Tài liệu Solutions elementary teacher book

I Elementary Teacher's Book Marta Umifiska, Caroline Krantz OXFORD Tim Falla, Pa ul A Davies UNIVERSITY PRESS OXFORD UN IVERS ITY J' RF.SS Great Clarend on Street. Oxford OX2 Gn p Oxford University Pres s is a de partment of th e University of Oxford. It furthers the Univers ity's objective ofexcellence in research, scholarship. an d ed uc ation by publishing wo rldwi de in Oxford New York Auckland CapeTown Dar es Salaam Hon g Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei To ro nto With officesin Argentina Austria Brazil Chile Czech Repub lic France Greece Guatemala Hungary Ital y Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam OXfORD and OXFORD ENGLISH are registered trade marks of Oxford University Press in the UK and in certain other countries o Oxford University Press 2008 The moral rights of t he au thor ha ve been asserted Database rig ht Oxford Uni versity Press (m aker ) First pu blished 2008 1012: 2011 uno 2009 2008 10 9 8 7 6 5 4 J 2 1 All righ ts re served. No part of this publication may be re produced, sto red in a re tri eva l system , or transmitted. in any form or by any mea ns. with out th e pri or pe rmission in wri ting of Oxford Un iversity Press (wit h the so le exceptio n of ph ot ocop ying carried out und er the conditions stated in th e paragrap h head ed 'P hotocopyi ng '), or as expressly pe rmitted by law, or under terms agreed with the appropriate reprograph ics rights org an izat ion . En qu iries conc e rni ng re producti on outside the sco pe of the above shou ld be se n t to the ELTRights Department. Oxfo rd University Pre ss, a t t he ad dress above You must n ot circu late this book in any other binding or cover and you must impose th is sa me condition on any acqutrer Photocopying The Publi sher gra nts permissio n for t he photocop ying of th o se pa ges marked 'p h otocopiab te ' according to the following co n ditions. Indi vid ual pu rchase rs may m ake co pies for their own us e or for use by classes t hat t hey teach. School pu rchasers m ay ma ke co pies for us e by staff an d students. but this pe rmission doe s no t exte nd to additio na l schools or b ra nches Under n o circumstances m ay any part of this book be pho tocopied for resa le Any websites re ferred to in th is pu blicati on are in t he pu blic domain and their addresses are provided by Oxford University Press for in formatio n only. Oxford University Press disc laim s any responsibi lity for the content ISBN: 9780 19 455 1625 Printed in Spain by UnigrafS.L ACKNOWLEDGE MENTS The publisherand authorsaregrateful to the many teccners and students "'ofw read and pi10ttdthe manuscript, and providedinvaluable f«dbcuk. With specialthanks to tht follcrwingfor their contribution to the dtvelopmenl of the Solutions series: Zinta Andzane. Latvia: Ire na Budreikiene. Lith uania; Kati Elekes. Hungary; Dan ica coneova. Slovakia; Ferenc Kelemen. Hu n gary, Natasha Kolt ko , Ukraine; Mario Maleta . Croatia; Juraj Marcek, Slova kia; Dace Miska . Latvia ; Anna Morri s, Ukraine; Hana Mustlk ova , Czech Repu blic; Zsuzsanna Nyiro. Hungary; Eva Paulerova. Czec h Repu blic: zoltan Rezm uve s. Hungary; Rita Rudiarien e. lithuania: Ela Rudn iak. Poland; Dagmar ~korpikova . Czech Repu bl ic The publisher and authors wouldlike to extend their special thanks to Emma Wa tkins for the part she playtdIndt'Vt'loping the material. The publisher and the authors wouldUke to thank the authorafDyslexia: a gu ide for teachers : Ka ta rzyn a Bogda no wicz The publisherwould llkt to thank the foUuwingfor their permission to we photographs: Foto lia p 123 (all but Steve, je nny, Joshua ); Getty Im age s p p 125 (Wayne Roo ne YlJo hn Peters ); lstock p1 23. illustrations by:Claude Borde lea ujAgent 002 p1 33; Dylan Gibson p 127; David Oakley/Amos Design Ltd pp 124,126 , 134 rs,---,,-_ Introduction Out and about 4 10 15 24 26 35 36 45 47 56 57 66 68 LtJlf1utJ1e RI!'VIM tJlfd Skills Roulfd-up 5-6 77 I Introduction Unit 1 My network (jet retJdy for your eJ(tJ/ff 1 & 2 2 Free time LtJlf1utJ1e RI!'VIM tJlfd Skt/I$ Roulfd-up 1-2 3 School life (jet retJdy for your eJ(tJ/ff 3 & 4 4 Time to party! LtJlf1utJ1e RI!'VIM tJlfd Skt/I$ Roulfd-up 3-4 5 Wild! (jet retJdy for your eJ(tJ/ff 5 & 6 6 7 World famous (jet retJQy for your eJ(tJ/ff 7 & 8 8 On the menu LtJlf1utJ1e RI!'VIM tJlfd SK.,/I$ Roulft/-up 7-8 9 Journeys (jet retJdy for your eJ(tJ/ff 10 9 & 10 Just the job LtJlf1utJ1e RI!'VIM tJlfd Skt/I$ Roulfd-up 9-10 Dyslexia: a guide for teachers Photocopiable resource bank 78 87 89 98 99 108 110 119 120 123 Anote from the authors Our wo rk on Solutions began in the spr ing of 2005 with a research tri p. We trave lle d from city to city with colleagues from Oxford University Press. visiting schools. watching lessons and talkin g to teachers and students. The in format ion we gathered on that t rip, and many subseque nt t rips across Centra l and Eastern Europe, gave us valua ble insig hts into what secondary students and teachers want from a new book. Th ese became our guiding principles while writingSolutions. Most people we spoke to asked for: • a clear focus on exam topics and tasks • easy-to-follow lessons which always have a clear outcome • • pie nty of support for speaking and writ ing plentyof extra practice material In respo nse, we design ed a book which has a crystal -clear structure: one lesson in the book = one lesson in the classroom. We included twentypages of extra vocabulary and gramma r practice within the Student's Book itself to provide more flexibility. We included ten specific lessons to prepare st uden ts for the school-leaving exam, and ensured t hat the book as a whole correspond s to th e sylla bus t opics required in this exam. And we recognised the difficu lties that students natu rally have wi t h speaking and writ ing , and t herefore ensured that these activities are always well prepared and well supported. Achi evable activities are essential for motivation! Our research trips also taught us that no two schools or classes are id ent ical. That is why Solutions is designed to be flexib le. Th ere are five levels (Elementary, Pre-intermediate, Intermediate. Upper-intermediate, Advanced) so that you can choose the one which best fits your students' needs. Solutions has benefited from collaboration with teachers with extensive experi ence of teaching 14-1 9 year aids and of preparing students for their school-leaving exam. We would like to thank Marta Urninska for sharing her expertise in writing the procedu ral note s in th e Teacher' s Book. Cult ural and language notes as well as the photocopiable supplements in the Teacher' s Book were provided by Caroline Krantz. We are confident that Solutions will be easy to use, both for students and for teachers. We hope it will also be interesting, engaging and stimulating! Tim Fall a and Paui A Davies The components of the course The Student's Book The Student's Bo ok contains : • an Introduction unit to revise the basics • 10 to pic-based unit s, each covering 7 lessons • 5 Language Review/ Skills Round-up sections, providing a language test of the previous two units and a cumulative skills-based review • 10 Getready for your exam lessons providingtypical tasks and preparation for the students' final exam • 10 Vocabulary Builders with practice and extension options • 10 GrammarBuilders containing grammar reference and further exerci ses • tip boxe s throu ghout giving advice on specific skills and how best to approach different task types in all four main skills You will find more details on pages 5- 7 in the section 'A tour of t he Student's Book'. ~ Introduction Three class audio CDs "The three audio CD'S (ontain a\\ the \istening mato:- ::. Student 's Book . The Workbook The Workbook mirrors and reinforces the content of the Student's Book. It offe rs: • further practice, lesson-by-lesson of the material taugh: class • additional exam tasks with support for students and teachers • Challenge! exercises to stretch strongerstudents • writing guides to provide a clearstructural framework for writingtasks • regular Self-checks wit h Con do state ments to promot e conscious learnerdevelopment • cumulative reviews to develop students' awarenessofth eir progress • a Functions Bank for reference • an irregularverbs list • a Wordlist which contains the vocab ularyactivated in the Stude nt's Book units Proced ural notes, transcripts and keys for the Workbook can be easilyfound on the Solutions Teach er's Website at www.oup.com/elt/teacher/solutions. The MultiROM The Mu ltiROM is an int eractive self-st udy tooi tha t has been designed to give guidance, practice, support and consolidation of the language and ski lls taught in the Stude nt's Book. The MultiROM is divided into units and lessons corres ponding with those of t he Student's Book. • every grammar lesson in the bookis extensively practised and is accompan ied by a simple explanation • all targe t vocabulary is consolidatedwith crossword, word search, and gap-fill activities • one exam-type listeningactivity per unit is includ ed sothat students are able to practise listening at their own pace • speakin g and writing sections help stu dents improve these skills outside of the classroom • an audio CD element is included, with all the exam listening tasks from the Workbook, which can be played on a CD player The Teacher's Book The Teacher' s Book gives full proced ural notes for the whole cou rse, includ ing ideas for tackli ng mixed-ability teaching. In addition, it offers: • optiona l activities throughout for greater flexibil ity • structu red speak ing tasks to get stu dents talki ng confl dentiy • useful tips and strategies to improve students' exam technique • a teacher's guide to dyslexia in the classroo m • 20 photocopiable pages to recycle and activate the language of each unit in a fun, communicative context Test Bank MultiROM A separate resource MultiROM contains: • unit tests • mid-year and end-of-year progress tests • short tests Solutions and the exam Solutions Elementary is int ended to int roduce students to the task type s and format of the basic level of the school·leaving exam. The empha sis is on preparation and famil iarisation , helping st ude nts to build good study habits and exam st rategies. Typical exam requirements are reflected throughout th e course in the choice of top ics. task-types, texts and grammar struc tures. In addition to th is. Solutions offe rs a comprehensive range of exam support: Studen t's Book The Student's Book includes ten exam -specific lessons designed to familiari se students with the task-types and req ui rements of th eir final exam. The lessons provide strateg ies and exam techniques as well as the language needed for Workbook The Workbook provides furthe r pract ice for both the oral and the writte n exam. Work in class can be foll owed up with Workbook tasks done as homework. The list enin g material for the Workbook listening tasks is availab le on t he MultiROM. Teacher's Book The exam lesso ns in t he Stude nt's Book are accompan ied by full procedura l notes with advice and ti ps for exam preparat ion. students to be able to tackle exam tasks with confidence . A tour of the Student's Book Th ere are ten main units in the Student's Book. Each unit has seven lessons (A- G). Each lesson provides material for one classroom lesson of approximately 45 minutes. ._._-_."-"-- ,==:.:--_.. _-,:==:..;="'::.-:=, '- ...'- --=.. --.'-_ ._ ..... -. "-"....'-'' .._-.._ ..--...... .. ,_ ._. _ _ ....._.........'_ ..- ... - '".._.-----.._ __......-_..... • ._._. --.... . .'.-..._ _,-....__--. .__.._-, .. .... _---- _-- _ _'. _. ..... ..... ......... : .:--:'---_.. .•!:::' ...__- ... _.....__, ._._- :~.'::.. "':.:.:: - - _ _ .. _ _- ___ -"' ~:::.;.::.::.-=::..-- .. - r=~-~··_'" [ ~ ~ . _- ::====._ _0 -·-_!:"_--:.--;:.,~ ....... ..~- =:.-=~:-::-_ ._._- ,=.:...::::..:::.:=.: • .__..._ __ -.._... _ .. ..1:=: =::.."":":--1 .._--_._ . .._-_ .,-__----_ _ ._...._...- ... 4 .- ~o::: =:..- '--..... ' - ' '-..., '- 1 '- ~ iz§ -:':- jg~~: ~g~ -_-_ .. _ .-----_ ..._-_._ .... ___ - tI _ _ ,, _ .. ..... .... I -.'-- s::::J Lesson A - Vocabulary and listening Lesson B - Grammar • The unit menu states t he main language and skills to be taught. • Every lesson has an explicit learning objective. begin ni ng ' I can ..' . • lesson A introduces the top ic of the uni t. prese nt s t he main vocabulary set, and practises it through listen ing and other acti vities . , This lesso n links to the Vocabulary Builder at the back of t he book. wh ich provides extra practice and extension . • • • • • lesson B prese nts and practi ses the fi rst main grammar point of the unit. The new lang uage is presented in a short text or ot her meani ngfu l context. There are clear grammar ta bles. Look out! boxes appear w herever necessary and help stude nts to avoid comm on errors. This lesson links to t he Grammar Buil der at th e back of the book which provid es extra pract ice and grammar reference. Introduction r t , --...----' -,_._ - .......... ,--_...._--.---, --' " ",-" , _ ",, ,' ""' ::::::..~ ::.::"" --' --_ ...._ -, ....-_ .__"-_ .. _--"-- ..... ' ...... ,, _ _ .....-... _ _ .. 1 ,"'__ . .- . -'"""'". ------_ --_-...._._. ._--_.--- --_ - 1 , ... :":::':'~~~ -4 -_0 -----_-. . . __"--,''... " • . ••,, _ .• _ .. .. _ w ~"' h _ . ~ -- ~ - -. ~ ,--- .- ~-"""' ~ ::=: =~_ .... :::"; ;-:::':,:,;~=;':::..."'"' ... ·-. _ .-._ .. _ . ~~~C~:--~ , ...,_ .._._ n'__ 1• ::=:~~:-?::~ ,",. """"'" ... :, :.:::::,:,,~::~.:::::-' -----"'- ... _ =; ' ~. , a:::_ ..... .. $ n~ _~ ... ..-, " '~_ x_._ A ' _ -- "' _ ._ --____----_... ... ~~~~~~;.: ' , ;:7~':.=.-::.::==::'" '"";;:"'; ,:.:;....~~-~ ..,"-~.... - """' ¥< " '~" - ' ~ ~ . ,.~~, ," -, .~ .. • foh-.. _ ~ " . .,~ ._' . ~ .~ ." '. " '''''''''''C ""'" =~.:::.::::t:_. ~~_:~':'". , --- " "~ , ._-_.."--- .e-..=-==.:..'" .- "." ._-- ='" ...-..... .... \ "" " ~ ' , -~-­ .-.- I Cj Lesson C- Culture Lesson 0 - Grammar • l esson C has a reading t ext which provides cultura l information abo ut Britai n. th e USA or other Englishspeakin g countries. • Students are encouraged to make cultu ral comparisons. • New vocabul ary is clearly presented in boxes wherever it is needed. • l esson 0 present s and practis es the second main grammar poin t of the unit. The grammar presentation is interactive: students often have to complete tables and rules, helping them focus on the stru ctures. Learn this! boxes present key in formation in a clear and concise form. This lesson links to th e Grammar Builder at the back of the book which provid es extra practic e and grammar reference not es. A fin al speaki ng act ivity allows students to personali se the new language. • • • • , ~"'::::::"-"' '''' ~ '''-- ''' No pain; no gain 0;.;; ... ,-_ _ _ ""' Ii"'11_ •::::::;::::.;. n.-_,.. ....-.•_ ..... ..--...,.. . .."""'<- "",. - :=i~:F.:::7i:~.~" :::..... =:--...__...... ?~.:~=.=::.= :- ;'< _ . .. I! . ~:;: _ _.._-".,-'- .. ~ -..q_ 'F: """ ""ll'bri(, FU Fj(·~'tIlV. ... _' : :::= ~: ~ :;::;\ . ... ~ ;~;E;.::::.~ .~ :. .: ....~=:::]'=:::~, .:::: :-:::... ....... --::.::-:_--_ . . . . .........- . ..... ... _·""' .......... · c . _, -- - --. - ==·· =-:•• ~ r,-----_ J ~ 1_ . _ _ ~ _ ...- "'_ ~ _ ~~ ~-='~":=-- __ "'_ _ .._'"9< .,~ L "''''_ ,~ ....... ,::::: = ...,_ ..._--..... s' "' " ' 0' "~j ... . ._ , ~ :- ~ ..:.~ _ ;~-;;;.... -:'~'::'-:" ....... ..... ,.,...; ,.. ;,. ' ..... ==~.":,':..."':":.:... ~:'= ....... "",, ~ --- .~~- Lesson E- Reading • Lesson E contains the main reading text of the unit. • It occupies two pages tho ugh it is still designed for one lesson in class. • The text is always interesti ng and relevant to the students, and links with the topi c of the unit. • The text recycles the main grammar poi nts from lessons 8 and D. • Important new vocabulary is hig hlig hted in the text and practised in a foll ow-up activity and in the Workbook. ~ Introducti on .. " ,-.,,,,,_..,_ ....- _ --_ ..-_.. . .._.--00.,_. ....__ - -., -... _ ' "!:'-- - -:=:::::.-=.:::-...:...- ..... :... :::::,::-- .. =..'":"' "'::.. r ,:: -'::2=._ !~ == =':.:. _ ._-_ ..--------._--... -----• ..--.. __"' .-_--_ .. _--_. ... _-.1-------...·.... · _ ··---1_. ---~- " =~ _~ . :::-- - _ _ ..._ -._ . . .- .. .. _--:=..=-. __.._:=-! ._'-_-_._---:."':.'....... .-.,-_ ~ ----_ .-._ ._ - ---_-.._.-._.---..._--- ------_. _- " - ._---------_.._"--..... ,=.::==-:--. , ::...-. -_.._--_._.-. -.-------, ,-- ~ . _--_ I , =~:=...~ -_ ... . "'"'-:""I .=-: -_._ _-_.. ._..- ..--. . ...__.._-_.... .~ =":..=: .:... .. ,--- --_..- Lesson F - Everyday English Lesson G - Writing • Lesson F prese nt s a funct io nal dialo gue. • The lesson always incl udes listeni ng pract ice. • Ext ra vocabulary is presente d. if necessary. • Stud ents follow a clear guide w hen t hey prod uce the ir own dialogue. • Useful functiona l phrases are taught and practi sed . • The step- by-step app roach of ' presentat ion, pract ice and product io n' is suitable fo r mixed-abil ity classes and offers ach ievabl e goals. • _ -----_-..'._. _..... _--- ._ '.-__.__---_-----"::--=-:'= ...F':=" , .. ... _ - --- ._ ._ -._--.. ..-......._----- ....._.._.... . .._ .... ,-- ~_ _ __ _ _ _ ... "'-l!!_ ,io;; ~ _ :_:=:-.:::.~_ . 0 u 00 :~=:= 8 0B •_ _ ._ 0 '--"'.--_._ ,=:::."=..":...._ 8 8 Lesso n G focuses on wr it ing and normally involves one of the text types req uire d fo r the students' final exam. The ies son always begins by looki ng at a model text o r texts and st udyi ng the structure and formal. Students learn and practise usefu l phr ases. There is a clear w rit ing guide for th e student s to pro duce their own text. This supported app roach to writi ng increases students ' lin gui sti c confi dence. • • • • -..-.._--,..-._- - ,.._._.._--,-:=:0..----- ..- - ··'- -.. .~ •::::-=-_.._-_.. - -- ..'-. f~': , •_ _ ..... t ...-:;-, r , .·, --_. .:-= ....-_ ... _ - _ ... =.__" ...--- - "_ _ :===---:_ '-·:;;;;;:::---- - ' ''-- 1 ~-- .-::;= .._ .._---._-'-, "- -- -- ' -... 0_ -_- .·-·... • I "=..=._a.. , __ J _ :"-J_Z-:-_ • __ ._ '" . _ _ ~ Getready for your exam Language Review/Skills Round-up • There are ten Get readyforyourexam lesso ns (two afte r unit s I, 3, 5, 7 and 9) which focu s on exam skill s and prep aration . • The lessons incl ude exam tasks for readi ng. speaking and listen ing. • Each lesson incl udes activ ities to prepare stude nt s for t he exam tasks and provid e t hem wit h the language and skill s they need to do t hem successfu lly. • These lessons also recycle t he lang uage from th e previous two uni ts and li nk with the to pics. • There are five two -page reviews (aft er uni ts 2. 4, 6. 8 and 10) . • The fi rst lesson of each review is a Language Review of t he precedin g two unit s. • There are exercises focusing on vocabulary, gram mar and fun ctions. • The marks always total 50, so it is easy to monitor progress t hrough the book. • The second lesson of each review is a Skills Round-up whic h covers all th e precedi ng units of th e book. • The lesson includes practice of all fou r skills: li sten in g, read ing. wri t ing and speak ing. • The mate rial is cent red aro und a Hungar ian boy called Marton, who i s living and worki ng in Britain. Introduction ~ Tips and ideas Teaching vocabulary Vocabulary notebooks Encourage yourstudents to record new wordsin a notebook. They can group words according to the topic or by part of speech. Tell them to write a translation and an example sentence that shows the word in context. Vocabulary doesn't just appear on Vocabulary pages, You can ask stud ents to make a list of all the verbs that appear in a Grammar section , or to choosefive useful words from a reading text and learn them . Learn ing p hrases We often learnwords in isolation, but a vocabularyitem can be more than one word, e.g. surf the Internet, have a shower. Make students aware of this and encourage them to record phrases as welt as individual words. Revision Regularly revise previously learn ed sets of vocabulary. Here are two games you could try in class: • Odd one out. Give fourwords, either orally or written on the board. Student s say which is the odd one out. You can choose three words from one vocabulary set and one word from a different set (a relatively easytask) or four words from the same set, e.g. kind, confident, rude, friend ly, where rude is the odd one out as it's the only word with negative connotations. • Word tennis. This game can be played to revise word sets. Call out words in the set, and nominate a student to answer. The student must respond with anotherword in the set. Continue around the class. Students must not repeatany previous words . For example, with clothes : T: T-shirt 51: jeans T: sweats hirt 52 : top Teaching grammar Concept checking The concept is important. Do not rush from the prese ntation to th e practice before the students have fUlly absorbed the meaning of the new language. Yo u can checkthat they truly understand a new structu re by: • asking them to translate examples into their own language. • talking about the practice activities as you do them, asking students to explain their answers. • looking beyond incorrectanswers: they may be careless errors or they may be the result of a misunderstanding. • contrasting new structures with forms that they already know in Engli sh and in their own language. Practi ce Practice makes perfect. Learning a new structure is not easy, and students need plentyof practice. Use the extra activities in the Grammar Builders and on the MultiROM. Progression Mechanical practice should come before persona lised practice. This allows students to masterthe basic form and use first, witho ut having to think about what they are trying to express at the same time. Teaching reading Predicting content Before reading the text, ask students to look at the picture and tell you what they can see or what is happening. Yo u can also discuss the title and topic with them. ---;; Int roducti on Dealing with difficult vocabulary Here are some ideas: • Pre-teach vocabulary. Anticipate which words stud ents wilt have difficulty with . Put them on the board before you read the text wit h the class and pre-teach them. You can combine this with a prediction acti vity by putti ng a iist of words on the board and asking studentsto guess which oneswill not appear in the text. For example, for the text about kung fu on page 22 of the Student's Book, list th ese words: training practise kicking grandmother dangerous blonde fight Ask students to look at the pictures and tell you which two words they are not going to find in th e text (grandmother and blonde) . At the same time, check that they understa nd the other five words. • Having read through the text once, tell studentsto write down three or four words fro m th e text that they don't understand. Then ask th em to call out th e words. You can then explain or translate them. • Rather than immediately explaining difficult vocabulary, ask stude nts to identify the part of speech of th e word they don't know. Knowing the part of speech sometimes helps them to guess the meaning. • Afterworking on a text, ask students to choose four or five new words from the text that they would like to learn and to write these in theirvocabulary notebooks. Teaching listening Pre-li st ening This is an important stage. Li stening to something 'cold' is not easy, so prepare the students well. Focus on teach ing rather than on testing. Here are some things you can do: • Tell the students in broad term s what they are goingto hear (e.g. a boy and girl makin g arrangements to go out) . • Predict the content. If there's a picture, ask students to look at the picture and tell you what they can see or what is happening. • Pre-teach vocabulary. Put new vocabulary on the board and pre-teach it. Translating the words is perfectly acceptable. • Read throu gh th e exercise carefully and slowly before the students listen. En sure that the students understand both the task and all the vocabulary in the exercise. (You can check th at th ey understand the task by asking a student to explain it in th eir own language.) Familiar procedure It isn't easy to listen, read the exercise and write the answers all at the same time. Ta ke some press ure off the students by tellin g them you' ll piay the recording a number of ti mes, and that they shouldn't worry if they don't get the answers immediately. Tell students not to write anythi ng the fi rst time th ey iisten. Monitor While the students are listening, stand at the back of th e class and check that they can all hear. Teaching writing Use a model Ensure that the students understand that the text in Lesson G serves as a model for their own writing. Preparation Encourage your students to brainstorm ideas and make notes, either alone or in pairs, before they attempt to write a composition. Draft Tell them to prepare a rough draft of th e composition before they write out the final vers ion. Checking En courage them to read thr ough their composition carefuliy and check it for spelling mistakes and grammatical errors. Correction Establish a set of marks that you use to correct students' written work. For example: sp indicates a spelling mistake w indicates a missing word gr indicates a grammatical erro r v indicates a lexical error wo indicates incorrect word order Self correction Con sider indicating but not correcting mistakes, and asking students to try to correct them. Teaching speaking Confide nce buildin g Be aware that speaking is a chalie nge for most student s. Buil d their confidence and they will speak more; undermine it and they wili be silent. This means: • encourage and praise you r students when they speak. • do not over-co rrect or interrupt. • ask other students to be quiet and attentive white a classmate speaks. • li sten and react when a student speaks, with phrases iike 'Really?' or 'That's interesting'. Prep arati on Aliow students time to prepare their ideas before asking them to speak. This means they will not have to search for ideas at the same time as trying to express them. Sup port Help students to prepare their ideas: make suggestion s and provide useful words. Ailow them t o work in pairs, if appropriate. Cho ral dri ll i ng Li sten and repeatactivities, which the class does together, can help to buil d confide nce because the students feel less exposed. They are also a good chance to practise word stress and intonation. Project w o rk Provide on-going work for stronger students. You can giveyour stronger students extended tasks that they do alone in spare moments. For example, you could give them readers, ask them to keep a diary in English or work on a project. They can turn to these whenever they are waiting for the rest of the class to finish an activity. Correcting mistakes How much we correct should depend on th e purpose of the activity. The key question is: is the activitydesigned to improve accuracy or fluency? Accu racy With controlled grammar and vocabulary activities, where the emphasis is on the accurate produ ction of a particular language point, it's best to correct aU mistakes, and to do so immediately you hear them. You want your students to master the forms now and not repeat the mistake in later work. Fluency With activities such as role-play or freer grammar exerci ses it may be better not to interrupt and correct every mistake you hear. The important mistakesto correct in these cases are those that cause a breakdown in communication. We shouldn't show interest only in the language; we should also be asking ourselves, 'How well did the students communicate?'. During the activity. you can make a note of any serious grammatical and lexicai errors and put them on the board at the end of the activity. You can then go through them with the whole class. Self co rrect ion Give students a chance to correct themselves beforeyou supply the correct version. Modelling When you correct an individual studentalways ask him or her to repeat the answer afteryou correctly. Peer corre ct io n Yo u can involve the rest of the class in the process of correction. Ask: Is thatanswer correet?You can do this when the student has given a correct answer as weU as when the answer is incorrect. Teaching mixed ability classes Teaching mixed ability class es is demanding and can be very fru strating. Th ere are no easy solutions, but here are some id eas th at may help . Prep aratio n Try to anticipate problem s and prepare in advance. Draw up a list of the five strongest students in the class and the five weakest. Think about how they will cope in the next lesson. Which group is like ly to pose more of a problem - th e stronger stud ents because they'll fini sh quickly and get bored, or the slower stude nts because they won't be able to keep up? Think how you will attempt to deal with thi s. The Teacher's Book includes ideas and sugge stion s for activities and fillers for different abil it ies, Independ en t learn in g There is the temptation in class to give most of your attention to the higher-level students as they are more responsive and they keep the lesson moving. But which of your students can best work on their own or in pairs? It's often the stronger ones, so consider spending more time in class with the weaker ones, and finding things to keep th e fast-fl nlshers occupied whil e th e others catch up. Peer sup po rt If you are doing palrwcrk , consider pairing stronger students with weakerstudents. Introduction ~ lHIS UNIT INCLUDES • • : • YoaIbutary· alphab et • numbers ==,.... > describing people • time. days. months andseasons Grammar· be • possessiveadjec:tives • demonstrative pronouns . have got Speaking· introducingyourself Writing. a descriptionof a friend or family member WORK,.OOk pages4-7 Saying hello LESSON SUMMARy • • • • • FunctionalEnglish: introducing yourself Ustenlng: short dialogues Exercise 6 • page 4 g 1.04 Play the nu mbers fo r st ude nts to list en to. then model the pronunciation for them to repeat in groups of 3-4 numbers (e.g. 1, 2,3 - 4 .5 .6, etc.) . With a weaker class . di spl ay the numberswritten as words on the board. OHP or a poster and have students practise in pairs. Vocab ulary: letters and numbers Speaklng: introducing yourself Topic: people Transcript 1.04 "in.ijniill To do the lesson in 30 minutes, have only a few pairs actout their dialoguesin exercise 12. 1.2. 3. 4. 5.6. 7. 8. 9.1 0. 11. 12. 13. 14. 15.1 6. 17.1 8. 19. 20. 21. 22. 23. 30.40.50 .. Lead-in Exercise 7 • 4-5 m inutes If th is is your first lesson w ith this class. ask everyone to tak e a piece of paper and write down as many Englishwords as theycan remember in one minute. If some students seem at page 4 • Again, in a weaker class students may need to see the numbers in ord er to repeat them. With a stronger class, see how quickly the y can do it (yo u may wi sh t o rep eat th e activity a few times, faster each time). You can also decide that anyone who makes a mistake has to pay a forfeit, for example, say the name of an En glish song, say the name of three countries where En glish is spoken, etc. a loss. po int out that t hey might. for example. know ti tl es of songs in Engli sh. Share idea s as a class. ask ing each student to read out a word from their list.They must not repeat a word that has already been said. Exercise 1 • Exercise 8 page 4 Draw students' atte nt ion to the photo. Ask the questi on in th e book and help wit h comprehension if necessary. by sayi ng • forexample: How old is he / she?R{teen. sixteen. seventeen. eighteen? You could writethe numbers on the board as you page 4 g 1.05 Play the recordin g twice . then ask students if t hey need to listen agai n. Play it again if requ ired. Finally play the recordingto check, pausing after every name has been spelled and wr iti ng it on th e bo ard. speak. Stude nts guess th e ages of the people in the photo. Exercise 2 KEY g 1.01 • After playing th e dialogue ask : So, how old is Ben?How old is Francesca?You can ask a few students: How old are you? Exercise 3 • page 4 page 4 g 1. 0 2 Play t he al phabet for students to listen to. t hen mod el it forthem to repeat in groups of 2-4 letters. St ude nts repeat cho rall y and individ ually. • Point out the easilyconfused G and J. and suggest some abbreviat ion s w hich th e stud ents may know and whi ch may be used as mnemon ics: for example. OJ or GPS. g Exercise 4 page 4 1.03 • Play the record ingtwice, pausing after each name. If stud ents haven't written all the names, play the recording as many times as they need. Finally. write the names On the board. saying each letter aloud as you wri te it . Transcript 1.03 Russell Crowe Whitney Houston Exercise 5 • -~ Catherine Zeta Jones RogerFederer page 4 Student s t hink of the name s of up to th ree famou s peopl e. They can write t hem down if the y wish. (Spelli ng out wit ho ut seeing the wo rd is ext remely difficult for visual learner s!) As they spell the names out, circulateand monitor. If someon e cannot guess a name, their partner has to spell it again, loudly. clea rly and slow ly. The othe r per son can wri te if It helps them. Introduction Unit 1 Name: Age: 2 Name: Age: Name: Dafydd Age: 15 Nam e: Katharine Age: 16 Siobhan 15 Abdulla h 17 Transcript 1.05 1 Siobhan Hello. Myname's Siobhan. What'syourname? Dafydd Dafydd. Nice to meet you. Siobhan Nice to meet you too. Dafydd How do you spell your name, Siobhan? Siobhan $-I·O-S-H-A- N. How do you spell yourname? D-A-F-Y-D-D. How ald areyou, Siobhan? Dafydd Siobhan I'm 15. Howold areyou? Dafydd I'm 15 too. 2 Abdull ah Hello. My name's Abd ullah. Niceto meet you. Katharine Hi Abdullah. Nice to meet you too. I'm Katharine. That's K-A-T-H -A-R-I-N-E. How doyou spell your name? Abdull ah A-B-D-U-L·L·A·H. Kat harine How old are you , Abdullah? Abdulla h I'm 17. Howald are you? Katharin e I'm 16. Exercise 9 page 4 • Stud ents do the task individually and compare answers in pai rs. Check as a class. KEY 1 b 2 d 3 a 4 c Exercise 10 page 4 • Lead-in 2 min utes • As k a few students the question: How old afe you?This is revision of the previouslesson, but it will also lead in into this lesson. Aftera few students have told you their age, name a few students and say: So, you are 16. And he is 15. She is also 15. They ore 15. Explain that today's lesson will be on th e conjugation of th e verb to be. "1.06 • Work on the pron unciation of the questions. Play each one several times and ask students to repeat chorally and individually, paying att enti on to th e follo wing features: Each question is one tone unit, which means it should be pronounced 'like one word', without stopping: 'Howo/dareyou?' (it is not necessary to teach students the term 'tone unit'). In each question there is a stressed word - the one that carries the key meaning: What's your name?How old are you? Practise the question intonation . You may also point out that the sentence stress in How old Ofe you? changes when the second person asks the question: Howold are you?I'm 16. Howold are YQ!!. ? Exercise 1 page 5 • Draw students' attention to the photo. Say something like: See - this is Ben from lesson A. Students read the text and answerthe question s. Check answers with the whole class. KEY 1 T Exercise 11 page 4 • Students work on their dialogues. In a stronger class encou rage them to try without writing the dialogues out in fu ll. Heip t hem practise t he phrases, but don't insist if t hey find it hard to do everyt hing orall y. page 4 • Depending on time and on students' patience, have 3- 5 pairs act out their dialogues in front of the class. Choose pairs who speak fai rly ioudly and clearly. Give feedback : praise good performances and correcta few mistakes (especially concerning pronunciation or the language from this lesson). * : Ask students to say the alphabet around the class. If it ' : proves too easy and nobody makes any mistakes, ask : them to say the alphabet backwa rds. Whoever makes • * a mistake (gives the wrong letter or pronounces it ~ Incorrectly) must pay aforfelt. The real activity is doi ng the '" forfeits,so make sure there"are quite a few. Here are some • ~ ideas for what students have to do for forfe its : : 1 Say three Engl ish names used by men/ wom en. : 2 Say the name of a country in English. : : 3 * Say the names of tWO cities in Britain . ::4 ' Say two titles of songs in English. · 5' Say the title of a'fiIm i n Engl ish. • Lesson outcome Ask students: What hove we talked about today? Eli cit: introductions or saying hello or saying how old you are. Ask stude nt s to repeat the alphabet and count from 1 to 20. Draw students' attention to the lesson statement: Jean introduce myself. F 3 F Exercise 2 Exercise 12 :OPTIONAL ACTIVITY 2 pag e 5 • Rem ind studen ts that be is the infinitive. Ask them to do the tasks. When checking, ask for equi valents of the forms In th e st udents' own langu age. Point out the short answers and emphasise that they are used a lot. KEY 1 2 • ' m / am is 's / 3 4 ' re / are 'rn not / am not 5 6 isn't / is not aren't / are not LANGUAGE NOTE - USAGE ••• Contra ctions (short forms) of th e verb to be are present ed here and used throughout Solutions. Point out to students that cont racti ons are almost aiways preferred in fluent speech and i nforma l wri ti ng and that the use of the full form sounds unnatural. l •• Exercise 3 pa ge 5 • Make sure students understand what they have to do: complete the sentences so that they are true about them. Help wi t h any language t hat needs expla ining (for exampl e: bag, yellow, cold, hungry). • Go over answers with the whole class. Where two different answers are possible, try to find stud ents with different answers and ask them both to read their sentences. KEY 1 2 3 am / am not are I aren't are 4 5 6 is / isn't aren't is / isn't 7 B am / am not is / isn't Exercise 4 • L ES S O N S UMMARy • • • • • Grammar: be, possessives, pronouns Reading:a short personal profile Speaking: asking and answeringabout personal information '-iI,.ljuM'" To do the lesson in 30 minutes, do exercises 2 and 6 as 0 class. Ifyou oreshort of time, you could splitthe questions in exercise 5, so that each student in a pair answers half of the questions. page 5 Explain thirsty and any other unknown vocabulary. In a stronger class, refer students to the table in exercise 2, and ask them to look at how questionsare formed . In a weaker class , talk through the stru cture together, and do the fi rst one or two questions as a class. Students do the task individually and compare answers in pairs. Check answers with the wh ole class. KEY 1 2 3 4 5 6 7 Are you 15 years old ? Is Ronaldin ho your favou rite footballer? Is our teacher in the classroom ? Are we from Hungary? Is Julia Roberts your favourite actres s? Are you th irsty? Are your friends at home? Introduction Unit ~ Exercise 5 page 5 • Do the first two or three questions in open pairs (two stud ents ask and answer and th e rest of the group listen s) to make sure they are getting it right. Insist on answers in the form Yes, I am / No, J'm not + the correct information as opposed to just yes and no. Students continue in closed pairs. Circ ulate and monitor. .. l ead-in 4-5 • If you've got a sister or brother, show the class his/h er photo and say: This is my sister. Ask st udents around th e class: Have you got a sister?Have you got a brother? Report the stude nts' answers to the class. If you haven't got any siblings, you can start by ta lk ing abou t your dog, cat, bike, etc. Finally, write on th e board: have got and say th is is t he topic of the lesson. Exercise 6 page 5 • Explain what possessive adjectives are. You can ask a few students Questions like: Is this yourpen?No it isn't?Oh, is it his? (with gestures to indicate your meaning). Students look back at the t ext in exerci se 1 and fill In the table indi vid ually. Check with the whole class. mi nut es Exercise 1 page 6 "1.07 • Tell students they are going to hear a conversation between Ben and Francesca. Focus students' attention on the photo and ask them to read the task. Play t he recordin g on ce. Allow a moment for everyone to finish answering and then check as a class. KEY 1 my 2 her 3 our KEY 1 hasn't 2 has 3 haven't Exercise 7 • page 5 Demon strate the meaning of demonstrative pronoun s using objects in the classroom, for example: This is my bag. These are markers. That's a map of Britain. Those are posters. • Students read the Learn this! box. Check understandin g by eliciting some examples from the class. Ask stude nts why they have used this, that, these, or those - Is the abject close or further away? Is there one object or more than one? • Students look at the pictures and write questions. Check with the who le class. • Practise the pronunciation of /3/ - show how the sound can be produced by putti ng t he tip of the tongue against or even between t he teeth . Exercise 2 page 6 • Students read the instructions and complete the table. In a weaker class , go through the dial ogue togethe r first, and underline the examples as a class. • To check, either have students write the answers on the board, or displ ay the completed chart on an OHP. • Explain that 've and's are short forms of have and has. Point out that nearly all the form s are the same, just one is different. Which one? When students answer (he/ she/i t has), you may choose to tell them that they will later find tha t a lot , but not all, of third person singularforms end in - so KEY KEY 2 3 4 5 Are those your books? Are these your trainers? Is t hat your bike ? Is th is you r CD? 6 Are these your pencils? Dialogue: They've got a lovely hou se, Have you got brothers or sisters? I haven't got a sister, but I've got a broth er. He's got blue eyes, but he hasn' t got fai r hair. Have the y got children? Tabl e: 5 hasn't 3 Have 1 has 6 haven't 4 haven't 2 have .. lesson outcome Exercise 3 Ask student s: Whathave we talked about today? Try to elicit: to be; my. your, his, her, this. that or possessives and demonstrative pronouns, but accept any answer that refers to the content of the lesson . Briefly revise the conjugation of to be. Drawstudents' attention to the lesson statement: I can ask • and answer questions. KEY 1 2 3 4 5 page 6 Read the examp le and do th e first two sent ences wit h t he whole class as a model. With a stron g clas s, you can do t he exercise orally. With a weaker class, check any unknown vocabulary fir st and do a few exampl es togeth er. He's got a bike. He hasn't got a computer. He's got a pet. He hasn't got an MP3 pl ayer. He's got a skatebo ard. Exercise 4 LESSON SUMMARy • • • • • Grammar: havegot Vocabulary: personal appearan ce Listening: short dialogue Speaking: talkingabout what people have got and what people look like Writing: a shortdescription of a family member Topic: people L,:ul;J"'" To do the lesson in 30 minutes. set exercise 7 and possibly exercise 3 as homework '~~ 12 / Introduction Unit 6 He' s got a watch. 7 He's got a mobi le phone . 8 He hasn't got a DVD player. page 6 • You maywish to ask students to work with partners they don't kno w very well (oth erwise they are lik ely to know t he answers to all the questions the y ask), but thi s needs to be handled sensitively. Some of the questions are about quite expensive possessions, and it is important that nobody should feel embarrassed by having to make statements abou t th eir material stat us. If you th ink this is likel y to be a problem, t ell st udents that they don't have to te ll the t ruth , they should focus on practis ing t he language. Exercise 5 • • pa g e 6 Ask st ud ents around the clas s for the mean ing of the adjectiv es in the table. Accept t ranslation s. The ord er of adjectives before hair need s to be poin te d out. Put th ese exampl es on the board : He's got long, black hair. She's got short, curlyhair. He's got straight, fair hair. Now ask studen ts to put t hese th ree adjec tives In t he rig ht order befo re the wo rd hair: She' s got wavy/ dark / lang ha ir. (Answer: She's got long, wavy, dark hair.) • When t he words have been stu d ied and the ir pronunciati on and orde r pract ised, stude nts can go on to de scribe t he fi rst photo. Then let stude nts t alk abou t the remain ing one s in pairs. Circulate and mon itor, help with sentence-buil ding and pron unciat io n. Finall y, ask a few stu de nts to descri be the pho to s to t he who le ciass. Give feedb ack: prai se good sentences. correct errors in target language (has got and t he appearance wor ds). Exercise 6 • page 6 You may wish to specify t he num ber of q uesti on s each pair shou ld ask, for examp le, on e abo ut each person in t he room, or one with each word, or a tota l of 10. • Infor m t he class of t he lesson top ic. It wouLd be good to have a calendar with t he names of th e days and month s in Engli sh on th e wall in your classroom. Exercise 1 • page 7 "1.08 Ask st udents to open the ir books and look at th e clocks (yo u may wish to teach clack) . Piay th e recor ding once for st udent s to li sten, and th en again, pau sing afte r each t ime for them to repeat. Exercise 2 • page 7 "1.09 Make sure everyone und ersta nd s what t hey have to do . Play the recordin g th rough once, th en again, pausing aft er each t ime. Ask a st udent to writ e each tim e on the board in numbe rs: 4.00, 7.4 5, etc. (If you are sho rt of t ime, writ e them yourseif.) KEY '(9 Exercise 7 • • • page 6 Remind stud ent s of the language they can use in writ ing t he desc riptio n: He is / She is x years old . (Lesson B) He's got /She 's got... (the featu res li sted in exercise 5). Tell st udents it is also possibl e to say: Her eyes are blue. His hair is lang and dark. (Point out t hat hair is not plura l - in English it is seen as one subs tance, one mass of somethi ng.) If the w riting is set as ho mework, you may encourage students to in clud e a photo w it h the description. 4 5 6 .. Lesson outcome Ask stude nts : What have we to/ked about today? Elicit : have got and appearance. Ask everyone to say one word t hey learned from t he lesson. Draw student s' attent io n to the lesso n stat eme nt: Ican describe people. G Transcript 1.09 four o'clock quarter to eight five past ten half past six twenty to eleven quarter past t hree Exercise 3 • page 7 "1.10 Allow a moment for students to read the instructio ns, t he dialogue and t he words in t he box. Make sure everyo ne unde rstands w hat t hey have to do. Check answ ers by getting a pair of confident students to read out t he dialog ue. KEY LESSON SUMMARy • • • • • 1 Excuse 3 to VocabuLary: time, days, months, seasons 2 time 4 very 5 welco me Functional English: asking for and telling the time Speaking: talking about time, days, months and seasons LANGUAGE NOTE - SAYING THE TIME To say a t ime when t he minutes are not a multiple of five, t he wo rd minutes must be added, e.g, It's twaminutes past ten not It's twa past ten. wr,UUjJlj.. 1 To do the lesson in 30 minutes, set exercise 10 as a writtenexercise forhomework. .. Lead-in • 2 minutes Write the date on the board, fi rst as numbers, th en as wor ds, e.g.: 15/09/2009 (Wed) - Today is Wednesday, the fifteen th of September two thousand and nine. • • Read aloud what you hav e written. Writ e the t ime, fi rst as numbe rs, t hen as words , e.g.: Exercise 4 • page 7 First practis e readi ng th e dial ogue from exercise 3 in open pai rs several t imes (tw o stud ents sitt ing in different places read, the rest of t he class li stens). Work on intonation. You 10.10 - It is ten past ten. Introduction Unit ~ may play the recording again. When you feel students have had sufficient pronunciation practice, ask them to talk about the times in this exercise. Circulate and monitor. Exercise 5 page 7 • Ask stu dents t o look at the task and read th e instructions. Ask them to pick out a few words which are days of the week and a few which are months. • Students workon the exercise in patrs.Itvou have a calendar with those words in English. encourage them to walk up to it and use it as a resource. You may want to introduce a certain conditio n: they can walk up to the calendar, but they must not take th eir note books with them. Inst ead. th ey must remember as much as th ey can and the n go back to the ir desks and write it down. Exercise 6 page 7 "1.11 • When everyone has finished exercise 5, play the part of the recordi ng with th e days of the week. Play it through for students to check their answers, and then again, pausing after each item for them to repeat. Point out the silent letters in Wednesday and practise the pronunciation of Thursday. • Repeat th e same procedure with the names of the months. Point out especialiy the pronuncia tion of the Au in August - not /ao/ but /0:/. Transcript 1.11 Days 1 Sunday 2 Monday 3 Tuesday 4 Wednesday 5 Thursday 6 Friday 7 Saturday Months 1 January 2 February 3 March 4 April 5 May 6 lun. 7 July 8 August 9 September 10 October 11 November 12 December Exercise 7 pag e 7 • Give students a minute or two to look at the pictures. Then ask them to match the pictures with the seasons. KEY 1 spri ng 2 summ er 3 autumn 4 winter Exercise 8 page 7 "1.12 • Play the recording and checkstudents' answers to exercise 7. Then students repeatthe seas ons chorally and individually, Pay special attention to the pronunciation of the Au in autumn - not /ao/ but /0:/, just as in August. Exercise 9 pag e 7 • Students discuss the months and seasons in pairs. Check with the whole class. OPTIONAL ACTIVITY - MONTHS AND SEASONS You may bri ng four big photos showing the four seasons (cut out of calendars) and attach them to the board with magnets. After exercis e 8, ask four students to come and writ e the names of the seasons on the board under th e photos. Afte r exercise 9, ask 12 students On turn s - fou r at a time) to come to the board and wri te th e names of the months under the names of the seasons. The stud ents then return to their seats. Discu ss the answers on the board with the class - are they accurate? . ". . 141 Introduction Unit Exercise 10 page 7 • Students may ask and answer the questions with the classmates theyare sitting with, or you may ask them to stand up and ask each question of a different person. .. Lesson outcome Ask stude nts: Whathave we talked about today? Elicit: time or days of the week, months and seasons. Ask seven students to say the days of the week in order, then twelve to say the months in order. Draw students' attention to the lesson statement: I con ask the time and talk about the months of the year. THIS UNIT INCLUDES &4 *:~~U: la ry . • • ,. ,:- f?mlly. possessive's . plural noun.fo rms • everyday activi ties ;;;: s~ andhobb~ .da tes ~ .-present simple affirmative andnegative ft" ldn$. talkmg aboutramilyand friends. introducing friends . talking about ' etV~ay activitIes • an informaHetter pages8:"" 14 Family and friends Exercise 5 LESSON SUMMARy • • • • ~ Vocabulary: family members Listening: description of a social network Grammar: possessive 's sin gular and plural Speaking: talking about family and friends Topic: family life and relationships page 8 • Write on the board: my uncle's wife. Ask: Who's my uncle's wife? hoping to elicit: Your aunt or Aunt. • Allow a minute for students to study the Learnthis! box. With a weaker class, write on the board: my dad's car and my parents' car, po int to the apostro phe in th e different positions, and say: singular - plural. • Students compiete the puzzles. Check with the whole class. ..,n,13IMII1 To do the Jesson in 3 0 minutes, set Vocabulary Builder (part 1) exercise 4 as homework. Limit the number of questions in exercise 6 to 2- 3 and set exercise 8 as homework tao (exercise 9 will then provide a method of checking that piece of homework in the next lesson). KEY .. Lead-in 2 minutes • With books closed, inform the class of the lesson objectives by saying: Taday's topic is family. Write family an the board. Ask: Do you know any words for members of the family! people in the family? If students don't unde rstand, prompt them: For example. 'mother' or ... 1 Write any words the students say an the board around the word family. Exercise 1 pag e 8 • Stud ents fill in the chartindividually or in pairs. If possible, dictionaries should be available. • Elicit the fact that the word cousin is the same for boys and girl s. KEY 4 moth er (or aunt) 5 niece 6 brother 1 uncle 2 uncle 3 cou sin . ~ LANGUAGE NOTE - POSSESSIVE'S • . ff a name ends in s, it is possible to add 's or just an - apostroph e, e.g. Chartes' sister or Charles's sister. In bot h cases the pronunciation isl rtJ. Exercise 6 page 8 • With a weaker class specify: Write 2 or 3 more questions. • With a strongerclass, you can provide a mod el li ke this: Who is my father's granddaughter's mother? (answer: you - for a girt; or yourwife - for a boy; or yoursister, or yourbrother's wife) or: Who is my son's brother's mother? (answer: you - for a girl; or your wife - for a boy) • Yo u may start with the whole class - two or three students ask a question each, the whole class answers. Afterthat, students ask and answer in pairs. A: aunt, cousin, daughter, granddaughter, grandmother, mother, niece, sister, wife 8: brother, cousin, father, grandfathe r, grandson, husband, nephew, son, uncle cousin is in both groups For more practice of family vocabularyand possessive 's, go to: Exercise 2 KEY page 8 "1.13 • Play the recording once, pausing after each item for students to repeat cho rally and individually. Poin t out that the final -r in mother, father, sister, etc. is completely silent, at least in British English. (Students are likelyto have some experience of American English pronunciation from films, etc.). • If students' pronunciation needs corre cting, repeat the words yourself as many times as is necessary, so that they have a model to imitate. Exercise 3 pag e 8 "1.14 • Play the words for students to hear. You can aiso model th e pronunciation yourse lf. Aska few students to repeat. Vocabula ry 8uilder (part 1): Student's Book page 128 1 1 broth er 2 grandmother 3 niece 4 husband 5 aunt 6 grandson 7 nephew 8 cousins 2-3 Open answers 11 3 That's Jane's skat eboard. 4 5 6 7 8 9 10 John is at his cou sins' house. Have you got Mark' s MP3 player? The dog' s ball is under the tree. What's Maria' s pho ne num ber? Where are the students' books? These are Peter's pens. That's my grand paren ts' house. KEY grandmother Exercise 4 husband son uncle brother grandso n page 8 "1.15 • Play the recording once for students to check their answers; the n play it again and have them repeat the words individ ually. Pay allention to the pronun ciation of I A!. Exercise 7 page 8 "1.16 • Draw students attention to Laura's network. The 'ME' in the middle is Laura; she has classified the people in her life into threedifferent categories: school, family, free time. • When students have identified the categories in the picture, you maywish to ask them: Would yourcategories be the same or different? Help students to put their ideas into words. Play the recording. Unit 1 • My network ~ KEY voll eyb all te am: Hannah f rien ds: Pete: Amy's cousin, Jake music grou p: Moll y fam ily : Mark and Lucy: Sam favourite teachers: Mr Baker Transcript 1.16 Hi! I'm Laura. I've got one brother, and hisname isSam . I haven't got a sister, but I've got two cousins - Mark and Lucy. Our house is near the centre of town . I'm a student at Whiteside Secondary School. It's OK. My favourite teachers are Mr Baker and Miss Blair, and my best friends areTina, Pete and Amy. Amyhas got a cousin - Jake. He's really nice! My hobbies arevolleyball and music. I'm in a volleyball team. Ourtwo best players areJanice and Hannah. I'm also in a musicgroup with two friends, Bob and Molly. Exercise 8 page 8 • If the class are artistic, you may wish to provide them with large size paper, allow more time and possibl y disp lay the results on the walls. If time's short, this exercise can be don e at home. Materials: One copy ofthe worksheet per pair of students (Teacher' s Book page 123) • If necessary, brie fly revise fami ly vocabu lary by draw ing a family tree on the board and elicitingthe words to describe the relat ionsh ip between th e family members. • Divide students into pairs and hand out t he wo rksheets. Ask them to sit so that they can 't see their partner's worksheet. Students fill in the missing names and ages in the family tree byasking and answering questions in pairs . • Demonst rate the activity by taki ng the part of Student B and aski ng e.g. Who's Tony's father? Stude nt A: He's Peter. Student B: Howald is he? Student A: He's 74. • Tell studen ts to ask all their questions in relation to Tony. When t hey have fin ished they can look at t heir partne r's worksheet to check their answers. • Next ask students to draw theirown family tree and then talk their partner through it givingextra information, forexample, Adam's my brather. He's 19. He studies at university. Exercise 9 page 8 • Provide a model first. Put 3-4 names of real people from your own network on the board and encourage students to ask: Who's ...? Write the names your family and friends use normally, to show st udents th at there's no need for artificial English names just because you're speaking English. • Whenever students do an activity in whichthey scribble a few words which are only important to this one exercise, try to provide scrap paper, and train them not to put such irrelevant notes in their notebooks. The notebook should be a resource and contain inform ation of lasting value. For wor k on pl ural forms of nouns, go to: Vocabulary 8uilder (part 2): Studen t's Book page 128 LESSO N SUMMAR Y Grammar: present simple: affirm ative Speaking: making statements about you rself and your family "iUIliU.... To do the lesson in 30 minutes. read the text in exercise 1 aloud with students following it in their books, do exercise 4 as a class, and set the Grammar Builder as homework. .. Lead-in KEY 5 1 noses 6 stories 2 watches 3 boxes 7 leaves 6 foot - feet to ot h - teeth 4 videos 5 tomatoes child - children person - people man - men woman - wome n 7 2 Th ese potatoes and tomatoes aredelicious. potato, tomato 3 Where are those men and women from? man, woman 4 She's got bi g eyes, and beautiful, white teeth . eye, tooth 5 Th e c h il d r~.!l's dictionaries are in the classroom. child, dictionary 6 Have you got nephews and n i e c ~ ? nephew, niece 7 The glasses are on the ,,-helves in the kitchen . glass, shelf B 1 babie s 2 feet 3 watches 4 keys 5 sandwic hes 6 knives 2-3 minutes • Write on the board: present, past, future . Ask if students knowwhat thesewords mean. (Accept answers in the stude nts' own language.) • Write the sentence I live in (insertthe name of your town! city / village) . Ask: Is this present, past or future? After eliciting present, erase past and future from the board, so that what's left is: present - I liv e in (town) . Add t he word simple after present and say: Today, we're going to learn a tense called the present simple. Exercise 1 page 9 • Draw students' attention to the picture of Th e Simpsons. Elic it some names of his family members. 7 child ren KEY His dad's name is Homer. His mum's name is Marge. He's got two siste rs called Lisa and Maggie. .. Lesson outcome Ask students : What have we talked about today? Elicit: family . Ask: Can you give me some words forfamilymembers? Praise the students who come up with the more sophisticated ones, such as cousin, niece, grandfather, etc. Draw attention to the iesson state ment : I can talk abo ut people I meet regu lar ly. Notes forPhotocopiable activity 1.1 Who'swho? Pairwork l anguage: possessive '5 , family vocabulary, num bers 1 - .". 16) Unit 1 • My network Exercise 2 page 9 • Asstudents read, monitor to see whether they're copingwell with the text. Does everyone understand lazy, classmates, power station, and studies hard? If some students do not know these words, maybe oth ers do and can explain / t ransla te them . Wit h a weaker class , be prepared to explain the vocabu lary yourself (e.g, Ifyou don 't like work, you 're lazy. Daniel, Marta, Eva and so on are yourclassmates - people in the same class). With a stronger class , ask students to usetheir dictionaries. Exercise 3 page 9 • Draw students' attention to the table. Yo u may wish to mention that Engli sh verbs are quite easy in one way, as many forms are the same: / work, you work, we work. Ask stud ents to lookfor the third person singular in the text and see whether it is the same too. • After checking this part of th e exercise, read th e box that outlines the use of the presen t simple. Quote sentences fro m the text as exam ples: Eleven million Americans watch it every week. (something that happens regulariy); The Simpsons live in Springfield (something that is always true). KEY works Exercise 4 page 9 • Students work individually. Fast finisherswrite one more sentence said by a member of the Simpson famil y. They can rea d their sentences aloud and the whole class guesses the pers on who says the sentence. Check answers as a class. KEY 1 work - Homer 2 go - Lisa 3 studies - Ba rt 4 stays - Homer 5 li ke - Bart 6 live - Marge For further practice of the present simple (affirmative), go to: Grammar Builder 1 B: Student's Book page 108 KEY lsi or IzI: doe s, dri ves, hates, list ens, looks, loves, speaks, stays, tell s /rzJ dances, teaches. was hes Exercise 7 page 9 • Point out to students that some of the forms used will be th e third person singular, e.g. (elicit:) lives, and others wil t be ot her form s, e.g. (eli cit :) we gao • As students do the exercise, monitor and make sure they understand next door and get up. Be prepared to explain. • Ask two students In turn to read th e text aloud. Help with pronunciation, especially of the present simple third person form s: lives, goes, etc. KEY 1 lives 2 go 3 walk 4 goes 5 gets up 6 finish 7 listen 9 hates 10 thinks 11 loves 8 like Exercise 8 pag e 9 • Model the activity. Have one true and one false sentence about yourself or a memb er of your famil y prepared. Read your sentences to the whole class and ask: Isthis true? Students then work on their own sentences. • Fast finishers write more sentences. Exercise 9 page 9 • Students talk in pairs. Circulate and monitor. KEY 1 2 watch es 3 goes 4 flie s 5 does 6 likes 7 finishes 8 plays 2 1 watches 2 does 3 finishes 4 goes 5 stud ies 6 plays 7 likes 8 flies 3 2 3 4 5 6 7 .. Lesson outcome Ask students (in thei r own language if necessary): What tense have we looked at today? to elicit: The present simple tense. Con duct a brief drill, using verbs from the lesson. Draw students' attention to the lesson statement: / can talk about my family and friends. My brother loves pizza . We go to school by bike. My classmates like me. His gran dmother speaks French. My cou sins and I play footbail. My friend 's aunt lives in NewYo rk. 4 1 reads 2 speak 3 live 4 work 5 drive 6 teaches The Royal Family 7 cooks 8 get up Exercise 5 page 9 "1.17 • Students repeat the third person forms ind ividually. Make su re they differentiate between lsi in e.g. likes and IzJ in e.g. plays. Explain that the syllable IIzI is added aft er Is/,/zI,/II, Itl l after which lsi wouid be diffi cult to either pronoun ce or hear. Exercise 6 page 9 "1.18 • Play the recording 2-3 times, depending on students' respon se. • The table requi res them to differentiate between just two categories: /s/ or /z/ and /lz/. However, when they have listened, you may want to ask them to repeat the verb forms. Insist on correct pron unciation of the final consonant /s/ and / z/ or the flnal syllab le /IZ/. LESSON SU M M A RY Readi ng: a text about Queen Elizabeth II listening: interviews Speaking: talkingabout the British Royal Family Topic: culture ""n"ill... 1 To do the lesson in 30 minutes, ask students to read the text forthe {irst time and do exercise 2 at home. .. Lead-in 2 min ut es • Before students open their books, ask them if they know any names of Briti sh kings or queens from history. Then ask for names of contemporary members of the Royal Family and anything students know about them . Exercise 1 page 10 • Students loo k at th e photo s and do th e task. If they find it interesting, you can ask them to draw a family tree of the three generations of the Royal Family shown in the pictures. Unit 1 • My network po KEY Exercise 4 1 Elizabeth 2 Philip 3 Charles 4 Camilla 5 Diana 6 Willi am 7 Harry • CULTURE NOTE - THE ROYAL FAMILY Camilla Parker·Bowles had a relationship with Prince Charles for many years before marrying him in April 2005 . The maj ority of th e British public supported the marriage, despit e Princess Diana's great pop ularity. J Diana, Prin cess of Wales, was t he first w ife of Prince Charles. She was t he mo st po pular member of th e roya l family and was often referred to as Di. She died in a car accide nt in Paris while trying to escape photographers. • pri nce Philip, Duke of Edinburgh, is th e Queen' s hus band. He is well·kn own in Brita in for maki ng jokes during pub lic visits that can some times cause offence. Prince WllUam is t he first child of Charles and Diana. He is th e second in line to the British throne. He stud ied Art ~ Histo ry at univers ity and t hen changed to Geography. He joined hi s younger brothe r in the army in 2006 . Exercise 2 go over them wit h the w hole class. If there are any w rong answers, discusswhy, for example, Why is 0 The Queen's job' and not 'The Queen 's travels'? - Because only one sentence is about travels, and the whole paragraph is about various types of work. KEY A Introduction B The Queen's home C The Queen's family D The Queen's job E The Queen's free time Exercise 3 page 10 • Stud ents read the text more carefully now and answer the questions. Do the firstone as a class. The word charity may need explaining. KEY 1 T 2 3 4 5 T F Prince Phil ip i s the Queen's hu sband . F Camil la is Charles' s w ife. F The Queen meet s t he Prime Mi nister every week I Tuesday. F She goes to the horse races in May and June. ~ Unit 1 • My network 3 castl e, palace 4 cent ury 5 monarch 6 discuss Exercise 5 • page 10 "1.1 9 Before pl aying t he recording, check unders tand ing of the statements and the task. With a weaker class, read the opinions with the whole class. Expensive and modern may need explaining. Play the recording through once. Then play Speake r I only and ask how man y of the opinions listed in the task she expresses. If more than a few students are not sure, play Speaker I agai n. Ask a studen t whic h op inions the old lad y expressed. Follow t he same pro cedure for Speakers 2 and 3. KEY They're a bit boring . 3 They're very expensive. 1 I like read ing about them . 2 They wo rk hard. 3 They aren 't modern. 1 Th ey have interesting lives. 2 Transcript 1.19 page 10 • This may be the first time some of the students have seen a task of this type, so explain it to them, pointing out especiallythat there is one extra heading, which does not fit anywhere. Allow students to compare answers in pairs, then """" KEY 1 at the moment 2 prince is in t he Briti sh army. 6 like: Can you give me the name of a famous monarch? Do you remember which century he/ she lived in? Prince Charles, t he Princ e of Wales, is the fi rst son of Queen Eti zabeth II. He is expected to becom ethe next Briti sh ki ng. He is we ll known for his interest in architecture and his concern for the envir o nment. Prince Harryis the youngerson ofCharles and Diana. He I pag e 10 Students go t hrough the t ext again. Let t hem compare answers in pairs, then checkwith the whole class.When checking, pay attention to the pronunciation of century (weak vowel) and monarch (li na l zk/) . You can rein force t he words by asking questions about the students' own country t Int. Do you think the royal fam ily is important? Woman Important? No! They'revery expensive. Int. Really? Woman Yes. We spend miiiions of poun ds on them. And they aren't mod ern . Th ey're old-fashioned! I want a republi c! What doyou thinkof the royal family? 2 Int. l love them. I like reading about them in newspapers Man and magazines. Soyou thinkthey're important? Int. Oh, yes, very important. They have really interesting Man lives. Wh at do youthinkof the royal family? 3 Int. Man Th ey're OK, I suppose. So you don't really like them. Int. Well, I don't mind them . They're a bit boring, but they Man work hard . Exercise 6 pa ge 10 • If a student says a sentence that's true but incorre ct, help them correct it. If a student says a sentence that's correct but false, ask the class: Is that true? and let them try to correct it. If a student says a sentence which is not a st atement of fact, but an opi nio n (such as, They have interesting fives.) accept it, but point out that it is opinion . .. Lesson outcome Ask st udents: What have we talked about today? Elici t: the Royal Family or the Queen or kings and queens. Draw students' attention to the lesson statem ent: Ican understand information and opinions on the Royal Family. 5 My parents don' t work in an offic e. 6 You don't like computer games. 7 Tom and I don't w alk t o school. a Kat harine doe sn't get up at five o'clock. For further practice of the present simple, go to: LESSON SUMMARY Gra m mar Bu ilder 1D : Stud ent' s Boo k page 10 8 Grammar: present simple negative listening: listening for specific information (true/ false) Speaking: speaking about your habits ...,UlhUi ... To do the lesson in 30 minutes, don't ask students to write all 12 sentences in exercise 5 (2-3 affirmative and 2-3 negative should be enough.) Set the Grammar Builder for KEY 5 1 2 3 4 6 2 3 homework. .. lead-in 7 2 3 2 minutes • Reca ll someth ing one of the students said about themselves in exercise 10 in lesson lB . Start this lesson by saying so met hing cont rary to w hat he/s he said , e.g. if Paui said: Iget up at seven , say: Paul, you get up at five. is that true? When the student replies no, write on the board and say: I don't get up ot five o'clock. Tell st udents that toda y th ey'r e going to st udy t he negati ve form of the present simple tense. Exercise 1 • 1 page 11 Draw students' attention to the photos. Stude nts read and match the names to t he photos. Explain othletic: someo ne who is fit and good at spo rts, but not necessarily massively muscular. Check answers . 4 5 doesn't 5 do n't a don't don't 6 doesn't 9 doesn't doesn't 7 don't 10 don't don't don't kno w 4 stay 7 doesn't work walk 5 hates a doesn't listen doesn't like 6 love He doe sn't walk to school. He goes to school by bike . She doesn't listen to music in her bedroom. She watches 1V in her bed room. He doesn' t get up early on Sunda ys. He stay s in bed on Sunda ys. She tea ches maths. She doe sn't t each English . Exercise 4 • page 11 "1.20 Point to t he photos. Say: This is Mark. This is Sally. They're students. Draw students' attention to the table. Expla in that you are goi ng to play th e recording str aight through once , then play it again stopping to check the answers. KEY Mark: Sally: 1 1 F F 2 2 T F 3 F 3 T 4 F 4 T 5 T 5 F 6 6 T T KEY 1 Ben 2 Josh Transcript Mark Exercise 2 • page 11 Find t he fi rst examp le wit h t he whole class. Afte r that studen ts continue on their own. Circulate and lookover their shouldersto see if they're getting it right. With a weaker class , you may want to copy the table onto a transparency or write it on the board for students to see and check. • Point out or elicit that the only different form is the third person singular with - es, which is the same as the -s in affirmative sentences. KEY 1 don't Sally 1.20 My name's Mark. I come from Lon don, but I live in Liverpool. I'm a student. I study French at Liverpool University. My hobbiesare basketball and playingthe guitar. I play in a band at university. I stu dy hard during the week. Atthe weekends I work in a restaurant. Hi, I' m Sally. I'm a student at Cardiff University, but I'm notfrom Cardiff. My family co mes from London. I study medicine. I want to be a doctor. Whatare my hobbies? Well, I love shopping. I go shopping every Saturday morning. I also like sport - I play tenn is. I sometimes work in a shop on Saturdays. Exercise 5 2 doesn't 3 Exercise 3 do n't 4 do n't page 11 • Do the first three sen tences as a class. Students do the rest indi vid uall y. • Checkas a class. Pay attention to the pronunciation of these words: science- there is no /tJ/; ice hockey - th e fi nal so und is / i/ not / er/; computer - t he st ress on th e second syllable. Computer games is a tone unit, stressed on the first word . KEY 1 I don't live in England. 2 We don't come from Lon don. 3 Sara h doesn't study science. 4 Mic k does n' t play ice hockey. page 11 • Read the examples and do one or two sentences with the whole class. After that students can continue individually. • Fast finishers can also write sentences containingcorrected information, Markdoesn't study maths. He studies French. • With a stronger classyou may not require all students to write al110 senten ces. Half of the class could do Mark and th e othe r half Sally, oryou can ju st do 2-3 affirmati ve sentences and the same number of negative ones. KEY He doesn 't study math s. He doesn't enjoy playing the piano He plays ba sketba ll. He works in a restaurant. Sally doe sn't come fr om Cardi ff. She doesn't live in London. She studies medicine. She enjoys shopp ing. She doesn 't play volleyball. She works in a shop. Unit 1 • My network ~