OXFORD ff 3s Ne Sere tad. 1 Tom Hutchinson James Gault 3OXFORD UNIVERSITY PRESS [OXFORD] ae Thi Tom Hutchinson James GaultOXFORD Great Clarendon Stet, Oxford ox3 6? Oxford University Press isa department ofthe University of Oxford. Iefurhers the Unversity s objective ofexcellence in esearch, scholarship, and education by publishing werldwide in Oxford New Yorke ‘Auckland Cape Town Dares Salaam Hong Kong Karachi isla Lumpur Mads Melbourne Mexico City Nairobi New Delhi Shanghai Taipet Toronto, With offices in Argentina Austria Brant Chile Czech Republic France Greece Guatemala Hungary Ttaly Jpan Poland Portugal Singapore South Korea Switzerland Thailané Turkey Ukraine Viemam oxroxp and oxrono encuisi are registred trade marks of ‘fora University Pressin the UK nd n certain other counties © Oxford University Press 2008, “The moral rights ofthe athor have Been asserted Database right Oxford Univesity Pres (maker) First published 2008 woe7es4321 Alright reserved, No part ofthis publication maybe reproduce ‘ore in aretseval system, of tanemitted, nny form or by any mess, ‘without the prior permission in writing of Oxford University Pres (with {he sole exception of photocopying caried our under the conditions stated im the paragraph headed Photocopying’. oF a expres permite by lw oF under terms agreed withthe appropriate reprographics Highs organization, Enquiries concerning reproduction outside the scope ofthe above should besent othe BLT Rights Department. Oxford University Press, atthe ddressabove ‘You must not circulate this book say aher binding or cover snd you must impose this same condition onanysequier Photocopying ‘The Publisher rants permission forthe photocopying of those pages marked ‘photocopable' according tothe following conditions. Individual purchasers may make copies for their own use or for se by eases that they each. School purchasers may make copies for use by taffabd students, burs permission does not extend to additonal schools or branches ‘Under no reumstances may any part of this book be photocopied for resale Any websites referred t inthis publication are inthe public domain 2nd thea addresses are provided by Oxford University Press fr information only (Oxford University Press disclaims any responsiblity fr the content 1s: 978019 763127 Printed in pain by Uniuraf ‘sation by: Adrian Barclay: pp 130,132,138. 135.196 141; Key Hopgood: pp. 138, 140,145, 14, 145, 146; Andrew Panter: pp. 98, 100, 302,103,108; Teresa Tb bets. 104, Vie sts take fro he ret ies 116, 128,126, 125,127,Pei Introduction 4 Teaching notes Introduction 12 Unit 1 7 Unit 2 29 Unit 3 39 Unit 4 51 Unit 5 62 Unit 6 73 Workbook Answer key 85 Photocopiables teaching notes 95 Photocopiables worksheets 98 DVD teaching notes 110 DVD worksheets 122 Tests 129Who is Project third edition for? Project third edition i a five-level course for young learners aged 10-14/ 15. The whole course takes learners from beginner to pre-intermediate level. What are the aims of Project? Project third edition combines the best of contemporary and traditional approaches to language teaching, It incorporates ideas such 2s learner development, project work, a task-based methodology, role play, and cross- Curricular themes, while providing a solid grammar framework and thorough practice of structures, functions and vocabulary Project third edition is also shaped by the experience of teachers and students in a range of countries who have Used Project successfully for many years. Project third edition aims to bring English to life within a structured learning environment. By presenting and practising language in realistic, motivating contexts, students are helped and encouraged to use their language knowledge and skills both in the classroom and in the outside world. Project work, for example, actively encourages students to use their English with creativity and imagination, while at the same time consolidating the new grammar and vocabulary that they have learnt. The strong cultural focus of the course also helps students to establish a connection between language and life. Aspects of life in both Britain and other English-speaking countries are regularly presented, with students being invited to explore differences and draw ‘comparisons with their own cultural backgrounds. What does Project 3 consist of? Student's Book The Student Book has six units. Each unit contains: * eight pages of vocabulary, grammar, pronunciation and skills work + a Culture page + an English across the curriculum page, introducing other school subjects in English * a revision page * a project * a song. Workbook The Workbook contains: ‘Activities for further practice and reinforcement of the language in the Student's Book. These include graded exercises for grammar consolidation activities and vocabulary practice as well as fun activities, such as wordsquares, and crosswords. + A Progress check at the end of each unit. This contains tasks which incorporate both the new yet eel em aT) Teacher's Book language of the unit and items from previous Units. The Progress check acts as an important part of learner development by encouraging students to maintain regular evaluation of their progress throughout the course. At the end of the Progress check there is an can... section. This contains a series of questions which enable students to identify what they have learnt. It reflects the Common European Framework in tetms of monitoring language progress. * A grammar reference section with tables and rules, to illustrate the main grammar points of each unit. * Awordist with all the new words for each unit, and their phonetic transcriptions. CD-Rom This is at the back of the Workbook. It contains extra exercises for vocabulary, grammar, and situations. There ate also sections for Culture including short video clips from the DVD and games. The CD-Rom can be used at home or at school using personal computers or interactive whiteboards. The aim is to provide practice ina different format and motivate learning by engaging students’ interest in new technology. Class CDs All the Student's Book listening material is recorded here, including: © comprehension texts * listening skills activities * some grammar drills ‘pronunciation activities including rhymes and tongue twisters * songs. All the items on the CD are numbered and indicated in the Student's Book by this symbol: @ Teacher's Book The Teacher's Book contains: An introduction outlining the rationale and structure of Project third edition, with suggestions for lassroom management and teaching techniques. © Complete lesson notes with keys for all the activities in the Student’s Book and tapescripts for all the listening activities * Optional extra activities for fast finishers. * Photocopiable communicative activities. * Photocopiable worksheets to accompany the DVD. ‘+ Tests ~ one for each Student's Book unit, plus three larger revision tests. Each test contains items for testing specific aspects of grammar and vocabulary as well as skills-based tests. The tests are on pp.130-147.‘+ A key for all the Workbook activities. * In addition to the above there is a DVD for each level which can be used to supplement the Culture pages of the course or used on its own to revise and extend what has been taught in each unit. What does a Student's Book unit contain? Each unit introduces a major area of grammar and, vocabulary and is based around a topic. The texts and activities are based around the lives of boys and girls in Britain. There is also a cartoon story with the characters Sweet Sue and Smart Alec in each unit. The unit is divided into eight parts. Sections A-D provide input, practice and skills work. These are followed by a Culture page, an English across the curriculum page, a revision page all of which are topped off with a project, anda song, Sections A-D Each of these sections covers one spread (two pages) of the Student’ Book. A section has the following parts Vocabulary There is a strong emphasis on the teaching of vocabulary in Project third edftion. New language sets are normally taught at the beginning of the sections. These words are then practised and used in relation to the grammar and skills of the unit. Comprehension This partis based around an input text related to the main topic of the unit. A range of texts is Used, including factual texts, stories, cartoons, and photostories. The emphasis throughout is on gaining the students’ attention with texts that they can easily relate to, and on providing a good model of genuine, everyday English for students’ reference. Each text introduces an aspect of the unit grammar, with comprehension activities to check students’ understanding of the text. A secondary objective of the comprehension stage is the development of reading and listening skil Grammar In this part students analyse and practise the new grammar in the comprehension text. Project third edition takes a cognitive approach to grammar, using ‘uided activities to encourage students to work out as much as possible of the grammar for themselves. The approach normally has these three stages: 1. Students find and complete sentences from the Comprehension text which illustrate the grammar point. 2. Using their completed sentences, they identify the pattern or rule and complete a table or description of the rule. 3. They do some controlled practice activities to consolidate their knowledge of the rule, The cognitive approach to grammar is an important aspect of the methodology of Project. It not only helps the students to remember the grammar more easily, but also encourages them to develop the important learning strategy of working things out for themselves. in this, way the approach to grammar contributes to the whole process of learner development. Skills Having established the rule for the new grammar and practised it in a controlled exercise, it is essential that students then go on to use it in freer activities. With this in mind, the grammar exercises are always followed by task-based activities which use one or more of the skills of Reading, Listening, Speaking and Writing. Not all of the skills are focussed on in any particular section, but each unit provides activities that cover all the skis In these activities, students not only practise the grammar and vocabulary of the section in real communication, but also develop their ability to understand and to express themselves effectively in English. Pronunciation ‘Communication demands both fluency and accuracy, 9 itis important that students are able to produce the sounds of English correctly. The pronunciation activities practise some important aspects of English pronunciation, such as word stress, the differences between long and short vowels, plural endings, sentence intonation, etc. The students are also introduced to the symbols of the phonetic alphabet. ‘To make learning more fun, a number of rhymes and tongue twisters have been introduced. Many of these are well-known in Britain and so provide an extra insight into the Culture behind the language. Culture page This page introduces students to aspects of life in English speaking-countries. in level 3, students learn about families, transport and the emergency services in th UK, as well as discussing the geography of Britain, British heroes and heroines, and famous places in New York. Students are encouraged to relate the things that they learn about life in Britain to life in their own country. English across the curriculum This section presents topics from other school subjects, such as Science, Geography, Maths and Music, through ‘the medium of English. In these lessons students learn some of the basic vocabulary needed for talking about other subjects and can also enjoy learning about a wide range of interesting topics. English across the curriculum willhelp to show students that English can be a means of increasing their knowledge in other subjects and is ‘ot just learned for its own sake. This will be particularly motivating for students whose main interests are in other subject areas.Revision There isa revision page for every unit. This helps students and teachers decide whether there are any language points in the unit which need more work before passing to the next. Project The project, which is on the final page of each Unit, aims to draw together the various aspects of the language and topic that have been developed through the unit. In doing their project, students. use the language that they have learnt in the unit to communicate about their own lives. Clear and detailed instructions for completing the project are given in the What to do section. In addition, students are given both organizational advice and language support for composing their projects. General information and guidance about doing project work are provided below (on page 9. Guidance for the individual projects is given inthe lesson notes for the unit concerned, Song To round off each unit in an enjoyable way, the final element is a song, The songs further develop listening skills, while also consolidating the language of the unit. In addition, they offer students the opportunity to sing or read with the recording How can I get the best out of Project third edition? Full support for handling the activities in Project third edition is given in the lesson notes. The following sections give some general guidance for using Project third edition in the classroom, so that you can make the best use of the course. General advice on class management 1. Prepare the activity carefully. Make sure everyone understands what they have to do before you start an activity 2 Use techniques regularly so that students get used to particular ways of working. In this way you need to spend less time explaining what to do. 3. Don't rush activities. Take time to explain and demonstrate what to do and how to do it. 4 Use students to demonstrate and give answers as much as possible. This will help you to discover if there are any problems, 5. Monitor what pupils are doing carefully. if they have ‘not understood what they should be doing, don’t abandon the task. Stop the class and find out what the problem is. Demonstrate again, if necessary, or deal with any problem that is causing difficulties. 6 Don't assume that what has been taught has been learnt. Learning is a long process and even the best students will only remember part of what they have been taught, so you need to monitor student progress constantly and adjust your teaching in order to revise things that have not been learnt effectively, 7 Remember that every class is different and every individual student is different. A coursebook can only give an approximate guide to how fast you can. move through the syllabus, so be prepared to speed up or slow down as necessary to fit the needs of the students, 8 Keep your own notes in this Teacher’ Book on how any lesson worked — whether there were any problems, if something particularly caught the students’ imagination. You will find these notes very valuable the next time you come to teach the lesson. Using group and pair work Project third edition makes extensive use of group and pair work, which makes a whole range of activities available and so adds variety to the lesson. However, these three points should be taken into consideration: 1. Group and pair work do not replace whole class teaching. A lot of work stil has to be done with the Whole class together. Choose the best format for each activity 2. Group and pair work naturally produce more noise than whole class teaching. However, it should be productive noise. Don't tolerate other noise that is ‘not related to the task in hand, and teach students how to move quickly and quietly into groups or pairs 3. An important part of group and pair work is getting students to report back their ideas or to demonstrate what they have done. However, you must be selective. Don’t get every group or pair to report back or demonstrate, as it will be very time- ‘consuming and tedious. It is also important to make sure that you don't choose the sare groups and pairs every time — give all students a chance Here is a simple procedure for doing pair work. (You can adapt this for group work, too.) This example is based ‘on dialogue reading in pairs. 1. Explain the activity. 2 Tell students to turn and face the person next to them. 3 Demonstrate the dialogue with one pair. Say the parts of the dialogue and get the two students to repeat the parts after you. Correct any mistakes carefully4 Choose another pair to do the dialogue unaided. 5. Tell the whole class to do their dialogues. Go round ‘and listen to a few pairs. Help where necessary and note down any common errors that may occur. 6 Get one or two pairs to do their dialogues in front of the whole class. Deal with any errors that you have noticed. 7. Form new pairs. You can do this in a number of ways. Tell pupils to turn and face the other way. The end row will have to move to the other end of the class like this EDSCDEO eeo2etesd eo2e8e0 ‘When the class is quiet, start the activity again. Tell students in alternate rows to turn to face the person behind them. ene e2e0 @eo66 e2eoe . 0009 coco reseed eo2eoe 0808 eo2ée oe When the class is quiet, start the activity again Get students to stand up and find a partner by moving round the class. This will be noisy, but it can be very useful for doing a short dialogue with several different people. 8 Always finish the activity by getting one or two pairs to demonstrate their dialogue in front of the class (choose different pairs each time), and by dealing with any errors that have come up. Using the mother tongue ‘The golden rule for the English classroom is: use English as much as possible right from the start. This is, important for several reasons: 1. The only effective way to learn a language is to hear it and to use it as much as possible. 2. Students need to learn that English can be used for real communication, such as giving classroom instructions, 3. Students can understand a lot more than they can say and they need to learn that they don't have to understand every word to know what is meant. However, having said this, the mother tongue can still be a valuable tool in the classroom: 1. Itcan be a quick and simple way of giving the meaning of a word, which can't be easily worked out from context 2 Itcan be used to highlight differences between English usage and mother tongue usage 3 It can be useful in the early stages for talking about aspects of culture or of learning, Learner development The importance of students’ acquiring essential study skills and developing an awareness of their own progress has long been recognized in the ELT classroom. Learner development is essentially about helping learners to learn more easily and more effectively both in the classroom and outside. There are a number of ways in which you can work towards learner development. 1. Always encourage learners to work things out for themselves as much as possible. The basis of all learning is that we use what we already know to make sense of something new, so encourage your students to’ ‘+ work out new vocabulary, using such clues as pictures, the context of use, similarities to the mother tongue, etc. ‘+ work out grammar rules, by observing how the grammar is used in a text and / or by using their existing knowledge, for example using their knowledge of plural endings to work out the third person present simple endings, or Using their knowledge of the verb be to help them understand how the present continuous tense is constructed. * work out the gist of what someone is saying even if they don’t understand every word. 2. Teach students how to use the various reference sources available to them * Make sure they know where to find the grammar reference section and the wordlist Teach students how to use them, + Teach them how to use a dictionary. + Show students how to keep useful vocabulary records. 3. Use the Progress check and the I can... sections in the Workbook to encourage students to reflect on how well they know things. Take action to deal with problems that come up,4 Reassure students that errors are a natural and useful part of language learning. Encourage them through ‘things such as the skills activities and project work to take risks with the language, even though they will inevitably make mistakes. 5 Try to develop a feeling of fun and challenge in the classroom. Learning a language is hard work, but we don't make it any easier by taking it too seriously. The most important aspect of learner development is developing a positive attitude towards English and the learning process. Listening activities Project third edition contains a wide variety of listening activities. Detalled guidance for each activity is given in ‘the lesson notes. Here are some general points to bear in mind about using listening material Itis important to recognize that listening to a CD player in a classroom can be more difficult than listening in real life, so ensure your techniques take account of this. The reasons why it can be difficult are: 1. The CD player is non-interactive. it can’t monitor ‘whether something has been understood and slow down, paraphrase or explain, as a real speaker can The only repair strategy available is to replay the recording 2. All students can have a copy of a written text and can read at their own speed, and re-read as required. ACD player goes at the same speed for everyone. 3. There is no visual content. Important features such 1a gesture, facial expression and posture can’t be shown. These are important clues that help us to ) a new girl at the school the gel who shows Trish to her new class Martin = Sonia and Lewis friend and a student in Lewis's class Mrs Dunn = the school secretary Mr Graham = Lewis and Martin’ teacher 2. Do this as a general comprehension check with the whole class, or as a pairwork activity. If it helps clarify the situation, ask a few more questions, for example Who is Mrs Dunn? (The school secretary. Are Lewis and Trish in the same class? (No, they aren't.) (nasa 1 Because she’s new. 2 9K 6 - ; She's very nice. No, he doesn’t, He's not paying attention. Everyday English 3 a Tell students to look back at the story, complete the expressions and check how the expressions are used. Invite translations: are they appropriate? Sometimes more than one translation may be possible. b_ Students check their answers, and then read the dialogue with their partner. Answer key 1. What answer have you got for number one? 2 think it's Buenos Aires. 3 Sodol ‘4 What about number two? 5. Iddon't know the answer. 6 Ihaven't got anything for that. 7 What's the question again? 8 Pay attention, Lewis. \ ees 4. Allow plenty of time for this activity. Divide students into groups of five. Assign the roles in each group. {As students practise reading the story, walk round the class giving help, especially with rhythm and intonation. Encourage students to remember their parts and recite them without their books. Choose a {good group to act out the story in front of the class.Grammar 5 a Students look for the sentences in the story while you write the gapped sentences on the board. Invite Students to come to the board and fill the gaps. Check and correct if necessary. Students copy the corrected sentences into their exercise books. Answer key Present simple in Oak Street. near here, 'b Students complete the questions and answers \without looking at the story. They then check the text to see if they are correct. Go over the answers with the dass, eee Answer key 1» Doyou know it? Yes, Ido. oes he go to this school, too? Yes, he does. 2 ¢_ Students make the short answers in exercise 5b negative. Go over the answers with the class Answer key No, | don’t, No, he doesn't. Listening, writing and speaking @ 1.3 6 a Tell students they are going to listen to Trish, Martin, Sonia and Lewis talking about themselves. Students have to listen and complete the chart. Give them a minute to read the chart. Then play audio recording 1.3, more than once if necessary, for students to listen and complete the information. Go over the answers with the class Answer key Trish Martin Sonia Lewis livesin (Oak St. Elm Rd. Baker St. ‘Oxford Rd {goes to school by bus dad takes him walks bike likes IT Geography __ History Maths doesn't like English Science At French does in his/her dancesand plays plays table plays football free time listens to football and tennis, goes. and does = music the guitar swimming karate @13 TRISH Myname's Tish Calloway. | ive in Oak Street and | go to school by bus. My favourite subject is ICT - that's Information and ‘Communication Technology ~ computers and things. | don't like English. ln my free time | go to dance class and I listen to music. I'm Martin Porter. | lve in Elm Road. My dad usually takes me to school, because he works near there. Subjects? | like Geography, bbut I don't lke Science. in my free time | play football and | play the guitar, too. i'm Sonia Barnes. | live in Baker Street, That's ‘near our school, so | walk to school. What subject do | like best? History. | don’t like Art very much. In my free time | play table tennis and | go swimming, Lewis Myname’s Lewis Jones. Ilive in Oxford Road. {cycle to school. My favourite subject is Maths. don’t like French. I'm not very good at it.I like spor, so in my free time | play football and | do karate. Begin by going round the class asking students questions orally, for example Where does Martin live? to elicit He lives in Elm Road, etc. Students write ten sentences using the information in the chart. Go round the class as students write checking grammar and spelling, ¢ Students make a copy of the chart with no information and no names, but with Me in column 1, for example: Me My partner lives in ‘goes to school by likes doesn’t like does in his / her free time (°Students complete column 1 with true information about themselves and then write five sentences using the information. Monitor students as they write. 7 a Each student writes three questions to which the answer is yes, for example Does Sonia like History? {and three questions to which the answer is no, for example Does Martin do karate? Students ask and ‘answer their questions with a partner. Walk round the class monitoring grammar and pronunciation. bb Students work in pairs. They ask and answer the uestions about each other and complete column 2 of the chart they made in exercise 6c. They then find another student and make a third column. Invite some students to tell the class about their partners, Using the chart as a prompt. Optional Extra Students write a short text about their two partners. Revision idea | Students imagine that they are in a new school. In. pairs, they think of two questions to ask their new teacher. Section B ‘Sweet Sue and Smart Alec Topic Sweet Sue has a business rival p6 ‘Aim To introduce the characters of the story and revise the present continuous. Grammar Present continuous and present simple. See WB p.3 Grammar summary 0.5-0.9; WB Key TB p85. New vocabulary Diamond, office, paint, move, private detective, wife, necklace, ring (n), follow, place, next door, climb, repair, perfect, sign, customer, fight back. WB Wordlist p.74. Comprehension @ 1.4 1 a Ask students to describe some of the pictures without looking at the text. Prompt by asking questions, for example Where are they? Who are they? What are they doing? Make sure you include one picture showing the tree. Teach the expression bird's nest. Ask students what they think ‘Sweet Sue's job is. (She’s a private detective.) Ask students to read the story quickly and identify the characters. 'b Play audio recording 1.4 for students to listen and read, Ask why Sweet Sue is angry. Check vocabulary and help with any difficult words, for example office, stole, diamonds, sign, jewels, necklace. “) Answer key ‘Sweet Sue is angry because Smart Alec found the jewel thief and because he is going to work as private detective in her town. Give students a few minutes to read the story again and answer the questions. Check the answers with the class, Answer 1. She's going to Lord Riley’. Because someone stole his wife's diamonds. 3. They are painting a sign on the door of the office next to Sweet Sue's because someone new is moving in, 4 Because Lady Riley phoned him. 5 He's climbing a tree. He's looking for the jewels. 6 Ina bird's nest in the tree. 7 8 He's going to his new office. Next door to Sweet Sue's office. 3 Allow plenty of time for this activity. Divide students into groups of seven. Assign the roles in each group. ‘As students practise reading the story, walk round the class giving help, especially with rhythm and intonation. Encourage students to remember their parts and recite them without their books. Choose @ good group to act out the story in front of the class. Grammar @ 1.5 a. Students look for the sentences in the story while you write the gapped sentences on the board. Invite students to come to the board and fill in the gaps. Check and correct if necessary. Ask students to identity the tenses used (present simple, present continuous). Ask why the first verb is in the present simple. (It's a repeated activity, she does it often.) Ask which word tells us it is a repeated activity (usually). ‘Are there any other words which tell us that an activity is repeated? (often, sometimes, every day, etc.) Ask what tense the second verb is in (present continuous). Why? (It is an activity she is doing now. It's not finished.) What word tells us she’s doing it now? (today) Are there any other words in the story which tell us that something is happening now? (now) Ask what tense the third verb is in (present continuous). Why? (She's doing it now. It's not finished.) How do we know? (It's in the picture. She hasn't finished putting on her coat.) Answer key ‘Sweet Sue usually has lunch in her office at 1.30, but she jsn‘t having lunch today. She's putting on her coat. Tell students that different time expressions are used with different tenses. Ask again how we know the first verb refers to a regular or repeated activity (because of the time expression usually). Write twocolumn headings on the board: present simple 2rd present continuous, Ask students to tell you which column to put each word in. Write the words i the correct columns. Ask students if they can 203 any more words or expressions to the columns. surte these in the columns too, if they are correct. Students copy the whole chart into their exercise Books. Answer key ‘present simple: usually, every day, always, regularly (cossible extra words — often, sometimes, every week, on Mondays, frequently, occasionally, from time to time, etc.) resent continuous: now, today, in this picture, at the moment, (possible extra words ~ right now, this week, in the photo, etc.) 5S 2 Write the table on the board and ask students ‘to come up in turn and complete it. Remind them of the short form alternatives. Students copy the completed table into their exercise books. Answer key Present continuous: affirmative and negative ‘mam ‘mnot S| stis | imbing a tee : isn't leaving the office. is putting on a coat. You They b Ask students to spend a few minutes identifying the questions in the present continuous in the story, Write He is looking for the jewels and You are following me on the board and ask students what the questions are. Use a different colour for subject, auxiliary and verb. Ask students how we make questions in the present continuous (we ‘vert the subject and auxiliary verb). For example: He is looking for the jewels. Is he looking for the jewels? You are following me. Are you following me? 6 Students work on their own to make the sentences. Students read out their answers for the class to check. Answer key 1 Sweet Sue isn’t eating her lunch. She's putting (on her coat. 2. The men aren't repairing the door. They're painting a sign. 3. Sweet Sue isn't riding a bicycle. She's getting out of a car 4 Smart Alec isn't phoning the police. He's imbing a tree. 5 The bird isn’t sitting in the tree. Its flying out of the window. ‘They aren't waiting for the lift. They're walking upstairs. 7 Smart Alec isn’t following Sweet Sue. He's going {0 his office. 8 They aren’t shaking hands. They're looking at the sign. 7 a Tell students they are going to play a memory ‘game to see if they are good detectives. Play audio recording 1.5 pausing after each question to allow students time to write it down. Get students to read ‘out the questions to check they have written them comrectly, @15 and Answer key 1s Sweet Sue holding her mobile in her right hand? ‘Ave the painters wearing glasses? What colour is Sweet Sue's car? Is Smart Alec wearing black shoes or brown shoes? What colour skirt is Sweet Sue wearing? What is the bird stealing? ‘What is the dog looking at when Sweet Sue arrives? ‘What is Sweet Sue carrying upstairs? Is Smart Alec carrying anything upstairs? b Students write the answers to the questions. Walk round the class as students write, giving help and hints as necessary. Students compare their ‘answers with their partner's, and then open their books to check. Find out who has the best visual memory in the class. Would he / she like to be a detective? Answer key Yes, she is. cone is, one isn’t Ws ed. He's wearing brown shoes. She's wearing a green skirt. aring arabbit some shopping / a paper bag Yes, he's carrying a box, 8 Ask students how Sweet Sue probably feels about her new neighbour (not very happy; perhaps worried). Why? (She doesn’t want to lose customers.) Explain that she has written an e-mail to a friend about him. Tell students to work in pairs and. complete the text, putting the verbs in the correct. tense (present simple or present continuous). When ‘most students have finished, ask a (good) student to read out his or her versionAnswer key 1 don’t like 2 runs 3 gycles 4 ‘Sarriving 5 learns 6 ‘learning 7 8 9 0 1 gets are sitting ‘singing rings doesn't ring Revision idea In turn, each student guesses what someone in their family is doing at this moment, for example 1 think my mum is reading the paper. 16Unit overview Topic Yourself and other people. Grammar Past simple. Functional language Exchanging personal information; expressing cause and effect; making suggestions. Vocabulary areas _Life events; crime; adjectives expressing feeling; family relationships. Skills Reading: a personal essay; family information; meeting a new student at school Listening: identifying items; sequencing information. ‘Speaking: talking about life events; talking about the weekend; finding out about a family, making Up stories, inviting people; talking about likes and dislikes ‘Writing: using because and so Pronunciation Familiarsation with the phonetic alphabet for vowels and diphthongs. Culture Families. SB p.16 English across the curriculum Biology: migration $8p.17 Song Our House. $B p.19 Section A Anew home Topic Moving house. Pp.28-9 ‘Aim _To revise and contrast the present simple and the past simple. Grammar Past simple: be, regular and irregular verbs. See WB Unit 1 pp.4-5; WB Grammar summary 1.1=1.5; WB Key TB p.85, New vocabulary Life events (be bor, die, etc); time expressions (a week ago, last year, etc.) Vocabulary @ 1.6 1 a Invite students to look at the pictures. Play audio recording 1.6 for students to listen and read. Play the recording again for students to listen and repeat. Optional Extra Choose a name for a fictitious person, Students stand ina circle. The first student makes a sentence about the person saying where or when the person was born. The next student says where the person grew up. Continue round the class until students have made a biography of the person Using all the expressions in the Student's Book. b Students complete the sentences. = Answer key 1 My parents got married in Paris. 2 They had three children. 3 Iwas born in London. 4. We moved to a new house when I was sx. 5. | grew up in abig city, 6 I started school when Iwas five. 7 My sister left school when she was 18. 8 She went to university in Moscow. 9. My grandfather died in 2006. ]O My dad got a new job last year. Comprehension @ 1.7 2 Point out the title of the text. Ask if any of the students has a new home. If someone answers ryes, ask where their old home was and when they moved house. Write Carl moved to England last year on the board. Invite a student to make the yes / no question Did Carl move to England last ‘year? and elicit the answer (no). Draw attention to the first statement Carl moved to England last ‘year and explain that this is a false statement. Ask students what the true statement is. (Car! moved to England two years ago.) Ask students to read the remaining statements. While students read, walk round the class checking understanding. Play audio recording 1.7 for students to listen and read. Students then decide (working by themselves or with a partner) if statements 2 to 8 are true, false or if there is not enough information to know. Go through the answers with the class. Check understanding by asking questions, especialy where the information is not given, for example statements 3 and 5. Ask students what information is given (got a new job; it was a wet month). Ask a couple more questions about the text not covered in the statements, for ‘example Why didn’t Carl like England at first? (Because he didn’t have his friends there.) Identify and explain new vocabulary, for example kids Answer key 1 False. Carl moved to England two years ago. 2. False, Carl didn’t want to leave New Zealand. 3 Doesn't say 4 Tue (°18 Doesn't say False. There are kids from lots of different countries at his school. 7 Tue 8 False. He played rugby in New Zealand J Grammar 3 Invite students to try to remember the words needed to fill the gaps before looking back at the text. Go through the answers with the class. Ask students. what the rule is for making the past simple of be (am and is become was, are becomes were). Ask students how to make the negative form of the past simple (add not after was or were, or use the short forms wasn’t and weren't) Answer key I didn’t have all my friends here. They were on the other side of the world. We near the se and it was winter, so the weather wasn't very nice \eorsisre cruel 4 a Write the table on the board while students read through the text highlighting all the verbs in the past simple. Ask students in turn to come to the board and write the verb stem and the past simple for a verb in the text. Continue until you have all the verbs from the text in the table. Students copy the table into their exercise books. Ask students how we ‘orm the past simple (regular) to elicit By adding -ed to the verb stem. Explain that this is the case with most verbs, but there are some variations in spelling. Ask students to tell you which of the regular verbs in the table do not add -ed (moved, arrived). Why not? (Because these verbs already end in -e, so they just add -o!) Note For regular verbs ending in a consonant and y change y to i and then add -ed (rely-relied, identify-identified, but enjoy-enjoyed). Also, verbs ending consonant, vowel, consonant double the last consonant (prefer-preferred). You may wish to explain these exceptions here, or you may wish to wait until students meet verbs like them and then explain Answer key ») Present simple Verb stem _| regular irregular move moved | get want wanted have go lke liked artive arrived rain rained start started make pley played Optional Extra ‘Ask students to identify other verbs w= Sie tee are in the present tense and add them ie Note The past simple of prefer s pretend Answer key Verb stem _| regular pref b Write the sentences find the negative forms to write the two negat under the positive senten sentences into their books to remember one word to negative of all verbs ex students that didn’t (did not). Ask students w verb stem). = Answer key I wanted to leave New Zealand. I didn’t want to leave New Z: I had all my friends here I didn’t have all my friends h Give students two minutes to ‘Ask them to find examples past simple of be, and regular and i Possible answers be We weren't nes wasn't very nice | didn’t want to | didn’t like it in irregular | didn’t have all my regular ae ‘Ask a few questions about Ca happy? (Yes.) Was he happy England? (No.) Why not? and he didn’t have any fie how far apart New Zealand and can, show them the two map. Draw attention to th picture in the exercise. It sh walks to school in London. But he cit to school in New Zealand. He took the: students to repeat the ex then continue in pairs, tak prompt In London, he walks to school reply In New Zealand, he dicin’t walt He took the bus. Walk practise, insisting on accAnswer key 1 He didn’t walk to schoo! in New Zealand, He took the bus. 2 He didn’t live in the city centre. He lived near the sea 3 He didn’t get up at eight o'clock. He got up at seven fifteen 4 School didn’t start at eight forty-five. It started at eight thirty His school uniform wasn't green. It was blue. & Itdidn’t rain alot, It was sunny. 7 He didn’t go to the sports centre after school He went to the beach. & He didn’t play football. He played rugby. stening and speaking @ 1.8 6 a Point tothe picture. Ask students when they ‘think the woman in it lived and what she did. Tell Students they are going to hear about her life and 35k them to tead the questions. Play audio recording 1.8. Play it a second time if necessary. Go through ‘the answers with the class. Answer key 1b 2a 3a 4b 5a ene ai Se acne ri @is Beatrix Potter was born in London in 1866, and she ‘grew up there, Her family was rich, but she was 2 very quiet child and she didn’t have any friends. She loved painting, and she often painted pictures of animals, Later, she started to write stories about the animals. At fist she wrote the stories for a child who was ill. Then in 1900, she published her first 2nd most famous story, The Tale of Peter Rabbit. Iwas about a very naughty rabbit, called Peter. He eats the vegetables in Mr McGregor garden and Mr McGregor nearly catches him People loved the story, so Beatrix wrote more, including The Tale of Squirrel Nutkin and The Tale of Mrs Tiggy-Winkle. She moved to the Lake District in the north of England. She bought a farm there, She loved the Lake District and was very happy there. In 1913, she got married, but she didn't have any children, She Gied in 1943. Her farm is now a popular museum Thousands of people from all over the world visit it every year. In 2007, Renée Zellweger starred as Beatrix Potter in the film Miss Potter. Ask students to read the words. Ask students if they can remember what they described. Play the recording again for students to listen and write the things being described. Play it again if necessary. Go through the answers with the class. Answer key Tich family quiet child il child famous story naughty rabbit happy (she was / Beatrix Potter) popular mse J 7 Make a chart with three columns on the board. ‘Write the time expressions from the Student's Book in the first column, Write Our teacher at the top of the second column. Write the name of one student at the top of the third column. Make up a sentence Using the first time expression, for example / went to Spain two years ago or | moved house two years ago. Say the sentence, writing the information in the chart like this; Time Name expression Our teacher _| of student ‘two years ago ‘went to Spain last year week ago when | was a baby ‘on my last birthday six hours ago Ask students to make up a similar sentence and write the information in the third column of the chart. Repeat with the other time expressions until the chart is full. In pairs, students make a similar chart in their exercise books. Invite students from different pairs to tell you some of the information from their chart, for example What did you both do on your last birthday? Optional Extra Using the information in their chart, students write ‘three sentences about their partner Pronunciation @) 1.9 8 a Write the phonetic symbols and the words from the Student's Book on the board, Play audio recording 1.9 for students to listen and read, Play the recording again for students to listen and repeat, bb Leave the symbols on the board. Ask each student to copy the symbols onto a piece of paper, and to write at least two words for each vowel sound beside the symbol, for example /w/ hut, cup. Students write their name on the paper Collect in the papers. Ask students to look at the board, Read ‘out some of the words and ask students to say which symbol on the board matches the words Note Check the papers carefully, Some students may have difficulty in identifying the different vowel sounds and mistakes in their answers may highlight this.Revision idea In tur, students make a sentence about themselves using the expression ago, for example I went to Warsaw two months ago. 0-11 ‘Aim To practise making questions in the past simple. f Section B A surprise for Smart Alec! Topic Detective agency story. Grammar Past simple questions: be, regular and irregular verbs. See WB Unit 1 pp.6-7; WB Grammar summary 1.6-1.9; WB Key TB p.85. Vocabulary Crime; adjectives expressing feelings: briliant, fantastic, fun, terrible Comprehension®@ 1.10 1 Play audio recording 1.10 more than once for students to read and listen to the story. Help with ‘any new vocabulary, Ask students What do Sweet ‘Sue and Smart Alec do? Why didn’t Sweet Sue find Mr Salts clock? What did Smart Alec do? Who took the clock? What is the surprise? Answer key Smart Alec thought the gardener stole the clock, but a friend of Mr Salts son broke it. . / 2 Students read the text again and complete the sentences, Answer key 1. Somebody took a clock from the house. Mr and Mrs Salt were in Paris Sue wasn't at work. She had got flu The police arrested the gardener yesterday. Mr and Mrs Sal's son took the clock He had a party at the house and somebody broke the clock He wanted to repair it before his parents came home. Optional Extra Students work in groups to act out the story or rewrite the story in their own words. Stronger students can write the dialogue between Mr Salt. and Sweet Sue when she takes the clock back Grammar 3 While students find the questions in the story, write the gapped questions and short answers on the board. Invite different students to come to the board and fill the gaps. Students copy the correct questions ‘and short answers into their exercise books. 20 } 4 a While students find the a) 2 Answer key © Were you here » No, we weren't ‘© Was it here on Mor Yes, it was. \ Ask students what t questions with be (inv for making short an were, no + subject + wasn’t Optional Extra Write some sentences on the board usinc ¥ were and ask students to make them ita questions and then to answer the question short answers. For example We were at sc yesterday. (Yes, to elicit Were we / you 2 school yesterday? Yes, we were. Your d at work yesterday. (No.) to elicit Was you at work yesterday? No, he wasn’t write the gapped question: the board. Invite different s board and fill in the gap questions and short ansi books. Cc Answer key ‘Did they take anythin © No, they 2didn‘t # *Did you phone the pol b Ask students what the simple questions (use the a making short answers (yes + subject + didn’t). Write th ask students to tell you Answer key When did you come bi Optional Extra ‘Write some sentences on the board in = simple and ask students to make them is Questions. Students then answer the ques with short answers. For example Your foo team won on Saturday. to eicit Did you football team win on Saturday? Yes 5 a. Students work in pa the questions. Invite stude sentences for checkingAnswer key 1 Were Mr and Mrs Salt away? 2 Were they in London? 3 Was Mrs Salt ill? 4 Was Mr Salt ill, too? 5 Was their son at home? & Were his friends there, too? 7 Were you on holiday last week? 8 Was the gardener the thief? Fast finishers can think of other questions the ‘reporter might ask Sweet Sue. Students check the story to find answers to their questions. They then work in pairs to act out the interview with the questions and answers. Monitor for accuracy. Answer key 1 Yes, they were. 2. No, they weren't. They were in Paris. 3 Yes, she was. 4 No, he wasn't 5 Yes, he was. 6 Yes, they were, 7 No, Lwasn't. ! was at ill. 8 No, he wasn't 6 students work in pairs to make the questions and ‘answers. When they have finished, students act out the interview. Monitor for accuracy. Answer key Did Mr and Mrs Salt come back early? Yes, they did, because Mrs Salt was il. Did Mr Salt phone the police? Yes, he did Did Jack Salt have a party? Yes, he did Did the police arrest the gardener? Yes, they did. Did Jack Salt repair the clock? Yes, he did. Did the gardener steal the clock? No, he didnt Speaking and listening @ 1.11 7 a Ask a few questions around the class, for example Did you go to a party last weekend? Did you watch a football match? to elit the short answers Yes, I did. / No, I didn’t. b Play audio recording 1.11 for students to match the people to the activities. Tell students to check their answers in pairs by asking questions beginning with what, for example What did Amold do? [ Answer key ) Arnold - go to a pop concert | Sissy goto a wedding | Paula - go toa party Tess - go to the cinema Spike ~ stay in bed Frank — go to a football match @in 1 sissy Hi, Arnold ARNOLD Hi Sissy. sissy Did you have a good weekend? ARNOLD. Yes, it was great. sissy What did you do? ARNOLD. I went to a pop concert in the park SISSY Oh, wow! What was it ike? ARNOLD It was fantastic, What about you? How was your weekend? sissy It was OK. I went to my cousin's wedding on Saturday. ARNOLD. Oh, did you enjoy it? sissy No, it was a bit boring, Tess Hi, Paula, PAULA — Hi, Tess. How was your weekend? ‘Tess It wasn't bad. | didn’t do anything exciting | went to the cinema on Saturday evening, We saw the new James Bond film PAULA Was it good? TESS _It was all right. What did you do? PAULA My brother had a birthday party Tess How didit go? PAULA Itwas fun TESS Good. How many people were there? 3 FRANK — Hi, Spike. Did you have a good weekend? SPIKE No, it was terrible, Frank FRANK Why? SPIKE | was il. So I stayed in bed on Saturday and Sunday. FRANK Oh dear. Are you OK now? SPIKE Yes, 'm fine now. Anyway, did you have a good time? FRANK Yes, | went to a football match. It was Chelsea and Liverpool. SPIKE Was it a good game? FRANK It was brilliant. It was really exciting SPIKE Oh, there's the bell. Come on. € Ask students if they can remember any of the expressions people used in exercise 7b to describe the things they did at the weekend. Write some of the words, for example brilliant, terrible on the board. Draw attention to the list of words. Read out, the words for students to repeat chorally, giving lots, of expression to highlight the positive or negative ‘meanings. Play audio recording 1.11 again for students to match the expressions to the people. Go through the answers with the class. 2— Answer key ‘Arnold ~ it was fantastic. Sissy - It was a bit boring, Tess — twas allright. Paula - It was fun, Spike - It was terrible, Frank — it was brilliant, really exciting Language note ‘Most of the words in this list belong to a fairly informal register. Really takes the place of very as an intensifier (really exciting). Brilliant and mega are currently fashionable with British teenagers. 8 Start by asking students a few questions about his /her weekend. Ask What was it like? to elicit cone of the expressions in exercise 7c. Ask why it was {good or bad. Continue by inviting students to ask you similar questions about your weekend. Students then ‘workin pairs asking and answering questions about their own weekend. Walk round the class as they talk, offering encouragement and giving help where necessary. Optional Extra ‘Students write three sentences about their partner's weekend, Some of these could be read ‘ut to the rest of the class. Revision idea Play a chain game to practise the past simple of bbe. Ask a student Where were you at six o’clock last night? to elicit, for example ! was at home. The student then asks another student the same question, but changing the time reference, for example Where were you on Sunday afternoon? Continue until every student has spoken. Section ¢ My family Topic Families. pp-12-13 ‘Aim To develop vocabulary related to family relationships; to introduce supposed to; to explain how to express cause and effect. Vocabulary Family relationships: grandfather, grandmother, father, mother, son, daughter, brother, sister, husband, wife, uncle, aunt, \_ nephew, niece, cousin Vocabulary 11 a Inpairs or individually, students complete the chart, Invite different students to tell you their answers and write them on the board. Spend some time on the pronunciation of these words, especially potentially difficult ones such as mother /mada’, 2 ] son /san/, daughter /'do:tal, brother I"bradw, aunt /a:nt/, niece /niss, and nephew /nefjul —e=eV—“_ o>. Answer key grandmother father daughter brother wite Optional Extra ‘Ask students to work out how many people are in their family. They should count al the relations in the chart. Who has the biggest and who has the smallest family? Invite students to talk about their family: My family has twelve people. Thave two sisters, a mum and dad, three aunts... Note You may want to introduce step- father, step-mother, step-son, step-brother, step-daughter and step-sister here, These are relationships in second marriages. For example ifa mother marries again, her new husband is the step-father of her children, while his children are her step-sons or step-daughters, The new husband's children are then step-brothers or step-sisters to the woman's children. You may also find it useful to introduce the idea of in-law relationships. For example a woman's husband's mother is the woman's mother-in-law. The term in- Jaw is used with father, mother, son, daughter, sister and brother. Cultural background note It is quite common in the UK for young children to use the term aunt (or auntie) and uncle for close friends of their parents who are not related to them. As children get older, they usually drop the aunt or uncle and call these people by their first names. b Ask students to read the text, Now ask if there are any twins in the clas. Invite one or two students to say if they are only children, eldest children, youngest children or middle children, Optional Extra Ask Who's your father’s mother? to elicit ‘grandmother. Then say aunt's son to elicit cousin and brother's daughter to elicit niece. ‘Turn the activity into a game: each student in turn takes your role. Continue until the vocabulary has been thoroughly revised. Reading @ 1.12 2. Play audio recording 1.12 for students to listen and read the text about Sonia’s family. Students then work with their partner to find the names. Check the answers with the whole class.