Happy New Yea Student’s Book p88-p89 QUICK REVIEW Ths activty reviews the weather. Students work in pairs and write a ist ofall the weather ‘words they know. Students then describe the weatner in ‘thei town or city at the diferent times. Speaking and Vocabulary New Year's resolutions [Ee Ask students when New Year is, then teach celebrate and New Year's resolution (a promise you make at New Year to improve your life in some way). Drill these words/phrases with the class. Students discuss the questions in pairs. ‘Ask students to share interesting answers with the class a Focus students on the phrases 1-8 and highlight that they are typical New Year’s resolutions. Students work on their own and match the words/ phrases in the box to the verbs. Students check answers in pairs, then in Si p1S1. Check answers with the clas, Check students understand the new phrases have fun (enjoy yourself) and not eat sweet things (chocolate, cake, et.) Highlight that we can do a course or take a course but not However, we can study a subject, for example English, history, etc. Point out that we move to another country but we move house, not oF Also point out that Americans weigh themselves in pounds, not kilos, so they would say lose three pounds. ‘Model and drill the collocations with the class. Pay particular attention to the pronunciation of weight weit. Note that only the main stress in words! phrases is shown in vocabulary sections and the Language Summaries. 2less 3 weight 4 fun § more exercise smoking 7 house 8 chocolate cake Students work in pairs and take turns to test each ‘other on the collocations. EXTRA IDEA With a strong class, put students into pairs or groups and ask them to think of as many collocations as they can with the verbs in 2a. 4 While students are working, write the verbs on the board as word maps, with each verb (get etc.) in a crete and lines joining the two colocations from 2a (a new job, fi, etc.) to the circle. Elicit students’ ‘ideas and add them to the word maps on the board. Give students time to copy the word maps into their notebooks. Vocabulary New Year's resolutions Grammar be going to(1): positive, negative ‘and Wh- questions Listening and Speaking 3 os g- Focus students on the photo: and ask where the people are (at a New Year’s Eve party). Then focus students on pictures A-E and tell them that these are the people's New Year's resolutions. [EEF 27 Play the recording (SB p164). Students listen and match the people to their New Year's resolutions AE. ‘Check answers with the class. Alack 8 Meg CEd DVal David Students work on their own and fill in the gaps in the sentences with words from 2a. Students can compare answers in pairs. b EGE 27 Play the recording again. Students listen and check their answers. Check answers with the class. Zholiday 3 move 4 computer course § fit ‘smoking 7 lose 8 exercise 9 sweet EXTRA TDEA ‘Ask students to turn to Audio Script KEEEB 27, SB pt64. Play the recording again. Students listen, read and underine the New Year's resolutions when they hear them. HELP WITH GRAMMAR be going to (1): positive and negative a-c Ask students to look at the sentences in 4a. Students do: the exercises on their own or in pairs, then check in SB pi52. 4 While they are working, draw the table from 5b ‘on the board so that you are ready to check their answers. Check answers with the class. ‘© a The sentences in 4a talk about the future. ‘© The people decided to do these things before they said them. ‘© We use be going fo + infinitive for future plans. ‘* b Focus students on the table on the board. Flicit which words in questions 7, 8 and 9 from 4a go in each column and complete the table (see the table in SB p52). ‘© Highlight the word order in positive and negative sentences with be going to: subject + be (+ not) + ‘going to + infinitive +... ‘© Point out that the auxiliary be changes according to the subject: I'm (not), youlwelthey re ot you! twelthey aren't, helshelit’s or helshelit isn’t. ‘* Also highlight that with the verb go we usually say I’m going to Spain. not I'm going to go to Spain. But both forms are correct.Point out the stress pattern and the pronunciation of going fo igaornta’ in the example. (oat 20 EY Play the recording. Students listen and repeat the sentences. Check students copy the stress, and that they pronounce going to correctly. ‘a Students do the exercise on their own, then check in pairs. Check answers with the class. 2is/s going to stop 3’re going (to g0) 447m not going to 5 sgoing to sell Saaren't/re not going to eat out 7'sgoing to buy Bisn'v’s not going to stay bb Students do the exercise in pairs by referring back to the pictures and the sentences in Ta. ‘Check answers with the class. 1d 2 Jack 3 David and Val 4 Val 5 Meg. 6 David and Val 7 Ed 8 Meg, HELP WITH GRAMMAR be going to (1): Wh- questions ‘acc Students do the exercises on their own, then check in EELCUGEIEP SB ps2. While students are working, draw the table from ‘8a on the board so that you are ready to check their answers. Check answers with the class. ‘© Focus students on the table on the board. Elicit which words in the two questions in 8b go in each cohimn and complete the table (see the table in EXUUMEP SB p152). ‘© Highlight the word order of Wh- questions with be going to: question word + be + subject + going to + infinitive s .. a Students do the exercise on their own, then check in pairs. Check answers with the class, 2 How are you going to get home today? 8 What are you going to do next weekend? 4 What are you foing to have for dinner tonight? § Where are you going to have lunch tomorrow? 6 When are you going to do your English homework? b 29 EXEL Play the recording of the questions in 9a. Students listen and repeat the ‘questions. Encourage them to copy the sentence stress and the weak Forms of are you /ajal and to /tal. Repeat the drill if necessary. © Teach I’m not sure., I've no idea. and I don’t know. as possible answers to be going to questions ‘when you haven't made any plans. Students then do the exercise in pairs. While they are ‘working, check their questions for accuracy and help with any problems. [Ask students to share interesting answers with the lass. EXTRA IDEA ‘Students write down five New Year's resolutions then ‘move around the room and ask other students what their ‘New Year's resolutions are. When they find somebody ‘who matches a resolution on thelr list, they write the person's name by it. Students should try and find one ‘person wiho has the same resolution for each of their ‘esolutions. Ask students to share intresting information with the class. ku if] Get ready ... Get it right! Give students a few moments to write notes for at least three plans they have already made for next week, next month and next year. Encourage them to use phrases in 2a or their owin ideas. ‘While they are working, help students with any vocabulary they need. _ Use the speech bubbles to remind students Of the type of question they need to ask and the type of answer they can give. Drill the question and answer if necessary, and also drill similar questions with next month and next year. Pur students into groups of four. Students take turns to ask and answer questions about their plans and find out if they are the same or different. b Finally, ask students to tell the class about people with the same plans as them. Students work on their own and make notes on the future ‘plans oftheir family and friends. Put students into pas. ‘Students swap papers and write a paragraph about the future plans oftheir partner's family and friends. Gi (Bd class Activity 114 New Year's Day p190 (structions pia) Extra Practice 11A SB p125 Self-study DVD-ROM Lesson 118 ‘Workbook Lesson 11A p55