9C p46 Who, whot, when? Gl a) Use the pictures in the quiz to pre-teachthe ,Y."" vocabularyin the box. Point out that we saythe moon. Note that sinlcis used asa verb in this lesson(a boat or ship sinks). Also point out climbis a verb and a noun. Drill the words with the class,highlighiing the silent b in climb lklatrnl. b) Studentsdo the quiz in pairs.You can set a time limit of five minutes C) Studentscheck their answerson SBp126. Check answerswith the class. Ask each pair how many questions they got right' rc) zb) Ea) +a) sc) 6a):Yb) 8c)
- 94. 9D and 9Review b) Students work in pairs and take turns to ask and answerthe questionsin a).Encouragestudentsto ask more follow-up questionsif possible. Ask a few students to tell the classone or two thinqs they found out about their partner. 0) Studentswork on their own and write four questions,using the questionwords in 2. These questionscanbe in the PresentSimpleor the Past Simple. b) eut studentsinto new pairs. lf possible,ask students to work with someone they don't know very well. Students then take turns to ask their questions. C) Finally, ask students to tell the classtwo things they found out about their partner. ,...""ii:ii,liii* ii3:i:r:i * Studentswork in pairs and write four questions : to ask you. Allow students to ask you the questions i and try to give honest answersif possiblel j --'-""--i Point out that we make the /1/sound by touching the roof of the mouth behind the top teethwith the tongue,so that the air passeseither side of the tongue.Also highlight that lU is a voiced sound (there is vibration in the throat). We make the /r/ sound by pointing the tip of the tongue upwardsand backwards,but the tongue does not touch the roof of the mouth. Thereis somecontact between the sidesof the tongue and the teeth. /ri is also'avoiced sound (thereis vibration in the throat) .a .GFL ol Sffi F^^". .tudents on the boxes. Play the lU'"t qj"fry ' :'"'. "' i' recording.Studentslisten and notice how we say the pink and blue consonants. b) ffiffiPlay the recording again. Students listen and practise. G,l a) Tell the classthat sometimeswe don't saythe letter v .- r in standard British English, particularly after certain vowel soundslike /e/ andlctl , or at the end of a word. Highlight that we alwayspronounce rr (doubler). Also point out that in standard American English the letter r is alwayspronounced. Focusstudentson the examplesin the box. Point out that we say the r in Jriend, but not the r in first. Students do the exerciseon their own or in pairs. b) $ffiffi ffi elay the recording. Students listen and check their answers. Play the recordingagain.Studentslisten and practise. iI EXTMPRACTICEANDHOMEWORK ffill ctassActivity 9DMoney,money,money! p143-p144 (lnstructionsp110) CD-ROMLesson9D WorkbookLesson9D p47 Workbook ReadingandWritingPortfolio9 p68 ProgressTest9 p173 a) Focus students on the phonemes lll andhl, the picturesand the words. ffi ehy the recording.Studentslisten to the sounds and the words. Point out that I in leaveis pronounced with a /V sound and rr in anive is pronounced with a /r/ sound. b) ffiffiPlay the recording again. Students listen and practise.If studentsare having problems,help them with the mouth position for eachsound. ao.to{ ,n.utf," x, /..parK rlgnt terrible ,/ )( ,/ ,.green mormn8 raolo t, ,rl,o-o#o* )( sport great i *-3 9 Review Seep29 for ideas on how to use this section. la) train, taxi, boat, bike, plane, bus, motorbike 2a) left, watched, had, started, bought, played, went regular watched, started, played 2b) zleft 3 started thad s bought 6 went 7 watched 8 played 3a) rent a car, stay in a hotel, take photos, go swimming go for a walk, go to ".trebeach, stay with friends, go sightseeing 4a) 1Did you getup early today? 2 What did you do last Sunday?3 Did you go shoppinglast weekend? + What did you havefor breakfasttoday? 5a) 2tickets 3next 4There'ssplatform e Platform 7 affrve
- 95. t0 My fultu"are Student'sBook P78-P85 Life changes QUICKREVIEW rrr Thisactivityreviewsquestionswordsandquestion forms.l!/Write thesequestionwordsonthe board: Who,What,When,Were,Why,Howold,Howmany,How rnuch.Studentsdothefirstpartof theactivityontheir own.Putstudentsintopairs.Studentstaketurnsto ask theirquestions.Encouragethemto askfo[[ow-up questionsif possib[e.Attheendoftheactivity,aska fewstudentsto telltheclassonethingtheyfound outabouttheirpartner. Futureplan$ ,@l a) Focus studentson the diagramand highlight the - example start.Point out that we can saystart school, start universityor statt a newjob. Students do the exerciseon their own or in pairs before checkingin LanguageSummary 10 m SBp118. Check answerswith the class Point out that in this lesson,start/leaveschoolor universityareused to mean 'start or finish our education at that place',rather than the time that peoplebegin classesor leavethe building aspart of their daily routine. Also highlight that we saystart school,etc.not star+iM, etc Point out the difference between starta newjob and looh for a newjob. Also highlight that we saydo a (computet) coutse/an exam,nd@.Elicit other tlpes of course people do, for exarnple,do an Englishcourse,do afilm course, etc. Note that we can alsosay tahean exam. Check that students understand the difference between get engagedand get married. Establish that movehousemeans'go and live in a different house or flat', and that we saymovehousenot fuormewfiat. Point out that we alsosay loohfor ahouse/aflat not Wfnt Highlight that we can also saymoveto + city or country: moveto London,moveto the USA, etc. leave school or university/your job do a (computer) coursey'anexaar move house/toanother city or country get engagedlmarried look for a houseo a fIaIJa(new) job Vocabularyfutureplans;futuretimephrases Grammarbegoingfo:positiveandnegative Reviewquestionwords b) ffi ffi rhy the recording. Students listen and practise.Note that eachphraseis said separatelyon the recording (start school,start university,etc.).Highlight the pronunciation of university/,ju:nr'vslsetil, course /kcrs/and engaged/rn'geldSd/.Repeatthe drill if necessarypausingafter eachphrasefor studentsto repeat individually. G) Students do the activity in pairs, asshown in the speechbubbles.Remind studentsthat we can sometimes use more than one verb with some nouns (start school,leaveschool,etc.). Aworldlanguage a) Focus studentson the photos of the four people and the texts. Tell the classthat thesepeople all study English in different parts of the world. {ffiffi rlay the recording. Students listen, read and decidewhere eachpersonstudiesEnglish.Students compareanswersin pairs. Check answerswith the class. If students ask you the meaning of 'm/'re/isgoing to in the texts, you can simply say that thesesentencesare about the future and that students are going to study begoing to later in the lesson. Sabrina studies Engllsh at schsol. Carnen studies English online. Luca studies English at university. WitrigYu sfudiesEnglish at a languageschoolin London. b) Students do the exerciseon their own. C) Students compare answersin pairs. Check answers with the class 2 Sabrina 3 Wing Yu 4 Carmen 5 Sabrina 6 Wing ltu 7 Luca + Put studentsinto pairs,studentA and student B. Student As read the texts about Sabrina and Carmen and underline all the phrasesfrom 1a) they can find. Student Bs do the samefor the texts about Luca and Wing Yu. Students compare i answerswith their partners. ;-! @
- 96. 10A ffiJ a)-b) Focusstudentsonthe bullet point. Point out fhat we usebegoingto + verb to talk about future plans You can use the sentencesin 2b)to help students understandwhat we mean by 'a future plan' Note that while there arevarious differentways to expressthe future in English,we feel that begoingto is the most useful for Starterstudentsand is most likely lo be correctin the majority of situations,particularly when talking about plans for the future Studentsdo the exerciseson their own or in oairs Early finisherscan check rn S*ll,*rSBpI19. 7Zty1111" studentsareworking, draw the table from 3a)on the board Check answerswith the class. o Focusstudentson the tableon theboard.Elicit which words in sentencesL atd 2 in 3b) go in eachcolumn andcompletethe table(seethe table tniiiiffffi;sBp1le). o Ask students when the people decided to do these things, 'now' or 'before now' (before now) o Ask students which sentences are negative (W'e aren't going to stay here. and I'm not going to start univer sity this y ear.). r Highlight the word order: subject + be (+ not) + going to + verb + .. o Point out that be changesaccording to the subject and whether the sentenceis positive or negative: (+) I'm, you're, he, she's,it's, we're, they're (:-) I'm not, you arenT, helshelit isn't, we/they aren't. Note that we can also use the alternative negative forms you're not, heb not, etc r Also highlight that with the verb go we usually say I'm go,ingto the cinema not I'm goitlg to go to the cinema.,but that both sentencesare correct. n - . ft,f, Focus students on the example. Highlight the sentence -- stressand the weak form of to ltel. ffi ffi Play the recording. Students listen and practise the sentencesin 3. Check studentscopy the sentence stressand the weak form of to correctly. Play the recording again, pausing after each sentencefor students to practise individually E al Studentsdo the exerciseon their own. b) Studentscompareanswersin pairs, then match the sentencesto the peoplein the photos. Check answers with the class. Point out that we write Our sonsare... in question1b), notW+e- , astre comesaftera noun (sons). 1b)aregoingto look for (Carmen) 2a)aren't/'re not goingto have 2b)isn't/'s not goingto leave(Luca) 3a)'sgoing to stay 3b)'re going to visit (Wing Yu) ,*a)'m goingto do +b) 'm not goingto look for (Sabrina) Futuretimephrases 'lk0 a) Students do the exerciseon their own before ' - - checkingin pairs. Check answerswith the class. Point out that we saytonight not t@h and that we can saytomorrow morning, tomorrow aftemoon, tomorrow eveningand tomorrow night. Highlight that we lusenext in thesephrases: next weehend,next weeh,next month, nextyeqr. Point out that we alsousein with months (in December, etc.) and years(in 2025, etc.)to refer to the future. We can also :usenext with months (nextJune, etc.) and days (nextMonday, etc.). Highlight that we also use on with days(on Monday,etc.) to refer to the future. Tell students that it is very common to use a future time phrAsein sentencesor questionswithbe goingto. ?e) 3{) 4d) sc) 6a) b) Students do the activity on their own, asshown in the example.While studentsareworking, monitor and check their sentencesfor accuracy. c) Studentswork in pairs and take turns to tell each other their sentences.Encouragestudentsto give more information if possible. Ask eachstudent to tell the classone of their sentences. Students do the exerciseon their own. Tell students tell eachother their plans,using their phrasesfrom 7. Studentsmake a note of any plans that are the same for more than one student in the group. b) Finally, ask students to tell the classabout their group'splans,asshown in the speechbubble. []i liii i*i.'l {I l B I i Studentswrite about their future those of their family and friends, j Dlans. anq i florhomework. i 10ReviewExercises1and2 SBp84 CD-ROMLesson10A WorkbookLesson10Ap48
- 97. What are yougoing to do? Vocabularyphraseswith have,watch,go,goto Grammarbegoingfo:questionsandshortanswers Reviewfutureplans;begoingfo:positiveandnegative Possible answers have breakfast,lunch, children, a brother, a sister, a cat,a computeT watch a DVD, a video,a TV programme,a soapopera, a horrorfilm. football.tennis go sightseeing,home,on holiday,for a walk, skiing, out with friends go to a concert,the theatre,a museum,the beach, work, school,university,bed Phraseswithhave,watch,go,gato 61. al Focus students on the four ovals and highlight the - "-: verbs have,watch,go and go to in each oval. Students do the exerciseon their own or in pairs, then check their answersi" ffiffi SBpl18. Check answerswith the class.Point out the difference between havea party (it's your party) and go to 4 pdrty (it's anotherperson'sparty). Also point out that we don't saymahe-+Aerty. Highlight fhe in thesephrases:watch the news,go to the cinema and go to the g1tm. You can also tell the classthat we saythe newsto refer to what is happening in the world and a tlpe of TV or radio progrgmme. Also point out that the news takesa singular verb: The newsis on at ten o'cloch. Establish that we usually use go with verb+ing forms: go shopping,go swimming, go running, etc. You can also point out the double letters in the verb+ing forms: shoprying,swimming, running. Note that this is becausethe verbs shop,swim and run end in consonant + vowel + consonant(seeW SBp112). have coffeewith friends.a p^rty watch TY the news, sPort on TV go shopptng, swimmrng, ruffling go to tht cinema, the gjm, a P4rtlr b) ffiffi! ffi elay the recording. Studentslisten ahd practise. Repeatthe drill if necessarypausing after each phrase for students to repeat individually. C) Studentsdo the exercisein pairs. @Wtltte students are working, draw a table with four columns on the board. Writehave, watch,go andgo to at the top of eachcolumn. Elicit students'ideasand write correctphrasesin the appropriatecolumn on the board for other studentsto copy.Encouragestudentsto record collocationssuch as theseas fixed phrasesin their notebooks. t ; ***l Write the phrases(but not the verbs) fromfrom the Possible answers box above in random order on a handout. Give eachstudent a copy of the handout. Studentswork in pairs and decide which verb goes with eachword or phrase.lS Check answersonwith each worcl or phrase. r,z LnecK answers on , the board as in 1c). : @ ul Students do the exerciseon their own. Students can ' - usephrasesfrom la) or thosein the table on the board. b) Students do the exercisein pairs. Ask each student to tell the classone of their true sentences. Anewstart ,@ al Focusstudentson the photo on SBp81. Ask students .Y where Darla, Liam and Wesleyare (in a caf€or bar). ffi play the recording (SBpf 25). Studentslisten and decide what Darla, Liam and Wesley are going to do on Saturday. Check the answer with the class.(Thelre going to have dinner togetherin a restaurant.) b) Give students time to read questions 1-6. PIay the recording again. Students listen and answer the questions.Studentscompareanswersin pairs. Check answerswith the class.
- 98. 108 'l@.1 a)-c) Studentsdo the exerciseson their own or in '.-r' pairs. Early finishers can check their answersin ffi SBp119. 32ty1111" studentsareworking, draw the table from 4a)on the board. Check answerswith the class. G) Students do the activity in pairs. Remind students to make notes on their partner's answersbefore they begin. d) eut studentsinto new pairs.Studentstake turns to talk about their paftner in 5c). Ask students to tell the classtwo things they found out about their partner in 5c). Focus students on the prompts and go through the examplewith the class. Students do the exerciseon their own. lf necessary,check and drill the questions with the class.Also remind studentsthat for questionswith go, we can sayAre you going to go shoppingon Saturday? or Are you goingshoppingon Saturday?and that both questionsare correct.Also point out the alternative questionsAreyou goingto havea party nextweehend? andAre you going to go to a psrty next weehend?. Are you going to rvatch TV tonight? Are you going to (go to) the cinemathis week? Are you going to have coffeewith friends after class? Are you going (to go) swimming or running next weekend? Are you going to (go to) the gy- next week? Are you going to havdgo to a party next weekend? .{r-eyou going to have finner with friends on Saturdayevening? 0) Students move around the room and ask therr questionsfrom 6, or ask asmany peopleasthey can sitting near them. When they find a student who answersyes, they write the person'sname next to the question.Studentsthen ask one follow-up question, asshown in the speechbubbles.Studentsshould try and find a different person who answersyes for eachquestion. b) Finally, ask students to tell the classabout one student'splans. il?]"{fi,43#il& When students have finished 7a),put them into pairs.Studentstake turns to tell eachother what they have found out about other students'plans. ."J EXIRAPMCTICEANDHOMEWORK . a)-b) Focus students on the table on the board Elicit which words in questions I and 2 in 4b) go in each column and complete the table (see the tablein i.llil.fl.rsepl l9) o Highlightthewordorderin Wh-questionswith be goingto: question word + be + subject + going to + vetb + .,. . o Check students understand thatWhen =Whens andWhat' --Whatis. o c) yeslno questions ls, Are, Are short answers am, isn't, are, aren't o Use the questions in the first column to highlight that the word order in yes/no questions with be going to is the same as for Wh- questions, but without the question word. o Highlight that we only use a form of the verb be in the short answers, r'ot going to r Also point out that the short answers are the same as for yeslno questions with the verb be (Are you British?, Is shea doctor?, etc.). r Remind students that we can also say No, you're nof.. No. he not.. etc. i:{TF€&i{1fiJl w Ask studentsto look at R10.5,SBp125.Play the recording again. Students listen, read and underline all the questionswithbe goingto. Studentscan then compareanswersin pairs. af' a) Students do the exerciseon their own. - b) ffi Play the recording (SBpf 25). Studentslisten and check their answers.Check answerswith the class. ffiffiFocus students on the example. Highlight the sentencestressand the weak form of to ltel . Pl^y the recordingagain.Studentslisten and practise. Alternatively,ask studentsto turn to R10.6,SBpI25, where the stressin the questions is marked. Play the recording again.Studentslisten, read and copy the sentencestressasshown in the Student'sBook. 2 What areyou goingto do alterclass? 3 When areyou going to.do you:rhornework? AV/hat time areyou going to get up tomorrow? 5 Where ar€you going to have dinner tornorrow evening? e Where areyou going to go on holiday next year? ffi Ctas Activity 10BCuessyourpartner'sfuture p145(lnstructionsp111) ffi-fillVocabularyPlus 10Theweatherp160 (lnstructionsp150) 10ReviewExercises3 and4 SBp84 CD-ROMLesson10B Workbook Lesson10Bp49
- 99. Good luck! l{owdoyoufeel? l a)focus studentson pictures 1-8. Studentsdo the exerciseon their own or in pairs, then check their answersin ffi SBpI18. Check answerswith the class. Point out that the oppositeofhappy is sador unhappy. Use the TIFI to highlight that we use the verbs be or Jeel with theseadjectives:I'm excited = I feel excited.,etc. Dependingon your students'first language,you may want to point out that excitedis a positive adjective, and that we feel excitedbeforesomethinggood or interestinghappens(a holiday, aparty,a concert,etc.). We feel newous/'nsrves/beforesomethingwe are worried about or don't want to do (an exam,speaking in public,a drivingtest,etc.). You can alsopoint out that the woman in picture 5 is boredbecausethe man isboring (which studentslearned in lesson8A). However,we suggestthat you don't focus on the difference between -ed and -ing adjectives too muchat this level. With a strong classyou can also teachthirsty /'0slsti/ andfrightened I'frartendl. Note thatJrightenedis a synonym of scared. 'l happy z sad I excited 4 artpry 5 bored 6 hungry 7 tired I seared b) ffi ffi ehy the recording. Students listen and practise. Alternatively, model and drill the words yourself. Highlight the difference in pronunciation between hungry /'h,Lpgril and angry l'nqgril . Also point out that scaredlskeed/is one syllable, not two. Repeat the drill if necessary. G) Focus studentson the speechbubblesand highlight the use of Who... ? in the question.Studentsdo the actlvrtyrn parrs. &l al Check studentsrememberalways,usually,sometimes l-' and neter. Drlll thesewords with the classif necessary. Students do the exerciseon their own. b) Studentswork in pairs and take turns to say their sentencesto each other. You can also ask students to tick any sentencesthat are the same. Ask studentsto tell the classone or two things about their partner. Vocabutaryadjectives(3):feetings RealWorld sayinggoodbyeandgoodluck Reviewbegoingfo;frequencyadverbs $eeyousoon! &l al Focus studentson photos A-C. Studentsdo the ' exerclseon tnelr own. Check answerswith the class. 1B 2C 3,A. b) ii}{trffiiPlaytherecording.Studentslistenandchoose the correctwords Play the recordingagainif necessary c) Studentscompareanswersin pairs. Check answers with the class. z holiday 3 two 4 course s September 6job 7 exam I day a) Studentsdo the exerciseon their own, then check answersrn palrs. Check answerswith the class. r Answers Havea good (holiday)! Thanks a Iot Seeyou (in September).Yes,seeyou. Goodluck with your (exam). Thanksvery much. o Highlight the preposition in Goodluchwith your exam.andtell studentswe canalsosayGoodluch in your exam. o ChecksludentsunderstandthatThanhsalot. and Thankstery much.meanthe same b) Studentsdo the exerciseon their own or in palrs. Earlyfinisherscancheckanswersi" #ijjiFj!$BSBp119 Check answerswith the class o Answers Havea goodjournefday/weekend,/ birthday/time! Seeyou in two weeks/next month'/on Monday. Good iuck with your new job/English testlnew school. r Checkstudentsrememberjourney andremind them that ajourney is in one direction only You cancomparethis to a frip, which is when you travel to a placeand comeback again.You can alsoteachthephraseHavea goodtrtp!. r YoucanalsoteachthephraseGoodluchwithyour drfuingtest
- 100. 1OC and 10Review s) mffi ehy the recording (sB p125). Studentslisten - and practisethe sentencesin 4. Highlight the /sll sounds in joumey I'd3s;nl andbirthday /'bsl0der/,which studentsstudied in the Help with Soundssection in unit 8 Also encouragestudents to copy the interested intonation on the recording. Repeatthe drill if necessary You can ask studentsto turn to R10.9,SBp125, where the stressis marked on all phrases.Play the recording again.Studentslisten, readand copy the stressasshown in the Student'sBook. @ tt Students do the exerciseon their own, then compare ' answersln parrs. b) ffiHffiffiffiPlaytherecording(SBp125).Studentslisten andchecktheiranswers.Checkanswerswith theclass. seuffi sBp125- G) Studentspractisethe conversationsin pairs.While students are working, monitor and check they are saying the phraseswith correct stressand that they sound cheerfuland interested. fiIii{j; iili":,Ji*-" - ffi Beforedoing 6c).play the recordingagain. i pausingafter eachsentencefor studentsto repeat i chorally and individually. Students can then . practiselhe conversationsin pairs. b) esk studentsto move around the room and talk about their plans with other students Remind students to useI'm goingto ... to talk about their plans,and to respond to other people'splans with phrasesfrom 4 (Havea goodtime!, etc.). Encouragestudentsto have natural conversations and ask questions or give more information asnecessary.Alternatively, students can do the activity in groups. Finally, ask students to tell the classabout any interesting or exciting plans they talked about. .,"--"--t?",'fii& Fft*Ai* *'*...."""* ,e Introduce or finish the activity in 7 by talking about your own future plans. * As a non-personalisedalternativeto the activity in 7, use Class Activity 10C After d1gssu15gn145 (Instructionsp111). EXTRAPRACTICEANDHOMEWORK ffill CtassActivity 10CAfterthecoursep146 (lnstructionsp111) 10ReviewExercise5 SBp84 CD-ROMLesson10C WorkbookLesson10Cp51 WorkbookReadingandWritingPortfolio10p70 ProgressTest10 p174-p175(notethat thisisa two-pagetestwith a listeningsection) I ,,@ al Studentsdo the exerciseon their own. Ask students ' T not to write anything at this stage. Seep29 for ideas on how to use this section. f 2 mar+ied g a-fla+ + a.jeb 5 seheel e e+gaged 2 2 's going to play 3 'm going to suy 4 aren't/re not going to eat 5 're going to study 6 isn't/s not going to get up 3 go to a party, watch sport on T{ go swimming, have dinner with friends, watch the news, go running, go to the gym, watch T! have coffee with friends, go shopping. go to the cinema 4a) z Where are you going to be next Sunday? 3 Are you going to have coffee with friends next weekend? 4 Are you going to study English next month? s What are you going to do after this class? 6 Are you going to have a party on your next birthday? 5a) + happy, angry, excited, hungry scared { bored. tired. sad
- 101. o The aimof this activity is to review language that studentshavelearnedthroughout the coursein a fun, student-centredway.The activity takesabout 25-40 mrnutes. Pre-teacha counter,throw a dice,land on 4 squdre,move Jorwardlbachand havea rest. Give studentstime to read the rules on SBp84 and answer any questions they may have. Alternatively, go through the instructions sectionby sectionwith the class.If possible,demonstratehow to play the gameto the whole classwhile you go through the instructions. If you have a monolingual class,you can give the instructions in the students'own language. To check studentshaveunderstood,askwhat happens when a student lands on a Grammar or Vocabulary squarefor the first time (helsheanswersquestion I only). Ask what happenswhen a secondstudent lands on the samesquare(he/sheanswersquestion 2). Also checkwhat happenswhen a third student lands on the square(he/shecan stay therewithout answeringa question). Put studentsinto groupsof four and give a dice and countersto eachgroup (or studentscan make their own counters). Ask a student with a watch in eachgroup to be the time-keeperfor the group. HelSheshould time students when they land on a Talk About squareand have to talk about a topic for 15 seconds. Studentstake turns to throw the dice and move around the board If a student thinks another student'sanswer[o a question on a Grammar or Vocabularysquareis wrong, he/shecan check in the LanguageSummariesin the Student'sBook, or ask you to adjudicate. While studentsareworking, monitor and help with any problems. The first student to get to FINISH is the winner. ' Studentscan continue playing until threestudentshave finished. If one group finishesearly,ask them to look at all the squaresthey didn't land on and answerthe questions. I 1 ' m , s 2 s , ' r e 3 'l men, chairs, sandwiches, people 2 women, watches, parents, children 5 r see,ii.ili;,isspl00 zs." ii;:iiiliSi!sBp102. 6 t What does he do in the evenings? 2 What did you do on Sunday? 8 t Are there any shops near your flat? z What are you going to do tomorrow? l0 1 was, wasn't 2 did, were 12 1 She doesn't ilke watching TV 2 We didn't go out last night. 13 t Seet,'.i,.:'Sefl02 z See,!illrli!!;a"driiir,;i;::iSBpl10 15 1some 2shopping l7 t cold, expensive,beautiful, unfriendiy 2 short, interesting, empty, diffrcult l8 1Yes,the1,21s No, they aren't./No, they're not 2 Yes,she does.No, she doesn't. 20 1 I didn't go out, I stayed at home 2 Karen always gets up early 23 1 at the u'eekend, at night, in the evening 2 on Fridal', at midday, in the morning 25 t half past seven/seventhirtv, Iive to four/three fifty-five, eight o'clock/eight, (a) quarter past two/two fifteen 2 (a) quarter to seven/six forty-five, lwenty past eleven/ eleven twenty, twenty-five to five/four thirty-five, half past twelve/twelve thirty 27 1 See;:.ii,,i:.liSnpLt: 2Seeiil.:ii:li:SBp106and:;:,;l:Ii:SBpl18 29 t have a part).,do a course, get married 2 get engaged,cio an exam, have coffee with friends 30 1 bought, travelied, got, met 2 ltrld,catrrt.visited.left 32 1See!i::::ti.liiiSBp104,lil;l:illillSBpl0,t u"aili,i,,iri;i:SBpl08. z seeili:ll]iiiiiSBpl 16 34 1 Where did you go last Saturday? z What food does your sister like? 35 1 go to the cinema, go shopping, play football 2 play tennis, go to concerts, go on holiday 36 1 my, She 2 He, them 38 1 Yes,there is. No, there isn't. 2 Yes,I did,ffes, we did. No, I didn't./No, we didn't.
- 102. Phetmcnpiable nffaterilals Glass Activities Instructions Thereare29ClassActivitiesworksheets(pI12-p146) These worksheetsgive extra communicative speakingpracticeof the key languagetaught in the Student'sBook. Eachactivity matchesa lessonin the Student'sBook, for example,1B Wherel heJrom?matcheslesson18, etc.There arethree activitiesfor units 1-9 and two activitiesfor unit 10. The ClassActivities canbe usedasextra practicewhen you havefinished the relevantlesson,or asreview activitiesin the next classor later in the course. Many of the activitiesinvolve studentsworking in pairs or groups.When you havean odd number of students,you can: . ask two studentsto sharea role card or worksheet o give extra cardsto strongerstudents . var| the sizeof the groups. At this level it is usually advisableto demonstratethe activity to the classbeforestudentsbegin working in pairs or groups. i 18 Where'shetrom?p112 Language countries,What his/ her name?;Wherehe/ shefrom? Activitytype,whento useandtime Memory game.Useany time after lessonlB. f 0-20 minutes. Preparation Photocopy one worksheet for eachpair of students.Cut into separateworksheets. Procedure . lg write Whdrbhisname?,V/herehefrom?, Whqt'sher name?, Mhere'sshefrom? andI don'thnow. on the board Check studentsrememberthe questionsby asking the namesand countries of studentsin the class.Teachand drllll donThnow. o Put studentsinto pairs. Give a copy of worksheetA to eachpair. Tell studentsthat they have two minutes to rememberthe namesand countriesof all the peoplein the picture. Studentsarenot allowed to make notes. o Collect the worksheetsfrom eachpair (or ask studentsto turn over their worksheets) Give a copy of worksheetB to eachpair. . Studentswork in the samepairs.They take turns to point at a person on the worksheet and ask their partner the person'sname and country,using the questionson the board. Demonstratethis activity beforethey begin by holding up a copy of worksheetB, pointing to a person on the worksheetand askingthe classto tell you the person'sname and country. Glass Studentscontinue working in pairs until they have asked about all the peopleon the worksheet. If they arefinding it hard to rememberthe information, collect in worksheet B and give out worksheet A again.Allow the classone minute to look at worksheet A again,then collect the worksheetsand redistribute worksheet B. Finally, check the name and country of eachperson on worksheetB with the whole class. rilG Realnamesp113 Language first namesand surnames;the alphabet How doyou spellthat? Activitytype,whentouseandtime Information gap.Useany time afterlessonlC. f 5-20 minutes. Preparation Photocopy oneworksheet for eachpair of student-s.Cut into separateworksheets. Procedure Pre-teachreqlname,for exampleby showing the classa photo of the singer Sting or writing his name on the board, and asking the classif they think this is his real name. (His realnameis GordonSumner.) Put studentsinto pairs,A and B. Give eachstudent a copy of the appropriateworksheet. Studentsarenot allowed to look at their partner'sworksheet. If you havea monolingual class,you can discusswhere the peoplearefrom and what they do (seeanswerkey) Q/Write Number1. What hisrealname?,Number2. What her realname?,His/Her first name . , His/Her sunrame , How doyou spellthat? and Canyou repeat that,please?on the board. Drill thesesentenceswith the classif necessary Studentstake turns to ask their partner the realnamesof four people on their worksheets,using the questionson the board StudentA asksaboutpeopleI , 3, 5 and 7. StudentB asksaboutpeople2,4,6 and8 Studentsmust spell difficult namesto eachother. They arenot allowed to copy them from their partner'sworksheet Studentscompareworksheetsand check spelling. Bono is the singerof the Irish rock band U2 and a well- known anti-poverty campaigner.Elle Macpherson is an Australian model, actressand businesswoman.Nicqlas Cageis an American actor and the nephewof film director FrancisFord Coppola,Winona Ryder is an Americanactress.Steyieryonderis an American singer and songwriter Elton John is a British singerand songwriter.Demi Moore is an Americanactress.Fatboy Slim is a British DJ and recordproducer- c,n I |ll crt , =z' =ei - C J r <Ei 9,6..< 2 , I c J l
- 103. 1DPicturesandwordsptta Language people;thrngs;plurals Activitytype,whento useandtime Pelmanism.Useany timeafter lessonlD. 10-20 minutes. Preparation Photocopy oneworksheet for eachgroup of threestudents. Cut into sets.Shuffleeachset. Procedure Put studentsinto groups of three.Give eachgroup a setof cards.Ask them to spreadthe cardsout face-down on the tablein front of them, with the small cardson the left and the big cardson the right. Studentstake turns to turn over one small card and one big card.If a student thinks that the fwo cardsmatch, he/she must sayand spell the plural form of the word. If the two cardsmatch and plural form is correct,the student keeps the pair of cardsand hasanother turn. If the student thinks that the two cardsdont match, he/sheputs both cardsback on the table face-down in exactly the same place. If a student thinks that another student'scardsdon't match or that the plural is not correct,he/shecan challenge him/her. If studentscant agree,they can askyou to adjudicate.If the cardsdon't match or the plural form is incorrect, the student puts the cardsback and the turn passesto the next student. Demonstratethe activity to the whole classbeforestudents begin working in groups. The activity continuesuntil all the cardsarematchedup. The student who collectsthe most cardsis the winner. If a group finishesearly,studentscan take turns to testeach other on the words by holding up a small card and asking the other studentsto saythe word and is plural form. 28 Newidentitiesptts Language be(singular): Wh- questions;jobs; countries Activitytype,whento useandtime Mingle role play Useany time afterlesson28. 15-25 minutes. Preparation Photocopy one worksheet for everyten studentsin the class' Cut into separaterole cards. Procedure o Give eachstudent a role card.If you havemore than ten studentsin the class,give out duplicate role cards.If you areusing more than one set of cards,try to give the first role card to a femalestudent and the duplicate role card to a male student. Studentsarenot allowed to look at each other'scards. Tell studentsthat the information on,their role card is their new identiqz Point out that the nameswith a d sign are for male students and those *ith u 9 sign are for female students. Studentslook at the pictures on their cardsand complete the words for the country and thejob. Monitor and check that studentshavewritten the correctwords. Give students time to memorisetheir new name, country andjob. Studentsmove around the room and introduce themselves to eachother.Beforethey begin, tell studentsthat they must try to rememberother people'snames,countries and jobs, but they arenot allowed to write anything down. If studentsarenot able to leavetheir seats,they should ulk to asmany studentssitting near them asthey can. Encouragestudentsto use the following languageduring this suge of the activity: Hello/ Hi, my namel (Bob).,Wat your name?, Niceto meetyou., Youtoo.,Whereareyou from?,Imt'rom (theUK).,Whatl yourjob?,l'm a (tai dnyer).|!/lf necessarywrite this languageon the board beforestudentsbegin the activitlz When studentshavefinished,put them into pairs. Students take tums to ask their partner about the other studentsin the room. Encouragestudens to usethesequestionsand answerswhen working in pairs: WhatShis/ hername?, Wherehe/ shefrom?, Wat his/ herjob7, He / Shela (teacher)., I donThnow. l!/ lf necessarywrite this language on the board during the mingle stageof the activitlz Finally,ask eachstudent to tell the classabout another student's new identity 2GThenine2fiveEmploymentAgencyptt0 Language personalinformation questions Activitytype,whentouseandtime lnformation gap. Procedure A: usein placeof exercise9a) in lesson2C. Procedure B: useany time after lesson2C. 10-20 minutes. Preparation ProceduresA and B: photocopy one worksheet for eachpair of students.Cut into separateworksheets. ProcedureA This procedureis suitablefor classeswhere the studentsknow eachother well, or classeswhere you feelit is inappropriate for studentsto revealtheir personaldetailsto eachother. o After the classhasdone exercise8 in lesson2C (SBp19), put studentsinto pairs,A and B.'Give eachstudent a copy of the appropriateworksheet. Studentsarenot allowed to look at eachother'sworksheets. . Tell studentsthat they now live in London and that their new personalinformation is on form I on their worksheets.Note that Samand Alex arenamesfor men and women in English, so both worksheetscanbe usedby male and femalestudents. o z,> 28 => Eq 6= z,= U'Fn n
- 104. an Et (n = 2, >= Eq <8, t t s t6 tt < t = (J . Students take turns to interview each other, using the personalinformation questionswith you from exercise7 in lesson2C. Studens answerthe questionsusing the information on their form, not their realpersonaldetails. The interviewers can either fill in form 2 on the worksheet or the form in the Student'sBook. Beforestudentsbegin, remind them of the questionsHow doyou spellthat? and Canyou repeatthat,please?. o When studentshavefinished, they compareforms and check their spelling. ProcedureB This procedureprovidespracticeof personalinformation questionswith hisandher. . lg Draw a blank nine2five Emplol'rnent Agency form on the board and elicit the following questionsvuitF.he,she, hisandher:Whathis/her firstname?,Nhatlshis/her surname?,Ishe/ shemarned?,What his/ hernationality?, 'Whatls his/ her address?, Wqt his/ her mobilenumber?, Wathis /her emailaddress?.Drill thesequestionsw-ith the class. o Put studentsinto pairs,A and B. Give eachstudent a copy of the appropriateworksheet. Studentsarenot allowed to look at eachother'sworksheets. o Tell the classthat Sam(form I on worksheetA) is a man and Alex (form I on worksheet B) is a woman. StudentA in eachpair askshis/her partner about Alex and writes the personalinformation in form 2 on his/her worksheet, using the questionson the board. Beforestudentsbegin, remind them of the questionsHow doyou spellthat? and Canyou repeatthat,please?. o When student A hascompletedhis/her form, student B askshiVher partner about Samand writes the personal information in form 2 in his/her worksheet. o When studentshavefinished, they compareforms and check their spelling. 2DHearanumber,sayanumberp117 Language numbers 0-100 Activitytype,whento useandtime Hear/SayactivityzUseany time after lesson2D. 10-15 minutes. Preparation Photocopy one worksheet for everythreestudents.Cut into separateworksheets. Procedure . Put studens into groups of three,A, B and C. Give each student a copy of the appropriateworksheet. Ifyou have extra students,have one or two groups of four and ask two studentsto shareone worksheet. o Explain that studentsmust listen to the numbers that the other two studentsin the group say If the number is in the HEAR column on their worksheet, they must say the number next to it in the SAYcolumn. Studentsdo the activity in their groups.StudentA in each group starts by sayrngt'orty-one. Student B hearsJorty -one and saysfifteen. Student C hearsJtJteat and saysfifty , etc. The activity continuesuntil the studentsreachFINISH. Studens should crossout numbers on their worksheets when they hear or saythem. Demonstratethis activity by doing the first five numbers with the whole classbeforeaskingstudentsto work in their groups. 3AWherearethey?p11B Language be(plural): questionsand short answers;adjectives(I) Activity.type,whentouseandtime Information gap.Useany time afterlesson3A. 15-25 minutes. Preparation Photocopy one worksheet for eachpair of students.Cut into separateworksheets. Procedure o Put studentsinto pairs,A and B. Give eachstudent a copy of the appropriateworksheet. Studentsarenot allowed to look at their partner'sworksheet. o Focusstudentson the prompts in the first column on their worksheets.l!|elicit the following questionsabout Tom and Alice and write them on the board: Whereare Tomand Alicefrom?, How old arethey?,Whqt aretheitjobs?,Are theymarned?,'Wherearetheynow?, Are theyin a na,v hotel?,Are theroomsvery big?,Are therestdutantscheap?. Drill the questionswith the class. . Studentswork with their partnersand take turns to ask questionsabout the four couples.StudentA startsby askingall the questionsabout Tom and Alice, then Student B asksall the questionsabout Pacoand Ana. Remind studentsto usecorrectshort answers(Yes,theyate. and No, theyarcn't.)when answeringyes/ no questions. Studentswrite the answerson their worksheets.Before studentsbegin, remind them of the questionsHow doyou spellthat? andCanyou repeatthat,please?. o When studentshavefinished, they compareanswerswith their partner and check their spelling. 38 BarryandWendy'sfamilyp119-p120 Language family;possessive3;jobs; How old ... ? Activitytype,whento useandtime Information gap.Useany time afterlesson38. 15-25 minutes. Preparation Photocopy one student A worksheet and one student B worksheet for eachpair of students.
- 105. Procedure o Pre-teacha wnterandaJootballer. o Put studentsinto pairs,A and B. Give eachstudent a copy of the appropriateworksheet. Studentsarenot allowed to look at eachother'sworksheets. r Tell studentsthat their worksheet hassomenames,jobs and agesof ten peoplein the samefamil;r Studentsmust ask their partner questionsto complete the information about eachpersonin the family . lg Elicit the questionsfor l-7 from the whole classand write them on the board:I What Barryjob? zHow oldis he? 3 Whqt hiswiJesnctme?4 MhatsWendy's/ herjob? s How old is she? 6'Mhattheir daughter'sname? t Whatl her husbandname?.Drill thesequestionswith the class. . Studentswork with their partnersand take turns to ask questionsabout the people on their worksheet in number order. Studentswrite the information on their worksheets o When studentshave finished, they compareanswersand check their spelling. startto finishp121 Language ReviewoflessonslA-3D Activitytype,whento useandtime Boardgame.Useany time after lesson3D. 20-30 minutes. Preparation Photocopy one board for eachgroup of three or four students.You alsoneeda dice for eachgroup and a counter for eachstudent (or studentscan make their own counters). Procedure e Put the classinto groups of three or four. Give eachgroup a copy of the board, a dice and counters. r Check studentsunderstandthesesquareson the board: START,FINISH,THROWAGAIN, MOVE FORWARD TWO / THREE SQUARES,MOVE BACK TWO / THREE SQUARES. . Studentstake turns to throw the dice and move arbund the board.When a student lands on a square,he/shemust answerthe question correctly in order to stay on the square.If a student can'tanswet the question correctly, he/shemust move back to his/her previous square. o If a student thinks another student'sansweris wrong, they can check in the LanguageSummariesin the Student's Book or askyou to adjudicate.If the answeris wrong, the student must move back to his/her previous square. r If a student lands on a squarewhere the questionhas aheadybeenanswered,hdshe must answerthe question againto show that he/shehasbeenlistening! r The gameendswhen one student reachesthe FINISH square.If somegroups finish early,they can go through the squaresin number order and take turns to answerthe questionsagain. 1 five, fourteen, forty, sixty-three, ninety-nine 2 Brazilian, Spanish, American 4 I'm not from the UK. He isn't Russian. / He's not Russian. They aren't students / They're not students. 5 What's your name? Where's he from? How old are they? 6 see $iiili.i"$SBp102. 8 women, girls, babies, children 9 Yes,I am , Yes,he is., Yes,they are. 10an apple, a book, a pencil, an iPod 11A Ben, this is Carol. BHello, Carol Nice to m€et you. c You too 12SeeSBp2.6 13Se" fllii#ili'SBp104. 1s three pounds seventy-five, fifty p/pence, sixty-four dollars, eight euros fifty, ninety-nine cents 16 China, Germany, Russia 17Itb an old car. Their dog is very nice. 18cold, big, expensive 20 Where are you from? Whatb your job? Are you married? zr s". iiilS*H.-.l$SBp100 22 No, she isnt. / No, she'snot., No, I'm not., No, they aren't / No, they're not 24unfriendll',old,beautifuizsSeeri{}'j..{.Fiu"alli;:iliiilHse p104. 26 eleven, twenty-seven, fifty-four, seventy-six, a/one hundred zl Is she your sister? This is our cat Are they actors? zo things, people, watches,men 30 ltalian, Turkish, Mexican g1 She isn't German. I She'snot German We aren't from Egypt / We're not from Eglpt You aren't a teacher. /You're not a teacher. 32 oh two oh, seven six double nine, three oh double seven; oh one six double seven, three double two oh nine eight; c dot page at webmail dot com 33 How do you spell that? Can you repeat that, please?What does 'bag'mean? o =.> -rt al, I Ctr => E9 =< ==(1, rn a i 3DFrom , 48 Findtwopeopleptzz Language freetime activities;PresentSimple (1,you, we, they): yes/ no questionsand short answers Activitytype,whento useandtime 'Find someonewho' activitv Useanv time after lesson48. 15-25 minutes. Preparation Photocopy one worksheet for eachstudent. Procedure o Give a copy of the worksheet to eachstudent. Students work on their own and choosethe correctverb for each phrasein the first column. Check answerswith the whole class(seeanswerkey). o Elicit questionswith Do you .. ?for prompts 1-12. Drill thesequestionsif necessary Tell studentsthat they must find two peoplein the class who answeryes to eachquestion and write their names in the secondand third columns on their worksheets. Demonstratethis stageof the activity by askingindividual studentsquestion I and writing the namesof two students who answeryes on your copy of the worksheet Studentsmove around the room and ask eachother questionsI-12. When they find a student who answers yesto a question, they should wdte his/her name in the secondor third column on the worksheet.They must try to find two studentswho answeryes to eachquestion
- 106. When they havefinished,ask studentsto tick all the questionsfor which two studentshaveansweredyes. Put studentsinto pairs. Studentstake turns to make sentencesabout eachpair of studentson their worksheets, for example,MarcoandCarolinawatch TV a lot., Yi Ling andHenrigo to rochconcerts.,etc.Studentsshouldnot make sentencesabout any prompt for which only one student hasansweredyes,asthesewould require the helsheforrn of the PresentSimple. Finally,ask studentsto tell the classtwo things they have found out about their class. lwatch zgoLo rplay 4go 5eat 69o Tplay agoto 9 work 1olive 1'1have 12like 4CShoppingbingoptzs Language things to buy; food and drink (2) Activitytype,whento useandtime Bingo game.Useany time after lesson4C. 10-15 minutes. Preparation Photocopy one worksheet for everyfour students.Cut into separatebingo cards. Procedure o Give one bingo card to eachstudent in random order.Try to avoid giving the samebingo card to two studentssitting next to eachother. o Give studentsa flewminutes to check they know the words for all the pictures on their cards.Studentscan check in ffi sn pI04 and ffiffi Snp106. Studens are not allowed to write the words on their cards.While they areworking, monitor and help studentswith any words they dont know. o Readout thesethings to the whole classin this order: a magazine,cheese,a map, orangejuice, cofJee,fruit, a birthdaycard,milh, battenes,tissues,tea,cha,uinggurn, eggs, abox of chocolates,vegetables,sweets,sugar,a postcard, bread,anauspaper,fish,meat(student C card is completed), rice (student B card is completed), pasta (studentA and student D cardsare completed). o When studentshear the word for a picture on their card, they put a crossthrough it. o When a student hascrossedout all the pictures on his/her card,hey'sheshouts Bingo!.The first student to shout Bingo,lwins the game. o If necessarycheck studentsunderstandhow to play the gamebeforeyou begin. Note that studens must crossout all the pictures on the card,not just one line or one column. o If you want to play the gameagain,distribute new cards and read out the words in random order. Language telling the time Activitytype,whento useandtime Dominoes.Useany time after lesson4D. 15-20 minutes. Preparation Photocopy one set of dominoesfor eachpair of students. Cut into setsand shuffle eachset. Procedure o Put studentsinto pairs. Give one set of dominoesto each pair. Studentsshareout the dominoes equally Studentsare not allowed to look at their partner'sdominoes.If you havean extra student,have one group of threeand ask them to shareone set of dominoesequallybetweenthem. One student puts a domino on the table.HiVHer partner puts another domino at either end of the first domino so that the time in words on one domino matchesthe digital clock on the other domino. Studentsmust saythe time aloud when they match the dominoes.Studentsthen continue taking tums to put dominoesat either end of the domino chain. If a student thinks that a pair of dominoesdoesn'tmatch, he/she can challenge his/her partner. If the match is incorrect, the student must takeback his/her domino and the turn passesto his/her partner.Ifstudents cant agree, they should askyou to adjudicate. If a student can'tput down a domino, the turn passesto his/her partner.The gamecontinuesuntil one student has put down all hiVher dominoes,or until neither student canmake a correctmatch. The student who finishesfirst, or who hasfewer dominoesremaining, is the winner. 5A Mypartner'slife pt2s Language PresentSimple (he,she,it): positive and negative;daily routines; free time activities Activitytype,whento useandtime Personalisedinformation gap.Useany time after lesson5.{. 15-25 minutes. Preparation Photocopy one worksheet for eachpair of students.Cut into separateworksheets. Procedure r Pre-teachin theweehandat theweehand.Highlight the prepositionsin thesephrases. o Put studentsinto pairs,A and B. If possible,put students with someonethey dont know very well. Give each student a copy of the appropriateworksheet.Studentswrite their partner'snameat the top of their worksheet.Students arenot allowed to look at their partner'sworksheet.
- 107. Q/Wrrte sentenceI fromstudent Abworksheet on the board and elicit the two possibleways to complete the sentenceby using the positive or negativePresentSimple form of the verb in brackets(getsup or doesn'tgetup). Studentswork on their own and make sentencesthey think are.trueabout their partner by putting the verb in brackets into the correctpositive or negativeform of the Present Simple.Studentsarenot allowed to speakto their partner at this stageof the activiry J.lZyorut studentson the sentenceon the board and elicit the yes/ no question:Doyou getup beJore7.00in theweeh?' Remind studentsof the short answersYes,I do.and No, I don't. Studentswork on their own and prepareyes/ no questions witt'Do you. ?for eachsentenceon their worksheet. Studentswork with their partner and take turns to ask and answerquestions.Studentsput a tick in the second column of their worksheet if their sentenceis correctand a crossif their sentenceis incorrect The student with more ticks is the winner. Finally,studentscanwork in new pairs and tell their new partner about the person they havejust talked to. 58 A writer'sweek p126-p127 Language time phraseswith on, in, at;Prcsent Simple (he,she,it): Wh- questions Activitytype,whento useandtime Information gap.Use any time after lesson58. 15-25 minutes. Preparation Photocopy one student A worksheet and one student B worksheet for eachpair of students. Procedure r Pre-teacha writer,at home,abookshopandquiet r Put studentsinto two groups,A and B. Give eachstudent a copy of the appropriateworksheet. r Focusstudentson the article on their worksheets.Ask them to look at the headingand the photo and saywhat the man'snameandjob is. (Oliver Richardson.He'sa writer.) r Studentsread the article on their own and chooseon,in or at in time phrases1-8. Tell the classnot to worry about the gapsin the article at this stage.Check the answerswith the class(seeanswerkey). r Studentswork in pairswith anotherstudentfrom the same goup. They readthe articleabout Oliver againand complete questionsb)-{) at the bottom of their worksheets,asin the examplein questiona). Checkanswersif necessary . Put studentsinto pairs,with one student from group A and one student from group B in eachpair. Studentsarenot allowed to look at eachother'sworksheets.Studentstake turns to ask their questionsand fill in the gapsin the article.Tell student A to ask the first question. When students have finished, they look at their partner's worksheet and check therr answers. Pre p o sitio n szin 3 a t 4 In 5 a t 6 a t 7 On 8rn Student A b) What time does he get up in the week? c) When does lngrid go to work? d) What time does Oliver start work? e) Where does he have lunch? f) What does he do on Saturday morning? Student B b) When does he have breakfast? c) Where does Ingrid work? d) What time does Oliver have lunch? e) What does he do in the evening? f) What does he do on Saturday afternoon? ; 5DAlways,sometimes,neverpl28 Language frequencyadverbsand phraseswith every, PresentSimple Activitytype,whento useandtime Personalisedguessinggame.Use any time after lesson5D. 15-25 minutes. Preparation Photocopy oneworksheet for eachstudent. Procedure . Pre-teachsomethinganda TV programme. o Give a copy of the worksheet to eachstudent. Tell students to read the promps in box A and then write eight people, things, placesand times in the empty boxes Point out that studentsonly needto write words or phrasesfor eight of the twelve prompts. Studentsshould write singlewords or short phrases,for example, play tennis,nty sisterJuliana, cheese,etc.,not completesentences.They canwrite their words or phrasesin any box they want, but not in the same order as the prompts JZDerntonstrate this beforestudents begin by drawing eight boxeson the board and writing in your own ideasin random order. o When studentshavefinished, put them into pairs and ask them to swapworksheets. o Studentswork on their own and write eight sentences beginning with You .. about their partner at the bottom of their partner'sworksheet,basedon the people,things, olacesand times that he/shehaswritten in the boxes.For example,if a student haswritten play tennis,his/her partner could write: Youneverplay tennisqt theweehend.ot You sometimesplay tennisat theweehend.Studens arenot allowed to talk to their partnersduring this stageof the actiyity lQlou can demonstratethis stageof the activity beforestudentsbegin by eliciting sentencesabout you for the ideasin the boxes on the board. . Studentswork in their pairs and take turns to saytheir sentencesabout their partner.Their partner saysif the sentencesaretrue or false.Studentstick their true sentences The student with more true sentencesis the winner. o Finally, ask eachstudent to tell the classone or two rue things they havefound out about their partner.
- 108. c n l Lu ( n l = 2 , 1 : r = l ! : C J ] <El a t t F l c i c n , <.2, I CJ 68 LondonRoadp129-p130 Language thereis / thereare;placesin a town or city (I) and (2), d, some,alot oJ,any Activitytype,whento useandtime Spotthe difference.Useany time afterlesson68. 15-25 mrnutes. Preparation Photocopy one student A worksheet and one student B worksheet for eachpair of students. Procedure r Put studenb into pairs,A and B. Give eachstudent a copy of the appropriateworksheet r Tell the classthat there areten differencesbetweenthe pictures.Studentsmust work togetherto find the ten differencesby askingquestionsor sa)'lngsentenceswith thereis / thereare.Studentsarenot allowed to look at each other'sworksheets. l!/If necessarywrite theseprompts on the board before giving out the worksheets:Therea (caJe)in my picture, Therearetwo (people)at thebusstop.,Therearesome (cqrs).,ls therea (banh)in your picture?,Yes,thereis.,No, thereisnl.,Are thereany (children)?,Yes,thereare.,No, there aren't Model and drill the sentenceswith the class. Studentswork with their partnersand take turns to ask questionsor saysentencesabout their picture. When studentsfind a difference,they should mark it on their plcture. When studentshavefinished, they compareworksheets and check their differences. Finally,ask studentsto tell the classone differencethey havefound. l AThere'sa chemisr's.BTheresapostoffice.z AThere isn't a cashpoint/ an AIM. BThere'sa cashpoint/ an AIM. 3 A Therearea lot of / sqmepeoplein the caf€. EThere arent any peoplein the cafe. 4 A There'sa theatre.BThere'samuseum. 5AThere'sacat.BThere isrit a cat. 6 A Thereare two women at the bus stop, BThereare two men at thebus stop. 7 A There arent any children. BTherearesome/ four children (near the bank). eA There'sa dog. BTherearetwo dogs. 9 A Therearetwo cars.BTherearethreecars. ro A Thereba bus. BThereisn't a bus. Preparation Photocopy one worksheet for everyfour students Cut into separatebingo cards. Procedure Give one bingo card to eachstudent in random order Tiy to avoid giving the samebingo card to two studentssitting next to eachother.Tell studenrsthat eachcardshowswhat they havein their bags. Give studentsa few minutes to check they know the words for all the things in the bag on their cards.Studentscan checkinffiffi snpi00,ffi SBp100andffi SBpr10. Studentsarenot allowed to write the words on their cards. Readout thesethings to the whole classin this order: purse,pen,lrcys,creditcard,passport,dictionory,iPod, money,pencil,cdmera,guidebooh,wallet, mobilephone, notebooh,Iaptop,map,ID card,umbrella(studentD card is completed),apple(student A card is completed), sandwich(student C card is completed),watch (student B cardis completed). When studentshear the word for something in the bag on their bingo card, they put a crossthrough it on their card. When a student hascrossedout all the things in the bag on his/her bingo card,hdshe shoub Bingol The first student to shout Bingol wins the game. If you want to play the gameagain,distribute new cards and read out the words in random order. i"6DReviewsnakesandladdersptsz Language Reviewoflessons 4A-6D Activitytype,whentouseandtime Boardgame.Useany time after lesson6D. 20-30 minutes. Preparation Photocopy one board for eachgroup of threestudents. You alsoneeda dice for eachgroup and a counter for each student (or studentscan make their own counters). Procedure o Put the studentsinto groupsof three.Ifyou haveextra studenls,haveone or two groupsof four. Give each group a copy of the snakesand laddersboard,a dice and counters Studentstake turns to throw the dice and move around the board.When a student lands on a square,hdshe must answerthe question correctly in order to stay on the square.lf a student cant answerthe question correctly he/shemust move back to his/her previoussquare. If a student landson the bottom of a ladder,he/shemust answerthe questioncorrectlybeforehey'sheis allowed to go up it. HdShe doesnot haveto answerthe questionat the top of the ladder If helshelands on the headof a snake, hey'shemust alwaysgo down the snaketo its tail. HdShe doesnot haveto answerthe questionat the snake'stail. i; 6GWhat'sinyourbag?p131 ..lr Language thingsin your bag(l) and (2) Activitytype,whento useandtime Bingo game.Useany time after lesson6C. 10-15 minutes
- 109. If a studentthinks another student's answer is wrong, they can check in the Language Summaries in the Student's Book, or ask you to adjudicate. If the answer is wrong, the student must move back to hisher previous square. The first student to reach the FINISH square is the winner. If some groups finish early, they can go through the squares in irumber order and answer the questions in their groups r see *;1;ll3$SBp110. 2 in the week, at night' on Monday I s"" dlll|,iji SBp106. 4 half past six / six thlrty, quarter to eight / seven forty-five, quarter past three / three fifteen, nine o'clock / nine 5 always, usua sometimes, not usually, nevet 6 Monday Tuesday Wednesday Thursday Friday, Saturday,Sunday 7 Does he like coffee?What music do you like? I I don't like football. He doesn't have a car. 9 I never have lunch. He works every day 10have breakfast, leave home, go to bed 11 1 minute = 60 seconds, I day = 24 hours, I year = 12 months 14 studies, warches, leaves,goes rs see tUlii;li$^"d liili:flii':SBpll0. 16Yes,there are / No, there aren't. Yes,there is. / No, there isn't. 18Can you show me on this map? zo Yes,I (we) do / No, I (we) don't. Yes,she does. / No, she doesn't. 22 I live here. She likes it. ze Seeiiil;:3:f[lSBpI10. 24 Are there arry caf6s?There are some shops 26 study languages,have a car, live in a flat 27 SeeSBp42, 28 in the morning, at midnight, on Sunday morning 29 does, finishes, likes, has 30Where does your son live? Do you have a car? 31 ten past four, five Loone, twenty to three, tw'enty past eleven 33 There isn't a market. There aren't any restaurants. If a student can'tput down a domino, the turn passesto his/her partner.The gamecontinuesuntil one student has put down all his/her dominoes,or until neither student canmake a coffect match. The student who finishesfirst, I or who hasfewer dominoesremaining, is the winner i If a pair finishesearly,studentscan take turns to ask each : other the questionswith you on the dominoesand answer a for themselves. 78 Whatcantheclassdo?p134 ;il**can for ability; abilities Activitytype,whento useandtime Classsurvey Useany time after lesson78. 10-15 minutes. Preparation Procedure A: photocopy one worksheet for everytwelve studentsin the class.Cut into separatecards Procedure B: photocopy one worksheet for everyfour studentsin the class.Cut into separatecards.Keep eachset of cardsseparate. ProcedureA This procedureis suitablefor smaller classesand for classes where studentscan move around the room. o Pre-teachamusicalinstruma'LLamotorbihe,metres, bachgammon,chess,golf, ahorse andrun by using photos, board illustrations, mime, examplesor translation. o Give one card to eachstudent If you havemore than twelve studentsin the class,give out duplicate cards.Tell the classthat they must find out the number of students who can do the activity on the cardby talking to every personin the class. o Studentswork on their own and make a questionwith you to askother students.Tell studentsthat they make this questionvith Canyou... + the phrasein bold on their card.For example,a student with cardA should askCan youplay amusicalinstrument?,etc. . Studentsmove around the room and ask their questions. Studentsshould talk to all the studentsin the classif possible.Beforethey begin, tell studentsto keep a record of how many people sayyes anldno to their question on the back of their cardsor in their notebooks. o When they havefinished, studentscompletethe sentence on their cardby writing a number in the gap.Finally,ask eachstudent to tell the classthe result of their surveyby readingthe sentencefrom their card.For example,a student with cardA might say.Four studentsin the class canplay a musicalinstrument. ProcedureB This procedureis suitablefor largerclassesand for classes where studentscan'tmove around the room. o Pre-teachthe new vocabularyasin procedureA. r Put studentsinto groups of four. If you haveextra students,have one or two groups of five. (3 z,> 28 = D H9 5= z,= a m ttt 'i 7A llikedominoesp133i Language things you like and don't like; lihe, love,hate;objectpronouns Activitytype,whento useandtime Dominoes.Useany time after lesson74. 15-20 minutes Preparation Photocopy one set of dominoesfor eachpair of students. Cut into setsand shuffle eachset. Procedure o Put studentsinto pairs. Give one set of dominoes to each pair. Studentsshareout the dominoes equally Studentsare not allowed to look at their partner'sdominoes' If you havean extra student, have one group of threeand ask them to shareone set of dominoesbetweenthem. o Studentswork with their partners.One student puts a domino on the table.His/Her partner puts another domino at either end of the first domino so that the question and the short answeron the two dominoesmatch. Students must saythe question and answeraloud when they match the dominoes.Studentsthen continue taking turns to put dominoesat either end of the domino chain. o lf a student thinks that a pair of dominoesdoesn'tmatch, hdshe can challengehis/her partner. If the match is incorrect, the student must takeback his/her domino and the turn passesto his/her partner.
- 110. cn t! gD tr= >= Eq<8, AE<.2, (J o Giveeachgroup a set of 12 cards.Ask studens to share the cardsequallybetweenthem. Give studentstime to preparetheir questionswith Can you ... ?asin procedureA. Studens take turns to ask the other peoplein the group their questions.Beforethey begin, tell studens to keep a record of how many people sayyes andno to eachquestion on the back of their cardsor in their notebooks. When they havefinished, ask eachstudent to tell the class one or two things they havefound out about their group. For example,a student with cardA might say'.Four students in our groupcanplay a musicalinsttument. Language asking for and giving directions;prepositionsofplace Activitytype,whentouseandtime Information gap.Useany time after lesson7C. 15-25 minutes. Preparation Photocopy one student A worksheet and one student B worksheet for eachpair of students. Procedure . Put studentsinto pairs,A and B. Give eachstudent a copy of the appropriateworksheet. Studentsarenot allowed to look at eachother'sworksheets. o Tell the studentsthat they areat * on the map. Students must ask their partner for directions to placesl-5 in the box at the top of their worksheets.Also explain that the placesshadedin grey (the park, the shopping centre,the station and the supermarket)are on both maps. . qBefore they begin, elicit the questionsthey need to ask for the first placeon eachworksheet and write them on the board, underlining the ands'.F-xcuseme.Wherethecinerna? andExcuseme.Is thereabanh near here?.Point out that studentsshould use.Wherelthe... ?for placeswith theon their worksheets,and ls therea ... nearhere?for placeswith a on their workshees. . lg If necessarywrite the following prompts on the board to help studentsdunng the activity: Go alongthis roadand turnleft/nght.,That (NewStreet).,The...is ontheleJt/ nght,nextto ..., The...is on theleft/ nght,opposite...,Itl overthere,nearthe.... r Srudentswork with their partner and take turns to ask directions to the placesat the top of their worksheets. StudentA asksthe first question.Encouragestudentsto refer to the placesshadedin grey on both mapsif possible. Also remind them to thank their partner each time he/she givesdirections.Studentsarenot allowed to look at each other'sworksheetsat this stageof the activiry. r When a student thinks he/shehasidentified the correct location, he/sheshould write the placeon the map. , When studentshavefinished, they compareworksheets and seeif they have-identifiedthe placescorrectly 8A Oppositeadjectivespt3z Language adjectives(1) and (2) Activitytype,whentouseandtime Pelmanism.Useany time after lesson8A. 10-20 minutes. Preparation Photocopy one worksheet for eachgroup of threestudents Cut into sets.Shuffleeachset. Procedure Put studentsinto groups of three.Give eachgroup a set of cards.Ask them to spread the cards out face-down on the table in front of them, with the small carfu on the left and the big cardson the right. Studens take turns to turn over one small card and one big card.If a student thinks that the adjectiveson the two cardsare opposites,he/shesaysa sentencefor each adjective.If the student is correct,he/shekeepsthe pair of cardsand hasanother turn. If the student thinks that the two words arenot opposites,he/sheputs both cardsback on the table face-down in exactly the same place. If a student thinks that another student'scardsaren'ta pair of oppositeadjectivesor one of hiVher sentencesis incorrect, he/shecan challengehim/her. If studentscan't agree,they can askyou to adjudicate.If the cardsaren't a pair of oppositeadjectivesor one of the sentencesis incorrect, the student puts the cardsback and the turn passesto the next student. The activity continuesuntil all the oppositeadjectivesare matchedup. The studentwho collecs the most cardswins. If a group finishesearly,studens can testeachother on the adjectivesby taking turns to hold up a card and asking the other studentsto say the oppositeadjective. 8B Wereyouorweren'tyou?p138 Language past time phrases;PastSimple of be;wasborn/ wereborn Activitytype,whento useandtime 'Find someonewho' activitv Useanv time after lesson88. 15-25 minutes. Preparation Photocopy one worksheet for eachstudent. Procedure o Teachstudentshow we saythe 1980s(thenineteeneighties). Also check studentsrememberabus, a train anddiffetent. o Give a copy of the worksheet to eachstudent. Students work on their own and choosethe correctword for each time phrasein the first column. Studens can compare answersin pairs beforeyou check answerswith the whole class(seeanswerkey). 7Glt'sontheleft p135-p136
- 111. Elicit questionswith Wereyou...?for prompts l-12. Drill thesequestionsif necessary. Tell studentsthat they must find one personin the class who answersyes to eachquestion and write his/her name in the secondcolumn on their worksheets.Demonstrate this stageof the activity by askingindividual students question I and writing the name of a student who answers yes on your copy of the worksheet. Studentsmovearoundthe room and askquestions1-12. When they find a student who answersyes to a question, they should write his/her name in the secondcolumn on the worksheet. Encouragestudentsto talk to asmany peopleaspossible.If studentsarenot ableto leavetheir seats,they should ask asmany studentssitting near them asthey can. When they havefinished, put studentsinto pairs. Students take turns to tell their partnerswhat they have found out aboutthe class. Finally ask studentsto tell the classtwo things they have found out about their class. 1yesterdayz last 3 in 4 ago 5 last 6 yesterday7 ago 8 in 9 last 10ago 11yesterday1Uago 8DNumbers,yearsanddatesp139 Language big numbers;years;months and dates Activitytype,whento useandtime Hear/Sayactivity.Useany time after lesson8D. 10-15 mlnutes. Preparation Photocopy one worksheet for everythreestudents.Cut into separateworksheets. Procedure o Put the studentsinto groups of three,A, B and C. Give eachstudent a copy of the appropriateworksheet. If you have extra studens, have one or two groupsof four and ask two studentsto shareone worksheet. Explain that studentsmust listen to the big numbers,years and datesthat the other two studentsin the group say If the number,year or dateis in the HEAR column on their worksheet, they must saythe number, yearot datenext to it in the SAYcolumn. Studentsdo the activiry in their groups.StudentA in each group startsby sayingthreehundredandsaty-five. Student C hearsthreehrmdredandsrxty-fiveand saysApnl the fitst. StudentB hearsApnl the first and saysnineteenaghty, etc. The activity continuesuntil the studentsreachFINISH- Studens should crossout the numbers,yearsor dateson their worksheetswhen they hear or saythem. Demonsffate this activiry by doing the first five numbers, yearsor datestogetherwith the whole classbeforeasking studens to work in their groups. 9AMypastp140 Language PastSimple:positive (regular and irregular verbs) Activitytype,whento useandtime Personalisedguessinggame.Useany time after lesson9,{. 15*25 minutes. Preparation Photocopy one worksheet for eachstudent. Procedure Give a copy of the worksheet to eachstudent.Tell students to read the prompts in the box and then write eight people, things, placesand times in the circles.Point out that studentsonly need to write words or phrasesfor eight of the twelve prompts. Studentsshould write singlewords or short phrases,for example, Madnd, nryJnrnd Antonio,a new suit,etc.,not completesentences.They canwrite their words or phrasesin any circle they want, but not in the sameorder asthe prompB.qDemonstrate this before students begin by drawing eight circles on the board and writing in your own ideasin random order. When studentshave finished, put them into pairs and ask them to swapworksheets. Studentswork on their own and write eight sentences beginning with I thinhyou ... about their partner at the bottom of their partner'sworksheet,basedon the people, things, placesand times that he/shehaswritten in the circles.For example,if a student haswritten Madnd, his/her partner could write: I thinhyoulived in Madrid whsn you wereten.,I thinhyou wentto Madndlastyear or I thinh you visitedMadnd lastmonth.Studentsarenot allowed to talk to their partners during this stageof the activiqr lQUou can demonstratethis stageof the activity before studens begin by eliciting sentencesabout you for the ideasin the circleson the board. Srudens work in their pairs and take rurrls to say their sentencesabout their partner. Their partner saysif the sentencesaretrue or false.Studentstick their true sentences. The student with more true sentencesis the winner' Finally,ask eachstudent to tell the classone or two true things they have found out about their partner. 9B Whatdidyoudoonholiday?p141-p142 Language PastSimple:questionsand short answers;holiday activities Activitytype,whentouseandtime 'Find someonewho' activity with role cards.Use any time after lesson98. 20-30 minutes. Preparation Photocopy one worksheet for eachstudent and one set of role cardsfor everyten studentsin the class.Cut the role cardsinto seDaratecards.Shufflethe cards. i C D i et,
- 112. ah4.2, C.) a Procedure Pre-teachtheAmericqnPresident,a dolphin,an elephant, hilometres,aJootballer,afootballteam andAfnca. Check studentsremembera tuh-tuh andcycle(verb). Also check studentsknow where Dubai, Cairo,CapeTbwnand New Zealandare.Drill the new vocabularywith the class. Give eachstudent a copy of the worksheet. Tell the class that they all went on holiday last year and that sentences 1-10 on the worksheet give information about the students' holidays.Focusstudentson sentences1 and 2 fZpliri, the correctyes/ no questionsfor eachsentenceand write them on the board (seeanswerkey). Studentswork on their own or in pairs and write questions for sentences3-l}.fzWhile studentsareworking, write theseprompts on the board: AWheredidyou go onholidaylo,styear? BI wentto ... n D i d y o u . . .? BYes.I did./I'{o.I didn't. Check questions3-10 with the class(seeanswerkey). Drill the questionswith the classif necessary Give eachstudent a role card If you havemore than ten studentsin the class,distribute exlra role cards.Ifyou have fewer than ten studentsin the class,do not give out the extra role cards.Give studentsa few minutes to read their role cardsand askyou any questions.Studentsarenot allowed to look at eachother'srole cards. Tell the classthey must find out which student in the class did the things on the worksheet.l!/Focus studentson the prompts on the board and drill the question Wheredid you go onholidayldstyear?with the class.Point out that studentsmust askwhere eachpersonwent on holiday beforethey askanyDidyou... ?questionson their worksheet. Studentsthen move around the room and ask eachother questionsabout where they went and what they did on their last holiday When studentsfind someonewho did one of the things on the worksheet, they write his/her name in the secondcolumn. Encouragestudentsto continue talking about their holidays for aslong as possible,using the information on the cardsand their own ideas The aim of the activity is to find one person who did eachof the things on the worksheet When studentshavefinished, they can compareanswers and discusswhat elsethey havefound out about each person'sholiday Finally,ask eachstudent to tell the classabout one person's holiday 1Did you meetthe American President?z Did you buy a tuk-tuk? 3 Did you stayin a seven-starhotel? 4 Did you go swimming with dolphins? s Did you cycle 13,000 kilometres? 6 Did you play football with somefamous foottrallers?7 Did you travelaround on an elephant? I Did you take15,000photos?9 Did you staywith Daniel Craig? to Did you walk 4,00Omiles? I 9D Money,money,money!p143-p144.;r Language Reviewof lessons7A-gD Activitytype,whento useandtime Boardgame.Useany time after lesson9D. 20-30 minutes. Preparation Photocopyoneboard,onesetof Vocabularycardsand one set of Grammar cardsfor eachgroup of four students.Cut the Vocabularycardsand Grammar cardsinto sets Shuffle eachset.Eachgroup alsoneedsa dice and counters (or studentscanmaketheirown counters). Procedure o Put studentsinto groupsoffour. Give eachgroup a copy of the board, a set of Vocabularycardsand a setof Grammar cards,dice and counters.Studens placethe cardsface- down in two separatepiles in the middle of the board. o Tell studentsthat they collect f 1,000everytime they pass the STARTsquare.Studentswill needa pen and paper to keep a record of how much money they haveduring the game.Tellstudentsthat they all startwith f2,000. Check studentsunderstandwhat to do if they land on the Throw again!, Missa turn! or Doubleyour money!squares. o Studentstake turns to throw the dice and move around the board.When a student lands on a Vocabularycard or Grammar card square,he/sheturns over the top card of the appropriatepile and readsout the question to the group He/Shemust then answerthe questionhimselfl herself.If he/sheanswersit correctly,helshewins the amount of money on the square.He/Shethen puts the card at the bottom of the appropriatepile. . Studentsalwaysstayon the squarethey landed on, whether they win money or not Studentsdon't have to leavethe gameif they havea negativeamount of mone;z They should keep playrng to try and win more money. r The gamecan continue aslong asyou wish. Alternatively, studentscan continue playnnguntil they'veansweredall the Grammar and Vocabularycards.The student with the most money when the gamefinishesis the winner. Vocabulary cards 1visiting new places,shopping for clothes,watchingsport on TV z nineteeneighty-seven, nineteen ninety-eight, two thousard and nine, fwenty twelve(two thousandand welve) 3 short,right, easy, interesting +What, Who, Where,When / What time 5 How much wasyour car?How many peoplewerethere? otake photos, rprfi a car,stay in a hotel z SeeffiffHffi SBp114. 8 ride a bike, play the guitar,speakGerman s unhappy,terrible / awful, empty,old 10go to the beach, go sightseeing,go for awalk 11eighthundredand fifty thousand,sevenmillion, fifteen thousand,four hundred andfifty 12Students'answers13April the first, May the second,Junethe third,July the fourth tt chatto friends, book a holiday downloadmusic '15S"effi SBplf 6. 16lt'sin New Road.It'son the right. It'snear the caf€.
- 113. Language begoing to: yes/noquestionsand short answers;phraseswith have,watch,go,go to Activitytype,whento useandtime Personalisedinformation gap.Use any time after lesson10B. I5-25 minutes. Preparation Photocopy oneworksheet for eachpair of students' Cut into separateworksheets. Procedure . Put studentsinto pairs,A and B. If possible,put students with someonethey don't know very well Give each student a copy of the appropriateworksheet Studentsare not allowed to look at their partner'sworksheet . lgWrite sentenceI from student Abworksheet on the board and elicit the correct verb (have) Highlight the collocation havea party. r Studentswork on their own and choosethe correctverb in eachsentenceon their worksheets.Tell studentsto look at the word or phrasein bold after the verbswhen making their choice. Check answerswith the class(seeanswer key). Note that the answersare the samefor both the student A and student B worksheets. o Studentswork on their own and make sentencesthey think are true about their partner by filling in the gaps with 3goilrgto or isnl goingto. Studens arenot allowed to speakto their partner at this stageof the activity. . lgFocus studentson the sentenceon the board and elicit the yes/ no question vuithyou: Areyou goingto have q party onyour nextbirthday? Remind studentsof the short answersYes,I am. andNo, I'mnot. o Studentswork on their own and prepareyes/ no questions witt. Areyou... ?for eachsentenceon their worksheet. . Studentswork with their partner and take turns to ask and answerquestions.Studentsput a tick in the second column of their worksheet if their sentenceis correctand a crossif thefusentenceis incorrect. The student with more ticks is the winner. o Finally,studentscanwork in new pairs and tell their new partner about the person they havejust talked to. thave 2goto 3watch+go Smove6stay Tget Sgoto "r ': f lnfr Aflar lho nnrrrca nl;lA t+ Language sayrnggoodbyeand good luck;be goingto; questionwords Activitytype,whento useandtime Mingle Useinsteadof exercise7 in lesson10C, or any time afterlessonf 0C. 15-20 minutes. Preparation Photocopyone worksheet for everytwelve studentsin the class.Cut into separaterole cards. Procedure o Pre-teacha club (a placewhere you go to listen to music and dance),sail (v), ajoumalistl'd3:lnehst/, dive(go into the seawith scubaequipment to look at fish) andNepal lne'pc;U. Drill the new vocabularywith the class. o Give eachstudent a role card. If you havemore than twelve students,give out duplicate role cards.Studentsare not allowed to look at eachother'scards. r Tell studentsthat the role cardssaywhat they aregoing to do at the end of their English course.Ask studentsto read the information and write their own answersfor the questionwords in bold on their cardsin the gaps.Be preparedto help any studentswith ideasduring this stage of the activity Give studentstime to read their role cards and ask them to rememberthe information. . lgWrite theseprompts on the board:What areyou going to doafterthecourse?,'I'mgoingto .. , Hqvea good..., See you .. , Goodluchwith your... . Drill the questionwith the classand elicit somephrasesfor sayinggoodbyeand good luck (Havea goodholiday!,Seeyou in December:,Goodluch with your emm., etc.). o Studentsmove around the room asking eachother about their plans after the course.Encouragestudents to continue each conversationby asking more questions and telling each other the information on their cards. Also tell students to finish eachconversation with a phrasebeginning widnHavea good... , Seeyou ... or Goodluchwith your . . If studentsarenot ableto leave their seats,they should ask asmany students sitting near them as they can o Beforethey begin, tell the classthat they must remember other students'plans. Studentsarenot allowed to make notes at any time during the activity o When studentshave finished, put them into pairs or small groups.Studentswork in their pairs/groupsand seehow much they canrememberabout the plans of the other studentsin the class. r Finally ask eachstudent to tell the classabout another student'splans for after the course. Grammar cards t had, travelled, went, left z Yes,I (we) can / No. I (we) can't. Yes,he was. / No, he wasn't. 3 Where did you go on holiday last year? 4 Where were you? Where did you go? 5 We weren't Iate for ciass.I fidn't watch TV last night. e They know us- She loves h+r, 7 came, got, wrote, told 8 Yes,he did. / No, he didn't. Yes,she can. / No, she cant. 9 What did your children do yesterday afternoon? 10What did he say?What was his name? 11Students' answers 12I was born in 1987 Where wasJo born? t: Yes,I (we) did. /No, I (we) didn't. Yes, they were. / No, they weren't. t+ boughr, met, gave, took 15I wasn't at home at2 p.m. He fidn't go to the beach' 16I bought a new computer four months ago. C? z,> 2A => E9 =< z,=(,)m 3 q 108Guessyourpartner'sfuturep145.;i
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- 115. { t CRealnames firstnamesandsurnames;thealphabet;Howdoyouspellthat? .j!a"*,,,*"".*.-.-.*^* StudentA @CambridgeUniversityPress2009
- 116. '@, acameraababy9.5.=<i trAi HEc nF : cno a <-; d-, aman awoman awatch asandwich abag apen apencil adictionary anotebook aboy agirl achair atable acomputer @CambridgeUniversityPress2009
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- 120. arethey? be(plural):questionsandshortanswers;adjectives(1) 'i 4sF E =g EB Etcnts tne <E Jtr. CJ TomandAlice PacoandAna lanandSonia Kangand Li PERSONALDETAILS country? Spanish Chinese age? T' Paco:57 Ana:54 l a n ' Kang:35 Li:32Alire Sonia: job? Tom: Paco:taxidriver Ana:manager lan: Kang:doctor Li:actressAlice: Sonia married? NOW where? BuenosAires Athens in a new hotel? x x roomsverybig? x restaurantscheap? StudentB TomandAlice PacoandAna lanand Sonia KangandLi PERSONALDETAILS country? Australian British age? Tom:34 Alice:31 Paco: lan:24 Sonia:26 Kano: A ri: job? Tom:waiter Alice:teacher Paro: lan:musician Sonia:waitress Kano: Ana: Li: married? NOW where? Tokyo Melbourne in a new hotel? x roomsverybig? x restaurantscheap? x Instructionsp102@CambridgeUniversityPress2009
- 121. 38 BarryandWendy'sfamilyfamiy;possessive's;jobs;Howold'.. ? StudentA lnstructionsp102 ,sP1-> to a i 4 u , iEEF= Hd (o '>r- c.l N (- (J (o c.)P (J a =(- L v P c(u P . 9 tn a (o o_ (- a h U ts a) .9 o- O) ,F,iD Hru @CambridgeUniversitYPress2009
- 122. gsl =Si tr* = c ): c n l - , CI)O: < - i dt' 38 BarryandWendy'sfamilyfamily;possessive'qjobs;Howold... ? StudentB Instructionsp102 'o (E I d. CJ z N a P r' ts t c c (u t_l $ N @CambridgeUniversityPress2009
- 123. i 3DFromstarttofinishReviewoflessons1A-3D; -oF - D oa n 1 U ' P> xo= - l F= Hd Saythe missingwords. do you spetlthat? _,._____you repeatthat, o[ease? Whatdoes'bag' ? FINI5H Saythe phone numbersandthe emaiIaddress. o2076993077 01677322098 c.page@webmait.com Makethese sentences negative (-). She'sCerman. We'refrom Egypt. You'rea teacher. Saytfrenationalities. Italy,Turkey,Mexico Saythese numbers. 1 1 , 2 7 , 5 4 , 7 6 , 1 0 0 Sayten words for food and drink.lssheyou/ yoursister? Thisisuze/ ourcat. Arethey/ their actors? ffi the correcMOVEBACK THREE5QUARES rr@ Sayandspell the plurats. thing,person, watcn,man Saythe opposites. friendly,newugty THROWA6AIN! @ffi Saythe negative (-) short answers. lssheBritish? Areyou a student? Arethey from Cairo? Saythe alphabet. Saythe missingwords. Where.--.----youfrom? What yourjob? ________youmarried? Saythe prices. f.3.75,50p,564.00, €8.50,99c Saythe countries. Chinese,Cerman, Russian Saythe opposites. hot,sma[[,cheap Make sentenceswith these words. an / lt's / car/ old . dog / is I niceI very/ Their. ffi MOVEBACK TWOSQUARE / ffi'$ U / el Sayeightfamity words.Arethey mate(d),femate(9) or both(9 d)? Sayfive things on the Caf6 Pronto price [ist. Saythe missingwords. A Ben,________isCarol. B Helto,Carot.Niceto vou. C You Choosea or an. aoole, book, oencil, iPod Saythe missingwords. _______,yourname? hefrom? ., otdarethey? Saysixjobs. THROWA6AIN! woman,gir[, baby,chitd Saythe positive(+) shortanswers. Areyoua student? lshefromMexico? Aretheyfriendly? Makethesesentences negative(-). l'mfromtheUK. He'sRussian. They'restudents. Saythe nationalities. Brazi[,Spain, theUSA Saythesenumbers. 5,14,40,63,99START ( lnstructionsp103) @CambridgeUniversityPress2009
- 124. E=F lll = <( EB Et( n F ( n Q <-J 4 CJ { aB Findtwo peoplefreetimeactivities;PresentSimple(1,you,we,they):yes/ noquestionsandshortanswers..."' Do you . Name Name t live/ play / watch TV a lot? 2 go / go to / workrock concerts? z play/ go/ Iivetennis? + like/ go / have out with friends after class? s watchI eat/ /ike out a lot? 6 go / go to / haveshoppingwith friends? 7 work/ Iive/ play computer games? 8 go / go to / watch the cinemaa lot? g like/ work/ havein an office? 10 watch/ Iike/ live tn a ilat?. 11 have/go/playacarT iz go / work/ Iikefootball? Instructionsp103@CambridgeUniversityPress2009
- 125. ffi ffi W ii$dd*}!y"*{#hr@!!4 fl+C Shoppingbingothingstobuy,foodanddrink(2)j 'a*",","-**.,"*"-,-"*^, q p :;; aiil;;iStudentA StudentB StudentC C" u, U' (? = F v, ra' ro j o i c f r C f : T , > . W r m StudentD ffi fr {ttrsr$rusItf--.==:-:_'T-:TT1 1"=i*l.effi=ieI li€tuii .#trJ ffi # s* fi (llra$flos Iil----:=::-T:Y:"="1 f ..i!S:g#g:,r{ | | -+ gf.i:{E'liifl rg:i:ij I l1€**S: ffiJ ffi w @CambridgeUniversityPress2009
- 126. halfpasttwotwentypasttwelve E=F c o =<, tr* HE(n F C D O : < - l J o - : C J i i +0 TimedominoestellingthetimeJ ""*"""""***"Pt' i.i-r ii @CambridgeUniversityPress2009
- 127. 5A My partner'slifePresentSimple(he,she,/f):positiveandnegative;dailyroutines;freetimeactivities StudentA Mw.narfner?s name /orX t He / She - --..-before7.00 in the week. (get up) z He/She breakfastafter 10.30at the weekend.(have) home before9.00 in the week. (leave)z He/She + He / She dinner after 9.00 at the weekend.(have) s He / She .,- to bedbefore1i.30 in the week. (go) o He/She computer games.(play) t He / She -.-- -.,out in the week' (eat) e He/She -..,.-.to the cinema a lot. (go) f, T' r- - > aa, { e n => - 6 = -,1 F5E = irr# StudentB M rfrrPr's nelne /orX a) He / She "-. after 10.30at the weekend.(get up) b) He / She breakfastbefore8.00 in the week. (have) c) He / She .,-, home after 6.30 in the week' (get) a) He / She dinner with his / her family in the week. (have) to bed after 11,00at the weekend.(go)e) He / She f) He / She tennis. (ptay) c) He / She ",,.,.TV in the morning. (watch) to concerts. (go)tr) He / She lnstructionsp104 @CambridgeUniversityPress2009
- 128. week timephraseswith0n,in,af;PresentSimple(he,she, Oliver Richardsonwrites') .He livesin London with his wife, Ingrid, and their seven-year-old son.Charlie. Oliver works at home rndton t@ t at the week he getsup at u) . He hasbreakfastat7.30 with his family.After breakfastCharliegoesto schooland then Ingrid goesto work at')--.-- Sheworks in abookshop. Oliver startswork at d)----------------- 'I like writing zonI in / at the morning becauseitt veryquiet at homei'he says.He haslunch at 1.30in ") andhe finisheswork 3onI int at 6.30.4On/ tn/ At theeveningOliver watchesTV and he goesto bed 5on/ inI at midnight. Oliver doesn'rwork 6on/ in/ at the weekend."saturdayand Sundayarefamily daysi'hesays. 7On/ ln/ At Saturdaymorning he r) with Ingrid, andhe goesto the cinemawith his son 8on/ in / at the afternoon. "I haveavery good lifei' saysOliver. a1Whatd o e s Oliverw r i t e ? u) Whattimed - heg-- upinthew---? c) When d ___ Ingridg _ to w--- ? a1Whattimed _ Olivers-- w---? e) Whered--- heh--- I- _ - - ? t; What d___ he d_ on Saturdaym Instructionsp105@CambridgeUniversityPress2009
- 129. 58 A writer'sweek timephraseswith0n,in,af;PresentSimple(he,she,it):Wh-questions StudentB Oliver Richardsonwrites children'sbooks. He livesin') Oliver Ricl I Y Y t l-P at b) in a small cafeandhe finisheswork with hiswife,lngrid, and their seven-year-old son,Charlie. Oliver works at home and tonl@/ at the weekhe getsup at7.00. He hasbreakfast with his family. After breakfastCharlie goesto schooland then Ingrid goesto work at 8.30.Sheworks in c) Oliver startswork at8.45."I like writing zon/ inI at themorning becauseit'svery quiet at homei'he says.He haslunch at d)--.. ton/ int at 6.30.aOn/ tn/ At theeveningOliver and he goesto bed son/ in/ at midnight. Oliver doesn'rwork 6on/ in/ at theweekend."saturdayand Sundayarefamily daysl'hesays' 7on/ In/ At Saturdaymorning he goesshoppingwith Ingrid, and he t) , wirh his son lon I in/ at the afternoon. "I haveavery good lifej' saysOliver. a) Whered o e s Oliverl i v e? u) Whend--- heh--- b- ---? c) Whered--- Ingridw--- ? a) Whattimed - Oliverh--- l----? e) Whatd--- hed- inthee- --g? fl What d--- he d- on Saturdaya Instructionsp105 @CambridgeUniversityPress2009
- 130. : I ; u t i 6i <i G I o i C J i o i F l cri -) o - i l i l cn |tI = CJ v, ct CJ 5D Always,sometimes,neverfrequencyadverbsandphraseswithevery;PresentSimple A Write eight of these people, things, places and times in the boxes. Don't write them in this order. . a person you email every week . something you don't usually eat or drink . a free time activity you never do at the weekend . a place you go to every month o the time you usually get up in the week o something you eat or drink every day . a person you sometimes seeat the weekend o a TV programme you always watch . aplace you go to every week r the time you usually get up at the weekend o a TV programme you never watch . a free time activity you sometimes do at the weekend Look at your partner's answersin the boxes.Write eight sentencesabout your partner. Use ideas from box A. t You 2 You g You + You s You e You z You e You Insfrnctiomp105@CambridgeUniversityPress2009
- 131. StudentA 68 LondonRoad thereisIthereare;placesinatownorcity(1)and(2);a,some,alotof,any c? T ' F -> oa-l U, PD xo ={ >=E E { ! - m... g'it @CambridgeUniversityPress2009
- 132. 68 LondonRoad thereisIthereare;placesinatownorcity(1)and(2);a,some,alotof,any StudentB @CambridgeUniversityPress2009
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- 134. Reviewsnakes l4ut = J F O =S-r tr(5 = c ) ( n F uto <-J O - CJ F[NilsH Make these sentences negative (-). There's a market. There are some restaurants. Make questions. your lWhere / does/ son / live ? Dolalcarl you / have? Saythesetimes wilhpast or to. 4.10,72.55, 2.40,11..20 Match the words and phrases. study a car have in a flat live languages On, in or at? the morning midnight Sunday morning Say five things on the menu at the New Moon restaurant. Spell the he,she,it form of theseverbs. do, finistu like, have Someor any? Are there ----...- caf6s? Thereare shops. Sayeight words for clothes. Make these sentences positive (+). I don t live here. She doesn't like it. Saythe (+) and (-) short answers. Do you live here? Doesshehavea cat? Sayeight places in a town or city. Say the (+) and (-) short answers. Are thereany shops? Is there abank? Make a question. o n / m a p l y o u l Can/me l*nsl Sayfour sentences about your daily routine. Saythree sentences withfaaourite about vou. Spell the he,she, it forn of these verbs. study,watch, leave,go Sayfour sentences withthere is I there are aboutyour town or city. 1minute:60 .... L day= 24..... 1year: 12 ....... Match the words and phrases. have bed leave breakfast go to home Puttheseadverbs in order. usually, nevet not usually, sometimes, Saythe days of the week. @ Make these sentences negative(-). I like football. He hasa car. Make questions. he / Does/ coffee/ like ? zVhat/ do llke I you / music ? Make sentences. h a v e / I l l u n c h l never . everylHe I works I day. Saythesetimes in two ways. 6.30,7.45, 3.15,9.00 Sayfive freetime activities. oOn,in or af? the week night Monday Saysix colours. @CambridgeUniversityPress2009 andladdersReviewoflessons4A-6D Instructionsp106
- 135. .!f6r'-*qh*k#'"c4.ee -**"*-"r, 7A Ilike dominoesthingsyoulikeanddon'tlike;like,love,hate;objectpronouns,* "*-.""""_*_."_- Yes,shetikesheralot. Doesyourhusband likesoapoperas? Doyourparentslike visitingnewplaces? ; ( ? i ! t - i - l > DoyoulikeWillSmith? Doesyourbrother likedancing? Doesyourdaughter likeMadonna? DoyoulikeCameron Diaz? Doesyourwifelike Chinesefood? Doyourgrandchildren likeltalianfood? Doyoulikehorror films? Doyoulikeplaying computergames? Doyourdaughters likeDanielCraig? @CambridgeUniversityPress2009
- 136. {, 78 Whatcantheclassdo?canforability;abilities,}*"-",-*"*, A studentsconployo musicolinstrument. D studentsconcooko losogne. G studentscondrive. J studentsconsoy 'goodbye'infourlonguoges. P==g tr* ?Et n F t t o <-J O - c) -X- >4,/A /Aning lnc i studentsconrideo i studentsconsoy'hello' in motorbike. i studentsconswimo i i r t r i hunoredmeres. i H studentsconploygolf. *m * studentscon run for twenty minulres. ffi v ' | ,.1&-*' @CambridgeUniversityPress2009 fourlonguoges. studentsconploy bockgommon. studentsconrideo horse. studentscon ploy chess,
- 137. 7G lt'SOnthe leftaskingforandgivingdirections;prepositionsofplace StudentA You are at # on the map. Ask your partner for directions to theseplaces. t the cinema Z apostoffice 3 themarket 4 alestaurant 5 a chemist's Instructionsp108 (? T ' F -> oa 1 V ' P>xc'':t = - l F=ED .I tuu o I '(- f o v o ffi-tt-- @CambridgeUniversityPress2009
- 138. 7G lt's ontheleft askingforandgivingdirections;prepositionsofplace !4 ur = J F 6 =S -r -o = c ) (n j- cno <-J O - C.) StudentB You are at & on the map. Ask your partner for directions to theseplaces. t a bank z the theatre 3 the museum + a hotel s a caf€. o A -z- f o v o ffi-# chemist's @CambridgeUniversi$Press2009
- 139. 8A Oppositeadiectivesadlectives(1)and(2) 66 boring (p (D ^dllAFr. SF- T}6al t [t o D v, v, C;, = f, s4 i ! i - o i o i C ? i c , l ! i > : E i m i i 1.. small ecLsy Instructionsp108 tloEDgffin[ @CambridgeUniversityPress2009
- 140. Wereyouorweren'tyou?pasttimephrases;PastSimpleolbe;wasbornI wereborn j !r{t.Ll = J t- Gl =< - - & ti c: tn a- c n a < E J a - (J Were you NAME 1 at home yesterday/ last/ ago evening? 2 ... on holidayyesterday/ last/ agomonth? 3 born on/ in/ at December? 4 in this town or city five yearsyesterday/ last/ ago? 5 with somefriendsyesterdayI last/ agoSunday? 6 in a restaurantyesterday/ last/ ago evening? 7 in this classtwo months yesterday/ Iast/ ago ? 8 born on/ in/ at the 1980s? 9 at workyesterday/ Iast/ agoFriday? 10 ... on a bus or a train two hours yesterday/ last/ ago ? 11 in a cafeat 10.30yesterdayI last/ agomorning? 12 ... in a different town or city two weeks yesterday/ last/ ago ? @ Instructionsp108@CambridgeUniversityPress2009
- 141. 8D NUmberS,yearsanddateSbignumbers;years;monthsanddates Instructionsp109 c':, Tt t- E> 0ct, - l A February L4th July z''d May LTth September 8.nfrU,ilfr0 November 6th December 2'th March 3"dFINISHJune 20th February L4th afr,Nffi,frUfrOctober gth January 3Oth October gth August lgth April 1rt February 4th 15t,Uilfr 15fr,8U0J4nuary 13th April 1"t DecemberMay !7th ifr,nfrfrFebruary 4th March 3"d LII,L{Dfr START June 20th January 13th E,EOfr,frENJanuary 3Oth July z''d @CambridgeUniversitYPress2009
- 142. E=F E == tr*. HE:U) t- at,o <- i d"l 9A My p?St PastSimple:positive(regularandinegularverbs) Write eigfrt of these people, things, places and times in the circles. Dont write them in this order. o a personyou talked to on the phone last night o somethingyou bought last month o the town or city you lived in when you were ten o the time you left home today o a placeyou went to lastyear a a person you wrote an email to yesterday o the time you had dinner last night o somethingyou had when you were a child o the time you got up last Sunday o a person you met for the first time this year o a placeyou visited last month a something a friend gaveyou for your last birthday Look at your partner'sanswersin the circles. Write eight sentencesabout your partner. Use ideas from the box. 1 I think you @CambridgeUniversityPress2009
- 143. 98 Whatdidyoudo onholiday?PastSimple:questionsandshortanswers;holidayactivities On holiday last year NAME r This personmet the American President. A,,^-+i^-. Did vntt ) Y z This personbought a tuk-tuk. A"ocrinn. Did ttott 2 Y r This personstayedin a seven-starhotel. flrracfinrr. ? x + This personwent swimming with dolphins. A"ac+inn. ? Y s This personcycled13,000kilometres. A " o c f i n n . ? Y o This personplayedfootball with somefamousfootballers. frrocfinn. 2 Y z This persontravelledaround on an elephant. (lrrac.finn. ' ? e This persontook 15,000Photos. (lrrpc.finn. ) s This personstayedwith Daniel Craig. flrracfinn. < ro Thispersonwalked4,000miles. A'rac+inn. 2 <q!Jrrv -P- D OU' 1V' P>;i c':, =-{ F=E D { fr4 lnstructionsp109 @CambridgeUniversityPress2009
- 144. P=:=<' tr* HEttl l- : ctta) < - l dt. 98 Whatdidyoudo on holiday?PastSimple:questionsandshortanswers;holidayactivities i srunENTA i sruDENTB i Vouwent on holiday to the USA last year. i Vouwent on holiday to Thailand last year. j Vou stayedwith somefriends in Washington. i O" the secondday of your holid^y you i Or the last day of your holiday yorrmet the i bought a yellow tuk-tuk. You travelled i American Presidentat a party.You talked to i around the country in your tuk-tuk for i him for ten minutes and he wasvery friendly. j six months and you had a fantastictime! i i i ---i---------- . l i STUDENT C i STUDENT D i Youwent on holiday to Dubai last year.You i Youwent on holiday to New Zealandlast i , i stayedin a seven-starhotel calledthe Burj i year.You travelledaround the country by i et Arab.It wasvery expensiveand the rooms i bus. The scenerywasbeautiful and you went t _ j were very big. Therewere eight restaurants j for a lot of walks. On the last day you went i and caf6sin the hotel, and the food was i swimming with dolphins. They werevery i arrrazing! i friendly! i STUDENT E for charity. i the beach with the Brazllian lootball team! STUDENTE i STUNNNTF i Youwent on holiday to Africa last year. i Youwent on holiday toBrazll lastyear.You You cycledfrom SouthAfrica to Egypt.You i stayedin a hotel near the beachin Rio de travelled 13,000kilometres and visited 10 i Janeiro.Youwent sightseeingeveryday and countries.You arrived in Cairo 165 daysafter i yon alsowent swimming a lot. On the last you left CapeTown and you raisedf 10,000 i duyof your holiday you played football on STUDENT G Youwent on holiday to India last year.First you went to a friends wedding in Mumbai. Then you travelledaround the country on an elephantcalledRaja.Youwent to some fantastic festivals- at one festival there were 2,000elephants! STUDENT I Youwent on holiday to Englandlastyear. You stayedwith the actor,Daniel Craig.You and Daniel arefriendsbecauseyour brother was in aJamesBond film with him. You also went sightseeingin London and you had a greattlme. STUDENT H Youwent on holiday to Australialastyear. Youstayedwith your brother in Sydneyand then you rented a motorbike and travelled around the country.You stayedin Australia for eight months and you took 15,000 photos! STUDENTJ Youwent on holiday to China last year. Youwere therefor nine months. Youwalked 4,000 miles along the GreatWall of China. It was an arnazingjourney and you met a lot of friendly people.You alsoraisedf20,000 for charity. Instructionspl09@CambridgeUniversityPress2009
- 145. Everyperson in the game givesyou f500! Doubleyour money! 7**"": -av .:{ rEd Grammarcard Theperson onyour right givesyou f 1,500! Grammarcard @ Thepersonon your left gives you f1,500! ,ptffiY Crammarcard Throwagain! Grammarcard @ Grammarcard @ .ddr|!!E?s,f**e",!JJ@ i 9DMoney,money,money!ffi;**,;"i ,IP rt>: oc/l 1 -lU, iEEF= Hf lnstructionsp110 @CambridgeUniversityPress2009
- 146. Fg=g = A t;o = CJ ct)tsg , Q <-J a - C-] i_SOUoney,money,money!Reviewoflessons7A-9D,j Grammarcards G1 Say the Past Simple of these verbs. have, travel, go, leave G6 Choose the correct words. They/ Themknow we / us . She/ Her loves he / him . G3 Make a question with these words. Iastyear / on / did / go / you / holiday / Where ? G8 Say the (+) and (-) short answers. Did he phone you? Can she cook? Correct these sentences. I borned in 1987. Where did Jo born? Make a sentence with these words. new / ago / bought / four / I / a / m o n t h s / c o m p u t e r - G5 Make these sentences negative (-). We were late for class. I watched TV last night. G9 Make a question with these words. children / afternoon / did / yesterday / What / do / your ? Fill in the gaps wirh Aid or w4s. What _______,he say? What his name? Say the (+) and (-) short answers. Did you seehim? Were they tired? Say the Past Simple of these verbs. buy, meet, give, take Vocabularycards G2 Say the (+) and (-) short answers. Can you swim? Was he at home? @CambridgeUniversityPress2009
- 147. StudentA 10B Guessyourpartner'sfuture begoingto:.yeslnoquestionsandshortanswers; phraseswithhave,watch,go,goto Instructionsp111 -P-.4 1A PD =-{ F= Hd /orX r My parrner ... go/ have/ watcha pafty on his or her next birthday. z My partner go to / go / play the gym next weekend. s My partner ... go / Iook / watch the news this evening. + My partner . go to / go / get shopping for clothesthis month. s My partner ..-.--move/ stay/ havehousenext year. e My partner visit/ go/ stayin a hotel next month. t My partner get/ do/ havehome before7 p.*. tomorrow: e My parrner stay/ go to / get bed beforemidnight this evening. StudentB /orX r My parrner ,, watch/ have/ go dinner with friends next Friday. z My partner go to / go / play a patty next weekend. s My partner ,. go / look/ watch a DVD this evening. + My partner -. go to / go/ get on holiday next month. s My partner move/ stay/ haveto another city or country next year. s My partner visit/ go/ stay at home next Saturdayevening. z My partner get/ do/ havemarried this year. s My partner stay/ go to / get a wedding next month' @CambridgeUniversityPress2009
- 148. 10GAfterthe course sayinggoodbyeandgoodluck;begoingto;questionwords (n o I { E i do- i STUDENT A It's your birthday on Sunday You'regoing to have a parly at a famousclub in your town or clty. ...... (how many?) peopleare going to be there.And (who?) ts / are going to play at midnight! STUDENT D You'regoing to sail around the world next month with (who?). You're also going to make a film - about your journey. You're going to be awayfor about . (how long?). STUDENT G You'regoing to fly to (where?) for the weekend.You'regoing (who?) and you're going to stayin a five-starhotel. You'regoing to comeback on Monday. STUDENTJ You',regoing to start university next September. You'revery excitedbecause you're going to study music at-.--,,....-..-..--..(where?). You'regoing to comeback to your country ln December (why?). STUDENT B You'regoing to fly to Nepal tomorrow Then next week you're going to climb Mount Everestwith ... (who?). You'regoing to comeback to this country . (when?). Then you're going to write a book about the climb. STUDENT C You'regoing to move to Los Angelesnext week.You bought LeonardodiCaprio's houselast month for "..(how much?). And in August you're going to be in a big Holllwood film with (who?). STUDENT E You'regoing to start a new job next Monday.You're going to be ajournalist for a famousnewspapercalled (what?). And on Tuesdayyou're going to rntervlew (who?). STUDENT F You'regoing to go on holiday to ...........-..--..--......... (where?) next week. You're going to stayin a beautiful hotel near the beach.You're alsogoing to learn how to dive. You'regoing to be on holidayfor,,. .. (how long?). concertforto go with j concertfor ... STUDENT H You'rethe singerin a rock band calledNo Future. You'regoing to play a (how many?) peoplein (where?) next week.Therewere only 200 peopleat your last concert! STUDENT I It'syour wedding anniversary next Tuesday. You are going to buy your husbandor wife (what?). And on Tuesday eveningyou're going to havea very expensive dinner at ..--...-..--.........-- (where?). STUDENT K You'regoing to do an English exam next Monday. Then you're going to fly to . (where?) on Friday.You'regoing to study English there,and then you're going to travel around the country with (who?). STUDENT L You'regoing to open a restaurantin the city centre next Friday. ... . (who?) rs/ aregoing to be there! Then you're going to opena secondrestaurantin ." (where?) next month. Instructionsp111@CambridgeUniversityPress2009
- 149. Vocabulary Plus Instructions There areten VocabularyPlusworksheets(p15f-p160). Theseworksheetsintroduce additional vocabulary that is not preseniedin the Student'sBook. The topic of eachVocabulary Plus worksheet is linked to the topic of the corresponding unit in the Student'sBook. There is an answerkey at the bottom of eachworksheet,which canbe cut off if necessary r Use theseworksheets for extra vocabulary input in class. The instructions give additional communicative stages you can include in eachlesson.We suggestyou cut off the answer keys from the bottom of the worksheets and check the answersyourself after each exercise. o Give the worksheets for homework. You can leave the answer keys on the worksheets so students can check the answersthemselves.Alternatively, cut off the answer keys before handing out the worksheets and check the answersyourself at the beginning of the next class. o Give the worksheets to fast finishers in class.This is often useful when you have a mixed-level classand some students finish speaking activities early.Students can begin the worksheets in classand finish them for homework if necessary.You can then give copies of the worksheet to the other students for homework at the end of the class. Language a clock, aradio,a phone/a telephone,aTY /a television, a DVD, a DVD player,a CD, a CD player,a door, a window Whentouseandtime Useany time after lessonID. 15-20 minutes. Procedure ."i!p Suden" dg.rh: exerciseon their own or in pairs' Check .'= answerswith the class(seeanswerkey on worksheet)' Drill the words with the class.Check that students' pronounce the lettersin aTV, aDVD (player) anda CD (player) correctly. Also highlight the difference between a cloclc(which goeson the wall) anda watch (in lessonlD). Put studentsinto pairs.Ask studentsto cover the vocabularybox in 1. Studentstake turns to saya number from 1-I0. Their partner saysthe thing in the picture for the number, for example:A Number6. eA radio. . = t , ;!1I Studens do the crosswordon their own or in pairs. - ' ^ . .'@ Stud"nts do the exerciseon their own beforechecking in -" pairs. Check answerswith the class.Point out that all thesewords haveregularplural forms with an -s addedto the singular word. Drill the plural forms with the class. 2 Gountriesandnationalitiesptsz Language England/ English, India /Indian, Swizerland / Swiss, Portugal/ Portuguese,Ireland / Irish, Peru/ Peruvian, Thailand / Thai, Poland/ Polish, the CzechRepublic/ Czech, SouthAfrica / SouthAfrican Whento useandtime Useany time after lesson2A. 15-25 minutes. Procedure @Sr,ra"n,s dg,th5 exerciseon their own or in pairs. Check ",":" answerswith the class(seeanswerkey on worksheet). Drill the countrieswith the class.Highlight the pronunciation of.England/'Ingland/, Portugal I'pcttjugall , Thailand l'tatlr.ndl, Polqnd/'peulend./ andCzechlt[ekl. Also point out that we saythe CzechRepublic. Put studentsinto pairs.Ask studentsto cover the sentencesin 1. Studentstake turns to point to a person on the worksheet and askwhere hey'sheis from. For example, student A points to person 3 and asksWherehefrom7. StudentB repliesHe JromIndia. . fi) St,rd"rrts do the exerciseon their own or in pairs. Check I ' I' answerswith the class.Drill the nationalities with the i class.Highlight the pronunciation of Czech lt[ekl and i Thai ltatl, and the different stresspatternsinPirtugal i andPortugiese/pcrtju'gil zl. Also highlight the extra v i in Peruian. lQWrite the questionsWhat his nationality?and What'sher nqtionqlity?on the board. Drill the questions with the class.Put students into new pairs. Ask students to cover the sentencesin 2. Studentstake turns to point to a person on the worksheet and ask what his/her nationality is. For example,l, Mhat his nationality? BHe Indian. .t ,'Gl, al Focusstudentson the table.Point out the endingsfor - - nationality words in the first column and the examplesin the secondcolumn. Studentsdo the exerciseon their own beforechecking in pairs. Check answerswith the class. b) Studentsdo the exerciseon their own beforechecking in pairs. Check answerswith the class. Put studentsinto pairs.Ask the classto cover the vocabularybox in 2. Studentstesteachother on the nationalitiesby taking turns to saya country from 1, for example:APortugal. BPortuguese. 3 Foodanddrinkp153 Language tomatoes,potatoes,oranges,beer,lemons, red wine, chicken, onions, sausages,bananas,white wine, steak Whentouseandtime Useany time after lesson3D. 15-25 minutes. o a I i 1Thingsina roomptst
- 150. ] Put studentsintogroups of three or four. Students I comparesentencesin their groups.Finally ask students Procedure . @ Stra"nts d.o,thgexerciseon their own or in pairs. Check "..:' answerswith the class(seeanswerkey on worksheet). Drill the words with the class.Highlight the pronunciation of orangesI'ortnd3rzl,chicken l't[tktnl ,onions I'rnjenzl , sausages/'sosrdgrz/and steak/sterk/. Note that tomntoes is pronounced /te'mqlteuz/ in British English and Ite'meftauzl in American English.Also point out that the singular of tomatoesis a tomato,not &+ffi^tee, and the singular of potatoesis a potato,not efotetee. Put studentsinto pairs.Ask the classto cover the vocabularybox in 1. Studentstake turns to saya number. Their partner sayswhat the food and drink is, for example:ANumber 77.B Tomatoes. , fl Studentsdo the exerciseon their own beforechecking in " J : palrs.Checkanswerswith the class. to tell the classone or two of their sentences. 4 Freetimeactivitiespts+ Language listen to music, go to the theatre,go clubbing, play golf, go to museums,play cards,readbooks or magazines,go cycling Whentouseandtime Useany time after lesson48. 20-30 minutes. Procedure .Il Studens do the exerciseon their own or in pairs. Check -''.---,'' answerswith the class(seeanswerkey on worlaheet). Drill the phraseswith the class.Highlight the pronunciation of listenl'ltsenl, theatrel'0tatel andcyclingl'saIklt4/. Point out that we usually saygo to the theatrebut go to museums. Checkstudentsunderstandthat when peoplego clr.tbbing, they go to a club to listen to music and dance.You can also highlight that we often usego + verb+tng(goshopping,etc.). ,'G fp Studentsdo the exerciseon their own beforechecking in pairs.Checkanswerswith the class. Put studentsinto pairs. Studentstake turns to saya word or phrasein column B. Their partner saysthe complete phrase,for example,n the theatre.Bgo to thetheatre. "".*- ^ ,'p Srudentsdo the exerciseon their own. Put studentsinto '": pairs. Studens take turns to say their sentences.Ask @ ul Studentsdo the exerciseon their own beforechecking .":- answersin nairs. Check answerswith the class. b1 S,rra"no answerthe questionson their own. Remind them of the short answersYes,I do. and No, I don't.befote they begin. Put studentsinto new pairs. Studentstake turns to ask eachother the questionsin 4a).Ask students to tick any of the freetime activitiesthey both do. Finally ask studentsto tell the classabout things they and their Dartnerboth do in their freetime. 5 Jobsptss Language a nurse, an artist, ajournalist, a mechanic,a secretary a chef,afarmer,aDJ Whentouseandtime Use any time after lesson58. 15-25 minutes. Procedure 'tl ^ ,lIl, Studentsdo the exerciseon their own or in pairs. Check -"...- ' answerswith the class(seeanswerkey on worksheet). Drill the words chorally and individually, focusing on word stress.Payparticular attention to the pronunciation of nurse lns'^sl,joumalist /'dSslneh stl, mechanic /mr'kenIk/ andcheJlJefl. Also highlight that the stresson a DJis on D, notJ. Note that a DJ standsfor a discjochey, although this term is rarely used nowadays.Also note that thereare two different ways to pronounce secret^ry /'sekretri/ and/'sekreteri/.Youcanalsoteachstudents that we sometimessaya PA lpi'^'etl(= a personalassistqnt) insteadofasecretary. Put studentsinto pairs.Ask the classto cover the vocabularybox in 1. Studens take turns to point to a picture and ask their partner what the person'sjob is, for example:AWhatherjob? B Shelanurse. .4r "@ Focusstudentson the exampleand picture 7. Studentsdo ..,--1" the rest of the exercisein pairs.While studens are working, be preparedto help them with any of the new vocabularyin bold, or encouragethem to check the words in their bilingual dictionaries.Check answerswith the classand check any vocabularyin bold that studentsare still unsure about. Drill the sentenceswith the class. , jft'I Focusstudentson the pictures and the example.Point out that studentsmust write their sentencesin picture order 1-8. Studentsdo the exerciseon their own before checkingin pairs.Beforethey begin, remind studentsthat they must use the he,she,it form of the verbsin 2 and tell the classthat all theseverbsareregular.Check answers with the class. Ask studens to cover2 and3. Put studentsinto pairs. Studentstake turns to ask their partner what people do in thejobs in 1, for example: AWhat doesa mechanicdo? BHe repairscars. . ^ 6 ^ ,G-* Studentsdo the crosswordon their own or in pairs. Check v": answers with the class. studentsto tell'the classone or two of their sentences.
- 151. 6 Roomsandfurniturep156 Language the kitchen,the living room, the bedroom, the bathroom, the toilet, the balcony,a sofa,a bed, a cooker,a fridge, a shower,a bath, a carpet,a table,a chaiq a desk Whentouseandtime Useany time after lesson68. 15-25 minutes. Procedure .ff fo.u, studentson the picture of the flat. Ask the class ;7" who lives there (Danny). Studentsdo the exerciseon their own or in pairs. Check answerswith the class(seeanswer key on worksheet). Drill the words with the class. Highlight the pronunciation of hitchenl'krt[ml , toilet l'tc1retl andbalcony /'balkeru/. Point out that we say the hitchen,the living room, etc.becausethereis only one kitchen, one living room, etc.in Danny'sflat. Also tell studentsthat we sayin the hitchen,in thelivingroom, etc. buton thebalcony. .'l| Stuaentsdo the exerciseon their own. Check answers '"j.' with the class.Drill the words and highlight the pronunciation of sofa/'seufe/ andfridge lfnd3l . Put studentsinto pairs.Ask the classto cover the vocabularyboxesin 1 and?. Studens take turns to test eachother on the rooms and thrngsin the picture, for example,aIlhat number8? t It a sofa. ,if,Ji Focus studentson the examples.Studentsdo the exercise -...-l on their own betorechecking in pairs. Check answers with the class. @ Stuaens do the exerciseon their own beforechecking in " : pairs.Check answerswith the class. Strd"rrs work on their own and write four more questionswith Is there... ?or Are there... ?about Danny's flat. Put studentsinto pairs.Ask studentsto cover the picture of Danny'sflat on their worksheets.Studentsthen take turns to ask their questions and sayif their partner's answersareright or wrong. , G ^ ."1fl Studentsdo.the exerciseon their own. You can tell ..*-.r studentsto look at 3 if they needmore guidanceabout what type of sentencesto write. Put studentsinto pairs or small groups.Studentstake turns to tell their partner about their flat or house.Finally, ask studentsto tell the classone or two things about their flat or house. 7 Partsofthebodyptsz Language head,face,arm, leg,hand, foot, back, hair, mouth, eye,nose, ear,teeth Whentouseandtime Useany time after lesson78. 10-20 minutes. Procedure " t ^ ill, Studentsdo the exerciseon their own or in pairs. Check -.' -*r-"' answerswith the class(seeanswerkey on worksheet). Drill the words with the class.Highlight the pronunciation of mouth lmau0l, eyelatl and teeth/tir0/. Point out that the singular of teethis toothand the plural ofJootisfeet. Tell the classthat all the other words have regular plural forms. Put studentsinto pairs.Ask the classto cover the vocabularybox in 1. Studentstake turns to testeachother on the parts of the body of the man in the picture, for example, a I/hat number4? BIt his nose.Alternatively, studentscanpoint to parts of their own body and their partner saysthe word. "p Studens do the exerciseon their own beforechecking in Y pairs. Check answerswith the class. ,@" ^l l@oraw four people on the board, onewith long .Y hair, one with short hair, one with a round faceand one who is very thin. Use thesedrawings to teachlong,short, round and thin. b) focus studentson the picture and check they understand what qn alien l'etltenl is. Studentsdo the exerciseon their own beforechecking in pairs. Check answerswith the class. .-l - ,r"-'n Stud.entswork on their own and draw a picture of a : t 7 - , . - "'--- dillerent alien on the back of their worksheets or in their notebooks.Encouragethem to use their imagination during this stageof the activity Students then write a description of their aliens,similar to the description in 3b). Remind them to usewords from 1 and 3a)in their descriptions. Put studentsinto pairs. Studentsarenot allowed to see their partner'spicture.-Studentstake turns to read out their description of their alien to their partner. He/She draws hiVher partner'salien.When studens have finished, they comparepictures and seeif they are the same. If you havea weaker class,ask studentsto do 4 in pairs, and do the communicative stageof the activity in groups of four. 8 Placeswithaf,in,on p158 Language at home, at work, at school, at a parq; in bed, in the garden, in the kitchen, in town, in the shower,on holiday on the train, on the bus Whentouseandtime Useany time after lesson88. 15-25 minutes. Procedure "tr _ '1!| Studentsdo the exerciseon their own or in oairs. r""*-;" Check answerswith the class(seeanswerkey on worksheet). Drill the phrases.Point out that each phrasebeginswith a preposition (at, in or on). o v,
- 152. Note that althoughit is sometimespossibleto useother prepositionswith thesenouns, the phrasestaught on the worksheet are the most common, and the most likely to be usedwhen answeringa questionwith Where... ? (Mhereareyou?, etc.). If you have done VocabularyPlus worksheet 6 (Roomsand furniture), point out that we also usein with otherrooms (in thebedroom,in thebathroom, etc.)and in thephrasein thebath.Youcanalsopoint out that we use itr witrr-towns, cities and countries:He in NewYorh.,They'rein Gennany.and that we cansayal q reslauranl/ cafeor in a reslaurant/ caJ|. Ask studentsto cover the vocabularybox in 1. Students do the exerciseon their own before checkrngin pairs. Check answerswith the class. Ask studentsto cover the sentencesin 2. Put studentsinto pairs.Studentstake turns to ask and answerquestions about the peoplein the pictures,for example:AWhete are thepeoplein picture1?B Thqt'reat aparty. Focusstudentson the nouns in bold in 2. Studentsdo the exerciseon their own beforechecking in pairs.@Wtle studentsareworking, draw the table on the board. Check answerswith the classby sa)'lng 4 noun in bold from 2 and asking studentswhere it goesin the table. Studentsdo the exerciseon their own. Put studentsinto groups.Studentstake turns to saytheir sentencesto the other peoplein the group. Studentscan ask follow-up questionsif they wish. Finally,ask studentsto tell the classone or two of their sentences. Language drive (drove), think (thought), sleep(slept),wake up (woke up), see(saw),break (broke), lose (Iost), find (found), send (sent), read (read hedl) Whentouseandtime Useany time after lesson9C. 15-25 minutes. Procedure ,&l Studens do the exerciseon their own or in pairs. Check -',- answerswith the class(seeanswerkey on worksheet). Drill the words with the class.Highlight the pronunciation of breah lbretU andlose Au:z/.Checkstudentsunderstand the differencebetweenwaheup andgetup. f) Stud.r,ts do the exerciseon thet own beforechecking in - pairs. Check answerswith the class.Drill the PastSimple iorms with the class.Highlight the pronunciation of thought lltttl andsaw lsctl. Point out that the PastSimple of readis pronounced kedl, but the spelling is the same. Put studentsinto pairs.Ask studentsto cover the table in 2. Studentstest eachother on the verbsin 1 and their PastSimple forms, for example,n thinh. Ythought' Gl al Focusstudents.onthe email. Studentsreadthe email '..F'' and find out if Vicky had a good weekend. (Shedidnt.) b) Studens do the exerciseon their own beforechecking in pairs. Check answerswith the class. ,&l al Pre-teachan arrn. Studentsdo the exerciseon their "-"-"' o*rr. Check answerswith the class. b) Studentswork on their own and tick the sentencesin 4a)that are tme for them. Put studentsinto groups.Studentstake turns to tell each other which sentencesare true for them. Encourage studentsto continue the conversationif possible.Finally, ask studentsto tell the classone or two sentencesthat are true for them. { 10 Theweatherp16o.} Language dry wet, hoq warm, cold, sunny,cloudy,windy, foggy, (26)'/ (26) degrees. Whentouseandtime Useany time after lessonl0B. 15-20 minutes. Procedure .ft) fo.,r, studentson the pictures.You can ask students 7 which countries the ciiies arein. Tell the classthat this is the weatherin thesecities todalzStudens do the exercise on their own or in pairs. Check answerswith the class (seeanswerkey on worksheet). Drill the sentences chorally and individually. Payparticular attention to the pronunciation of cloudy/'klaudi/ anddegreesldt'gti'^zl. With a strong classyou can alsoteach Itl raining-and Itb snowing.However,asstudentshavenot studied the PresentContinuous yet, we suggestyou teachtheseas fixed phrasesat this level. l$ Wnte the question What! theweathetlihe in Sydney? on the board. Drill the questionwith the class.Elicit the answer Ot warm.) and write it on the board. Point out that we :uselihein the question,but not in the answer (l#s#e-#ffiq.). Put studentsinto pairs. Tell studentsto cover the sentencesin 1. Studentstake turns to askwhat the weatheris like in the placesin the pictures,for example, n A/hat!theweqtherlihe in Barcelona?e Itl sunny. ft) fo.rl, studentson the table.Check studentsunderstand Y that this is the weatherforecastfor tomorrow Then focus studentson sentenceI and point out that we usebegoing to becausewe're talking about the future. Studentsdo the exerciseon their own before checking in pairs. Check answerswith the class. "^ .ffl a) Studentsdo the exerciseon their own. Check anbwers - wltn tne CESS. b) Studentsdo the exerciseon their own beforechecking in oairs. Check answerswith the class.
- 153. @ 1 Thingsinaroom Look atthe picture of a room. Match thesethings to 1-10. i actockf arSaioI aphone/at6tephone!.ri/tt6levision! aDViI i'aov6ptayer! ac6! aC6playerI adoor! awindow! Write words from 1 in the crossword. ,"'& *?SJifioi'the picture'writethepluralsof tc/ocks zd 3 w sp 6 r 7 D 8 D 9 C 1 0 C __ p sradeldC)ot sqf 6 s(IACg sra,(eldCAC/sorpergsauoqdalatTsauoqdssuorsr^alal/sLIn s^ropur.^a€sroopz$| cf 8 CAC1llroopf2 auoqdl .,r.ropur-a.rsorpery iaf,eldq1qE AJ7 nf,e1dq)f_L1co1ca l@ g^op,ti^v.ztoop'e'glradelde)u'6C)e'/-raduldqn6E'8CACE'tuorslalate/LLe 'EauoqdalateTauoqdv'gotpvtv@ @CambridgeUniversityPress2009
- 154. =e d r F =c ) C J + O q - @ Lookat thephotosandthe countries.FiIl in thegapsin sentencesl-10 r.|s 3,#f#: nationalitiesin 2 with thesecountries. l fr€h'td india SwTtzertandPSrtugatiretand Perfi g I rnfluna pBtandtheczechnepfrblicsouthAfrica g t*"""""..*."*_.",...."" ,.,.-..""-"**."$ 1 He'sfrom Englan-d.. o She'sfrom ------------., z She'sfrom ---------..... -.-.--.-... 7 He'sfrom e He'sfrom .-,.-.-------- e She'sfrom a She'sfrom -------------- ----------. 9 He'sfrom 5 He'sfrom ------------,. ----------. 10 She'sfrom Look again at the photos and the countries. Fill in the gapswith these nationalities. i Ing+ish indian Portugu*eseSwiss pStistr '! .-^-s c^,,+h lf i..^ Thri i.i"h Darflrriar il;;;;#.1L-: f-,-" n^-i...:-- i Czech SouthAfrican Thai lrish Perfrviani I : r v ! ! v t I 1 He's z She's 3 He's + She's s He's Enolish b) Write the nationalities for thesecountries in the table in 3a).o She's .... 7 He's------------ e She's 9 He's ---.. 1o She's I{Juar{ 'rBIII 'qJazJ :raqlo lasauedef'asaur]q)i"sa-:uprlptl 'uErqruolo] 'uEJrJar[y 'ueqrzerg'uur,rma4'uEJrrJVq]nos :urrl- 'uD-'u-:qsuug 'qsl{rnJ, ,qsruud5'rlsrrl'qsrlod:rtsl-(qpuu(u@ q)az)OL uEr.{nrad6qsul 8 ssrlttsL lrqJ'g uerrrJvrllnosS asanbnuodt uPrpul€ qr{oazd ,llqndrgqraz3aqrgl nia46 puEIarII puzlrazlr/1sl,puEIrEr{J9Erl{vqrnoss lz8nrro4t EIpUI€ puzlodz@ Instructionspl47@CambridgeUniversityPress2009
- 155. +). @ Wi " thewordsin 1in c o-""":g-s,!*-!:9:"j!2rc:?"9:.""" H D fruit r y T9S"l***-"i ____"__ C T drinks i : ; @ fi:::rete thesentence N A r Ilike I T 2 Ilove p O 3 Ieatalotof + I drink aE 5 ln my countrypeople J s o ln my countrypeople il;;:,; ;ilil,;;,,,.:;;;;,;.;;;;il,;,;; ua>lJrqJ'Jaaq'{Eals 'aur,lrra1rq.u.'suoruo f sBuEuI q 'g sa8esnus'I suoruo '.gl ua{Jrr{J 't auu ' p3r '8 @CambridgeUniversityPress2009 q#ffi! :. .1 i 3 Foodanddrink ii:. i" @ f-ook at the picture. Match thesewords to t-12. , tomltoes@ potStoes! dranges! beer! t6monsf-l redwine! I 'chTcken f BnionsI sdusagesf ban5nas! whitewine! steak! TfP!oThe singular of tomatoesis a tomato. The singular of potatoes is a potato. u Q - C A 6 > - B oc ffi nind the words in 1 in the puzzle (+.t @owFS H W E U F D E H R T O R A N G E S I E E N P S A V C X T Z A I S A U S A G E S K O I J S R E D W I N N E A T R K O I N E S T V E D U I N S B D P O T A T O E S E W E Q K J P L E G I t B A N A N A S D O R ,ri^ rt;;-:;;;; 'saotulod'sJoluurotsalquta8a.l'ffi saolButol'u 'suoural e ffi zt 4eJls '€ aurAalrq.A'/ sEuEuEq r' Instructionsp147
- 156. fif Matchthesephrasesto picturesI-8. ):c,' ,@u) . , 1 Make questionswith thesewords. cycling/ yol / go / in your freetime / Do ? .-D-o-yo-ago*cycltnginyourfreetmeL the theatre / you / Do / go to / a Iot ? 1 I z I don't I in the car / you / music / listen to / Do ? + clubbing/ Do / you / with your friends/ go ? s play / in your freetime / you / golf / Do ? you / museums / a lot / go to / Do ? 7 cards/ with your family / you / Do / play ? you / books or rnagazines/ in English / read / Do ? ? b) Answer the questions for you. Instructionsp148 aqsrlSugur saurzuBBurro $looq pear nol oq g 2dlue; rnod qtrr* sprur duld nod oq I OoIe surnasnlu ot oB nod oCI9 Zaurrlaar; rnod ui11o8 leld nod oq I ispuarrJ rnod qt1,t Surqqnlc oB nod oq t ZIEJaql ul rrsnru ol ualsrl nod oq g itol E artuaql,qr or oa nod oq z @(i saurzu8eurpear';1oBduld'surnasmu ol oB 'sprecdqd's1oo_qpear'Surqqnp oB 'arleaql aqt or oB €urledcoa[f sturlclo oB'TsautziSeuros{ooqpear'€sprerdeld'TsurnasnuroloS'yyo8'te1d'93urqqnPo3'larteaqlaqrotoS{p {l uut.h the verbs in A to the words / phrasesin B. AB listento 1 the theatre go muslc go to cycling go books read cards play clubbing go to golf play magazines read museums Complete thesesentencesabout your free time. Use phrasesfrom 1 or your own ideas. @CambridgeUniversityPress2009
- 157. Match thesejobs topictures I-8. nursep] anSrtistI ajo*urnalistI amech3nic! as6cretary! achef! afSrmer! *"*-*****'1 : aDJl I i ".."""""**_i '!!) uatctt thesesentencesto the people in pictures 1-8' Check new words in bold with your teacher or in a dictionary. Write the jobs from 1 in the crossword. ")lworkforaTVcompany. t-;i"*.". o - O - C ? -> -w oe a fik"p;r'.Q--"r IT @ Look again at pictures Use the phrasesin 2. r She.p-ainIspiclarcs l-8. Write sentencesabout the people' ffid-) _ _ . f f L- 2He s She +He s She 6He 7 She 8He dl workina t')l food. JarlcI asrnu 1 lretarrasg lspr?s JrueqJarut raruruJ€tslleurnolz tAt@'poogsaonpordallg raduds-a,r'auProJ$lro.ntaqsl'SJPJsrrEdaraH9 .letrdsoq Eur $lro.^aar{SS 'tuErnetsar? ur pooJ $looJ ag 7 'auoqd aqt sra.{suEpuE sJallal salrrlt aqs € 'olpPr aql uo ro sqnlr ur .,rr,*,xnll'rl1;@;G-;6-i'trttJ alr it.' +GO, irqn'er-arrilEJE'itrin'gl-rzrarcasn'9 j"'nqra-e'2rsrleurnofe'1rsrrruue@ lnstructionsp148 @CambridgeUniversityPress2009
- 158. 6 Roomsandfurniture Look atthe picture of Danny'sflat. Match thesewords to A-E ; 9 6 - ; thekitchen@ thetivingroom! theb6droom!$ tuan}},lj!ffivsq.l'.ffias thebSthroomfl t thetditet! thebStconyI I4 = Q 6 6 F =o . 5 - oo. 't,uaruarar{l'oN s'q araql'satrt'l.usrararp'o516'aruaraqt 'sa1z@ 'uaqrlr-naqrura8pu; Epupr3lool EqaratlJS ,fL ,/g'u?rlrtr{aqr-urlafuecELuqaraqlg duorluqaqluosrreqf,o^alaruaraqlt /eG, Z{sapE'.gTrrur{re'Valqvtv'6radtetv 'Lqleq,? (g ralyoqsu '5 aSpp; e 'E ra{oor ? 'I paq t 69 I duorleq eql 'c lalror aql 'J uroorqlEq ar{] 'Y ruoorp?q eql 'a uroor 3ur,r11aql @ Tick (/) the true sentences. Correct the wrong sentences. five t There aref.strf rooms in Danny's flat. z There'sa bed and a chair in the bedroom. / s There's a sofa in the living room. + There aren't any chairs on the balcony s There's a carpet in the kitchen. o There'sa bath and a shower in the bathroom. z There's a table in the kitchen. s There's a cooker and a fridge in the living room. ":Py;:;:::;"i:;:;::f#;:H,-f;:trHH"; Therearefour roomsin my flat. 3 Is there a table in the bathroom? 4 Is there a desk in the bedroom? 5 Are there any chairs in the bathroom? Instructionsp149 Danny --- | --= @CambridgeUniversityPress2009
- 159. ,,".,1Prf: ojthtiody_, @ Uatctt thesewordsto parts of the body t-13. @ tt,Check theseadjectiveswith your teacheror in a cllctronarv.l ] . . . . , . . . . " . . , headI facep arm! t.gE hand! i .tootE back! hair! mouthf eyeE nose! ear! teeth! TIPSIo The singular of teeth is tooth. . The plural of foot is feet. i :""9:T': '::loli: : b) Look at the picture of an alien. Fill in the gapswith the singular or plural form of words from 1. ]< E O - e ) l . r > r - r l i o e ll a b i g l h e a d . , a r o u n d : 3----,.-, -,--. He has short and four small s----------- r has a long 6---,,".------ and a very , but he only has five I thepuzzle(+ o). He has two very thin e'------------- and smal 10 ,-------. He also has very short N S O B J ---'-'-------and'big tt------"- ! O Z Q A K S F A C E 1@ Drawapictureofadifferentalien.Thenwrite E O R K T K O Y P W F T L E G LLspuEqotsrurE6rp?at8I{lnoIrIlasougsrEasluq' sada€ nuJz (l@ lcuq'loo]'asou rea'arEJ e @ Otqtaat'g rea't asou'7af,a'6qlnou 'Z 4aLI'1.I{ruq'€I looJ'Epuerl'9 bal'II @CambridgeUniversitYPress2009 from 1 in G H P H A H I I A L R N E A D M I D raa;zL s8al 'urrE'pE?q' Findthewords €__r__r, M T R I O E L E U E A R T T U D H H Y A R 'qtnoru'qraat 1 3a1 @ 'rIEr{ 'nrT r.. TIIJBI Instructionsp149
- 160. 8 Placeswithaf,in,on '@ uut.hthesephrasesto pictures1-12. i******"*""'"-' j athome@ atwork! atschool! atap5rty! inbed! inthegSrdenIinthekii:chen!I i.::::v:l -:**l*::tr--:ffi::-- "i"-::j::::f- : ::::::f-- -. * ---"i TIPS!o We use in with towns, cities and countries: He's in New York. They're in Germany. o We can say dt a restaurant / caft or in a restaurant / caf€. Look again at pictures l-12. Fill in the gaps witli. at, in or on. t They're at aparty. 2 He's bed. + She's--------the bus. s They're--------the garden. 6 She's-,------home. z He's--------the kitchen. e She's....----work. 9 They're holiday. to He's .....the shower. 11 They're--------the train. 12 She's--------town. ,'@ co-plete thesesentencesabout you. Use phrasesfrom 1. ..-.-three hours ago. 4 I was at seven this morning.' 5 I was yesterdayafternoon. 6 I was last SaturdaY evening. lnstructionsp149 ,.'@ W.t," the words / phrasesin bold in 2 in the table. . 1 I ' m ,_-,._now. 2 I was an hour ago. 3 l w a s o n i ul?rl arJl'luprloq 'snq rqr uo :u.l.rol'rr.^Aotlsaqt 'urqrlrl aqt 'uaprz8 aqt 'paqq:{ro4a' aur oq' . loor lr sr n@q ZL woL t u rO! u o 6 tPB u r t wg u IS u o } lE e q Z Gl tsn q a q lu o 'II ulurlaqluo ' '6 irpiloq ..o 'gi ,r^oqmqr "l 'zr u^^orur './ uar{rrD1aqr ur 'g uapru8aqr uI 'z paq ur 'T &red ? tE '€ looqrs lu 'g 4roar'lu @ i, @CambridgeUniversityPress2009
- 161. 9 lrregularverbs ,"& *n," theverbsin1 verb 1 2 3 4 5 6 7 8 9 10 a) ReadVicky's email. Did she have a good weekend? b) Read the email again. Put the verbs in brackets in the PastSimple. i@ t) Fill in the gaps with the Past Simple forms in 2. r I ,Iest somemoneylastweek. . 2 I ..- -....-.----.-a goodfilm on TV lastnight. 3 I - at7 a.m.thismorning. 4 | ..--..--........- an Englishmagazinelastmonth. 5 I . about I00 emailslastweek. 6 I for abouteighthourslastnight. 7 L . - . . t o s c h o o lt o d a y . 8 L... my arm when I was a child. 9 I .--. my last English lesson was easy. 10 I ". ------------.some old photos last month. b) Tick (/) the sentences in 4a)that are true for you. E O qEO G in the table. PastSimple thought/0c:t/ senr broke saw/sc:/ slept wokeup readlredl drove tost found punoJo!rq8noqt6a{orq8 a^orp/ rdalsgruasspeartrdna{odErEsz(E@-l.trtgl se.^as[ ro3T; punol€L rsolzt a{orq[[ .^apsottua.trep"qcre^8 pear1 dna>1or'r9rdalss tq8noqtv paf,vls€ t^:tpz(q@.pu,rJot asol5- "-ipi pr'rri a",rr"^i arryrs eest {E3rq€puasz€l'gpn t'e pues'0Ipuu'6asol'2{Earq'.Baas'7dna4u.r,r'fdaals'g{uqrO @CambridgeUniversityPress2009
- 162. tu*i'ffi & *H::* pictures'Matchsentences1-10to ."fI took atthe weather around the world tomorrow. v" : Make sentencesfor the places. Tomorrow'sweather gFi 1 2 3 4 5 6 7 8 9 1 0 ln Bogotdit's going to be ---w-e--t--- In CapeTownit'sgoingto be --- In Dubai it's going to In Dublin it'sgoing In Istanbul it's . In Lima ln Lisbon In Milan --- In Moscow In Tokyo 1 It's warm. z lt's hot. 3 lt's cold. + It's wet. s lt's dry. o It's sunny. 7 It's cloudy. e lt's windy. s lt's foggy. 1o lt's260. 5y-dney a) Look at thesequestions.Fill in the gapswith yesterdny,today and tomorrow. t What'stheweatherlike ". .-" ? z What was the weatherlike ? I What'stheweathergoingto be like ...-.......- ? b) Answer the questions for the town or city you are in now. 1 lr.'s 2 Il-was a It'sgoingto be -..-..--------TfP! o We write 26". We say twenty-six degrees. ,torrorrrol g dupratsal 7 f,vpot t P @ 'duuns aq ot Eulo8 qrl ol4o1 uI oL 'PIor aq ol Eu;oEqr1.&orsolNul6 o11lurl;eaaqolEuro8qr1 uelr'uIg'dEEo;aqo1 Eqots.l!uoqsr-IulI'trrrat loUZaqortulotql1uurr-IuI 9 dpnop aq o1Eulo8 s,trInqu?tsl u1 5 .{pur,r aq o1Suro8 sJI uIIqnC uI t loq aq or Suro8 qtl IEqnC uI € drP aq ot Suro8 qrl ualo1ade3 qz6l dlr3olxal^Io[ oJsrf,uerc,tn56o8n.rq]g Surfrag] ,.to1rrrrg9 orrp]s ratsaqJuzllt uruag€ oln?d opszd, Instructionsp150 iinen",f /7r74 -77/ffir, @CambridgeUniversityPress2009
- 163. Progress Tests lnstructions knowledge oflanguagetaught in previousunits. It is helpful for studentsto havedone the Reviewsectionat the end of eachunit in the Student'sBook beforedoing a ProgressTest.You can alsoencouragestudentsto revisefor theiert by doing exercisesfor that unit on the CD-ROM and in the Workbook, and by reviewing the relevantLanguage Summaryin the back of the Student'sBook. Note that ProgressTests5 and 10 alsocontain a listening section' o Allow students25 minutes for ProgressTests1-4 and 6-9, and50 minutes for ProgressTests5 and I 0 You may wish to adjust the time dependingon the level of your class. . Photocopyone testfor eachstudent.Studentsshoulddo the testson their own. You can either check the answers with the whole classat the end of the test,or collect in the testsand correct them yourself. Keepa record of the lest scoresto help you monitor individual students' progressand for report writing at the end of the course' . ProgressTestscan alsobe given ashomework' Listeningtests Thereis a listening sectionin ProgressTests5 and 10 only The recordingscripts(R5.17and RlO 1l) for thesetestsare in the Answer Key Both R5.17and R10 l1 havetwo separatesections'Focuson one section of the recording at a time. Allow studentstime to read through the questionsfor that sectionin the Progress Testbeforeyou start. PIaythat sectionof the recording without stopping and allow studentstime to answer the questions.Then play that sectionof the recording again without stopping. Repeatthis procedurefor the other section' AnswerKeyandRecordingScripts ProgressTest1 pl64 I 2 y o u r 3 m Y 4 Y o u 5 b u 6 y o u 7 I e Y o u s I 2 b) eleven c) three d) eight e) twelve f) four 3 z Seeyou soon 3 home number + this is 5 to meet you o first llarne 7 your surname 4 zHis ahe 4He sHer 6she zShe 5 2Spain 3Australia+China sBrazil sRussia 6 2repeat 3sorry'+What's sspell e mean Tknow 7 z umbrella 3 iPod / MP3 player + apple s pen o bag z pencil e mobile (Phone) 8 zwatches lpeople +babies5men 6women Ttables I countries ProgressTest2 p165 ProgressTest4 pl67 z Spanish 3 American + Chinese s Turkish 6 Brazilian z British 8 Russian 2 'm not, 'm 3 isn't., 's + aren't/'re not, 're 5 isn't/ 's not, 's 2 a musician 3 a police <lfficer 4 a doctor 5 a shop assistant6 an actor 7 a waitress I a taxr driver 2 ' m 3 l s + i s n ' t / ' s n o t5 ' s 6 ' s 7 l s 8 i s g A r e 1 0 a m 11Am 12aren'l/ re nol (2 marks each) z What'syour surname? 3 Are you married? + What'syour natlonalitY? s What'syour address? o Whar'syour mobile number? z What'syour email address? 6 b) forty-sk c) thirty-three d) fifteen e)fifty-eight f)a/onehundred ProgressTest3 p166 I zsma11runfriendly 4expensive5cold 6old 4 ) 2 are 3aren't/'renot 4're (are) 5 aren't/'renot e ' r e ( a r e )T i s n ' t / s n o t8 s ( i s ) g ' m n o t 1 o ' m ( a m ) t t s (is) 12isn't z daughter 3 son 4 Pam's s sister 6 Steve'sz father SJane s grandfatherto children 11grandparents 2 your g she + Our 5 He o their z please 3 else 4 sandwich 5 away 6 in 7 that's I much 9 welcome 2 cheeses rrlilk + chocolate s fiuit o bread z eggs s vegetables9 tea 10meat 11fish tz water z live 3 work 4 study 5work 6 have 7 don't have e like g don't like z play z go 4 go to 5 go to 6 eal z watch a play M 3 2 What music do You like? 3 Do you like Chinesefood? 4 Where do their Parentslive? s What do you do in Your free time? 6 Do your children studYlanguages? z What food do they like? 4 zchewinggum 3batteries4tissues5amap 6 a newspaper 7 amagazrne a a birthday card 5 2 over there 3 How much 4 each 5 These 6 canl have that z Anything else e that's all g Here you are 6a) z Wednesdaye Thursday + Saturday b) a)week b) months c)hours d) seconds 7 b)ten past five c) (a) quarter past eight d) (a) quarter to eleven e)ten to nine f) half past four g) twenty to three h)seYeno'clock E w -r= 9 S = m a, tn * ('? Hfr3Vr" € -'l fi1 tt? E " ' X rn
- 164. cfi !t'l ir.l =- 6n ffigCE CJ) {5 u c 3 4 GC CL +qif13*. 'n:,rS;9{ ProgressTest5 pl6B-p169 iii.,:i;iilSeepl6l for Listening Test-instructions. I CUSTOMERExcuseme. Do vou haveany postcards? AsslsTANTYes,they'reover there. c Oh, OK. How much arethey? R They're 60p each. c Thanks. And how much is this map? A lts t) 9). c OK. Can I have this map and eight postcards,please? a Sure,anything else? c Er . yes.CanI havethatbox of chocolate"nlo".o? A The big box or the small box? c The smallbox, please, A OK, that's,um, f,L574, please C Hereyou are. I Thanks very much Bye c Goodbye. 2 TOBYHi, Eric How areyou? ERlcI'm fine, thanks,Toby And you? T I'm OK, thanks Eric, this is my sisterVicky E Hi, Vick;,:Nice to meet you. VICKYYoutoo. Do you work with Toby? E No, I don't. We're old friends from school.I work for a computer company I'm a manager v Oh, OK. Do you like your job? E Yes,I do. But I'm alwaysvery busy.I start work at half past eight and I get home at half pastseyenin the evenlng V Do you work at theweekend? E I sometimeswork on Saturda;1,but never on Sundal: v Sowhar do you do on Sunday? E Well, I alwaysget up late and I usually go to the crnemain the evening And what aboutyou?Where do you work? I (2 markseach)z 60p I f5.95 + eighr s small 6 LI5 74 2 (2 rnarkseach)zT 3T 4F sF 6T 3 z has 3 works 4 leave 5 starts 6 has 7 doesn'thave e finishes 9 gets 10have tt watch 12go '13work 14don'twork 15watches 16doesn'tlike 17goes 4 zdo 3have4does5work 6doesTstartSDoes gdoesn'tlodo 11havetzDo 13do 14Do 15don't 16Does 17doesn't 5 2 i n 3 o n 4 a t 5 i n 6 a t 7 i r l 8 a t 9 o n 1 0 a t 6 z CanI have : mushroom pizza 4 would you like 5 for me a a bortle of z sparkling 8 a dessert g Notforme to forme 11haverhebill 12Of course 7 2burger 3chips asalad schicken 6strawberry 7 icccreams applcpie 8 z We plal' lsttit everyweek. 3 I'm sometimeslate for ciass 4 We never go to concerts. 5 He'susua tired on Mondays. e They eatout everyweek. z We don't usually get up early 9 zSpain aWhere 4this sfor otheir zwirh spast 10 z I'rn sorry I don't understand 3 My brothers a doctor. a What's your mobile number? s This is my new car. 6 I go to the cinema aIot. t Shestudies Englishat school. e What music do you like? 9 My father's name is Bill. ProgressTest6 p170 I z there'sg There isn't + there's s There's 6 thereisn't z There aren't 8 tireres 9 therearen't 10thereare 2 z thereis 3 ls there 4 therelsn't 5 Are there 6 there aren't 7 Are there 8 thereare 3 zasupermarket3amarket +abank 5achernists 6 a square ,l 2some 3a:ny4a 5alotof 6three 5 2awallet smoney 4acamera5acreditcard ekeys 7 a passport8 an ID card 6 zDoyouhave 3isit 4When sfrom 6to 7on Sday g where's10show 11Here 7 2ajacket3askirt 4shoessajumper 6adress T a c o a tS a s h i r t ProgressTest7 p171 I 2 operas 3 watching + don't s visiting e likes, clothes z films g classical,doesn't9 love 2 2 them 3 him 4 her s they,us 3 (Z markseach)2 Shecan'tcook 3 Shecanride a bike. + Shecan'tplay the guitar. 5 Brian canswirn. 6 He can'tsing. 7 He can'tski. s He canplay basketball 4 2 A Canyour daughterspeakSpanish?s Yes,shecan. 3 A CanTina'sbrotherplay thepiano?BNo, he can't. 4 A Can you speakEnglish ver) well? BYes.I can. (Yes,we can.) z Wheres r right 4 on 5 opposite 5 Is 7 near 8 in s left lo on 11next to 2 send : chat to 4 buy 5 watch o book ProgressTest8 plz2 I 2empty aright 4short sterrible/awful oeasy 7 unhappy I interesting 2 zwas 3were 4were swasn',t6was Tweren',tSwere gwasn't 10was11was 12weren't 3 z ,kre his brothers at the party? 3 they were 4 Was his sisterthere? s shewasn't e Where were Ewan's parents? 7 Was the food very good? a it was 4 zago 3in 4yesterdaysago 6last 5 z February :June 4 August 5 September6 November 6 z shall we 3 Let's a so s Why don't we o that's 7Where g at s shall
- 165. 7 il 22de)20,000,000rl 1666e)31't h)200,000 i)2018j) 950 Hmm. And what did you do in Paris? Well, on Saturdaywe wenf shopping and had dinner with friends.And on Sundaywe went sightseeing.Parisis a very beautiful ciqz Yes,it is, isnt it? I went there two yearsagowith somefriends.We had a greattime. And guesswhat - it's my birthday next weekend! Nol What areyou goingto do? We'regoing to visit my sister- and shelives in Berlinl oh. (2markseach)zb) aa)+b) sb) 6b) (2 marks each)z train 3 in a hotel + Sunday 5 two yearsago 6 her sister (Z marks each)z 'm not going to look for : 'rn going to start + s (is) going to get 5 aren't/ 're not going to have 6 aregoing to move z 'm going to start 8 're going |o look for g isn'r/snot goingto look flor 10s goingto do 2 go 3 go to 4 have 5 go to 6 have 7 go 8 watch (2 marks each) z Are you going to do any examsnext month? EWhere areyour parentsgoing to go on hoiiday? 4 Is your sistergolng to get engagednext year? s When areyou gotng to move to the UK? o Are you going to watch TV tonight? I scared z with my brother 3 Have a good time 4 Seeyou next 5 Yes,seeyou 6 visit my parents 7 Havea goodweekende goodluck with 9 verymuch z I'm not from the USA. 3 I don't live in London' + They aren't/ They'renot from France. s I didn't go out last night. a They weren't at work. z She can'tswim. 8 He doesn'tlike coffee. g There isnt a market. 10It wasnt expenslve. 2 some 3 lives 4 their s watching 6 were 7 ago 8 oppositee Why 10in 11this t2 bY z Let'sgo to the beach. I Where were you born? 4I went on holiday last month. s Where did you stay in London?o My birthdayson Decernber 30'h. z How many peoplewerc at the party? s His grandparentsiveren't at the wedding. g This is my favourite jacket 10I never listen to the radio. t t What shall we do this weekend? ProgressTest9 plzs l' zplane 3boat 4motorbike 5bus 6bike/bicycle 2 2 h^d 3 visited 4 met 5 bought o didn't stay 7wanted s left g travelled 10was 11were .12got 13didn'tsleep 14stayed15went 16wrote 3 2goon 3rent 4go 5staywithogolor zgo etake 9 stayin 10travel 4 : Where did you go last weekend? + When did they arrive at the party? 5 / 6 Did Suego out yesterdal' evening?z / 5 2returns3When 4come 5On 6That'szyour I next 9 does 10ln 6 z How much : When +Why s How many e What 7 How old e Who ProgressTest10 p174-P175 , ' .: , lge p16l for ListeningTestinstructrons' I TOURISTGoodmorning. ASSIsTANTHello, canI helPYou? T Yes,please.Do you have a map of the city cenlre? n Yes,of course HereYouare r Thank you. How much is it? A lt'sfl50 T OK, thanks.Where'sthe theatre? A Its in Market Street,opposite the cinema. T Canyou show me on this maP? n Yes,of course.Um, here it is. It's about 5 minutes away r Thanks And whereb the museum? A lt's in Park Road,near rheshrion' T Oh les, I know. When is the museum open? A lt's open lrom nine thirty a.m [o six p m. T Is it ciosedon MondaYs? n No, it isn't But it is closedon Sundays. T OK, thank you very much A You'rewelcome. GoodbYe r Bye 2 BoBHi, Louise.Did you havea goodweekend? LoulsEYes,I did, thanks lt was my husband'sbirthday on Saturday B Oh, what did Youdo? L We went to Parisfor the u'eekend. e Really?Did You flY? t- No, we went by train. lt's only about two hours fiom London. B Oh, right. And where did You staY? L Oh, we stayedin a very nice old hotel in the city centre. B B t 2 + 5 6 zbrrred:sad 4exciled stired 6a:ngry7 hungry 10 T' 3 F F z.G1 crll:U €n ci u? x# -{s 98
- 166. ProgressTest1 25minutes Fill inthe gaps with I, m!, you or your. BoB Hello, 1../..'mBob. What's name? ANN Hello, name'sAnn. BoB Nice to meet a too. Hi,Liz. Hi, Kim. How are 6-______________? 7---------------'mfine, thanks. And 8 s--------....-__'mOK, thanks. Write the numbers. ANN 5 KIM Ltz KIM Ltz a)6 six b)11 c)3 Fill in the gapswith thesewords and phrases. i eeo'dbve homenumber th'isis firstname $t - - - - - J i f to meetyou yoursurname Seeyousoon $ *-****-._""_J sALLYt..8p_o_dbye_, Colin. couN Bve.Sallv.2 SALLYYes.seevou. PAUL Whats your 3____________ DAVE It's 020 7845 5447. d ) 8 e) 12 rl 4 Tom, a LiIy Hello. Lilv Nice s You too. 6 R me. that. nlease? . .... , I don't understand. - 'merhaba'in English? How do vou 'comDuter'? What does'diary' ? I'm sorry,I don't ANDY TOM LILY KATE MARIO KATE MARIO What'syour 6 It'sMario. What's7 - , Please? It's Maldini. f # ffian 5 man 2 watch 6 woman 3 Derson 7 table 4 babv 8 countrv AnswerKeypl61 ln|4I Fill in the gaps withhe,his, sheor her. n What'st hrs name? g z name'sPeter. n Where's3 from? g a 'sfrom the USA. n Whats her name? g s name'sLisa n Where's6 from? B 7.....----.."..-'sfrom the UK. Name Scorel-lsol Fill in the gapswith thesewords. i fxeuse spetl mean know sorry repeat What's i r""-""_****":"""",""***__*""*J t ffi€-P @) 6 i@ *tt,e the plurals. " 1 chair chairs 1"@ *n'e thecountries' 1 Tu"rkey 5 i''@ 1 Excuse 2 Canyou 3 I',m 4 5 6 7 @CambridgeUniversityPress2009
- 167. ProgressTest2 25minutes Scorel-lsolJ *"""*""*-=;-r Write the nationalities. 1 Germany Q-erma-n s TurkeY z Spain 6 BtazTl : ihe USA z the UK + China 8 Russia FiII in the gapswith the correct positive (+) or negative (-) form of be. t Serge isn:t (-) ltalian. He "]s (+) from France. (+)2 I (-) from the UK. I from the USA. 3 Maila (-) from Brazil.She from Colombia. You ----------------(-) a teacher.You a student. It -.----------,-------(-) a German car. lt aJapanesecar. @. ritt in the gapl in theseconversations.Use the : correcl.lorm of be. I Where l---ar-e---you from? e I 2 A 3 - fromEgrut. your teacher from the UK? (+) s No, shea-----------.----------. n What his name? B His name Henry A 7...--... MrsJonesfrom London? g Yes,she8--.-------------.----. A s a Yes I1o you from Mexico? A 11---..-----------..----I in this class? g No, you t'.,---------..---------. olease? KARENIt'S KATCN. r Thanks.2 r lt's Brown. r OK.3 r No, l'm single. T 4 K I'm Australian T s r lt's 67 ParkRoad,Manchester,MI7 3JT. r OK, thanks. 6 r My mobilenumber?It's07899345768 F 7 r lt'skaren.brown@webmail.net. r Thankyou. Write the numbers. a)20 .twenIJ. d) 15 e) 58 f) 100 (+) @ *n." thejobs.Usea or 4n- fu gi:ff:",ff:ffi"#'*" the questions. rouv Goodmorning. Welcometo the nine2five EmploymentAgencY. 1-Whatls.yp-ur.firstnane.. ale-aehe-r. @ I ' l t C nbl46 c)33 AnswerKeyp161 @CambridgeUniversitYPress2009
- 168. !/)tu ProgressTest3 25minutes : friendly6 new Write the opposites of theseadjectives. t good b_ad z big Name Scorel--|sol @ Where'st/@Dbag? 6 Where areyou / your parents from? Is she/ her an actress? We/ Our teacher's name is Caroline. He/ Hisisn't from Mexico. Whats they/ their dog'sname? Readthis conversationin a cafe.FilI in the gaps with thesewords. betp welcome that's else much i sandwich away please in i AsslsTANTCanIl he-lp---you? cusToMERYes,two coffees, n Anything' ? c Yes,an egg -----, please. I Eatin or takes ? c Eat .----, please. A OK, f.6.25,please. c Thankvou very A You're e 4 cheao s hot Choosethe correct words. Write the words. 3 4 5 @ Eitt in th9 gapswith the correct positive (+) or negative (-) form ol be. Look at Roy andJane'sfamily. FilI in the gapsin thesesentences. @ 1 2 3 4 5 6 7 8 9 1 0 1 1 Janeis Roy' Pamis Roy Nick is their Leo is 's tt.ujfe. andJane's Pam is Nick's husband. srster. is Pam's mother. Jo is LeoisJo's niol 5 6 AnswerKeypl61 o# "@o Roy is Steve's 3 " 9 SteveandJo are Leo and Pam's.---. 4 -.---.- 10 Roy and Janeare SteveandJo's 1 1 @CambridgeUniversityPress2009 1 2
- 169. ProgressTest4 25minutes .@ CU""sethe correct verbs. t @t watchout with lriends z play/ go comPutergames 3 goto/go shoPPing 4 goto/ go thecinema ""'-"T"'li-iffir'J,hz,';:;::,#:#?'Jl:;','@ Name Score[-lFo] Read this conversation in a shop. FiIl in the gaps with thesewords and Phrases. I f*etre overthere each Hereyouare Howmuch f I n'r.t. that'sall Anythingetse canI havethat I L*** *.**.-.**".*"*-*r cusroMER'.-Exsasg-me.Do you haveanypostcards? sHoPAsstsrANTYes,they're c Thanks aretheY? sA They're 40po.... c OK. And 6 sA Of course. .. . ? c N o , 8 thanks sA OK, thatsf8.59,please. octq ffi o r-4 @ E @ k0 <r. w - i;;;;;'tcards, please box of chocolates? 5 6 7 I go to / go concerts eat/ play olut play / watch TY go/ playtennis O ml ce sA Thanksa lot. G-oodbye. a) Write the days of the week. 1.MPndaY". , TuesdaY,2 Friday, -.,--, SundaY b) Write the time words. al7.day.s.= t ., ..--- c)l day=24 ... ..-- b) I year = L2 ..---..---...---.---..d) I minute = 60 --------..---------. ,"@ *ut " questionswith thesewords' W.he.r.e..-doy-ou.vyark? 2 music / do / What / like / You ? 3 you / Chinesefood/ like / Do ? + Iive / do / Where / their Parents? s do / What / in your freetime / yo:u/ do ? 6 your children/Do /languages/ study ? AnswerKeyp161 El Comnletethetimes."v""ri'"---". d . f.tue- ... -----.f.q------nine b) .... .... - ...-.----...----five c) ... .. . ...-. eight d) ... ...- eleven e) .. -... -. -------.--------nine f) .- .. - -- ...-.------...--four d -.. "..- -- ,.--------------three h) ... .. f-T7-lL--I-iJ j z food / they/ What / like / do ? @CambridgeUniversitYPress2009
- 170. ProgressTest5 5ominutes ,& W Listento a conversationin a shop. Choose tlre corTectanswers. t The rtrop @ / doesn'thaveanyposrcards. 2 The postcardsare50p/ 60p each. 3 The mapis f5.95 / f.5.99. 4 The customeibuyssx / eightpostcards. 5 The customerbuysa big/ smallbox of chocolates. 6 Thecustomerspendsf.15.24/ f75.74. m ,ri}} Listen to Toby, Eric and Vicky. Are these sentences ','J, true or false? t Eric is Vicky's brother. __F__ 2 Eric doesn't work with Toby. 3 Eric's a marrager for a computer company. 4 He gets home at 8.30 in the week. ________ 5 He sometimes works on Sunday._____-_. 6 He usually goes to the cinema on Sunday evenrng. Name Scoref-Fod work at 7.30.He always (have) a coffeeand a cheesesandwichat about II.00, but he ---.........(not have)lunch. He .."- (finish) work at 4.30andusually ..- (ge0 homeat about5.00or 5.30. Andy and Kathy (have)dinner at Sundays. Andy usually focjtball on Sunday afternoon, but Kathy ..______..__.(not like) football. She .,......-..-(go) out with friends. about 6.30. Then they 11___ TV and 12 Andy and Kathy 13_.. Saturday,but they 1a When 2 breakfast? Ar 6.30. Wherea ln a caf€ near their What time 6 Ar 7.30. No, he When 10 (watch) (go)to bedat 10.00. (work) every (not work) on Andv and Kathv 3 Kathv s ? flat. Andv 7 work? he have lunch? (watch) usually m !| Readabout Andy and Kathy in 3 again.Then filIin i -" the gapsin thesequestions and answers. n What time 1---_d-oe_.s-..Andy getup? B Ar 6.00. "@ nead about Andy's daily routine. Put the verbs in B A B A B A B A B A B A B A B .._(start) @CambridgeUniversityPress2009 Andy and Kathy 11___ dinner? At about6.30. they work on Saturdays? Yes,they 13__ 1 4 No, they 1s__ 1 6 they work on Sundays? Kathy like football? A s : Andy is a taxi driver in London. He 1gp_tS-tlp (get up) at 6.00 and he . (have) breakfast at 6.30 with his wife, Kathy. She (work) in a cafe near their flat. Andy and Kathy _________-__(leave) home No, she 17 :'@ Eiff in the gaps with on, in or at. t _qn_-Sunday 6 ________ z ....-...the morning 7 ._...... 3 ________Friday morning 8 ________ 4 _...._..half past four 9 ._-_____ the week night the afternoon the weekend Friday evening midday AnswerKeypl62 at about7.00.Andy 1 0
- 171. "G) outt andKerry are in a restaurant. Read the conversation' ' -" Then fill in the gaps with these words and phrases' wAITERAre you ready to t.ordef.- ? KERRY Yes.2------...----- --.the lasagne,please? DAN And can I have the 3---..--------.-- - , please? w Certainly. What a---------. ----..-to drink? r An orangejuice s---------..- --.... please' o And can we have 6-------..--- ...,-mineral water? w Still or ... .. ? o Still, please. w OK. Thanks verY much. w Would you like . ...- ? K e------.....---- .. , thanks. o Fruit salad 1o---..-.--- -.-.---, please.And two coffees,please. Certainly. E;cuse me. Can we 11 , please? Thanksa lot. Make sentenceswith thes,ewords. 1 early/ goes/ She/ to bed/ alwaYs. She-.alway.sgpe..sIp b-e-d-ea.r..ly' 2 week/ playlWe / everY/ tennis . 3 I'm /for class/ sometimes / Iate . 4 to concerts/ never / go / We . s usually/He's /on Mondays/ tired . 6 eat out / They / week / everY. t early/ usually / We / getuP / don't . '@ Ct-t..se fhe correcf words. :'" t whatsyou /@first name, Please? z My wife is from SPain/ SPanish. E What/ Wheredo your brothers live? 4 How much is this/ thesewatch? 5 I work in / for a British company. o This is a photo of they/ their children. 7 I go out with / for friends a lot. w D w D o Write the words. 4..___....--...___,.._.p--.-...-. AnswerKeyp162 e lt's half past/ to eleven. 6 llll Correct these sentences. . t - s t Hefrom theUSA. I'm sorry I not understand. My brother'sdoctor. What your mobile number? This is my carnew. I go to cinemaa lot. ShestudysEnglishat school. What music you like? My lathernameis Bil.. 6 @ @ rn ql t______..._______....._c__.-- @CambridgeUniversitYPress2009
- 172. ProgressTest6 25minutes fS lttt inthe,,gapswith there,thereisnl,theredreor t@tnere aTent. Write the words. ,,-'&, Flll in the gaps with the correct form of there is / .-"' thereare. t 1 lS..the-re____a theatrein Wolverhampron? g Yes, I live in Wolverhampton, a city in England. 1Ihe-re-ar.e..(+) a lot of nice buildings and . (+) a beautiful old theatre called The Grand. (-) a river in the centre, but a--------------- (+) a very nice park called West Park. s------., (+) a station in Wolverhampton, but .. (-) an airport. I live in Albert Road, near West Park. . _(-) any shops in my road, but (+) a small supermarket five minutes away.And (-) any restaurantsin my road, but 10______________(+) a lot of very goodrestaurantsin the centre m .ffi%w 1 a 2 a 3 4 a DUrse 5 a 6 7 a 8 a n It'sopensfrom/ to 9.30a.m.6from/ to 5.30p.m. Is it closed7in/ on Mondays? No, it's open everyEday/ days. ,,il[il Readthe conversation.Choosethe correct words . v . or pnrases. AsslsrANr Hello. Can t t@'l)/ help.syou? TouRtsT Yes,please.zDoyou have/ Youhavea map of the city centre? n Yes,of course. Here you are. T How much 3rsit / it is? I It's free. t aWhen/ Whereis the City Museum open? 4 3 B No, 4 s B No, 6-__ A 7 B Yes,8 1 abus 2 a s 3 a m an airport? any shops in Albert Road? any good restaurants in the centre? 5 Fttn:ii:li:. r l.i-;3*;a ffi jeans ffiJffi ffia A T A @ r And ewhere's/ there'sthe Royal Theatre? A It's in Green Street. r Can you lohelp/ showme on this map? A Yes,of course. 11Here/ Whereit is. r Thanks a lot. Write the words. StoD Choose the correct words. t There's@/ any bus station. 2 There aresome/ any hotels. 3 There aren'tanlany museums. 4 There isn't a / somecashpoint. s There areany/ a /ot o/ shops. s There area / fhreecinemas. +ab 5 a c o a 5 ffi ffi ffi # ffi,w cn Lt AnswerKeyp162@CambridgeUniversityPress2009
- 173. ProgressTest7 25minutes Fill inthe gapswith thesewords. t .Uates love likes don't doesn't filmsn -hat€s love tlKes oon r coesn t rrtlrr5 i : . 1 ! watching visiting classicalclothes oPeras i.'.'*.-* "*.*...".',.i t My sister hateS.flYing. z My parentslovesoap-.--------.--- a I like ---sPofi on TV ---like dancing. s Mike andJulie like "-------------new places' o Gillie --. - . shopping for .----------------- 7 My sons don't like horror I Zara likes .. . music, but she like rock muslc. , ;; ..- ."----.--... animals. We have five cats and three dogs! Scorel-lsol "^ s with thesewords. Then comPlete'&l Muk" question i.*-..-"' the short answers. 1 A swim/You/Can? ea.nYous)!fln?- g No, !can't"... z n Spanish/ Can/ daughter/ your / speak? B 3 A B 4 A Yes,--.------------- piano/play / brother / Tina's/ the/ Can? No, ______..------.- well / speak / you / Can / very / English ? T#.:',f,n,:x*:I3l;,"!*l*e thecorrect s Yes, OLD STREET roM Excuse ''you !@ 7Where's/There's the theatre? MAN Go along thls road and turn 3left/ right. The theatre is ain/ on the right, snextto / opposite the museum. ToM Thanks very much. ToM Excuse me. 6/s/ Are thete a bank Tnextto/ nearhere? MAN Yes,there'sa bank 8at/ in Old Street.Go along this road and turnsleft / right. The bank is loon/ in the left, llnextto / opposite ffiifr,:i".,iifi"ftT""l#ln;?lf:"j1t @ ctto"se the correct words' t @t Ue loveItalianfood. 1 2 3 4 5 6 7 8 z Do you know theY/ them? g I don't understand he/ him. + Maria's nice. I llke she/ her alot. s Do they/ them live near we/ us? * She She She . Brian He He He AnswerKeyP162 the postoffice. ToM Thanksa lot. .^ Gl choose the correct words. - u---------.: - 1@ry1o9/book music 2 send/ buYemalls s chatto/ bookfriends + buY/ watchconcerttickets s listen/ watchvideos o book/sendflights i m g t @CambridgeUniversitYPress2009
- 174. ,.'"& *n,e theoppositeof theseadjectives. zfull 3 wrong ProgressTest8 25minutes + long 5 amazing o difficult Name Scorel-lsol ".t G.l Choose the correct words.'- 1 Pererwasat a wedding@t rgo 2 I wasin London two yearslast/ ago. 3 Our sonwasborn last/ in 2007. 4 Where wereyouyesterday/ Iastafternoon? 5 Kim wasat home an hour ago/ yesterday. 6 I wasn'tat work last/ yesterdayweek. t happy a boring Read about Ewan's birthday party. with was,were,wasn'tor weren't. Hi Stephanie How are you? My weekend 1...w_d.s....great! It (+) Ewan's30thbirthday parry on Saturday There 3__________-.......(+) about 50 people at the party. Ewan's three brothers (+) there, but his sister (-) there. She6_..___.____..__......(+) in the USA, I think. Also his parents (-) there, they 8...-__.______(+) in Spain. The l music (-) very good, but the food i (+) fantastic!It 1i.__......_.____(+) a j good party, sorry you (-) theret i Love Pia -****fTI Make questionswith thesewords. Then fill in the gapsin the short answers. A pafty / birthday/ When / Ewan's/ was? 1llhen vrasEwanlsb.fihday pa.rty.?... a On Saturday. A his / at the party / Were/ brothers ? g Yes, n there/ his / Was/ sister? 4 s No, A were/ Where/ parents/ Ewan's? 6 B In Spain. n the food / good / very / Was ? we meet? EVE Let'smeet 8at/ to the bus station. tAN What time eshall/ do we meet? EVE About three o'clock. tAN Great. Seevou there. Bve! --r Crl Write the years,datesand big numbers.- a)nineteensevenry 1978 b)seventh 7th c)threethousand 3_,App d) twenty-second e) twenty million f) sixteen sixty-six E)thirtv-first h) two hundred thousand ..--._______ i) twentv eishteen j) nine hundred and fifty What zweshalL/ shallwe do this afternoon? 3Whydon't / Let'sgo to the park. No, I don't thlnk4that/ so. We always go ro rhe park. OK. sWhydon'twe / Shallgo to that new shopping centre? Yes,6that's/ that a good idea. TWhere/ When shall AnswerKeypl62 October, "t'Lil Readthis nhone:v. conversatron. Choosethe correct words or phrases. tAN Hi, Eve.How t. t z'- 1is/ Qg)you? EVEI'm fine, thanks. And you? tAN I'm OK, thanks. EVE IAN @ tD tJ't G t-T7l $/ Writethemonths. t'Jan'uary Fill in the gaps ,July, B Yes, 8__ @CambridgeUniversityPress2009
- 175. ProgressTest9 25minutes scorel-lsol ,:TH:;"*fiff::il:::t;:'*:Eil::f3f" rDidyor'#i#3d rv lastnight? i 1 a 5 a ,@ 3 a 2 3 4 5 6 7 @ nead this conversationat a station. Choosethe correct words. What did Dave do yesterday? / Where you did go last weekend? When did they arrived at the party? Did your parents like the present? Do Sue go out yesterday evening? Where did vou meet vour wife? Sarah's the Past Hi Mum and Dad i How areyou?SarahandIl arrived (arrive) I in Goalastnight.We z--..-----------.------------,(have) i a fantastictime in Mumbai and Sarahand I j (visit)someamazingmuseums. i We also (meet)somenicePeoPle i and Sarah (buY)someclothes We I --.--(not stay)in Mumbaivery long j becausewe 7---------.--------------,.---(want) to go to Goa. i We 8-----------..---------...----(leave)Mumbai at 5 a.m. i yesterdayandwe (travel)to Goa i by train.Ir 10...-..--..,........ (be) a l2-hour I journey andwe ". (be)very tired i when we -.. G"0 to our hotel.Sarahl ------(not sleep)verywell, so this f morning she1a-----,-.------ (stay)in bedand j I 1s,.-----------,-.----- - (go) to thebeach : LovePaul PSI 16----,--.---- (write) you an emailfrom Mumbai.Did you getit? ff, Choosethe correct words or phrases. t go/6iid thebeach s gofor/ gofo a walk z goon/ goto holiday 7 goon/go swimming 3 travel/ renta car e take/ rentphotos 3 A B 4 A B 5 A B 6 A B 7 A B 8 A B + go/ gofo sightseeing 9 staywith/ stayin a hotel 5 staywith/ stayin friends lo rent/ fravelaround m AnswerKeyp163 holiday in India. Simple of the verbs Read about Paul and FilI in the gaps with in brackets. TlcKErSELLERHello. 1@ / Do Ihelp you? cusroMER Two 2singles/ returnsto London, please. TS 3When/ Wheredo you want to acome/ goback? c sOn/ ln Sunday evening. rs OK. 6That/ That'sf.54.60, please.Here are Tyou/ your tickets. c Thanks. What time's the snext/ near ttair'? Ts There'sone at L0.23. c What time edoes/ is it arrive loto/ in London? rs At-12.15. c Thanksalot.Bye. re i,'@ fitt in the gapswith thesequestion words. ::ar"',!d"ie*"*)baaaa'iu^_iliniolawq*s:'ia!* i lAlh"* Who What Why When I i Howmuch Howmany Howold $il...,.,,""""*-*.- 1 a Whefe-- are you from? g I'm from Colombia. 2 A ..-......--...- is that green bag? e lt's f,45. did you buy your phone? Sixmonthsago. -.-wereyou latefor class? BecauseI got up late. ---peoplewereat the party? About a hundred. did you do lastnight? I went to the cinema. is your daughter? She'sthirteen. --- 'syour Englishteacher? KateRobertson. i m u ) @CambridgeUniversityPress2009
- 176. ProgressTest10 5ominutes Scorel--Fod withthe correct positive (+) florm of begoing to and | 1 lmsoinetp_leave_(+) school next month. But I 2......_.__._ (-) a job becauseI 3--------------------- (+) university in September. And my brother (+) married in September.They s-,...------- ."-.-.. ,.-) a big wedding, only about 25 people. ffi Listen to a conversation in a tourist information centre. Tick (/) the correct answers. t When is the conversation? a) In the morning. / b) In the afternoon. 2 How much is a rrrap of the city centre? a)f1.00. b)f1.50. Where'sthe theatre? a) It'soppositethe cinema. b)It'snext to the cinema. Where'sthe museum? a) It'sin StationRoad. b)It'snearthe station. s What time does the museum open? a) Nine o'clock. b) Half past nine. 6 When is the museum closed? a) On Mondays. b)On Sundays. [Inl Listen to Bob and Louise talk about last weekend. Choose the correct words. ,@ nittin thegaps theseverbs. ll, ttt It was Louise's Saturday. birthday on 2 Louise and her husband went to Parisby train/ plane. 3 They stayed in a hotel / withfriends. a They went sightseeing on Saturday/ Sunday. 5 Bob went to Paris lastyear / twoyearsago. 6 Louise is going to visit her sister/ afriend next weekend. Amy and I6--------------------- (+) to San Francisco in August becauseI (+) a new job there. We ......-..-. . (+) a flat in the centre of the city. But Amy (-) a job because she 10.......--.--.- . (+) a computer course. Choosethe correct verbs. /-_---- -. 1 WtcD / havethe news z go/ gofo shopping z go/gotoapafiy + have/ go dinner with friends s go/ go fo the gym 6 have/ watcha party z go/ go fo running 8 watch/ go sport on TV AnswerKeypl63 5 @CambridgeUniversityPress2009
- 177. ,@ rUut " questionswith thesewords. 1after class/ you / are/ What / do / going to ? --Wh.atare.yott.g-oJngtp-dpdfte-r-cldss-? 2 any exams / next month / going to / you / Are / do ? 3 your parents / on holiday / Where / go / are/ going to ? 4 get/ next year / ls / engaged/ going to / yot;r sister ? 5 move / going to / you / to the I)K / ate / When ? 6 going to / you / Are / tonight / TV / watch ? Write the adjectives. happ.y b e ,.,@ uu, in thegapswith thesephrases' i'l} rnr"t " thesesentencesnegative(-). t She'sadoctor.,S-he-isn.'tadgstpt,.- W M K W ift€Felass Yes,seeyou with mybrother verymuch Haveagoodweekend Haveagoodtime Seeyounext visitmyparents goodluckwithf vl>l L | | ly Pol sr I LJ Svvu ruln vY I Lr I [*""*",*.*"*-*"" z I'm from the USA. a I live in London. + They're from France. 5 I went out last night. 6 They were at work. z Shecanswim. e He likes coffee. 9 There's a market. 10 It was expensive. p ct oosethe correct words. : t I don't know they/ @ z There aresome/ anypeoplein thepark. : My brother live/ livesin New York. + This isn't they're/ theirbag. s I like watch/ watchingTY. o Where was/ wereYoulast night? 7 I wasin Perutwo Yearslast/ ago. 8 The cafeis next/ opposifethe bank. s What/ WhYareYoualwaYslate? 10 I play tennisin/ on the evening. 11 Is this/ fheseYourcamera? 12 He goesto work bY/ in car' m ,,@ cot "ct theses-entences. don't 1 ln€+haveacar. What are you going to do l'm going to have coffee 2 ' afterelas"s.? Are you going to go away at the weekend? Yes,I'm going to 6 7 Thanksa lot. Oh, and your newjob. AnswerKeyp163 Let'sgo at the beach. Where did you born? I went to holiday last month. Where did you stayed in London? o My birthday's in December 30th. 7 How much people were at the PartY? His grandparents wasn't at the wedding. This is my jacket favourite. 1o I never listen the radio. tt What we shall do this weekend? ULI JIN ULI JIN ULI MEC PHIL MEC PHIL MEG I fnv, Thanks s @CambridgeUniversitYPress2009
- 178. Acknowledgements Chris Redston wouldlike to thank everyone at Cambridge University Press for their continuing dedication and commitment to thet'a.e$ace project. In particular he owes a huge debt of gratitude to Sue Ullstein and Ruth Atkinson, the other two members of the 'starter Team'. Sue and Ruth both worked so tirelessly and with such enthusiasm on every component that their names deserve to be on the cover of every Starter book. He would also like to thank Dilys Silva and Karen Momber for their in-house project management; Gillie Cunningham for all her help and support since we started writing/ace2t'ace together srx years ago, and everyone at pentacorbig for artwork and book design. He would also like to thank the following people for their help and support during the writing of the Starter level: Mark Skipper, Will Ord, KatyJarrett, Dylan Evans, David Earle, Nick Tims, Jean Barmer, Mary Breen, Margie Fisher, Joss Whedon, SMG, JJ Abrams, Tom Rowlands, Ed Simons, Matt Stone, Trey Parker, Sarah Connor, his two sisters, Anne and Carol, and of course his ever-supportive farher, Bill Redston Finally, he would like to thank Adela Pickles for making him extraordinarily happy (and for all the big cups of coffee!). The author and publishers are grateful to the following contributors: pentacorbig: cover and text design and page layout Hilary Luckcock: picture research The author and publishers acknowledge the following sources of copy'right material and are grateful for the permissions granted. While every effort has been made, it has not always been possible to identify the sources of all the material used, or to trace all copyright holders. Ifany omissions are brought to our notice, we will be happy to include the appropriate acknowledgements on reprinting. The Council of Europe for the table on pl3 from tlrreCommon European Frameworh oJReferenceJor Ldnguages:Learning, teaching assessmentp26 (2001) Council ofEurope Modern Languages Division, Strasbourg, Cambridge University Press.Copl'right of the text is held by the Council of Europe exclusively @ Councii of Europe Reprinted with permissron English Pronunciation in UseElementary by Jonathan Marks, Cambridge University Press,2007 and English Pronuncidtion in Useby Mark Hancock, Cambridge University Press,2003 for the diagrams on p28, p37,p45, p53, p6f , p69,p77,p84,p92. Reprinted with permission The publishers are grateful to the following for permission to reproduce copyright photographs and material: Key: I = left, c = cenfte, r = right, t = top, b = bottom Alamy ImageV@BlendImages for pll8(Paco & Ana), /@Redchopsticks.com LLC for pll8(Kang & Li), /@BlueMoon Stock for pl52(I), /@SundayPhoto Europe a.s.for p152(2), /@Itani for p152(3), /@TetraImages ior pI52(4), /@Dennie Cody for p152(6), /ORadius Images for p152(8), /@UpperCut Imagesfor pp152(9), /@SundayPhotoEurope a.s.for pf52(I0), /@Justin Kase Zsixz for p168(b), /@UpperCut Imagesfor pl72(r), /@Josephl-awrence Name for pI74(0, /@OJO Images Ltd for pl74(b); CorbiV@Corbis RF for p17f (r); Getty Imagesfor pll3(Fatboy Slim); Photolibrary/@Digital Vision for pII8(Ian & Sonia), /@PhotoDisc for plI8(Tom & Alice), /@Thinkstock for p126, /@Thinkstock for p127, /@Blend Images for p152(5), /@Ken Weingart for p156, /@Age fotostock for p168(t), /@Pierre Bourrier for pITl(1), /@Age fotostock for pl72(l); Punchstock/@Stockbyte for pl52(7), /@moodboard for pI67; Rex Featured@Matt Baron/BEI for pIl3(Bono), /@SipaPressfor pll3(E11e Macpherson), /@Charles Sykesfor pIl3(Nicolas Cage),/@Matt Baron/BEI for pll3(Winona Ryder), /@David Fisher for pll3(Stevie Wonder), /@Greg Allen for pIl3(EltonJohn), /@Alex Berliner/BEl for pll3(Demi Moore); Tievor Clifford for pl65 The publishers would like to thank the following illustrators: Dirty Vectors, Mark Duffin, F&L Productions, Andy Hammond (lllustration), Graham Kennedy, Joanne Kerr (New Division)