Opportunities Elementary Teacher’s Book Patricia MugglestoneOpportunities Elementary Teacher's Book Michael Harris Key Features Students’ Book Contents Teacher's Notes: 16 Assessment Guide Tests (photocopiable) Photocopiable materials Tests Answer Key David Mower Anna Sikorzyfska Contents Making the Most of Opportunities 2 7 " Learning to Learn 15 Friends a Personality 27 Communities 35 Going Places 41 History 49 Legends 55 Fitness 3 Sport 69 On Holiday 7 Cultures 83 Image 1 Celebrities 7 Volunteers 105 Shopping m Computers 9 Flying Saucers 125 133 135 Notes on photocopiable materials 139 142 Language Powerbook Answer Key 155 160 160 Wordbuilder Answer KeyMaking the most of Opportunities In addition to the suggestions in the teacher's notes for each lesson and the ideas in Key Features (page 7), here are practical suggestions to help you use Opportunities Elementary with your class. Sn "playing basketball/fotball tennis, ‘laying computer games/the piano reading, swimming, gymnastics, listening to music, Look out for this logo! it refers students to the Mini-lictionary (see page 3) This refers students to the relevant picture page in the Mini-dictionary. This refers students to the A-Z section in © the Minidictionary ‘Module Objectives Every module starts with a list of objectives so students always know exactly what they are going to learn © Before starting the Warmup exercises, ask students to read the Module Objectives: In this ‘module you © Check that students understand the objectives, using Lt if necessary. * Get students to think about which of the ‘objectives are most important for their individual learning "= Atthe end of every module, refer to the objectives again. Encourage students to talk about what they have found difficult or easy. = Refer students to the Module Diary in the Language Powerbook, which helps students to reflect on their learning in the module, and to review any aspects of grammar that need clarifying or further work, Key Words These present the active vocabulary for the lesson. = In most lessons, students are encouraged to activate vocabulary they know or guess the ‘meaning of new words in a short warmup exercise. © With students, lookat the words in the Key Words box, and list any words they do not know ' Refer students to the relevant picture page or ‘ACL section in the Min‘-dictionary. Ask them to check meaning. Do not give meanings yourselt. '= Elicit the meanings of the Key Words ' Play the cassette, and get students to repeat the words. if students have problems with any words, get them to listen and repeat more than once. 1» Remind students to write new words in their vocabulary books. Refer students to the Key Word Bank in the Language Powerbook, where words are listed by lexical group and by module, They can use these word lists to update their vocabulary books. *= Encourage students to use the Key Words when they are preparing for writing and speaking activities (particularly those in the Communication Workshop)Picture pages | Sports and games aA do ‘judo their tS eadword pronunciation Y, part of speech definition example | A ability staf! nun something you can do because you Team bow to do itor you ave the al Be have the hilly to he Moon ut do you want? above atuv/ preposition ina postion thats higher: The (ce above te tecvsion 29 ‘AZ section ‘rossreterence to picture section 5 Briain 6 Foland 7 Turkey 8 the Neteands 9 spain 10 Slovakia 1 etng 12 Hungary (© Complete the sentences with in and from. Example I'm from Rio de Janeiro in Brazil Kathy comes Manchester and she lives ___ Bristol. My French friend is Bordeaux. My sister works ’ shop. I am a cook 2 restaurant, eis Los Angeles. He lives a flat with John and Tim. MAKING THE MOST OF OPPORTUNITIES The Mini-dictionary This Mint-ictionary consists of three sections: (1) picture section, (2) A~Z section and (3) Wordbuilder. It includes only words considered Useful for this level. The Mini-dictionaries are designed to build students’ confidence and skils in using dictionaries as 0 vital part oftheir language learning experience. * Give students opportunities to get to know ‘what's in their Mini-dictionary, and how to follow the page references in the Students’ Book. The Minidictionary is used every day, in every lesson, andits important that students feel at ease with it * Get students to use their Mini-dictionaries as they work out the meaning of important words (see Reading Strategies on page 70) * Tell students to use the picture section wien they are preparing for writing and speaking Communication Workshop activities. * Students will also use the picture section when doing the Wordbuilder activities (see below) * In the bottom corner of each picture page, there isa short dialogue. These provide authentic language for students to use as models for their speaking Wordbuilder "= Aiter every Review lesson, refer students to the relevant Wordbuilder exercises. * Students will need to use the picture section in the Minidictionary to help them do the exercises. = Encourage students to write down new vocabulary in their vocabulary books, "© The Wordbullder exercises can also be used as revision, in conjunction with the picture pages, or as vocabulary extension activities at the end of a lesson, Prepositions Opportunities Elementary provides extensive practice of English prepositions. Prepositions of ‘movement are illustrated on page 29 inthe Min: dictionary. = First, focus on the example sentencels). ' Ask students to transiate the prepositions into. their own language, where possible. * After doing the practice exercises, get students to.rite more examples of sentences with the new’ prepositions in their vocabulary bookMAKING THE MOST OF OPPORTUNITIES PRESENT SimpLe (1): AFFIRMATIVE Presentation @ Complete these sentences from the When does the verb have -s at the end? (@ Read the rule. Match the example sentences (a and b) with the uses (1 and 2). We use the Present Simple to talk about: (1) things that we do regulary (2) things that are true in general. a) Tike music, b) He visits our fat. > Grammar Summary 1, on page 124. Grammar Presentations Opportunities teaches grammar in context, in the form ofa short dialogue or text. * Don't worry when students say ‘We've done it before’. Make stronger students aware that, even though they may have studied a grammar point before and know the form, they often have problems with the use of it. ® Encourage students to work out the grammar rules themselves, Make sure you give them plenty of time to do the rule formatting exercises. * Belore students practise the grammar, refer them to the relevant sections of the Grammar Summary (see below). * Finally, go over the rules with the whole class, Using L1 when necessary, ‘= Atthe end of each Grammar Focus lesson, encourage students to write their own examples of the grammar structures in their notebooks. '= Encourage students to use the Min-Grammar at the back of the Language Powerbook while they are doing their homework, The Mini 6) Speaking: fevourte activites Grammar: subject pronouns, possessive adjectives [© Your Classroom (p.7) Vocabulary: classroom objects, colours Learner development: the alphabet, speling, organising vocabulary books | Grammar: demonstrative pronouns; adjectives |. Your Homework p.8) Vocabulary: rooms Grammar: haverhas got Learner development: classroom language E Classroom Language (p.9| Learner development: classroom language Grammar: imperatives F Check Your English (p10) "Vocabulary: nguages. sports; abilties Grammar: con for ability Learner development: self assessment roleplay (pp. 12-13) | Grammar: Present Simple (atfrmatweinegatie) LUstening: descriations Pronunciation: 3c person's endings 2 Making ‘Voeabulary: sports; hobbies (collocation) Reading: emai _—— Friends Function: meeting people Reading Strategies: prediction (9014-15) _| Prepositions: irom (lace) Listening: monologues; dialogue Speaking: roleplay ‘Communication Reading and Writing: email mescage Linking: aid Speaking: party roleplay stoning: descrptons of people ‘Speaking: descrsing family and trends Reading: »questionrare Listening: an interview (op.18-19) 4 Your interests | Prepositions: good at, bod at, interested i Reading: a picture story (op.20-21| | Vocabulary: adjectives (opposites) Listening: story; dialogue Function: preferences Users ‘Strategies: prediction | omeunieation Reading and Wrhlng GueRiomare Liking wea Speaking grup sorey Workshop (9.22) J = Review (> 23) | Grammar and vocabulary: revision Pronunciation: word sires sounds IW ana — - “Language Problem Solving Tip. 2i:aricies~ alan. afnitie —————‘Song (p24: She My Baby =| [3 Communmies Warmup 2.25) Vocabulary: communities places [ Wistening: davogues Prepositions: next fo, opp ~ ~} Speaking: local places a 5 Alving Vocabulary: places Reading: esiet— Museum Grammar: there ioe; how mary? Listening: dalogve (op 26-27) | Pronunciation: contractions ee “6 Desert ther, season Reading: newspaper article (op 26-29 Function: desciving the weather } ‘Communication ~ Reading and Writing: description of pace Vaormal late) Writing Strategies thrking of Geos inking? and but Workshop (p. 30) Listening: phone ca Speaking: phone roleplay 4 GOING PLACES Te ae Warmup ip 31 ulary: mri, holiday activities Ustening® monslogues Pronunciation: word sess Prepositions: in on ie) 7 Souvenirs —-Vocabulary:scuvens——S~S Rang Spec BS = (pp 32-33) Grammar: possessive pronouns; apostrophes Pronunciation: geritives 2s 1B Backpacking Vocabulary: incervational words. get Reading: CO game cover — (op. 34-35) Function: atte travel agent's LUstening: geography quz; dialogue Pron tines _ Prepositions: ct, on (ime) Speaking: oleoiay communication City Project Reading and Writing: brochure Linking! ord, also Speaking: a presentation tothe class Workshop io. 36) Speaking Strategies: prevaration Review (> 37) Grammar and vocabulary: ev'sio% Pronunciation: o/dina) Language ProblenSolving 2 p38): genitves bers in aes; Sounds "AT Gulture Corner 1 (p. 3): Going Places in Britain‘StupenTs’ Book CONTENTS 5 HISTORY, a LESSON LANGUAGE | Warnvup p-39) | Vocabulary: ristory words Pronunciation: years anc centuries ‘SKILLS Ustening:Fistorcal events ‘Speaking: choosing important events 9 Genius ‘Vocabulary: areas of study, jobs ‘Reading: biographical data | (pp. 40-41) | Grammar: Past Simple lafrmative)~regulareregular Pronunciation: reguar past tense endings Prepositions: i; from: to (time) 710A Great | Vocabulary eminineimasculine words; homonyms | Reading: history textbook Leader (9p. 42-43) Function: classroom questions Reading Strategies: words you don't know Lstening:a history lesson ‘Speaking: information gap ‘Communication | Reading and Writing: biography inking: wher: and Speaking: eving and checking information Workshop (p44) Warmup p48) | Voeabulary: genres of story Ustening: story surimares Speaking! about stores 11 Ghosts | Prepostlons: ort minke, oWeEOT aceTgreeTo | Speaking! decvssen (pp.46-47) _| Grammar: Past Simple (questionsinegatves) 12 Beowulf | Vocabulary: legend words (multipart verbs) (pp. 48-49) | Function: telng andlistening to stories Reading and Listening: dialogue Reading: 3 legend _ LUstening: ending of story Speaking: teling a story “Language Problem-Solving 3 (p.52: questions ‘Communication | Writings story (AI Baba] Linking: ane doy, suddenly; then; the next doy, when, nthe ergy Butond ‘Workshop (o.50)| Speaking: ‘cling astory Speaking Strategies: hesiiation Review (p.51) | Grammar and vocabulary: ‘evsion Pronunciation: sounds iia es!au7 ‘Song ip. 52: ime Machine: 7 FITNESS z eae ‘Warnup p53) Vocabulary food and arn; heay actives listening rtenew ‘Speaking: tang sbout meals 13 Food Yor | Voesbulary: containers Reading: newsosper caption Thought Grammar: courtablesuneountables~some; any, lot of Ustening: daiogve (pp.54-55) | Prepositions: non piace) | [We Healthy | Vocabulary: adjectives (orion? | Reading: facile and newspaper aricle ving Function: ging advice imperatives) Ustening: racio dc jockey (op. 56-57) | Ustening Strategies: tering for git _ ‘Speaking: giving advice ‘Communication Speaking: health survey Reading and Writing: a report Workshop ip. 58) 8 SPORT Warmup .59) | Vocabulary: sports stoning: riewew (pp. 62-63) | Funetion: talking about sport Review p65) | Gramm 5 Language Problem-Solving 4(p. 66): how much, how many | Pronunciation: word stress - ‘Speaking: taking about sports 15 Crazy Sports | Vocabulary: equipment; parts of the body Reading: sport factfile (pp.60-61) | Grammar: have taldon't have to; cancan't Pronunciation: contractions Prepositions: in into; on; over to; with (+ verbs) | | 16 Football Vocabulary: (adverbs) _ Reading: magazine sricle LUstening:footbal resus; dialogues Speaking: avout sport ‘ommunication | Sports Project Reading and Wilting descrpton ofasport Unking: before, durng, oer |_Werkshop io. 64), Writing Strategies: reparation Listening and Speaking: 2 css talc nd vocabulary: revsion Pronunciation: sient eters fT Culture Comer 215.66); Spore nthe UkStupents’ Book CONTENTS mE EST sens LESSON TANGUAGE ‘Warm-up ib. 67) Vocabulary: places to tay, nds of Roly LUstening: monologues | Pronunciation: stress ‘Speaking: about holidays, 17 A Fantastic Vocabulary: colocation ‘Reading and Listening: phone conversation | Time Grammar: Present Continuous (op. 68-49) __ Pronunciation: contractions 18 A Horrible Vocabulary: negative adjectives, fomiophanes | unetion: checking in: asking fr and ging directions | Prepositions: down; trough; on; next (rections) | Holiday! (9.70-71) Speal ‘Communication | Reading and Writing: a holiday postcard Linking: and) ato; too Workshop (0.72), ‘Reading: personal letter 1 Reading Strategies: using the Mini-dictionary LUstening: dialogues roteplays istening and Speaking: a phone cal ‘Warm-up (p.73) | Vocabulary: countries and nationalities (wordbuilding) 19 Changing Vocabulary: animals Lifestyles Grammar: Present Simple vs, Continuous (9.74-75) _| Prepositions: from; to; in; on: at (ime) 20 Britain Today Vocabulary: 00d and drink (pp.76-77) Function: being pokte ‘Communication Reading and Writing: ameru Speaking: a estaurant roleplay | Workshop 9.78) Review 0 791 ‘Grammar and vocabulary: revsian Pronunciation: sounds inal go/gotsow Language Problem Solving § p. 80): pronouns - one(s; Indefinite pronouns T Ustening: musical extracts Speaking: cultural awareness Reading: magazine article T Reading: website Ustalngschool lesion cle scene stein Stategles: nening for speci norman | Speaking: lay ‘Song (p. 80): The Dark eyed Sailor 11 MAGE TY Warmup i 81) Vocabulary coties adjectives escnptions | | Speaking: about lashion 2 Looking Vocabulary oprion saectves T Reading: magazine article Good Grammar: comparative adjectives | (pp. 82-83) a 22 Appearance” Vocabulary phyial appearance, (ealoeton= Reading: magazine arile (ppee85) | noursadiectves) Ustening:daogue | Function: describing people ‘Speaking: cescriving people Prepositions wih two uses) ‘Communication Reading and Writing: » description of person Linking? however, for axonple Workshop 7.25), Speaking: descibing people Speaking Strategies: preparation (42 CELEBRITIES Warmup ip. 87)” Voeabulary:ob5 a ___ Prepositions: verbs wth prepositions B Wowood vocabulary: pion adectves | Grammar: superiatves stoning a _Speaking: questionnaire Reading facie top 06-09) i 2a Star ‘Vocabulary: (wordbuling) Reading: magazine aricle = Watching Function: making suggestions Listening: dialogue (op.90-91) _ Pronunciation: intonation Speaking: roiepiay ‘Communication Celebrity Project Reading and Writing: star prot Linking: review Writing Strategi Workshop (2.92) Speaking: information gap Review (p.93) ‘Grammar and vocabulary: revsch Pronunclation: Gicult words, sounds a TelTal rganising ideas Language Problem-Solving 6 ip. 94): there Culture Comer 3 ip. 94 Around Brain QUESTUDENTS’ BOOK CONTENTS 13 VOLUNTEERS LESSON LANGUAGE 7 ‘SKILLS ‘Warm-up (6 95) Vocabulary: voluntary activites Listening: mionavogues LL Speaking: about volunteering _| 25 Voluntary ry actos Reading and Listening: dialogue Work Grammar: future ~ gong to intentions) (pp.96-97| | Pronunciation: assimiation | reposition: duration ~ for 16 Raising | Vocabulary: couses, (colocation) ‘Reading: newspaper article — ‘Money | Function: phone cals LUstening: phone ca (p.98-99) ‘Speaking: rlepay ‘Communication | Reading and Writing: eafet Linking: purpose—To, for “Speaking: a roleplay Speaking Strategies: checking Workshop (».100) 14 SHOPPING Warmup ip. 101) | Vocabulary: prices Ustening: dialogues | Speaking: about shopping: asking about pices 27 Tomorrow's | Vocabulary: shopning | Reading: magazine artce shops Prepositions: with verbs various) (pp.102-103) | Grammar: wil/wor' (predictions) | pine ethers | | 26 Real or Vocabulary: clothes and measurements angular and Reading: website Virtual? plural nouns) Reading Strategies: using pronouns (pp. 104-105) | Function: shopping for clothes | Ustening: shopping dialogues | Speaking: roepiay “Communication | Vocabulary: products Reading and Writing: av email Speaking: rlepiay ‘Workshop Ip. 106) Review ip. 107) | Grammar and vocabulary: revision Pronunciation: word stress, pronunciation and speling Language Problem-Solving 7 ip. 108: zer0 conditional ~ Culture Corner 4(p 108): Shopping nthe Uk 15 COMPUTERS Warmup (p. 109) | Vocabulary: computers stoning: rierview Speaking: question: ‘29 inventors Vocabulary: computers Reading and Listening: ierview (pp. 110-111) | Grammar: resent Perect or indefinite past regular +everinever Pronunciation: contractions '30 Computer Vocabulary: verbs o sensation, muit-part verbs, (Colocatons)” Reading: newspaper article ‘Magic | Function: ving instructions Listening: daiogue (op. 112-113) | Prepositions: with verbs Listening Strategies: stressed words ‘Speaking: giving instructions ‘Communication | Reading and Writing: insiructions Linking: review Speaking: explanng | Workshop 114) ‘16 FLYING SAUCERS Warm-up p. 115) | Vocabulary: space Reading and Listening: ‘ad quz Pronunciation: word sess _ Speaking: nicriew a - 31 Astronomers | Prepositions: various Reading: magazine interview (pp. 116-117) | Grammar: Present Perfect for indefinite past rregula) «ust | jon: past participles | | 32 True stories? | (mult-part verbs) Reading: newspaper a (op. 118-119} | Funetion: expressing opinions Listening: dialogue _ 4 _ || Speaking: discussioniroleplay ‘Communication | Reading and Writing: opinions Linking: therefore Speaking: discussion ‘Workshop (p.120) ot _ ‘Review ip. 121) | Grammar and vocabulary: revision Pronunciation: review of vowel, ciphtong and consonant sounds Song ip. 122): Net Rap _ Information Gaps (p. 123) Grammar Summary (pp. 124-128)Learning to Learn Module objectives * Draw students’ attention to the module objectives at the top ofthis page (n this module you ..) and read through the objectives with the class. '= Explain that this module isa revision module. As revision, ask students which of these activities they can remember doing before. Elicit examples ofthe language used to ask for and give personal information and examples of classroom language. Resources used ‘Mini-dictionary, Mini-Grammar in the Language Powerbook, vocabulary book, cassette, classroom objects, e.g. pens, books, pencils. Possible problems ‘The revision activities will show which students have remembered what they have learned previously and which ‘students have forgotten some of what they have learned, Individual students may need extra practice in their weaker areas either in class or as homework Routes through the material © If you are short of class time, give some of the grammar exercises for homework. © Ifyou have time, do some of the Options activities, Warm-up Exercise 1 Useful vocabulary: book - page, photo, picture, title; tennis game. = Do the example item (‘a photo of Christina Ricc’ with the whole class. "= Students then work in pairs, finding the other things in the book and making a note of the page numbers, = Check students’ answers by having ther say full sentences, e.g, The name of the person in Lesson 9 is Leonardo da Vinci Answers page 35 2page40 (Leonardo da Vinci 3 page 62 (Football 4 page 8s 5 page 14 Making Friends) 6 page 87 7 page 42(Elzabeth) 8 page 36 Exercise 2 '= Students work individually, looking through the book and writing down five more things in the book. Remind them to note the page numbers on a separate piece of paper. ‘= The students work in pairs, exchanging their lists and looking through the book to find the five things on their partner's lst. ‘= The pairs then check their answers together. Exercise 3 * Give students time to skim through the Minédictionary ‘Then do this exercise as a class competition. Tell students to write down the page number for each ofthe items (1-5) and see which student finishes first. As you check students’ answers, have them turn to the correct page for each of the tems For items 2 and 5, have students read out the frst three words that are lsted under the letters ‘8 and'$: Exercise 4 "= This exercise will help you identify which students remember the grammatical terms and which students have done and can remember the structures. "= Give students time to read through the exercise. Then do the first two items with the whole class. "= Students work in pairs, if you wish, completing the exercise Answers ] a8 bS 6 d7 em fit Proctice ‘Students work in pairs with Exercise 4, selecting five of the ‘grammatical terms and writing five sentences to show they can use them, ‘The pairs then form groups of four and read each other's, sentences. 93 hs ie Extension Students look back at Exercises 1 and 2, As a whole class, ask students to discuss which lessons they think they will find most interesting and which they think they will find diffcut. A You Exercise 1 Pears erin © Look at the Countries section of the Mini-dictionary with the whole class. * Do the first item together, Le. find Argentina ‘= Students then listen to the cassette and repeat the words, Exercise 2 '= Have students look at the flags and point to the British flag. Then ask them if they recognise any of the other flags ~ do not, {give them the correct answers at this stage.LEARNING TO LEARN "= Read through the Key Words with the class and check students’ pronunciation of the countries, "= Students then work in pairs, completing the matching exercise ‘Answers a)Turkey b) Argentina c) Russia d) Hungary italy | WtheUsA a) srtain heat Exercise 3 Useful vocabulary: boyfriend, student, teacher. ‘= Have students read through the words and say which country was notin Exercise 1. (Spain) ® Tell students to ‘isten only’ as you play the dialogues the first time ‘= Then play the dialogues again, pausing after each dialogue for students to write their answers * Check students’ answers by having individual students read ut the parts of Speakers A, B and C. | answers 1 tondon 2argentina 3Spain Aitaly StheUSA 6.Britain Exercise 4 = Do the first two items with the whole class, showing how the dialogues are useful in filing the gaps in the table. ' Students then complete the exercise, working in pairs. "= Check students’ answers by writing numbers 1 to 8 on the board. Then have individual students write the answers next to the numbers on the board. [AT sear ann sin su Jeane snuert | am 2are 3aren't Aisn't 5 Are 61s 7rmnot Bhelshertisn’t Powerbook Exercise 5 '= Read the example iter with the class, '= Students work individually, writing the correct statements, Students then work in pairs, reading out their sentences, "= Check students’ answers by having individuals read out their sentences to the class. ‘Answers | 2Maria is from Buenos Aires. She's from Cérdoba, | 3 Roberto and Cristina aren't from Spain. They're trom Italy. 4 Maria, Roberto and Cristina aren’ teachers. They're students, | Judy isnt from Britain. Shes from the USA/Amerca Exercise 6 * This exercise can be set for homework, if you wish Read through the example sentences with the class. * Students then work individually, writing six sentences about themselves and other students in the class. Go round and ‘monitor students’ writing as they are working, * Students then form pairs or groups of three and read each other's sentences, ‘= Have some students read their sentences to the class Exercise 7 = Look at Dialogue 1 in the Function File with the whole class and have two students read it aloud. ‘= Students work in pairs, acting out the dialogue with information about themselves, ‘= Have some of the pairs act out their dialogues infront of the class. Practice Develop the practice given in Exercise 5. First, write two sentences on the board for students to correct, e.g 1 (name of a student in your class) is from the USA. 2 (your name) isa student Students workin pairs, writing two or three more ‘alse! sentences about themselves and other members of the class. The pairs then read out their sentences for the est of the class tocorrect B Your (lass Exercise 1 ‘= Have students say what they can see in the photograph and discuss any similarities and difference between this class group and a class group in their own country. = Read through the list (a) with the class. ® Individual students note down their three favourite English class activities. Exercise 2 '= Students work in groups of three or four, telling each other their three favourite activities and then noting down the three favourite activities for their group as a whole. '= The groups report back to the class to find out what are the three most popular activites for the whole class. Exercise 3 * Give students time to look at the table and point out that the first answer s given * Play the cassette the fist time for students to listen only. 1 Then play the cassette again, twice if necessary, for students to complete the table ‘Check students’ answers by paying the cassette again, pausing after each answer has been given on the cassette — Answers ] Group 1: Adamispeaking Oavidigrammar and watching videos Sonia/reading Group 2: watching videos Group 3: speaking | The cass: watching videos ‘Tapescript ‘Teacher: Right, Adam. What are the results in Group 1? ‘Adam: Well, n our group, our favourite activity is watching videos | Teacher: And what are your favourites? ‘Adam: My personal favourite is speaking | Teac And ht tou ar‘Adam: Well his favourtes are grammar and watching videos! Teacher: And Soria? ‘Adam: Her favourte activity is reading Teacher: x, now Group 2. Anna, what are the results in your group? ‘Anna: Well, our favourte activity watching videos. Teacher: And what about Group 3? ‘Anna: Their favourite activity is speaking Teacher: Right So the favourte activity in the clas is watching videos! Exercise 4 = Draw students’ attention to the terms ‘subject pronouns’ ‘and ‘possessive adjectives’ in the table. Read out the lst of ‘words and the given words in the table. "= Students work in pairs, completing the table using the words in the list. = Check students’ answers by having them read out the pairs of words, e.g. ‘my’ Answers limy youlyour heihis shelher iuits wefour youlyour theyfthetr rr reer Exercise 5 "= This exercise can be set for homework if you wish, '= Advise students to quickly read through the complete text, before they start filing in the gaps so they get an idea of the. content * Students compare their answers in pairs, before checking. answers as a class. "= Check students’ answers by having them read the text aloud ‘Answers 21 3We 4it S0ur 6She Ther Bmy Sher 10their Exercise 6 ‘= Read through the example sentence with the class, = Draw students’ attention to item 5 and elicit the question for them to ask you (Who is your favourite writer?) "= Students work through the exercise in pairs, asking and answering the questions. '= Have some of the pairs report back to the whole class. Pay particular attention to the correct use of subject pronouns and possessive adjectives, Exercise 7 * Students work in groups of three or four, asking and. answering the questions and noting down the favourite film star, pop star and sports star of their group. '= The groups report back to the class and find out the favourites for the whole class. Practice Students look back at the table in Exercise 4. Working in pairs, students choose six words from the table and write six LEARNING TO LEARN sentences using these words. Go round and monitor their work as they are writing. Some of the pairs then read out their sentences to the class, C Your Classroom Exercise 1 Gerry TT * Students work in pairs, looking up the meaning of the Key Words in the Mini-dictionary "= Check students’ understanding by having them translate some of the wards or say the word as you hold up the object, e.g coursebook, ruler, pen. Exercise 2 = Have the class look at the pictures and describe what they can see. ‘= Have two of the students read out the dialogue in the speech bubbles. "= Students then work individually, completing the table with the words, Answers ] Singular this that Plural: these those | '= Have some of the students make similar statements to the ‘ones in the dialogue as they indicate books and pencils in the room, e8. ‘ThisiThat isn’t my book.’ Theselthose aren't my pencils.” Exercise 3 ® Play the cassette twice for students to write down the words they hear. ' Check students’ answers by playing the cassette again, pausing after each word to check the answer. ‘Answers 2These 3Those 4 That 5 These Tapescript 1 Thisis my book. 2 These are his penci 3 Those aremy pens, 4 That's my dictionary. 5 These are my les. mss era = Have students repeat the Key Words after you to check pronunciation,LEARNING TO LEARN ' Read the example sentences and elicit one or two more sentences about things in the classroom, "= Students then work individually, writing five or six sentences about things in the classroom. ' In pairs, students read their sentences to each other, pointing to the objects as they say the sentences. "= Have two students read the example dialogue, '= Students then work in pairs, asking and answering questions about things inthe classroom. Go round and monitor the activity. ‘= Have some of the pairs say their exchanges for the rest of the class to hear. Exercise 6 *= Read the example dialogue withthe class. * Students close their books and workin pairs, asking each ‘other the names of classroom objects. "= Check answers by pointing to objects yourself and asking ‘students ‘What's this?/"What are these?’ Exercise 7 * If you wish, before doing the exercise, check that students remember how to say the alphabet in English by quickly going round the class, each student saying the next etter of the alphabet ' Students work individually, putting the consonants and vowels in two separate ists in alphabetical order, * ‘Students then listen to the cassette and check their answers. * Play the cassette again for students to repeat the letters, ay “Answers and Tapescript | Consonants cd fg hikimapars tvwxeyz Vowels:a € i ou Exercise 8 ‘Read the example dialogue with the class and have students say the correct speling of ‘dictionary. ® Tellstudents to test the speling of Key Words from this lesson and previous lessons. * Students work in pairs, asking and answering questions about spelling Exercise 9 * Read through the example with the class. Elicit the advantages cof writing the translation and writing the word in a sentence. * Students work in pairs, writing the new words in their vocabulary books. Go round and monitor the activity © Have some of the students read out their example sentences for some of the words. Extension Practise colours by having students look back atthe flags in Lesson A and say what colours they are D Your Homework Exercise 1 ‘= Students work in pairs, using their Mini-dictionaries to check the meaning of the Key Words. ‘= Have students say the Key Words to check pronunciation, = Asa whole class, students discuss where they usually do their homework and what they think are good places to do homework. Ask them if they ike to do their homework alone or with a friend and when they like to do their homework. Exercise 2 "= Have students look at the picture and say where the giris are ‘and what sort of homework they think the girls are doing, '= Have students pronounce the words ‘encyclopedia’ and ‘dictionary’ after you. Then think of other things that could be useful for English homework, e.g. paper, pen, rubber, the Mini dictionary, cassettes, an atlas. Exercise 3 "= Give students time to read through the list of items and look at the table 1 Play the cassette twice for students to listen and complete the table. Answers Katyiruler Dadicaiclator Torwencyclopedia Mumvred pen Tapescript Katy: Hey, Fiona. Have you got a dictionary? | haven't got my dictionary. Its at school FFona: Yes, |have. Here you are. | Katy: Erm, Fiona? Fiona: Yes, Katy: Have you gota calculator? | Fiona: No, | haven't. Ask Dad. | Katy: Has he got a calculator at home? Fiona: Yes, he has got a good calculator. | Katy: Have we got the encyclopedia here? Fiona: No we haven't. Tom's got it. Katy, have you got my ruler? | | Rye our rter. No... oh yes, ve got her. Sorry. | katy: Fiona? Fiona: What? ‘Katy: Have you got a red pen? | Fiona: No, | haven't. But Mum's got five or six red pens. Exercise 4 '= Read through the list of verbs with the class "= Give students time to look at the table and predict what the missing items are ™ Play the cassette twice for students to complete the table. ‘= After checking answers, play the cassette again for students to hear all the terns in context once more | Answers | thas (3) got 2 have not haven't) got 4Have SHas Ghave Thasn't 3 has not hasnt) gotLanguage Powerbook Exercise 5 "= This exercise can be set for homework if you wish '= Advise students to quickly read through the text before starting to fill in the gaps. * Read the example item with the class and point out that they should use full verb forms when completing the text = Check students’ answers by having them read out the text. ‘Answers Zhasgot Shavegot 4havegot Shaven't got Ghave got Thasn'tgot hasn't got have got Exercise 6 Useful vocabulary: calculator, computer, Internet, mobile phone, (personal) stereo, television, video. "= Students work individually, writing questions. '= They then workin pairs, asking and answering their questions. = Check students’ answers by having pairs say their questions and short answers. Exercise 7 '= Have two students read the example dialogue. Elicit suggestions for the response if the student has not got the item, e.g ‘Sorry, haven't * Students work in pairs, taking turns to ask their partner for different things '= Have some of the pairs say their exchanges for the class to hear. Practice Students look at Exercise 4 again, and, working individually, ‘write a similar text about their own family. Students then work in pairs, reading each other’s texts. E (Classroom Language Exercise 1 '= Have students look at the picture and describe what they can see. *= Read through the Key Words with the students. Students do the exercise working individually. They then ‘compare their answers in pairs before listening to the cassette to check their answers. ® Students then read out the sentences to practise stress and pronunciation. LEARNING TO LEARN Answers 1 Work/answer 2 Write 3 Complete 4 Read SList 6 Match 7 Use Exercise 2 '= Give students time to read through the instructions and predict the correct order. * Play the cassette for students to write in the correct order. * Check answers by having students read out the instructions inthe right order | answers and Tapescript, 1 Open your books on page 24 2 Do Exercise 1. Don't use the Mini-dictionay. 3 Wilt five sentences in your notebooks. 4 Work in pairs. Ask and answer questions about you family. Dont look at your books 5 Now read the text quickly Answer the questions {6 For homework, do Exercises 2 and 4 in the Language Powerbook, Don't do Exercise 3 Exercise 3 ‘= Read the example sentences with the class, ' students look back at Exercise 2. Tell them to make some of the instructions negative as they add more imperatives to the affirmative and negative columns in the table. © Check students’ answers by having them read out their imperatives, eres Exercise 4 * Read the words in the ist with the class. Advise students to read quickly through the text before fling in the gaps. = Students check their answers by listening to the cassette ‘= Then have students read the text aloud. Answers Take out 2open 300 4Work Sdontwork 6Use Twrte 8Don'twrte 9do TOWork 11 Speak 12.Ask 1Banswer 14 Don't ead Exercise 5 ' Before students do the activity, demonstrate it yourself by giving the class instructions to follow, e.g. ‘Open your Ccoursebooks on page 5." 'Stand up.’ ‘Don't sit down.’ ‘Look at the door’ ‘Sit down.’ Explain that the last student to do each action is out of the game. '= Students work in groups of four or five. One student turns to page 123 and reads the instructions to the group. The winner is the student who is left in the game after all the others in the ‘group are out. "= The groups can play the game again with another student reading the instructions and putting them in a different order. Exercise 6 = Give students time to read through the questions and answers and predict which question matches which answer.LEARNING TO LEARN * Students then listen to the cassette and match the questions and answers. ‘Answers, 1b 2d 3a 4c "= Aiter checking their answers, students listen again and repeat the questions and answers Exercise 7 © Refer students to Questions 3 and 4 in the Function File and elicit two or three further examples of questions on the words inthis module. * Give students time to work individually looking back through the module and working out four of five questions to ask thelr partner. ' Students then work in pairs, asking and answering their questions, Extension ‘Students look back at Exercise 2, Tell ther they are going to listen to the cassette again, this time listening for extra information Play the cassette, pausing after each set of instructions to ask the class what other information they heard. If you wish, play the cassette again for students to repeat each sentence. F Check Your English Exercise 1 eae Languages ‘© Students use their Min-dictionaries to find out the countries where the languages are from. = Check students’ answers by having them make statements, e.g.: French is from France.’ Answers FrenchiFrance GermariGermany GreeliGreece HungarianlHungary ttalanitaly PolshPoland FUussian/Russia SpanishvSpain. Turkish Turkey Exercise 2 ‘= Have students look at the picture and suggest what the teacher is asking the student, * Students listen to the cassette and make a note of the languages Tim can read and write, and those he can speak. Answers Read and write: FrenchiGreek Speak: Spanishitaian Tapescript ‘Teacher: Tim, what languages can you speak? ‘Tim: Wel, Ican use four languages. ‘Teacher: Four? Fantastic! Can you speak French? | Tim: Ys, can. feson® wel, can ead andweteit=Ieant | aK And can read rook Teacher: Can you speak German or Russlon? Tim: No, can't. can speak Spanish and alan Exercise 3 '= Give students time to read through the table and predict the missing words before playing the cassette again for them to complete the table. Answers Yean 2cant ererer rrr erry Exercise 4 3Can can Scant ear ‘= Read the example sentences to the class and elicit three or four further sentences from the students using the Key Words ' Students then work individually, writing five or six sentences ‘about want they can or can’t do. Go round and monitor the activity. ‘= In pairs, students read their sentences to their partner. Exercise 5 ‘= Have two students read out the sample dialogue. "= Students work in pairs, asking and answering questions ‘about the activities in the Key Words box. '= Have some of the pairs say their questions and answers for the class to hear. '= Read through the questionnaire (Check Your Learning) with the class before students work individually answering the ‘questions. Tell students to answer honestly. Exercise 7 ' Students work in pairs, asking and answering the questions. ‘= The pairs then report back to the class and say two things they can do and two things they can’t do, Practice Have students look back at the Grammar section in the questionnaire in Exercise 6 Go through each item in the Grammar section, eliciting examples from the class of sentences containing each tem.Bb Prices *= Students use their Mini-dictionaries to look up the Key Words. * Check students’ comprehension by having them translate the words into their own language. ' Students listen to the cassette and repeat the Key Words Exercise 2 ‘= Have students look atthe four photos. Ask them to describe ‘what they can see. ‘= Working in pairs, students speculate about the ages, rationalities, cities (where they lve), hobbies and sports of each ofthe four young people. Exercise 3 ' ‘Students listen to the cassette and check their guesses from Exercise 3. Answers Nuria: 16, Argentinian, Buenos Altes, paying the plano Peter: 17, Hungarian, Budapest, tennis | | Paula: 15, American, Miami, swimming | Kemal: 17, Turkish, Istanbul, paying computer games | Tapescript ] 1 Hel, My name's Nora sateen. Argentinian. Fm rom | buenos Ares. Rs beaut cy My hobby is plying the piano | 2 my name's Peter. m severten, fm Hungerian, om Budapest. Budapestis a great place. My favourte spor items. | svayron Past merc fon ar Pe | teen. My favurte sports swimming. Swimming is great! | 4 Hello. My name is Kemal. 'm Turkish, from istanbul. tm seventeen | and my favourte hobby is playing computer games. Exercise 4 ' Tell students they are going to write notes for an imaginary person, not themselves. * Students work individually, writing their notes, Exercise 5 "= ‘Students tell the class about the imaginary person, using the information from their notes. Practice Have students close their books. Write on the board: ‘Nuria, Paula, Kemal and Peter ‘Ask students what they can remember about each person and elicit sentences from the class. Extension Each student cuts out a photo from a magazine and writes a ‘caption to go witht, e.g, “This is Maria, She is Spanish, She is {rom Madrid, Her hobby is collecting pop posters Students then display their pictures and texts in the classroom ‘or stick them in their notebooks.Objectives * To practise using the Present Simple, affirmative and negative, * To practise the pronunciation of third person ‘s' endings. * To practise using the vocabulary of places "= To practise using collocations to describe routines. Resources used Mini-dictionary, Grammar Summary 1, cassette Possible problems Students may forget the third person forms with affirmative and negative verbs. ‘Some students may have difculty distinguishing the /s/ and {al endings in the third person Present Simple forms. Background ‘Friends’ is one of the most successful soaps ever, both in the USA and abroad. The stars of the programme are amongst the highest paid in show business, and have also acted in films. The programme frst started in 1995, and every episode is watched by alive TV audience. To see the programme, people have to book months in advance. Routes through the material © Ifyou are short of time, set some of the exercises for homework (e.g, Exercises 10 and 11) and omit Exercise 13. © Ifyou have time, do the Options activities. © If you have two lessons for this unit, a suitable natural break is after Exercise 8. Before you start Exercise 1 '= Read through the Key Words with the class ' Students work in pairs, using the Mini-dictionary to check the meaning of the Key Words Exercise 2 "= Ask students if they have heard of the TV show ‘Friends! ~ and, if so, what they know about it © Students work in pairs, reading the texts and matching the people with the places they work in, 2 | ATV Show GRAMMAR Focus Answers Moricarestaurant Joeyitheatre Rossimuseum Chandleriofce Phoebelcaté * After checking students’ answers, have individuals read out the texts. PRESENT SIMPLE (1): AFFIRMATIVE Exercise 3 * Students work individually, referring back to the texts to complete the sentences. = Check students’ answers by having them read the sentences aloud Answers Ising Welive They sit He works She works Ithappens ‘When does the verb have “s' at the end? (in the third person singular he, she, it) Exercise 4 ‘= Read the rule with the class and elicit which sentence ‘matches which use. ‘Answers 1b 2a ‘= Write these sentences on the board and have students say if they match ‘use 1" or ‘use 2’ 1 He works in a school, (use 2) 2 We speak English in our English lesson. (use 1) 3 She lives ina flat. (use 2) = Have students turn to Grammar Summary 1. Read through it with the class. Students can then refer to the Summary for revision at home. Exercise 5 ‘= Read the three example verbs (‘comes', ‘works ‘watches’ in the three groups with the class and draw students’ attention to the different endings ' Students work in pairs, saying the verbs to each other and putting them in the three groups. ‘= Students then listen to the cassette and check their answers. ‘Answers and Tapescript Group 1: goes lives loves reads | croup 2:colects kes makes speaks Group 3: dances uses ' Students listen to the cassette again and repeat the verbs,Exercise 6 = Students do the exercise, working individually. = Check students’ answers and pronunciation by having them say the sentences aloud. ‘Answers Tworks 2vist Sspeaks studies Suse Exercise 7 '= Students work in pairs, reading the texts and completing them with the listed words. Told 2great 3 good 4serious Stunny | Exercise 8 "= Students listen to the cassette and check their answers to Exercise 7. ‘= When students have checked their answers, have individuals read out the texts PRESENT SIMPLE (2): NEGATIVE Exercise 9 * Students work individually, referring back to the texts in Exercise 8 to complete the sentences "© Check students’ answers by having them read out the sentences. Answers Idon't Youdon't wedon't They don't He doesn't Shedoesn't Itdoesn't = Students then circle the correct forms in the rules. Answers We use ‘doesn't with e'shelt We use“don'' with ‘lyoulwerthey’ '= Have students turn to Grammar Summary 1, Students’ Book page 124, Read it through with the class. Students can then reler to it at home for further study. Exercise 10 © Students do the exercise, working individually, '= They then compare answers in pairs, before checking answers as a class, = Check students’ answers by having them read the text ‘aloud. Pay particular attention to the pronunciation of the ‘endings as students are saying the sentences, Answers: 2studies Sreads uses Sloves 6doesntt ike Bgoout Fcontlike 10 speaks 7 plays Exercise 11 © Students work individually, completing the sentences. FRIENDS: "= Check students’ answers by having them give both affirmative and negative forms for each sentence. Answers 11 kerdon' lke 2 playsidoesnt play 3 watchidon't watch Aliveidon't ive Scomesidoesn't come 6 learnidon't learn 7 lkeldon't ike 8 speakidon't speak iinet Exercise 12 ' Give students time to read through the Key Words and guess which words go together. = Inpairs, students use the Mini-dictionary to check their guesses. ‘Answers ‘getup earylate gohome go to bedlschoo! hhave breakfastiunchidinner a shower listen tothe radio, a CD | playa, chessitennisia computer game read a took wateh television Exercise 13 = Read the example sentences to the class, '= Students work individually, writing about their typical Saturday or Sunday. Make sure they write one false thing. Go round and monitor the activity, ‘= Students then work in pairs, reading each others texts. Students try to guess the false information, Practice Students look back at the adjectives in Exercise 7. In pairs, students write five sentences, using each of the adjectives, The pairs then form groups of four and read each other's sentences. Extension ‘Students look back atthe texts in Exercise 2. Working individually, students write a speech bubble to go with a ‘character from a TV show that they lke Students then read out their speech bubbles to the class, and the others guess who itis.‘ae 2 Making Friends seuss Objectives * To develop prediction strategies when reading. ' To practise the language used when meeting people. * To practise using the vocabulary of sports and hobbies. "To practise using the prepositions in and from. * To compare information given in a reading text with information heard on a cassette. Resources used Mini-dictionary, cassette. Possible problem ‘Some students may have more confidence than others in using prediction strategies when approaching a reading text Background There isa website, ‘wwacepals.com, for e-mail pentriends. you have access to the internet, you could search for real e-mail addresses for your students to write to, Routes through the material © Ifyou are short of time, set some of the exercises for, homework (e.g. Exercises 7 and 9). © If you have time, do the Options activities. © ifyouhave two lessons for this unit, a suitable natural break is after Exercise 5. Before you start Exercise 1 "= students work in pairs, checking the meaning of the Key Words in their Mini-dictionaries "= Students listen to the cassette and repeat the Key Words. ‘= Have students say the Key Words and check their pronunciation. "= Read the example sentence to the class. Students then work Individually, making a list of their own interests, and using the Mini-dictionary to look up words they need = Students work in pairs, telling each other about their interests, ‘= Some of the students can then tell the class about their interests. as Reading Exercise 2 ‘= Read the Strategies box with the class, Have students give ‘examples (using LI if necessary) of how pictures and titles can help predict what a newspaper or magazine article is about * Students look at the title and pictures and, as a whole class, discuss possible answers to the three questions, giving reasons for their opinions. Exercise 3 * Students work individually, reading the texts and checking their guesses to the three questions in Exercise 2 ‘= Students compare their answers in pais, before checking answers as a class, Answers Teresa: 18, raz, sport (footwal, tennis, volleyball, diving windsurfing) Colin: 17, Australia, photography and music lena: 16, South Africa, painting and music Exercise 4 ' Inpairs, students discuss which girl would be the best penfriend for Colin, The pairs then report back to the class. if there is any disagreement, have students give reasons for their decision ‘Answer Lena because she paints (and Colin kes photography and they both ike rock music Vocabulary: Words that go together Exercise 5 ® Students work in pairs, referring back to the texts and ‘matching the words. ‘= When checking answers, have students put the expressions into complete sentences. Answers 1b 2d 3a 4c Sf 6g 7e Listening Exercise 6 1 Give students time to read through the e-mails again. ' Play the cassette and have students find the seven differences between the cassette and the textsAnswers Teresa: seventeen eighteen intext), swimming (diving in text) Colin: Hungary Poland intext), kangarcos (koala bears intext) Lena: grandfather (grandmother intext), animals (countryside in text), three friends (two friends in text Tapescript ‘Teresa: Hi My name's Teresa and Im rom Ro de Janeiro in Bra ‘im Severteen ve got two sisters. love sport. My favourite football team is Vasco da Gama. play tennis and volleyball and 0 swimming and windsuring. Pease write tome! ‘colin: Hi My name's Col and fm seventeen. Im trom Sydney in “Australia, but my mother and father are from Hungary. My hobby is photograph. take photos of people and animals. have brilane photographs of kangaroos. love music and| collec rock magazines. | dont ply sport and I dont watch TV! Emallme Lena: Helo! My name's Lena and im trom Durban in South Africa 1m sixteen and im a noo). ve got one brother and my srandiathe Ives wth us. lke panting. paint pictures of rial. love mus, and sing and ply the gutar in a rock | group with thre fiends. My favourite popstar is icky Martin Email mel Exercise 7 '= Give students time to read through the dialogue and predict the missing words. = Students then listen to the cassette and complete the dialogue, = Check students’ answers by having them say the dialogue aloud, ‘Answers tHella 2Really 3Well 4Great Snice Speaking Exercise 8 1» Have two students read the example dialogue. Elicit ‘suggestions from the class about how the conversation could carry on. ‘= Students work in pairs, asking and answering questions to, make the party conversation, "© Some of the pairs then act out their conversation in front of the class. Exercise 9 Look at the example sentence with students. = Students do the exercise, working individually, ‘= They then compare their answers in pairs, before checking answers as a class. Answers Tfromin 2trom 3inin 4 fromvin QUOTE... UNQUOTE, = Read the quotation to the class and ask them to say (in L, if necessary) what it means. Ask students if there is any similar saying in their own language. "= ‘Students note down one or two faults that they have. FRIENDS * In pairs or groups of three, students discuss if their own friends accept these fauits and if they accept their friends’ faults Practice Students look back at Teresa's e-mail in Exercise 4. In pairs, students prepare an e-mail rom Teresa's ideal penfriend The pairs then read out their texts to the class. The class votes for the most suitable penfriend for Teresa. Extension If any of the students have got e-mail penfriends, ask them to prepare a short talkto tell the class about their pentriend.tae Communication Workshop Objectives * Torread an e-mail and understand the topic of each paragraph, * To practise linking sentences with and. # Towrite an e-mail to find a penfriend To roleplay meeting new people at a party Possible problems + Some students may be unfamiiar with writing e-mails '= Some students may be less imaginative than others in the roleplay Routes through the material © if you are short of time, have students do some of the Whiting stages for homework. © If you have two lessons for this unt, a suitable natural break is after the Writing activity Writing: An e-mail Before you start Exercise 1 ‘© Have students look at the text and say how they know this is an e-mail, nt an ordinary letter. ‘= Asa whole class, have students read the four topics and predict which will be the frst paragraph. Then have students read the first paragraph and see if their guess is correct. '= Students then work individually, reading the rest of the ‘e-mail and matching the topics with the paragraphs. Answers introduction 2famly 3 sports and hobbies 4 ending Exercise 2 ‘= Ask students to look at the e-mail again and read out the sentences containing ‘and’ ‘= Students then do the exercise, joining the sentences with ‘and’ = Check students’ answers by having them read out the sentences. ‘answers 1m siteen and ve in rt | 21 play foots andbasketet 3 ke Tom Crise and Nicole Kidman | Aty ead a doctor and my mum i ateache. 26) Stages = Stage 1. Read through the four paragraphs ofthe plan with the cass 1 Students then write notes about themselves for each paragraph, Advise them t look back atthe eal n Exercise 1 to get ideas for their own paragraphs 1 Stage 2. Remind students to join information in thei paragraphs with ‘and’ when they write teir ema sf students do their wring in lass, go round and montor the activity, stage 3. Students check their wnting for speling, the use of the Present Simple, captal letters ang fulltops and the use of ‘and: f you wish, students can workin pairs, cooperating in checking bath ther emai Talkback * Students work in groups of five or six or, if you have time, as ‘whole class. Each student reads out his/her email and the others listen and make notes if they wish. ‘= When all the students in the group/class have read out their emails, each student chooses one of the e-mails to reply to. Speaking: A Roleplay * Elicitideas of diferent types of parties from the students, e.g, birthday, wedding, anniversary, engagement ‘= Students work in groups of four or five. Each group decides what sort of party they are at. = Read through all the stages withthe class and read out the example ‘false’ sentences in the Talkback stage Stages 1 Stage 1. students work indvidualy, reading hsmner ema and adding two things that ae not true. 1 Stage 2. Then, a5 a whole class, students lookback at the Function Fle in Lesson 2 = fyou wish, play the cassette again for students to listen to the dialogue, paying attention to stress and intonation 1 Stage 3. Students then act out the roleplay in their groups Of furor five. Go round and manitor the activity as the students are working. Remind students to include their two pieces of false information in their conversations with other People at he party Talkback '= Each group tells the class what they think the false information was for each student in their group. The student then tells them if they are correct, and if they are not correct, ‘ives them the answers.04 B Pacsonality Module objectives Exercise 4 ‘= Read through the objectives with the students. Ask them e ‘which of the four skils they find most difficult and which I Kev wonos: Family | they feel most confident about using ~ listening, speaking, ‘reading, writing. = Ask students what sorts of questionnaire they have ‘completed in their L1. Ask them if they have ever written a = Students work individually, listing adjectives to describe questionnaire. three oftheir family or friends. 1 Play the cassette and ave students listen tothe fa” sound * Students then listen tothe Key Words and identity which words end with Resource used ‘Answers brother father grandtather grandmother mother sister Exercise 5 "= Have two students read through the example dialogue. = Draw students’ attention to the use of ‘Really?’ to show Exercise 1 interest. * ‘Students workin pairs, looking up the Key Words in their * Students then workin airs, asking each other about their Mini-dictionaries and checking that they understand them family and friends * ‘Students then isten tothe cassette and repeat the Key 1 Have some ofthe pais say their dialogues forthe cass to Words. hear. —— fopions * Students look at the photo and think about what sort of rs cma tenaaeecy iar e my the get probaly ‘Students look back at Exercise 4. Each student writes down © Sucers the etarge pio atacand ‘ueslokbacket rc Eh stan rt ut if there is general agreement about her personality. Then, in groups of three or four, students tell each other their rordeuanoran lth reducer athe Neyagee asrciee 3 vantaensyuin fa cenars pecan i ce ict i end tc tase sient Far cat staereng chi’ fy te tcl sets casete veh recent for anbeas wi s rayne cassete, wei necessary for stents to trot tance Sade is shor: ceempton ofthe ; arate of sack person er photog * Check students’ answers by playing the cassette again and =n groups of three of four, students show each other their ‘pausing after each description to check the answers. hotorepts and read ous the tts aaa 1 activethardworkinghhelptul 2shyfriendlyhhanest 3romanticiquiet 4 outgoinglazy ‘Tapescript 11 My mum? Wel she's active and hard-working. She works a lot Se doesn't stop. And she's very helpful She helps me a lt 2 My fiend Jack. Well, Jack's realy shy. But when you know him, he's a friendly person. He's a good friend. He's very honest | 3 My grandtather? think he's romantic. He loves romantic fms. Er, | and he's avery quiet person, 4 My sister is outgoing. She loves people .. partes, going out, ‘making friends. And she isnt shy! Voughs) But, er, she isnt ard working. She doesn't work alot at school and her teachers say she lazy!‘a 3 Your Life Objectives * To practise using the Present Simple, questions and short answers. ‘To practise using adverbs of frequency. ' To practise using appropriate intonation in questions, * To practise using the days of the week. Resources used Mini-dictionary, Grammar Summary 1, cassette. Possible problems "= Some students may have problems with the ‘do/does’ question forms. "= Students may place adverbs of frequency incorrectly in sentences. Background information Quote: Kurt Vonnegut (b.1922) US writer known for his science-fiction books and for his style of black humour (jokes that deal with the unpleasant parts of life). His novels include Cat's Cradle and Slaughterhouse-Five. Routes through the material © Ifyou are short of time, set Exercise 8 for homework. © Ifyou have time, do the Options activities. © Ifyou have two lessons for this unit, a suitable natural breaks after Exercise 10. Pooeereers Before you start Exercise 1 (eae "= Students listen to the cassette and repeat the Key Words. ® Have students order the days of the week, working Individually, before checking their answers in the Mint dictionary, = When students have checked their answers, have them say the days after you to practise pronunciation. Exercise 2 ‘= Read the example withthe class. "Elicit ideas from the class for other activities in a typical week. 28) GRAMMAR Focus = Students then work individually, writing down their activities ina typical week. Go round and monitor the activity and provide any new vocabulary that students need = Students then work in pairs, teling each other about their typical week. 1 Some of the students then tell the class about their week. Exercise 3 * Give students time to read through the questionnaire. Check students’ understanding of lazy, e.g. by asking, ‘What s the opposite of hard-working?” * Play the cassette twice for students to complete the exercise © Check students’ answers by playing the cassette again, pausing after each iter ‘Answers 1b 2b 3a 4a ‘See Questionnaire Answer Key n Options Tapescript Interviewer: Well, Kate. Do you work alot at school? Kate: m quite hardworking Interviewer: Does your teacher call you ary"? Kate: Not realy! Interviewer: Wat do you do ater schoo? Kate: | wateh TV Interviewer: Wry do your parents get angry with you? Kate: | sleep alot. Present SIMPLE (3): QuesTIONS Exercise 4 "© Have students look at the table and predict what the missing words are. ‘© Students then refer back to the questionnaire to complete the sentences and see if their guesses are correct. = Check students’ answers by having them read out the sentences in the table Answers 100 2do 3dont 4000s Sdoes Sdoesnt 740 8do ‘= Refer students to Grammar Summary 1, Students’ Book page 124, for study at home and ask them to bring any queries to the next lesson. Exercise 5 '= Explain that students have to focus on the ending of each {question as they are listening. If you wish, give them an ‘example of each intonation pattern on one word, e.g. ‘No. ® Play the cassette for students to listen and repeat.Exercise 6 = Inpair, students read the rule and circle the correct word. Answers up down Exercise 7 ‘© Have a pair of students demonstrate the first two items in, the questionnaire = Students then work in pairs, taking turns to ask each other the four questions. Remind students to use the correct ‘question intonation, '= Students report back to the class about whether their partner is lazy Exercise 8 = Do the first itern with the whole class. '= Students then work individually, writing the questions from the prompts. * Check students’ answers before going on to the next exercise * Students then work in pairs, asking and answering the questions. Answers 1 Do you get up eary? 2.Does your teacher ike pop music? 3 Do you play sport on Saturday? 4D your parents work on Saturday? 5 Does your mother speak French? {6 Do you aten go to the cinema?/Do you goto the cinema often? Exercise = Students work individually, ticking the activities that they do inthe table. '= Have two students read the example dialogue '= Then students work in pairs, asking and answering questions ‘and completing the column in the table for their partner. Exercise 10 = As a whole class, have two students read out the example ‘exchange. Then ask three or four students questions about their partner, and check that students understand that they ask ‘and answer questions using ‘he/she! in this exercise. ‘= Students work with a different partner from their partner in Exercise 9, and ask and answer questions about their previous partners. ADVERBS OF FREQUENCY Exercise 11 ‘= Have students look at and read the entries on the calendar. * Ask questions about the calendar, eg. When does he play basketball” (On Sunday.) ‘Does he see Ann on Saturday?” (Yes, he does. ‘Does he go to the gym every Wednesday?" (No, he doesn't. PERSONALITY ' Read the sentences and have students repeat them after you. Check students’ understanding of ‘early’ and ‘ate’ 1 Inpairs, students discuss and decide where to put the ‘red’ adverbs on the diagram. "= Check students’ answers by having them draw the diagram con the board. f you wish, teach ‘percent’ to the students, Answers (0%) never sometimes usually often always (100%) “Answers: ] thks | = Look at Grammar Summary 1, Students’ Book page 124, with the class, and remind students to study it at home. Exercise 12 '= Read through the adverbs and activities with the class. '= Students then write ten sentences about themselves, using the adverbs and activities. "= Then have two students read the example dialogue. ‘= Students work in pairs, asking and answering questions about the activities. ‘QUOTE... UNQUOTE. * Read the quote with the class, and ask students to explain (Lt if necessary) what it means, * Do students think most people pretend to be aifferent from what they are really ike? When do students find themselves pretending? Practice Students look back at the questionnaire in Exercise 3 and, ‘working individually, answer the questionnaire for themselves. \Write this questionnaire key on the board for students to read and add up their points: 1a)2points b) 1 point 0 2a0 b) 1 point c} 2points 32)0 b) 1 point c) 2points 4.) points) 1 point c}0 Tell the class that if they have 6 or more points, they are very active, lf they have 3-5 points, they are active. If they have 0-2 points, they are not active. In pairs, students tell each other their results and discuss ‘whether they agree with the Questionnaire Key. Extension ‘Students work individually, writing a ‘diary’ for themselves for the next week (asin the calendar in Exercise 11), ‘Then, in groups of five or six, students collect the ‘diaries’ for, their group, mix them up and pass them round for every ‘member of the group to read and to guess the person who wrote each one. ‘After each group has identified the writers oftheir diaries, they ‘can choose one diary to read out to the class for the class to guess who wrote it.Objectives = To develop prediction strategies when listening ® To practise expressing preferences. = To practise using the vocabulary of hobbies. * To practise using the prepositions with good at, bad at, Interested in. = To practise using adjectives to describe people's personality, Resources used Mini-dictionary, cassette, Possible problems Students will hve different reactions to the picture story ~ ‘accept all their opinions and encourage them to give reasons for ther Background ‘School uniform is worn in many schools in the UK, although rot inal, Routes through the material © Ifyou are short of time, set some of the exercises for homework (e.g. Exercises 7 and 10) © If youhave time, do the Options activites. © I you have two lessons for this unit, a suitable natural break is after Exercise 6. Before you start Exercise 1 ‘= Read through the example sentences with the students. Then tell thern three things about yourself, using the. expressions ‘good at’, ‘bad at’ and ‘interested in. = Students then work individually, writing three sentences about themselves, and referring to the Mini-dictionary f they wish, Exercise 2 = ‘Students work in groups of four of five, taking turns to read ‘ut their sentences to the group. ‘= Each group then chooses three sentences, using ‘good at ‘bad at’, interested in’, to read out to the whole class. Reading Exercise 3 ‘= Students work in pairs or groups of three, reading the photo story and putting the pictures into the correct order. Tell mT 4, Your Interests Skits Focus students not to worry if they do not understand every word ~ they can usually guess the meaning of an urknown word from the context ‘= Students then report back to the class to see f they have all got the same order. i there are differences, write the Sequences on the board for the class to check when they listen to the cassette. Exercise 4 '= Students listen to the story and check the order of the pictures. Answers CAFBED ‘Tapeseript 1 Storyteller: Brian loves music, He can sing and play the guitar But he isn’t very good at school. He sits next to Judy. She always answers questions in class. She is very hard-working. Brian loves Judy, but hes very shy Teacher: Whats the answer to question 4, Bian? Brian: "msorry .. (don't know the answer Judy: The capital of Romania is Buchares Teacher: Well done, Judy! 2 ‘Storyteller: One day Brian goes toa schoo) basketball game. Judy is very goad at basketball. After the game, Brian talks to Judy Brian: Er .. Judy Do you want to.goto the school party with me on Saturday? Judy: sorry, Brian but Friend 1: Judy? with you?! Friend 2: she doesn't want to go with you 3 Storyteller: Brian is very sad. He sits in his bedroom, He writes 3 ‘song about Judy. Bran wants to sing the song at the school party He asks his friend Tim. Tims the singer inthe school pap group. Brian: She doesn't love me now. She doesn't know me now. But she's my git. She's my baby. ‘4 Storyteller At the school dance Brian is very nervous. His friend Tim introduces him. Brian starts to sing. The people don't dance ~ they listen to Brian. Judy looks at Bian, She listens to the song Brian: She doesnt ove me now. She doesn't know me now. But she's my gir. She's my baby. 5 ‘Storyteller: rian sings. Hs songs brillant. Judy loves his sone. Isher song, She goes upto him and she asks him to dance Judy: Hey, Brian. That's fantastic! Do you want to dance? Brian: Thanks Judy. Yeah, | want to dance. | want to dance with you! 6 Storyteller: Brians elaxed. He dances with Judy They tak about music, about ther interests, about thei lives. They ae in love Brian: What music do you like Judy? Judy: | love rock and dance music And! can play the piano Brian: Really?Exercise 5 ‘= Read through the questions withthe class and see if students can remember any of the answers. "= Students then read the story again and answer the questions. ‘Answers Imusic -2singinglwrting songs 3music 4 basketball ‘= Asa whole class, students discuss their opinions of the story. Students can have a vote to see how many think the story is romantic, briliant, boring or funny. Vocabulary: Adjectives Exercise 6 "= ‘Students work individually, matching the opposites. They then compare their answers in pairs, before checking answers asaclass te 2a 3d 4b Listening Exercise 7 ‘= Read the Strategies box with the class '= Read through the questions with the class. Encourage students to predict the answers using what they already know ‘about Brian and Judy. 1 Students then listen to the cassette and see if their guesses are correct. Answers 1 rock and dance music ‘2mathematics and geography '3 No, but she hates school on Mondays. 4 music, photography, computers Exercise 8 * Students work in pais filing in the missing words in the Function Fil «Students check their answers by listening to the cassette 1 Aiter checking their answers, students workin pais, bractising reading out the sentences in the Function Fie Answers Tike 2lMe 2leve dike Shate Gcontike 70K Bdont mins Tapescript Brian: What musc do you ie, cy? Judy ove rock and dance mus. Ard can pay the piano. Brian: Realy? We can be ina group! Judy: Yeah (aug) Ar what tings do youlke Brin? At seh) younever:ak Brian: il, |don* le schoo. hate mathemats and geograohy seo those things Judy: Senoo's OX | dortmind schoo. But hate school on Mondays! PERSONALITY Brian: (enthusiastcaly) Ike music and fms and love photography. Do you like taking photos? sud: Yes, do. My mums got a good camera. ike photos of people. People are very interesting. And| ike computers Brian: Me too. love computers. ve gota Exercise * Read the exemple sentence with the class. + Students workindividuall, writing sentences about their preferences. Tell them to write at least six sentences, using all the expressions in the Function File. Go round and monitor the activity, helping with vocabulary if needed, Exercise 10 '= Have two students read the example dialogue. '* Students then workin pairs, asking and answering questions about their preferences, using the information they wrote in Exercise 9, Options Practice Students look back at the adjectives in Exercise 6. Working in pairs, students write sentences using six of the eight adjectives. The pairs then form groups of four and read each other's sentences, Extension In pairs students take one or two of the texts from the photo story and change some details. Give them an example, having students close their books, and tell them: ‘Brian is relaxed. He sings with Judy. They talk about their families, their interests, about their lives. They are in love." ‘Ask students what the false facts are (‘sings’ should be ‘dances, families’ should be ‘lives’. ‘Students then look at the photo story and, working in pairs, write their sentences, including some false information. Students then close their books, and the pairs read out their sentences for the other students to correct. Story Spot 1 Language Powerbook: pages 94-95 | answers abdac | 31f 2F 3F 47 ST 6T 7F BF 9F 10F 41 They study anatomy. 2 Rachel, Tom and Jack are from Manchester. Sarah is from | London. ‘3 Because itis very hot | 7 Rachel cali the police. He Ives in a big house {9 Sarah and Jack don' like his collection, 10 Tom and Rachel goto the cinema. St cinema 2universty 3park 4 café 5 flat 614 2a 3f 4c 5b be‘a Communication Workshop Objectives = To read and answer a questionnaire. = To practise linking sentences with when, = Towrte a questionnaire = Tocarry out a group survey. Resource used Mini-dictionary. Routes through the material © Ifyou are short of time, have students do the Writing stages for homework. © Ifyou have time, do the Option activity. © Ifyou have two lessons for this unit, a suitable natural break is after the Writing activity Writing: A Questionnaire Before you start Exercise 1 ‘= Read the questionnaire with the class, and give students time to think of their answers and note down al, b) or c] for each question, Exercise 2 ® Students work in pairs, asking and answering the questions in the questionnaire. * Asa class, discuss which answers a ‘good friend’ would give to the questions. ‘= The pairs then discuss if their partners are ‘good friends’ "= Have students read out Questions 2 and 3 from the questionnaire and draw students’ attention to the use of ‘when’ ‘= Have two students read out the two example sentences. '= Students then work individually, wrting ive sentences beginning with ‘when’ and the prompts. ‘= Students then work in pairs, reading each other's sentences. Stages 1 stage 1. Students can work individually o in pas, wating their questionnaires. 1 Read the example sentences with the class and point out that students should wrt three questions for each Moby, = Students choose three interests, sports or hobbies from the ‘Mini-dictionary, and write three questions for each one. Ba "= Stage 2. Read the example options with the class and elicit ‘options for the third question: ‘Are you good at it?” * Students then write their options for each of their questions Go,round and monitor the activity as students are working, Speaking: Group Survey Stages «Stage 1. Students workin groups of three or four. students have written the questionnaire working in pars, have teach par split up and work witha cferent group 1 Each student asks the questions fo his/her survey and makes anote of the answers from the rest ofthe group stage 2. Each group then organises their answers. Talkback ' Students tell the class about the members of their group and the results of their survey. Practice Students look back at Exercise 3 Write these prompts on the board happy nervous at aparty with my friends ‘Students write four sentences using ‘When’ and the prompts. Students then work in groups of three or four reading each other's sentences.dle ZI . ‘a Review Objectives * To check and consolidate grammar studied in Modules 1 and 2: Present Simple, question words, adverbs of frequency, prepositions. * Torevise adjectives. * To practise pronunciation of and 1d. To practise word stress, Resource used Mini-dictionary (Wordbuilder 5 and 6), cassette. Exercise 1 ‘= ‘Students do the exercise individually. They then compare ‘answers in pairs and practise reading the dialogue alouc. ‘Answers do 2does doesn't Alike Bont 10 plays Exercise 2 ' Students do the exercise working in pairs, frst completing the questions and then matching them with the answers, Sdoes 6do Tlove play ‘Answers Howl 2Whereld 3Whave 4Whyle SWhenif 6 Whatic Exercise 3 * Before students do the exercise, remind them to think about the position of adverbs of frequency. Answers 1 My dad often makes things. 2 sometimes watch television 3 My teacher always ass difficult questions. 4 Inever go swimming in the sea 5 My mum doesn't often goto the cinema Exercise 4 = Students work in pairs, writing the opposites of the adjectives. Tel them they can look back in Modules 1 and 2 and Use the Mini-dictionary to help them. Answers short 2good Sbigierge 4 untidy Shardworking Guntriendy 7 shy 8 sadunhappy 9 falsetuntrue TO unatractivelugly Exercise 5 '= Read the three nouns and the example sentence with the class. * Elicit from the class one adjective fr each ofthe three ours: * Students then work in pairs, matching the adjectives with the nouns and writing sentences. * ‘Notice that there may be more than one possible grouping for some of the adjectives Suggested answers Story: long, shor, bad, good, happy ad, true, fle Person: ba, good, tidy, uti, lazy, hardworking, rend, Unfrienaly, outgoing, shy, happy sad, attractive, unattractive. Sedroom: ral large, tidy, urtiy atractive, unattractive Exercise 6 ‘© Advise students to read through the whole text quickly to, get an idea of the situation before filing in the gaps. Answers Takes 2goesto 3plays Agoes Splays Ganswers 7 does Bgoesout 9goto 1Omeet Exercise 7 ' Say the two words (‘paint friend’) with the class and have students say the words softly to themselves to focus on the final sound, '= Tell students to listen to the words on the cassette and write “ifthe final sound is fi, and 2" if the final sound is / Tepescript and Answers ] Nadia 2stty ‘Bhat hl Asadids State coed — | “renter Bede! Exercise 8 ® Look at the three words with the class, and explain that the largest circle indicates the main stress in the word, ‘© Students listen and repeat the three words. Exercise 9 ‘= Students work in pairs, saying the words to themselves and deciding ifthe stress pattern is 1, 2 or 3 asin Exercise 8. * Before playing the cassette, have students pronounce the ‘words according to the stress patterns they have written down, and see if there is any disagreement. ‘= Then play the cassette for students to check their answers. ‘Answers Monday 2, friendly (2), computer 3), shy 1), school 1), swimming (2) lesson 2), British), sport (1), dance (1), untidy ), romantic, cooking (2), fantastic (fim (1, answer (2), people (2), Wednesday (2), lazy (2), homework (2, part 2), house 1), bedroom (2), often (2), unhappy (3), piano (3)1 ARTICLES There are notes on the use of articles on page 127 of the Students’ Book. You may wish to direct students to the notes while they are doing the exercises, or for reference at the end, a/an Exercise 1 ‘= Have students say the words and then circle the correct ‘words inthe rule. Check that students know what the vowels. are (a, €, 0, u). | answers consonant vowel l Exercise 2 "= Students do the exercise working individually, and then compare answers in pairs before checking answers as a class. ‘Answers alan 2alan ania dana Sana a/an/the Exercise 3 '= Students work in pairs, discussing whether the sentences are about one of many people'things or a specific personithing. '= When checking students’ answers, have them support their View (in Lt ifnecessary) Exercise 4 Check students’ answers by having them read out the sentences. ‘Answers Ithe alan 3the 4athe Sthe | Asong Exercise 1 '= Have students look at the picture and say who the people are Wudy and Brian) and what they can remember about them. 1» Ask students what they can remember about the song in the picture story. ® Give students time to read through the song and guess the missing words. Exercise 2 = Students listen to the song and check their answers. Answers Time 2speak lazy Aknows Splay 60K ‘Tapescript Isitmext to her, she sits next to me, ‘She uses my pens, my dictionary. | But she doesn't see me, doesn't speak Monday, Tuesday, five days a week, Se only knows my name ‘nd that’s not the game chorus ‘She doesn't love me now. ‘She doesn't know me now. But she's my gi. ‘She's my baby. ‘Teacher saysi'm no good, I'm lazy. ‘She's good at maths and history She answers the questions, she knows But ater clas she doesnt talk, she goes | She only knows my name ‘And that's not the game When she hears me sing, hears me play, She can understand, understand what say ‘Now i's nota problem. Now its OK We can meet every day, every day. She doesn't only know my name And that’s the game chorus: ‘She loves menow. ‘She knows me now. ‘She's my gi. ‘She's my baby.= Draw si on to the module objectives and readthem through with theclass, |= Ask students which of the reading activities they think will ‘be most difficult, and which of the listening activities will be most difficult. At the end of the module, students can see if ‘their predictions were correct. ‘= Ask students if any of them have pentriends (as opposed to the e-mail friends they talked about in Module 1). Encourage students to tell the class about their penfriends. Resources used ‘Owipen is a village near Gloucester in England, "Whitby is an historic sea front town in North Yorkshire. London is the capital of England and has a population of Warm-up Exercise 1 = Asa cass, students say if they lve in a city, town or village. ' Blicit names of cities, towns and villages in the students’ own country, "= Askstudents which sort of place they prefer to live in "= Students check the meaning of the Key Words by referring to the Mini-dictionary. "= Ask students which words are similar in their own language. ‘= Students write the new words in their vocabulary books. Remind them to put the part of speech (noun), the translation and an example sentence with the word in context ‘= Students then repeat the words atter the cassette, Exercise 3 * Students listen to the four dialogues and make a note of where the people are. ' Check students’ answers by playing the cassette agai pausing after each dialogue. Ask students what clues were in the dialogue to help them identify the place. ‘ipostotice 2school 3ralway station 4 newsagents 1 Woman: Next, please. ‘Man: Morning. How much Is it to send this letter to Hungary? ‘Woman: Let's see, that'll be thityfive pence, pease. ‘Man: OK. 2 ‘Woman: OK, quiet please. Open your books on page twenty-four Page twenty-four. Now, look atthe picture 3 | Woman: A ticket to London, please. Man: That's six pounds tity. ‘Woman: Six fit, There you are. Thanks 4 ‘Man: E, this magazine and a newspaper, please. ‘Woman: One pound twenty. ‘Mart Thanks, Exercise 4 = Read the example sentence with the class. "= Students then work in pairs, taking turns to tell each other ‘about the places they go to '= Some of the students then say their sentences to the class. Exercise 5 ‘= Have students repeat the expressions after you: ‘next to’, ‘opposite’ * Students then look at the map. Have them say the names of the places after you to practise pronunciation. ' Students do the exercise working individually. They then ‘compare answers in pairs, before checking answers as a class. ‘Answers ‘opposite 2nextto opposite next to Practice Students play a game in groups of five or six. They close their ‘books and take turns to say the names of places in a town. a student cannot think of a place within five seconds, he/she is, ut of the game. Extension Refer students to the Mini-dictionary page on Places. n pairs, students rank the places in order of importance for a ‘community. The pairs then report back to the class and see how much agreement there is about the most important places for a community.Objectives * Topractise using there is/there ar. * To practise using vocabulary of places: * To practise saying the contracted verb forms with there isthere are. Resources used Mini-dictionary, Grammar Summary 2, cassette, Possible problem Some students may have fewer ideas about their dream hhouse than others. Background information The Black Country isan old industrial area near Birmingham in the Midlands of Britain. nthe eighteenth and nineteenth Centuries, it had a lot of factories and coal mines. It was called the ‘Black’ Country because ofall the coal mines and smoke from the factories. Britain was the first country in the world to have an Industrial Revolution, and Birmingham and the Black Country were important for the manufacturing of metal goods: The Black Country Living Museum has authentic factories, shops and houses from the nineteenth and early twentieth centuries. You can see people working inthe factories and shops. Sometimes you can also see people living in the houses, as people did more than a hundred years ago. Fish and chip shops are still common in Britain. Routes through the material © If you are short of time, set some of the exercises for homework (e.g, Exercises 6 and 7) © Ifyou have time, do the Options activities. © Ifyou have two lessons for this unit, a suitable natural break is after Exercise 5. eerie Before you start Exercise 1 [ae ' Have students repeat the Key Words after you to check: pronunciation. '* Students then use their Mini-dictionaries to check the ‘meaning of the words. © Asa class, students discuss which of the places they have got in their area, 36) iving Museum Grammar Focus Exercise 2 '= Have students look at the pictures and say what they can ‘see and what they think the place is. ‘= Read through the trueffalse sentences with the students before they read the text. ' Students then read the text to find out ifthe sentences are true ‘= When checking students’ answers, have them correct the false statements, ‘Answers Tr 27 3F aT Exercise 3 ' Before students listen, give them time to read through the dialogue and guess the missing words '= Students then listen and complete the dialogue. They can see if their guesses are correct. Play the cassette twice necessary. "= Check students’ answers by playing the cassette again, pausing after each item. ‘Answers ‘museum 2factories 3shops 4 supermarket 5 chemists bakery 7onema 8 restaurant there is/there are Exercise '= Students work in pairs, reading the dialogue again and completing the table "= Check students’ answers by having them read out the sentences in the table, 14 2are 3isnt darent 51s bis 7Ae BAe Sate 1Ols Mist 1are 1Barent 14are "= Check that students have identified the singular verb forms. '= Ask students how they say the sentences in the table in their ‘own language ‘= Refer students to Grammar Summary 2, Students’ Book page 124, to study at home and ask them to bring any queries to the next lesson. id plural Exercise 5 * Look at the example sentence with the class and point out, the contracted verb ‘there's’ there is) which replaces two words, Have students say the sentence after you. Explain that the apostrophe () goes in the place of the missing letter