Starter: This is me!

Starter: This is me!

READING SPEAKING
Lead-in SB p6
Read through the Unit Overview on
Short texts with personal information Talk about your family; classroom
language the left before starting the unit. This
LISTENING will give you information about what
Listen to someone talking about their GRAMMAR topics, themes, language points and
family; classroom language; spelling have got; be; present simple there skills will be focused on in the unit, as
is/are; countable and uncountable well as particular exam preparation and
nouns; some/any practice. This will be of main benefit to
you while preparing your lessons. If you
have students who like to know what
they will have covered by the end of
the unit, you may wish to read through
it with them. For students who are
preparing for the Cambridge A2 Key
for Schools exam, point out that the
items labelled ‘task’ will give exam-style
practice.
The lead-in page allows you to
introduce the topic of the unit to your
class, and to find out what students
know about the topic.

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 To start 4 If possible, ask students in advance to bring in photos (or
photocopies of photos) of their family to help them talk
Ask students to look at the photo and elicit what they can about their family tree.
see. Pointing to the people in the photos, ask: Are they happy
or sad? Point to the girl who’s taking the photo and ask: What Read the instruction with the class. Invite a strong student
is she doing? (taking a (selfie) photo). Read the quotation with to ask you a question about your family tree, e.g. How
the class: We always have fun together! Ask students: What many brothers and sisters have you got? Now ask the class
do you do for fun? Where do you do it? Elicit answers. to draw their own family tree. Allow a few minutes on their
own for creating the tree, while you circulate to offer help.
1 Read the questions with the class, then put students Some students may have much bigger families than others,
into pairs to discuss the questions. Go around the class, so depending on the time you have available, you might
listening to students and noting down any difficulties like to limit the tree to parents, grandparents and siblings
they have. Do not interrupt students during the activity or one set of cousins, for example.
but provide help if necessary. Elicit answers from different
pairs and write any interesting vocabulary on the board 5 Then put students into pairs or groups of three to talk
for students to note down. about their families. If students have brought in photos
or have photos on their phone and it’s appropriate to use
phones in your classroom, they could show each other
extra
pictures of their families. Encourage students to ask each
If the rules allow it in your school and classroom, ask other questions about their family tree, referring them
students with smartphones to show their partner a recent back to the example in the book if they get stuck.
selfie and tell them about it. First, show the class a recent
selfie of yourself, preferably with other people in the Students’ own answers.
photo so you have more to talk about. Try to include the
unit title in your description, for example: This is me! I’m
at the park with my friends. This is Sam and this is our extra: fast finishers
friend, Lisa. We’re going on a walk around the lake. Invite Pairs or groups can ask more questions about their
students to show each other their photos and talk about classmate’s family, e.g. How old is your sister? What is your
them for a couple of minutes. cousin like?

2 S.1 Point to the photo and tell the students that they alternative: project
are going to listen to Emma talking about her selfie. Invite
If you have access to large paper, e.g. A3 or A2, you could
a student to read the questions, then play the recording.
ask students to work in groups of three or four to draw
Allow students to check their answers with a partner then
the largest family tree from their group on the piece of
elicit answers from the class.
paper and make a poster about it. Students can then
1 Emma is with her grandparents (Rose and John). decorate their family trees with the photos that they have
2 They live in Switzerland. brought in.
3 She likes spending time with them because they are fun to Alternatively, if your students have access to the internet
be with as they laugh a lot and tell funny stories. in class and it’s appropriate, they can choose a historical
or well-known figure, research them and create their
family tree. The family tree posters can then be displayed
background information on the classroom wall.
In the UK, granny and grandad are popular alternatives
to grandma and grandpa. You may wish to elicit or teach
6 Depending on the level of your class, you might prefer
these as students are likely to come across them. to let students attempt the activity first to see how
much they can identify on their own. Alternatively, for
3 S.2 Draw a simple family tree on the board with space weaker classes, elicit the meaning of some of the words
for one or two siblings, parents and grandparents. Write before they start. You could do this in a variety of ways,
your name on the tree and say This is me! Then write e.g. writing your signature on the board or inviting a
your sibling’s name (you could make one up if you don’t student to come up and write theirs, by calling out your
have one). Say: This is my brother/sister. Follow with your (fictitious) phone number for students to identify, by
mother and father’s names. Elicit: These are my parents. writing your (fictitious) address on the board and eliciting
Then write your grandparents’ names and elicit: These the street name and the postcode, etc.
are my grandparents. Finally, elicit family tree. Refer Put students into pairs and allow around three minutes
students to the family tree in the Student’s Book and ask for them to complete the activity. Go through the answers
them to find Emma. Ask how many brothers and sisters with the class, then elicit what each card is for (sports
she has (one brother). Read the instruction with the class pass – going to the gym; college ID card – going to college;
and check students’ understanding by asking what kind bus pass – going on the bus; profile page – showing
of word they will write for question 6 above brother (a information about yourself; pet passport – taking your pet
name). After the first listen, allow students to compare on holiday).
their answers in pairs, then play the recording again to
check answers, pausing after each answer to elicit the
answer from students in turn.

1 Sarah ​2 mum ​3 David ​4 uncle ​5 aunty ​6 Tom 

7 Gemma ​8 cousin

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 Starter: This is me!

Possible answers
1 Savas, Amanda, Emily, Aleksey, Diego, Sophia
PAGE 8
2 Nelson Street 1 Read through the phrases in the list with the class. For
3 [email protected] weaker classes, check students understand the phrases.
4 Q25 8HT, OX9 6YE Ask: Which picture shows some words (B) and which
5 Brazilian, British picture shows a sentence? (E) Students can do the activity
6 Ataman, Montalvo, Barrett, Dudek alone and then check their answers in pairs, before class
feedback.
7 www.premier-sport.co.uk
8 12th May 2004, 04/03/2003, 31/07/2019, 21st August A Work in pairs. B Match the word with the picture.
2018, 14/08/2005 C Turn to page forty-five. D Put your hand up.
9 4652 643 2345, 04652 767 534 E Complete the sentence.
10 Tina Wright’s signature
2 Ask a student to read the question, then encourage some
7 Read through the questions as a class and pre-teach any discussion from the class. In some cultures, students
difficult words, e.g. for question 1, ask students for a word might not be familiar with putting their hand up in class
that means the same as studies (learns); for question 2, and might instead say ‘Excuse me’ or ‘Miss’. Elicit why
tell students where you are from, e.g. I am from Britain, it’s better to put your hand up (the teacher can finish
and elicit your nationality: I am British. Ask a strong speaking).
student: What is your nationality?; for question 4,
ask students: What do people do when they have Possible answers
a conversation? (talk); For question 6 say: My birthday is to answer a question, to ask a question, to ask to go to
in July. [indicating to the class]: Whose birthday is in July? the toilet/get a pen/get more paper, because you don’t
Whose birthday is in March? understand, because you feel ill, etc.
Allow students to stay in the same pairs or groups for this 3 Do the first one as an example: ask a strong student
activity. When they have finished, ask students to swap to read the first question, then reply Yes, here you are.
partners to check their answers. If they have different Allow students to work in pairs. Tell students to first
answers, encourage them to look at the cards again to read through all the options and if they aren’t sure of
see if they can work out which is the correct answer. the answer, try answering the question with each of the
Check answers around the class. options out loud to see which one sounds right. Don’t
check the answers just yet.
1 Amanda Montalvo 2 British 3 basketball
4 Aleksey Dudek 5 Dublin 6 Aleksey and Emily
4 S.3 Tell the class they are going to hear the
conversations from Ex 3 and they should check their
background information answers. Pause the recording after each exchange and
elicit the answer around the class.
In the UK, Miss is used for an unmarried woman and Mrs
for a married woman. Some women like to use Ms instead 1B 2A 3C 4A 5B 6C
as they prefer not to be known by their marital status. Mr
is used by both married and unmarried men. Historically,
Mr is short for Mister and Mrs for Missus, so students will extra: whole class
sometimes see the abbreviated versions followed by a To practise intonation in questions, play the recording
full stop to indicate that the word has been shortened. again before students practise the exchanges in Ex 5.
However, the full stop is increasingly being dropped in Pause the recording after each question for the class
modern usage. to repeat then do the same with the answer. You might
like to do a couple with the class then a few individually
8 Write the title Miss on the board and ask: Does this mean around the room.
you’re married or unmarried? (unmarried). Write Mrs and
ask: And this? (Married.) Pointing to Miss and Mrs, ask Is 5 Students can stay in their pairs to practise the
this for a man or a woman? (A Woman.) Then ask: What conversations.
do we use for a man? (Mr). Now read the Student’s Book
instruction and elicit the answer from the class. Drill Students’ own answers.
the pronunciation of Mr, Miss, Mrs and Ms chorally then
individually, taking care to highlight the different sounds
of the final /s/ in Miss, /iz/ in Mrs and /z/ in Ms.
alternative: whole class
If you have space in your classroom, allow students to
Ms means the person is a woman, and we don’t know if she’s circulate and ask a different student each question.
married or not. Alternatively, students can say the answer first and the
other student has to say the question from Ex 3 that
it answers.
extra: whole class
For more personalisation, ask students to point to and say
information about themselves which is on the things they
have in their school bags, e.g. their name and address on
their bus pass or sports centre membership card, or their
mobile phone number in their smartphone settings.

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 6 With books closed, put students into groups of three and
nominate one person to write. Ask groups to think of as game on
many items of clothing as they can in one minute. After When students are thoroughly familiar with the short
the minute is up, ask groups to count how many words conversation, they can use it as the basis for a spelling
they have, then elicit answers, starting with the group game in which they ask each other how to spell a variety
with the fewest words, then ask subsequent groups for of other words from the unit to win points. Encourage
any words which haven’t been mentioned. Write the them to look for more double-letter words, e.g. football,
words on the board for students to note down any new address, tree. Award double-points for double-letter
vocabulary. Which group was the winner? words if you like.
Students can open their books and work alone to Go around the class, helping students with any difficulties.
complete the activity. Check answers around the class. Allow three minutes for the activity, then find out who
was the winner.
A belt  B jeans  C T-shirt  D bag  E socks  F cap
G pair of trainers  H towel Students’ own answers.

extra: whole class

alternative
Divide the class into teams. Point to an item a pupil is
To make the activity more fun, you could turn it into
wearing in one team and ask the other team to state the
a game of two teams. The teacher invites a student from
colour and item (e.g. blue T-shirt). For extra points they
one team to nominate a student from the other team
could also add an adjective they know (e.g. striped/large
and ask: How do you spell … ? If the student from the
blue T-shirt).
other team spells the word correctly, their team gets
a point. At the end of the activity, the team with the
7 Students work alone to complete the activity then most points wins.
compare answers in pairs. Check answers around the
class. Note any difficulties, e.g. with a/an or some vs any
and, if necessary, go over these again with the class.

1 some ​2 a ​3 a ​4 a ​5 any ​6 an ​7 a ​8 some

8 Read through the instruction and the words in the

box with the class to check understanding. Encourage
students to recycle the language from Ex 3 if they don’t
understand a word, and ask: What does … mean? Do
an example with the class, eliciting the answer from a
strong student: Is there a clock? (Yes, there is/No, there
isn’t). Then invite the student to ask another student
a question. Allow students to continue in their pairs.

Students’ own answers.

alternative: mixed ability

For weaker classes, you could first sort the words into
singular and plural to help students remember when to
use is/are. Draw a table on the board with two columns,
labelling one column is and one column are. Then elicit
which are uncountable words (money, water). Ask: Which
question do you use for uncountable words? (Is there
any … ?)

extra: fast finishers

While pairs are talking, you could write some more words
on the board for fast finishers to use, e.g. lamp, sofa,
chairs, books, flowers.

9 Review the pronunciation of the alphabet with the

class. If you have an alphabet chart you could do this
out of order, pointing to different letters and drilling
pronunciation around the class. Write the word bottle on
the board and drill the pronunciation of the letters. Elicit
how we spell out two letters which are the same (double
‘t’). Now ask students to read the conversation beginning
How do you spell the word ‘bottle’? in pairs.

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 Starter: This is me!

UNIT CHECK GRAMMAR FILE SB p127

This Unit check covers vocabulary and language related to
1 1 there is
family, classroom language and clothing.
2 there are
3 there isn’t
extra 4 there are
Here are some ideas for how to use the wordlist in class:
5 there aren’t
• Play Pictionary: put students into pairs. Each student in 6 there isn’t
the pair chooses a word from the ‘Things in a classroom’
or ‘Other’ lexical sets and draws a picture of the item. 2 1 There is
They then show their pictures to each other for their 2 There are
partner to guess the word. Students get one point 3 There are
for guessing the word correctly and another point for 4 There is
spelling the word correctly. The partner should check 5 There is
the spelling against the wordlist. Allow three minutes 6 There are
for the activity, and at the end find out which student in
the class had the most points. 3 1 is 2 is 3 are 4 are 5 is 6 are 7 is 8 are
• Students could refer to the words in the ‘Things in a 4 1 U 2 C 3 U 4U 5 C 6 C 7 U 8 C 9 U 10 C
classroom’ list and point at these objects in their own
classroom and their partner says the word and spells it. 5 1 some
2 some
3 any
Vocabulary 4 any
1 1 dad, uncle, grandpa, brother 5 some
2 Any four of the following are possible: bookcase, clock, 6 any
cupboard, light, noticeboard, posters, shelf (shelves)
6 1 any
3 Any four of the following are possible: trainers, belt, cap, 2 some
jeans, socks, T-shirt, shorts
3 any
2 1 aunty 4 some
2 repeat 5 any
3 cushion 6 any
4 light
5 noticeboard
6 cupboard
3 S.4 1 surname
2 date of birth
3 postcode
4 nationality
5 website
6 telephone number

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