Get Ready 1. Picture bictionry page 108. Find examples of he Key Word inthe phos. (68) KeyWords: Places smusement park bowling ally Gnemsa ico enn Ire te masa Shop Shepp ene skater Snack bar apo centre sviming pol Under cub wate par 290 UF 2_Usten thre calogues, Where are the people? Get Ready bill Exercise 1 + Students check the meaning of the Key Words in the Picture Dictionary. + Point out that the main stress falls (on the first word in the two-word phrases in the Key Words, e.g. ‘amusement park with the exception of undersixteens. {iil Exercise 2 Audioscript — end of notes Answers 1 shopping centre 2 cinema 3 ice rink “ak about paces ad eet ‘ead about wi Module 9 1 give directions. “Write a nate with directions Learn about adverbs of frequency, ere ihr or, some and any, ‘Workin pairs. Ask and ane these questions, Where yo gen youre tne? ‘yo toa howtog alloy weekend grat, Where do you goin your tee time? Do you go wih your parents or tends? ‘Where ate our lvourite places int ‘What paces don't you ike ery much? Exercise 3 + Read the four questions with the class, eliciting one or two answers for each question, Students then work in pairs. + Alter the pair activity, each student reports their partners answers to questions 3 and 4 to the class. Check that students use the correct third person singular verb forms in their sentences, e.g. Hiv/Her favourite places are... / HefShe doesn't like... very much. Extra Studdents close thee books. Write jumbled words on the board for students to sort into place 1 070 (200) 2 AKRP (park) 3 POSH (shop) MUUMSE (museum) NAM ENC (cinema) PEAKSTAR K (skatepark) Exercise 2 - Audioscript one Girl 1 | need to get a present for my mun’ birthday. Girl 2 What do you want to buy? Girl 11m not really sue. Girl 2 The sweet shop is just ‘over there, Does she like chocolate? Girl 1 Mm, no, not very much. Girl 2 Jewellery? What about a pair of earrings? Girl 1 Great idea. Now where's: the jewellery shop? Gir 2 Upstairs on level 2, next to the bookshop. Two Girl So what do you want to see? Boy | don't know. Girl_ What about Screen 37 Boy No, I don't like Leonardo. Dicaprio much. Giel_ Ob, | don't mind him, What about Screen 6? Boy James Bond? No, he's bit boring ... Maybe a comedy? Girl Screen 4 ... Jim Carrey. He's funny. Boy Yes, okay. How much are the tickets? Three Girl Come on. Boy No, | can't do this. Girl Yes, you can. Here, hold my hand. Bay, okay fr you, you goto Girl Come on, Okay? Boy Well, yeah, yeah, it's quite easy really... al! rl Are you okay? Boy Yeah, I'm okay. Wow, this ice is cold. Can we stop for a moment?This Unit Short of time: set some of the exercises for homework (eg, Exercises 3 and 5) More time: do the extra activities Background This lesson focuses on how five teenagers around the world spend their free time. They have not been chosen to specifically represent their country in any way and should therefore be seen as personal cases, Warm-up Extra Start the lesson by revising vocabulary from page 41. Write {wo lists of words on the board for students to match: ‘shopping a) rink Zamusement —_b) alley Bice centre 4 sports 4) pool S swimming e) café 6 Internet 4) centre 7 bowling a) park Answers ‘tcll) 23) 32) Acif) Sd) Ge) 7) Exercise 1 + if necessary, teach new vocabulary that students nneed to talk about their free time activities, Reading and Listening (8) Exercise 2 Answers ~* student page [0 Free Time Warm-up Reading and Listening 1 wat you doin our tne? re 2 nen acomlt the ext with herbs in (red agains apy copa games, PETS | Took’ ide Sue vist watch e208 Teennfocysiierovmmer te gasint Ren eee > 1 yuaty 2go__to he stoping ene wth ny Rael ‘ens afr school We? Nin the shop, we i lat uy eh tt ering, Tt we le ot fd unr 16 cao pont cet ny re, We flmeties got the cet at wecken. Tats est bat ts very expensive “an Sect ere queily any ows We pt Terai nen eeu eta oe erp lee ee bees Mae trok On etdays Laban ly bse iii berealta inane a Ne oy ent pe ay he nays sped ie wa ay a "pelea stayin Cootigihew ate pm, | deny homewok tf Monin | Weatvoye testes they eer ond a, New Zend the westench he pr rl isso} go my (Geld ie og MES ae 1 thang out ear my Howse wh che kis frome shot We? Me our bet anc we oteboar. WE haven got = ‘Sepa so we sate nthe set. ‘top. When Fm et ane, absys io my Pecan (ser? ele nd chat tomy rents nti Hie na tg ard Se bus src vee {arly eer get ses ach Wehner pot Cncng s01 o-Ps at hae a ay tends base On Str Itoh a tw mah Fy Nes. Done Ka fol Cot Ws Baa initen we! te" ch thane We ne fo shepieg te tat Gi Bide: ha lara es Coad [3 Rend the text 2gan and wite the comect. 1 stays at home ater chao? _Adon 2. say teenagers make problesin a ocal pace? “hunt 3 Rasa otf places ogo tin ther re time? ih? 4 Says the cast of going oui problem vs go Extra Grammar: Adverbs (1) If the nationalities of your students fiatciena are represented in the text, then ask if they think the description is typical of a teenager from their country or not. If they are not represented, then ask them what they think would be the typical activities for their country. + When checking answers, point out the position of the adverb before the main verb in the sentence, eg. | always play basketball. (The position of adverbs with the verb to be is introduced in Exercise 8, Exercise 3 + Draw students’ attention to the percentage related to each adverb. Answers ~ student page ‘Check students’ comprehension by asking them to translate the sentences into their L1. Answers 2 usually 3 often 4 sometimes 5 hardly ever 6 neverGrammar: Adverbs (1) 4 compete the tae with wor fom the text. 100% | on saturdays, play basketball, ‘80% | 12 go to he shopping centre after schoo 0% _| 1° wate DVO at home. 3056 | We + goto the cinema at weekends. Emi 0 out alter schook 0% | We ®__ go shopping on Sundays. Practice 5 Use the words o mate sentences. re the sentences tue" ase fo you? arcvs/ always / my trend / ate Sometimes /emputer games| lay ‘aly 7 with my ene 1 on Saturdays fy frends me hardly eer | phone spout {2 /ften to the cinema my parents Veer my r00m tidy Your Turn, 6 Thnk about your answers to this qustionaie, ‘Thea look at your score on page 11 ET THROM ou pera? Mtoe hacyeer el saneies —_o cten 2 sopusa nol weit snob open the anaes Ea er 2 doyntyarensone tet yee) tins 4 ome reat A myer onties 1 doyu soy natdyanauacn 02 Wee tins ess ee © doyousananaeyyaerean? Weta seins 6 heer 7 Workin pscs. compare your answers hard vr go fora Wha about oa? Practice Exercise 5 + Do one or two sentences with the «lass before students complete the ‘exercise, working individually + Ask students to change their false sentences into true sentences, eg. ‘My parents hardly ever go to the cinema, Answers 1 My friend always arrives late. 2 I sometimes play computer games, 3 | usually go out with my friends on saturdays. 4 My parents often go to the cinema, 5 My friends hardly ever phone me. 6 I never tidy my room. OTe B took at te Sentence Builder 9 Use the words inthe boxes and adverbs a frequency to write sentences, Ay fwd meer kn tls asi Tenayers are nal ink fasion. 10 Workin pairsor groups. Read your sentences Do you agree? Seppe ae fin ad aio 8 Thats tre but Canadas are sual good hes (OMIM > Page 93, Eerie 10 Your Turn Exercise 6 + Give students time to read and answer the questionnaire and look at their scores. + Asa clas, students discuss whether they agree with the opinions in the answers. They may think of other activities which they do regularly which are not represented by the ‘questionnaire and which might change their result Exercise 7 + After the pair activity, each student tells the class two things about their pariner, eg. (Maria) sometimes goes Jora walk. She often plays computer games. Exercise 8 + Read the sentences with students, Point out that the adverb comes after the verb to be, + Ask students to look back at the text in Exercise 2 and find sentences with the verb to be and an adverb, eg, It's ‘always full of students. mm usually at home on Sundays Vm always in my bedroom. Exercise 9 + Read the wards in the boxes with students. Elicit two or three more example sentences, + Tell students to write eight- ten sentences. Exercise 10 + Check that students know hhow to respond if they agree with their partner, (e.g. That's true) or if they are not sure (e.g. 1 don't know. Perhaps it's tue). Extra Students work individually, \writing one or two silly sentences using words from Exercise 9, eg. Jamaican athletes alimays sing opera. In turn, students tell the class one of their sentences. The class can see how many different sentences they have made, (HIMEOUTY » Page 93, Exercise 10 Photocopiable activity 13, Teacher's Resources MultiROMThis Unit Short of time: set some of the exercises for homework (eg. Exercises 3, 6 and 8) More time: do the extra activities Background The Jorvik Viking Centre ‘opened in 1984 on the site of the ancient city of Jorvik in the centre of the modern city of York in the north of England. Visitors travel through a recreation of the sights, sounds and even smells of Viking York showing markets, streets, houses and even a toilet. Visit \wwnwjorvik-viking-centre.co.uk for more information Warm-up Exercise 1 * Before reading the text, ask students to [ook at the photos and describe what they can see. Answers ta) 2d) 30) 49 Exercise 2 + Read the sentences in the Word Builder with the clas, then look at the information in Exercise 1 and point out similar phrases, e.g. get in (one of our famous ‘time cars), listen to (a description of their life, Exercise 3 Answers —+ student page Reading and Listening Exercise 4 Give students time to read the four sentences before they read and listen to the conversation, + Explain or encourage students to guess the meaning of any new words. Answers —* student poge Warm-up 2 Lookatthe Word auilder 11 ead the information and match the photos withthe lhe tex Word Find out about life in Viking Talk to one of our Viking guides 3 complet the sentences wih these verbs rom the tet Tid oot _getin_ iste 0 pater sitdawn talk to 4. Dalen your coat 8 cls, Piven Noage : rae tcl, Cenc pi sner anceps el 4 Gn omenvor poser eA 5 Use teary 6 Sea eee rey meaning ofthis wor 6 “Titer? tnetntervew and answer ihe aston. you about my eer enna Se ed ee Pomerat es Deter ce eer Preece ene ares seer) eer Grammar: there is/there are _ Practice with some and any Exercise 6 Exercise 5 es + Check students understand that we A”sMeRs* student Page use some in affirmative statements. > and any in negative statements and Aid Exercise 7 questions Audioscrit end of notes + Ask students to look again at the dialogue in Exercise 410 find and read aloud more sentences Containing some or any. + Give students time to read through the list of places before they listen to the recording, nem naanes Answers —* student pageReading and Listening V4 ead and steno the comersation. Ar these ferences ue (ore 1 Youcan park your cr at ik 2 [A eae wt waking cis can vst brat toca hn a snack anda kin ato Ws tind place fr uch er pov ond morsng, cnt he you? Bes please ite some inormation aba Joerg Cente. Wat ies re tere? A Wel thre he orf the Viking cy that's ‘err popula nd there are some exhibitions Gil 7 ‘oF Viking ie and an interactive galery. Great. wan to vist with big 009. Are there any parking spaces at orvikr A No, there arent any parking spaces tthe ‘ei ut there's cr pak five minutes aay. Goad, nd there a i or vistors with hele? 1A Yes there And there's wheelchair aces 0 ailpars ofthe cente 3 Great One more question. there 9 ‘A No, there st a restaurant but there ae fs of places to et nea ov {8 Okay, thanks for our hel. A. Youre wokome. Grammar: there is/there are with some and any '5 Read the dalogue again and complete the {able with some or any. ‘There's a car park There are aon There nt a restaurant There arent) parking spaces atthe Isthere ait Yes, there i. No, there ft ‘re there avy | Yes, there are aking soaces No there aren't What atte are there? Extra Practice 6 complete the sentences about Jorvk wth ‘sntvare some or any. 1) There _are_ exhibitions of Viking ie. 2 "were esiauran No tee 3. ese aren't _ay _ puking paces. 4 re herein pide Yes, thee 5 There ae some reat souvenirs in the stop. 6 There ua restart. 7 Thee 6 allt Listen toa survey. Put es () or cose (0) inthe bove, Bret ta tend ‘What places ae therein our ar? Put atk (1 oF css (9 inch bo i emurenent park (lessemss ihunder 6 lb Cshoos Tuk Dsporscente — [Asnackbars B Now write sentences about the places in rrerce 7 Therein tan amusement park, Your Turn 9 work in pits. Ask and answer questions about your partners towniciy (there aie rink nour town? 1 thereon Are there ary god ships? 2 thereare Fact or Fiction?- There are many descendants of Vikings nthe ae sound Londen aoa ono eRe > Pe 9, xercse1 Your Turn Write questions on the board for students to answer as they listen to the recording again: 1 Does the hoy go to the sports centre? (No, he doesn't) 2 Where's the park? (In front of the boy's house.) 3 Where does the boy go with his friends at the weekend? (To the shopping centre) snack barfcinema,) Exercise 8 Answers There are some cinemas. There are some shops. There isa sports centre. ‘Thece isn't a bowling alley. There isn't an ice rink. There isn't an under-16s! ‘lub. There is a park. There are some snack bars Exercise 9 + Elicit two or three more questions before students work in pairs asking and answering about their town or city, Extra Students think about some good places they know and then tell the class, eg, There are some fantastic shops in There's a great z00 in / Fact or Fiction? + Background Athough there are not many descendants from the Vikings in the area around London, a recent study showed that in various other areas in the north of the United Kingdom (including Liverpool and the Orkney Islands) there are a large number of people with Viking ancestry. Exercise 7 - Audioscript Woman Excuse me? Can | ask You some questions about your area? Boy Okay. Woman there an amusement park near you? Boy An amusement par No, there isnt Wornan Are there any cinemas? Boy Yeah, the ABC cinemas are in the shopping centre. Woman Right, so there are cinemas and shops. Is there a sports centre? Boy Yeah, there’s a big sports centre next to the shopping centre, But | don't go there. Woman Are there any other places for sport ... a bowling alley or an ice rink? Boy No, there isn’t a bowling alley or ice rink, not near here, Woman Are there any under- 165" clubs, you know, and places for young people to go? Boy No, we haven't got an under-16s' club round here. Woman And a park? Boy Oh, yeah, there's a big park in front of my house. Woman And where do you g0 with your friends at the weekend? Boy Well, we go to the shopping Centre. and snack bas, you know, for a burger or pizza and chips. And sometimes we 0 to the cinema, Woman Okay, that’s all. Thanks very much, Boy No problem! IRIEL > Page 94, Exercise 11 Photocopiable activity 14, Teacher's Resources MultiROMThis Unit Short of time: set some of the exercises for homework (eg. Your Challenge, Exercise 3) and shorten the discussion in Brercise 1 More time: do the extra activities Background Last weekend the group were at an adventure park. This week they meet in the centre of York, a city founded in 71,AD by the Romans. York is halfway between London and Edinburgh and is @ major tourist destination, partly due to the Jorvik Viking Centre but also because of York Minster (pictured top), one of the largest Gothic cathedrals in Europe. The friends ask Laura {or her opinion of their city and then Emily gives a passer- by directions to the railway station. Warm-up (48 Exercise 1 + Students check the meaning of the Key Words in the Picture Dictionary. + Check pronunciation and spelling of words that are similar in students’ L1 and in English. Exercise 2 + Look at the key to the symbols on the map with students, Ask students which of the symbols they have seen on maps of cities in their country, + Elicit one or two more sentences from the class before students work in pairs Eid Exercise 3 EB coing out Warm-up Tice Dictionary page 18, Look atthe ‘ey Words. What words ares language? ER Key Words: Places bank car potk church opital_ hotel police tation poste ava tation Fier theatre Yours infomation 2 Work in pais. Find examples ofthe places from the Key Words onthe map. Therisacarparkin square At Reading and Listening GV3- readandistento the daogue Ar the fenencestve Mo ase 1 Gy tana dosnt tke re very mah, 2 [7 The groop want tog shop, 517 emi ns outs 4 TF Atle thm dictions Jake tural do youn of You? Laura ‘Theis of the cy amazing Ely Wel hi set scaled The Shambles ts 2 shoppin set row bu i's hones of years fake Laura intrested in istry so wat st or, aura jr? Wha’ tha Jake 153M ate. Yu ave Bak 100 Year to Vig tines ‘Rotaton ‘Woman face me? Cn you tell me how to get to ‘he aay station, pease ily Yes, sue. Go ou ofthe Viking Cerve and I ino Coppergat. Cn the iver int bridge Steet. Then ur ht into George Hudson Steet Woman George Hudson see? Emily Ys, that's igh Go pas ac pak into Rove tet Tun elt and gp down ‘Saton Road an the sation fs ner. Woman Oo the vigh® Emily Ys, you cat mist. Ws posit tation Rox ‘Woman Thanks very much, Enily You're wekome. Reading and Listening Extra Ask students to look again at the last section of the dialogue in Exercise 3 (starting with Woman: Can you tell me how to get to the railway station, please? In pairs, students practise reading this section aloud, taking turns in the two parts, * Give students time to read through the four sentences before they read and listen to the dialogues. ‘Answers student page Gi Exercise 4 + Students check the meaning of the Key Words in the Picture Dictionary. Answers - student page4 Pica Dictionary page 09. Look tthe lunderine Key Wore in Exercise 3. Draw the womans outeon themap. GB KeyWords: Orections oreo aos Speaking ‘5 Read the Key Expressions. Key Expressions: ‘Asking fr end giving directions ‘A Canyou tell me how to gett the bank, peste? B Yes sure. Go down this set and it's opposite the ralvay station, The rallay sation? Yes: You cant mis it ‘Thanks very much ‘out welcome {6 Workin pairs. Use the map of York. Use the Key pressions and ey Words to give your partner direction rom the ralivay sation 1 nother place on the map. Gost ofthe stain, go do Sai Read. Speaking Exercise 5 * Point out the use of the checking question (The railway station?) to make sure that you have understood the directions correctly, + Elicit one or two more dialogues from the class before students work in pairs reading parts A and B aloud. ‘ut an About Your Challenge Writing: A note with directions 1. took atthe sentence builder. Sentence Builder Fist, go out of the shopping ent, Go dove Park Avene and then ur ih. Go down Green Rood to the shops. Then cross the toad, 2 complete emis aoe to Lara with fst, then or and then cane i Ne en tte} reat tum noe pst esas / ht et tf 3 Think ofa place nearyour school. Write 23 note toa fend ane give hier directions but dont the pace! Gout of shi and then tar. 4 Workin pas Read each other's note What lace re the directions to? Exercise 6 + Tell students not to worry about the pronunciation of the English street names on the map. + Give the class some example directions to follow on the map and ‘check that students arrive at the comrect place. *+ Give students time to work out directions to two or three places on the map before they work in pairs. Your Challenge Writing: A note with directions Exercise 1 + Explain that the linking words in the Sentence Builder can be used when siving spoken or written directions, but they are especialy useful when writing directions + Point out that and then is not used at the beginning of a sentence but that then can be used at the beginning or in the middle. Exercise 2 Answers 1 First 2 then/and then 3 Then 4 then/and then Exercise 3 + Revise vocabulary of places in a school, eg. library, science laboratory, staff room, cafeteria, playground, toilets, gym, art/music) ‘computer room. + Check students’ notes, Point ‘out any errors for them to correct, Exercise 4 + If pairs disagree about the directions, help them to make the directions clearer. Extra Some stuclents read out their notes to the class. The other students listen and say what place the directions are to, (FIMEGURY » Page 94, Exercise 12Across Cultures 2 Warm-up Exercise 1 z + Read the questions with ne vet : the class and check that ami en co nt rsh ares? fv students understand the every da? nae ne "7 vocabulary before they ele ites of homework dO We does 2-3 hours of homework? fovsathan ‘vey Sars a7 3m hanger eres Ps once a uti a FiSlcsor oe ner nna ee es a eee ae foes tspons cmos” Se Reading ie eee carn ino Cf Exercise 2 rae hen + Tell students not to worry Rese feel about understanding Ei) 2 Read about he people name questions sete schoo every word in the texts 8 ee ieee) ca ae aferno0n, Jonathan goes io but to focus on answering 1. Mery eso tale Arnon ey questions 1, 2 and 3 from Suaetaacant Exercise 1, oe —| aie bemen tens + When checking answers, ae * Sean ask tudents why i ist as ts ch ab easy to answer questions 2, 1 e Zn and 3 for Emma as for the ea other two students (Answer: arpa es om Cron ea ac sn lle sary day shes sae abl pa za enero conventional school} sMecanibc uaialanice’e hecedog 7 tm oe dna gs chl Hr mittipiemurawcn signee’ J ‘Taunsleacds vienkesraen + Students do not need (ellinel cee be orenert eet ear Cl ot Asai ad she es oa 0 to worry about the fester seit /f Moma un ta ash soa pronunciation of names in tials ‘ne thrty-minute lesson ove he Internet abd pel tes! He/phonemnic {Sin ta tre arabes ty andshe nae transcription is provided tm here’ for Sou, Marguerite ie omcimes att Ale Spr ety arse ear Laure /ma:ge' Cameroon /kzema'cuin/, Fonseca /fon'seka/, Guadalajara /gwardela'haere/. Answers Marguerite: 1 ten. 2 six 3 an hour and a half Jonathan: 1 nine 2 seven 3 two or three hours Emma: 1 eight 2 one lesson over the Internet, sometimes video lessons, ; ‘sometimes her teacher visits Listening Gil Exercise 6 her, she studies at home : é 2 she stuies for ve or sx) Exercise 4 eerie nde hhours at home (but this may ‘Audioscript > end of notes prepositions and modal verbs often not all be homework) almost disappear. This exercise ‘Ansivers ~ student page helps students become aware of Exercise 3 these words. + Check that students Exercise 5 + students listen and repeat the understand the meaning of «Read through the phrases (I~) in sentences, paying particular any new words in the texts the list with students before they Se ee uapccomvnenysenertiet listen to the recording again, @ txercise 7 Answers + Check that students can hear the 11 (ilormation technology) ference in length between the 2 PE (physical education) ‘two vowels. 3 English, French, science 4 maths, geography318 [gah nas fiar 10507 [ea a a i 155 [Sasi Tas [*phataleeto isis P-seoahe——[ ¢ [eto sso 7 5 ste again. what subjects does Mork tke? Complete the ist Great he loves it totes words, What rete oun of theundege ters oro? ‘eacher ecm people evening History Inleret read meet "English Think cinema magaine finish repeat email weekend ld Work in groups. Write a timetable for your idea school day (oinimum seve lessons, ‘Think about these things! + important subjects: mathfyour language! English + brealtunhsports and PE + textbooks computers, the Intemet, Ds! ows Our Ideal School Day | Tart loot Toes Post oth pro cae 4 2 Good —he Hest: 3. Okay he doesn't mind theme 4 Tore he hates them 6 lsc deny kn pss the wads ihrsrat then ad eats Conic eres ‘8 ew Wel Mond rere teste al but Nis tl se er iy iat clas nish, canta io my fens about the wesker GB Exercise 8 Answers Sound 1: exam, history, Internet, English, think, cinema, finish Sound 2: teacher, people, evening, read, meet, magazine, repeat, email, weekend Extra After completing the pronunciation exercises try the following tongue-twister with your group: In the evenings, Peter meets sixteen thin people in the Internet café, eats chicken ‘and chips and drinks milk 10.30 bitten gotur cass) 10 [me eo RTH + Read the instructions and example timetable with students. Check that students understand what t do + Point out that the timetable is for ‘one day. If students wish, they can decide the content of a lesson, e.g ‘music (history of pop music) + Check students’ timetables and point out any language errors for them to correct. Exercise 4 - Audioscript Man_ So Mark, tell me about ‘your typical Monday. Mark Well, Mondays are horrible. | get up at half past seven. Man 1 see. And how do you go to school? Mark _I get the school bus at ‘8.15, It artves at school at about ten to nine, Man So what do you do first? Mark Well, at nine we've got registration, Mim .. my fist class is English. I's okay and "ike the teacher. My second class is IF -information technology. It’s my favourite subject ~ I love computers, you know. Then at ten to eleven there's a break. | can talk to my friends about the weekend Man Okay, what lessons have you got after the break? Mark Well, my third class is French. That's okay. Then the fourth class is maths. 1 hate maths and F'm terrible, Man What about lunch? Mark Lunch is at 12.45. The food's not very good so | have sandwiches. Then I play football with my friends for half an hour. Man_ What about afternoon classes? Mark The fifth lesson of the day is science, That's okay. The sixth class is physical education, Tike that, Then the seventh class is geography. 1 really hate geography. Man What time do classes finish Mark Lessons finish at 4 o'clock but my bus goes at 4.30.1 usvally play football or do some homework Man Okay, thanks a fot Mark Mark Not at all.1) stucy corner 4 Language Check iguag | Language Check 4 complete the eter wit ae’ ore, Exercises 1 and 2 1T Where do you do these things? Write the itd places. Answers + student poge watch inst thee Le Lee Mies 2 hs ines se far oe eek lea Ral 5 You state atan E “eh aly sal ge, Thar an sm Exercise 3 ‘ Ap tee se Ble | Answers 5 ine att cess nel | as a. el jor ber ee cans 4A 11 She never tdies her room, ‘hen sy ea gg ela 12 He usually meets his 2 compete eens wi the or a ee friends on Friday. shies 13 We sometimes go om on aut WD swimming. 6 How can nd the number is ena ne 14 He always has a piano bro 5 Complete the directions to the hote withthe ‘lass on Saturday. kere eee entra ‘words in the box 15 She hardly ever visits her 3 Sian and do your Forewer, ese ‘cos down lt mie _oppoite grandmother. to yen Sa ma iti 16 We often play football. ae = 7 z a ce the bige G0 past the Exercises 4 and 5 ie Ort ie wets Ue cent ‘cinema and then ®_funs_eight. The hotel is 1 tides oer hr rom she ‘mga the bank you ant 28 ge 12rd he om fia wal mets Masts resist Boer, 1 ge/e/ninring/ meine er boresions (1/8 14 fas piano ds ava he a 00 feet hy s/s wand 5 her ever hardy iss /she/ radar Feedback 46 py oten we faba + Students listen to the recording to check their anes. Check paling Feetlonck ‘Study Help: Classroom Language 2 Tine een * tsten and check our arses tthe ‘sk or permision in gh viduals to write the eeesecee ke erhenbea pot asaat Se ecn: answers on the board, + ookat the table Check where you made Jenny es ofan + Students look at the table smite oe re as to see which sections in the nay oornoc ios oss ‘lon fina, voto on Students’ Book they need to eee ewe (aka again, (ee — Key Words + Woda irs. Take turns task our + Give students time in Uni 1 = Wor Boer ee, class or at home to do ait 10 = Grammar {ie Jour mabie phone Language Check 4 of the Wit 11= Grammar setourpen Workbook. Uni 12— ey Wort fen he wince reson. Study Help: Classroom * How deh gc intanguge heck 4 Language 2 + Revise the Classroom Language students practised in Study Comer 3 for asking questions about the + Read through the other requests pronunciation and spelling with students before they work in of words. Elicit suggestions for gra + Read the example dialogue it ion, eg 1 with students, Point out haven't got one (for the calculator, the use of Can ...? to ask pen and mobile phone), ! haven't permission and the use of got it (for homework), Pm sorry, | Ym sorry, | haven't got one. don't want it open. Ym cold, (for the to refuse permission. window). Module 4 test, Teacher's Resources MultiROM