Elementary Teacher’s Book Marta Uminska, Caroline Krantz a nes OXFORDMEIC isi LURET Ane AGREE BAHU Y. SGM) Solutions Elementary Teacher’s Book Marta Umiiiska, Caroline Krantz OXFORD Tim Falla, Paul A Davies UNIVERSITY PRESSWRI Kang ino © NRW) PPM VEL anya) OXFORD ‘Great Carenden See Oxford x2 69? ‘Oxferd UniversiyPessisa department oie Unive of One. eanherathe Unvesiy'abjectinot ecellenceia ma, chant, and ecation by publishing wonewide ‘Onfrdew York, ‘Ascland Cape Town Dac esSelsam HongKong Karachi RenbaLumpur Maané Mebourne Mesicory Nairobi New Delhi Shengha! sip! Toros With aces in Argenina Avsiria Brazil Chile Ctech Repubic France Gree ‘Gnterala Hungary aly Japan Poland Fornpal Stagapore South Kone Swiseraed Tenland Tiskoy Ukraine Vitam ‘oxtonp and oxroxo exctisu are registered trade marksof ‘OnfodUaiversity Press the UK andin eran other counties © Oxford University Press 208 ‘The moral sphof the suther haveheen assert Database right Oxford Univesity Press maker} stpuotsned 2008 soa aon tee 2009 2008 Wss7es43zi ‘Allights eserved No part ofthis pubiction may be repre. ‘serena ereval tem of agate ian forte any cars, “thoat the por permission in writing of Oxford Unies Pres (with the sole exespcon of hotocoping cared out une the conditions sated fn the paragraph bonded Photacoping). or axexpresy permite byl, Under terme spred wth sh ppeorite eprgraphi nate onganiation "Engulris concemng reprdacton use te scope ofthe above should ‘beeen tothe HT Rights Deparsent Oxford Uninet Pret the ‘addres above ‘You mnt rca this bokin any othe indingor cover nd you emt npn his same conor emany aulee Photocopying “The Pblaber grant permieion forthe photocopying of howe ager marked phocecopable accereing ote flowing condos Indu ‘Purchasers may make pes ortheir own se or for usb classes that hey {each Schoo purchasers may make copies fr use by sta zit stders {his ponneson doer ot etennte atonal wheal or rancher Under eiteumstance may any parte hbo be phetacopid fr rele Any websites referedo in this publication are inthe public domain and their adresses ae provid by Onferd University Pres for information ‘nly. Oxford Unierity Pres dics any responsi forthe content sen: 978019 55165 Frinedin Spin by Urigrt St. “hh neath ae rat th many aes ats wh eat coe pase hema and proved rae es With tans {Dik flo forte contrbtin th cot of he Sor srk “Zinta Ancane Lavi rena Bodreine, Lithaotia at Elche, Hungary: ‘Danica Gondovd Shovabia Ferenc Kelemen. Hungary: Natasha Koto. ‘rains: Maso Males, Cros jr) Marceh, Slovakia: Dace Mika Latvia: ‘Anna Mom Urine Hana Mostlcoa. Canc Repub: Zensen yi Manga: Ere Taaleror, Cech Republic: Zatsn Rew Hungry. 1a Radstone, Lithuania la Rudo, Pland: Dagmar hereon, (arch Republic ‘he pbs nd ech wedi tend te pal hanks Watkins orth par sae n dev eater ‘Theor nd cuts we tea hear Dyseta uide for teachers: Katareym Bopanoice ‘heh wal ie othak belarus ptm ola p23 al but Sere, enn, ou), Gest Images p23 Way Reoneyohn Peters} Beek p 123. strats Cle ordlean Agent 2 p13: Dylan Gibson 127: DavidWA WRILONGIISI SULT AHCABVIGKMULPAHUY SCKIAV Introduction 4 1 Introduction Unit 10 1 Mynetwork 15 Get ready for your exam t & 2 24 2 Free time 26 Language Review and Skike Round-up -2 35 3. School life 36 Get ready for yaar exam 5 & 4 45 4 Time to party! “7 Language Review and Skilts Round-up 5-4 56 5 Wild! 57 Get ready for your exam 5&6 66 6 Out and about 68 Language Review and Skills Round-up 5-6 77 7 World famous 78 Ger ready for your exam 7 & B 87 8 Onthemenu 89 Language Review and Skils Round-up 7-8 9B 9 Journeys 99 Get ready for your exam 9 8 10 108 10 Just the job 110 Language Review and Skils Round-up 9-10 119 Dyslexia: a guide for teachers 120 Photocopiable resource bank 123VAM STRES) A note from the authors ‘Our work on Solutions began In te song of 2005 with a research trip, We travelled from city to city with colleagues from Oxford University Press. visiting schools, watching lessons and ‘aiking to teachers and students. The information we gathered fon that tiip, and mary subsequent trips ecross Cental and astern Europe, gave us valuable insighs into what secondary students and teachers want from a new book. These became ‘ur guiding principles while writing Solutions. Most people we spote to asked for: + a clearfocus on exam topics and tasks ‘+ e25y-to‘fllow lessons which alnays have a clear outcome + plenty of support for speaking and writ «plenty of extra practice material In response, we designed a book which has a crystallear structure: one lesson in the book - one lesson in the classroom. We included twenty pages of extra vocebulary and ‘grammar practice within the Student's Bock itsel o provide more Resibity. We included ten specifi lessons to prepare students forthe school-leaving exam, and ensured thet the book as a whole corresponds tothe syllabus topics required in this exam, And we recognised the dificultes that students naturally heve with speaking and writing, and therefore censured that these activities are always wel prepared and well ‘supported, Achievable activities are essential for motivation! ‘Our research trips also taught us that no two schools orciassos are identical That is why Solutions is designed to be fexible. ‘There are five levels (Elementary, Pre-intermeciate, Intermediate, Upper-intermediate, Advanced) so that you can choose the one which bes its your students’ needs. Solutions has benefited from collaboration with teachers with ‘extensive experience of teaching 14~19 year olds and of preparing students for ther school leaving exam. We would Uke to thank Marta Umifisk for sharing her expertise in writing the procedural notes inthe Teacher's Book. Cultural and language notes as well asthe piotocopiable supplements inthe Teacher's Book were provided by Caroline Krantz. ‘We are confident that Solutions wil be easy to use, both for students and for teachers. We hope it wil also be interesting, engaging and stimulating! Tim Falla and Paul ADavies The components of the course The Student’s Book ‘The Student's Book contains: + an Introduction unit to revise the basics + 10 topicbased units, each covering 7 lessons + Slanguage Revien/Skils Round-up sections, providing & lenguage test ofthe previous two units and # cuniative skills based review ‘+ 10 Get ready fr your exam lessons proving typical tasks ‘and preparation for the students final exam + 10 Vocabulary Builders with practice and extension options + 10 Grammar Bulders containing grammar reference and. further exercises ip boxes throughout giving edvice on specific skills and how best to approach cifferen task types in all four main skills ‘You will ind more detatls on pages 5~7 inthe section ‘A tour of the Student's Book’, 2 ) introduction 0 > ANA) PRAT Three class audio CDs The three audio CDs contain all the listen Student's Book. ‘The Workbook The Workbook mirors and relaforces the content ofthe Student's Book. It offers: © turtner practice, Iesson-by-lesson of the material taug? class ‘© additional exam tasks with support for students and teachers ‘* Chotlenge!exercisos to stretch stronger students ‘© wing guides to provide a clear structural Ramework for wating tasks ‘+ regular Self-checks with Con do statements to promote corsciaus leamer development ‘cumulative eviews to develop students’ awareness oftheir progress ‘+2 Functions Bank for reference fan inegular verbs list * a Wordist which contains the vocabulary activated in the Student's Book units Procedural notes, transcripts and keys for the Workbook can be ‘easly found on the Solutions Teacher's Website at ‘worw-cup.com/el/teacher/solutions. The MultiROM ‘The MultiROM is an interactive self study tool that has be designed to give guidance, practice, support and consolidation (of the language and skills taught in the Student's Book. The [NultiROM is divided into units and lessons corresponding with those of the Studen’’s Book. + every grammar lesson in the books extensively practised and is accompanied by a simple explanation + all target vocabulary is search, and gep-ill act one exam-type fi students are able (0 practise listening at thelr own pace ‘speaking and nriting sections help students improve these kil outside of the classroom + an audio CD elements included, with all the exam listening tess from the Wobook bch canbe played on 2€O player The Teacher’s Book The Teacher's 800k gives full procedural notes for the whole ‘cours, including Ideas fr tackling mixed-ablity teaching, In ‘addition, i offers: + optional activities throughout for greater flexibility ‘structured speaking tasks to get students talking confidently ‘+ useful ips and strategies to improve students’ exam technique ‘+ a teache’’s guide to dyslexia inthe classroom + 20 photecopiable pages to recycle and activate the language of e2ch unit in fun, communicative context Test Bank MultiROM A seperate resource MultiROM contaln = uniciests + mic-year and end-of-year progress tests short testsWARM SREE BAD = ir ON YIRK Lay) oar We qe “yi Solutions and the exam SottoreBanetayiskended inoue esers'ots Workbook savin marche preme mucaiietn The Wook nes uber atc bath tho and Heemameceiae eitace inate sewer cam, eka the course inthe choice of topics, task:types, texts and Haake Otee unin wren nen aerinaee Teacier's Bask Sado? Sesto hear ais i va Soca oar full procedural notes with advice and tips for exam preparation. The Students Book includes ten exam-specifc lessons " Pe ONES ea E designed to femiliarise students with the task-ypes and requirements of thelr final exam. The lessons provide strategies and exam techniques as well asthe language needed for Students to be able to tackle exam tasks with confidence. A tour of the Student’s Book ‘There ave ten main units inthe Student's Book Each uit has seven lessons (AG). Exch lesson provides ‘ater for one clasroom leston of approximately 5 mites. Lesson A - Vocabulary and listening Lesson B - Grammar ‘© The unit menu states the main language and skils to be ‘Lesson B presents and practises the Fst main grammar taught point ofthe uni ‘Every lesson has an explicit learning abjectve, beginning ‘+ The new language is presented in ¢ short text or other ean meaningful context. ‘= Lesson A introduces the topic of the unit, presents the main vocabulary set, and practises itthrough listening ‘There are clear grammar tables. Look out! boxes appear wherever necessary and help and other activities. students to avoic common ears, ‘This lesson links tothe Vocabulary Buflder atthe back of ‘+ This lesson links tothe Grammar Bullder atthe back ofthe the book, which provides extra practice and extension. book which provides extra practice and grammar reference. Introduction (WRITER IIEIILIW + AKRANIEID CRAKE Lesson C - Culture Lesson D - Grammar Lesson C has.a reading tex! which provides cultural + Lesson D presents and practises the secon main grammar Information about Britain, the USA or other Engish- point ofthe unit speaking countries. + The grammar presentation is interactive: siudenis often ‘Students are encouraged to make cultural comparisons. have to complete tables and rules, helping them focus © + New vocabulary is clearly presented in boxes wherever it the structures. is needed. *+ Learn this! boxes present key information in clear ond concise form. ‘+ This lesson links tothe Grammar Builder at the back ofthe book which provides extra practice and grammar reference notes ‘+ ATinal speaking activity allows students (o personalise ine ner language. Novpainino gain Lesson E- Reading + Lesson E contains the main reacing text ofthe unt * occupies two pages though I etl designed forone lesconin class, The tents alnays interesting and and inks withthe topic of te unt The text recycles the main grammar points trom lessor 8 and. + important new vocabulary highlighted in the test ond practised ina followup activity and inthe Workbook want to the students, i ) introductionWARES TUR © ANAM PPAR SCM Lesson F - Everyday English Lesson F presents a functional dialogue. The lesson ainays includes Istering practice, Entra vocabulary presented, if necessary. Students follow a clear guide when they produce their own calogue, Useful unctionel phrases are taught and practised. + The sep-bystep approach of presentation, prectce and production issuable for mixed ability classes and offers achievable goals. Get ready for your exam ‘There ae ten Get ready for your exam lessons (wo ater Units 1, 3 5.7 and 9) which focus on exam ski and preparation. ‘+ The lessons Include exam tasks for reading, speaking and listening + Ench lesson Includes activities to prepare students forthe exam tasks and provide them with the language and sills they need todo them successfully ‘+ These lessons also recycle the language from the previous two units and lnk withthe topics. Lesson G - Writing Language Review/Skills Round-up ‘Lesson G focuses on writing end normally involves one of, the text types required for the students final exam, ‘The lesson elways begins by looking at a model text or texts and studying the structure and format. Students leem and practise useful phrases. ‘There isa clear wing guide forthe students to produce their own text This supported approach to writing increases students? linguistic confidence. “There are fve two-page reviews (after units 2,4, 6,8 and 10). ‘he fst lesson of each review is a Language Review ofthe preceding two units. ‘There are exeicses focusing on vocabulary grammar and functions. ‘The marks always total 50, soit is easy to monitor progress, through the book. The second lesson of ezch review isa Skis Round-up ich covers all the preceding units ofthe book. ‘The lesson includes practice of all four skills: Istening, seading, writing and speaking. ‘The material is centred around @ Hungarian boy called (Marton, who is Uving and working in Britain, osWWW Legis ht URSAMONM MCRL PAMUY.SGKIIi) Tips and ideas Teaching vocabulary Vocabulary notebooks Encourage your students to record new words in a notebook. They can group words according tothe topic or by part of speech. Tellthem to write a translation and an example sentence that shows the word in context. ‘Yocablary doesn't just appear on Vocabulary pages. You can ask students o make a ist of al the verbs thet appear in a Grammar section, or to choose Five useful words from a reading text and leam them, Leaming phrases We often learn words in isolation, but a vocabulary item can bbe more than one werd, eg. surf the Intemet, have a shower. ‘Make students aware ofthis and encourage them to record phrases as well as individual words. Revision Regularly revise previously learned sets of vocabulary. Here are two games you could try in class: + 04d one out. Give four words, elther orally or written on the board. Students say which isthe odd one out. You can choose three words rom one vocebulary set and one word from different set ( relatively easy task) or four words from the same set, eg, kind, confident, rude, friendly, where rude is the odd one out as its the only word with negative connotations. + Word tennis. This geme can be played to revise word seis. Gall out words in the set, and nominate a student to answer. ‘The student must respond with another word in the set. Continue around the clas. ‘Students must not repeat any previous woids, For example, with clothes: Tshirt Siz jeans Te sweatshirt St: top Teaching grammar Concept checking The concepts important. Do not rsh from the presentation tothe practice belore the students have fully absorbed the meaning ofthe new language. You can check that they truly ‘understand a new structure bj: ‘asking them to translate examples into their own language. * talking about the practice activities as you do them, asking students o explain thelr answers. + looking beyond incorrect answers they may be careless. ‘errors or they may be the result of e misunderstanding, ‘+ contrasting new structures with forms that they already know in English and in their own language. Practice Practice makes perfect. Learning anew structure is not easy, and students need plenty of practice, Use the extra activities in the Grammar Builders and on the MuitiROM, Progression Mechanical practice should come before personalised practice. This allows students to master the basic form and use frst, ‘without having to think about what they are trying to express at the same time, Teaching reading Predicting content ‘Before reading the text, ask students to look at the picture and tell you what they can see or what fs happening, You can also dizeuer the title ané lope with them ) Introduction Dealing with difficult vocabulary Here are some ideas: * Pre-teach vocabulary. Anticipate which words students will have aificuty with, Puc them on the board before you read the tex with the class and pre-teach them. You can combine this witha prediction activity by puting alist of words on the board and asking students to guess which ones will not appear in the text. For example, forthe text about kung fu on age 22 ofthe Student's Book, list these words: training practise kicking "blonde fight grandmother dangerous ‘Ask students to loak at the pletures and tell you which two Words they are not going to find inthe ex! (grandmother ‘and blonde). Atthe same time, check that they understand the other five words, ‘+ Having read through the text once, tll students to write ‘down three oF four words from the text that they don't ‘understand, Then ask them ta callout the words. You ean then explain or translate trem, + Rather than immediately explaining difficult vocabulary, ask students to identify the part of speech ofthe word they don't know. Knowing the pat of speech sometimes helps them to guess the meaning. © Alter working on a tex, ask students to choose four or five new words from the text thet they would like to learn and to write these in their vocabulary ntebcoks.. Teaching listening Preclistening This an importent stage. Listening to something colcis nat 5% 59 prepare the students well, Focus on tesching rather than on testing. Here are some things you can do: Tell he students in broad terms what they are going to hear (eg. a boy and git making arrangements to go out). + Predict the content there's @ picture, ask student's to look atthe picture and tel you what they can see or what is happening. * Preseach vocabulary. Put new vocabulary on the board and ‘re-teach it. Translating the words is perfecly acceptable, ‘Read through the exercise carefully and slowly before the students listen, Ensure that the students understand both the task and all the vocabulary in the exercise. (You can check that they understand the task by asking a student 0 explain iin their own language) Familiar procedure IWisn't easy to listen, read the exercise and write the answers allat the same time. Take some pressure off the students boy teling them you'l play the wecording @ numberof times, and that they shouldn't wory If they don't get the answers immediately. Tol students net to write anything the first time they listen, Monitor While the students are listening, stand at the back of the class and checkthat they can al hear. Teaching writing Use a model Ensure that the students understand thatthe textin Leseon © Serves asa model for ther own wring Preparation Encourage your studensto brainstorm ideas and make nates, ether alone orin pars, before they ttenpt to ite & Composition Draft Tellthem to prepere a ough det ofthe composition before they write out the fil versionWWTERC TEU + BAT GPPAL YS Checking, Encourage them to read through ther composition carefully ‘and check it for speliing mistakes and grammatical eros. Correction Establish a set of marks that you use to comet students" written work. For example: sp Indicates aspeling mistake W indicates a missing ward gt indicates a grammatical ertor indicates a lexical eror wo indicates incorrect word order Self correction Consider indicating but not correcting mistakes, ané asking students to ty to corect them, Teaching speaking Confidence building Be aware that speaking ica challenge for most students, Build their confidence and thoy will speak more; undermine it and they willbe silent. This means: + encourage and praise your students when they speak. = donot avercorect or interupt. ‘+ askother students to.be quiet and attentive while classmate speaks. + listen and react when a student speaks, with phrases like ‘Realy? or"That's interesting. Preparation ‘Allow students time to prepare their ideas before eskin them to-speak, This means they will not have Io search foridees at the same thme as tying to express them. Support Help students to prepare thelr ideas: make suggestions. and provide useful words. Allow them to work in pats, ‘appropriate, Choral drilling Usten and repeat activities, which the class does together, cam help to build confidence because the students fee less exposed. They ate also 2 good cance fo practise wo stress and intonation. Teaching mixed ability classes ‘Teaching mixed ability classes is demanding and canbe very frusttating, There are no easy salutons, but here are some ‘eas tat may hep Preparation Ty to anticipate probloms and prepare in advance, Orew up alistefthe five stongest student inthe class ane the five treakest. Tink about how they wil cope inthe nest lesson. Wien ero is italy to pose mare ofa problem ~ the stronger students because they nish quillyand get bored, orthe Slower students because they won't be able to hep up? Think thom you wl attempt to deat with this. The Teacher's B00K includes idees and suggestions for actives and les for aiferent abit, Independent learning ‘There is the temptation in elas to ghve moet of yourattenton tothe higher level students as they ate more responsive and they keep the lesson moving. ut which of your students can best ork onthe own arin pair? Its offen the stronger ones, so consider spending more time in class with tne weaker ones, and fnding things to eep the fas finishers occupied while the others catch up. Peer support Ifyou are doing paiwork, consider vith weaker students, ig stronger students Project work Provide on-going work fr stronger students. You can give your stronger students extended tasks that they do alone in pare ‘moments For example, you could give them readers, ask them ‘a keep a diary in English or work on a project. They can turn to these whenever thoy are walting forthe rest ofthe class to finish an activ. Correcting mistakes ‘tow much we comet should depend onthe purpose ofthe activity Te hey question sie the acti designed to improve accuncy or Rue? Accuracy With contotedgrmmarand vocabulary actives, where the emphasis fon the accurate production of partclar language points best to comet ll stakes, nd to do 30 immedatey you hea them, You want your student to master the forms nw adn repeat the mite tet work. Fluency ‘With actives such as roleplay or er srammar exercises it maybe better oto ner and cote every mistake you tear. The important mistakes to correct in these cass are those that cause a breakdown In commmunicaton. We shout show fetes ony athe languages me should ao Be asking ourseves, How wel did the scent communicate”, Dating the activity, ou cn mae a not af any serous grammatical {nd lescal errs anc ut them onthe hoard atte end oF the acti You can then go through them wn the whoecass. Self comection Give students a chance to correct themselves before you supply. the cect version Modeling When you correct an incvicualsucent always ast him or her to repeat the ansver ater you correctly Peer correction “ou can involve the rest ofthe cass inthe process of fomecton Asks thet answer correc? Yo can do ths when the student nas given comer answer a well 38 hen the fnswerisinconect Introduction ¢ i.hacer Lal LESSON SUMMARY © Functional English introducing yourself Ustening: short dialogues ‘Vocabulary letters and numbers Speaking: introducing yourself ‘opie: people Todo the lesson in 30 minutes, have only fow ppalrs oct out thei dialogues in exercise 12. ® Lead-in 4-5 minutes ‘+ If this is your frst lesson with this class, ask everyone to take ‘apiece of paper and write down as many English words as they can remember in one minute, i'some students seem at a loss, point out that they might, for example, know tes of songs in English. Share ideas as a class, asting each student ‘to ead out a word from thelr list. They must nat repeat a word that has already been sald. Exercise 1 page Draw students’ attention tothe photo. Ask the question in the book and help with comprehension if necessary, by saving for example: How olds he / she? Fiteen, shteen, seventeen, eighteen? You could wile the numbers on the board as you speak, Students guess the ages ofthe people in the photo. Exercise 2 pagea @ 1.01 '* After playing the dialogue ask: So, how ald is Ben? How old Is Francesca? You can ask few students: How old are you? Exercise 3 pages G¥ 2.02 * Play the alphabet for students ro listen to, then model t for them to repeatin groups of 24 letter. Students repeat chorally an incividualy. ‘+ Point out the easily confused G and /, and suggest some abbreviations which the students may know and which may ‘be used as mnemonics: for example, DJ or GPS. Exercise 4 pages @ 1.03 + Pay the recording tc, pausing after each name. If Stidents Raven writen allthe names, pay te recording 2s many times a they need. Final, wite the ames on the tard, saying each eter loud ae you te Transcript 1.03 Fussell Cone Catherine Zeta Jones WhiineyHousion Roger Federer Exercise 5 page 4 ‘Students thik ofthe names of up to three famous people. ‘They can write them down if they wish. (Spaling out without ‘seeing the wore is extremely difficult for visual learners!) As ‘they spell the names out, circulate and monitor. I'someone ‘cannot guess a name, their partner has to spell it again, loudly clearly and stow. The other person can write if helps them, 2 ) tntroduction Unit, Exercise 6 pases @ 1.06 ‘+ Play the numbers for students to listen to, then mode byonunciation for them to repeat in groups of 3-4 numbers (e4.1.2.3 ~4,5,6, etc). With aweaker class, dsply the numbers witten as words onthe board, OMP ra poster and have students practise n pats Transcript 1.04 1,2,3,4,5,6,7, 89, 10,11, 12,13, 14,15, 6, 17,18, 19, 20, 24,22, 23,30, #0, 50, Exercise 7 page 4 + Again, ina weaker class students may need to see the numbers in order to repeat ther. With e stronger class, See how cuchlthey can do it jou may wish to repeat te activity few times, faster each tine), You can also decide ‘hat anyone who mates a mistake hast pay 2 fret, for fexample, ay the name ofan English song, say the name of {tree calnies where Engh s spoken, et Exercise 8 pages) 1.05 + Play the recording tice, then ask students if they need ‘ollsten agin Pla it again recuted Finally pay the recoding to check, pausing ater every namie has been Spelled and writing onthe board. ney 1 Name: Siobhan Name: Dafydd age 15 Age 15 2 Name: Abdulah Name: Katharine age: 17 Age: 16 Transcript 1.05, 1 ‘Slobhan Helio. My name's Siobhan, What's your name? Dafydd Dafydd. Nice ro meet you. Slobhan Nice to meet yu to. Dafydd How doyou spell your name, Siobhan? Siobhan 5:-0-8-1-AN. How do you spell your name? Dafydd D-AFED.0. How old are you, Siobhan? Siobhan 115, How old ae you? Dafydd tm 1500. 2 ‘Abdullah Helo. My name's Abdullah. Nice to met you. Katharine Hi Abcullan, Nice to meet you too. 'm Katharine. That's KATHAR-LICE. How d0 you spell your name? Abdullah ABDULLAH, Katharine How old are you, Abdlah? ‘Abcullah fm 17. How old are you? Katharine Fm 16, Exercise 9 page 4 ‘© Students do the ta Checkas.a class. key 1b 24 3a 4cWRU Ra iShLOAHOA UGK RA LOyeE RVI) Exercise 10 pazes @¥ 1.06 ‘Work on the pronunciation of the questions. Pay each ‘one several times and ask students to repeat chorally and, individually, paying attention to the folowing features: = Each question is one tone unit, which means it should bbe pronaunced ‘like one word’, without stopping: “Howoldereyou?" (tis nat necessary to teach students the term tone unit), ~ In each question there is. a stressed word — the one that carras the key meaning: Whats your mame? How old ore you? Practise the question intonation. ~ You may also point out thatthe sentence stress in How la are vou? changes when the second person asks the ‘question: How old are you? fm 16. How old are you? Exercise 11 page 4 + Students work on thelr dialogues. In a stronger class encourage them to try without wilting the dialogues out in full. Help them practise the phrases, but don't they Find ithard te de everything orally. Exercise 12 pages ‘+ Depending on time and on students! patience, have 3-5 pairs act out thelr dialogues in Font ofthe class. Choose pairs who speak fairy loudly and clearly. Give feedback: praise ‘good performances and correct a few mistakes (especialy Concerning pronunciation or the language rom this lesson). them to sey the alphabet b a mistake (gives the ror 4 Say two titles of songs 5 Say the ttle ofa film in —— Lesson outcome Ask students: What have we talked about today? Elicits introductions er saying hello or saying how old you ar. ‘Ask students to repeat the alphabet end count from 3 to 20, Draw students" attention tothe lesson statement: can Introduce myself. be, nossessives and pronouns LESSON SUMMARY @¢ 0 © Grammar: be, possessives, pronouns Reacing: a stor personal profile ‘Speaking: asking and answering about persoral information ‘To do the lesson in 30 minutes, do exercises 2 and 6 asacless, Fyou ore short of time, you could spit the {questions in exercise 5, so that each student in o pair answers haf ofthe questions. > Lead-in 2 minutes + Aska few students the question: How old are you? This is revision ofthe previcus lesson, but twill also lead in into this lesson, Afera few students have told you ther age, name 2 few students and say: So, you ore 16. And he is 15. She is ‘also 15, They are 15, Explain that today's lesson willbe on the conjugation ofthe vers to be. Exercise 1 pase 5 * Draw stucents’attenton ta the photo. Say something like: ‘See ~ this fs Ben from lesson A Students tead the text and ‘anser the questions. Check answers withthe wiole class. aT 27 SF Exercise 2 pares ‘Remind students that be isthe infinitive. Ask them to do the tasks. When checking, ask for equivalents ofthe forms inthe students’ own language. Point out the short answers, ‘end emphasise that they are used alot. Key 1 'm/am 3 ‘e/are 5 sat/isnot 2 ‘s/s 4 “mnot/amnot 6 arer't/ are not Exercise 3 pase 5 Make sure students understand what they have 10 do: ‘complete the sentences so that they re tue about them. Help with any language that needs explaining (or example: ‘bag, yellow, cold, hung). * Gocover answers withthe whole class. Where two different answers are possible, try to find students with different ‘answers and ask them both to read thelr sentences. KEY 1 am/emnot 7 am/am not 2 are/eren 8 is/isn't 3 ae Exercise 4 pages + Bsplain thirsty and any other unknown vocabulary. Ina stronger class, refer students to the table in exercise 2, and asicthem to look at how questions are formed. in a weaker class, tlk through the structure together, and do the fst ‘one oF two questions as a class, Students do the task Individually and compare answers in pairs. Check answers with the whole class. EY fre you 15 years ald? 1s Ronaldinho your favourite footballer? {sour teacher inthe ciassroom? ‘Are we fom Hungary? |s ula Roberts your favourite actress? ‘Ave you thisty? Introduction Unit (11 fre your filencs at home?WWWSREREIEIU - ARRAN PAL Exercise 5 pases Do the first two or three questions in open pairs (wo students ask and answer and the rst of the group listens) to make sure they are getting it right. Insist on answers in the form Yes, 1am / No, sm not + the comet information as. ‘opposed to just yes and no, Students continue in closed pars. Circulate and monitor. Exercise 6 pages + plain what possessive adjectives are You can aska few students questions Uke: Is hs yourpen? Not isa? OP, is ie his? ith gstures to indicate your meaning) Students look ac at the text in exerica Yan inthe table individually, Check with the whole cass. key 1 my 2 her 3 our Exercise 7 page 5 Demonstrate the meaning of demonstrative pronouns using ‘objects in the classroom, for example: This s my bag. These ‘are morkers, That's a map of Britain, Those ae posters. ‘Students read the Learn ths! box. Check understanding by élicting some examples from the class. Ask students why they have used this, that, hese, or those ~Is the object ‘lose of further away? Is there one abject or more than one? + Students look atthe pictures and write questions. Check with the whole class. ‘+ Practise the pronunciion of /8)— show how the sound can be produced by putting the tip ofthe tongue against or even between the teeth, Key 2 Are those your books? Are these your trainers? Is that your bike? 'sthis your CD? Are these your pencils? Lesson outcome Ask students: What have we talhed about today? Try to licit to be: my, your, his, her, ths, that or possessives and demonstrative prenauns, but accept any answer that refers to the content ofthe lesson. Briefly revise the conjugation of 0 ‘be. Draw student’ attention tothe lesson statement: can ask and onswer questions. have got LESSON SU ‘Grammar: have got ‘Vocabulary personal appearance LUstening: shor dialogue ‘Speaking: taking about what people nave gotand what people Took tke ‘iting: a short description of 2 family member ‘Tople: people To do the iesson in 30 minutes, set exercise 7 and (possibly exercise 3 as homework 12) Introduction u > Lead-in 4-5 minutes * If you've gota sister or brother, show the class his/her photo and say: This is my sister Ask students around the class: Have you got sister? Have you got a brother? Report the students" answors to the class. Ifyou haven't got any siblings, you can stat by taking about your dog, ca, bike, ft. Finally, write on the board: neve got and cay this is the topicof he lesson. Exercise 1 pages GV 1.07 + Tellstucents they ar gong ta hea = conversation between Ben end Fancesta focus students attention onthe photo and sk them to reo the tak Play the recording nee. ‘low 3 moment for eveyone to ish asierng and then check asa clase KEY 1 hasn't 2 has 3 haven't Exercise 2 pages «Students rea the instructions and complete the table. In 2 weaker class, go through the dialogue together fist, and Undertne the examples es a class. ‘+ Tocheck, either have students writ the answers on the beard, oF isplay the completed chart on an OP. ‘+ plain that ‘ve and 's are shor forms of have and hos. Point out that nealy al the forms ave the same, just ane is ferent. Which one? When students answer (he/she/It has), you may choose to tell hem that they wil lates Find theta lot, but not all, of thie person singular forms end in 5. KEY. Dialogue: They've gota lovely house, Have you got brothers or sisters? I haver't gota sister, but I've gata brother. He's got blue eyes, but he hasn't go fair aie. Have they got children? ‘Table: 1 has 3 Have 5 hase’ 2 have 4 haven't 6 haven't Exercise 3 page 6 ‘© Read the example and do the fist mo sentences with the whole class as a model. With a strong class, you can do the exercise orally. Wit a weaker class check any unknown vocabulary first and do a few examples together. KEY 1 He's gota bike, 6 He's got a watch 2 Hehasn't gota computer, 7 He's gat a mobile phone, 3 He's gota pet. 8 He hasi"t got a OVD 4 He hasn't got an MP3 player. player 5. e's gota skateboard. Exercise 4 pages *# You may wish to askstudents to work with partners they dort know very well (otherwise they are likely to know the ‘answers to all the questions they ast. but this neecs to be handled sensitively. Some ofthe questions are about ite expensive possessions, and it's important thet nobody should feel embarrassed by having to make statements ‘bout their material status. Ifyou think thisis kely to be a problam, tell students that they don't have to tl the trth, they should focus on practising the language.RIM Ge US). bs IRD © ENE LATE) GPDAYTI WAKA we) Exercise 5 page 6 ‘= Askstudents around the class forthe meaning ofthe adjectives in the table. Accept translations. ‘© The order of adjectives before heir needs to be pointed out Put these examples on the board ‘he’s got ono, black hair. She's got shor, curly har. He's (90 sroigh, far hat. Now ask students to put these three ‘adjectives in the right order before the word hare Snes got ‘wavy / dark | ong hair. (Answer: She's got long, wavy, dork hair) ‘+ When the words have been studied and their pronunciation and order practised, students can go on to describe the fist photo. Then let students talk about the remaining ones in pais. Circulate and monitor, help with sentence-building ‘and pronunciation, Final, aska few students to describe ‘the photos to the whole class. Give feedback: praise good seniences, correct eros in teeet language (has got and the ‘appearance words) Exercise 6 page 6 + You may wish to specify the number of questions each pair should ask, for exemple, one about each person in the room, or one with each word, ora total of 10, Exercise 7 pages + Romind students ofthe language they can use in writing the description: He is /She 'sxyears old. (Lesson 8) e's got/She's got... (the features listed in exercise 5) ‘+ Tel students itis also possibieto say: Her eves are blue. Fs hai is long and dark. (Point out that hair isnot plural = in English itis seen as one substance, one mass of something) ‘=the writings set as homework, you may encourage students to include a photo with the description. Lesson outcome Ask students: What have we talked about today? Elicit: have ‘got and appearance. Ask everyone to say one word they learned from the lesson. Draw students attention tothe lesson statement (can describe people D Time, days, months and seasons LESSON SUMMARY eo 06 © Vocabulary: time, days, months, seasons Functional Engish: askin for and teling the tine ‘Speaking: talking about time, days, months and seasons SURIRNN 10 0 t esson in 30 minutes set exes 1008 auiten exercise for homeware > Lead-in 2 minutes ‘+ White the date onthe board, fist as numbers, then as words, ©: 15/09/2009 (Wed) ~ Today s Wednesday, the {teenth of September two thousand and nine, ‘+ Read aloud what you have writen. ‘© White the time, frst as numbers, then as words, 10.10 ~Itis ten past ten ‘= Inform the clase ofthe lesson top. twould be good to hhave a calendar with the names ofthe days and months in, English on the wall In your classroom. Exercise 1 paze7 @ 1.08 ‘Ask students to open their books and look atthe clocks (you may wisi to teach coc Pay the recording once for students to listen, and then again, pausing after each time. for them to repeat. Exercise 2 page? @ 1.09 * Make sure everyone understands what they have o do. Play the recording through once, then again, pausing after each time. Asks student to ite each time on the board in numbers: 4.00, 7.45, et. (ifyouare shertoftime, write them yourself) KEY . ‘ , GD . - e) & 4 - Transcript 1.09, four o'clock half past si ‘quarterto eight twenty to eleven five past en ‘quarter past three Exercise 3 page7 €¥ 1.10 * Allow a moment for students 10 read the instructions, the dialogue and the words in the box. Make sure everyone undersiands what they have to do. Check answers by getting pair of confident students to read out the dialogue, KEY 1 Excuse 300 5 welcome 2 time 4 vey Exercise 4 page 7 Fist practise reading the dialogue from exercise 3 in open pairs severl times (to students siting indifferent places read, the rest ofthe class listens). Work on intonation. You Introduction unit (13WRIA TW + MEME PAYEE ‘may play the recording again. When you feel students have brad sufficient pronunciation practice, ask them to talk about the times in this exercise Circulate and monitor. Exercise 5 page7 ‘© Ask students to look tthe task and read the instructions. ‘Ask them to pick outa few words which ae days of the week ‘and a few which are months. ‘¢ Students work on the exercise in pairs. Ifyou have a calendar with those words in English, encourage them towalk up to it and use it asa resource. You may want to Introduce a certain concition: they can walk up to the ‘lendar, but they must not take their notebooks with them. ‘Instead, they must remember as much as they can and then, ‘0 back to thelr desks and waite it down. Exercise 6 page7 @ 1.11 ‘© When everyone has finished exercise 5, play the part of the recording withthe days ofthe week Play it through for ‘students to check their answers, and then again, pausing ‘after each item for them to repeat. Point out the silent letters in Wecinesday and practise the pronunciation of Thursday. ‘+ Repeat the same procedure with the names ofthe months. Point out especially the pronunciation ofthe Au in August = not /ao/ but /a:/- Transcript 1.11 bays 1 Sunday 5 Thursday 2 Monday 6 Fidey 3 Tuesdoy 7 Sautdoy 4 Wednesday Months 1 January 7 Why 2 Feotuary 8 August 3 man 9. september 4 Apel 40 October 5 tay 31 November 6 tune 432 December Exercise 7 page 7 ‘Give students a minute or two to look atthe pictures. Then ‘ask them to match the pictures withthe seasons. KEY 1 spring 2 summer 3 autumn a winter Exercise 8 page? @ 1.12 «Play the recording and check students’ answers to ‘xeric 7. Thon students repeat the seasons chorally and indivi. Pay special attention tothe pronunciation of the Au in autumn ~ not a Dut a), just a in August Exercise 9 page7 ‘+ Students ciscuss the months and seasons in pais. Check with the whole lass. 18) Introduction Unit Exercise 10 page 7 ‘+ Students may ask and answer the questions with the ‘classmates they are sitting with, or you may ask them t0 stand up and ask each question of a diferent person. » Lesson outcome ‘Ask students: What have we talked about today? Elicit: time ot days ofthe week, manths and seasons. Ask seven students to say the days ofthe week in order, ten twelve to say the ‘months in order. Draw students’ attention to the lesson statement: / can ask the time and talk about the months of the rear,My fern ry Family and friends LESSON SUMMARY eee 0 Vocabulary: family menbers Lstening: desciption of a social network ‘Grammar: possessive 's singular and plural Speaking: taking about family and fiends ‘Topic: tamly ite ard rtationshins ‘Todo the lesson in 30 minutes, set Vocabulary ‘Bullder (par 1) exercise 4 as normework. Limit the number of ‘questions in exercise 6 10 2-3 and set exercise 8 as homework too (exercise 9 ill then provide a method of checking that plece of homeworkin the next lesson). = Lead-in 2 minutos * With books close, inform the cass ofthe lesson objectives by saying: Todoy's topic is family. Wet family on the board. Ask: Do you know any words for members ef the family) people in the fom? students don’t understané, prompt them: For example, ‘mother'or..? Wite any words the students say onthe board around the word fui. Exercise 1 page 8 = Students filin the chart individually orn pais. If possible, dictionaries should be available. * Ect the fact that the word cousin isthe same for boys and irs, KEY ‘AR: aunt, cousin, daughter, granddaughter, grandmother, mother, niece sister, wife B: brother, cousin, Father, grandfather, grandson, husband, nephew, son, uncle cousin isin both groups Exercise 2 pages (1.13 + Pay the recoding once, pausing efter each item for students to repeat chocllyand incividualy Point out thatthe fal in moter, father, sso, lei completly silent, a eatin Buti English, (Students are ely te have some experience of American English pronunciation fom fms, et). +f stucen’s renunciation needs corecting, repeat the words yourseff as many times ass necessary, 50 that they have a mode to iitate Exercise 3 pages (1.14 * Pia the words for students to hear. You can also model the pronunciation yoursell.ASk a few students to repeat. KEY grandmother usband son uncle brother grandson Exercise 4 pages GV 1.15 + ay the recording once fr students fo check thet answers then play again and have them repeat te wore incividuay Pay tention to the pronunciation oF ry uncle's wife. Ask: Who's my uncle's wife? hoping to elicits Your aunt or Aunt. ‘+ Allow a minute for students to study the Learn this! box. ‘With a weaker class, write on the board: my dad's car and ‘my parents cr, point to the apostrophe in the cifferent positions, and say: singular — plural ‘+ Students complete the puzzles. Check withthe whole class. KEY. 1 uncle 4 mother (oraunt) 2 uncle 5 nioce 3 cousin 6 brother Exercise 6 page 8 + With a weaker class specify: Write 203 more questions. + With a stronger elass, you can provide a mode! tke ths: Who is my father's granddaughter’s mother? (answer: you ~ for a git; o* your wife - for a boy; or your sister, or Yyour brother's wife) or: Who is my son's brother's mother? (answer: you ~ fora git or your wife~ for a boy) ‘+ You may start withthe whole ciass ~ two or three students ‘aska question each, the whole class answers. After that, students ask and answer in pairs. For more practice of fomly vocabulary and passessive’s, 90 to: Vocabulary Key 11 brother 44 husbane 7 nephew 2 grandmother § aunt cousins 3 niece 6 grandson 2-3, Open ansne's, 49 That's Jene’s skateboard, 3 4 Joins et his cousins’ house, 5. Have you got Mark's MP3 player? 66 The dog's balls under the tree. 7 What's Marie's hone number? '8 Where are the students’ books? 9 These are Peter's pens. (0 Thats my grendparents’ house. Exercise 7 pages @ 1.16 + Draw students attention to Laura's network. The Min the middle f Laura; she hes clasifid the people in erie into threo ciferent categories: choc, family, fee time, + Wher students have identifed the catogoes inthe pete, You may wish to ask them: Mould your categories be the {ame orliferent” op students to pu their eas into words Play the recording. sMynetwork (15uae IiLw + AeA) PranmyasD wey volleyball team: Hannah muse group: Molly favourite teachers: Mr Baker friends: Pote; Amy’s cousin, Jake family: Mark and Lucy; Sam Transcript 1.16 Hm Laura. tve got one brother, ahs ame Sam. havent ota sist. bt ve gottwo cousins ~ Mark ane Lucy. Ou house ISrear the cente of town. me student t Whiteside Seconcary Schoo. Its OK My avout teaches ate Mr Baker an Mis Ble, and my best ends are Tira, ete and Amy. Anas go! a cousin “lake Ho's aly el My hobbexaevalleyball and musi. min 2 voleybal eam. Curtwo best player ar jaice ane Mannan. also ina music oup wth we ends, Bob ané Maly Exercise 8 page + fthe class are attic, you may wish to provide them with lege size pape, allow more time and possibly disole te reaults on the walls. time's shot, this exerise can be done at home. Exercise 9 pages '+ Provide a model first. Put 3— names of real people from Your own network on the board and encourage students to ask: Wno's..? Wite the names your family and friends use normally, to show students that there's no need for artificial English names just because you're speaking English ‘+ Whenever students do an activity in which they scribble @ few words which are only important to this one exercise, tryto previde scrap paper, and train them not to put such imelevant notes in their notebooks. The notebook should be a resource and contain information of lasting value. For work on plural forms of nouns, goto ern KEY 5 1 noses 2 watches 3 hoxes & videos 5 tomatoes 6 stories 7 leaves 6 foot tect child children man- men Tooth teeth person people woman - women 7 2 These potatoes and tomatoes are delicious. potato tomato 3 Where are those men and women from? man, woman 4 ‘She's got bi eves, and beautiful white reeth eye, ‘ooth '5 The children’s dictionaries are in the classroom, child, dictionary 6 Have you wot nephews and nieces? nephew. niece 7 The glasses are on the shelves in the Kitchen. glass, shelt 8 1 babies 4 keys 7 children 2 feet 5 sandwiches 3 watches 6 knives ® Lesson outcome Ask students; What have we talked about today? Ele: family ‘Ask: Can you give me some words for forly members? Praise the students who come up with the more sophisticated ones, ‘such as cousin, niece, grondfather, etc. Draw attention to the lesson statement: / can talk about people | meet regularly Notes for Photocopiable activity 1.1 Who's who? Palrwork Language: possessive, family vocabulary, numbers 16) Unit + my network Materials: One copy of the worksheet per pair of students (Teacher's Book page 123) if necessary, briefly revise lemly vocabulary by drawing a family tree on the board and elicling he words to descibe the relationship between the family members. *+ Divide students into pars and hand out the worksheets. Ask them to sit so that they can't see their partner's worksheet. Students fillin the missing names and ages in the family tree by asking and answering questions in pais. ‘+ Demonstrate the activity by taking the part of Student 3 and asking e.g. Who's Tonys father? Student A: He's Peter. Student 8: How old is he? Student A: He's 74 + Tell students to ask all thelr questions in relation to Tony. When they have ished they can look at cher partner's worksheet to check thei answers, + Nextask students to draw theiconn family tee and then talk thelr partner through it giving extra information, for example, ‘Adam's my brother He's 19. He studies at university 3) Present simple: affirmative LESSON SUMMARY ‘Grammar: presen simple: airmative ‘Speaking: making tatoments about yourself and your family To do the lesson in 30 minutes. read the text In eerese 1 aloud with stcens following in thet books, do exercise 4030 hss, ord set the Grammar Builders homework © Lead-in 2.3 minutes ‘+ Wte onthe boar: present, post, future, Ask ifstudents know what these words mean, (Accept answers in the studonts’ own language.) ‘+ Write the sentence / Jive in (ngert the name of your town) city/village). Ask: sth present, pastor future? ter eliciting present, erase past and future from the beard, so that what’ left is: present ~ live in (town). Add the word simple alte present and say: Today, we've going (0 learn a lense called the present simple. Exercise 1 page 9 + Draw students" attention tothe picture of The Simpsons, Elicit some names of his family members, KEY His dad's name ts Homer. His mum's name is Marge. He's got ‘mo sisters called Lisa and Meggle. Exercise 2 page 9 + As students read, monitor to see whether they'e coping well with the teat. Does everyone understand lazy, classmates, power station, and studies hard? IF come students do not know these words, maybe others do and can explain] translate them. With a weaker elass, be prepared to explain the vocabulary yourself e.g. fyou don’ lite work, youre ly. Deriel, Marta, Evo aad so on ore your classmates = people in the same class) With a stionger class, ask ‘students to use their dictionaries,WWW WELEM GNIS UTAH CAMMGK MIT PAHUY SGM) Exercise: 3 page 9 Draw students’ aitention tothe table. You may wish to ‘mention that English verbs are quite easy in one way. as, ‘many forms ae the same: /work, you work, we work Ask ‘students 1 look forthe third person singular in the text and ‘see whetherits the same too. + After checking this part of the exercise, read the box that ‘outlines the use of the present simple. Quote sentences from the text as examples: Eleven milion Americans watch it every week. (something that happens regularly); The Simpsons lve in Springfield (something thats always tue) Key works Barks A page? Students work individually, Fast finishers write one more Sentence said by a member of the Simpson family. They can ‘ead their sentences aloud and the whole class guesses the ‘person whe says the sentence. Check answers asa class. Key 1 work—Homer 3 studies Bart §_tike ~ Bart 2 go-Uise 4 stays—Homer 6 lve- Marge Fo further practice ofthe present simple (affirmative), goto: watehes goes flies oes 8 plays likes Finishes 5 6 7 watches 4 goes 7 kes does 5 studies 8 fies 6 2 3 4 1 2 3 finishes plays 2. My brother loves pizza. 13 We go to school by bike. 4 My classmetes like me, 5 His grandmother speaks French. 6 My cousins and | play football 7 My friend's aunt ives in New York. 1 2 3 reads 4 work 7 cooks speak 5 drive 8 getup te 6 teaches Exercise 5 page? @ 1.7 + Students repeat the thicd person forms individually. Make ‘ure they differentiate between in eg. likes and /2/ in ©; plays, Explain thatthe syllable /a/is added after i'l, {falter which would be difficult t either pronounce oF hear Exercise 6 pageo (1.18 + Play the recoring 2-3 times, depending on students? response. + Thetable requires them to diforetate between just two Calegores: [oor fl and fa. However when they have listened, you may want a ask them to repeat the verb forms. sist on correct pronunciation ofthe ral consonant Js) ane |2/ ofthe ial sable fa Key ‘(vor/d/: does, dives, hates, listens, looks, loves, speaks, says (ells ‘ia! dances, teaches, washes Exercise 7 page9 + Point out to students that some of the forms used wil be the third person singular, ex. (elicit) lives, and others wil be other forms, e-. (elicit) we go. + As students do the exercise, mortor and make sure they understand next door and get up. Be prepared t explain. + Asktwo students in tum to reed the text aloud, Help with pronunciation, especially ofthe present simple third person forms: lives, goes, ee. KEY 1 lives 5 getsup 9 hates 2x0 6 finish 10 thinks, 3 walk T listen AL loves 4 goes 8 ike Exercise 8 page 9 + Model the activity. Have one true and one false sentence about yourself ora member of your family prepared. Read ‘your sentences to the whole class and ash: Is this true? Students then work on their own sentences. ‘+ Fast finishers write more sentences. Exercise 9 page9 ‘+ Students talkin paits. Circulate and monitor. = Lesson outcome ‘Ask students (in ther own langu: jecessany): What tense have we looked at teday? to elicit: The present simple tense. Conduct a bref dil, using verbs from the lesson. Oraw students’ attention tothe lesson statement: | con talkabout my {family and friends. The Royal Family LESSON SUMMARY Reading: text about Queen Eizabeth Ustening: interviews ‘Speaking: talking about the British Royal Family ‘Tople:culture Sl To do the lesson in 30 minutes, ask students to ‘ead the text forthe first time and do exercise 2 at home. > Lead-in 2 minutes ‘Before stucents open their books, ask them ifthey know ‘any names of British kings or queens from history. Then ask for names of contemporary members of the Royal Family and ‘anything students know about them, Exercise 1 page 10 + Students look atthe photos ané do the task. Ifthey fin it ‘interesting, you can ask them to draw a family tree of the thiee generations ofthe Royal Family shown in the pictures. Unita + Mynetwork (17wen IEILIU + MEM) FRAyeeL) key. 1 Elizabeth 3 Chailes —§ Diana 7 Hany 2 Philip 4 Camila Wiliam Exercise 2 page 10 ‘This may be the first time some ofthe students have seen task o this type, o expiain itto them, pointing out ‘especially that there is one extra heading, which dos not it anywnere. Allon students to compare answers in pairs, then 0 over them with the whole class. f there are any wrong, answers, discuss why, for example, Wny is D “The Queen's Job and not The Queen’s trave's? - Because only one Sentence is about travels, and the whole paragraph is about vratfous types of work. Key A Intreduetion D The Queen's job B The Queen's home E The Queen's fee time € The Queen's family Exercise 3 page 10 ‘Students read the toxt more carefully now and answer the (questions. Do the Fst one asa cass. The word charity may ‘need explaining. Key aay ZY 3 F Prince Philip isthe Queen's husband. ‘4. F Camila is Charles's nie, 5. F The Queen meets the Prime Minister every week / Tuesday. {6 _F She goes to the horse races in May and June. EY) scxswyssen EeRie 4 poge 10 © Students go through the tex! again, Let them compare ‘answers in pars, then check withthe whole class. When checking, pay attention to the pronunciation of century (weak vowel) and monarch (nal ik). You can reinforce the ‘words by asking questions about the students’ own country, like: Can you give me the name of ¢ famous monarch? Do you remember which century he/she Bved ir KEY 1 atthemoment 3 caste, palace 5 monarch 2 prince 4 century 6 discuss Berke 5 pagero @ 1.19 Before playing the recording, check understanding of the ‘statements and the task With a Weaker class, read the ‘opinions withthe whole lass. Expensive and modera may ‘need explaining. ‘Play the recording through once. Then play Speaker + only ‘and ask how many ofthe opinions listed in tne task she ‘expresses. IF more than a ew students are not sure, play ‘Speaker 1 again. Aska student which opinions the old ledy ‘expressed. Follow the seme procedure for Speakers 2 and 2. KEY They'e abit boring. 3 They work hard. 3 Thoy'e very expensive, 1. They aren't modem. 1 ‘ike reading about ther.2 They have interesting lives. 2 Transcript 1.19 Int Doyeuthinkthe royal famly is important? Woman Important? Nel They're very expensive Int Realy? Woman Yes. We spend millions of pounds on them And they ares modem. Theyre ol-fashioned! | want 2 repub! 2 tnt. What do you tink othe royal fami? Man Nove bem. rea abot enn nerspanes 2nd magazine. Int Soyou thinkthey're important? ‘Man Oh, yes, very important. They have relly intresting Ives. 3 Int What doyouthink cf the royal family? Man Thay OK, Isuppose. Int. Soyou con't realy ke them, ‘Man Will, don't mind them. They'e a bit boring, but they work hard. Exercise 6 poge 10 * Ha student says a sentence that’ true but incorect hip them comec i. fa student says a sentence thar’s cect but aise, asthe class: s thot ue? en let them tiyto correct it fa student seys sentence which isnot a statement of fac, but an opinion (such a, They have interesting lives) accept, but pint out that its opiion, ™ Lesson outcome Ask students: What have we talked about today? Et: the Royal Famiy or the Queen or kings and queens, Draw students! attention to the lesson statement: can understand information ‘and opinions on the Royal FamilyRRS ane lts DLR o LYN DII & PPA LIYE A) resent simple: negative LESSON SUMMARY Grammar: pesontsimpl negative listening fer speci ntormation (re/flse) odo te esson a 30 minutes, don’ askstudents Cowrie al 12 sentences inexercbe 5 (2-3 afrmatve and 2-5 negative should be enough) Setthe Grammar Buler fr fomenort > Lead-in 2 minutes ‘= Recall something one of the students said about themselves in exercise 10 in lesson 13, Start this lesson by saying something contrary to what he/she sald, eg. if Paul said: ‘get up at seven, say: Poul, you get up at five, is that true? When the student replies no, write on the board and sey: / don’t get up at five o’lock Tel students that today there going to study the negative form ofthe present simple tense, Exercise 1 page 11 ‘+ Draw students’ attontion tothe photos. Students read and match the names to the photos. Explain athletic: someone Whois fit and good at sports, but not necessarily massively muscular. Check answers, Key 1 Ben 2 Josh Exercise 2 page 11 * Find the fist example withthe whole class, Aterthat students continue on their own. Circulate and look over thele ‘shoulders to see ifthey'e getting itright. With a weaker dlass, you may want to copy the table onto a transparency ot ‘write it on the boar for students to see and check, ‘= Point cut or elicit that the ony diffrent form isthe third person singular with ~es, which isthe same asthe -5 in affirmative sentences. KEY 1 don't 2 doesnt 3 don't 4 don't Exercise 3 page 11 *+ Do the first three sentences as a class. Students do the rest individually ‘+ Checks a class. Pay attention to the pronunciation of these words: science ~ there s no /\f/; ce hockey the final sound i Ji not /er/; computer ~ the stress on the second sylable. Computer games is. atone unit stressed onthe fist word KEY 2 Idon't live in England. 2 We don’t come fram London. 3 Sarah doesnt study science. 4 Mick doesn't play ice hockey. 5 My parents don't work in an office, 6 You don' like computer games. 7. Tom and | don't walk to school, 8 Katharine doesn’t getup atfve o'clock, For further prectce of the present simple, got ron E Key 5 1 doesn't 5 don't 8 don't 2 don't 6 doesn't 9 doesn't 3 doesn't 7 éo 10 don't 4 don't 6 1 dovtknow 4 stay 7 doesn't work 2 walk 5 hates 8 doesn't lisien, 3 doesn'tlike 6 love 7 2 He doesn't walk school, He ges to schoal by bike. 3. She doesn’ listen to music in her bedroom, She watches Vin her bedroom. 4 He doesn’t get up early on Sundays. He stays in bed on Sundays. 5. She teaches maths. She doesn't teach English Exercise 4 paze11 6} 1.20 {© Point to the photos. Say: This is lark This is Sally. They're ‘ucents, Daw students" attention tothe table. Explain that Yyou are going to play the recording straight through once, then play itagain stopping io check the answers. Transcript 1.20 Mark My name's Mark. come from London, but Ive in Liverpool. ma student study French t Liverpool Universi. My hobbies are basketball and paying the suit. | lay nabanl at unwestyt sty had eng the week. At the weekends work n a restaurant. Sally Hi, rmSaly- me studert at Cad Universi, butt m ct om Cord y family comes rom Londen. study mdicin. Ianto be 9 doctor. What are my hobbies? Wel, ove shopping. go stopping every Saturesy mmomirg sis tke spor ~ I play tennis. | sometimes wore ‘nashop on Sacys. Exercise 5 pege 11 + Read the examples and do one or two sentences withthe whole class After that students can continue individually, ‘+ Fastfinishers can also write sentences containing corrected information, Mark doesn't study maths. He studies French. + With e stronger class you may not require all siudents to vite al 10 sentences, Half ofthe class could do Mark ‘and the other half Sally, or you can just do 2-3 affirmative sentences and the same number of negative ones. KEY. He doesnt study maths. ‘She doasa’t ve in London, He doesnt enjoy playing the piano She stucias medicine. He plays basketball ‘She enjoys shopping. He works in a restaurant ‘She doesn't play voleybal, Sally doesn't come fom Cardiff. She wares in shop. Units eMynetwo C19Exercise 6 page 11 + Remind students thatthe present simple i used to speak about rexuar ets and things that are tue al te tine Wiha sttonger clase, ak students ta procice a last thew sentences each based on thelr onn eas. Exercise 7 page 11 ‘First students work in pars. You may wish to put them in pairs with classmates they don’t normally sit with so thet they leam something new about them. ‘© Then students report back tothe clas. Ifyour group Is big, this stage may take 2 longtime and students might stop paying attention, You may wish to ask students to tell ‘the class only the 3-4 most interesting things about their portnes. = Lesson outcome Ask students: What have we talked about today? Ty to elicit: the present sinple negative, but accept all answers relevant to the content of the lesson. Brefy practise the grammar by saying a few sentences inthe present simple and asking students for the negative forms. Draw students attention tothe lesson staterient:/can say what someone does and doesnt do Notes for Photcopiable activity 1.2 Two cousins: Sonia and Suzy Palewor Language present simae affmetve and negative Mates: One copy of worksheet. cut mn hal pe alr of students Teachers 8004 page 124) * Divide students into pairs. Give Students A worksheet A fand Students B riche Bel students nolo show cach ‘ther thelr worksheets. Gemonstate he activi by eicing tne sentence abovt Sena rom worksheet & and one abot Suayttom worksheet 8 9. Sona goes to Springtaw School in Ord Suzy goes to Manchester igh Schoo. «Ins tudens take iin tus fo make a sentence about the cousins using tel pictures Tel students to wie down Snying that hay haven common. (They don smoke, hey lay the gta, they play tennis) + Share araners a ¢ cass, Ask students fo tellyou the Sentences they nade ebout ech cous Family life LESSON SUMMARY Reading: text about a urs amy reading for specific information Speaking: speaking about home life and household duties Vocabulary: everyday family actives Topi: fay fe and relationships To date lesson in 30 minutes, either ask stunts fo reed the tex forthe fst time at home, or keep exercises 1 ond 7 sort, and et students worn pats for exercises 3 and 4 @ Lead-in 2 minutes 1 Tellthe ciass: ve got__ brothers) and__ sisters). ‘Ask one or two students: How mery brothers and sisters 20°) Unit t= My network ‘have you got? (Ifyou know something about the students’ fanilies, i's best to choose two whose situations ave very clferent~ an only child and one of four, for example.) {sk I that a good number of brothers and sisters? Then ‘announce the topic: Today we're going to talk about family Ife. At this pont, show the big photo on page 12. Exercise 1 page 13 * Draw students’ attention to the photo. Students answer the ‘questions in pais. Discuss question 3 asa class. Exercise 2 page13 + Ask students to look at the photo on page 12 end tell them ‘they ate going fo read about this family, Ask them to read the text quickly first anc ancwer the three questions in ‘exorcise 2. Ask them to underine te sentences where they found the information so they can justify their answers with lines from the text, Check with the whole class, asking for Justineation key 1 F(Ghe's a mother with 15 children) 2 F (er husband goes to work) 3. TCI love my big family... | want more children) Se est aha average feral in the UK has 1.3 children. This fs much. / Lesson outcome Ask students: What have we talked about today? Try to elt: home or family Uf or things we do at home, Dut accept all, answers relevant to the content ofthe lesson. Ask: Which words or pinases from today do you think wil be useful 1 you? Accept any lexical items that appeared in the lesson, but encourage students to recall collocations rather than single words. Draw students" attention to the lesson statement: can understand an article and talk about everyday activities. Introducing people LESSON SUMMARY Functional English: introducing people Lstering: a dialogue; completing somtences ‘Speaking: introducing people ‘Topic amily life and relationships ee SEN 10 cio the lesson in 30 minutes, do evorcicoe 3 {and 7 a5 a cess, and nave fewer pais perform their diaiogues Inenercise 10. *} Lead-in 2 minutes + Ask students (o look atthe photo atthe op of page 14. ‘Say: These are Rachel, Mark ond Susan. Who are they? (Students,) Where are they? (At school) Wht do you think they're saying? (Rccept any answers) Explain: infact, Susan (oint to one ofthe gis in the phote) is @ new student Tell students they are going to hear a conversation between the students inthe photo and to leam about introducing. people. Either explain ‘introduce’ or ask: What's Yntroduce/ Introducing?" accopt a translation.) Exercise 1 page 14 + Ask students to read the dialogue and the words inthe box and see they can fli the gaps KEY 1 How 4 fon doesn't 2 this 5 got you 3 wo 6 od Exercise 2 page14 @@ 1.21 + Play the recording twice ~ once without stopping, then stopping after each gap to check. With 2 weaker class, play the dialogue as many times asthe students need. Exercise 3 page 14 ‘+ Before students read the dialogue in groups, practise the pronunciation of key phrases. Model each phrase yourself, taking are to pronounce it slowly but very fluently, as one tone unit. Ask afew students to repeat individually, then the whale clas choral: How are you? Have you got any brothers or sisters? This is Susan How old are they? Niceto meetyou. See you. Where are you from? Exercise 4 page 14 + Ina stronger class, encourage students to do the exercise without looking back at the dialogue frst and then check. Check answers with the whole class. key 1 London 348 514 2 one, one 4 university 6 12¢ Exercise 5 page14 (9 1.22 ‘+ Tell students they are going to hear two more dialogues. Allow a minute t read the instructions and the statements. + Say they will hear the recordings twice. Introduce the fist dialogue by saying: Dialogue 2: Jey, Alfie and Sam. Play the first dialogue through, then play ita cecond time: pausing after each answerto check answers to questions 1-3. Follow the same procedure withthe second dialogue. «© Make sure everyone understands neighbour. Point out the ‘same inthe same street, the some donce cless). You may ‘raw attention tothe phrase dance class and relate it to students’ experience by asking: Who goes to ¢ dance class? Does anyone go to a music class? a drama cass? etc. key 17 27 9% iF sr €T Unit +My network ¢WVRVYRY ‘Transcript 1.22 1 Jenny Helo, Alfie! Nice to see you! Affe’ Wi, Jenry. Nice to see you too, Jenny Alfie, hiss Sam. Ale Helle, Sam. Sem Hi Alfe. Jenny Alfie is ny new nelghbout. He lives in ou street. He goes to Elston Secondary choo), Sam Oh, realy. My cousin goes there. 5. good school, Jenny Alfie's got a sister, Sam Ob, realy. What's her name? Alle sara. Sam isshe atthe same school? No. She's 20, She doesn't goto school. She wosks ina shop. 2 Ella Hi, Rosie! Rasle Hello, Ells, How are you? lia Fine, thanks. Resi, this is my fend, Jane. Resie Hi,Jone. Jane Helo, Rosie. lla Jane foes to the same dance class as me. fesie Realy? Jane Yes, but| go ta different school - tion Manet. Rosle Really? My mum works at that scho Jane isshea teacher Rosie Yes, she Is. She teaches Wallan. Jane oh, right. | don study alan Ella There's our bus! See you at school tomorow, Rosie! Rosie Yes, soe you at school, Fla. Bye Forno. Jane Be. Nice 1 moot you, Rose. Rosie Nicetomeetyou, too. 8ye, ane Exercise 6 page 14 @@ 1.22 + Students complete the sentences. Ina weaker class, play the recording while they're doing it, stopping after each ‘elevant sentence. Check answers with the whole clase. ‘KEY 2 new 2 docsm,works 5 goes, same 2 goes School 4 this friend 6 works teaches, Exercise 7 page 14 + Read the instructions. Explain reply if necessary. Aska strong student to do the first sentence es an example. Students match the remaining sentences. To check, ask various students to read the twovline dlalogues in open pais. KEY. le 2a 3¢ og 55 6f 74 Exercise 8 pose 14 + Giplain to students hatin the next execse they ae going, to actauta conversation, but frst they have to prepare ‘some information about the charactors. Students complete the sentances inthe exerci, Fact riches can wits additional sentences, for example: Yu livin the seme Streetes.. You goto the same drama class a5. Exercise 9 page 14 ‘+ Students wort on their conversations. Circulate and monitor, correcting errors and doing little bts of pronunciation practice if needed. Students need to read ther dialogues together at least once before they present them in front ofthe class. Ask stronger students if they could say thelr dialogues without reading, maybe from afew notes or romps. 22) Unita +My network AW 2 GRAM PRGIYRLALD Exercise 10 page 14 Before students perform, read the speaking tip asa class. Depending on time and on students’ patience, have 3-6 groups act out their dialogues infront ofthe class. Pick Students who speak loudly and cleaily and/or wiose Glalogues have something interesting or funny about them. = Lesson outcome Ask students: What did you lear todo today? Ect: To introduce people. Ask students to say some phrases they {earned inte lesson. Braw students’ attention tothe lesson ‘Statement: Icon introduce people. An informal letter D LESSON SUMMARY Wilung: an informat ener Reading: an informal loter Topl: fai if and relationships —— To dothe lesson in 30 minutos, do exercise 2 ‘quickly 5 a class and set the writing cs homework > Lead-in 2 minutes ‘© Inform the class ofthe lesson topic. Ask: Do you evervarite letters? How often? Who to? Have you ever had a perfiend? (you getvery litle response to the questions about letters ask: Do you write emails? How often? Wha fo? Do you have ‘an e-mail friend?) you find that your students hardly ever ‘wit letters, you can make the topic relevant to them by saying that you would wite an e-mail to 2 friend in 2 similar way to the letter presented in the unit. Exercise 1 pages ‘Ask students 10 look atthe letter and the photo. What do they expect the letter to be about” Ask them to read through the letter quikly, Were their predictions ight? What kind of information is included inthe lett? ‘+ Now ask students todo the task. After checking the answers with the whole class, discuss the struciure ofa letter ‘and emphasise the Importance of wilting in paragraahs. Point out that each paragraph in Robbie's letters about something specific, and expan that the general idea of 2 ‘paragraph is tat it contains ore point or ane topic. KEY tA 20 3A 8B 5A 6C Exercise 2 page 15 ‘© Read and answor the questions as a class. This may be {2 good opportunity to elicit answers from the weakest students and boost their confidence, Key 16 Manchester Karen 1 He takes the dog fora walk and does his homework. Keren and Robbie