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English result elementary teacher book




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Student'sBook contents
Unit I

Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit 7
Unit 8
Unit 9
Unit 10
Unit 11
Unit 12



SBIrregular verbs
SBAudio scripts


GrammarBank key


Unit tests




How to say hello
l: ie n t a t i o n
- : :::xt
- -.--; lesson,students will learn basic greetings.
':..o1shows peoplegreeting each other.


Point to the phrases in Say hello! and sav them, miming a
typical action to help students understand, e.g.Sorry?cup your
hand to your ears,Mce to meet you shak:ng hands. My name's
...point to yourself and say your name.

,-.1 Satomi shows Jim (a language teacher) meeting a Japanese
-=:.t called Satomi.

Organize students into pairs. SayHow are ycul and polnt to
picture 2 to demonstrate. Use gesture to shc*'t:1at st'jdents
continue in pairs. Monitor and help by porntng i: c-iies rn the
pictures. Try not to give the answers as students 3 re ;: n o to
listen and check.


betrm, it's,etc.
l, my,you,your
{eetings: hello,hi

Culture note
In English,name ca\ mean/ull name,ftrst ,:,i.,.: :: . .,-- .'' . rthis lessonit meanslfirstname. GeI studenisir 1:: .'- - ,'. ' .: .
your name? Give three different answers to si:'.'.' ::- -.

::<.rsphrases greetings:Goodmorning/ afternoon.,How areyou?,
I'mf ne,thanks.,
My name's...,Niceto meetyou.,
Seeyou later.,Sorry?,
What'syour name?


1A.l Put your hand to your ear to show students they re gc::.E
to listen to the audio. Play and pause the audio after each
phrase and point to the pictures as you say the answers. Wher.
students repeat, check for correct use of short forms I'm. Wh;; s
My name's and give extra practice if necessary.

:-:nunciation rhythmandstress:
Hi hello.What'syournamel 1A.3
:--: product
- :,it it all together,students speak to three or more people in the
. , saying hello and responding to greetings. They try to have
-. ':cnvetsations from memory, but can look at their books for
.=.: if they
need to. They make a note of names of students they
, . : k to .

How are you? 2
I'm fine, thanks. 5

-.::: a
soft ball or similar object to class,and have some strips of
.::r to help students remember the conversations(seeexerciser4)
' ::ssible, organize the seating in your classroom so students can
-.:.C up and interact with as many people as possiblefor the final

Explain what conversation means. Draw two stick igures
(A/B) on the board with speechbubbles. Divide the c.assn half
and gesture for each to say the example phrases tc the other
group. Students continue in pairs. Monitor and check students
understand the activity and are having conversations. Give
praise for correct answers. Ask for volunteers to ciernonstrate
their conversations to the class.

. :: rvhat your students can do. Say hello and gesture for them to
,,' hello back. Go around the class asking people'snames. Gesture
'. ;tudents to ask your name and each other's.
- =: the classto stand in a circle.Use a soft ball or similar object,
: .' vour name and then throw the ball to a student. They say
' -:-I name and throw it to another student and so on. After a
:.1e,throw the ball to a student and you say their name. Indicate
-..: students do the same. When you feel that everybody can
names, continue and say hello before a name. Finally,
, ::.inate a student to say hello to you and reply with Nice to meet

Example answer
A What's your name?
B My name's Bill.
A Nlce to meet vou.

'.:,.ember, it's your students first class together and they might be
::','ous.Praise students whenever possibleand be careful not to
-e them to talk.


Culture note
For most people,'afternoon'starts after lunch. r'.':.-::-'-.:: =
have at different times in different countries.\-:,r -: ---- ,:=,.
some clock faces on the board, with different r-:r'.:. '-- - - '.- r3.oo,r4.oo).Point to each one and ask Morni.,'.;-,

.:gle activity.

How to say hello on the board.

Good morning. 1
What s t'c -l: : .:'=
Good afternoon. 9
My narr.e -. :--- :
Nice to meet you. 6 Seeyou la::: =

Extra activity
Say the picture numbers at random for students t: ,: . ::. :
phrase as a class.



Vocabulary greetingphrases


Have conversations

In this section, students listen for specif,c information, checking
before practising the conversations.

Demonstrate by doing the first part of Day one with the class.
Explain that the letters .I and 5 represent.Iim and Satomi.
Gesture for students to continue in pairs, without looking
at Say hello!. Monrtor and give positive feedback for correct
answers, and indicate where they need to think again.
Language note
In the Day orreconversation,Satomirepeatsher name, saying
each syiiabieciearlyso it rs easierfor Jim to understandher
Japanesename Thrs is a useful techniqueto help listeners
understand, especiailyfor different-sounding names.


Direct students to -Iim and Satomi on >>p.6 to finish or check

ABC Put it all together

1A.2Piay the audio for students to listen and check. Direct
students to audio script '; i on >>p.rso to check again.
Students can aiso check their spelling. Have the conversations
with the class,saying Jlrr.s lines and the class saying Satomi's.
Changerolesand repeat.

13 Before students practise the conversation, remind them to use
Sorry? iflhey didnt hear or understand. Encourage students
to read Jim and Satomi again if they are struggling. Ask for
volunteers to read out their conversations. Give positive
feedback for all attempts.

I Sc::','l

i= :- ,' ctl la te r

3 \- : e: : : ' - . = = :

^- -


-- - - ,,

): a . :





h^r ni nd




La: ' . t ; a g e r . : : r

r'rrong greeting. He hasn't noticed it's
' r , , r dday )whjc
h is t he t im e m o r n i n g
. Satomi puts extra stresson afternoonlo
:. This ls an example of contrastive stress.




: :'.:rd more help, play the conversationsa couple of
:.rcour&g€them to speak along with it. They needn't
tl'rey can just mouth it to themselves if they prefer

Divide the class into pairs. As students have the conversation,
monitor and give plenty of positive feedback for a first try at
having a conversation in English.

14 As students have conversations, remind those relying
completely on the book to look up briefly and make eye contact
with their partner. You could join in too.

Students say the conversation with another partner. Listen and
check that they sound interested in meeting each other and
remind them to say their names clearly.

Student performance
Students should be able to say hello and give their name to others.
Pronunciation does not need to be perfect, but you should find it
easy to understand what your students say.


rhythm and stress

In this section, students will practise saying a verse using rhythm
and stress, which is also highlighted in audio script 1A.3>> p.15o.

Teaching tip
Here are some technicuestr; help studentsmemorrzethe
S t u d e n t sJ a yo b l e c t so v e r t h e p a g e ,e . g .p e n s o r str r p so f p a p e r
to partially obscurethe text. After each readit'o rherr nlere
another object over the text.
Studentsread their conversation,looking up and saying the
line from memory.
Copy a conversation onto the board or OHP and do this as a
whole class.Ask pairs of volunteersto read the conversation.
C r a d u a i l y e r a s e r d r a g o n a ll i n e t h r o u g h i t ( o r p l a cea str i p o f
paper over the OHP) Ask another pair of volunteersto read
it out. Contrnueuntll the conversatronhas been completelv

1A.3Go through the first dialogue as a class and model for
students to repeat it to a regular beat. As students continue,
wave the beat with your hand and repeat the flrst line. Explain
that the stressed syllables are in bold and that students must
Iisten and decide which name they hear. To show male/female
names, draw two stick f,gures on the board. Wrlte Wayne/Lou
under one a\d lane/Sue under the other. Plav the audio. Check
answers quickly.

10 Play the audio again for students to listen and repeat. Help
them keep rhythm by clapping or tapping on the desk.
11 In pairs, students practise having the conversations. They can
choose to be Wayne or Jane and Lou or Sue.
12 Divide the class into two to have the conversations to the
backing rhythm on the audio. They should start after/our.
Teaching tip
Suggestionslor dividing the class:Indicate an imaginary
hne down the centre ofthe class.Students on one side are A,
students on the other are B. If there is a gender balance in your
class,all the females are A and all the males are B.
Extra help
Practiseexercrses9-rz again if students need more help.
Extra plus
Studentscontinue in parrs,using their own names.They
chang e pa rtne rsa nd r epeat .

You can use this checklist to monitor and give feedback or to assess
students' performance.



if theydon'tunderstand?
Pronunciation Dostudents
attemptto userhythm?
I can say hello. I can ask people'snames.
It's important for studentsto realizethat this is self-assessment,
what they, rather than you, think of their ability. Draw a thought
bubbleon the board and write You.Now draw a line on the board
and use smiley facesfor different points on the bar (one= a lot of
help,two = with somehelp,three = on my own, four = ver! easi\.
Choosea phrasefrom exercise9 and demonstrateby miming
that, for this lesson,wifh a lot of help = readingword for word;
with somehelp = lesld^t at the pageoccasionally;on mf own =
not looking at the book but with occasionalhesitation;very easily
= without hesitation and maintaining rhythm. Studentscould
Go round the classto get an
impressionof how studentsare doing.Help them use the Cando
bar and tell them what they can do to help them think positively.
Early finishers
StudentsreadaudroscriptlA.2 and underLrne
the phrasesfrom Say
hello!on >>p.6.

for extrapracticematerial
for extrateacherresources



How to say phone numbers& email addresses
l:ie n t a t i o n


- : ::ext
- :.--; lesson,students will practise asking for and giving personal
. - ::: details.

Gothrough the exampleas a class.Studentswork in pairs.
Tell studentsto look alNumbers1-2oon >>p.8 to checktheir
answers.Go overthe answersas a classif necessary.


2 two 4four 8 eight 6 six 1 one 3 three 9 nine
7 seven 5 five

-rJs grammar possessives:

18.1Playthe audio for studentsto listen and repeatthe
numbersas a class.Monitor and help with pronunciationas
necessary.If studentsfnd it difficult, play the audio a second
time and model the numbersagain.
'18.2Write the symbol @on the board and say ct Ask when
we use it and point to email on the board.Write the number
o. Point to . and saydot, and / and say slash.Playthe audio for
studentsto listen and repeat.
18.3Go through the exampleas a class.Giveone or two more
examplesfrom the audio script to checkstudentsunderstand.
Playthe audio,pausingif necessaryto give studentsmore
thinking time. Make a note of any pronunciationproblemsand
give extra practice.



:r.rs words

@,.,l, thealphabet,

:rrs phrases personal
Howdoyou spellit?,

Vocabulary letters and numbers
Ask studentsto write the numbers1-2oon a pieceof paper
and tick the onesthey know the word for in English.In pairs,
studentsexchangeideas.Put pairs togetherto make small
groupsto exchangeideasfurther. Elicit the numbersr-zo from
the class.Do not worry about pronunciation.

- ::e screenof the mobile phone, personal contact information
(name, telephone number, mobile phone number,
':-. .-. and website address)is displayed.The key pad has been
; -:.v adapted to show punctuation students will use in the
: . : : : . . ' is a fu 1l sto p.




.:.auage notes
.:lrbero can be said in telephonenumbers as oh or zero.
- :ople say oh.
.- the a dd resse nd ing . c om is s o c om m on it is us ua. ly s a r da s
: ,ther th an sp elI i ng : dot c om

11 cf


:--: product
- : it aII together,students create a class phone book with the
. -:s, phone numbers and email addressesof at least five people
' :: class.After collecting informatlon, they exchange the phone
' -':ers and email addressesthey have collectedwith a partner.

p, q, r, s


Extra help
canlistenagainand readaudioscript18.3on >>p.rqo
Divide studentsinto A/B pairs.Gothrough the exampleas a
classreferring studentsto the mobile phoneon >>p.8.Make
sure studentsunderstandthat ifthey are A they are calling out
letters from the mobile phonepad and that Bs are Iookingfor
the next letter. Studentscontinuein pairs.Monitor and check
and go over any problemsat the end.
lB.4 Studentslook at Numbers1-2oon >>p.8.Remindthem to
Iook up, listen and repeatwhile they do the activity. Playthe
audio and monitor for the pronunciationof teenin numbers
r3-r9. Giveextra pronunciationpracticeas necessary
Do the first item together as a class.If it is helpful, point to
the numbers on the board and use your flnger to indicatethat
studentsaddthe next numberin the sequence
after eight.If
directstudentsto Numbersfor helpwhile they do
the exercise.
Checkanswersas a class.

- :: names of famous people from different countries on cards so
. , ..ave two for each student, or collect some magazine pictures
. -.:nal). Thesecan be used for extra activities (exercises
ro, r4)
. - ::her lessonsin the future.
-. --rarizeyourself with the organization of Names and numbers
: rz8 and >>p.r32,which students will use for exercise16.You
. - : orepare a facsimile addressbook page for your students to
' .: :nformation about other students in the class on (exerciser7).
'==.:ze your classroom or think about how your students could
, ::J: to flve other students to complete the activity.



::;e one or two studentswhose names are easyto remember
'sk the class.What's his/her name? lf you have a mobile phone,
' ','.'rt to the classto set the scene and ask What's his/her phone
. -' :zr?
' '.. :Iow to say phone numbers and email addresseson the board.

S : , 1 a . 'l ': l,: '- r 1 : : t - . a: '. : l - . : :
t h g n U m b e f Sf a th e f th a n
'- l - r q
'. '. - r , : - r - ': - : : . - ': : : : . . . . . : -- :. ',
: - : 'a s s a c t i v i t y a n d S tU d e n tS
::- ::


:::- :- 1.- .:

- : :a,l i

aI Si i al

qIOU pS.

Pronunciation letters and numbers
18.5Draw the dot, slashor at symbol and write ? on the board.
Gothrough the exampleas a class,playing and pausingthe
audio.Make sure studentsunderstandthat when they hear the
letter on the audio they must decidewhich symbol in the table
it refersto.


Extra help
If students need extra practrcewlth his/her,point to a male
stucier,tard ask What's his name? and elicit His name's...
Repeatfor a female student.Studentscan continue rn rairs r',
small groups using names of famous people.

l0 Divide the class into A/B pairs. Go through the example.
As choose a letter or number from the table in exercise 9
and Bs call out the correct symbol. Monitor and help with
pronunciation as necessary.After a few minutes make sure
students swap roles.
Language note
of many nationalitiesconfuseA, E and I in English
W rrte the ph on emi c s peilingson t he boar d:- r , t i, E i : , 1 c r t.
Extra help
SpeLlyour name and ask for a volunteer to spell it correctlv.
Studentsspell their narr.eand then nominate another stltner''until everybodyhas had a turn.
Extra plus
Put studentsinto teams. Give four cardsn'tt:r l--:r - .
or picturesto eachteam. Teamsadd two n-rrr. .:
tear s tog etire rto c hoos eJ r Tlilr f ' r Lr , ,

: ..' r ::

G Listen for phone numbets and email
In this section,studentspractiselistening for specificinformation
and identifying the type of information they hear.
11 18.6Direct studentsto the mobile phonescreenand encourage
the classto readout the information. After they have readthe
number.write 66 and d.oubleon the board.Write a few more
doublenumbersas examples.
Explainthat studentswill hear a personaskingJackyquestions
about the information on the screen.Studentswrite down
the information they hear.PIaythe audio.Studentscompare
but do not
answersin pairs.PIaythe audio again if necessary,
give the answersat this point.
12 Studentsturn to >>p.r5oto checktheir answers.WrlteGemma
and Colleenon the board (thesenameswill be usedlater in
exercise16).Spellthem to show doubleis usedfor letters too.
Telephoneo8zgz58o49 Mobile 6o7 4837752
Email smitj@coolmail.com
13 18.7Point to the mobile phone and askWhat?Sayat dot.com
and elicit email,saywww and elicit website.Explainthat they
will hear one of thesethings and they must decideif it is a
phonenumber,an email addressor a website.PIaythe audio.
Studentscompletethe activity. Checkanswers.
website phonenumber phonenumber website email
email phonenumber
Extra help
to gi ve
e .m e i l a n dw e b s i tea d d re s ses
l rrv c ntphoner r um b e rs
studentsmorepractrcebeforeyou play the audio.
Extra plus
inventcontactdetailsand continuethe activity.

my, your, his, her
f) Grammar
14 SayMy name's...and point to yourself,Yourname's... and
point to a student as you saytheir name.Direct studentsto
the example,showing the connectionbetweenyour in the
question and my in the answer. Ask What'syour name?and
modelMy name's...In pairs, studentscompletethe exercise.
Checkanswers,making surestudentsare clearabout why each
pronoun is used.
2 Her 3 His 4 vour

15 Divide the class into A/B pairs. Students can invent their personal
information if they want. Drill the sentences flrst to highlight
linking and weak forms. Elicit the answer forms or refer back to
exercise 4. Monitor for correct use of the possessivesyour/my
and give positive feedback. Remind students to use Sorry?.
Extra plus
.i.k parrsto volunteerto give the information from exercrsc
.: :: the resi of the class.They can either act out their
or report them to the classusing hrslher.
l5 Nominate a student and ask What's your name?,How do you spell
it2 If necessary start spelling the student's name. Repeatthe
conversation and nominate pairs to ask each other. Put students
into A/B pairs to say the example conversationas a class.
Direct As and Bs to the relevant page and mime to show them
to keep the information secret.Draw six numbered boxes on
the board. Show students that they have different information.
Monitor for correct use of personal pronouns and possessives
and correct pronunciation ofletters for speliing. Check answers.
Students complete the grid on the board or compare their
completed tables.

ABCD Put it all together

Write telephone,mobile,email,websiteon the board.Gothrough
the exampledialogueand explain that studentswill collect
this information. Tell them to include a short greeting before
askingfor personaldetails.Monitor and collectinformation
about two students(onemale, one female)to use later.

18 Usea student'scontactinformation to demonstratethe
activity, using his and her.Nominate a student to askyou the
questions.Studentscontinue in pairs. Studentswrite up contact
information to display.
Student performance
Studentsshouldbe ableto write the correctnames,phonenumbers
and email addressesof at leasttwo people.They should ask how to
spell words if they are not sure.
Youcan use this checklistto monitor and give feedbackor to assess
Pronunciation Dostudents
to spell
I can say phone numbers and email addresses.
Studentstick on my own if they havefound the correctcontact
information of three other studentswithout looking at their
books.They tick with somehelp if they have readthe questionsbut
written correctcontactinformation.
fromthe lesso:r
StudentA chooses
wordstheywant to remember




R rrrelches




for extrapracticemateria
for extrateacherresourccs





How to give your name and address
- :his lesson,students will talk about where thev live and where
-::y're from.
-:.: zo small pictures in Addresspuzzle,
representfive surnames,
names and towns of people from five different countries.
-.e flrst names of the people are all equivalents of the English
:ne John and the surnames all mean blacksmith.The addresses
=--:all equivalents of Market Street and all of the speakers live at
-:mber 23.The towns are all equivalents of Newtown.
l'rlture note
: surname Smith is very common acrosscultures,since in the
.-: a blacksmlth was a prestigiousjob. There are many variatrons
- :..e name John in English:iack, Jock,Jacqueline,Jan,Jane,
Jean,Ian, Euan,Sean.Thesemay also occur in
.rr.ames:Jackson,Johnson,McEwan, lvanovic,J6nsson.
.rme languages,the surname comesbeforethe flrst name, e.g.
' :re name Mao Ze Dong, Mao is the surname or peoplehave two
r::ames,one from the mother and one from the father, e.g.in
. Portuguesename Maria GomesSoares,Gomesand Soaresare
presentof be:am, is,are
l,you,he,she,it, we,they
nouns:country- countries,
name- names
parts of namesandaddresses:
f rstname.street
your surname?,
Whereareyoufrom?,I'mfrom ..., eIc.

yourfirst name?1C.3
stressin questions:
lnd product
:. Put it aII together, students work in pairs or groups of three to
:rswer questions about names and addressesfrom Smith and lones

:ave the famous people cards or names of famous people your
;:udents mentioned in the last lesson.to use after exercisero

Vocabulary parts ofan address;
numbers 20+
Ask studentsfor an exampleof sumames,street names,towns.
Youcould use your name and the addressof the schoolto help.
Point to the label at the bottom of >>p.8 and ask Whichpicture
numberis Smith?Whichpicture numberis Market StreetTetc.to
familiarize studentswith the picture page.Studentsscanthe
picturesto find the information qacky\ sumame:
t6, street:picture t4, town:picture D, country:pidure
l,). In pairs,
studentsfind the other picture numbers.Youcould set a time
limit. When studentshave finished,saythe words countn'es,
streetnamesand townsand gesturefor them to call out the
picture numbers.Monitor for pronunciation.
2 countries:3, 5,8, I1,,20
3 streetnames:2,9,73,14,18
4 towns:4,7,70,72,15
Showhow the picturesrelating to Jackyare connectedby a line
by tracing it with your finger. Studentslook at the table and
point to the namesof the columns.Studentswork individually
or in pairs to follow the lines linking the picturesbeforethey
completethe table.Monitor for capital letters and correct
spelling,and rememberto give plenty of positivefeedback.Do
not checkanswersat this stage.
Studentswill hearfour conversations
of the peoplein
exercise2 giving their namesand addresses.
PIaythe audiofor
studentsto checkanswers.Letthem readthe audioscripton
>>p.15oagainif the listeningand checkingseemeddiff,cult.
23 ;^t:a Rv:.ek.NorveMiasto
AII the partsof the namesanciaddresses
on this pageare
translatableequivalents(seeCulturenote).Seeif your students
noticethis for themselves
Gothrough the example.Forthe next one,suggestthat
studentseither write the number from memory or use
Numbers20 + o >>p,ro to help them. Studentscompareand
checkspelling in pairs.
1C.2Playthe audio while studentslisten and repeatthe
numbersin exercise4. Encouragethem to look up from the
pageas they repeatso they concentratemore on listening.
Monitor and help with pronunciationby playing the audio
again or model any numbers studentsfind problematic.
do a pair or smallgroupdictationcr :.;:-:::s '..;:.-:i.
arei mportantforthem(e.g.
housenumber::.(:: r;: : : . : : : \ ' : J
explain,very simply,why.

::r exercise15,look at Smith and Joneson >>p.rz6 so you know
: cw the information is repeated.

labelon >>p.roontothe boardor write your own.
-cpy the address
What'sher/myfirst name?What'sher/mysurname?
':r/my address?
Where'sshefrom? Wheream I from? pointing to the
Howto giveyour nameand address
on the board.



Pronunciation stressin questions


1C.3Go through the examplewith the classfirst, encouraging
studentsto repeatafter you. Thereare three more questions
and studentswill practisesaying thesebeforeseeingthem
written down. Playthe audio and beat the rhythm as students
say the questions.Givepositivefeedbackand play the audio
again as necessary.


Show studentshow the answershelp them to decidewhat the
questionis. Write Whereareyou from? and Waleson the board
and elicit which is the questionand which is the answer.In
pairs, studentswrite the next three questionsfrom memory.
Monitor and provide somewords to help if necessary.Do not
give answersat this stage.
Studentsreadaudio script 1C.1on >>p.r5oto checktheir
answers.Explain that the questionsin exercise7 are in a
different orderto the audio script.


A What'syour address?A What'syour f,rst name?
A What'syour surname?
Divide studentsinto A/B pairs. For monolingual classes,
studentscould use the name of their city/town rather than
country.Monitor for rhythm and tap the deskto remind
studentsto use it. After a few minutes, studentsswap roles.
1O Put studentsinto groupsoffour. Drill the questionsas a class
beforethey start the activity. Put the words name,surname,
country on the board and encouragestudentsto
from, address,
work without their books.Monitor and checkthey are asking
and answering correctly,making a note of any repeatederrors
to go through as a classafter the activity.


[xr r.r i. tr .
S. ,. - . : : - - . - - J s : r : ;e a fa m o u s p e r so n , in ve n t co n ta ct detai l s
el-; - : - - ,
:-\elcise 10.

Grammar prono-u_ns
and possessives;
C present
simple of be E
11 Givestudentsexamplesto show the differencein meaning
between pronounsand possessive
adjectives,e.g.I'm, My name
is ..., You're..., Yourname is...Go through the exampleas a
class,making sure studentsunderstandwhy my is the correct
answer.Write the sentenceson the board and draw a line to
show the connectionbetweenI'm andMy. Start a sentence
with both and get the classto finish them, to checkthey
understandthe difference. Ask TrueorJalse?We usepronouns
with verbs.
2 T heir 3I 4S he, H e r 5 y o u 6 y o u r 7 We 8 H e ,H i s gOur
12 Studentslook at the grammar box and work individually to
completethe sentences.Remindthem to refer backto their
answersin exerciseu if necessary.Go round the classand help.
Studentscompareanswersin pairs or groups.
I'm You're/ They're/ We're She's/ He's/ is
TelistuCentsto usethe contractedform 'safter pronounsand
the ',vcrCnameand surname.Theyusethe full form is after
vrcrdslike address,
which endsin s.Usethe examplesin the
gran.r.narbox to showthis. Studentswill seeanotherexampie
cf this :l the next exercise,
with is usedafter the word class.



13 Studentsreadthrough the text quickly.Remindthem to
ignorethe gaps.Checkany vocabularyproblems.Go through
the exampleas a class,making surethey understandwhy 'm
is the correctanswer.Go through the secondgap if necessary,
reminding studentsto look at the subjectof the verb before
they choosewhich part ofthe verb to use.Studentscomplete
the text with the appropriateparts of the verb be.They can
compareanswersin pairs beforea whole classcheck.
2' m 3' m 4are 5' r/arc 6i s 7' s 8' s 9 's 10's
14 Encouragestudentsto use the text in exercise13as a model
and give as much information as possibleabout their own
class.Listencarefully when studentsreadthe text to their
partner. Make a note of any pronunciationproblemsand drill
dificult sounds,e.g.they're,ou4 etc.
trtra activity
a coupl eof ti mes.If yout hinkr r
-.' .:-:: ::.a:.8:pa:tr,ers
:":-r=:: ::.::g:r thev couldreadout their paragraph
: : ai: .:.,.
s:ilents who arelisteningto write ti.,',
- ' .'
" -" .' :' ani to rul ati ckw hent heyhc, .




ABC Put it all together
15 Studentslook at Smithand lones on >>p.rz6.Demonstrate
the activity by saying Who am I? Write address?
on the board
and elicit What'syour address?
Ask How many peoplelive at
4 Market Street?to show that four people share the same
addressso they must ask for more information to guess
who. In pairs or small groupsof three, studentscontinue
the activity. Encouragethem to look up from the pageto ask
the questionsfrom memory.Tapthe deskto remind them of
rhythm as they askthe questions.
Studentsshouldbe ableto find the identity of one or two
studentsby asking questions.Their questionsdo not have to
soundperfect,but an attempt at using sentencerhythm should
be evident.
You can use this checklistto monitor and give feedbackor to

withouta lotof hesitation?
Vocabulary Dostudents
partsof an
Pronunciation Dostudents
zo+ clearly?
I can give my name and addtess.
Studentstick on my own if they have found the identity of both
students.They tick with somehelp if they lookedat the questions
on >>p.u, exercise15.
Early finishers
Studentsrepeatexercis:rc frorn mem'oryas a mingling activit'.


How to start a conversation
fl Listen for information

- -:-s -esson,students will practise starting a conversation in
--::-..- and informal situations.
--: ::rures show two people meeting for the first time. On the
:* ::.cws two students exchanging information about their
: i:-<-::cunds.In the second,In the street,a teacher and a well:::-..,-:. writer have a more formal conversation.
be:He isn't...,They
-crsSnmmar negatives,
Areyou ...l,Yes,lam.,


and nationa
iobs dod,fath er,mum, student, writer




in thestreet,on thebus


wordsand phrases:
country,f rstname,surnome,Howare
you?,Nrceto meetyou.,What'syour name?



In this section,studentslisten and readconversationsfor speciflc
1 1D.1Direct studentsto On the buson >>pr! and tell or gesture
for them to cover the text. Ask about the people.e.g-How
old are they?Are theyfriendsT Go ttuough the instructions,
checking students understand the activity and vocabulary. PIay
the audio. Studentscompareanswers rn parrs.Play the audio a
secondtime if necessary.
2 Tell students to read the conversationand chect their answers.
Go over answersas a classby asking What'sher name?Where's
hefrom? Whereare Anita'sparentsfroml Ask Who rtarts the
conversation,Ieff or Anita?[ffi Go through the conversatbn
again and checkstudentsunderstandvocabulary/ Anita leff London China British English
lD.2Direct studentsto In the streeton >>p.r2.Askabout the
people,e.g.Do they know eachother?Are theyfriends?Go
through the instructions and items 1-3.Checkstudentshave
coveredthe text beforeyou play the audio.StudentscomPare
answersin pairs and listen a secondtime if necessary.
4 Givestudentstime to readthe conversationand checkanswers.

lAustralia 2Belgian3 ateacher
Gothrough the instructions.Readthe first item and stressthe
word isn't Checkstudentsunderstandthe vocabularyin items
z-6, and tell them to look quickly through the conversationto
find the answers.Elicit answersaround the class,and ask Who
startsthe conversation,Natalia or Eddy?(Natalia.)

--nguage note
- -: used by females and is the neutral equivalent of Mr, and
-,--Miss or Mrs, it gives no indication of marital status. It
' :! 3ecomecustomary for women who don't want to give
- :::mation about their marital status to use Ms. Mr, Mrs, and
,' are abbreviations,so offer no indication of how the words are
. : ::.ounced.Ms and Mrs look very similar, but are pronounced
-,:--:rently.Accurate pronunciation is important to avoid a possible
: .akdown in communication.
hd product
: Put it all together, students practise having a conversation they
-:ze written for one of the situations on >>p.rz6. In pairs, they act
'::ir conversation from memorv

-':ossible, take a set of bilingual dictionaries to class.

l:aw three columns on the board. In the first column write
, --:re of your students' names, in the secondwrite the names of
:-aces,e.g.Spain, London, Britain, Poland and in the third write
. ationaiity words, e.g.Beigian, Mexican. Elicit a couple more
: ::'umns. Write nameg places and nationalities above each one. Ask
r :ew students some questions,e.g.What's your name? Where are
,:u from? Are you FrenchT
rite How to start a conversationon the board.

2 Eddy 3 Anita and Jeff 4 Natalia 5 Natalia
6 Nataliaand Eddv


Grammar presentsimpleofbelr - T
Draw three columns and the symbols +, -, and ? on the board
Write the affirmative sentenceIeff sfrom Nottingharn-Elicit a
negativesentenceand a questionabout Jeff and write them
on the board.Highlight the contractedform of u not and the
inversion of the subject and verb to make the guestion-Direct
students to the grammar box and check any vocabu-laryStudentscompletethe sentencesin pairs, ustng tle serrtences
in exercises3 and 5 to help, if necessary.Go over answer as
a classand point out the use of short forms rn negative short
answers I'm not, He isn't but not in the affrmative answers
and l#
I am and He is. Tell students we don't say.lHrn
+ He'sfrom Trinidad.We're-a:: l:.:'."re ::. a
- Sheisn't married.Yc: arent: s:::::.:
? Is shemarried?Are',':: : s:-:.:.:'Are:j'.ey cr a bus?
Extra activity
Is beforehein
Givestuder:s:i.s ::.:::--::.:: :: :r3..t or repeat:
a questicr..
re :t:::: :-<:f. a:. aaslYer.
Checkstudents understand the activity and set a short time
limit of one minute. Studentscomparein pairs before they give
you examplesfrom both conversations.


Extra p lus
l. :- r '",l en they

3. '.:j:::e:. :j^;e-:.silciions and the example to check students
'j:. je:s:i:.,r ..r€ a.tir:ty. Point out that if we give a negative
a.-rr..'er i-e:. il.s pclite to provide more information. Monitor
s: -:dents use the short forms correctly. Ask the
the class and elicit answers.
-.-.:. : -; --s 5ls 6Ar e
! r ra


he ip
, : :r;ll around the classusing some of the
. ,,: example,sayI'm from ...and my name's....
. :i >tudentto continue.Now say My name's...and
' '..,')re s...as y ou point t o a s t udent .St uden t sc o n t i n u e .

Dlrect students to the box and go through the example
conversation. Ask a few more questions before putting students
in pairs to continue. Monitor and give positive feedback for
accurate word order in questions and the use of short forms.
Make sure students swap roles.
Extra plus
P-rtstudentsinto different pairs to tell a new partner about
tne ir first pa rtne r .M onit or and help t hem us e he' sh ec o r r e c t l y .
nrakrng a note of any repeatederrorsto go over as a class.

Vocabulaty Mr, Mrs, Ms, Miss;
r po[te wordsand phrases
10 Write thesewordsand phoneticscriptson the board:Mr
rnistr,Mrs 'mrsrz
, Ms nrrr , Miss r:,- and showhow the
symbolsrepresent the sounds.Point out how dictionaries
show how many syllablesa word has and where word stress
falls. Tell studentsthat items 1-3 are very similar to the way
information about words is given in a bilingual dictionary,and
go through the exerciseas a class.When you have finished,
direct studentsto the conversationson >>p.12to find examples
of the words.Ask studentswhy EddysaysNiceto meetyou,
MissDubois.Or is it Mrs Duboisor Ms Dubois?(He'sbeing polite.)
1 surname 2 married,surname 3 single,surname
Extra help
Labelthe wordsMs andMrs on the boardA and B.AskHow
(Ms= t, Mrs - z).Do a minimal pair activity
rvith the class.Students
continuetn pairs.
1l Tell studentsthat the peoplein the conversationsare polite
and elicit a few examplesof polite words and phrases,e.g.
Excuseme,please.Mime to show studentsthe difference
between Excuseme and Sorry?ForExcuseme,tap on a desk
to get students'attention. Then ask a student a questionand
saySorry?with your hand to your ear to show you didnt
hear and want them to repeat.Studentscompletethe exercise
individuallyand comparein pairs.
1 Excuseme 2 Thank you 3 Please4 Sorry
L2 I D.3Go through the instructions and play the audio,pausing
after eachphrasefor studentsto repeat.Monitor and give extra
practiceas necessary.Givepositive feedback(or smile),when

T13 lD

13 Draw two columns on the board. Label the first column.Iel/
and Anita and write these words and phrases: yeah, dad,
bye. Ask students to find words and phrases with similar
meanings in In the street (yes,father, goodbye).Point out that
the words in the first column are used in a less formal context.
Go through the instructions and the example and check
students understand the activity. In pairs, students have the
conversations. Check students use formal or informal words
consistently in their conversation. Check students swap roles.
Extra help
Give studentstrme to write the conversationfirst. Monitor and
help as necessary.
Extra plus
A >1 , r u L i e n t s1 e l e p e a t t h e a c t i v i t y .t r y i n g t o Jo o ku p fr o m
the book tc make eye contact.Give positrvefeedbackwhen
s t u d e n t sd c ,t l : s .

ABC Put it all together
14 Direct studentsto the photoson >>p.rz6 and use the lists from
exerciser3 on the board to elicit the type of conversations
studentswould have in the situations.(Picturest and z - more
formal Pictures3-5informalJIn pairs, studentswrite their
15 Give studentstime to practiseseveraltimes and checkthey
swap roles.Encouragethem to look up from the page.
16 Put studentsinto groupsof four to have their conversations
and guessthe situations.
Studentsshouldbe ableto start and maintain a shortconversation.
Youcan usethis checklistto monitor and give feedbackor to assess

to keepthe

I can start a conversation.
Students tick on my own if they can ask two or three questions to
keep the conversation going. They tick with some help if they refer
to the cues on the board once or twice.
Early finishers
s t u d e n t sc h a n g e p , . w i l t e a n r \ v ( o n v e r s a t . onto p r .r ctr >ea,n d
a c '.r t o L r tt . r d r r u L h e ur a i r t o g u c s st h e s i t u a t . o n

for extrapracticenrateria
for extrateacherresources

In pairs,studentspractisethe conversations.
Monitor and
checkthey are using correctintonationand make surethey
take turns to askand answer.Encourage
studentsto write new
and askfor volunteersto act them out.


and Language
:- :- . -:sscn, students will practise asking for and giving personal
j-::n-,i::on to complete an application form.

Extra plus
Youcan omit the '.',':::-r::

pfuases:\otry,I don't understand.

portsof names,
countryoJorigin,fullname,marital status

Write and check capital letters
In this section, students are introduced to the idea of review
writing to correct mistakes.

inF ,loduct

: i-; 1 all together,studentsask personalinformation questions
- -,.F.teaccuratedetailsto completean applicationform.

: :into small teams and write words with a gap for
'-': ;:';rel,
Usethesewordsfrom lessonsA-D:
'*- ine, address,street,town, country,email,telephone.
---1- answerson paperand then on the board.Ask studentsfor one
:::: rf information each.Write How to givepersonalinJormation.


My name's lohn Evans. I'm from York in Englanci
England is in Britain, in Europe.I'm Britlsh.
I speak English. My addressis 18Park Street.
My phone number's $7 p8z.

Readand give information



,'.:ite Are, How, What's, Where on the board and elicit or
=xplain that there is a capital letter for the beginning of a
-i-:rtence. Before you give answers, ask students how many
::nes they've written What's in their answers (four times).
',Vhere 3 Are 4 What's
5 What's 6 What's 7 How 8 What's
3c through the example as a class. Students complete the
:xercise individually or in pairs. Monitor and give positive
:eedback for accurate copying and neat writing.
- age 3 marital status 2 country of origin 6 home address
= telephone 8 email 5 passportnumber


Students read the conversation before they write. Ask /s the
nan Satomi'sfriend? (No.) Go through the flrst item as an
:xample. Students complete the flrst four items individually.
Full name: Satomi Sakamoto Age: zz
Marital status: single Country of origin: Japan


'E.l Students will hear the rest of the information to complete
:he form. Before they listen, see if they can suggest any words
:hey will hear, e.g. street, at. PIay the audio and check answers.
Home address:Nakanochl 13,Tokyo Telephone: 81 3zor 87o9
Email: sator@dlnjja Passport number: 8r8 zzo 892
Extra help
::his is difficutt, pla y and paus et he audio a; t er er : : . : r : '

In pairs, students decide ifthe rules are correct or not. Explain
that they will find the answers in John's paragraph and iessons
A-D in the unit. Check answers as a class.
the start of the sentence /
the pronoun I /
tOWnSand COUntfieS/

-- ---:: section,studentspractisescanningand readingfor specif,c

Write a few of your students' names on the board rrithout
capital letters. Ask the classto identify the probier.. Students
look again at the information about John Evans. Ask How many
capital letters are thereT (OneJ Students correct John s paragraph
individually. When they have finished, ask how many mistakes
there are (16).Encourage them to go over their work again if
they have not found 16 mistakes.

nationalities and languages "/
street names /
npnnlp urnrrtc(e.g.t'y'lrlI

ABC Put it all together

Studentscopythe form in exercise2. Remindthem to write
clear$ and accurately.Passportnumber could be replacedwith
ID, NI number.In pairs, studentsask and answer to complete
the form. Encouragethem to checkthe information they have

Studentsshould be abieto ask questionsto completean appiication
form accurately.
You can usethis checklistto monitor and glve feedbackor to assess



Havestudentswrittendown nu'nberscc,rectv?



Capitalization Havestudents
I can give personal information. I car. ask for help when I don't
Students tick on my own if tne-vhave copied and compieted the
form correctly Thev tick wrth some heip if they have to look at the
questions before trev ask.
Early fi.nishers


Ask for languagehelp
Ask studentsif Satomiunderstoodthe man. (No,shehad to ask
nim questions./
Write sorry,repeatand spellon the board and
:jicit Satomi'squestions.Studentsreadthrough the questions
and answersand orderthe words.Checkanswers.
. Sorry,I don'tunderstand.2 Canyou repeatthat,please?
: How do you spellthat, please?

for extrapracticematerial
for extrateacherresources

lE T14



Rememberthe sentences
Teamgame.Write thesewords on the board: nice, repeat, to, can,
meet, spell,you, how, see, do, Iater, that, what's, please,your,
?, understand,email, don't, address,I, first, again, first, number,
name, phone, where, sorry, are, married,from.
Give studentsthree minutes to make sentencesin small teams.
Ask eachteam in twn to say a sentence.Ask the class/s it correct?
If it is (andthey're correct!),award the team two points. If it isn't,
give two points to the flrst team to correctthe sentence.
Niceto meetyou.
Seeyou later.


(Sorry).What's your address/
email address/ phone number /
flrst name (again),(please)?
(Sorry).I don't understand.






Can vou ree3a::::: :.::::
Are vc; ::.a:::::Whe:: a:: '.': - :::::'

Warm-up:Direct stuCentsto >>p.5.Teli them to coverSayhello
and saypicturenumbersfor the classto sayphrasesfrom
Set-up:Usethe exampieand teli studentsto make sentences
by movlng from left to right, right to left, up and down but not
diagonally.The first word of eachsentenceis numbered.
2 \t.':.e:ea:: i'cu from?
6 What'syour email address?
3 Ho',','c-l areyou?
7 What'syour surname?
4 rVha:s vour phonenumber? 8 Are you from China?
: Are you married?
Follow-up:Studentslook at audio script 1C.1
on >>p.r5oand
underline stressin the questionsin the grid. Studentsask and
answerin smail groups.
Presentsimpleof be E rC exerciserz, rD exercise6
Warm-up:Classchain drill. SayMy name's...and her/hisname's
...Studentscontinuewith their own name and another.They
continue randomly round the classat a brisk pace.
Set-up:Beforestudentsdo the exercise,they coverthe text and
look at the picture of lvan. AskWhat's his name?Where'she
/romi Studentsreadthe flrst two sentencesto flnd the answers.
2' m 3' m 4ar e 5 ' s 6 i s 7 ' s 8 ' s 9 ' s 1 0 ' s
Follow-up:In pairs, studentscreatethree gap-fili sentences
about othersin the classusing the text as an example.They
swap with another pair. Studentscompletethe sentencesand
checkanswerswith the pair who wrote the sentences.
Pronounsand possessives
rC exerciserr
Warm-up:Saythe names of six peoplefrom unit r. As a class,
studentscall out he or she.
Set-up:Go through the flrst item togetherto check
5 your / you
6 O u r/W e /w e

Follow-up:In pairs or small groups,studentschoosetwo people
from the unit and write three sentencesabout eachone.
Studentsreadtheir sentencesfor othersto guesswho.

T15 nl

GreetingsrA exercise3,rC exercise6
Warm-up: Write the word hello in the numbers of the keys on
the mobile phoneon >>p.8 (44 33 555555666)on the board for
studentsto guessthe word.
Set-up:Beforestudentsdo the exercise,they readthrough the
conversation.Ask Who are the speakers?
3 My name'sJan. 4 Sorry?5 Jan.J-A-N.6 Oh,OK.Where
areyou from, lan? 7 I'm from Poland.And you? 8 I'm from
lngiand Well,niceto meetyou. 9 Niceto meet you!
Follow-up:Studentswrite the conversationin the correctorder
and then translate it.
:.-::j at ss: :l

z. t5

Warm-up:Wnte-frst names,surname,town, country,phone
numberon the board.Direct studentsto Pairwork{ >>p.126.
Givethree examplesof the sametype of word for studentsto
saythe category.Repeatusing different words and categories.
Set-up:Gothroughthe exampleand checkunderstanding.

iC.l] i:

2 She/ Her
3His / He
4 They / Their


2 surname 3 street .1torvn 5 country 6 phonenumber
7 email address8 at 9 websrte1Oslash11dot
Follow-up:Studentsdesignan addresslabel for one personin
PairworkrC >>p. L26arrdlabel the parts from memory.
Warm-up:Saythe phone number and email addressof a person
in PairworkB >>p.tz8 and >>p.r3z.Studentssay who it is.
Set-up:Go through the exampleas a class.
2 eight, ten 3 twelve, thirteen 4 twenty, twenty-f,ve
5 sixty, seventy 6 forty-four, flfty-f,ve 7 fifty, sixteen,sixty
Follow-up:Word soup.Write the letter e on the board and the
following Ietters around it o, t,J h, t v, i, s, n,y. Studentswrite
number words between 1-1oo,using the letter e and the other
letters more than once.
one,three,five,seven,nine,ten, thirteen,seventeen,
flfty-one, fi fty-three, fifty-five, fifty-nine, seventy-three,
Justfor fun
Warm-up:Write the letters CUon the board.Direct students
you). Elicit or explain that this
to >>p.r2 to find the phrase(See
short form is often usedin an email or text message.
Set-up:Giveanother examplebeforestudentsdo the exercise.
Write I'm 18 on the board.In pairs, studentsguesswhat it
representsand who saidLt.(I'm late.Eddy)
2 Whereareyou from? 3 Are you at school?4 Seeyou later!
Follow-up:Tell studentsto imagine that Pablois giving his
name on the telephonebut the line's bad.This is what he says.
My name'sPablo.No,not Pavlov,Pa - blo. That'sPfor pen, A for
apple,BJor bag,Lfor listen,Afor orrgin.Studentswrite their
name and seeif they can find one word from the unit for each
letter. (If you have a Pabloin the class,he can use a middle
Early fnishers
Studentswrlte My Language
and Englishand draw two
columnswith the headingssameandsimilar.Theyfind words
in unit r to put in both columns.In the second6slrrmn+hor,
write a translation.

How to use Englishin the classroom
1[ Vocabulary English in the

::.is lesson,students wiil practise using English to talk about
-,:ssroom activities and asking questions which will help them
.--::.language activities throughout the course.
-:: photo shows Jim teaching his Friday English class to a group of


,*.-:ents, including Satomi, at the Meridian Schoolof Languages.
i':-iture notes
' , t uden ts ma y be a littl e r eluc t antt o as k ques t ionsif t he y
: -rnderstanda point. In some culturesthis would not be
'' ; classroompracticeand might even be impolite. Help
-=:-ts feel comfortable asking for help if they need it
- .::son presentsthe days ofthe week, and Saturdayand
' riir as the weekend.This mlght be different for your students.

2A.1PIaythe audio for students to listen and repeat huse after
eachword or make a note of words students have dificufty
with. Usethe pictwe for further practiceExtra plus
iie:',s. lJ:-:
Encouragestudentsto ask about other classroclT,
spendtoo much time on this as it is alsothe foc;s ol les-.::.;:
In pairs, students test a partner. Monitor and give positive
feedbackfor clear pronunciation and extra help as nec€ssa4r.
Go through the example with a volunteer. Saya letter and ask
What's that in English?How do you spell it? Gesturefor them to
spell the word chorally. Students continue the activity in pats.
Monitor, check pronunciation and give positive feedback If
necessarydrill problem pronunciation or play the audio again


tmrs grammar imperatives:closethe door,I isten to the CD,etc.

sors words

arlicles:o, on,the
the classroom:
a bag,a choir,a desk,o pencil,etc.
daysofthe week:Monday,Tuesday,

lxtra help
Reviewspellingusingthe alphabetbeforestudentsdo exercise-1.

:or phrases askingfor help:Canyou saythat slowly,please?,
in English?
sayinggoodbye:Seeyou on Monday.etc.


words:a clock,bosic,etc.
in English


the alphabetfor spelling:
Canyou repeotthat,


Studentslook at Thingsin the classrum. Write the letters a-m
on the board. Point to the words and ask students to say the
letter. In pairs or small groups,students rcad,Thingsin the
classroomagain and completethe exercise-Checl answers.
b picture c door d teacher e studer.t i',,.-:r-.::;';a :es-i pencil j CD k phone I bag m chair

Extra plus
Booksclosed.Studentspoint and askaboutotherthings in
their ciassroom.
Remindthem to useI don't know.
Copythe table and the syllable symbols onto the board- Say
pencil to show it has two syllables.Use a few words from
>>p.r6 to check students understand. Studentscontinue in
pairs.Monitor and model pronunciationas necessary.

\onunciation sentence
thatin English?

one syllable:chair,desk,pen,phone,board,door
two syllables:picture, student,CD,teacher,n'incc'.','

i,i product
.- -:it it aII together, students do a pairwork activity using a
:,::-rre of a classroomto flnd the names for flve things. They ask
-.rellings to label their picture and ask their partner to repeat,
:.' something more slowly or write a word down.

Extra help
P l aytheaudi oagai n.P ause
andpoi ntt:::: ::--::: : : : : :
boardto showthe numberof svllables:e:::: s--:::.-->:::€::
the word.


Extra plus

::---^iiarizeyourselfwith Pairwork,>>p.rz8and >>p.r3z.
---:.< abouthow to organizeyour classroomso studentscan move
.,-: :--,dif you plan to do Extraplus after exercise9.

Play a speliing game. Ask a stuc:r.: ::
the classroom.The first studer.: :: :=object and spell it correctlvi:::-:.:=-

-=- s:udents to look at the picture and ask ifthey recognize
:---.-:r.e.Write the initials -/ and 5 to elicit the names lim and
-.:'ri. Ask students to spell the names and write them on the
:::::. Seewhat students know by holding up or pointing to
::-::s classroom objects,e.g.bag, pencil, chair, window. Use Can
: ; 'zDeat that? and How do you spell it? to review phrases from
-- -: : and the letters of the alphabet. Write the word on the board
-- :::paration for exerciser. If students dont know, wrlte I don't
{---; cn the board and point to the phrase to encouragethem to
-:,. .: ivhen necessaly.
:-:.- ilow to use Enalish in the classroom on the board.


Ask questions about English
2A.2Studentslisten to fve short conyErsationsbetween Jim
and his students. Copy question A on tlre board to show the
stress.Play the fust conversationand model or play it again if
necessary.Sfudentscomplete tlrc exercise-Checkanswers.
2C 3E t-r


Studentsturn to >>p- r5o and read audio script 2A.2in pairs.
Takethe part of lim and nominate or ask for volunteers to read
the parts ofAna Pablo,and Satomi.Checkstudents understand
slowlyby emphasizing the pronunciation of dictionarryin three
syllables.Do not correct pronunciation.


2A.3Go through the examplewith the class.Playthe audio.
As studentslisten and repeat,encouragethem to look up from
their books.Monitor for pronunciation problems and play the
audio again if necessary.


14 Students read questions r-5. Remind them that they do not
need to understand all the words in the questions. Go through
the example. Students complete the exercise. Check answers.
2 On Monday and Wednesday evening.
3 On Wednesday,Thursday and Friday afternoon and on
Saturday morning.
4 On Sunday.
5 On Monday and Wednesday or Ttresdayand Thursday

Extra activity
takethe part of teacherand studeni.Theynav:
bascdon the audioscriptson >>pp.t5o-51.
9 In small groups,studentschoosethree objectsin the classroom
to ask about and the other groups write the word for each
object. Write What?,repeat,spell, slowlyon the board. Ask for
a volunteer and sayyour answer quickly to elicit Canyou say
that moreslowly,please?Groupswrite the word. Encourage
them to ask more questions.
Extra plus
9, n-:r:-: = :
a sk r ngf r onrI nem ofy .

Grammar imperatives
In this section, students are introduced to imperatives presented in
the context oflanguage used by the teacher.
l0 Students look at photos r-7 and the words on >>p.r6. Go
through the example with the class. Students continue in
pairs. Check answers. Elicit that all the words in Actions in the
classroom are verbs.
2 liste.. j r:al

; sa'; ; iook 6 open 7 ciose

T eacl",tr-.g
t :
Lnd rv'ritc:rr: crven. wnte
' . i ' r . ' ; end c r os soiit t he s r lentle t t r r s .
, r '.rrrr..rlLr:s
irelp with nronunciatronfor
Write the example on the board. Ask Which word is the verb?
Show the form ofthe sentence is verb + noun. Students read
audio script 2A.2 on >>p.15o again to flnd a similar sentence
(Conversation4, Open your dictionary). Students continue
individually or in pairs, using the verbs. Check answers.


2 Say 3 Look 4 Read 5 Listen 6 Open 7 Write
Extra activity
Savthe vcrbs from the sentencesin ranclonrorder.Studentsciii
out tire [oLrils,i:].9.
say close studentssay tlre tloor.Say hstento.
.ir..dlook at to heip studcnts remenrberthc prepositions.Next,
call ont the verbs for studentsto say the completesentence.

p Reada timetable
In this section,studentsscana timetable and use kev words to
12 2A.4Seeif studentsknow the names of the days of the week.
Ask What day is it today?WrlteMon = Monday and continue
with ?tre Wed,Thut Fri, Satand Sun.Underline the first letter
to show studentsthat the daysof the week always begin with
capital letters in English.
SayMonday and askHow many syllables?
Write it on the board.
Then write three-syllablewords above.Play the audio.


IA ; Ask students to read the text and ignore the blanks. Ask
Does Pablo understand everything in English? (He doesn't because
he asks lim a question, using some words in a different language,
Spanish.)Explain that it helps to read the whole text and think
about possible answers first before doing an exercise. Play the
audio for students to complete the text.

15 In pairs, students compare answers. Play the audio again and
encourage students to read audio script 2A.5 on >> p.t5t to check
In pairs, students decide who is the teacher and student.
Monitor and make a note of any problems.Ask a pair to
volunteer to read out the dialogue, encouraging them to look
up from the book as they speak.
1 you tomorrow 2 tomorrow is
5 Weekend 6 Have 7 thanks

3 Seeyou

4 What's

Teaching tip
S t u d e n t sc i - n r l r i : , a y l i r(r/ r 's ( i r n d n .i .i li i i i i r

ABCL Put it all together
l7 Put studentsinto pairs. Direct As to >>p.rz8,Bs to >>p.r3z.Take
the part ofA and ask for a volunteerto be B. Readthe example
conversationon >>p.ryto demonstratethe activity. Students
continue in pairs.
At the end of the classsayOK,that's aIIfor today.Havea good
Seeyou on ...Encouragestudentsto give
you an appropriateresponse.This can be doneon an individual
basisas studentsleavethe lessonand in future lessons.
Student performance
Studentsshouldbe ableto use questionsto askfor words for things
in the classroomand write the word correctly.
Youcan use this checklistto monitor and give feedbackor to assess
withouta lotof hesitation?
Ptonundation Dostudents

i can use English in the dassroom.
Studentstick on my own if they have found the namesfor things
and written them correctly.They tick with somehelpif they looked
at the picture pageto help them rememberthe questions.
Early finishers
S tudents
the acti vrtyr,si nqr.vords
forthrngsi n t hciror 'r 'n

Saturdayhas three syllables.
language note
Fronithe spelling,Wednesday
looksas 1fit hasthreesyLlables,
ir,.itts pronoutrced
wrth two / ucnzclcr/.
13 PIaythe audio again for studentsto repeat.

n7 2A

..r i t.r '

Additional material
1orcxtrnprartrcerrratr r .rr
for cxtraterrirer rescrrr':::

How to introduce your family

1[ Vocabulary family

: :his lesson,students will practise rntroducing people and
.-irng about family members.
, hefamily, the portrait photos introduce Bob Marley and his
-:::.ily, which sets the context for the magazine-type quiz about
..:-i-known celebrity families (actors,artists and singers).The
-:rily vocabulary box gives words for close family members. More
-.::.ily words are taught in zC.
ll:renames of well-known people are given
: :ne larger pictures and the challenge is to match them with
'-:rr family members in Who are thosepeople2.Their names are
,::sented in the Want a clue?box.


Demonstrate the activity. Go through the exarnple. point to
the second picture and read the caption to shorv horr students
find the answer. Students complete the exercise ir. pa:s. Check
2 Bob 3 Rita 4 Bob 5 Stephanie 6 Steve 7 S::::.a: -: i S:='.':

2B.lPronouncethe word/ather clearlyto show where the
stressfalls. Wrlle father on the board,underlining the stressei
syllablefor studentsto repeat.Playthe audio.


:ocusgrammar possessive

Extra activity
Studentsreadthe rhyme throughwithout the a.::.:


f amily:daughter,

Go through the example.Checkstudentsunderstandwhy my s
the correctanswer.Studentscompletethe exerciseindividually
then compareanswersin pairs. Checkanswers.
2 my 3 your 4 his 5 her 6 my, our Ttheir
Extra help
Holdup someofyour students'classroom
objectsfor ir,er ::
name,e.g.a penciland sayJuan's

:ocusphrases identifyingpeople:Who'sthis/that?,
I don'tknow.,etc.

>ronunciation word stress: er 28.1
,' rv ; ccen t* or RrrtishF
nplis ht he - pr endinp is r educ edt o
"" b " - "
. t. e.g.father /l-u:'dt/.
' :Ln that actressis sometimesused for femalc actorsbut cctor
be used for both.
i:.d product
- ->utit all together,students draw a simpie family tree and have
-::t conversationsabout three or more family members. One
-::ent asks questions to show interest in the topic and to flnd out
, ::;t members of the other student's family.

-:',': magazine pictures or prepare a list of names of well-known
.-:rrity families your students might know.
: .:: some pencils and pens around the classroomto use for
' , ::alse 7.
--:.k about what you could say about your family for exerciser4.
- ' r: ;tudents to bring in some photos of their family if possiblefor
' . :::iSe f6.

- , !: >tudentsfor the name of a famous national or local person
: rs married, with at least one son and daughter, or give your
.-:.example. Draw a family tree on the board. Draw a horizontal
-: elicit and write the name of his wife or her husband. Say
- =-: relationship to each other, and write lhis is ...'shusband.or
- - : :s ...'swfe. Now draw vertical lines and elicit and write the
":: :s of their children. Point to each of the children and describe
-. :elationshlps using words like mother,
father, sister,brother,
. : .;; ",ter,son.You could write these words on the board lf they are
' :'',-ic your students.
:'.:= l-{owto introduceyour family on the board.

Books closed.Ask students if they knolv the names of any of
Bob Marley's family and write them on the board. Students
open their books on >>p.r8 to see if they can find any of the
names they said.


Grammar possessive's;
Write the two example sentences on the board. Elicit some
examples using students' real names and their classroom.
possessions.Focus on item r in the box. Ask How many 's are
there in the sentence?(z) Ask what the first 's represents. ar.d.
elicit is. Students complete the exercise in pairs. Write tne
answers on the board and ask for volunteers or nominate
students to underline the possessive 's.
2 Steve'sRita's son. 3 Stephanie'sBob'sdaue:.:::
4 Steve'sStephanie'sbrother.
Go through the example. Students read through rterrs F5
Students work individually and compare in pa:s. Creri




Give students a few minutes to wnte eil'.e: :otes c: iJ
sentences in pairs. Monitor for pron'.r-cetcr cf s 3s tiqv
do the activity. Ask individuals to te': :-l"-e:ass abc-:: theu
partner's family. Go over any pror.i;:.:a:c:. t:c'c,e::s cf 's.
Extra help
Give each stu:i::-: .


h l r tn a r (

u a \ti






Show the use of this for thr.ngs near and elicit or explain the
use of that for things far away. You can use real classroom
objects you placed before the lesson (seePreparation).Repeat
to show the use of these and those. Do the exercise as a class
before students write the sentences in the box.
r 1a: s ::.\' 5rcif.er. c Theseare my children.
: lrose are ny chrldren.


Direct studentsto CelebrityQufu.Checkthey understand
celebrity.Studentsuse this for peoplein pictures r-7 and elicit
the use of.that f.orthe peoplein pictures 8-r4. Do the first
sentencewith the whole class,indicating that thesedirects
studentsto picturesr-7. Studentscontinue in pairs. Check
answers.Correctpronunciationof namesis not important here.
1 l lohn Lennon2 Maria Bethania3 EnriqueIglesias
2 11lulio Iglesias13CaetanoVeloso14YokoOno
3 5 HumphreyBogart6 GoldieHawn 7 KlausKinski
4 8 LaurenBacall9 KateHudson12NatashaKinski
Elicit or explain the idea of a CelebrityQuiz.Studentsfind
EnriqueIglesiasin picturesr-7 and find the name of another
family member inWant a clue?Nominate a student to take
the role of B and readthe conversationaloud.In pairs, students
talk about all the peoplein both setsof pictures and write t}te
picture number in Want a clue?Do not checkanswersat this

In this section,studentslisten for key words to completea model
1O Readthe first line of the conversation,emphasizingthis and
pointing to the picture ofJohn Lennon.In pairs, students
completethe text. Ask around the dass for answersbut do not
tell studentsifthey are cortect at this stage.
28.2Playthe audio for studentsto checkanswers.
r4, YokoOno
12 ZB.l Studentslook at their aaswersin exercise9 and listen to
two peopledoing the qurz.In pairs,studentsunderline key
words in exercisero (this,lohn knnon, numbert4, that, wife,
YokoOno).Beforeyou play the audio,tell studentsthat they
won't hear the picture number of one of the people.They will
only get this if they have correctlyidentified the other people.
V eios o
Ca e t ano
Di e goRiv er a10

-i ;:= :. 3 a c a l8l
Ka:: i;oson 9
\,::;i a K tn s k 1

13 Studentscompareanswersin small groups.Ask around the
classfor the initials of people8-r4 and write suggestionson
the board.Direct studentsto audio script 2B.l on >>P.151
Extra plus
Studentslisten again beir-.tetr-... - r i :l',err answers and find
. t : , it r n, ousf or .
out wh at th e pe op lc r n f r c ' . : : : :
Extra activity
Revisefamily relationships.Dit i.: :
Nominate one member of a tealr-,l.of a celebrityin the quiz. Othcts ir'..r

T19 28

Ask questions to show interest

In this section,studentsare encouragedto take an active role in
initiating and continuing conversationby asking questions.
14 Draw your own family tree on the board with numbers
by eachperson.Explain that when somebodyshowsa
photographof their family, it's polite to ask questionsto show
interest.Focuson the examplequestionsand demonstrateby
nominating a student to askyou a questionabout your family
using that. Nominate different studentsto continue.
15 Divide the classinto pairs.Nominate a pair to demonstratethe
conversation.Remindstudentsto be careful with he and she
his and her.Monltor and check's and correctstudents'over use
of the ful] form is.
Extra help
: i -".'1th
a famousfamily.
i..:-.:: .'....::.S:

ABCD Put it all together

C Listen for key



.issir-rtosmall teams
i :anle or a number
1 rerience about the

16 If studentshave brought picturesof their family into classthey
can use these,or they can draw a simplefamily tree. Students
make notes about eachother'sfamily. Giveother family words
as necessary.Encouragestudentsto ask and answer about
eachother'sfamilies. Remindstudentsnot to usetheir notesor
sentencesfrom exercise6 to help them.
Student performance
Studentsshouldbe ableto ask and answer questionsabout three
or more family members.
You can use this checklistto monitor and give feedbackor to assess
to showinterest?
Pronumlation Dostudents


I can introduce my family.
Studentstick on my own if they have made noteson three or more
membersof their partner'sfamily. They tick with somehelp if they
have usedthe book to help with questionsor vocabulary.
Early finishers
changepartrrersarrdeitherintroducetheir family
f am ily.
agai n.or tal k aboutthei rpl evtouspal tner 's


How to describepeople


- ----.-s
lesson,students will practise describing people and their

Direct students to >>p.zo. Go through the example. Tell them
that they can use more than one word for some of the pictures.
If your students know the vocabulary set a time limit of 9o
seconds.Do not give answers at this stage.

' -: ,:- r:es of different red cars and short descriptions of people.The
--'::nation includes details about gender,age,job, status and
,- -:e people are rich or poor. There are no right answers to the
: -:s::on Who's the driver?
---:.eshows people of different ages.Iobs shows people in their
: -::: of work to illustrate the vocabularv.

2C.1PIay the audio for students to listen and check. PIay it
a second time for students to listen and repeat. Monitor for
pronunciation and use ofthe indefinite articles a/an.
a a young child, a boy b an old man, granc:a:re:
grandmother,grandparents c ababy dteer,aee:s ; 33',' l i-:boyfriend, girlfriend e a married couple,a wcrra:- a ::.e:.
f a man g ahousewife h an engineer i a factory r,\-c:<::
j a vet k a doctor I an office worker m a shop ass:sta..:
nafarmer oadesigner

::-ture note
: . i.:1- overgeneralizeabout groups of peopieand their
: i . -,.iLr.This can often lead us to make assumptionsabout
' . . Studentsat this level will not have the languageto discuss
' , : i' ,!tr!, bu tthe ide a is r ar s edindr r ec t lyjn t he t ex t .

Extra help
If the vocabularyis new, cali out a phrase and ask s..-:::::
to give you the letter of the picture. If you want to g:r,rr:- - ::
pronunciation practice, say the picture letter or point to a
picture for students to call out the phrase.


:ors grammat indefinitearlicles:a, an
positionof adjectives
in phrases:
an oldman,a richcouple,


people a baby,a boy,a child,a girl, etc.
jobs:a doctor,an engineer,
a shopassistant,
a vet


adult, divorced,





Direct students to the table and the pictures. Point to the
pictures along the top and explain or elicit that these words are
used for men and women. Point to the pictures on the left, and
explain or elicit that the words at the top of the columns are
for young people, and the words at the bottom for older people.
Go through the example before students continue individually.
Ask around the class for the answers.
2 man 3 boyfriend 4 wife 5 parent 6 grandmother
Teaching tip
Write teenageron the board and underline teen ar , ',.'-- -..
students understand.

--::rguage note








i-d product
,- ->utit all together,students have pictures of six houses.They
--.agine the people who might live in the houses and then
:=-.:ribe them to a partner. The partner guessesthe house.

--='.'epictures of different makes and colours of cars for the
,:'mer. Check in the dictionaries your students use to see how job
:--::]es appear.Look at >>p.rz6 and prepare ideas about the klnd
,: :eople who live in the houses for exercise16.Check students
--:..9e pafiners easily for the final activity.

- :: vour pictures or the pictures on >>p.2o to flnd out who has a
-.: end what make it is. Reactwith interest to what students say.
i:.:z How to describepeople on the board.

: .'


, . lexible than it is in Enslish.

-.-.r:students which cars they like/don't like.




In this section,studentsscanshort paragraphsbeforereadingfor

Studentslook at >>p.2o and choosea car they like. St'.rdents
compareanswerswith a partner.Ask which car is the r:rost/

5 Direct studentsto the titles of eachparagraphand ask if all
the peopleare young men. Go through the fust ciescriptionlhe
FamilyoJFive and studentsunderiine key words fuoman, 35,
married,housewife,mother,threeyoung childrer,husband,offce
worker).Ask which car they think the furn:fy would drive (car
/. Studentscompletethe exerciseurdrvidualty
6 In pairs, studentsdiscusstheu arswers to exercise5.There
are no right answersto this exercisebut encouragesfudents
to give simple explanationsfor '.het answer,e.g.Therearefve
peoplein thefamily Car7 is big.
verbs are C OmmOn
'..' .:' ::-1'--'a;::f
,',-:::; : = ;'.,r - l rl ef, act - actOf. Gi V e
L::i :i .r.:i ri :: i :.e cthers i n the t ex ts .

:a:s :-:,evthink appealto males and
:;iie:s and rf their answerssuggest


Gramrnar adjectives; articles a, an

Go through the two examplesin the grammar box with the
class.Write the two sentenceson the board.Ask studentshow
many words there are in eachsentence,and seeif they know
the namesof the grammar words article,adjective,and noun.
Hightight the form clearlyon the board,pointing out that
when we use an adjectivewithout a noun, we don't usethe
article.Giveother adjectives(old,young,poor) and sayA or B.
Students,as a class,make sentencesfollowing the examplesin
the grammar box. Studentscompletethe exerciseindividually
or in pairs. Checkanswers.
2 She'sa youngwoman.
3 That womans young.
4 He'sa rich footballer.


5 That footballer'srich
6 My grandparentsare c-:

t3 2C.4Playthe audio and monitor for linking. Givepositive
feedback,and play the audio a secondtime if necessary.
Extra help
markthe links on thetranswersto exercise
7 and
w i th a partner.
practi se
sayi ngthe sentences
14 Studentscompletethe exercise.Monitor for correctuse of

articles and help them use their dictionaries.Make a note of
any job words that don't appearand tell them you ll give them
the word next lesson.They should choosea word from.Iobs.
llt Divide the classinto pairs.As studentsexchangeinformation,
monitor for correct:oseof a/an and adjectiveposition.listen
out for interesting and/or unusual jobs and askfor volunteers
to tell the classabout their family or friends.

In pairs, studentsfind two adjectivesin the fust paragraptL
Write She'smarried and threeyoung childrenon the board and
ask which type of sentencethey are,A or B?Expiain that the
wordthree replacesthe article.Studentscontinue in pairs or
small groups.Checkanswers.

_ i - .>

Direct students to the column headings in the grammar box.
Draw two columns on the board and say the examples in the
first column. Look at the second column and ask students for
other examples of vowel sounds. Write the letter x on the board
and model the pronunciation, explaining that it begins with
a vowel sound ( c' ). Students complete the grammar box and
compare answers in pairs.
column r: a teacher,a man
column 2: an English teacher,an old man
Language note
It is important that studentsunderstandthat the choiceof the
indefinite article depends on the first sound of the word and


d y^ ,!h .
Sr u u P>

a h ,l

^ /yir rfo


ABCD Put it all together
15 Divide the classinto A/B pairs. Studentsturn to >>p.r26and
continue the activity.
17 Put studentswith a different partnerto repeatthe activity.
Encouragethem to look up from their notes and do parts of
the activity from memory.Remindthem to swap roles.It's not
important if pairs disagreeabout the type of peoplewho live
in the different houses.
Student performance
Studentsshouldbe ableto describefour groupsof people,giving
enoughinformation for their partner to guesswhich housethey
live in.
You can use this checklistto monitor and give feedbackor to assess

10 Studentsreadthrough the exercise.Go through the example,
making surethey understandwhy cn is correct.Students
completethe exerciseindividually and then comparein pairs.
2 a 3an 4a

5an 6 a 7 a n

l) Pronunciation linking words together
This sectionintroducesstudentsto word linking, which can often
be why studentsflnd it difficult to understandspokentext.
ll zc.2Write cn old waman on the board and show how, in
spokenEnglish,words are linked together.Point to the letter
a and ask if it is a consonantor vowel sound.Repeatwith n.
Write a nold woman on the board.Playthe audio and trace the
phrasewith your finger as studentslisten.
12 2C.3Playthe audio and pauseto make sure students
understandwhy the linking line is there.Playthe audio again.
Studentscompletethe exercise.They comparein pairs before
classfeedback.Ask How many links?Whereare they?
2 He lsn't an adult. 3 My sonisnt an engineer.

T21 2C

. n-ll
>r i r d l l

. ; . . ': . j . ' . i ': , : , i a s k s t u d e n t si f th e j o b i s i n
-. . i-:: ..'--,:r:raoly find that it isn't but you
:;-:: ::-.', .::.::c i'r the words individually,

Type A: an old couple.a vc::.: ::.a:
TypeB: he'srrch,thev are:.:'.-:-::.i :.: .sr.:rtch
rrr' using the adjectlves


. : : . : - : \ : r L t s e 7 .A n o t h e l g r o u p o r d e r a n d


to describe

I can describepeople.
Studentstick on my own if they have given their partner three or
four piecesof information about the peoplewho live in the house.
They can usetheir notesto help.They tick with somehelp if they
have lookedback at the lessonto make the sentences.
Early finishers
Studentswrite key wordsto describedriversfor four of the cars.
Theychooseoneto talk aboutfor a partnerto guess.


How to talk about the time
f rientation
- :,-.. iesson,studentswill practisetwo ways of telling the time.
- -:
-a:toon involves two friends, Anila and Paul. Paul is
-:::.:ng to his iPod, and Anila is reading the newspaper.They
- -. :::h wearing watches, and both watches say the same tlme.
-:'.',-:-7er.when Paul asks about the time of the news confusion
, -.-.=;becausehe cant hear Anila very well. In the cartoon, the
- ::r:ters use two forms of saying the time, e.g.ten to
fve, and
-- -=o-yto help the other understand. The second form, four ffty,
-;;a-ly used for travel schedules,e.g.bus, train and plane times.
-: ' the time? gives times around the clock,written as they
- : be spoken in full form. The order does not correspondto the
-:> cn the pictures of the clock faces.


In this section, students scan the incomplete cartoon for time

of time:at,on

talkingabouttime: Whattimeis it?lt's...o'clock.



daysandpartsofthe day:Monday,morning,e|c.



2D.1PIaythe audio for studentsto checkanswers.Divide the
classin half to readthe parts of Anila and Paul.Playthe audio
a secondtime for studentsto repeat.Monitor and checkfor
3 And what time is it now? 4 Tento nine? 6 Fourflfteen?
9 My watch saysten to five!
Saysimpletrue/false questionsto checkstudentshave
understoodthe story,e.g.In Jrame4, PauIunderstandsAnila.
In frame 6, Paul thinksAnila saidg not 5o.(True)In frame
8, Paul thinkshis watch is wrong.(True).lnpairs, studentsread
the cornrersation.
Monitor and checkfor correctintonationExtra activity
Pairscan readthe text aloud.

: ,: =-.:ercise
r7,have a few suggestionsof local events, school
" :::s or important events and when they will take place.




. - =:nber to have words for jobs to give to students who might
'. -: askedin the last class.


i - ..- ::- -

Studentsreadthrough the times and look at the conversation
frames again.Do the first item as an example,making sure
studentslook at the frame beforeto help them. Students
completethe exerciseindividually and compareanswersin
pairs.Do not checkanswersat this point.



Pronunciation stressin corrections

In this section, students make corrections to misunderstandings in
short conversations.


-,r ::;ients for the next number in the series:S, 10, 15,...;10, 15,
:: 20, 25,...;up to 55.Leavethe board work to use later with
' : : :-;e5 9 and r3 .
-.:= |cw to talk about the time on the board.




. ,-: :c your watch and see what students know. Ask What time is
' - ; ) Write the answer on the board using numbers and words,
-: ::: 3.t5wrlte threeffteen or a quarter past three.Put the times
- --,.': columns and label them A/8. Ask students which system
use to tell the time in their language. Reviseuseful
-'.' -sually

Frame 5 :::: i-::-,'
u l LoL

Extra help
Writethe timesin the two columnson the boai: i-.. .,-.- -- :
and askWhichcolumn.A or B?

1- ' product
- :-;: it all together,students have short conversations,asking
. - : rrswering about events at different times of the day, e.g.a
: :-,--s1on
programme, the end of the lesson.


Go through the conversations in frames one and two. Tell
students the names and ask them to call out time when you
say a time phrase. Students continue the exercise individually
Encourage students to scan the text rather than read word
for word. Ask how many time phrases they have fou-nd (6).
Students compare in pairs before you give the answers,
Frame z: six o'clock
Frame 3: (nearly) ten to five
Frame 5: ten to five; four fifty


Readand completethe conversation


2D.2 AskWhichnumbers are usedfor teenaaers.A or82 Show
the contrast between thirteen and thir.!/'oy placng the stress
on the first syllable. PIay the audro wirile shidents Lsten and
Pause after each
repeat. Monitor students' pronurciatct
section to give extra practice if neces=ry.
2D.3 Students listen and decide f i.|ey hear A or B. Pause after
each number for students to respond as a dass.


2D.4 Go through the first exarnpie with the dass and say
thirty? with a rise to show questioning intonation. Play the
audio while students cornplete the exercise. Play it a second
time for students to check answers.
2 fc::.,' : i---,'



Put studentsinto pairs or groupsofthree. They take turns
to listen and checkpronunciation.Monitor and heip with
pronunciationof the -fy and -teenendings.
Ixtra help
testeachother,in pairsor smallgroups,sayingthe
n u m ber sin t he t ab l e
Extra plus
usingthe cartoonto act or
readout for the class

Listen for detail
In this section,studentswork with two ways of giving the time
and listening for specificinformation.

2D.5Studentslook at >>p.22.Pointto columnB on the board.
Draw a clockface and say or elicit the times on clocksa-m.
Playthe audio and pauseafter eachtime to give studentstime
to find the clockface.

lO PIaythe audioagain and encouragestudentsto experimentby
Iookingup from the pageas they repeatthe times.
Extra help

- : . : ' . : >i, r l c loc k a n d t h e

-:- rut the ietters ofthe clocks
,:r ir. . d. e,f, g (past),h, l, y, k, 1
+L ^
.-. : -,\-f,ys
rne rume.
11 2D.6 Students mark the times they hear and draw the route
from start to end. Demor'.stratethe activity on the board. PIay
the audio and pause after each item to give students time to
mark the route. Students cornoare routes.
lna n

?t a

:. -.- : r-r.4 5

r r .u u 9
^ " F.r 5 o .J 5 5.3O

I laenA

12 Students work in pairs or small groups. Give them some time
to plan their route and think about how they saythe times.
Monitor and make sure students say the times correctly. Go
through any problems at the end of the activity.
13 Say half past one and,write the words in column B. Now say
one thirty and write the words in column A on the board.
Give one or two more examples, if necessary. Students work
individually and then compare in pairs before you check
z ten thirty

3 nine fifteen 4 twelve forty-flve 5 eieven forty

Extra help
Studentsrepeatexerclsesrr and rz, usir':::r-.eshorterway of
o i r ri n o



c ti""'me
"' _

14 Gothrough the instructions as a class.Explain that if a student
makesa mistake,the paperstaysface down on the desk.The
winner is the personwith the most piecesof paper.Monitor
and help with pronunciation.
Extra plus
Studentsrepeatthe gamein small groups.Onestudentasks
What'sthe time?and nominatesanotherstudentto answer.

T23 2D

15 Booksclosed.Ask studentswhat Paul'sflrst questionwas and
elicit What time'sthe news?Seeif studentscan rememberthe
answer.(It'sat six o'clock.)Studentsopentheir booksand go
through the grammar box. Giveor elicit a few more examples
of eachtype of tlme phrase.Studentsread and completethe
gappedrules in pairs. Checkanswers.
on Tuesdayat six o'clockat ro.3o
- this morning - today on Wednesday
16 Tell studentsto readthe conversation.Ask Who asksall the
(PauI).Explain that What time's...?and When's...?can
be usedto ask about time. Studentsdo the exerciseindividually
and then comparein pairs beforeyou checkanswers.Monitor
and checkstudentsare giving the day and the time.
l on 2ai 3at -1on
for studentsto giveyon a
Cri. :':.'.::irr. .;-,, :r '---L'cr.'ositicir

1,g, c, k, e, i, m, a, d, j, t f,

Start 7.2 0 8 .55 rz. o: : : :

p Grammar prepositionsof time at, on

: i .r ,

,..:: ....

- -. ' :

,' 1::s 'books

ABCD Put it all together
17 Studentsask and answer questionsabout the times things
happen.ReadAs questionsand seeif Bs can suggestdifferent
activities about to happen.Write these on the board.Ask
for two volunteersto have a conversation.Beforestudents
continuethe activity in pairs, give them sometime to make
a note of a time and day (or part of a day)for the events.Tell
them to ask about three different events.and to make a note
of their partner'sanswers.Tell studentsto checktheir answers
together at the end ofthe activity.
Studentsshould be ableto ask about and give information about
the days and times of three different events.
You can use this checklistto monitor and give feedbackor to assess
Pronunciation Dostudents


I can talk about the time.
Students tick on my own if they have found out and given the days
and times of three events. They tick with some help if they need to
Iook at What's the time? on >>p.22.
Early finishers
in small groups,studentschangethe times in Anila and Paul,and
role play their own version. The other students make a note of the
iimes which causeconfusion.

for extrapracticematerial
for extrateacherresources


I It s five to trvelve It
C l ^ ,,
, r vr y

l:ntext and Language
-- :i:s lesson,students will practise writing a personal
--::rcuction, written as if they were messagesof introduction for
::. email chat club.


^ - - - r {- +^ ^ Br d r i u l Jr r L c- :


d e r ;o n +cr









Extra help
. rt t : : r fe r"v:,cn ten ceon
: ; t lr c , bolr d . r r , J ir lr - r i r , ir , ; ii, r lr :l l : t
' , '.
rlt c clre ng tswllctrt'rrlr r . : , , , . t ' , . ' l: ' l r ' t
r , i: . .
t ' r 1 a i s .. i Mv

n tttn t:;)

2. Students cover the text and look at the picture of the writer.
Ask How old is he? and What's his nationality? Students read
the first three sentences to flnd the answers. Explain that Max
is writing a short introduction to an internet chat club. Go
though the example. Students work individually to add the
apostrophes.Check answers.
Hil My name's Max. I'm from Canada.I'm eighteen years old
and I live with my parents. My mother's name's Sara and she's
a doctor. My father's name's Jed and he's a driver.
Extra plus
.sk studcnts to look at Max's personalintroduction again.
. .rrite tlre words age,origin,family, nanle on the board.Ask
-rdcnts Lo :eq ue nccthe nr r n t he or dert hey appearjn t he t e x l .


Readfor detail

,:. this section, students think about how meaning works across
.:ntences and proofread a text for wrong words.

Students read sentences r-6 quickly. Check any problems. In
pairs, students decide if the sentencesare right or wrong. Check
answers but do not correct the wrong sentences at this point.


3x 4/

5x 6 x

Go through the example as a class,making sure students
understand the corrected sentences. Students complete the
exercise.Check answers.









t -




s . L l e n c e sfo r
:.: --r :::n', WhO'S
n ,-


: -'

Put it all together

In this section, students produce a text with an intended nlstaie

Students read through the text and, in pairs, complete each
blank. Refer students back to exercises 2 and 5 if they are
struggling. Remind students to include one wrong word in
their writing.


Students swap papers with their partner and make a note of
the wrong word. Students show their partner the word to see
if they are right. To help students feel comfortable with peer
reviewing, they can show other partners their writing.

Student performance
Students should be able to produce a short paragraph of about ic
words, giving personal information about themselves and the::
family. The text may still contain a few mistakes.
You can use this checklist to monitor and give feedback or:3 as3e:s
students' petformance.

Havestudentsusedthe apostrophe

I can write a message of introduction.
Studentstick on my own if they can wri:e a:a::;:r::
themselves,looking occasionally at the :r.:::- -: :r::::s: ;
tick with some help if they have contr:.:a--; ::::-=: ::
-.: -.:ce:
rn exercrse5.
Early finishers


i _ c'

Extra activity
M a k e s o m e f a c t u a l l y w r o n g p a ; , ''
Claireto give studentspracttcein i:.:: ir : - :
pronoun acrosssentences,
e.g.Max ca,,'=..'"
.i. .No he doesn't.He'sfrom Canada.

Punctuationthe apostrophe(')
Write the two sentences from the box on the board and ask
Which 's is short for isl (a My name's Claire.)Go through the
example before students complete the exercise individually.
Check answers.


2 husband 3 My 4 daughter > S:.:



h - '_




Students look at the tert anci the !:.-i,;'re cf Cla:re.Go through
the flrst item as a class,showing hcv; s:::cer.ts rvrite the
correction at the end ofthe line. Stucer.:s :cr.:-e:e the activity.
Check answers.

i:,d product
: .:ut it all together, students write a short paragraph. Students
-::v and complete blanks with personal information. They
- ::.tinue the text by adding two or three sentencesof their own,
.:..9 the model to help them.




Extra plus

if students use the Internet every day and who they send
:::.ails to. Review some of the vocabulary from People on >>p.2o.
..-. students they will learn How to write a messageof introduction.
-::ck they understand introduction and that you write this type
:: email to somebody you dont know.




Studentswrrte Hi.' ',1.
Demonstratefolil :'., Next they rr,'r:t:,
write /irr
class Pr


2E T24


Marta and Aleksander are 'married couple.Marta is "nofflce
worker and Aleksander is "nengineer.Marta's grandmother rs
old and she'sretired. Her father's " taxi driver and her mother's
" English teacher.Marta's children are young - Adam's six and
Sylwia's eight.

Rememberthe phrases
Use phrasesfrom the unit, e.g.What's that in English?,Seeyou on
Monday.,Canyou say that slowly,please?,Who's that?,What's her
name?,She'sa rich woman., She'srich., What's the time?,It's nearly
midnight. To give students practice in saying vowels, write the
sentenceson the board and replacethe vowels with numbered
gaps,e.g.What'sthat in English?= Wh_'t's th_"t _sn _4ngl_lsh?
If you want studentsto practisesaying consonants,use the same
sentencesbut replacethe consonantswith numberedgaps.


Follow-up: In pairs, students write three sentences about
imaginary people who live in one of the houses in Pairwork zC
on >> p.rz6. They swap sentences with another pair, check the
articles and guess the house the people live in.




Warm-up: Mime the actions in zA >>p.r6, photos r-7 and elicit
the verbs.Write them on the board and elicit nouns associated
with each one. Possibleword groups: Iirten (CD),read (book/ say
door), close(book,window, door).


z At halfpast eight on Tuesday.
/ On Tuesdayat eight thirty.
3 At quarter past elevenon Wednesday./ On Wednesday
at elevenfifteen. 4 At ten past twelve on Thursday./ On
Thursdayat twelve ten. 5 At quarterpastten on Friday./ On
Friday at ten fifteen. 6 At twenty past one on Saturday./ On
Saturdayat one twenty. T At twenty-five past flve on Sunday./
On Sundayat five twenty-five.

2 Marta'smum'sname is Agata.3 Marta'sfather'sname ls
Henryk.4 Marta'sgrandmother'sname is Dorota.5 Marta's
son'sname is Adam.6 Marta'sdaughter'sname is Sylwia.

2 That'smy husband.3 Theseare my children.
4 This is my grandmother
Follow-up:Studentslook at the sentencesin GrammarBank 2.)
on >>p.r31.They createfour similar sentencesto test a partner.
T,8, 9, 11)
Warm-up: Saypeople andjobs words from the vocabulary
panelson >>p.2o,or make phrasesusing the adjectivesold,
young, rich. Studentssaythe article a or an. Studentscan revise
the grammar box and exercise7 on >>p.2r.
Set-up:Go through the example.If studentsare struggling,tell
them to find four missing articles.

Ji rnr: zf) i 'xl ri

Set-up:Readthe instructions and tell studentsto write the day
and time. Remindthem to use capital letters for days of the

Set-up:Draw a simplefamily tree on the boardto remind
studentshow it works beforethey do the exercise.

Set-up:Beforestudentsdo the exercise,direct them to pictures
r-4 and askNear or not near?

Follow-up:Studentscreatefour more exampleson a piece
of paperand an answer key on another.They can usethe
grammar box in exercise15on >>p.z3to check.Studentsswap
exercisesand then answer keys.

P,'r 'nl l



Warm-up:Givestudents3o secondsto review Peopleandlobs
on >>P.2o.
Set-up:Remindstudentsthat words can be singular or plural.
To make the word searchmore dynamic, give eachstudent
a number and askthe even numbersto move in a clockwise
direction.Pairschangepartners about every 45 seconds.
Across:women,baby,girl, child,couple,teenagers,
Down: doctors,farmer,boy,man, vet, dad,actresses
Follow-up:In pairs, students choosea topic and eight words from
the unit to make a new word search.Collectand redistribute.
When pairs have found the words and guessedthe topic, they
checkwith the sfudents who designedthe word search.
Early Iinishers
( ;t

i tr l l 't l ', r l ,r k l

i ;i ,i

( l ', i i r f i
, t t tt i l r : l t,,'../,.rI 1)
.;l r r ',;,,,i ,,y l l :r i tt,:' ,,i r r r l
tr t f;r i r r ti y

T25 12

4 spell 5 write

Warm-up:Write different times on the board and elicit two
ways of saying them. Studentscan revise What'sthe time?on
>>p.zz and exercise13on >>p.23.

.' | l t i:,t.1

Warm-up:Point to things in the classroomfor sfudentsto call
out this, that, these,or those.Studentsreviseexercise7 on
>>p.r9,if necessary.

.1t'tt.\:) t- 't'i

Follow-up: In pairs, students choose ten words from units r and
z to dictate to a partner.

Warm-up:Givestudentsabout zo secondsto look at the
photosof the Marley family at the top of >>p.r8.Booksclosed.
Make sometrue or false sentencesabout the Marleys,e.g.Bob
Marley'swife'sname'sRita.Studentsrepeatfactually correct
sentences,but stay silent if the sentenceis false.

Follow-up:Studentswrite true or false sentencesabout Martas
family. In pairs,they readthe sentencesfor a partner to repeat
the factually correctones.
zB r:xr:rcrst


2 repeat 3 slowly

Follow-up:Booksclosed.In pairs, studentssay a noun for the
other student to say the verb.
-r" .

!p;1r s h

Set-up: Before students do the exercise, they read the
conversation and answer How many questions does the student

Set-up:Beforestudentsdo the exercise,call out a number for
them to saythe first word of the sentence.Remindthem not to
look diagonally.

p o s t i:,

l - :;s l i i r :r ',

Warm-up: Choose words from Pairwork:A >>p.rz8 and >>p.r3z,
e.g. tap, tree, bike, umbrella, map, cat,floor and dictate them.
Encourage students to use Sorry can you repeat that?, Can you
say it more slowly?,Can you spell it?.Write the words on the
board or direct studentsto Pairwork zA to check.

lmperativeszA cxercr:e'rt

2 Listento the conversaticn.J Write your name and address.
4 Lookat the pictureon pagethirty. 5 Readthe text and
answerthe questions.6 Openthe window.


i l r r ': l i r , ::,

i r i i i r '!r i ( ) ',1
l ;{'i i :,

l l r J ) 11

l tr ,tr ,r ttr ',.

i r i ,l ,,i l r l t



r /,t{:r r i , i ;,lr'

J l r r .r .r ,,r i i ,r l :;r ,






i ",'


How to ask for information


.n this lesson,students will focus on asking for directions to places
.r a railway station.

Divide the class into pairs and go through the example. You
can make the activity more challenging by setting a short time
limit. Explain that some items are not pictured separately (train
and platJorm, busesand taxisl. Students compare answers in
pairs. Do not give answers at this stage.

.r worfldr is catching the train to Liverpool from Manchester
?rccadilly station. The station is unfamiliar and she asks people for
:rrections to different places.There is a map of the station with
:rctures of some of the placesand shops at the station. The shops
r:e large, well-known outlets, with many branches throughout
:rrtain. Some are multinationals, so your students might recognize
:he names: KFC (KentuckyFried Chicken,restaurant/fasI food),HMV
.-{isMaster's Volce,music and record shop),Starbuck's(caf,i), Yates
tub), W H Smifh (newsagent and book shop),Superdrug (chemist's).
l:1ere is also the NCP(National CarPark).

3A.i PIay the audio, pausing after each item for students to call
out the photo number to check answers.
bus 12 caf6 4 car park 3 cash machine 10 chemist's 7
music shop 2 platform 8 pub 5 restaurant 1 station 8
taxi 12 telephones 9 ticket office 11 toilets 13 train 8
PIay the audio again, pausing for students to repeat. Students
might need extra practice of consonant clusters so go over the
clusters again where necessary.


Direct students to the top row ofthe table and remind them
of word stress, reading each word in the second row to give
an example of the different patterns. Ask students how many
syllables bookshop has and direct them to the circles. Repeat
with other words if necessary.Play the audio, pausing to give
students time to write the words.


phrases askingandanswering


Pronunciation wordstress:
ticketofficeO o o o )A.1

O pub train
O o chemist's platform restaurant station taxi toilets
music shop telephones

- anguage note
' t',iranthas only two syllables'Ihe lettersau arcn't pronounced.
rs stresse don th e firs t s y llablein Englis h.I n c om poun dn o r t n s ,
,tr pr trk,the stre ssis n or m ally on t he f ir s t wor d.

Go through photo r as an example, showing where the
restaurant is. In pairs, students continue the activity. Monltor
and help with pronunciation as necessary. Check answers.

' ir: say Excuseme a s a polit e way of at t r ac t ing r t lent iot r a r t c i
r;.ryto apo)ogrzeand ask for repetitron
lnd product
.. Fut it all together,students ask for and give information about
:,aces on a map of a railway station. They have the same maps,
::t with six different places.


Teaching tip
Studentsdon't need to be able to give detailed ile-.:i.'j:::ii or
pronouncethe names of shopsperfectly.



-: :k at the vocabulary panel Placesand anticipate pronunciation
-::rlems your studentsmight have,e.g.chemist's i.. rir.l'..


- ':: students what people do in railways stations apart from catch
and elicit a few ideas, e.g.buy tickets, food, drink, get taxis.
- . j: about Manchester Piccadilly,e.g.Do you know it? Is it big/small?
- : ,.. many platforms are there? Point to some of the pictures i-r3
. : askyes/no questions,e.g.Canyou buy a drink here?Canyou
- , -'cod here? etc.
.:z How to ask for information on the board.

Readand find information on a map

In this section, students scan information, signs and symbols on
the map to match questions and answers.

-::ate the vocabulary in Placeson the map of Manchester
r.::adilly station. Look at Pairwork 34, so you can explain the basic
' -:r plan.

-;': students to closetheir eyes and think about a station they
. :'w, they then look at ManchesterPiccadillyStation on >>p.r5.
-.:: if it's the same or different to the station they thought about.
-=.: them expresstheir ideas.Ask questions and help by pointing
-, ::re pictures, e.g.Is there a KFC in your station?


Go through the example as a class.Show the relationship
between toilets and they're (plural noun/plural pronoun)
and explain that the verb may also be singular. Explain (or
show with the picture) the meaning of near and over there.lf
students are struggling, give more examples using things in
the classroom.Students complete the exercisein pairs. Do not
check answers at this stage.
Extra help
r:-.'.-::::: :l-.::::r ine questionsand answers,
asi :iL:n-.'.'.-r'.r::^
:::.:r the same or similar) thev use in
t- :.:
_ -1- :^ ,.- - ^



3[.|rtay1ire aualo and pause after each conversation for
students to check.
2e 3a 4b 5c
Culture note
The speakersuseplease andthank you severaltimes. This
doesn't mean that English speakersare more polite than others,
slmply that conventions are different in different languages
and cultures.


Extra plus
. i --i:t'r.';orilsti:ey heard in the
: . L: r , l L. l . , , iiar: hc y we r c . Wh O
. , : I . : . k ' . li1lr t hc ar - r d; os r r i p t
' . . . . , , ; , : ; f t hc s c lv or ds in t he s a m e
. , , i - . lf nt s l lidf if ihey a r e rn a n
. :-,i:;r-!.r1t
alld don't use tliese words in

:1 ..




1. rnrrnrl


Listen for detail
^r-.this section,studentsthink about the context of communication
:: help them make predictionsabout what they are going to hear.
8 Studentslook at the photo and decidewhere the woman is
iM anchester Piccadilly Station).
9 Dfect studentsto pictures a-c and askWhat do peopledo at
a train station?Elicit buy a ticket,havea coffee,get a train. In
pairs,studentsguessthe orderin which the woman doesthese
things. Ask for pairs to volunteer suggestions.
lO i a.I Playthe audiofor studentsto confirmtheir guesses.




Checkstudentsunderstandthat the questionis about the
placesthe woman goesto, not what shedoes.Studentslisten
carefully.Stopthe audio after eachconversationfor students
to compareanswersin pairs.Do not give the answersat this
L:2 Elicit possibleanswersand write them on the board.Tell
studentsto turn to >>p.r5rto seeif they were correct.
the ticket office the cafe platform 3 (sheis at platform 3 by
mistake,sheshouldbe at platform r3)
a-.i:?;r), tioest'itewoman
Askiot voiunteers
to show

o f a tl r;tct:r q
attf ntr c,r
l- . iiler r lantuage.
Poi nt
':t',va ys
'; ,- rn r e x;rrn l e
c' ickltp
I' tr r ' ts
woi,ld he had m annefS
: i ,: i n .

Practise asking and answedng


13 Studentscan familiarize themselvesmore with the map using
the key on >>p.26.In pairs, one student points to a symbol in
the key and the other flnds it on the map.
Readthrough the questionsas a classto checkstudents
understandhow the words and phrasesmake a question.
Monitor and checkfor verb + objectagreement(e.g.is - the
statlon,are - the toilets) as studentswrite four more questions
a'ooutplacesin the station.Tell them to look back at exercise4
a,-.cmark the stresspattern for the placesin their questions.
l4 Shcrvhow the information in the exercisegivesmany possible

to the two different types of questionsin exercise
r3. Practisethe exampleconversationwith the whole class
takurg the part of speakerB. Explain that speakerA repeatsthe
rnformation to checkthey have understood.Divide the class
into pairs and tell studentsto show their partners where they
are in the station beforethey ask their questions.Monitor and
remind studentsto usepleaseand thank you, and correctverbs
for singular/pluralagreement.
Extra activity

: .: : :

t5 Students look at the map of the station and try to do the
activity again without reading. Put some phrases from
exercisesr3 and r4 on the board to help students.

T27 3A

ABCD Put it all together
16 Divide the classinto A/B pairs, and ask them to turn to the
Pairworkmaps.Draw a compasson the board,and seeif
studentscan give you the words for N, S,W X.Tell students
that eachpoint ofthe station has an exit (labellednorth,
south,west and east on their maps).Gothrough the example
conversationand askHow can speakerA checkthe information?
platform I Tell studentsto use exercise4 to mark
the stresspattern on the words for placesthey will ask about
beforethey do they activity. When studentshave markedthe
placeson their maps they can comparemaps.
Student performance
Studentsshould be ableto mark the approximatelocation of places
they have askedabout.
You can use this checklistto monitor and give feedbackor to assess
to check
Pronunciation Dostudents
tryto usewordstress
I can ask for information about places.
Students tick on my own if they have found the general location of
two or more places. They tick with some help if they have Iooked at
the phrases in exercises r3 and 14 while doing the activity.
Early finishers
ir 1;air:.stLLclents
at >>p.26 and fir-rcihcw many words are the
5ame cr similar in their language.

for extrapracticematerial
for extrateacherresources

How to talk about countries
f rientation
-: ntext
- :his lesson,students will practise talking about countries,
' .:-onalities, languages,currencies and capital cities.
-.-:re are 16 pictures of famous piaces around the world:
- re pyramids of Giza,Cairo, Egypt 2 Gondolason a canal in
.:.ice, Italy 3 Red Square and church, Moscow, Russia 4 Mount
i: ; Fuji, Japan 5 The Taj Mahal, Agra, India 6 The Eiffel
Paris,France 7 Macchu Picchu near Cuzco,Peru 8 The
:.:rdenburg Gate,Berlin, Germany 9 Uluru (formerly named
-.':rs Rock)near Alice Springs,Australia 10 The Great Wall,
. -:ra 11 Table Mountain, CapeTown, South Africa 12 The
: gara Falls,Canada / USA 13 Sugar Loaf Mountain and the city
:.ro,Brazil 14 The Acropolis, Athens, Greece 15 The Alhambra,
, :rada, Spain i6 Golden Horn and mosques,Istanbul, TUrkey
. ;ntries gives different country names with the stressedsyllable
- : cld and which could be read in verse.
. -.ture note
r lrations are made up of various countriesand this can be
' ..Lngfor studetrts.For example,Britain (or Grcat Britain) rs
'r'.d,England and Wales.The United Kingdom is Britain and
,'n1 Ireland.The Brltish Islesrefcrsto all ihese countries.

articles:a, an,the


- Australia

3oor phrases nounphrases:
in Germa


::.i product
- : -.;lit all together,students ask questions in pairs about
. ,:.:nes to another pair. The questions are based on a transcript
- ;tudents have prepared these in advance.

:, : 3 rrlop of the world or a globe to class (optional).
'=-k you know how country, nationality and language entries
, ,:ar in the bilingual dictionaries your students use.
"-:->p.z8 for lhe Warmer.You
--: check out extra background informatlon if you think your
- -:rts would be interested in these places.

- : - game. Put students into small teams and get them to write
: - r:TIeof the country when you call out a picture number.
-:=:t spelling isn't important. If nobody knows an answer, give
. :-:;t and last letters as clues.

': ;dents to look at >>p.z8 and ask them to count up how
-',' placesthey recognize or have visited.
' -.=llow to talh about countries on the board.

Vocabulary countries, nationalitiig,
Dividethe classinto pairs and direct them to >>p.28.Gothrough
the exampleas a classbeforestudentscontinuein pairs.Seta
time limit and give points for eachcorrectanswer(seeContext).
If you have a map or globe,show studentswherethe country is.
lB.1Readthe exampleto show how word stressis marked.Ask
studentsto readthrough Countriesbeforelistening. Playthe
audio and tap the rhythm as they listen. Pauseat the end of
eachline for studentsto repeat.Playthe audio a secondtime if
lxtra actlvlty
Dividestudentsinto pairsor two groups.Saythe f rst ..:: ::
emphasizingthe stressedsyllables.DlvideCc.;'::' .,,
into A/B lines and askgroupsto saythe iines alternati'.'el','
38.2Direct studentsto Nationalitieson >>p.28.Go through
the exampleand play the audio,pausing after Americanto
give studentstime to find the answer.Continue,pausingafter
eachword to give them time to find and checkpronunciation
beforethey saythe word. Give extra pronunciationpracticeas
2 Australia 3 Brazil 4 Canada 5 China 6 Egypt
7 France 8 Germany 9 Greece 10 India 11Italy 72 lapan
13 Peru 14 Russia 15 SouthAfrica 16 Spain 17 Tirrkey
Extra activity
Studentsoften expectcountryand city namesto be simrlar
in the targetlanguageto their own language.However.sor:e
namesarevery differentacrosslanguages,
= Germany= Alemania= Niemcy.Askaroundthe classi:r
examplesof how the countrywordsare saidin the si ider'.:s
own language.
Divide the classinto A/B pairs and go through the example.Ask
As to saythe nationality word and Bsto saythe country word.
Studentscontinue.Monitor and listen for correctpronunciation.
Tell studentsto look at the Xnglish-Spanishdictionary entry
and ask What's the country?Nationality?Language?
and write
Iapan,Iapanese,Iapaneseon the board.
Gothrough the example.Ask studentswhich word they
would look up first in their dictionary ftheUSA(America)as it
is saidin their own language).Tell studentsto find nationality
and.languagewordsin their dictionaries,so they can seehow
entries are recorded.Remindthem to use capital letters.In
pairs or small groups,studentscompareanswers.They choose
three more exampiesand checkin their dictionaries.Suggest
they guessflrst and then checkin the Englishsection.Ask for
students'own examplesand put them on the board.
Brazil Egypt Greek Peru Students'
own answer
If vou havea multLiingual
group,matchstudentswith the
sameIanguagebackgroundto work together.Remindstudents
to makea noteof any new vocabulary.
lxtra plus
Studentscouldgroupthe countriesaccordingto which ones
look similar in their own languageand which are different.
Comparethe pronunciationof similar ones,e.g.Canadaversus
Kanadain Polish.


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