‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 ‘Meredith Levy and Diana Goodey Frontmatter More information Tete ha Ea MeLeLete (a Messages Teacher's Book 1 Please note that worksheets and teacher's notes for the Messages online InfoQuests can be found at hetp://www.cambridge.org/ell/messages/teacherquest <3] CAMBRIDGE 9 UNIVERSITY PRESSre ‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 ‘Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Cambridge, New York, Melbourne, Matha, Cape Town, Singapore, So Paulo Cambridge University Press The Edinburgh Building. Cambridge CB2 BRU. UK wor cambadge og Information on this title: waav cambridge ora/9780521614252 ‘© Cambridge University Press 2005, This publication isin copyright Subject to statutory exception and tothe provisions of relevant collective licensing agreements, no reprodction of ary part may take place without the writen permission of Cambridge University ress First published 2005, 43rd printing 2007 Printed in the United Kingdom at the Univesity Press, Camiige ‘A catalogue record for this publication is avalabte fam the Brtish Library 'SBN 978-0-521-61425-2 Teachers Book |'SBN_978-0-521-54707-9 Student's 800k 'SBN 978-0-521-69673-9 Workbook with Audio CD /CO-ROM SBN 978-0-521-61426-9 Teacher's Resource Pack SBN 978.0-521-61827-6 Class Cassettes 'SBN 978-0-521-61428-3 Class Audio CDs 'SBN 978-0-521-67998-5 Messages Level 1 and 2 Video VHS PAL 'SBN 978-0-521-69676-0 Messages Level 1 and 2 Video VHS NTSC |'SBN 978-0-521-67997-8 Messages Level 1 and 2 DVD PAL / NTSCi Cambridge University Press (978-0-521-61425-2 ~ Messages Teacher's Book 1 ‘Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Contents ‘Map of the Student's Book Introduction Teacher's notes and keys Module 1 Facts 1 What do you remember? 10 2 Are you ready? 16 Module 1 Review 23 Module 2 Things and people 3 What have you got? 4 Descriptions Module 2 Review Module 3 Daily life 5 My world 6 'm usually late! Module 3 Review Bae ass Module 4 Inside and outside 7 Athome 8 Having fun Module 4 Review afre Module 5 Today and tomorrow 9 At the moment 410 Plans ‘Module 5 Review Bsn Module 6 Looking back 411 About the past 32 Heroes ‘Module 6 Review x 22g Games 103 Workbook key and tapescripts 104 ‘Acknowledgements a2 Contents we‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Grammar Unit 1 ‘What do you remember? “Revision: m1, ve got 18 He/She Mister ‘Classroom language 1 cancasking for permission and help Unit 2 8 Be-afimative. ‘© Members ofa band « Read an email ‘Ask for and lve information are you regatve, qvesdons, —« iteress and ‘© Usten to an interview for ‘© Wote about an imaginary band ready? shor ansvess sesiites a stucen suney 1 Describe your interests ‘Questions wih Wha» Counties an cites» Listen toa radio quia 1 Tak about ces and countries Where. Wa. When Geography | Life an euteure:The UK = Playa ul game {= Singular ana pura, (( Vocabulary and) Pronunciation ‘+ Numbers and dates = The alphabet ‘Things inthe dlasteom Listening and Reading skills '» Punctuavon + Liston t and undestand song ‘Read a letter in English Lie and culture: Alphabet sword 1 yt cit word ‘Communicative tasks ‘Tell the class about youset * Ask and answer questions bout you and your fends Talkto your teacher in English Wate eter to an English frend Review Sud sls Your coursebook How's it gong? Proatess check Coursework Facts about me O I Unit 3 ove got ‘ veryday things ‘Liston for specie infomation What have 6 Aan some, ary» Famles Read an announcement 1 Stress in sentences 2g is Fo) vou aot possessne = '* Rlythm dit: plural Story The Silent Powers 5 © Possessie adectves nouns: etal Chapter 1 I ‘ mus/tese,catctase Lie ad culture: Collections 5 - pe) une 1 What is/are. ike? Ropearance and» Read a ‘Happiness Recipe" BY Descintions 6 Has gor personality ¢ Listen to personal descriptions = = Aipare ‘+ The body + Listen to and understand Ive gota song, a hheadacho/eold ——_» Story The Silent Powers ry ‘© fh and tinks| Chaps 2 F erween words Lite and culture: London = “lk about possession. and things you use at school Sa who something blange to Wie a desenpton ofa famity Ask about and describe things ite a “Happiness recipe’ Describe poopie’ appearance and personaly Say how you ee Write abot an imaginary peson ‘Study sls Wow do you lean? How's it going? roses check Review Stuy stil Using a dctinany Howse gong? Progress cack Cousewor: Important things to me Unit 5 1 Present simple: ‘Things you to “Read about Brith teenagers, My world irmatie negathe, ” regulaly + Listen and understand ‘weston shot Sear things song sets Verb + sf, a! # Sto he Silent Powers * Revision of question suess.and intention Chapter 3 fons Inauescons ‘Ute and cite: Schodls = i= questions Unit 6 Presentsimple + # Feat. tink ‘© Read and ster to Vmusuely —" fequency adverbs" and mols questionnaire late! © fave +a meal et.» The tine ‘Listen toa conversation about * Daly routines meals 1 Ry ci yowel—# Read a report about food in seus the uk 1 Usten ta descrotion of someone's doy 1 Stay The Slant Powers rapter (Life and culture: My name ieDion Coursework day omy Ue * Describe things you do + Wie abou feenagers Talk about feos, thes an istkes + Wite 8 questonnaie # Make aconvesation shove daly Ute + Describe your hai Talk about things you eat and dink + Wite a epor about ood © Ask for and tell he time + Describe day routines © Cambridge University Press‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 ‘Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Vocabulary and ) [Listening and { Common Pronunciation Reading sis Communicative tasks Grammar Tree is/are = Homes ‘Read a shopping lst Describe ferent homes Uncounable nouns = Things in toom ——_* Usten ta conversation in Wie a description of your Prepostons * Food a supemariet sieam bone = pty rit 1 Stay: The Sent Powers ‘Ask about places and food stress sentences Chapter 5 Wie a ‘isustng vein’ 1 Life and culture: Homes inthe UK Describe» om Unit 8 Cantor ability and Abies ‘Usten to andunderstand a song Tal about your ables Having fun possiiy "laces ina town © Real a newspaper article 1 Wake a notice fora club ‘can se, can hear Cam, cant las,» Read a poem + Describe things you can 6 ‘Must, rustne weak om of an 6 tay Te Sent Powers In your town Imperative bi hres 6 «Describe the sgh and sounds «Life and cute Stephen Hawking aound you ‘Tell people what ro do ‘© Wite a short poem Ween eee ‘Study shits: Leaming vocabulary How's going? Proares check Cousewerk My neighbourhood ‘Present continuous: ‘Usten ta fotbllcommentay © Describe things in progress affmacve + Football + Read about the Worts Cup at the moment gate QUITS. 6 yzhm dil ng) & Ustn to a conversation at 4 Playa guessing game shor answers iy ‘football stadium « Describe what youre wearing {bec pronouns 1 Stay: Te Silent Powers row. and what you usually cater 7 wear 1 lifeandcuture: Spore fans “resent continuous Future sie ‘+ Readalistof tame in a caféané Talk about future arangements ised forthe future” expressions aston ‘ake and reply ro suggestions 1 Suggestions fs The weather ‘+ Ustentoand understanda song 6 Write a message to frend ‘Thefuuewith ——« Weak fom to Readapostard «Describe plans ane intentions aint ‘alin going to & Stay, Te Silent Powers ‘Talk about the weather (aoter& ‘Wit aholday poscaré 1 tie and cute: An exchange vise ‘Stuy shils Pats of speech How's ie gain? Progress check Coursework My cates Wetec eae ‘Past simple of be © Occupations ‘+ Uston ta conversation with Tak abou people fom and vegular vhs: ¢ Ry da verbs + a-ghost, the past aftrmatie Wi" eg ed! Rad etionaydeinions 1 Playa qu game westions Story: Te Silene Powers ‘ Wite about an imaginary Chapter 9 eons tie ‘ie and cuture: From Worth Desribe your eal chithood tesouth Pee = past sinple: pastime ‘© ston toa staf vents in the past ¢ Describe hings that happened regaties questions, expressions «Read an adverusement inthe past short answers: @ Wordswith tie Ustanto and understand a song Witea letter about a event iragular verbs some vowel ound Sty: Te silent Powers inthe past Chater 10 1 Wit 3 cary 1 tife ond cute: Que: The UK Talk about your school year and the USA Review Stasis Planning your eaming ow’ going? Progress check Coursework My Ue ine «Grammar index « Communicative functions Inder « Worllat © Spelling nates « Lexical et and iragular verbs © Songs ‘Map of the Student's Book © © Cambridge University Press vw camibidgeong‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Introduction ‘Welcome to Messages lower secondary couse providing 80-90 hours of elasswork per level. Messagesis designed to meet the needs of you and your students by making both learning and teaching simple and effective. thas a clearly structured progression In both grammar and vocabulary, and a ‘wealth of opportunities for students to practise the language they are learning, |We hope that students wil fd Messages an enjoyabe, ‘engaging cours, with is clea signposting of ims. Interesting {and motivating themes. and a wide renge of rich resources. Teaches wl ind i offers practical easy-to-use material that can be adapted to mixed-abllty classes. Massages 1 is ‘designed for students who have studied English previously at primary Level. but includes revision of al basie structures Course components ‘Student's Book 1 Six madules of two units each ‘© Module opening pages ‘+ Extra execlses page with KET syle activites ‘© xtra readings on Life and Culture ‘© Continuous story he Silene Powers ‘© Review sections at the end of every module, containing grammar and vocabulary summaries. consolidation excises, study sks and a progress check ‘+ Coursework {Reforence section that contains: ~ Grammar index ~ Communicative functions index = Worslst ~ Spelling notes oneal sets ~ Song iynes = Phonetic symbols Workbook Fall range of exercises, including more KET style activities Extension activities for stronger lgamers Learning dian Comprehensive grammar notes CD-ROM Extra with a range of fun interactive actvitios practising grammat vocebulay and reading. Also includes ‘Workbook eutio, pattem dls and animted tour of the Infoquests Teacher's Book ‘© Step.by step, easy-to-follow instructions ‘© Students Book answers ‘© Background Information on texts ‘© Guldetines for ow and when to Include supplementary material eas for language games in the classroom Tapescript for the Student's Book audio ‘Workbook answer key Se Introduction Teacher's Resource Pack + Photocopiable activites: = Entry test ~ Communicative activities = Gremmar worksheets ~ Module tests ~ Final cost © Pattern ails «© Teaching notes and answers ‘Audio CDs/Cassettes ‘Student's Book audio © Tests audio ‘Web material 1 Infoquests at www:cambridge.org/elt/messages/infoquest ‘Downloadable worksheets and Teacher's guides for Infoquests at ww.cambriige.org/elt/messages/teacherquest ‘= Downloadable grammar worksheets for weaker learners at www cambridge org/olt/messages DVD/VHS videos for Levels 1 and 2 ‘= a collection of ight creme style programmes based around two fiends, Emily and Pau ‘© activity bookie including worksheets, teachers notes, answer key an full video scripts About Messages ‘A sense of purpose and achievement In Messages there are thee levels at which students focus on what they can do in English ‘© The units are divided into thre steps. The step begins with 2 description of the target language ané the communicative ‘tsis) (Use what you know which students wil be able to do, using that language. Each step takes students through 2 series of related activities, which lead them quickly for ‘input of new language to meaningful communicative ‘qubut. Short, carefully prepared and guided tasks ensure ‘that even weaker students can enjoy a sense of success. ‘© At the end of each madule, students complete one pat of 2 potflio of personal information ened ‘AU about me ‘This is a continuous Coursework projct. based on diferent aspects ofthe averall theme of the book (see below) and on ‘the language ofthe preceding units. Language is recycled ‘and revised in the modules themselues and in the reviews, tests and aditional material ‘© Thore isan overall purpose to each years work. Each book has its own theme, exemplified inthe si Coursework tasks In Book 1, the theme is ‘Everyday life’ and, by the end of the year students should be able to describe themselves, their interests and everyday lives in simple English © Cambridge University Press‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation ‘Authentic and meaningful language learning ‘Although the language in Messages 1 is, of necessity simple and controled. itis a5 natural and realistic a possible, presented and practised in authentic contests. Students will lam about their English-speaking counterparts, and about the ‘world around ther Inthe unt, students engage actively with the mater and use a tange of cognitive sis suchas guessing. deducing. comparing ‘matching, sequencing. Students are asked to discover sentence patterns and grammar rues for themselves, to make thei own ‘parce: and to ‘testa end. Tere are frequent opportunities for students to talk about themselves and thei interests. In the reviews. a sories of exercises and tasks help Learers two moniter what they can do. In Hows t going? they make thelr ‘own assessment oftheir grasp ofthe language points covered Tiss reinforced when they complete the Learning tary inthe Workbook, Using Messages 1 You wil find detailed suggestions foreach activity In the unit notes that fll. In general Module openers ‘These two pages allow teachers to set the scene’ and create Interest for their students. Thy contain a selection of visuals ‘tom the coming units, 2 lst of what students wil study Inthe ‘module and wiat they wil be able to do atthe end of it, and 2 brief matching exeris, ‘You may need to translate some ofthe language points for ‘weaker classes, but encourage al clases to say as much 2s they can about the pictures before they do the matching erase |With stronger classes, you may want to ask students to identity ‘which language point each ofthe sentences relates to, orto supply sitar sentonces. Presentation ‘hore is 2 wide variety of presentation texts and dialogues hoy each present the new grammar point in a context which iusteates its concept and meaning, as wel as providing plenty ‘of natural examples of i Always begin by setting the scene (for example, by asking students to comment on the photos) so that leamers can anticipate what they are about to hear. In some cases, students Uston fst with thelr books closed (or ‘the text covered) This wil enable them to focus on the sounds ‘ofthe language without being distracted ~ and sometimes ‘confused ~ by its written equivalent. Ask plenty of comprehension questions, and got students to repeat the key sentences. They should listen to/tead ‘the conversation/teat at least ewice during this phase of the lesson, Key grammar Key grammar activities follow on from the Presentations and focus onthe language within them. Give students a few ‘moments to discuss and complete the examples and ‘explanations erally, Then write the completed sentences on the board, In some cases, students translate the examples and ‘compare them with the mether tongue equivalent. Practice The controlled pcactice exercises which always follow Key ‘grammar sections can be done orally with the whole class, and then individually in writing ‘Students ae often asked to then make ther own ‘exercise and Test a fiend. Look at the example in the book with the whole lass fst adding further examples on the board i necessary This s an excellent opportunity for students to focus actively on ‘the new grammar and test thelr understanding It also gives you ‘a chance to monitor and deal with any dificultes they may rave. For additional oral practice, there is a set of pattem dls in the Teacher's Resource Pack. with the cartesponding auco on the Workbook CD. Recommendations for when to use the pattern fills are made inthe une notes of the Teacher's Book. We suggest you play the compte dil trough at Least ence, before pausing forthe students to respond gach timo. Key vocabulary ‘These are mainly matching activites, many of them with atime Limit. Mest ofthe Lexical groups include tems which students should know fom primary scheal, as well as some now words. ‘Students can work alone or in pals and use thir citlonaries for words they don't know. ‘The cove vocabulary ofeach unt i pracused further tothe Workbook. Encourage students to star their own vocabulary notebooks and to record new vocabulary in therm. Key pronunciation ‘Messages 1 focuses on basi areas, such a stress in mult syllable words, the pronunciation of fina -s, weak forms, and ‘res5 and intonation in sentences ‘Some ofthe pronunciation practice comes inthe frm of hythm ‘ls winre students sten and then jin in. The pronunciation actives are always linked tothe Language of the unt. Speaking ‘Students are encouraged to repeat key vocabulary and the key Sentences of each presentation. In adlition, new language is practised in meaningful contexts that involve an element of ‘creativity on the part of te tener, with an emphasis on moving fom accuracy to fluency. Student create and practise simple four-linecialogues. make quiz questions. invent sentences about themselves their fiends and families, and thei wider ‘enironment. ‘Speaking can also be encouraged by aving students the chance ta act role plays. The aim here should be to reproduce the situation rather than the orginal conversation word for word. ‘Stronger students can work in groups and acta slighty diferent conversation, Introduction (or © Cambridge University Press‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Writing ‘Wilting is intwoduced gradually and ts aways carefully guided. There isa variety of task types. fom simple sentences to 2 postcard, a diay anda letter. For Longer wring tasks, encourage students to fst writ a rough ‘raft then read through and check ther work before wating 2 final version. They could also check each others’ work from time Use what you know ‘The Use what you know tasks atthe end ofeach step enable students to use what they have leart for an authentic. communicative purpose. Many ofthese tasks can be prepared in tng and then done orally oF vice versa. Students are always sien examples to follow, and you wil find 2 model answor ‘where apaicable inthe notes tat fellow inthis Teacher's Book. ‘Some ofthe tasks can be prepared in class and then done for homework Listening ‘Attention to receptive skis is vital the eary stages of teaming English, so there isan emphasis on providing abundant, vated input Students wil tsten to the presentation texts and dialogues, and have the chance to read them at the same time, and thore i ‘also. specific listening task in each unit. covering a variety of ferent txt types tor example, conversations, 2 radio quiz, an Interview otc These may include language which is sightly beyond the students’ productive level. However, they ae not ‘expected fo understand or reproduce everything they have heard "Yu should focus on the key sentences oni. Remember that learners may need to listen more than twice curing these acts, ‘Songs ‘The sir songs have been written as an integral part of the book: «musical form of listening comprehension. They canbe used fr: ~ global comprehension Unit 2) ~ teaching and practising vocabulary (Uni 4) ~ teaching and practising vocabulary and grammar (Units 5 8. 10 and 12), ‘Once the specific work an the songs has been done, students may enjoy singing them! The words are siven on page 144 of the Student Book Reading ‘There is a short reading task in each nit, covering a range of text types, for example: a magazine article, an announcement, repo, an advortsement ete. Students wil usually red the text once Tor ‘gist and then move onto mere detaied questions. The teats develop reading strategies such as skimming and scanning, tra reading practice is provided through an entra reading text with each unit eating with Life and culture in the English-speaking word ~ the story Te Silent Power wich begins in Unit 3. This provides an opportunity for reading for pleasure. Students confidence willbe greatly enhenced by the Knowledge that they can read andl understand a continuous story. Each chapter w Introduction ‘ofthe storys accompanied by a puzzle in the Student's Book. ‘while background information, comprehersion questions and detalied suegestions for its expoitation ae given inthe Teacher's Book. The listening and reading activities include a range of KET text types. Consolidation and testing [tthe end of each unit. there is page of extra exercises onthe language ofthe unit. providing practice of KETstye tasks. [tthe end of every module, preceding work Is pulled together Inthe Review. This, togetner with te following vocabulary summary, prepares and leads them int the Coursework task There is a model each time, based onthe character Jack, for you ta study with the whole class. Individual coursework can then be done at home over a period ofa couple of weeks or so At the fend ofthe year, the student's Coursework comprises a coherent ‘and self-contained set of assanments, based ona clear model In ation the Reviow Section includes work on study sls to help students become more independent and effective leaner, ‘and a chance for students to assess thelr own progress Further conslidation of the language inthe modules can be ‘achieved through the communicative activites and grammar worksheets rom the Teacher's Resource Pack which should be ne atthe end of each unit and through the accompanying Infoquests onthe wob (see below) Students’ progress can be more formally tested through the use the photocopiable module tests inthe Teacher's Resource Pack The audio forte Ustoning element ofthe tests can be found on the class CDs/cassetes, Workbook \Werkbvok activites shoul. n the mal, be dane for amework, ‘haugh they can be prepared in class with weaker stents if ecessay. art you can also ge stronger stents the Extension ‘exercises if they finish earlier than their assmates. Make sure you have covered the relevant pat ofthe stp before stadonts begin the cortesponcing Workbook exercises. [tthe end ofthe unit students complete thelr Leaming dary The Workbook answer key canbe found an pages 104-112 of the Teachers Book Infoquests ach module of the course is accompanied by an Infoquest in Which students are encourage to find information on specially designed websites and to work co-opertively The wobsites are housed at http: / www-cambridge.og/elt/messages “nfoquest and are designed to reinforce the language ofeach module, and ‘should therefore be done atthe end ofthe module. Free accompanying worksheets and clear Teacher's guides can be found at utp /www.cambridge.org/elt/messages/teacherquest. You will need to complete a simple form to register and then get ‘access to these items, and will need o log in with your user ‘ame and passwerd each time you want t use them, © Cambridge University Press‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 Meredith Levy and Diana Goodey Frontmatter ‘Moreinformation Classroom management Creating an ‘English’ atmosphere Use every opportunity to bring ‘the real world into the classroom: maps, posters, magazines etc. Encourage students to look for examples of English tet cutside the classroom: \wards from pop songs, nstuctions fora machine, English food packaging na supermarket etc Use classroom instructions in English rom the beginning. and ‘get students to aldess you in English as much as possible, Making good progress ‘Avwide variety of task types ensures regular changes of pace and ‘activity, with frequent opportunities for students to work at dei ‘own level Work ata lively pace ard have the courage to move ‘on even though students may not have learnt everthing in a lesson perfectly. Some ofthe activites include atime limit to ‘encourage students to work quickly and to introduce a ‘game! element Dealing with classes of mixed ability There area large number of personalised and open-ended ‘activities which allow students to respond in different ways ‘éepending on their ability The rubric do atleast. also enables students to work at ther own love. Other activities If you have ‘time. Try this! and the Extension exercises in the Workbook) can abs be used by pupils who finish eat. ‘Ty to make sure you involve all the students, For example, ask ‘weaker students to suggest single words to dascbe a photo, while stronger students might tink of a question to ask about it ‘When you ask a question, give everyone the chance to think of ‘the answer before calling on individuals todo so, When doing individual repetion ask stonger students fist but be careful otto make this too obvious by always varying the order. and who you cal on, Use the cifferent sls ofthe students in as many ways a you ‘an. The student wh hates speaking may enjoy writing vocabulary on the board while another student may be good at ‘drawing, o¢ making posers, ‘to bla an atmosphere in which students communicate with you and with each other in a respectful, courteous and good humoured manner. Never underestimate the importance of praise and encouragement: That's great! Well done! Good! Explaining new words New vocabulary which aes oter than in the Key vocabulary section can be explained sing visual aids such as your own set of| fas cars. pictures onthe blackboard mime, contertualised ‘amples a if necessary translation. Encourage students to guess ‘the meaning of new words as wel 35 using thelr clovarares Controlled oral repetition ‘The key vocabulary and the key sentences canbe reinforced ‘through choral and individual repetition. This helps students ‘get thelr tongues round’ the sounds ofthe naw language. ‘When asking a question, lve everyone time to think ofthe answer before asking an individual student by name. When two ‘or three individuals have responded, finish by getting the whole lass to repeat. Get students to ask as well as answer questions. Questions and answers can be dilled by dividing the class in two and geting the groups to take i in tums to ask and answer, before moving ‘on to illing with two individual students, Wien driling words or sentences, you can beat the stess of, words and sentences with your hand to show where the main stress is — exaggerate slighty if necessary. You can also use your hang to show whether the sentence goes up or down atte end itn Long sentences, use "back-chaining half past ten. 1 bed at half past ten, usually 90 to bed at halt past ten Pairwork Getting students to work in ples will greatly Increase the Amount of English spoken in the classroom. even if some Students may use the mother tongue. Walk round and ston whilst students are speaking, Vary the pairings So that students «donot always work with te same partner. Always give exampes of what you want stugents todo and check that they understand the activity clearly Group work Some of the activites in Messages 1 can be done in groups it you wish. Ensure fist that everyone is clear about what they are doing, then monitor thelr werk and dont let the activity rag on for to long, Use mie ablity groups and appoint 2 soup leader. Correcting oral mistakes When correcting students. be sensitive and realistic about what you can expect at ther Level. Give them an opportunity to. onect thei own oF each others’ mistakes whenever possible. Focus on fluency rather than on accuracy. You ean note down any important and recuring errors and go over them with the wile class atthe end of the lesson. Try to focus on content as well as an accuracy and eespond accordinaly if something is interesting, Correcting written work ‘Make your corectons clear by indicating the type of ero, for example, vocabulary, grammar, spelling ete, Comment positively on content where applicable. eg. This is very interesting. Carlos. ‘Again. boar in mind the student’ Level and the focus ofthe activity. 3s you may not want to corect every mistake. Enjoy it Wie hope that che materal in Messages 3 wilt motivate the students and facilitate thir arming, ane thatthe way the ‘material has been structured wil make your job as straightforward aed effective as possible. Most of all, we hope it roves a rewarding experience for you and your students. Introduction we © Cambridge University PressSerre ‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation Facts Module 1 ee RU eee Perce nee snc es member? Unit is a revision unit and has no specific Key grammar and Key vocabulary sections The structures covered wil ll be eate with systematically in Later units The sim ofthe unit is to activate some of the language which students have already leant and which will be essential for communication in the classroom. e's important, wherever posible, to speak in English in your lessons and encourage the students todo the same. Revision: Simple sentences with My name's. Vm. he and I've got — Some common words Communicative tasks: Making sentences, Giving personal information «© Asan intcoductor exercise, revise greetings in English Say Hallo o Hand encourage students to retum the ‘greeting. Then add How are you? and elt appropiate responses: Fine, thanks. OK tanks. / Al fot thanks. ‘8 Ask students t tum to their netghbours and exchange ‘oreetings in English. ‘© When you came tothe end ofthe lesson. say Goadye ‘and elie the appropriate response: Goodbye. See you tomorrow / on Monday / om Friday. b | Words ‘Ask the class to say the Leto ofthe alphabet inorder {fom A to Zand write them up on one side of te board Tol students to write the letters in thei natebooks. leaving a space beside each one (© Working as quickly 2s possible, students ty to think of ‘an English word beginning wit each letter inthe ‘alphabet. Set time Umit of ve minutes and get them ‘working ether individually orn pairs. Tell them na to ‘worry too much about spoling and to move on quickly it ‘they can't think fa word for any ofthe lettes, 1 Finding 2 word starting with x wil be very aitfcut 30 you may choose t leave out this letter of to supply 2 ‘ward yourself at the beginning for example, xy, 2ylophone ‘¢ At the end of vw minutes, stop the activity. Go quickly eo oe round the lass to get several example words for each eter. f students had problem with more uncommon letors Uke k gand z you could give clus t elicit. same ofthese words hing, key ite queen, quiz. question 2 200 2p. 200 ‘© Wit the four lists on the board Invite students to come to the front and add words tothe lists. Alternatively you ‘could writeup the words youself as students suggest thom or appoint one o to confident students to do sa, Check understanding by asking fr ansations in ‘the students’ own language ‘© Remind students that itis a good idea to list now words in groups like this. The connections between them often make them easier to remember. Sentences ‘© Look at the example and ask students to form another sentence starting with Ive got (ve gor a camer. Ive _gec twelve computers, Then do the same with Fn (Wim tite, Fn fined and 1+ ie like seth animals. ‘© Remind students that we ony use am witha singular noun (NOT Hegare-cumputs, ‘© Choose two students t read out the examples. {© Gwe the class time to write at least two senteneas about themselves. They can use the words inthe balloons or they can add words oftheir own. ‘© Choose students to say thelr sentences to the cass. ‘With a small class, you could ask students to stand up and mingle, greeting each other and Introducing themselves with their sentences, Listening song © Look atthe picture and ask students to say what thoy ‘© Focus on the bottle and the jumbled word. Ask: Cn you ‘make three words? students have’t seen these words before thore may be similar words inthe own language ‘that wil help them to-guess the English for and to @Cambridge University Press‘Cambridge University Press 978-0-521-61425-2 ~ Messag Teacher's Book 1 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation = workout the meanings sk them to identiy the sea, the bottle andthe message inthe picture, ‘Answers, bottle, message, sea © CBB Play the recoding atleast once to let students simply listen and enjoy the sone, ‘© Give them a few moments to look at the jumbled sentences and to think about the caret order of the words, ‘© HET Play the recording again. Students listen and read the sentences, concentrating on the corect onder ofthe words wien they hear them. 1 CRB Ask stonts to write the sentoncescorectly. Then Dlay the recording once agai. Student isten and check, ‘© Check the answers with the class, but dont focus on punctuation at ths stage © CBB Ask stutonts to tum tothe song words an page 144 ofthe Student's Book. Play the song again end ‘encourage them to sng along. The second time round, you can divide the cass into two, with one hal asking and the other hal answering the questions and ‘everyone singing the chorus together. ‘Answers, 1 Whatisi@ 2 tsa message Ina bottle in the sea 3 es in Enlist 4 Do you understand? Punctuation ‘© Say the words inthe box and as students to repost Ifyou think its aporoprite sk them to explain the use ofthe diferent punctuation marks in their wn language ‘© Eaplainor elicit the meaning of atthe beginning atthe fend and in the mile ‘6 Students complet the explanation inthe box. They can 4o this oral in writing or both Answers capital eter ful stop, question mark exclamation mark ‘© Ask students to check their punctuation in 3 the sentences from the sonal. Note that an exclamation mark could be used atthe end of sentence 2 because the speaker seems to be expressing surprise and ‘excitement © Emphasiso the use of capital lattes atthe beginning ‘of words for nationalities and languages fr example, Engl. 5 Writing Information about me «This exercise can be done in class ors for homework ‘Ask students to write thelr sentences on a piece of paper and fold it. Collect the papers and put ‘them together Then ask students in tur to take ‘one and read out the sentences leaving aut the person's name, The test ofthe class have to guess who each person Is Revision: ‘Simple sentences with |, he and she Classroom language Communicative tasks: {Communicating inthe classroom | Reading 2 letter Asking and answering about personal information {| Classroom language 2 Ask the question and brainstorm ideas. using the student's own language. As well a the suagestions inthe box answers might include ~ Asa paront or an older broher/iser — As an English speaking fend. ~ Use picture and examples in the Students Book to help you ~ took ata grammar book. Db Look it the example and ask fr other things we can say in English Wete good sugeestions an the board Answers rmight include: = 1 don now this word ~ Sony, on't/cant understand this. ~ Can/Could/Would you repeat tha, pleaser = Can/Couta/Would you speak slow lease? © © Tel stodents to check thelr list against the examples in the box and explain any new words (guess, panic otc ‘iil the expressions for things you can say bath in the box and onthe board, Start with chealrepetion and ‘hen ask individuals to ropeat. 9. Reading A message in a bottle ‘2 © Make sure it's clear that this text the message inthe bot from Step 1 Explain that some ofthe words are ‘wot so we can't read them property. «Tell students to look ony a the complete words, and to pick aut any ofthese that they don't understand (for ‘example, Bete, souihwest, torttse, Lightning «In pairs, students ask each other about the words they havo picked out They may beable to explain ar guess ‘the meaning of some of thelr partner's words. they ‘What do you remember? oS Cambridge University Press wuewccambridge ong‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation ‘can't they should use expressions fom Exercise 1 to suggest a way to find out ‘© Students follow their part's advice unl they are Satisfied that they know the meanings ofthe new wor. ‘You will need to circulate so that they can ask you for meanings as necossay. «Sill in their pais, students try to work out the legible ‘wards inthe message. Tall them ta look carfuly atthe surrounding words to help them, 1 Look t te fist sentence together before they start and alice posible answers (ou or boy, Tl students tat they won't be able to fl the ne ofthe writer atte end ofthe message, but they wil find ths out in Beercse 3, ‘© Gotravgh the answers withthe class, but don't confirm ‘or correct them at this staoe © Ask students about tho itr ofthe message. without revealing that she is female: This person lives in? (eter) Nationality? (Brish How old is this parson? twelve) ‘Answers git England: twolve: music: computers: sister a: called: nationality Whats: name (adied Meet Joe, Sadie, Sam and Jack! ‘Give students a few moments to Look 2 the photos of Sadie, Joe, Jack and Sam the dog, Introduce the names ‘ofthe thre characters andthe dog and practise the pronunciation, ‘Tell students to clase their books. Introduce the recording (usten to Jo, Sadie and lack) and ask the question (Who Is the message tram? «© BB Pay the recording. several times if necessary. Students may at fist come up with diferent answers — Iso, discuss them together. (The writer isnt Jack bacause ho ves at number 27, not 25, isn't Joe because Sade says her other is 14 not 12. So its Sado ~ she's 12 ‘and she's gata brother a sister and a dog called Sam) woo ‘Answer sadie © HBB Play the recording acain, students ston and read the paragraphs. ‘© Draw attention to the Remember! examples. Ask students to choose the cortect pronouns and complete the sentences abaut Sadie Teach or evse the word ares. ‘Students wite cut the sentences in fl, supplying the ‘correct information from the txt in Exercises 2 and 3 oe Unit-1 Answers, ‘The message's fram Sadie because she Is 12 years ‘old, She has gat a brother asst a dag anda tortoise. Her address is 18 Maple Road, Exeter, EX11 ANP. UK © © CBB Play the recording ofthe message. Students listen and check their answers for. Ask them what Sade’s sumame is (te and wnite ion the board so that they ‘an complete the message Tapescript 18 Maple Road, Exeter EXI1 4NP, UK, “The 30th of August Hil This sa letter from a gin the UK. I'm English live in Exeter, inthe southwest of England. ‘pra. [ike music and I'm interested in computers [ve got a brother anda sister. We've gota dog called ‘Sam and a tortoise called Lightning ‘What about you? What nationality aze you? Where do you live? How old are you? What's your name? lease write to me. ‘With best wishes from Sadie Kelly, (j Writing and speaking More about me ‘8 Elicit and dil the questions from the message inthe bottle. Start with choral repetition by the whole class, and then ask individuals to repeat. ‘8 Give students ime to write ther answers. necessary, revise the names of students’ nationalities. ‘¢ Choose students to ask and answer the questions across the class (© Inpais. students ask and answer the questions. Revision: Communicative asks: Can 1.2%0r permission Using numbers Numbers and dates Saying the date I The alphabet paling words in 7 More classroom English language Asking for permission and help 4 Numbers © You could start by using fash cards to vse the numbers 1-100. Hold up cards in rendom order and ask the class toy the numbers. (Altematvely, you eould wnite the sumbers onthe board ‘© Look at the example, Ask the class to say the numbers Uincuding the answer Then elicit the next two oF thee numbers in the series (11, 13.19. 1 Ask the class to say all the numbers in each ofthe ater series. They then work aut the next number in each sees. Cambridge University Press‘Cambridge University Press ‘978-0-521-61425-2 ~ Messages Teacher's Book 1 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation © CB Play the recording Student listen and check. 6 Ask afferent students fr thelr answers they should ‘ead the whole sees aloud. Then ask the class to say the next fow numbers in each sets. Tapescript/Answers KATE: Kate~ A, H,K,J HE Lee-BG ERT VD.G MEL: -Mel-B LM X,2,N,8 ‘Tapescript/Answers MIKE) Mike=1,¥ 1 13,5,7,9 JOE Joe-0 2 24,6,8,10 SUE: Sue-Q,W,U 311, 12,13, 14 MARK: Mark 4 20,30, 40 5 65,70, 75,80 For futher listening practice, give students a ‘secret 6 21,28, 35, 42 ‘message’. ASk them to draw an empty atid of 7x 4 > © Students naw devise their own number series without letting anyone see what they have written, a pais. they read out thei numbers to thelr prin HINT Popeye ‘who must write them dwn and ty to workout the down the columns next numb in the sais. ‘answer MiMyname | HALS| tt [N]T © there is time, students can form now pairs to repeat {s Sadie. (we in Exerery [M[M[S[E|v[E|e the exercise with different partners vielattfelxiR 2 Dates 1 You can again use flash cards or numbers written on the board to eli ordinal numbes, Give special attention to the ‘regula’ ordinals: fs, second, ch, ith © Askstudents to say the names ofthe months in order, from January to December. Ask: Whats the dace today? and elicit the conect ‘answer. Dril the question and the answer, making sure that students say the words the and of = squares, Read out the letters tine by line. fom left to right. Students fil i the letters, and then work out the message by reading Things in the classroom ‘8 Ask studonts to lok around and say as many words 5 thay can for things inthe classroom. Test thee ‘understanding by pointing to things and asking Whats Bice t's ‘© Bs Pla the recording. Students tisten and wate down the letters. When they give thelr answess, ask them to sy the word and spel i out «© Read through te information in the Remember! box. Tapescript/Answers Then ask a student to write today's date on the board ee (its good to establish the practice of asking forthe date 3 eee and inviting @ student to write it onthe board at the Star of each lesson} 1 Ask the second question and alii the comact answer im spoken and writen form. Follow up with other questions, for example: What's the date tomorow? What's the dare on Saturday? When's your birthday? 3 The alphabet ‘© Look atthe photos and say the names ofthe characters. ‘emphasising the vowel sounds in each one. Students repeat «Say the names again, followed by the letters with the same Sound, Students repeat. 1b Focus onthe remaining letters in thelist. Encourage students to sy the letters aloud to help them decide hich group they belong to. (© CBI Pay the recording. Students listen and check. a WaN.Dow 4 DACTLONARY 1 Play ‘Simon says, using the command Point to —and the words for classroom things. See Games. page 103 inthe Teacher's Book 2 Play ‘spy’. Write up the shyme: 1 spy with my Wale eye something beginning with Say the riyme and give the fist letter of 2 classroom object. Students make suggestions Lntil someone guesses the object you are {thinking of. This person then starts the next round of the game. ‘What do you remember? oS Cambridge University Press wow cam‘Cambridge University Press ‘978-0-521-61425-2 ~ Messag Teacher's Book 1 ‘Meredith Levy and Diana Goodey Excerpt ‘Moreinformation Asking for permission ‘Read out the thee questions and ask students to match ‘them withthe pictures. ‘© iil the questions with students repeating altogether ‘and then Individually. Pay attention to the intonation With the words Can being unstressed, For example: Can 1 ook at your dictionary, please? ‘Answers ae 2a 3b be Dil the two replies tothe question. «© Gye prompts to elicit questions and reps, for example Window? (Cant close the window) Stake your head (No, sony) ©» Lookat the exemple in Sc Substtute some other words ‘twice new questions, fr example: Door? (Can 1 close/open the door) Pen? (Can | use your pen) Baok? (Can 1 look at your book?) ‘In pais, students take it in tums to ask and answer. een Asking for help 18 Moke sue students can identity the people inthe photo (Sadie and ack. Ask: Where are they? VA home / In their bedrooms) Ar they in the same house? No Jack 1s ext door) What ar they doing? (Homework) «Teli students to close thelr books and Usten Ak the question, 1» RE Ply the recording. With books closed, students Usten for the caret answer. Answer French © © BBD Play the recording again. Students ston and road ‘They then put the questions in order and cept with te ‘© iil the questions Can you help met How do you say .? ‘and How do you spell? Give special attention to the Pronunciation of do you Agu, but don't discus the ‘rammar in any detail at this stage. «In pais, students ask and answer. ‘Answers 11 How do you say's area’ in your language? 2 How do you spell ‘great? d_ © Give pairs time to practise the dialogue. Encourage ‘them to substitute thelr own names for Sadie and Jack Students taking Jack's ole canals substitute @ ‘question about English. using a word or phrase in their ‘wn language (How do you say. m English oe Unit 1 {© rvite one or two pats to perform tet dlalogue for tho ass. 1] Writing A (etter to Sadie Tel students to e-1ead Sado's message on page 8 bofore they write, and to make sure they answer her ‘questions + lc somo example sentences forthe promsts inthe ‘example, Point out thatthe adkess and date go at the tp ofthe letter. ‘© Walk round te cass, giving help where necessary. Encourage students to ask question in English when they need hel. ‘© Collect te letters to mark and choose two or three to read out inthe next Lesson, Example answer Dear Sadia ve got your message. My name's Peto. im 12. 'm Italian and | ve in Ancona. 've gota brother called Stefano and ve gota cat called Mir ike animals And m interested in fins With best wishes from Pie. Extra exercises ‘The Extra exercises canbe used flenbly, 35 consolidation, ether ‘uring ar atthe end ofthe unt. The teaching notes explain naw ‘they can be exploited in cass, bu they can also be given as homework depending on time availabe ‘6 Studonts write the question in the corect oder: Remind them t0 use a capital letter atthe beginning ‘9 As,you chock the answers, ask fr example replies tall ‘questions excopt 3, Fr question 5 point to something inthe classtoom, Answers, How do you spell your name? What does it mean? Can you helo me? Whats? How are you? (Can | use your mbbert 1p you understand? 9) etka same wth the ds Assen 0 suggest other replies that would be correct for ths question (Fine. thanks. / OK tanks) Blt questions that ft wth reps b and cb: Whats your name? Hows hed 1 Students read the questions and choose the coroct replies. cambei University Press‘Cambridge University Press (978-0-521-61425-2 ~ Messages Teacher's Book 1 Meredith Levy and Diana Goodey Exeerpt ‘Moreinformation ‘Answers 2b ac 4a 5b 9 lekatine mame and he strate rover a What's Sace'ssuarme? (Keli) What's her nationality? (english) ‘8 Students choose the corect words forthe ather sentences. Answers. 2b ab 4d Se (]* fetsttens tox ne se andr li rth nad |stor equals for the = sig, Teach mis (- and times 6 ‘© Read out the example (Fifty minus tn forty ‘8 Students do the sums and give the answers in words If some stunt finish ear, they could workin pas sting each other new sums to work out Answers, 2 thiny-seven 2 fy 4 ewontythree 5 seventeen 6 fourteen 7 nineteen 8 ninety 9 siatyfour 10 eighty-ethe 5 lokatthe camo wth he ds. Ak My thor aera? Establish tat the ther three words ae nares of animals 1 When you go though the answers. ask students to give reasons for their choices, ‘Answers, 2 teacher 3 September 4 sea 5 university ‘Are there accent fr vawels or consonants In their language that don’ exist in English? ‘© If hore ar any ferences inthe forms of punctuation btwoon the two languages, you could draw attontion to these, For example, there may be diferent weys of Indicating direct speech, or words that have @ capital. lottor in English but a small eter inthe students language. Task ‘© Introduce the words vowel and consonant. and dil the pronunciation /¥aval/ and konsanant, Say some English words and ask students to say they Begin with vowel or consonant. ‘© plain the meaning of symbot You could use Egyptian hiraolyps as an example of a language that uses pictrial symbols 1 As students to read the txt and match the letters frm Givestudens afew minutes to wit ther own sentences, ‘In pais they complete each others sentences with the comect words.5) Speaking posible. start te acy yous by talking about two things in your pocket an showing them fo the cas Ask each ofthe questions and eit some reples. Help students wih any ew vocabulary they needa use 2 tandkerciet «lunenoor te). Ws ely ha they wit vant tinue soe uncoutable nouns ~ in hs case teach the words wih some ame money. ome chewing Gui bt do fous ante grammar oie a ths, Stage. The use of some and any wth uncountable nouns wil be taught in Unit 7 Play a ‘chain’ came with I've got + a/an/same. ‘Start with: ve got an apple in my bag. in turn, students repeat the sentence, adding a new item beginning with the next (etter of the alphabet. For example: A: 1ve.got an apple and a banana in my bag. Bs I've got an apple. a banana and some crisps in my ba. G: te got Allow students to prompt each other so that no ‘one gets stuck Key pronunciation Piura nouns 2 Ask students to read the rhythm dill before the listen. fxplain or elicit the meaning of ary new words. © BD Play te recoding. Students Usten and wea © CBB Play te recording agai. say the lines aloud and encourage te students 19 jin in. Beat time or cick your fingers to emphasise the yeh. ‘© BB Play the recoding tne by tine and ask students to repeat. Pay attention tothe stress onthe nouns and the unstressed lain some. Also note the sound links before words staring with a vowel. for example: cameras.and COs be BI Play the recording ofthe word groups. Students listen and repeat Emphasis the extra syllable for the -2s ending in badges, cases and watches. © Use the chant to dil the woes, fist on their own and then in clusters, for example: sadoes some badges ve got some hades F¥e got some badges and some watches. ‘© Students say the whole chant together with the recording, then on thee own. 8 Key grammar have got + some/any Read out the three example sentences with some and ary ‘¢ Draw attention to the negative and question forms (of ave got and to the use of any in these sentences. ‘© Students complete the explanation orally and/or in ‘iting Note that some can also be usd in certain ‘questions: Cn J have some potatoes? Would you lke ‘some bread? However, dant invoduce ths complication here) ‘¢ Rot to the question and dri te shor answers. You could substitute other pronouns (we, ey in the (question to elicit Yes, we/they have and No, we/they havent Practice ‘¢ Students write sentences about themselves, When checking the answers. make sure they are using some and any coreety ‘+ Choose students to as and answer across the class or set them working in pas. ‘Encourage students to tink of more questions and ask and answer. (BS Pattem dlls: TR, page 11 (Unit 3 Step 1. Writing and speaking My school shop ‘# Teach or revise shop and manager ‘¢ Read though the Instucvon carefully and check that students are clear about the difference between useful and inerestina, «Give students time to think about the things they want In their shop, '¢ Lock atthe example dialogue Invite afew diferent ‘suggestions forthe second question, and elicit answers. «Students ask and answer in pairs. Make sue they exchange ols so that each partner has a chance to be ‘the manager, ‘You could as afew pats to perform their dialogue for the class. Grammar: ‘Apostrophe: possessive “s Possessve adjectives this/ehese, that/those mE ‘Communicative tasks: Identifying things Taking about people's belongings What have you got? 64] Presentation that’s Joe's lunchbox 2 © Ask students to look at each photo and to say what they can se, Make sute they identify Sadie, oe and thet rather and father (Mr and Mis Kelly bb «Read out the introduction tothe dialogue. Explain or ‘lict the meaning of Ktchen and ina hury. Teach Students the word sas © CBB Play te recording Students isten an follow in ther books = CB Play the recording again, Pause and ask students to identity the tems by number inthe photos. Tell therm that mobile short for mobile phone. + Practise the pronunciation ofthe word in the photos. « ‘Studems could practise reading the dalogue aloud in 510405 of four. Answers 1 lunchbox 2 sandwiches 3 anorak 4 mobile 5 umbrolla 6 football socks 7 trainers 8 watch Choose students to read out the eight sentences © CBB Play the recording again. Students read, then write In their notebooks ifthe sentences are true or false. AS you check the answers ask for corretions for the false Semcences Answers Te False (They're Joe's trainers) False (They re Joe's football socks) False (t's Sadie's umbrella) Thue. Thue False (t's Joe’ mobile) We 2 eRe G Seat Seer Sy See eee see ea aed 9. Key grammar possessive’s ‘¢ Discuss the translation withthe students, «Draw attention tothe apostrophe in the examples. Point ‘ut thatthe apostrophe goes after the person who owns Something (and that in this case it doesnt represent missing Leto. ‘¢ Make i lear that this possessive fem is used with other ‘nouns, not only with names. For example: IMy rena’s mathe s French. The cars name is Thomas. Se unit 3 ‘© You might choose to deal with plural examples here also, For example: This i my brothers room. (= belonging tomy brothers) Practice ‘© Look atthe example. Make it clear thatthe words in A and B need 0 be inked by is oF are. ‘© Students work individually to mate the items and write ‘ut the complete sentences, You could tell hem to look back to the message from Sadie on page 8 if they cant remember some information. ‘© low students to compare and discuss answers with 2 partner before you check with the whole cas. ‘© Point out that if two people ae the owness of something the comes at the end ofthe second name only for example. Joe and Sadie's doa. ‘Answers, 2 Joe Kate's brother. 3. Sams Joe and Sacie’s doa. 4 Ughtning is Sade's tortoise '5 Anne and Mark ae Je and Sade’ cousins 5 Sadie s Uses best rend (RD Pattern dit: page 11 TRF (Unit 3. Step 2) Key grammar Possessive adjectives ‘© Suudents compte the lst with possessive aojectves. ‘Draw attention tothe diference between his and her «Point out that, ke all adjectives in Enlish, these words on’ change their form, whether the noun described is singular or plural masculine or feminine. ‘Answers, you~ your heh she — er we ~ our: you ~ yout Practice ‘© Students complete the sentences orally and/or in wing ‘students ask about the use of has’ rather than havn't in question 2. explain briefly but dont spend 8 lot of time on this point. The use of has/hasn’t got Is taught in Unie 4 Answers Dhis 2 their 4 his 5 her 6 yourfj Listening Two famous sisters ‘rus Willams bor 1980) and her younger sister ‘Serena (born 1981) grew up in a poor area of Los “Angeles. Coached by thir father both os stared playing tennis at fur years of age and tured professional at 14, At 17, Venus reached the final ‘ofthe US Open, but it was Serena who fst won the tle in 1999, and in that year both sisters were. ranked among te top five players in the word | 2000 Verus won at Wimbledon, the US Open ‘and the Sydney Olympics, while teaming up with ‘Serena for doubles victories. In 2002 Serena beat ‘erus inthe tnals ofthe French US and ‘Austalan Opens and Wimbledon. The sisters grow up as both competitive rivals and clase fends, ‘coached and managed by their father. «Elicit information from the class about the Willams sisters. Establish their names (Venus and Serena) and ‘ther sport tennis. Db Road the six questions and ask students to pred the answers © BY Play the recording Students Uisten and match ‘the questions withthe answers Answers 2f de 4a 54 6b Tapescript The Williams sisters are famous tennis players ‘Their names are Venus and Serena, Venus Williams ison the left of the photo and her sister Serena is fon the right. Their father’s name is Richard and their mother’s name is Oracene. Venus and Serena travel allover the world, but thelr favourite place is their house in Horida ‘Focus on the pronouns in the Remember box. Remind ‘students that this and these refer to things that are clase ‘tw the speaker, while that and those refer to things at some distance aay. ‘© You could point ou thatthe words can also be used as adjectives. for example: This watch is American Those Practise the pronouns with a ‘chain’ activity. In tum, students hold up or point to one or ‘more objects inthe room and ask about i. For example: A: Elena, what's this? B: Ita ruler Robert, what are those? C: They'te windows. David, what's that? Dit. | Vocabulary: Families ‘Communicative task: Writing a description of a family Speaking My things «sk sues in tu to bing one pasesion ora callection of possessions tothe front ofthe cass and ut iton your table. Before putting it down, they hold it up for everyone to see and say what tis, fr exarole: This is my mobil. / These are my penal Hold up ane or mare of the students possessions and aske What's this? o What ave these? Elicit the corect answer with f€5 or Tey and ave the objects) back to their owmers, Name a student to come to the font toask the next question and continue in the same way ut al he objects ae gone ‘Make sure that students say the I! forthe possessive s tending when they name the owner of any ofthe objects Key vocabulary Families ‘¢ Focus on the pictures, Point out Lucy and explain that ‘the other people are members of het family, gathered around her new-born baby brother. Ask them to find the baby's name (Robbie. Go through the words inthe Uist Refresh students ‘memory ofthe wor they know and teach any tat are ew. You may decide to add grandchildren grandson {and granddavgiter tothe list Practise the pronunciation, Give particular attention te son san. daughter "sta, aunt lant! and cousin Prkxaw Set a ime limit of three minutes for students to ‘complete the sentences. They could workin pals (CB Piay the recording. Students listen and check thee answers and say the complete sentences ‘Answers: 2 grandtather 3 aunt 4 uncle § son 6 cousin 7 sister Tapescript VAL: Hello, dear! W's Val. I'm your grandmother. ERIC: Hello, Robbie. 'm your grandiather, Exc Pleased to! meet you, LUNDA: Hi, Robbie. I'm Linda. 'm your mum's sister Im your aunt BILL I'm Bll, Lindas husband. 'm your uncle. ‘And this is our son, Pot. PETE: Hi 'm your cousin, LWCY: Hi, Robbie. Its nice to see you. Kim Lucy. im your sister, What have you got? @1b © Focus on each person in tum in the picture and ask students to say thelr names 1 Students complete the sentences oly and/r in wring, Answers 2 Eric Robbie's grandather. 3 Linda i Robbie's aunt 4 Bills Robbie's uncle. 5 Pete is Robbie's cousin 6 Lucy is Robbie's sister ¢ # Itmay help students with this if you get thelr help to ‘raw a fami tree on the board (ee wa (Can) = Cn ways |= [ us mtr || [tae (Crete (her ebie 1 Other examples of questions: ‘Whois Robbe's father’s dauahor? Lucy.) Whois Petes father's wife's meter? Val) Who is Robbie's aunt's son's arandate ric) ' “vce some students to read out hei sentences and ask ‘the rest ofthe class to work out the answers 9 Reading A new baby ‘2 Ask studomts to rad the toxt quickly to find the answer to the question. Ask them to expain what type of text it isn their own language. t's an announcement that the parents have putin a newspaper to tll people about the bit of whet son) ‘© Explain the meaning of the new words in the text pleased, announce and bith Answer Cooper. 1b «Students use al the information they have bout Lucy’ family to complete the sentences, Check answers with the cass. ‘Answers 2 sisters brother 3 Lucy, Robbie 4 Zalvah $5 son, daughter 6 Zatrah, Nick Writing and speaking my family + Allow students to choose which topic they wil write about, Remind them of sentence openings they can use "ve got His/Her nae is He's/She's/Theyre 1 To prepare forthe fist topic, read out the example and ask the students to workout wa the person i (isa ‘Simpson inthe TV snes The Simpsons wie them to suggest some more information thay could add to the daserpion of her family Example answer lve got a brother and a baby sister My brother's name is Bart and my sistors name is Maggie. My parents are Homer and Marge. ve got two aunts Patty and Selma. We've gota dog and a cat Try this! ‘Answer: fs 8's mother CHAPTER 1 The Silent Powers Two messages for Sophie The story The silent Powers based on a legend. The storys set apace called Aldertey Edge in Cheshire In the northwest of England. Te Edge is a wooded clit. The legend says that under the cUf the anclent Brtish king King Arthur, les asiep, sutounded by his knights and their milk white horses, They are waiting forthe ay when England is inthe greatest danger. On that day they wil wake and rde out to save the county. Many years ago 2 farmer was taking his beautiful white horse tothe market. As he crossed Alderley Edge, an ‘old man stopped him and asked to buy his hose. The farmer refused, but the olé man said ‘Do as you please but this evening you wil sell the horse to me. ‘A the market no one wanted to buy the fine horse and the farmer made his way home. AS he walked across the Edge, the old man appeared agai. ‘olow me.” he said He touched a rock wth his staf and agate appeared, The man led the farmer ad his hose into a lage cave inside the gate. Thre the farmer saw the knights and their horses, all asleep. and there was 2 pile of gold and jewos. Te old man tld the farmer to take his payment forthe hose The fatmer took some jewels and rar out of the cave i fear When he stopped and looked round, the ld man had gone and he could see only the cif face.The old man was Metin the wizard, who ved in King ‘Arthur's ume, and he had chosen the farmer to provide 8 missing white horse forthe knights seems that Sopive In our stry is the next person tobe chosen fortis task Runes: Th runic alphabet was a Germanic alphabot used in Scandinavia. Brain and other parts of rorhern Europe in eatly medieval times. When the Roman alphabet became the prefered seript runes fl into suse, but tei farms and meanings were reserved In inscriptions and manuserps ‘9 Tell students that this isthe fst chapter of a story that will continue through the course Explain that tis based ‘na real English legend. you have a map, show the location of Aldertey Edge, where the story s sett’ in the coumy of Cheshire. noe far from Manchester ‘© Focus on the picture and induce Sophie. Ask: What ‘as she gt inher hand?(A mobile phone. Use the Dicture to teach cottage, horse and riding ‘© GB Pay the recording (or ead out the story if you refer Elt or explain the meaning of rexe message. ‘Aska sunt to ead out Seth's letter. Make sure that ‘students understand the meaning oF lady. ‘© Ask these comprehension questions and aici answers from the class. Alteratively, you could write them on ‘the board and ask students fo write down the answers 1 Whereis Sophie fom? (London) 2. Whats on her mobile phane ths morning? text message) Who i te text message from? (We don't know — there isn't a name atthe end) Who is the letter om? ‘Sophie's brother Seth) Where Seth's new house? (ear Adertey.) What is Seth’ house called? White Lady Cottage) ‘Seth kes his new house. How do you Know? Find 'a sentence in hs letter. (Tis pace is fantasti) 8 Sophie tikes nding. Why i she pleased Bacause ‘Seth nas got horse.) ‘+ CB To conclude, play te recording while students follow the story in ther books. Puzzle task ‘© Draw attention tthe rune inthe text message. Give ‘students some background informacion about runes (see Background notes above ‘Intoduce the for ofthe ride. Expain that he seven letters — one in each line — make up the secret word, ‘symbolised bythe rune. (Note thatthe meaning ofthe text message itself will become cea ater inthe sto.) ‘Students work individually to lscover the word in the Fidle. Ask them to find out what the word means ‘Answer joumey (Each eter of journey sin the ist word but nat the second woe in each ine} « lnvite students to suggest reasons for the ile. Why o they thnk the word journey might be important for Sophie? Allow them to dscuss this in thei own languace. Extra exercises 1 1 Look atthe example with the class and make sure that students can read’ the family tre. necessary, ‘90 through the names to establish whether they are mae ot female. Answers, 2 wife 3 aunt 4 grandfather § husband 6 cousins 7 daughter 8 sister 9 children 10 orandmother ‘Students choose the corect ansnet, a, 8 oF € ‘Answers, 2b 3a 4 5b For question 3, make sure that students se ‘swith the lastname only (NOT Joes and Sade’ siren, Answers 2 Jack’s 3 Joo and Sadie’s 4 Usa's 5 Serena's ‘Go through the sentences and ask students to say whether the noun after the gap is singular or plural Fox plural nouns. sk: When do we use same? lin atfrmative sentences) When do we use any? lin negative sentences and questions} Answers Zany 3am 4a 5a 6 any 7 ary 8 some ‘© Ask students to read the paragraph fist. They then Look at the alternatives and choose the comect answers Answers 2b 3a 4a Sa 6b 7a Bb ‘¢ Ask students to work on the translation in pars or smal, groups and then discuss wit the whol cas. What have you got? SeExtra reading Collections Lead in ‘© Explain the meaning of collec and collecion Ask about things that the students collect. How many items have they got? Where do they keep their collection? If you prefer, iscuss these questions inthe students" language, and ask if dey know of any unusual collections that eople have made, Task ‘Ask stents to rea6 the fve paragraphs quickly to find out what each person collects, Ector explain the ‘meaning of model car halt. chewing gum and packet. «Ask students to read agin. Which collection do ‘hey think isthe most interesting/valuable? «Ask students to look atthe example answers inthe table. Elct questions withthe question word in the fist columa for example. Whois he/she? Where's the ‘collection? Wha’ in his/her collection?) «Students refer back tothe teat and copy and fil inthe table. Point out that they should look for coures, not. owns, fr the Where from section. «Ask some questions to test comprehension, fr example ~ Who's gota collation of cars? Subhail Mohammed Al Zaooni) — Whar’ im Steve's collection? (Chewing gum.) ~ Where are Fiorenzo’s watches? na museum in aly.) ~ Who's gat someching from Albert Einstein? ohn oznkott) — How many pens has Angelika got? (168,700) 2 Flotenzo Barindll, tly, watches 3 Subhall Mohammed Al Zaroon United Arab Emirates, model cars 4 John Reznikef, USA hair 5 Steve Fletcher UK. chewing gumDescriptions ‘they think are eas. funny ot. Ask them to find tree ‘adjectives that mean ‘very good fantastic. brillant grea, Grammar Position of adjectives What is/are. ke? [== Vocabulary: Adjectives ‘Communicative tasks: Asking about and describing things ‘Answers favourte dancing. ood. new. re, easy, fantastic bia ‘noisy. exci, interesting. rilant. happy. ad funny, serous, extreme, great, dangerous bb © Read out the lists and ask students to repeat. Make sure . that they understand the new adjectives: bad Boing, quiet 4] Presentation My favourite things ald and aw, ‘Students rewrite the lists in pits of opposites, You could ‘people perform dramatie stunts on their boards, kayaking and rafting in dangerous waters, barefoot watersking, bungee jumping and skydiving. ‘Sky surfing is similar o skydiving — participants Jump out ofan arcratt and do aeral stunts while In fre fal unt finally opening their parachutes to land, Inthe case of sky surfing. ther fet are ‘ask them to compare answers witha partes. Dancing cans are novelty toys with pans that © CBI Play the recarting so that students cn listen and SS) move when you wind them up. check their answers. The American film Shek an animated fairy tale g released in 2001. is he story ofa green ogre Tapescript/Answers from a swamp. wo ses OJ to rescue a princess big small good bad Extreme spots ae adventurous activites. often happy-sd ——lficult—easy focused on individual perfomance, where people noisy —quiet great ~awful have to face dangers and take risks. Examples are funny serious exciting ~ boring Skateboarding and snowboarding contests (where aera Students who finish early can use dictionaries to find other ‘opposites (long shor. dark — ght, clean — ery. 3 Key grammar Position of adjectives ‘Students rod the examples and complete the explanation attoched toa bord Uke» surboad wich ages ‘orally and/or in writing. te the difficulty and gives more scope fr acrobatic display, g Answer befor ‘¢ Ask students to look at the photos and say wht they Practice ‘an See. Wie key words onthe bod ‘8 CB Play the recording while students listen and read. ‘8 Students supply appropriate agjectives Tel them that los Pause after each paragraph and ask them 1 identity Sieh mmeenen pills es ‘the speaker’ Tavoutite thin inthe pictures. Help with Toco eases ew words Example answers ‘© Rea ut the tit (1-5 and elicitor explain the meaning 2- big noisy, exciting, great, small, old othe adectives. Students match the items with the 3 noisy. new, dficalt exciting, eas. boring descriptions, 4 big. new, intersting. exciting funn, boring 5 new, exiting, ood reat ad. aw Answers apy. funny. prea serous, quiet, ol 1 Joe 2 Mack 3 Uisa 4 Lee 5 Sadie Speaking 2 Kaviwocabullary' aaictves "2 © CBD Remind students of tees avout thing fom Eerese ‘2 Make sur students know what asectives ae Ask them 4 Play the rearing while they flowin ther books. to give some examples fram ther awn language. ‘© Pay the recoring asain. Pause after Wa’ 4 Seta time limit of thre minutes. Students find all the ike and ask ora tansaton inthe students language adjectives they can, ‘ni What’ ike? with the cas, ‘To check undestanding, elicit example of things that Students practise the dialogue in pas Descriptions oS1b © Choose pais of students 10 read out the examples in the Remember! box Elicit the full fxm of What's (What) and emphasise the plural form of the question: What re ‘thay lhe? Explain tat tke in these questions isnot verb ~ is ferent from the verb like in a sentence such a Uke dogs ‘© Point cut thatthe answers to the question ae descriptions. ‘ten using adjectives. The answer can give information about the thing/person it gor ars and fas ort can express an opinion She's grea. © Choose two students to readout the example daloave. ‘6 In pais, students make similar dialogues about the ater characters, using the texts in Exercise 1 (RD Pattem dri: TR. page 11, (Unit 4, Step. Example answers ‘What's Sadie’sfayourte game? A 8: The Red Mountain, ‘A: What’ it tke? 'B: Its dificult, but the graphics and sound are farcas ‘What's sas favourite video? ‘Shrek Whats it tke? es biant. 1's happy and sad, funny and serious. | Wat’ Joe's toute TV rammet Exree Spor west Waly et © « ulin pars suems aan arse att thet ow fate Bigs For extra practice, ask students to suggest ‘examples of the following: ‘anew bulging ancl city a noisy street sad song boring TV programme 2 funny film an exciting fim © an awul TV commercial Invite discussion, If there are disagreements, ‘encourage students to expres their opinions 1 don't think 50.1 think i's S unit 4 § Reading Mark's ‘Happiness recipe’ ‘2 # Introduce the words happiness recip. ingredients. instructions and mic. xplain tat instead o telling ‘show to make some kindof fod, the text is Mark's recipe for happiness. ‘Students rad the text and count the ingredient. Help ‘hem to guess ary ufomilar word Vor example, sunny. surfboard, ‘Answer Seven ingredients; No, they'e not 1b students read the recipe again and give the opinions. Is ita good recipe for happiness? Are there things they would prefer to change? J] Writing My Happiness recipe” ‘© This writing exerse can be done in class or st for homework. Encourage students to use adjectives fom ‘the unit in ther ist of ingredients Ask students to design posters for their recipes, Illustrated with their own drawings or pictures ct out of magazines. Display the posters inthe classroom. You could have @ class vote on the best happiness recipe. Try this! Answer: Is 2 table/desk. Grammar: has got Vocabulary: Adjectives describing appearance and Personality Communicative task: Talking about a person's ‘appearance and personality mE ee Sec ee ene4] Presentation He's got a crvel face Ask stent to look at the pictures and say what they an about them. Note the pronunciation of Jekyll ‘agekl. ‘© Read out the Introduction tothe text while students follow in ther books. let or explain new words sclentst potion, drink change into and become. «Test comprehension by asking: Whe drinks the potion? Who is Mr Hye? Make sure students realise that Jekyll and Hyde ae in fact the same person ‘© Choose students to read out the sentences. Give examples to show the meaning ofthe new adjectives. © BB Students complete the matching task then listen to the recording and check Tapescript ‘The Strange Case of Dr Jekyll and Mr Hyde isa bbook by Robert Louis Stevenson (written in 1886). Dr Jey i a scientist. He has got a special potion and, when he drinks the potion, he changes into a different person. He becomes Mr Hyde. Lsten to the details about Dr Jekyl He's a nice person. He's tall. Hea kind, honest rman, He's got curly hae He's got short fair ha Listen to the details about Mr Hyde He's got long, dark hair. He's got straight aie He's got a crue face and his teth are black. He hasn't got glasses. He's got brown eyes. He hasnt got a friendly face. He's a dangerous man. Everyone is scared of him, 9. Key vocabulary Appearance and personality 2 6 CB Pay te recording for students to ston and repeat the words fom the lst 1 Ask students ott he ajecves under he four headings. txplan hat some canbe used In more than one ist Wate thelist onthe Board. + Poinout the we ofall or pool as well 5 tes/ baiting ete «Point out also tat we use faint Ui to describe Ug-colored hai oF kn Answers Hat: lon, dark, blac, nce, short straight brown, cur, fir yes: dark. black, nice, brown Height tal short Personality: cel, nice, dangerous, endly, honest. kind b ‘© ci examples from the class and write them on the board inthe following way ‘Mr ek 5.. Mr ye has got Point out that with har and eyes we need to use a form of have got. Alematively. we can say His hairs long His eyes are brown) Answers Mr Jeli is nice riendly /nonest kind. ‘My Hyde nas got tong/dark/stright halt. He's got ‘brown eyes. He's got black teth. He's got a cel face Listening and speaking © GB Play the reconting through once before the students start to wate (© CBB Play each sentence and pause for students to write thelr answer If they have ooube wih any of the Sentences. rewind and play it again o say it yoursel, ‘© CB Play the recording through once again, pausing afer each oe to check ther answer Tapescript 1 ve got straight hai. 2. ve got brown eyes 3 ve got glass, 4 Thaven't got dark hale, 5 Vm quite friendly 6 Vmt 7 8 9 ve got short, fae hat [haven't got curly halt Va dangerous person. 10 Tm not very honest © Give students alte time to think ofthe things they ‘want to say about themselves. ‘Invite students to deserve themselves tothe las. Keep this bi and avoid anything potentially embarassing for individual. Key grammar has got © Look at the ist two examples lt the ful form of he's he fas) and pont ot that she and i have the same form (she's got i's go. Emphasse that the 's in this vetb form is short for has. not és and point out ‘the examples in de Remember! box. ‘Focus on the question ad elicit the short answers. Answers. has: hasn't Descriptions eo5 Practice 2 Ask students to try to guess the corect information from memary fst. They thon lok back to photos in the Student’ Book to check the information, Answers 2. dack hasnt got olases. 3 Usa has gt dark hal 44 Joe hasn't gt cry ate. 5 Lee hast got blue eyes, 6 Sadie has got long hai 1b © Choose two students to rea out the example dialogue. ‘Make it clear that student shouldbe able to workout hich petson student B fs thinking of by asking just one ‘question, The question can Be about ether appearance or personality, ‘# Ask students to suggest one or two other questions that ‘could ask Has he got far har? I he tal? she a cruel ‘person? Ele the corec shart answers. In pais, students take iin tums to ask and answer (CB Patter dit: TRP, page 12 (Unt 6, Step2. fj Speaking ‘Look at each picture in tu and ask students to describe the people Elicit a range of answers with Me's/She'sand He's got / She's got ‘Invite etferent students to saya sentence. The est of the class can guess which person is being described. ‘Asan alternative to Exercise 6, you could use ‘the pictures forthe ‘Picture memory game' (see age 103 ofthe Teacher's Book). Give teams a few seconds to look at each picture before they close their books and start to make sentences about it When they begin to run out of things ‘tw say, ask them fo open their books and move. fon tothe next picue, ] Key pronunciation /h/ ‘© CB Pray the recording, Students listen and read. ‘© Explain the meaning of hamster. heart and octopus. ‘¢ GB Pay the recording agin. Students listen and repeat. following te intonation ‘# Focus particularly onthe hi sound, shown by the letters ‘ bold type. Exaggerate te aspiration of this sound. Ask students to repeat the /h/ words on their own and then In longer clusters. © CBB Point aut that some words are inked by a ine Read them out so that students can hear the elton eo Uni 4 Play the recording once more for them to practise the Uinks bewween words. ‘Ask students to guess the answer tothe second question. Answer An octopus has got the hearts Q Writing and speaking Guess who! ‘¢ Demonstrate by thinking of 8 famous person and escrbing him/her to the cass. Students try to guess who itis ‘Ask student to choose thelr own famous person to write about. without naming him/her. The writing can be done in elas o set for homework. ‘Encourage students to plan thelr description by making notes under the topics inthe Student's Book nationality Jed, personality. appearance. they aren sure of some facts, they may be able to tnd the information at home in fan magazines oF onthe ntemet. 1 In pairs. students take It in tums to readout their descriptions and guess thelr partne's famous person, Example answer He's an English football player He ist very tal He's got fair hair and bie eyes. He's a great player and he's ance person. (David Beckham) Vocabulary: Parts ofthe body Adjectives: Describing how you feel Five got a headache/col, Communicative tasks: ‘Saying how you feet Describing an imaginary person 4] Key vocabulary Your body ‘© if students are uncertain about this vocabulary, you can revise by pointing to your own body. saying the words and asking the cass to repeat ‘8 Seta time limit of thee minutes. Studens complete as ‘many words as they can. They coud do this individually rin pais. {¢ CB Pray the recording for students to check their Tapescript/Answers 1 head 2 face 3 nose 4 halr 5 eye 6 ear 7 mouth @ hand 9 atm 30 leg At foot1 You could introduce or revise some other body words here, for example: stomach. {ooth/teeth neck. back shoulder elbow, finger, ‘knee, ankle, toe 2 To practise the vocabulary play the game ‘Simon says’ (see page 103 ofthe Teacher's ook) Use these commands: Touch your face/foot et. Point your nose/knee (tc. Open/Close your eyes. 2 Key vocabulary How are your ‘© Intcotuce the question How are you today? and ask students to repeat. ‘© Focus on the pictures and read out the sentences, ‘Students use the pictues to understand the sentences. ‘© Ask students ro repeat the sentences. Pay particular tention to the pronunciation of stomach 'stamak/ and ‘ache ek! ‘© Point out that ced, ne and fed up are adjectives. while 42 cold, a headache and a stomach ache are all nouns. ‘sed with ave got. You could point out the alference between Ym coldand Ive gota colaher. ‘© Choose pars of students to ask How are you today? and to answor across the lass. 3 Key pronunciation stress and intonation ‘© BB Point ro the stress paters 1-6 in the exercise Play the recording, which demonstates the sess pattems. using nonsense syllables ‘© Students match the sentences in Exercise 2 withthe stress pattems in 33, (© CB Play the recording for students to check their 1b answers. Pay it once more for students to repeat. imitating the ste, ‘Answers. 2adeatse ca Students ask and answer in pats c cP 4 Listening song «© CB Play the song trough twice. Allow students to ston tothe melody and pick up the genera feeting of the song, «© Ineduce the expression Ive got the blues, meaning "Tm feeling sa You cout tll students thatthe style of this type of music. orginally developed by black American musicians, i als called che ives, Answer sad, bb» Read out the aietves. pain empty and hesny and ask student to repeat them, «© Gottvough te sentences rom the song and ask [tulers to pret where the odjecives te 1 BB Play the song again. Suderes stem and check thei dees. ASK: Why he saa? Because his oitirend #5 gong away) 4+ BD Ask stunts to tun to the words on page 244 in thei books. Play the song once again and encourage them tin in Answers 2 white 3 heay 4 black 5 blue 6 empty 5 Writing 4 Superme’’ {© Botoe students start to wie, elicit afew more suggestions for Super pats ofthe body. Reming students that they ean belong to anyone ~ male or female, allve o dead! Example answer {ve got Michelangelo's hands. ve got Marin ‘Monroe's legs. ve gt Serena Wiliams’ arms. ve got ‘Mick Jagger’s mouth. 've got Cleopatra's eyes.) CHAPTER 2 The Silent Powers Sophie’s dream 1 Ask some questions to revise the previous chapter ofthe stay. For example: ~ Whois te gi in the story? (Sophie) ~ Who is she staying with? (Her brother Seth) What animat has Seth got? horse) ~ Sophie's gota text message - who fom? We don't row.) 1 Tell students that in Chapter 2 Sop is at her brother's ‘nous. Look at the picture and introduce the word dream. Ask students what they can say about Sophie's ‘team from the picture, (© BD Play the recorting ofthe ist part ofthe story (or read it aloud while students isten and flow in thee ‘books. Help them to guess the meaning of new wocs by looking a the context and withthe felp ofthe picture © Intoduce key words inthe second part ofthe chapter: arden, stone, lady, messenger. Ask students to read the dialogue quickly on ther own. ‘© Choose a student to read the part of Sophie while you ‘ake the part of Set. Read te dialogue aloud, Descriptions 6‘Ask these comprehension questions and elicit answers from the class. Alternatively, you could write them on, the board 1 Who i in Sophie's cream? (A worman anda dog.) 2 What isthe woman inthe picture tke? (She's got {ong far hair and a white dress. She's kind and frienaly) 3 What isthe dog in the picture Uke? sa black dog with sang yellow eyes) 4 What isthe woman on the wal ofthe cottage calla? The White Lady.) 5 Whereis Mr Neil's house? t's near Seth's cottage) © Why can Mr Neil help Sophie? Because he knows the story ofthe White Lady) 7 Wo is the woman in her dream? What does Sophie ‘hunk? (Sophie chinks the woman is the Whe Lady.) 8 What about the dog in hor crear? What does Sophie ‘hnk? (She thinks the dog inher dream 1s Mr Neil's dog) (CBD Play the recording once more, while students follow the sory in their books. Ask students to practise the dialogue between Sophie and Seth in pais. You could choose a pair to perform the dialogue forthe class. Puzzle tasks To work out the word reresented by the new rune students need to follow the insuetions carefully [Answer message Student ln the puzzle to find the dog's name. Hf they have problems remembering any of the words. tll them to lok atthe Vocabulary lists on pages 24 and 46. Answers cABal (0 face 2 parents 3. numbers 4 mountain curly) The rune suggests that Sophie's dream isa ‘message’ ‘Askstudents what they tink it could mea forthe ‘ure. Who could the Lady be? What coud she mean when she sas: 7am your guide ~ not here. but in ‘another worl Discuss these questions inthe stadens' language. eo Unit 4 Extra exercises 4] Tatsuo hin toate sate ot en {quest to choose the carect word, have or has. 1 they are't sue of the answers to some ofthe ‘questions, ask them to look back through the unit 10 find the information, ‘Answers 2 Has Lee got biue eyes? No he hasn'. 3. Mave you gota stomach ache? Yes, have. / No. haven't 4 Have you got strait hai? Yes. have. / No. haven't ‘5 Has Satie got a new computer game? Yes, she has. 6 Have you got a favourite thing? Yes, have. / No, haven't 7 Has Jack go a friendly face? Yes, he bas. {8 Has Mr Hyde got a big nose? Yes, he bas. 1) + Elstsome eal sentences sing the tate adjectives in questions 1. 23 and 5, ‘Answers 2d 3a 4c 5b 6a 3) * Fetauestons 1-3, ic anroprateqesons that fit with the alternative answers. Answers 2c 3b 4a 5b g | Answers 2a 3c 4e 5b 5 | Answers 2ac 3a 4b 5c 6a 72 Bj © Mstudems wat on he wanton prs or sma ‘sr0ups. and then dscuss wit the whole cass,Extra reading baie London Zoo, in Regent's Park. was founded in 1828 25 the war's fst scientific 200, for scientist to study ‘exotic animals, thas been open tothe public since 41847. Nowadays it runs conservation and breeding programmes for endangered animals. ‘The Science Museum opened in 1857 and now has ‘more than 40 galleries of eahibits showing the major Selene advances over the past 300 years, Ic includes ver 1,000 interactive exhibits ‘The Imax Cinema has 3 highly sophisticated projection system and an enormaus screen, 20 m high and 26 m ‘wide It produces a dramatic tree-dimensional effect ‘which makes the viewer feet part of the action. Madame Tussauds is a waxwork museum which displays Ue-sized wax figures of historical figures and ‘modem colebrtes. ‘A135 m high the London Eye f the wor’ largest bseration wheel The passenger capsules can each ‘ake up to 25 people ona slow-moving rie which lass for 30 minates, Lead in '¢ Bofore students open ther books, ak them to say anything they know about the city of London (Big Ben, double-decker buses, black taxis, Tower Bridge etc) They can offer their ideas i their own language, but you should write notes onthe board in English ‘¢ Ask students to read the text and see how many things in the ist on the board appear inthe text. Check comprehension of new or unfamiliar vocabulary (sights planets, amazing etc). 1 Ask some questions to test comprehension for example, ‘Whore can you see a good view? What does IMAX mean? Where can you go if you're interested in science? Task 1 In pals or groups, students can make a lst of sights, shops and museums in their capital city. These can be ‘iscussed with the whole class. For futher practic they ‘ould wite captions like those in the text encouraing tourist to visit some ofthe places on their ist. Descriptions SeLanguage summary 4 have got Students complete the sentences with have/as got or hraven’“hasnt got they can't remember information about the characte in the book, tll them to look back ‘icky atthe texts in Medules 1 and 2 to find out. Answers, 1 has got 2 [student's own answer 3 hasn't got 4 have got 5 [student's own answer 6 [student's own answer] 7 hasn't got 8 have got 1 Give students 2 few moments to think about the ‘question forms for sentences 1-8, Then choose students ‘ask and answer across the clas, 2 a/an or some ‘© Organise a collection of objects on your table atthe ‘ont. Cover them and ask students to write down all the things they remember. You could then ask them to make their own collection of objects on their desks and to test their partner inthe same way 3 some/any Answers any: somes any ) Possessive adjectives ‘Students work individually or in pars to translate the sentences 5) Possessive ‘s ‘© Students write about the relationships between the character in the Book. Remind them that when two people ae named asthe ‘pssesso the goes at the end ofthe second name only. Answers 2 Sue Kelly Joe and Sace's moter. ‘Nick and Zara are Robbie's parents. 3 44 Robbie is Lucy's brother, 5 Kates Sal's sister, So Module 2 Review {i this/that/these/those ‘Answers lef to right this these Those: that ] Adjectives es Answers 1 London isa very bi city. 2 e's got cuty hat 3 Mr Hyde is a dangerous man 4 ve gota new watch For revision of opposite adjectives, you can play 190 (see Games, page 103 of the Teachers Book). Students fil their rd with nine adjectives from the list in Exercise 2a on page '38.As you call out the adjectives, they cross ‘ut the opposite adjectives in their grid. Q Describing appearance What's he like? ‘Students look atthe painting You can tell them that ‘the picture is called Woman in blue ranes, by Paul Klee (or leave it othe students to decide if they think itis @ ‘man oF 2 woman) and write a description ofthe person In the picture Example answer She's gota blue, green and brown face She's got black eyes. She hast got hai. She hasnt got ear. She's got a black mouth Study skills 2 Using a dictionary 4 © Bisudons oie er haat hey have aot an English citionary. Ask how often they use iI it aificute to user ‘Introduce afew othe simple dictionary abbreviations for parts of speech and see ifthe class can work out what they mean. Fr example: v= verb a = adjective ron = pronoun ‘© Students srt the letters and words into alphabetical order.Answers AEGHLMS bad key pencilcase quiet uncle tall teacher tennis essues 1 2 3 4 scientist shop straight strange Blanka te ts dle es fan ek abr te ‘meanings of mouse. 1 Point out that a dictionary separates the diferent ‘meanings of a word and gives examples. Ths helss Us fo recognise which meaning isthe ane we want Answer ‘A mouse can be an animal ve gota pet mouse rit ‘canbe a part ofa computer (Use the mouse to move to different places on your compute screen) 4° ontau ta Eas orncaion oa wad aen very ferent from its spelling. Explain thatthe phonetic ‘symbols sed in dctonanes can help with this problem. ‘Elicit te comect pronunciation of the words. You cole ‘write them on the boss as phonetic symbols, as an Introduction to tis ‘alphabe’ of sounds. How's it going? Your rating ‘Students ook back atthe exercises in the Language ‘summary and make ther oun assessment of how well they understand and remember te diferent language points. Vocabulary ‘©The most suitable ites inthe Vocabulay list for Module 1 are Members ofa fanny, Pars ofthe body ‘and Adjotves Students test ther memory of the words they have leamt in these categories Test a friend ‘# Ask students to tink of other words and people to substitute in these questions, They then ask and answer inpats. Write to your teacher ‘8 Use the students lets to find out what they ae enjoying and where they are having dificutes. Reply to the letters witha personal message in the students language. giving help praise and encouragement. Your Workbook ‘Students should complet the Leaming dary when thy ‘come tothe end ofeach unit Coursework allabout me! Important things to me ‘Students wnite about their favourite things. places and people ‘© Give students a few minutes to look at Jack's project about himset, ‘© Expaino elicit the meaning of key words: ip, presen film star badger. ‘© Aska fw comprehension questions, for example What's Jack’ fvounte fl star? Whats this animal? (pointing at badger Who's Ben? What's he like? tc. ‘© Wite up the following headings on the board Favounte poople Favounte possessions Favourite paces Favounte books Favourite fms Favourite animals Elicit afew iaas foreach one. ‘© Ask students to copy out te headings and quicky jot ‘down some ideas of thei own foreach one, They should include some bret desenptive notes ‘© Students select the things they want to write about from ‘thet notes and set to work onthe own project at home. They should write atleast four paragraphs and ‘ustate them as they wish f Set atime tit allowing one or two weeks fox work on the project. students want co spend longer on this work. you could negotiate an extension of time. The ‘work shouldbe mainly done at home f Askstudents to check ther text before they copy it out and design thir page ell them to use Jacks toxt as 2 ‘model and remind them to look back at Units 3 and if they need helo with language,Module 3 iy My world Grammar: Present simple: affirmative and negative Communicative ta Talking about things you do ‘Writing about teenagers’ habits 4] Key vocabulary Things you do 9 © BI Focus on the pictures Play the recording for students to listen and repeat Make sure they say the ‘a sound in the verb use. ‘© To test comprehension, you can mime the actions and ask students to say the plrases ‘© Choose someone to read out the example. Then ask ‘Students to make similar sentences about themselves, 1b Hilp sudents to substitute other nouns that they can use with these vetbs, for example: read books watch fms, play football / the outa, wear jeans, use 2 calculator, eat alo of peanuts, dink water goto 3 sports club / 10 the cinema, ‘Point out the diference between play volleyball ame/sport) and play the piano (= musical instrument. Vegetarians: Students may be interested to know that just under 25% ofthe world’s population eat mainly vegetarian food, and there are about three million vegetarians in Britain. Leonardo da Vine, wos 2 vegetarian, and so was Albert Einstein Famous vegetarians today include Paul MeCartney, Richard Gere, Kim Basinger, Madonna, Paul Weller and Michael. lackson 2 Presentation 1.90 to a judo club 1 Before students read the text you could ask them to tell you what they know already about Sadie and Joe © BD Read the question and explain addict Play the recording while students listen and read ‘Elicit he answer to dhe question. ASK students to find the sentence which tells us that Joe isnt a computer addict. oe doesn use the computer every dey) 1 Choose students to read the teat aloud. Pause at the end ‘ofeach paragraph to help with vocabulary and practise oe Unit 5 LFA ‘See page 7 of the Introduction for ideas Ce ead Answers. 1d 2e 3a 4b 5c ‘bronunciation. Pint out that the vet with judo Is da, ot play: Sade does judo (NOT ploy Answer sad. ‘¢ Dil some ofthe present simple phrases from the text. for example: / play hockey. J don't watch spor. Je pays Footbal He doesn't uke vegetables. 1D Look at the pictures and ask: What i itor Wht are they" to elicit basketball. computer jade etc ‘© Students refer back to the text to ident ee person foreach piture. Ask them ro write sentences asin the ‘example, Draw attention to the -s verb ending, Answers, 2- It’s Sai, She writes alot of emails and she uses the ineret It’s Satie. She goes toa judo club / does judo. Its Sate. She's a vegetarian / doesn't eat meat. It’s Je. He reads horor stories, ts Jo. He's gota bike © You could ask students to complete the sentences (in writing) without looking a the txt. They then scan the text quickly to check ther answers. Answers, 1 Sadie 2 Joe and Sadie 3 Sadie 4 Sadie 5 Sadie 6 Joe and Sadie 7 Joe 8 Joe and Sadie 3 Key grammar Present simple: affirmative and negative ‘= Students complete the table orally and/or in writing, Emptasise the ending forthe hid person singular ‘ver frm. Elicit the ful form of done ro and ‘dos’ |does nod a point out that both negative forms are followed by the ifritve ofthe verb (NOT daesne ps, ‘© Make it clear thatthe present simple isnot use for actions happening at this moment. but for tings that happen normally o regulary. Answers, plays play> Practice ‘Students supply the corect form ofthe verb ike to complete the sentences (GB Pattern dit: TRP. page 12 (Unit 5. Step. ‘Answers 2 the / do’ the vegetabies |. 3. doe plays basketball | | 4 Vike / don't ke sport. | 5 Sade does’ the steak | 6 Joe and Sadie like music. tee—e—r—~ Sd «Look atthe example Encourage student wie a few ferent sentences, same tue ard some alse « tnpars, students Usten co each othe and decide the semances ae tue ole. You can as several stent saya sentence and iit responses om the dass. Key pronunciation verbs + /s/. 2! /iz/ ‘© BB Play the recording. Students listen and repeat. Paint out thatthe sound diferences ave the same as {or plural nouns soe Unit 3, Step 1. Exercise 6 You could ask students to put the following verbs in the correct lists: refers. listens (ves, chooses fishes. helps. guesses, speaks. Writing and speaking ‘© Give students time to write three or more sentences. Encourage them to use and or but for related or contrasting statements # In pairs, students read out tel sentences. «© lovite several students to report back to the class on the similanties/aiferences between them and thelr partner. Reading British teenagers ‘Surveys suggest that British teenagers spend upto five hous a day watching TV. ‘The majorty ofschoos in rain have a ‘compulsry uniform. I usually consis of dress (FSF rit or trousers ox boys an ois, with a matching jumper or sweatshirt. a jacket and perhaps a te Radio 4 is. 2 BBC adi station which mainly plays ‘pop music People Inthe UK ae very fond of crisps and other Junkfood. They ae also the top consumers of ‘chocolates and sweets in Europe. Some reports ‘estimate that due to poor det and lack of exercise ‘more than a milion Bes ehldren under the age of 16 are obese. “Te British fall far behind other Europeans in heir knowledge of foreign Languages. The UK isthe ‘only EU country whee language teaching in ‘ximary Schools isnot compulsory, and a survey in 2001 revealed that 66% of the population have no real knowiedge of any foreign language. a © Ask students to read the list of characterises. Check ‘comprehension of any new words. Note that this isa profile of ‘average’ behaviour ~ it cortainly int tue of every British teenager 1 Discuss the information with the class and invite ‘students to make comparisons wih their own habits. be Students use the ist to write sentences about themselves. ‘sk a few tudents 10 read out thet sentences. ) Writing and speaking Teenagers in my county This writing exercise canbe done in class or set for homework Encourage students to ist as many points as they can. Remind them to use the -s ending forthe present simple afmadve vers. 1 You coud choose some students to rea out ther work Invite the class to comment and discuss. Grammar: Present simple: questions and short answers Vocabulary: Scary things ‘Communicative task: Talking about fears, kes . and disikes| 4] Presentation Do you like heights? ‘The seaside resort town of Blackpoat is in Laneashire near Liverpool. ts popular for its cheap and cheerful amusement facilities along 11 km af promenades it up by coloured lights known 25 the illuminations. thas the wor’ largest rollercoaster, 75 mewes high and 1.5 km lon, ‘The Blackpool Tower isa steel structure ult in the 1890s. takes visitors tothe top ofthe tower where the Walk of Faith was installed in 1994, and the building that forms its base houses an aquarium, an adventure playground, a cicus and a ballroom My worid S‘© Ask students to look at the photos and to say what they an about them. Ineduce the word rower and establish what we mean by 0 be scared of heights. ‘6 Tell he class thatthe tower inthe photo isin Blackpool If you have a map of England, you can point out the town’s location, ‘© Read aut the paragraph about Blackpool Tower or ask 3 student todo so. ‘© plain the meaning of fat Ask students to suggest hy this amusement is called the "Walk of Faith (© BB Read the instruction and the question. Pay the recording ofthe dialogue. Students listen forthe answer, ‘¢ GH Play the recording again. Pause ater the hid and fourth lines and ask students to guess the meaning of scared and tered | Answer No, she isn't She's terrified. Tapescript REPORTER: ackpoot isa holiay town in the north of England. Every year a million tourists visit Blackpool Tower It got a glass floor 117 metres above the ground, I called the ‘Walk of Faith’ br... Excuse me! Can I ask you some questions? GIRL: Er. yes REPORTER: Are you scared? GIRL: Yes, Lam. I'm terse! REPORTER: Do you want to walk actos? GIRL: Yes, Ido. But 'm too scared! REPORTER: Do you like heights? GIRL: No, Tdon', ‘@ Give students afew moments to rad the two ists. Ask them to think about how the questions and answers match, © CBD Play the dialogue agin. Students listen forthe ‘questions and check ther ideas. «Draw attention tothe use of does inthe questions and short answers with want and like Dil the questions and answers. Answers te 2a ab ‘© raw attention to the use of do and don‘tin these ‘questions and answers, wher the subject is you OFF ‘Studonts choose thei own answers to the questions Make sur they recognise the diference between quite scared and tered ‘iil the questions and answers. Pay attention to the unstessed schwa sound of Do in de question. Contrast this with the stressed do in the answer So Unit 5 ‘¢ Ask fora show of hands to find out how many students In the class share a fear of heights. You can reassure ‘them by telling ther that thsi @ very common human feat, Key grammar Present simple: questions and short answers ‘© Look atthe example questions. Substitute J we and they for you in the question to make it clear that we use do (nt does with al these subjects, ‘© Ei te shor answers forall forms ofthe question ‘© Draw a corirast with questions and answers using the verb be Reming students that we donot use any form fo with the ver be Answers, oes don't Explanation does Practice 1 Choose one ar two students to say each question, Then ask the clas to repeat 1 pais, students take it in tums wo ask and answer. Hf they arent sure about any of the information about Joe and Sadie. they can look back quickly to the text on page 50. Answers ‘Does Sale lke tomato ketchup? Yes, she does Does Sadie watch sport on TV? No, she doesnt Does Sadie eat meat? No, she doesn't. Does Je like vegetables? No, he doesnt. Does Joe read horror stories? Yes. he does. Speaking 1 Ask students to ive a few examples of hor films, funny fis, comics etc. ‘In pais students ask and answer. 1 Encourage students wa finish quickly to add new ‘questions. They could use the verbs inthe box or they could choose others. For example: Do you eat / wear / 00.For further practice. you can play ‘Find someone ‘who .". Students copy down a list of actvities. {or example: Find someone who ves near the school. doesn’t lke fish reads alot of books. plays the piano. doesn't eat meat lays basketball wears black trainers. walks to school. Students mingle and ask questions (Do you ive rear the school? etc) until they can find a name foreach activity 5} Key vocabulary Scary things According toa survey. people's most common fears are: 1 spiders 2 people / social situations. 3 fying 4 open spaces. 5 confined spaces, 6 heist, 7 vomiting, 8 cancer, 9 thunderstorms, Some ofthe strangest include fear of beads, chickens, dol, string and the colour purple! {© Look atthe person in the picture. Ask Whar’s the matter? tooolict the answer She's scared/temtied. ‘Read out the words inthe list. {© Seta time limit of wo minutes and ask students to ty to match te words wit the numbered ites in the picture. They could work on this in pars. You could tlt them tat UFO stand fr unidentified fying abject and tansate this phrase literally fr ther. CBB Play the reconting for stedens to check thei answers and repeat the words, «To test comprehension, give definitions and ask students 1 say the words. For example {An animal with eight legs. (spider ‘An animal that goes ou at eg. tat) ‘An animal in the sea (shark) ‘A noisy sound in te sy. fehurden ‘Someone from another wort alien) ‘Ask student which of these things they are scared of ‘You could start tf by describing a fear of your own, to help them feel relaxed abou talking on ths subject. Tapescript/Answers 1 thedark = 6 at 2 thunder 7 spider 2 UFO 8 vampire 4 alien 9 bat 5 shark 10 ghost § Listening song ‘2 © CBD Read out the ees and then pay the song. Students choose the best ite. Answer cui | © BD Play the song again. Help the students with new vocabulay. for example, tromble belive in hide pillow ‘© CB students compete the sentences in writing. They ‘then Usten again to check their answers Answers Lie 2 Do 3 scared 4 believe C@ Students form more questions with words form Exercise 5, Chose students 1 ask and answer across the class, ‘© CB Ask studens to tum to the song word on page 1.4, Play the song once agai fr them 19 jin in. 1B Pattern dis: TR, see page 12 (Unit 5, Step2. J Writing and speaking A questionnaire Look at the example, Ask students to wnte similar ‘questions on wo ofthe listed topics. 4 Students use thelr questionnaire to interview other stucents Example questions ls Do you watch fms on TV? Do you go to the Cinema? What's yout favour flim? Who's your favourite film sar? Try this! ‘Answer: A tarantula, (Also known as the wot spider, the tarantula sa large hairy hunting spider. with a body about 25 em long. Grammar: Question forms (revision) = Wn- questions m (Communicative task: Writing a conversation about everyday life 4] Presentation where do you come from? © Focus on the strange figure inthe picture and ask Who {is bo? What’ he like? stalish that he's an alien from ‘uter space, and the chilis asking him questions. ‘© Read out te questions or choose students todo so. Explain the question What sort of -? Ask them to repeat ‘the questions My world eo‘© Give students time to read the answers. Help with new vocabulary (planet. meet. Queen. ‘© Students complate the matching task They could do this, Individually orn pas (BD Play the recording Students listen and check thet Point out that in Exercise 1. questions. 3.6 and 7 lead toa Yes or No answer, However those starting ‘with question words need an answer that gives some kind of informacion ‘© Remind students that questions withthe verb be are formed simply by inverting the subject and ver. For ‘other present simple verbs. we have to use do or does. ‘© Ask studonts to practise the questions and answers in pairs ‘© Ask students to suogest some other posible answers for ‘questions 2-8 Answers, th 2e3f 4b 59 6c 7a 84 2 Key grammar wn. questions 1» Asc students to translate te question words into their ‘nn language. They then complete the table orally and/or in witing ‘© Choose students o read out the questions, using the Subject he. and elit possible answers about the alien ‘© You could ad another question using When 2 for example: When does fe eat his lunch? ‘© Remind students that these present simple questions and answors are about things that happen normaly or regulary, Key pronunciation stress and intonation ‘+ Ask tudonts to read the sentences an to predict where ‘the main stresses fallin each sentence ‘© GB Pay the recording once or twice Students match the sentences with the stress and intonation pattems. Saw the rising/faling intonation at the end with your hands CBD Piay the recording again Susdonts listen and repeat. ‘Answers 1b 2a 3b 4 Writing and speaking An interview ‘¢ Explain te task and read out the question ané answer. Choose a celebrity and elicit other questions that an Imervewer coud ask. using diferent question words «In pars, students discuss which famous person they wil choose for their interview and agree on thet roles 2s the famous person and the interviewer «Students work together in their pais to write the Interview, Ask them to write atleast tree questions and answers. The answers don't need to be true) «Pairs practise their interview. Encourage the tamous ‘people’ to act ther par as expressively a possible ‘Each par joins up with another to ead out their «You can irvite some pais to perform their interview for the class. Encourage other students to add their ‘own questions atthe en. ‘CHAPTER 3 The Silent Powers The house in the trees BACKGROUND ‘A moonstone isa pearly white semi-precious stone 9 Practice ‘© Students write the questions. As they do so, ask them . to think about a possible answer foreach question. 1 Check the questions with the cass and elicit ange oF possible answers ‘Ask some tre false questions to revise previous events in the stor, For example: ~ Sophie's got 2 strange text message (Tue) ~ ech’ eotage is called White Horse Cottage (als. es called White Lady Cottage) ‘Answers ~ Sophie has a dream about che White Lady. (Tue) 2 What srt.of food do ations Ut ~ The dog in Sophie's dream is brown, with strange 3. What do they drink? yellow eyes. False I's black. with svange yellow |4 Who does the alien want to meet? eyes) 5 Why does he want to visi our planet? ~ Sophie wants to fied a mam called Mr Neil (Tue) 1 Where does the Queen lve? ‘Focus onthe picture and ask students what they can se, 7 When does the Queen eather lunch? oe Unit 5CB Play te recoraing forthe fst paragraph (or read itout while students Usten and follow in their books. Use the picture to eli the meaning of wood and © CB Play or ead out the resto the stony let or ‘plan the meaning of new vocabulary (silent tend. Important special powers, dificult ec: 1 Choose a pair of students to take the parts of Sophie land the old man an ask them to readout the text as 4 dialogue third student can read the pieces of aration, oF you could do this youre. ‘© Ask these comprehension questions an elct answers from the clas. Alteratvely. you could wit them on the board and ask students to write Gown the answers, 1 Whereis the old man's house? nthe wood near Whe Lady Cotage) 2 Does the old man know Sophie's age? Yes. he does) 3. Does Sophie play te piano? Yes. she does) 44 Does the old man answer her questions? No, he doesn't) {5 What has he got for Sophie? He's gota small white stone / moonstone.) {Wis the stone diferent om other stones? (Because i's got special powers) 7 Does the doo krow where White Lady Cottage is? (es, he does) {5 Wher Sophie sees Cabot what does she remember? {he dog in her dream) ‘© Pia the recording once more. while students followin thee Books. ASk students what they think the ‘moonstone's ‘special powers’ could be. How could it help when things ae dificult What dificult tings could Sophie have to face? Discuss these questions in the students language. ‘© Students could pratse the dialogue between Soph {and the old man in pars. leaving out the nation. Encourage them to say the ins as expressively a5 they can and to use appropiate ations taking out the text ‘message, handing over the moanstone etc). You could choose 2 pai to perlom the dalogue forthe clas Puzzle tasks ‘© Students work individually on the puzzle tasks. You may choose to set them for homewark. ‘© Students may need to refer back to Chapter 2 (page 41) forthe answer tothe fst question Answer sir Nei, ‘© Explain the word minor and cl the students to look atthe word in mor writing, ASk them to work out ‘the word and explain what the word means. Extra exercises 4] © Heist ok cant ie sue each ‘For the lst puzzle revise the compass points if necessary. Students plot the moves onthe grid to locate the postion of Seth's conage. Answer White Lady cottage i on sauare G7. Sentence to choose the conect answer. Answers 1a2b 3b 4a 5c 6c 1 Look at question 1 withthe class, Remind students that ifthe question uses the ver be, the short answer must also use Ifthe question uses any ther present simple ‘ver, the answer mus use do o does. ‘s When you check the answers, emphasise the diference between What does he tke” and What's he Uke? ‘Answers 1b 2c 3c 4b Sa ‘© ‘Stucents complete the matching task «© -ASter Checking their answer, you can promgt them with other words to substitute in the question. For example: 1 they Do they bevieve in ghosts? ‘she (Does she believe in ghosts?) she / aliens ‘Does she believe in aliens? lit answers to these questions. ‘Answers 1124 3a 4b Se 6c ‘Read out the list of nouns 2-1 and check that students remember all the words ‘© Students complete the matching task ‘Answers 1 listen to music 19 02d Enalsh magazines + te emails » lay hockey ‘ believe in UFOS speak two forign languages wear a uniform dtink cotaB+ Suse rt one wrt in ac ap. Answers 1 do 2 speak 3 Does 4g0 5 Why 6 Where fj Akstudents 0 wat on te wastes mp or smal ‘g70ups. and then discus with the whole cass. Extra reading Schools, In all tree countries thee isa range of types of secondary schools both state-run and private. Inthe UK, a5 in Australi, there are some specialist sats with an emphasis on a particular afea such as "musi, information technology ofthe performing ars, 2s ‘wel 35 schools that eater for chilren with disalites, However. in bth countries these schools area minority. “Most secondary students attend broad-based, rn: specialist school In the UK and Australia. students are expected t take a ‘umber of diferent subjects in thei junior years, and to ‘study fewer subjects in greater depth when they are 16-18. Inthe USA. there is no such specialisation — Students continue to study a range of subjects in their last ewo years of high school and in their eaty years at collage (university). ‘American students are more Ukely to leave school a 16, while in the other two couse itis more common to say onto the age of 18. British and Amercan schoo often serve hot meals at lunchtime inthe canteen or dining ream, Fr those who bing thei own food to school. a typical rsh packed lunch is sandwiches criss, cake or biscuts and fruit. Lead in ‘¢ Ask students about thei school ‘© Look atthe photos. Ask what students can say about ‘the photos. Find ou if stents have any information or Impressions about schools inthe UK. Australia othe USA, Task ‘¢ On the board. writ the words used fo the diferent levels of schooling inthe three countries kindergarten / aursery school / pre-school ~ children up to the age of about $ primary/elementary school ~ pupils fom about Sto 11 or 12 secondary/nigh school ~ pupis fom 11 or 12 to 18, ‘# Choose students to read out the listed sentences 1-6 Students read the teat co decide if the sentences ae te ‘or false, You could ask thom to corect the ones that are false. ‘¢ Check the comprehension of any new words in the text with the class. lovice students to discuss some ofthe differences between the scheos inthe text ad thet own schoot ‘system. What do they tink 's a good age for children ‘start scoot Would they ike to study at home? Answers 1 Tue 2 False. (They eatin the canteen or "ake a packed lunch) 3. False (Some students 90 to 9 special ‘ype of high school) + Te False (They start when theyre si) False (They oto the senior rom when theyre 18.)I'm usually late! zi sa ‘Snakes ate much more dangerous to people than m9] Grammar: Present simple + frequency adverbs ‘harks ~ in fat it hs been estimated that snakes TT Communicative task: Talking about habits: ‘may cause upto 100,000 human deaths a year. Ky Bears eat almost anything ncding spiders, | Presentation snakes never blink insects and lizards, 1b Students look atthe diagram to work aut the meaninas " ofthe adverts and vansiate them. ‘© Dil the pronunciation. Emphasis the fist ylable sac yal pay bt Ses al ese wr and dn aeons fishing. tn autum they scoop up the salmon that sina ae swimming up the vers to spawn, ed . ‘¢ Test comprehension by asking about the animals in La, A ghatfe’s tongue (oue-black in colour is upto For example: Do bears always ext sh? (No, they often 445 cm long, Gates can use thee tongues to clean ari fhepabo an eat fuicard banc devote their noses 25 wel as their ears “Sometimes blink? (Na. they never blink, They can't cose ‘Snakes don't blink because they have no eyelids th eyes) (This also tue of fish) «Read out the sentences. Take sometime to explain You could start by asking students to say the names of, the animals inthe photos. ntraduce some ofthe new ‘words from ta and 1c here. Ask students to read the sentences and match them cath the potas. Answers 1 Pay te recording, Students User and check woe Tine 2 five. 3 Tue, 4 Tue 5 Fase Explain the new vocabulary and practise the 6 Fale 7 Toe 6 The pronunciation, Invite students to give any other interesting facts they know about these animals. Answers 1c 2d 30¢ 4b 5a Dolphins sleep with one half of ther brain at time so they can keep one eye open to watch out for predators, new vocabulary and to ensure thatthe meaning ofthe statements i clea ‘¢ Students read the sentences again and guess whether thay ate tue or false. They could exchange ideas in pats ‘or small groups. Key grammar Position of frequency adverbs {Choose stent readout the two gous of examples Draw stenton to the difference inthe pst of the er. Stes then complete the uel andr ining. Answers. befor: attr Lanauenas Practice For gorillas. the juicy fruit. leaves and stems of a @ © ‘Students ase the avers to wike sentences about ‘rainforest diet, together with dew, usually provide themselves. dee aeree nomen! : : ste! C_ @ Students choose a sentence and scramble the words. uting the day. Males lt the females do most of the hunting fo them. Tarantulas only attack humans if provoked. Their bite i usually no worse than a bee sting Dolphins sometimes work together to atack 3 stack that i tveatening the group. In pais, they re-order their partners sentence without looking at thee book Reading and listening A questionnaire 1 Ask students to skim the questionnaire quickly. Ask: Who 1 (efor? How do you know? Elicit o explain the meaning or hab {fm usually tate! eo1 Focus on the new vocabulary on time tay. housework, exercise, az. In most cases, the students shouldbe able to guess the meanings from the context. 1b @ make it cloar to the students that they will hear Ben ‘reading tough the questionnaire and giving his answers. ‘© CB Ply the recording. Sudents listen and note down Ben's answers. or « ‘¢Ask diferent students to say the sentences about Ben's habits. Remind them to use the -s ores verb ending with He Answers, 1b 2b 3b 4c 5a 6a He Sometimes ies his room, He sometimes helps withthe housework He hasnt gota television He’ often late, He plays lt of sport and he walks @ Lot, Tapescript Let's see... Number one: Homework a always do my homework on time. b Lusually do my homework om time. € Idon’t usually do my homework on time. fe... b, suppose. I usually do my homework fon time, Two: Your room. aL always tidy my room atthe weekend I sometimes tidy my room, € never tidy my room. ‘Well, | suppose I sometimes tidy my room, 50 t's again, Three: Housework. 2 often help with the housework I sometimes help at home, € never do any housework (Ob .. Well, sometimes help with the housework — Four TV 2 [always watch TV when get home. 'b I sometimes watch TV in the evening. © We haven't got a television, ‘Well, that’s easy, We haven't got a television So its c-Five: On time? Oh deat! 2 1'm often late bm sometimes late. «© 'm not usualy late, [hing that’s. I'm often late, Six: Exercise a I play alot of sport and t walk tot. 1b Edo PE at school bat thats all 11m lazy. I don’t often get any exercise. 4, definitely a1 play a lot of sport and I walk a lt. So that's 1b, 25, 3b, 4e, Sa and 6a, © Unit 6 © «Students answer the questionaire for themselves. ASK ‘the class about some oftheir goad and bad habits 5 Speaking ‘2 © Gottvaugh the questions. Make sue tat students kaw the meanings ofall the words an il the pronunciation. Nate that tly an informal abbreviation forteevsion «You could invite the class to ask you the questions ‘wren you answer, ave explanations and use a variety of adverts, 1b © Choose two students to read out the example dialogue. Et other possible answers foreach question. 1 In pars, students ak and answer ‘Ask students to find all the adjectives in Exercises 3-5 and write them in two lists Positive and Negative. (Poste: energetic, helpful. well-organised Negative bored, late lazy) f Writing my nabies «This wrting exercise canbe done in las o set for homework. Tell students to reer back to Exercises & and 5 for ideas, and encourage them to use frequency ‘avers fom the unt. Example answer ve 9nt some good habits. usualy helpful at home and | often tty my room. 'm not ately act and | {eta lot of exercise. But 've got some bad abit 0. Frm not very well-organised and | don't always do my homework on time. ‘Grammar: The verb have Vocabulary: Food, chinks and meals ‘Communicative tasks: Talking about food and drink ‘Writing a report about eating habits 4) Key vocabulary Food and drink ‘2 @ Focus onthe pictures and ask students which words they know in English. Many are Ukely tobe familiar co ‘them, and others may be similar to words in thei own language ‘¢ CB Play the recording for students to listen and repeat. Pay special attention tothe pronunciation of tice fdsu:v, yoohurt joaat, sausages soxudsz) ‘and fl rut.© vite the class to add any oer English words they know fr food and eink ‘# Students write atleast two sentences about thet food references, sk diferent students to say their sentences, Fllow up ‘with questions and encourage other members ofthe lass todo the same For example: ‘A [Tove chicken but | never eat ham B: Do you tke sausages? A: No, t don't. 1 Patton dit: TAP, page 12 (Unit 6, Stop2. Key pronunciation Vowel sounds 1 Ask students to read the words ofthe rhythm dil before they listen. Explain or elct the meaning ofbreakast and stoner. © CB Play the recording, Students listen and follow in their books ‘© CBE Pay the recording again, say the tines alous and ‘encourage the students to join in. Beattie or click your fingers to emphasis the shythn, © CBB Play the recording line by line and ask students to repeat ‘© You could divide the cass ito two halves, with one half asking the questions and the ater answering, Then ‘choose individuals to do the same. Make sure they keep up the stythm. Say the six words and ask students to repeat. Pay particular attention to the diphthong/au! in goand the Je! sound in at 1 Askstudents to make sc lists, selecting only the words for food and chink Explain that when 2 word has two syllables, is the vowel in bold type that they need to identity. © BD Play the recording. Students listen and check thee answers, You could ask them to add breakfast ana dinner 1 the correct ist Ve and. ‘nil al the words in each group together. ‘Draw atention to the /a sound inthe unstressed second syllable of breakfast. salad. dinner and pasta Tapescript/Answers 4, milk, chicken, fish 0, toast se, tea, cheese ten, eggs, bread you juice fruit bat salad pasta ‘You may choose to teach the phonetic symbols for these vowel sounds, Tell students that its useful to lear these for help with pronunciation, ‘and remind them of the phonetic transcription ‘of words in dictionary definitions. Try this! Answers Words trom the unit: meat, chicken, ham. steak. fish, bead, rut, orange, milk, tea, lunch, snack Some other words amb, bacon, salmon, tuna, alt, Sugar. lure. com, cornflakes, cake, beans. garlic, herbs, mint. lemon, melon, ime, ena, cream Reading and listening A survey about food 9 Focus onthe photo, Ask students to identify the boy oe. Ask: Wheres he? (At a café Tell them that the sis name is Tamiko and ask them what they think she wants © CBB Read out the question and then play the receding, Students listen with her books closed. 7 ‘Answers. Breakfast, Lunch and dinner. be students open thelr books an read through the alogue. Ask them to ty to remember or guess what the missing worts are tefore they lsten again, ‘© BD Play the recording once again. Pause after Joe's Speeches to gve students time to wit, You could alow stents to compare answers with a partner {© Dill some of the questions and statoments with ave. ‘plain that we often use ave, rather than eae or drink when talking about fod, drink and meals. ‘© You may also want to dl some of the useful expressions In the dialogue is this seat ee? What about lunch? That's all. Thank you very much Youre welcome) ‘Answers 1 toast 2 fit juice 3 cereal 4 sandwiches 5 pizza 6 burger 7 meat 8 pasta 9 meat 30 vegetables 11 fish 12 crisps 13 Steak 14 chips ) Reading Tamiko’s report ‘© Make it clear thatthe text is Tamito's report onthe results of her survey. Ask students to read the report check their answers to 3. ‘© Draw attention 1o te use of as with a hid person singular subject the, jumemeene eee ee a Se ee ee {canon of mikuice rm usually late! oOo5 Speaking ‘Choose swo students to ead au the example question are arse. tops, students ask nd answer tote sever erent student o report back othe clas on thei partners meals, Remind them to wse as, ot hve f§ Writing Food in my country Ask the lass to stat planing ther report. and give ‘them any help they need with extra vocabulary. The writing can be completed for homewark Example answer | sually have bread, bute and jam with hot chocolat fr breakfast. At lunchtime Ioften have ‘sandwiches and fut. When I get home from school "havea packet of esp oui. Inthe evening usually have fish or chicken with salad 0: vegetables. Some popular meals in my county are ish soup and tilled prawns Vocabulary: The time Vocabulary for daily routines ‘Communicative tasks: Telling the time Saying when people do things Key vocabulary The time 1 Look atthe clock to remind stadens ofthe language used to tell the time. Write up some times in numerical form or example, 11.00, 6:3, 9.15, 740, 1.10) and ask students to say them in words. fH students ae uncertain about times in English revise ‘more thoroughly by drawing 2 lock face on the board and drawing the hands in afferent positions, Stare with hours. halsnours and quarter-ours before soing onto the smaller me divisions, 4 Set atime limit of ive minutes. Students writ the times 3s figures in ctrenological ard. They could work on this ‘in pts ‘© BB Pay the recording. Studerts listen and check their amt e Unit 6 Tapescript/Answers two oelack (2.00) ‘quarter past two (2.15) twenty-five past two (2.25) quarter to three (2.48) five past three (3.05) twenty past three (3.20) twenty to four (3.40) ten to four (3.50) ten past four (4.10) half past four (4.80) twenty-five to five (4.38) five to five (4.55) five o'clock (5.00) bw Dri the question Whar’ the time? and point out that the answer begins with is. Students answer using the realtime 1¢ They can then draw a series of simple clock faces showing efferent times. In pas, they ask and answer about the te on each clock 2 Key vocabulary Daily routines ‘2. Focus onthe photo and use it to introduce dive and ‘diving champion. Read out the invoductory paragraph, Ask students to workout the meaning ofthe verb train «Give students time to look atthe pictures ofthe things that Kitty does every day 1 Read ut he sentences. Students work on their own to complete the matching task If they are’t sure of some ‘wots, ask them to guess ‘© As you go through the answers, establish the meaning of ‘98t up, have a shower, leave, catch the bus and get (0 ‘© amive a. Readout te sentences again and ask sents to repeat. Pay particular attention tothe extra syllable in catches tot notin leaves Answers, 1i2d3f 4b 59 Gh 7c Ba 90 bb Ask students to guess the time for each activity. Encourage debate and discussion about this. and don't confirm or correct any answers at this stage. 3 Listening Kitty's day 2 Ask students to write the numbers 1-9, coresponding to the sentence numbers in 2b Explain that they need {to write the ime they hear for each activity, © CBB Pray te recording once through and then replay it pausing ater every second or third sentence to allow students time to wite thelr answers.‘© CB Pia the recording once more. Students sten and complete or check their answers. Answers, 1530 2600 3730 4 820 5 825 6850 7415 8700 9830 Tapescript 1 getup at half past fv the swimming pool. I rain for an hour and a halt. At all past seven T have a shower and put my School tniform on. 1 usually have a dink and some cereal at the eafé before I g0 10 school. I leave the swimming pool at twenty past eight and leat the bus at twenty-five past. get to school atten to nine. I get home ftom school about quarter past four. [have a snack, and then I start my homework, We have our dinner about seven o'lock and 1 usually go to ed at half past eight 1 Get students to 103d ou the example dialogue Elicit the questions forthe other eight activites. ‘© Emphasis the use of does inthe questions and thes verb ending in the answers. “6 lr pis students tae iin tums to ask a question and to reply using ther answers trom 3a, there ‘tsagreement about the times, readout the correct 1B Pattern dit: TRP page 12. (Unit 6. Step3) Speaking My routines Getswo students tread out the example and ive students time fo wre similar questions Inga, students ask and answer recoding thie pare’ times CHAPTER 4 The Silent Powers The White Lady Ask stents to name the three characters they nave retin the story and to say what they remember about them. You could make notes on the board under the headings Sophie Case, Seth Case and Mr Nel ‘¢ Draw attention to the chapter tle ad ask students to tell you anything they know sofa about the White Lady, 4¢ BB Focus onthe ts half ofthe chapter Play the recording. (Alternatively you could read the dialogue aloud) 4 Explain or eict the meaning of ride and go ring. ‘© Ask these comprehension questions and elicit answers from the clas 1 Is Sophie a bit scared of Mr Nel? (Yes, she is) 2. Do dogs usually understand everything people say? (Wo they don't 3. Whe s Epona? She's Seth's hose) ‘© Teimay be best if you rea the second part ofthe chapter aloud yourselt, a the language isa itle more dificult (but you can piay the recowing if you prefer. ‘© Go over the last speech careuly, helping with key vocabulary: signs. choose. mission. important. circle. ‘© Continue with these comprehension questions forthe second pat ofthe text 4 Where does the swange white light come hom? from ‘the meonstone '5 Who is the woman near the window? he White lady) When the Silent Powers need someone. what do they _aluays do? (Tey wnte the person's name in the Book oF Signs.) 7. Can Sophie talk to Seth about her mission? (No she cant) {Where isthe Ciclo of Seven? Un Hunter’ Wood) ‘© BB Play the recording once more, whe students follow he story in thee books, ‘she Silent Powers have chosen Sophie fora ‘mission Ask stadonts what they think ths mission could be. Is it going to be dangerous? What has she got to help ‘he? Who seems to be on the side of the Silent Powers? What could the ‘Circle of Seven’ be — seven what? Discuss these questions inthe students’ language. ‘fume, ask students to practise the two dialogues in pas, Encourage them to say the lnes as expressively 35 they can and to use appropriate actions. You could choose 2 pair to perform the dalogue for the clas. Puzzle task ‘© Students work individually to discover the words made up by the eters in the cic Answer: 2 sect Extra exercises 1 2 Students fil inthe names ofthe animals. they aren’ su, tell them t ook back to Step 1. ‘Answers, 1 doighins 2 snakes 3 giratfes 4 taramulas 5 bears ‘© Look atthe example and note the postion of he adverb, before the ver. Remind students tha the adverb goes afer the vb be 'm usually late! SoAnswers 2 Inver listen to the radia in the afteroon. 4 We always have chicken and chips on Saturday 41 My grandmother sometimes goes tothe cinema avthe weekend. 55 Ben ston late for schooln the moring {My brother never hasa shower in the morning 7 Tim always hungry a eleven o'clock. Elicit posible answer for the example question. When students have completed the question, they wite thelr own answers. You can prom the students with other words to substitute in the questions. For example: 2 they (What do they usually have for breaktast? Anna (What does Anna usualy have for brakes”) lunch (rat do they usualy have for tn?) Answers, What do you usualy have fr breakfast? What time do you goto schoo When do you usualy finish school? What do you 6 in the evening? What time do you usually goto bed? ‘Students read the questions and choose the corect replies Answers 14 2f 3b 4a Se Ge IF students have any problems with the vocabulary here ‘eter them back to the relevant part ofthe unt Answers. le 2a ab4e se Ask them to work on the translations in pais or small ‘groups. and then dscuss with the whole cass eo Unit 6 Extra reading My name is Dion Te frst Australians were the Aborigines. Aboriginal people have been present in Australia for approximately 60,000 thousands years and today mako up ust ovor 1.5 er cent ofthe county's population. Bdyadanga. with about 600 residents, i the largest Aboriginal community In northwestem Australia. Topical cyclones are not ‘uncommon along this coast an in December 2000 2 very dangerous category 5 cyclone, with winds of 20 sm an out hit Bidyaganga. The authorities managed to evacuate everyone fam the town before the cyclone atived, except two people who refused to leave. Lead in © Find out if any students have a en fiend, Ask them to tell the class about ther pen friend 1 Focus on the photos and ask students what they can say about them. Task 1 Read the questions aloud and check that students Understand ther, Students read the text silently ta find the answers to the question. ‘Help with new vocabulary laboriginat, coast, eyctones, hot does. 1 Check answers with the whole clas. ‘Answers 1 Blyadanga, In Westem Australi. 2 No, he doesn’. (He ves in an aboriginal ‘community ~ the nearest big tou is Broome) 3. No, he does He works in another pat of ausaliay No, they don't. They sometimes cook on the beach) No, he doesnt often watch TV. oui. At eight ook Hot dogs. About Aboriginals ‘Read out the short tex inthe ABoUE box. ASK students to tell you tn thelr own language. i necessary) anything se they know about ustalian aboriginalLanguage summary | Present simple LA «Students 1e-oree the word to make sentences. Advise them to try 10 ldenty the subject of the sentence fist, ‘and then to look forthe ver. Answers [Mel and Barney ve in Exeter, 1 getup at seven o clock Sadie goes to a judo clus, We eat ato of crisps. They watch TV every evening "clean my teeth every day 1.2 © Lookat the example and ask students to make similar sentences, each beginning with My fiend Buzz. 1 Make sure that they have changed the pronoun fromm my {0 his in question 3. and that they have spelt watches comectly (NOT sisi in question 4 | Answers 2 My fiend Buze walks to schol. 3 My fiend Buzz does his homework before diane. 44 My fiend Buzz watches Friends on TV 55 My fiend Buzz helps with the housework 6 My filend Buzz plays the guitar. SSS 13 | Answers 1 don't 2 doesn't 3 doesnt 4 doesn't 5 don't LA Remind students ofthe order for question: ‘Question word + do/does + subject + verb ‘Answers 1 Does, does 2 Dp.do 3 do 44 Does. doesn't 5 Do, do 6 does 9 Frequency adverbs ‘Make i clear that each sentence should star: We (adverb) catk about — Remind them that adverbs 90 before the ver except inthe case ofthe ver bet Example answers ‘We sometimes talk abou food, ‘We dont often tak about (our parent, We often tak about clothes. ‘We sometimes talk about fins ‘We usually tak about music: Telling the time 1 Moke it lear that there is onetime in the second lst that is there in the ist one. ‘© When students have found the extra time 5:01 point out that we usually say this as one minute pas five INOT ene pastsve, We canals sy five oh one. ‘© Referring tothe fist list. draw attention to the @ Read ut the intedvetion to the dialogue, oF ask a student todo so. f you have a map ofthe UK. you ‘could point out where Bristl 1» BB Road out the question. Reming students that Sadie isa vegetarian. ad invite suggestions about the food she might want. Books close they lsten forthe answer. ‘Answer she wants vegetable lasagne, © BY Pay the recoding agin while stdens oow inthe books. aus oe or explain the meaning oF om vata «Ask qusos to et conpreerson. for example: Were does Kate step? ‘Does she watch TV onthe houseboat? ts tee anything to dink? Has Kate go any pasta? Wher ae te is ono beore dane? Wy des Kate want some paper? 4 Choose stders ora ou the sentences. Ask thom ton he lace in he logue tht sons wheter tho fst sentence st or false got ai) «Sues deci the erences a te alse (Check te answers wi te cas + Rea ot the te questa inthe dialogue with re there an ect eco shor arse see 9 felewsion? No there ete. Then il the questions fd the answer + You may so want to dl some ofthe well exressions inthe loge im try. hoy Here you a | ‘Answers 1 Fate, iors 3 ad inthe lng room) Tw. Fas. Thee any ut jie) Fase. ier arent any vegetaies) Faber’ soe paper on he desk ‘At home ©d- © Give students afew minutes wo find the tems inthe dialogue, Answers ‘nut/apple juice, vegetables, lasagne, milk. cheese Key grammar Is/Are there ..? + short answers 4 ‘Students give the correct vers in the example questions and answes, orally and/or in wing Answers Questions: Short answers is is isnt we are aren't 4 Practice ‘Focus on the classroom. In pars, students ask and nsivr aout te things inthe is Answers 2 Isthere a television? 23 Ae there any posters? 4 there telephone? 5 Ae there any computers? 5 Ave there any cupboards? ‘GR Patter dil: T, page 13, (Uni 7, Step 2, Dil 1) () Reading and listening Kate's shopping 2 « ‘Introduce the new food words (tomatoes, peppers. ‘onions sing, for example, pictures from a magazine. ay special attention to the pronunciation of onions 'snjane ‘+ Students copy the lst and complete it. Tey then answer the question with There are sao KATE: Two, We want a green pepper and a red pepe. ‘SADIE: OK, KATE: And we need some tomatoes. SSADIE: Tomatoes, Tomatoes... Here you are KATE: Thanks, Sadie. Right, we need some water and some mie Here. How many do you want? SADIE: Don't forget the fait juice. KATE: Oh yes! You want some apple juice. Here its. So we've got some apple juice, and some milk and some water SADIE: Don't forget the lasagne! KATE: Oh yes, lasagne. The pasta’ over there. OK . so we've gota packet of lasagne. SADIE: Is that everything? KATE: No, we haven't got any cheese... and we haven't got any bread . and we need some mushrooms too, SADIE: I'm hungry. Can we buy a packet of ersps? KATE: Sure, They'te over there, What sort do you fancy? (© © CAB Refer students to their copy of Kate's shopping list. Play the recording, pausing after onions to check that the task is clear. ‘© BB students number the other fod items (2-10) and dentiy the ones thatthe gis haven't got atthe end ofthe dialogue Answers 2 peppers 3 tomatoes 4 water 5 milk 6 fruitjuice 7 lasagne 8 cheese 9 bread 10 mushrooms They haven't got any cheese, bread or mushrooms. 5) Key grammar uncountable nouns ‘¢ Read out the notes and focus onthe examples with Uncountable nouns. Make it clear that we can't say 0 ates o tree breads and draw atenton tothe use of ‘some (pt a) with these nouns Students compete the explanation orally and/or in wing. Answers 1 You could as them to find other examples of uncountable ut oie, mit, lasagne, cheese peice Monee pae7i ees kes cheese. pen, 1b © BD Introduce the recording and read out the question, a Students listen forthe answer ‘Answer sone: any [Answer she wants to buy same cio Practice Tapescript KATE: OK, I've got the list. So .. vegetables, We ‘need some onions, Here they ae ..onfons Peppers. Where ae the peppers? So unit 7 om Check trough the Uist with the whole class. Answers Countable: sandwich. e995 ‘Uncauntable: breed ham. butter, cheese, pasta1b © Students complete the sentences orally and/or in wring, ‘Answers Lan 2a, 3 some any 4 some, some (cB Pattern dit: TRP, page 13 Unit 7, Step 2, Dil 2 7] Speaking 2 © eer students to the picture ofthe trolley. Choose two students to read out he dalogue before asking the class ‘o practise in pas. bo Students ask and answer in pairs using Is/Ave there ay? §} Speaking Disgusting recipes ‘© Read out the ideas for disgusting recipes. Elicit one or ‘wo mare ideas for recipes ‘+ Students wite dwn their own horible Yeepe’, using Aictionares if necessary ‘© They each readout thor recipe’ andthe class vores fon the mast disgusting, Example answers My disgusting recipe is a milkshake. There's some cheese and there are some bananas (nt [My disgusting recipe sa sandwich. There ae some Ineets and there's some tomato ketchup in Grammar: Prepositions Vocabulary: Things in a room ‘Communicative tasks Saying where things are Describing a room 4] Key vocabulary Things in a room ‘¢ Point othe plan and explain that its 2 plan of Sade’s bedroom ‘© Compare the plan to the picture of the same room on the ght. Students identity the numbered items by using the word in the plan © BD Pay the recording, Students check their answers and then repeat the woct, paying paricula attention to the pronunciation of drawers ida:2, shelves /felv2 and wardrobe wo:ra0b 1 Ask students to cove the plan and focus only onthe picture. Callout the numibers 1-11 in random order to elicit the comect words forthe objects. Tapescript/Answers 1 chest of drawers 2 mirtor 3 shelves 4 chair 5 desk 6 wardrobe 7 rug 8 bed 9 table 10 clock 11 lamp 9. Key grammar Prepositions ‘© Use classoom objects a book. @ bag and a pen ete) co further demonstrate the meaning ofthe prepositions For example: Where's the pen? (I's in/on/under the bag, i's ‘erwoon the bag and the book etc) Check understanding by asking fora demonstration ofeach preposition. 9 Practice ‘¢ Refer back to the piture of Sae’s room. Ask about several ofthe objects, fr example, Where’s the lamp? Oe on the table. /1°s next to the cack) Check students understand on the lefegt ‘+ Students rad the text and write the prepositions. Allow ‘them to compare answers with a partner before you ‘heck withthe whole class Answers Lon 2 above 3 nexto on 5 nextto 6 above 7 opposite 8 under 9 in font of 10 behind / next to 1. You can use the picture for a guessing game. Aska student to choose an abject in the picture. The rest of the class has to ask ‘yes/no questions to work out wat its. for ‘example, 5 1¢ on the right? sit next fo the wal? si in 2 commer? This could also be done with objects in your classroom, 2 Prepositions can be used fora game of ‘Nouohts and crosses’ (see Games, page 103), ‘You could play a second round of the game by using some ofthe nouns from Exercise 1. ) Writing and speaking My room 1 Give students time to dw and label thei plan and rma it clea that they must na show ft et artnet «+ stdentststen to ter partner’ desertion and ty to draw te room. Encourage them to ask questions they nee 4 Tey hen compare their drawings and dscuss any siferences between them, «You coud ask one or wo students to report back to the clas on ther panne’ rom At home OoCHAPTER 5 The Silent Powers The Circle of Seven ‘© Ask some questions to revise the previous chapter ofthe story, For example: ‘Who or what is Epona? (Seth's white horse) ~The White Lady sid. We need your help: How does 4ahe know that Sophie can help? Because her name [sin the Book of Signs) Where must Sophie go the next moming? (70 Hunter's Wood.) When must she be there? (At 11 clock) What is she looking for? he Crt of Seven) © CBE Piay the socorsing of Chapter 5 (or read tout it ‘you prefer while the students listen ané follow in their Books. ‘© Ask students to point tote following inthe pictur: ‘three pats. a white horse, a ccle of seven stones, 2 lece of paper. strange red light. Elan the word ‘queen and remind them of the phrase Be careful. Then ‘choose students to red out the story again, ‘Ask these comprehension questions and elicit answers ‘rom the cass. 1 Is Sophie atthe Circle of Seven at ten to eleven? (No, she isn't 2 How many paths are there i front of her (There are tee paths) 3 How i the moonstone useful to her? When she touches it it gives her the answer ta problem) 4 What isthe Circle of Seven? t's 2 cree of sven stones.) 5 What i chore in the midile ofthe cele? (Teves 2 Diece of paper with a message) {6 Whois the message fom? Can you guess? a's probably from the Silene Powers) 7 Why is Epana important (Because the Silent Powers eed a white hose.) {8 Whois dangerous? (The Red Queen is dangerous) {© CBB To conclude, pay the reconting while students follow the stony in their books. ‘Invite students to guess why the Silent Powers need 2 ‘white hose, ané to predict what the ‘strange red ight” ‘could be ~ sit something good or bad? What's going to happen next? Discus these questions inthe students’ language Puzzle tasks ‘© Students work on the puzzle tasks individually You may ‘hose ta set them for homework ‘8 Ask stunts to gve a reason for their answer tothe fist puzzle ‘Answer I's the path inthe middle because the middle card sa seven and Sophie i aoking forthe Circle of Seven! 1» For the second puzzle. students fellow the clues to find the missing word inthe wordsquare. they have any ‘wouble withthe prepositions ell them to look back to Exercise 2 on page 76. [Answer answer Extra exercises ‘© Remind students to look careful to se ifthe subject. 's singular or purl before they ili the gaps. | Answers Tae 2ls 3ls 4Aw Sls 6 Ae ‘© Look atthe noun tat follows each gap in the exercise and ask: Is countable or uncountable? ‘© Students complate the exercise individually orn airs Answers, 1 some 2any 32 4 any 5 an 6 some 7 any 3) * Students reed me uestion ant cows the caret replies | Answers ib ze 3a 4b 5a + Poin ot tt sentences 2,4 and 6 ate questions ~ the others ae statement and end wth fl stop Remind students to use a capital ete at the Beginning ofeach Answers: 1 There are some photos on the wall 2 Isthere alam on the desk? 3 There's a gym inthe White House 44 Are there any shelves in Sadie's room? 5 There's a mir above the chest of drawers. 6 Is there a wardobe in your bedroom? ‘© Read out the fist sentence and elit the crac answer. Note that we normally talk about being ‘ona boat (although ins also sometimes used ‘¢ When students continue, you can ask them to cover the alternatives below and to predict what the missing words wil be as they ead. They then ook at the alteratives and choose the corect answesAnswers 1b 2c 3a tc 5b 6b 2 Dette tition wots wth te cas ist as amples ‘© Students complete the lists. Allow them to compare lists witha paener before you check the answers Answers Homes: parent houseboat, house at Rooms bathroom. ving rom. hal kitchen. ning room Things in room: cupboard, clock. doo, chat. ug. bed 7] * Heft tte stp 2 tau 0 eminent of ‘who sad these expressions and in what situation. Make it elear that Anyway i 2 conversational ‘filler, often used when we move fam one subject to another. © Ask students to work onthe translations in gas o smal soups, and then discuss with the whole cass. Extra reading Homes in the UK ‘About 90% of people inthe UK lve in urban areas ‘With over 7 milion inhabitants, London i the city with the largest population, followed ty Birmingham. Lees, Glasgow. Shofielt, Manchester and Liverpool. The number of people in rented accommodation Is ‘ow in comparison with most other European countries [Almost 70% of UK households live in homes that they ‘own, The Bish aso prefer to live in houses ~ only 15% (of Brith households lve in as. Lead in ‘© Look atthe photos and discuss the question with the cass. Introduce some ofthe key vocabulary for the reacing text a this stage (ser detached teraced house fat cottage. caravarh and establish the Aiflerences between ese types of homes. Ask for students’ deas about whether most British people lve in ciies/towns or inthe county, and what kind ‘ot homes they tive in Task «© fyou have a map ofthe UK, point out the location of Eeinourgh and remind students that ts 2 large city. the capital of Scotland. Also point out whee Leeds is. 1 Look atthe first true/false sentence and ask students tofind the place the txt that shows if the sentence Is tue or false ‘© Students read the text to decide if te other sentoncas ‘are tue or false, orf we don't know because the answer lant inthe text ‘© Check comprehension by asking 3 few questions for ‘example, Who lives ina caravan? How many bedrooms ‘are thee in the Jones's house? te ‘6 Ask students wich of the five homes inthe text they ‘would prefer to ve in, and why, Answers 1 Tue. 2 Tue. 3 We don'tknow. 44 We don't know. 5 False, 6 False. 7 False, ‘At home oeHaving fun Grammar: can/can‘tfor abilities Vocabulary: Vers that describe abilies 5 Communicative tasks: Talking about bilities ‘Making a notice fora club Key vocabulary Abilities Read ou the words and phrases inthe ist © Set atime limit of tree minutes and ask students to ‘match the words wit te pictures. They could work ‘on tis in pis. lot ofthe words shouldbe familiar already or easy to guess. © CBD Play the recording. Students check thelr answers and repeat the words Tapescript/Answers 1 dance 7 2 sing 8 3 swim 9 dive 4 speak Chinese 20 play the guitar 5 play football 41 stand on my head 6 cook 32 idea horse Presentation Yes, | can! © xplan the word abies the students language. They then read the lies of the song and count the abilities. «lit the meaning of an and ail the phrases with J can + ver Pay attention othe schwa sound in the unstressed form of can kan. 5 2 a Answer Four b tnvite students to suggest more words from the song. sing the verbs in Exerise 1. Listening song «© 8) Ploy the song. Allow students to enoy listening tot and to pck up what they an ‘Ask the question ad eli the answer. Focus onthe word can'tand eit the ful frm (canned. | Answer ie can't dance. © Choose students 10 ead out the sentences and ask the ass to repeat. Invite students to say which ofthese ‘they think they head inthe sone, oe unit 8 ‘© BB Pay the song again, Students decide ifthe Sentences are true or false, orf we don't know because the actions arent mentioned. ‘© CRB Ask them totum tothe song words on page 144 Play the song once again and enenurage ther to jin in Answers 1 Weedon’ know, 2 False, 3 False. 4 Tue, 5 We don't know. Key grammar can/can’t ‘+ Refer back to the sentences with He in 3b. Draw anterton tothe fact thatthe form of can and can't oesn't change. ‘© Students complete the table rally and/or in wring. «Focus an the question and short answer forms. Reming students that we don’ use do. does hee. ‘¢ Prompt the students with other words to substitute in the questions. For example: she/swim (Can she swim) they (Can trey swim play the guitar (Can they play the guitar "Nod or shake your ead after each question to elicit short answers (Yes, she can No they can't ete ‘To extend the range here. you could write down, verbs / verb phrases for abilities ¢some from Exercise 1 and some new ones) on slips of paper ‘and put them in a bas. For example: lay the guitar stand an one foot play the drums speak English lay volleyball speak French lay tennis 00k ride a horse swim ride a bike use a computer ride a skateboard use a mobile phone Invite different students to take out apiece of paper, read it and then mime the action forthe rest of the class to guess. When students suggest an answer, they use He/She can5 Practice ‘Ask two students ead out the example dialogue, ‘Choose others to ask and answer similar questions across the cass. 1 optional pattem abil: TR, page 13, Unit 8 tep 1), Speaking 1 nats. students ak aout each other's abies. Encourage tem to thnk of ew questions to ak aswel 2 the ones they have Ben practising. Abo enowage {hem 0 ge ile more ntrmation nthe arses ‘han Wt Yes I cao Na a bb 6 choose several students to repr on ther parers lives «You can ask some quick follow-up questions tothe whole class, out of intrest. or example: Who can speak German/French? Who can rd a hase? ow many people can sim five Kamer? et. 1] Reading The champion Birdman ‘The Bognor Bitdman cones is held every year at the resort town of Bognor Reols. The entrants ‘ress in amazing costumes and home-made flying apparatus eap of the end ofthe pes. hoping to win a prize of £25,000 by taveling 100, ‘mates (without any form of alcaf or engine) before dropping inc the sea, So far the furthest ‘anyone has got is 88.2 metres in 1992. Around 40000 people come to watch the event and the ‘money raised goes to char. Bognor Regis son the Sussex coast between Brighton and Portsmouth 2 Ask students to lok atthe photas and the caption with them. inroduce the words competigon and compectars ‘and ask stadents what they think the Birdman Competition Bit or teach the key words fy and wings using the photos. ‘© BD ead out she question and then let students read the article quickly to find the answer Answer He can fy 44 meses, 1b « Read out the questions. Dil the pronunciation of competition and competitor, emphasising the diference in tess. Students red the tex again and waite thei answers to the questions {You may want to point xt that inthis text canis sometimes used to express possiblity (You can see a fing horse, You ‘can got mere infrmatior as wel 38 ality (People can fy The Champion Biman can ty 44 meves. Can for possibility Is caughe more flyin Step 2 Answers A Every year in August. 2 In Bognor. onthe south coast of England 13 Alving frog an elephant with very big ers ‘and a man with wings. Yes, there are. 5 Yes theres € # Students answer the questions then demonstrate the things that they can do. For question 4 you could invite Several students to come tothe board and do quick Biman drawing forte cass Q. Writing A notice fora club ‘Look atthe otic with the class Ask students what thay think c's and who its for. What sore of grou the Westover rama Club? ‘6 Make sure that everyone understands the meaning of on {become a memben. {Elicia few suggestions for other clus which could advertise In ths way or example a music lub, a camera club, an art luda sport cub ‘8 Students each decide ona cub and wit te text for ther nace. They could complete the notice for homework, adding illustrations if they wish, You could have a class vote onthe mast eye-catching noice. Try this! Answers A mosquito, a plane, a bata bird and a fly can fy. A horse and a chicken cant fy. Grammae ‘can for possibility ‘an+ see/hear Vocabulary: Places in a town Communicative tasks: Talking about things you can do in your town Describing sights and sounds dls 4] Key vocabulary Places in a town ‘a. © Focus onthe map and tll the cass that i is the city contre af Exeter. Look at each ofthe labeled places snd ‘ask students to explain the words by giving tcal/well known examples ofthese places. Having fun o© CBB Play the recording for students to listen and repeat the words, 1 Ask for any other woes they may know fr places in 2 ‘town (shop. supermarket. theatre. art gallery, hospital police station, footbal round etc 1b Invite students to make sentences using the vocabulary fiom ta 9. Presentation You can visit the aquarium ‘2 Look at brochure of rete. Read out the Instruction and the question. Read out the txt and ask students if, they think Exeter isan interesting town. Elicit or explain the mearing wit and sur he Net Draw attntion to the expressions with ‘90+ ing, You could explain that ws possible to say You ‘can go walking als, but this refers to along tek for ‘example, n the countyside o inthe mountains) rather ‘than a stl inthe park. «Point out that in these sentences Yous used not to ‘address a particular person but to mean “People in ‘genera. Ask students to say ow this can be wansated in their language. You might want to introduce some other expressions for activites with go. for example: 90..in9 go fora goskiing go fora swim ‘g0rrding go feraride {90 dancing 90 surfing ‘ill he questions, «Students ask and answer the questions about Exeter refering tothe map. Tell them that some questions may hhave moee than one answer Encourage them to ao more ‘questions oftheir awn (Where can you catch a vain/bus 7 40 bowling / go fora walk / play basketball ec ‘¢ Choose student to ask and answer across the class. Example answers 2 Atte sports conti. / At the Internet café / tn the pak ‘Ac the poms cent. / Inthe park the Ince cae Ac the aquarium, Ae the museum, Key grammar can for possibility ‘Discuss the best translation foreach sentence with the ass. © Unit 8 4 a ooen Practice ‘Students reer tothe map and write sentences about other activities that are possible in bxeter Example answers You ca cate a wai at the sation. You can cateh a bus atthe bus station You ca ty food and cates at te shopoing cone ‘You can play basketball atthe spas cen ‘You can se some intresting fish atthe aqua. 1 vite students eo talk about the possibiis in thelr town. You can expand tis into a general discussion about tacts which are available or which students think the town needs. Presentation | can hear the traffic ‘Students look atthe map to fod Barney's lat. ‘© Focus on the photos and ask students to say what they ‘an about the location ofthe flat and about Barney's ‘reduce the verb hearand ask: What can Barney see and near inthe moming? What do you think? Invite students to suggest ther ideas. You could invoduce the word vafic here. © CBB Play the recording at east ewice, With books closed, students lsten and write down te things that Barney can see and hear. 1 Ask student to read the txt to check their answers. Make sure that they understand the meaning of wake up ane look out ofthe window, Answers He can hear his brother’ radio his mum and dad ‘the tafe and sometimes 2 tain He can see the wardrobe, his posters the shops and houses opposite, some tees andthe patk. Key grammar can + see/hear ‘© scuss the best translation foreach sentence withthe class Remind students that after can and can't we always use the infinitive ofthe main vet (without fl Practice ‘You could ak students to clase their eyes fora fow ‘moments and imagine that they are i tel oom in the morning They then wite their answers. Ask a few students to ead out their answers,Example answers 1 {can see my books and computer on my desk and picture on the wall, 1 can hear my sister nthe Shower and can hear the bids and traffic outside. 2. ean see some shops, some flats and a church | cutsie.1 ean some see ears and people inthe | steet © CBD with books close, student listen tothe dialogue ‘Aske Mr Kelly aves some cifforent reasons - what are they? Students may be able to identify one or more of these before they listen again. Answer Because Mr Kelly wants to watch the football 1b © Choose students to read out the dialogue and ask the class to suagest possibilities fr the word besinning with door desk. dress. dictionary etc). ‘¢_In pais, students play the guessing game, (BE Patter dil: TRP. page 13 (Unit B, St 2. § Key pronunciation can/can’t ‘2 CB Ack students to veal the sentences fist. Then play ‘the recording. Students listen and repeat. ‘¢- Emphasis the difference in sound between the stressed and unstressed forms of can ‘© You may want to tell the cass that in American English the words cantand dance are pronounced wih te ae) sound § Writing and speaking An amazing view ook atthe photo and explain the phrase an amazing ‘¢-Read out the instruction. Tell students to decide on the location oftheir building Vit ean be real or imaginary! and to ty to visualise the things below them, Ask them {ot down notes a5 they think of ess ‘8 Using their nots, students write thei description ‘9 Ask some students to read out their description to the dass, Example answer ean see the cathedral andthe Paza shopping cente ean See some tains a the station. can see the sports centre and the cafés nea the park (Grammar: rmust/must’t Imperative (revision) ‘Communicative task: Telling people what to do 4] Presentation You mustn't argue 2 Look at the photo and ask students to identity the people (Sace and her father, ‘© Make it clear that they are having an argument about television. Read out the questions and explain that Top ofthe Pops isa pop music programme fora teen audience. ooo (© BB Play the recording again while students listen and followin ther books. Ask them ta say what Mr Kelly is telling Sadie to do. ‘Students put te sentences in order. Check answers ‘© Pay the recording once again. Pause ater esch pat ofthe argument and dil the sentences with ‘must/must'c ‘© You may also want dl some ofthe useful expressions inthe dialogue e's ina mess. Whats the problem? Don't be re, ‘You could pont out that there Is another use of can and can‘tin this dalogue. When Sadie asks Can J watch ? ‘he is asking for permission. and when her father says ‘No. you can‘ he Is retusing permission. ‘Answers 1 You must do your homework 2 You must ty your room, 3. You mustn't go to bed late 44 You mustn't be rude Key grammar must/mustn’t ‘© Ask students to translate the sentences into thelr own language and ask how they express must/mustn. Is it similar or diferent in thet language? ‘© Point out thatthe fom of must/imusr is smiar to car/can' They re followed by the infinitive (without to ‘ofthe main ver, and we dont use any form of da ‘© You could give some examples with diferent subjects to make it clear that the form of mus/muse't doesn’ ‘change For example: Sadie must go to schoo! tomar. We must forget Das birthday on Tuesday. Practice ‘Students complet the sentences orally and/or in wating ‘6 Ask them to suagest some other examples of things that adults tll teenagers todo, using must and mus. Answers 1 mustnt 2 must 3 must 4 mustn't Having fun oebe tnpairs. students practise the dialogue. They may be able to think of other things for Mr Kelly to say. for ‘example: You must help wih the diner / clean your shoes / fish your art project. (BD Pattern dit: TR, page 13. Unit 8 Step 3. Reading A poem ‘© Read out the question and explain the meaning of adult. Stems read quickly to ind the answer Answer A ceonas 1b Go through the poem line by tine helping with new vocabulary. ASk students to suggest situations foreach of the tings that the adults say ‘Use the Remember! box to revise imperatives if necessary. Emphasis the use of Doin the negative fom. = ‘You could put the students into groups ithree ‘er group is an ideal number) to practise the ‘oem, They can read the ist ine together and then take tums, ech reading a diferent ‘adult {or each line after that They read the last ine together. Encourage them to read expressively. ‘and choose one of two groups to “perform the oem for the class. 5 Writing my poem 4 In pais, stasents writ their own poem. Tey can use ‘some ofthe expressions fram the book. but should aso ‘2d others of ther own (or example, You mas ten to ‘me. You mustn't intrupe. Thay ean use thei dictionaries to find new vocabulary. ‘© Ask several pais to read out their poem forthe cass. + |fpossible,csplay che students’ poems in the classroom CHAPTER 6 The Silent Powers Devil’s Bridge ‘© Romind students of previous events. Read out some {quotes from diferent characters and ask: Wo sid this? For example: = ‘Tam your guide - not here. but in another word.” (he White Lady, in Soptie’s cream) = his isa moonstone. 1s got special power Mr Nei ~ That old man knows my name. my age. my bithday and my cat's name" Sophie) = You ca ride my hose, Se’ caled Epona (Seth) = ‘Don't be scared. Sop. We need your hela. he White Lady) ~ ‘Come on. Epona This isthe right ath (Sophie) eo Unit 8 ‘Ask students to say what happened in Chapter. (GB Pay the recording forthe fst part of Chapter 6 lor ‘ead it out if you prefer and focus on the message on ‘the computer screen Elicit or explain the meaning of devi ana bridge. ‘© Ask students to look tthe picture and to guess who the ‘woman Is, What does she want? © CD Play the rest of the chapter (or rea it ot) and help with key vocabulary (move. impossible, oie, belong to, Aas, silver alone. 1 Ask: Who does Sophie hear as 2 voice inher head? (Probably the White Lady) 1 Choose students to take the parts of Sophie. the Red Queen and the White Lady and ask them to read out the text at 3 salogue. A fourth studert can read the pleces of raration, or you coud do this yous ‘Ask these comprehension questions and elicit answers from the cass. Altematvely, you coulé wit them on the baatd and ask students to write down the answers. 1 What can Soptie soe on ve computer screen? (A message) 2 Tofind Devil's Bridge. who must Sophie do? (She ‘must 90 to Hunte’s Wood and follow the nver for ‘about @hilomete) 12 When she gets to the Bridge. what can she see? (tall woman wih long dark hai) “4 What isthe problem when Sophie looks ino the Red Queen's eyes? (She can't speak and she can’t move) 5 What does the Red Queen want? he moonstone.) {5 What mustn't Sophie do? 2 things (She mustn't Usten tothe Red Queen or look into her eyes.) 7 When can Sophie peak agafn? (When she loks at the moonstone) 8 Me Red Queen can‘ stay with Sophie onthe bridge, Why? Because Sophie is using the moonstone) © BB Play the recorsing once more while students follow the story in their books. Ask students why the meeting on the bridge was a test for Sopie? Did she pass it? Why does the Red Queen want the moonstone? Discus chese questions i che students’ language. ‘© Ask students to practise reaing the scene at Devi's Bridge in groups of tre, without the naraton. The people reading the parts of Sophie an the Red Queen Should use appropiate actions and expressions. ‘Invite groups to act out the scene forthe class. Puzzle task ‘© Students work individually to discover the coded word. (The numbers refer tothe position of the Loters inthe alphabet: A= 1.8 =2 etc) ‘Answer testExtra exercises 4) it suens te was ar rames of laces ina own Answers 2 bus station 3 aquarium 4 Intemet café 5 park 6 shopping centre 1) © Yau coud a some the ues eam Were ‘at | see a dinasaur/ go bowing / get some exercise? Answers 2 Atthe aquarium. 3 At the Internet cate 4 Atthe shopping conte. 5 Ar the bus station. 6 Atte park 33 © Remind stunts hat the frm of can oman te sme for citeren subjects. Answers 2 Canvuse 3 Can, play 4 Can, ride 5 Can,swim 6 Can, cook 7 Can. see Q) | Answers a2 b7 ci ds e1 £6 95 © Aryucheck he arson tc an eae sentence for some ofthe atematve words ‘Answers 1a 2e 3b 4c sa § | Answers 2a se 4b 51 66 7 fits tale ves ee temperate Answers 1 Be 2 Close 2 wash 4 tidy 560 ssn work on te tasaton pas orsmal ‘t0ups and then discuss withthe whole class, Extra reading Stephen Hawking Since te eaty 1960s the eminent physicist and mathematician Stephen Hawking has sufeed from 2 progressive and incurable motor nevon disease that affects his muscle control and confines im to a wheelchair In 1985 an atack of pneumonia requies ‘an operation on his threat which took away his powet Of speech. He communicates by means of a computer and speech sypthesiser. Stephen Hawking is engaged by fundamental questions: the laws that over the universe and the way it Began. He has written extensively on relativity. gravity and quantum theory, ‘with a particular interest in Black les. He is a professor at Cambridge University and has recetved Aozens of awards and honerary degrees fo his contibution to theoretical physics Lead in ‘© Look a the photo and discuss the question. Introduce some key words: disease, wheelchar nurs, secretay Task ‘sAsk students to rad the cext themselves and to make a rote ofthe words they don't know. ‘Ask them to discuss the words n pals and tot to work ‘ou heir meaning rom the context. Check the meaning ofthe new vocabulany ‘Students work individually to answer the questions. You can ask some more questions to test comprehension, for exarole: ~ How do we krow that Stephen Hawking is a very ‘neligent man? e's a professor of Mathematics at Cambridge Universiy) ~ He can't talk ~ so how can he tach? (Me uses a special computer to communicate ‘Ask students if they know of any other famous people ‘who have overcome dificult in order to be successful, ‘Answers, The UK / Baitain, He's gota neuromuscular disease Because he needs help to des, eat and wash, 2 special computer ‘Mathematics He cictates his ideas toa secretary, Having fun eoLanguage summary | There is/are L.A «Students weit their own answers for these questions, 1.2 «When students have witten the questions, allow them to discuss the answers in pas. ‘airs could also work together on some mare general knowledge questions (these could include questions ‘about their town/schoo) or questions based on Information fom texts inthe Student's Book, Each pair the joins up with another par to ask and answer. ‘Answers 2 sthere Mes. there fs) 3. Ae there (Yes there ate) 4 there Wes. there i) 5 Are there (No there arent) 6 Is there (Yes, there Is / No there int) 2 Countable and uncountable nouns ‘© Students complete the ists. You could ask them to add Dieses using prepositions of place (There's a sandwich ‘in my bag There are some tomatoes onthe table. There's some milk in the fridge) Answers ‘Singur: Ter’s an egg, an apple a sausage, ‘an omelette ‘Plural Ther are some sandwiches, onions, vegetables, bananas. chips ‘Uncoyntabte: There's some bread, pasta, cheese coffe, milk, fut. orange ice, water 9. Prepositions of place ‘+ Students make tue sentences about tings inthe ‘lasstaom. Check their answers with he whale clas. can 4.1 © collect suogestions and write them on the toad. Help with vocabulary where needed. Example answers 11 Bears can run / swim / climb / catch fish. Bears can fly / talk / lve under water. 2 Asmall baby can kick / smile / dink ilk, eo Module 4 Review 42 43 A small baby cant walk / tak / sit up. {3 Dolphins can swim / jump out ofthe water / communicate, Dolphins cantly / Ue on land / stay under water. 4 Bids can fy /dve / catch insects / lay e99s. Birds can't lie fly under wats ‘© Encourage student to use ther imagination. Example answers ‘can walk under the chats / ride on my dog / sleep Ina drawer. cart ride my tke / open te door. ‘6 Students use a verb fom the ist ist and a word oF hrase tor the second one. ‘¢Asyou go through the answers, ask students to say who the question could be addressed to and in what situation. Elicit some possible answers to the questions. Answers Cant wateh TW? Cant have a sandwich? Can goto Jack's house? Cant play your guitar? must ‘© Again, ask students to suggest who is speaking and who they are speaking to. Answers, A must 2 mustn't 5 mustn't 2 mustn't 4 must there, they're and their ‘9 Ask students to give the full frm of theyre and to vranslate ther Answers 1 their 2 Theyre 3 There Imperative ‘© Students match the two parts ofthe sentences. ‘Answers Don't be nae, {Come to the cinema with ws. LUsten to this song, ‘Don'ts in font of meStudy skills 4 Leaming vocabulary ‘Encourage students to choose the method tha they think wl nlp them to remember the words bes. ‘© if your students ae already familiar with word maps. you could ask them to refine the categories and use afew ‘mare words For example: How's it going? Your rating ‘Students look back atthe exercises in te Language Ssummaty nd make their own assessment of how well they understand and remember the materia, Vocabulary Students test thelr memory ofthe words hey have eat in two of he vocabulary categories, Test a friend Look the example questions and elicit the answers. Students reer back tothe texts in Units 7 and 8 and rite questions about ther to test thelr pane. They then ask and answer in pais, Write to your teacher ‘Use the students’ letters to find out what they are enjoying and where they are having dificult. Reply to ‘the letters witha personal message inthe stents language ving hep, raise and encouragement Your Workbook ‘© Students should complete the Learning cary wien they ‘come tothe end ofeach unit Coursework all about met My neighbourhood Students rite about «laces near their home © things they doin these places Si = ‘© Focus on the tite of the project and elicitor explain the meaning of neighbourhood Give students a few minutes to look at Jack’ project. bout his neighbourhood. ‘Ask thom eo say what they can see in the petures. Ask stent to read the text and find out why these Places are important to Jack 4 vite students to identity a few ofthe places that are important to them i their neighbourhood. 1 Ask students to choose their places and plan thelr text, ‘hay should write about at least four places and ilustate ther paragraphs a they wish. 1 Set atime limit allowing one or two weeks for work on the projec. The work should be mainly done a home. 1 Ask students to check ther text before they copy it out ‘and design thet page. Tell them to use Jack's text as 2 model and remind them to look back at Units 7 and 8 if they need help with language. Module 4 Review wModule 5 Grammar: Present continuous: Wh questions: oy atirmative communicative task: Talking about things in i At the moment Today and tomorrow (es eR oun ‘0n how to use the Module opening pages Answers, 1b 2a ab te 2a 3d 4b 5c progress at the moment | Listening And it’s a goalt BACKGROUND ‘The FIFA World Cup is the war's largast single poring event. Over 200 counties partcpate inthe «valifying rounds rr which 32 teams go trough to the final concest held every four yar, in 2002, ‘the Werld Cup in Japan and Korea had a cumulative TV audience of 288 bilion worldwide 2. © CBB Wake sure that students keep ther books closed wile you play the recording Ask them: Whac' on TV Introduce the words final. match and goal ‘football match tthe World Cup Fina. Tapescript and Alain le Blanc has got the ball, and its Le Blane to Colombain ...oh and it goall A goal {or ance! France have got another goal! So that’s three all thee goals alin the World Cup Final! And the manager of Brazil snot a happy man. But ‘what a fantasti final! 4 billion people ae watching this match on television ...allion people are watching the World Cup Final today So it’ three all... and Brazil have got the ball iS Marcos. Marcos to Silvio. Can they seore again? 'b_ © Students now open their books. Read out the questions ‘or choose students 1 do so. Make sure that students recognise the diference between milion and billion and establish the meaning of score and three all ‘© BL Play the recoring again and ask students to answer the questions. «© iplan that score canbe used asa noun (= the number ‘of points ina game) or asa ver as In score a oad. @ unit 9 2 Presentation They're watching the match 2 Students close thelr books. Read out the inoducion ‘a the recording. Remind them that Anne s Joe and Sadie's cousin, ‘© Write the score o the board: Fance 3 ~ Bazil 3. Ask students 1 Usten to the conversation and tell you wat the score is atthe end © CBB Py the recordin. Students listen and work out the score, {Ask thom 0 tell you which team scored the goal and to {any information they picked up about who is watching the match. Answer Bazil — France 3 Db & CBB Play the recording again while students tisten and followin thr books. 1 lct the meaning of key words for example scart suppor. Hang on, Focus onthe present continuous vers in the dalogue and dil these sentences. Then read out the questions ‘and elit the answers, helping students with the form of the vers. 1 Asksome other comprehension questions, for example: 1s Annie watching the match in Australia? es) Why's [Mr Kelly wearing oreen and yellow? (Because he's supporting Breil) ‘© With 2 strong class. gt students to ask and answer the questions in pais Answers 4 Theyre watching the Worlé Cup Final, ‘Agreen and yellow scart Nexto Mr Kelly. Because Joe's supporting Brazil and Sace's supporting France3. Key grammar Present continuous: Wh: questions; affirmative ‘¢ Road out each question. sk students to repeat and then felt the ans. As forthe full form and the short form am /Tim ete ‘6 Ad questions to elct answers with We and You, for example: Silvana and Leo, what are you doing now? (We're siting in the classroom) Where am I stanaling now? (You standing behind the rable) «Make sure students understand tha the present Continuous is used here for actions happening now. at the time of speaking. You can contrast this withthe resent simple, fr example: 1m wearing my scar (= 'm doing i¢ now) I wear my scar when | goto the foots (= this something | do norally/regularly) ‘© You could daw attention here tothe speling rules when we add an ng ending (see page 142 in the Studer’s Book Answers Fm She's Theyre Practice Remind students to lok carefully a the subject ofthe setences when they form ther questions. wba ‘Answers What are you doing? Where 57’ me Kelly siting? Where are you siting? What are Joe and Sadie watching? D> @ Inpars, students ask and answer (BB Patter dri: TRF page 14, (Unit 9 Step ‘You can use the photo on page 94 to ask some more present continuous questions. For example: What's Joe wearing? Where's Annie watching the match? Where are Joe and Sadie siting? Which teams are playing? Which tearm is winning? 5 Reading and speaking The World Cup To calculate time in diferent pants ofthe wor, the earth’ surface is divide up into 24 time zones. Te Greenwich Meridian, an imaginary line of longituge passing through Greenwich. is taken 235 the starting port. Ech Zone going west rom heres one hour behind te lst and each zane going east i one hour ahead, ‘The time diference between England and Sydney vanes, depending an when each ofthese counties tums the clocks back an hour for summer ime" Ask students to rad the tox and answer the question in 5 lit the answer. ‘Answer No. (56 billon people arent watching the match) be ead out the two sentences under the map and i necessary, explain more about ime zones lin the students language if you wish. © Look atthe photos. Help the students to identity each ofthe countries forthe cities, and ask What's she time ‘Dil the example dialogue and ict one or wo questions and answers for other ets. ‘© You coud pont ou that normally we say goto the + noun for place but inthe case af goto Schoot. 0 to ‘work, 90 1 bed and go home, the article sn used Also point out that we usually say Everyone's asleep not Everyone's sleeping In pairs across the clas, students ask and answer about people inthe efferent parts of the word fj Writing what's happening? '¢ Once again, make it clear to students that inthis exercise they aren't writing about nomal routines oF habits, but about things happening right now. Starting withthe time and date should help to locate the events In the immediate present. 4 Brainstem ideas before students stro wie Example answer ''m sting at my desk and fm doing an English exercise, My friend Marketa i siting next to me and we're witing sentences. Our teacher is walking around the room. Outsde the window, someone |s walking to the canteen and some students are playing volleyball. At the moment woGrammar: Present continuous: negative: questions and short answers Object pronouns Communicative tasks: Talking about present actions Playing a guessing game Presentation Are you listening? 1 Focus on the photo and ask stents to say what's happening here Elicit the meaning of chemistry test. bb © Ask students to read the the sentences (2-cl. Remind them ofthe noun dream in The Silent Powers. and point ut that here the word i used asa verb ‘© GB Pay the recording while students follow in thee ‘books and decide which sentence is corect. + Elicit or explain the meaning of new vocabulary: towards, fans shout Come on! 4 ill some ofthe verb phrases using the negate form ofthe present continuous. — ‘Answer Remind students that these questions without question words atthe beginning, are asking for Yes or No replies. ‘Students complete the matching task. Chek they are aware ofthe ful forms of isn't and aren't 1 Choose pais of students to ask and answer the questions across the class ‘You can add some other present continuous questons. foc example: re the other students wating? Yes. chey _a1e Is Joe thinking about chemist? (No, he ist 1s the teacher aking to Joe? (Yes, she és) Answers 1d 2¢ 30 4a 9. Key grammar Present continuous: negative; questions and short answers 4 Students complet the table rly or/and in wing Answers Negative: isnt arent Questions: Is Ne Answers: am isin é& Unit 9 3 Practice '2 © Students complet the paragraph orally and/or in ‘writin. usin the present continuous frm ofthe vets in brackets. ‘Answers, 2 aredoing 3 isn't Uistening 4 i saying 5 arentlistening 6 Are you) dreaming Make sure students understand that they have to wate negative sentences in the present continuous ‘he sentences can be tue of fase 1 Encourage them to use a variety of subject, not only For example: We aon‘ playing tennis. Mr Foster ist standing near the board. Cato and Magda arent ‘watching TV. You could writeup some examples of vets that they can use (play sleep. go tome ec) (BB Patten dil: TRP. page 14 (Uni 9, Step 2. Dil 1). Speaking ‘© Dail the example withthe class. You could demonstrate further by miming an action youself and asking the class to guess what you're doing, Make sure you oneiwe doing the ation unt they have guessed correctly, + vite students to mime actions fr the clas to gues. If ‘they run out of ideas you could suggest some ofthese: ‘idng bike, tidying my room. cleaning my teeth. ‘rowing a picture. eating an apple. using 2 mobile ‘phone, making a sandwich, having a shower. Try this! ‘The last eter of each word hasbeen moved on 1 the beginning of the following word. “Answer: Joe and his frends are doing a chemistry tes 5) Key pronunciation /11/ 1 Ask students to ead the words ofthe ryt dil before ‘they listen. Explain relict the meaning of any new ‘words. You may want to ntraduce the wort nightmare ‘=homble eam) here. © CBB Play the recoding, Students listen a follow in their books (© CHB Play the recording again. say the lines aloud and ‘encourage the students fo join in. Beat time or click your fingers to emphasise the rythm. © BD Play the recording 2 third time, pausing aftr each of the present continuous sentences. Dil the pronunciation, paying particular attention othe ~ing sound. 1 You could divide the class in half. with one group reading A's part andthe oer reading Bs.om Presentation Everybody loves met ‘© Read out the instruction, Give students a few momens to look at the pictues. Make i clear that these are mages ftom Joe's cream, ‘© B Play the recording while students ston and follow In thelr boos. Expain the meaning of waving and sailing, and cil the pronunciation of photographer atogra. ‘© Students refer tothe text and put the pictures in the Pht ader forthe stony. ‘© Draw attention tothe pronouns in bold an ask students ‘tw say who/what they each refer to inthe text. [answers | Comect oder-cieb.tad | ‘© Ask students to say whats happening in each picture. If they are confident withthe vocabulary, you could ask them to cove the text and try to remember the wots ‘without looking at them, Key grammar object pronouns 4 Write te sentence He can't see heron the ba Make it clear hat He a he ae both pronouns He's te subject ofthe verb anders the objet. Students copy and complete the able lc some ater example sentences ung object, brenours. ‘Answers you~ your he— him she her it=te we-us: they them Practice 46 Tel students to ook carefully tthe undetined wotds to decide on the coreet pronouns. 1 Pattern cil: TRP. page 14, Unit 9. Step 2. Dri 2. Answers 2 her 3me Ait 5 them 6 him 7 you 8 us Speaking A guessing game ‘© You can play tis game with the whole class or put students ito seal groups. 1 Demonsrate by aiving one or two clues yourself forthe ass to ques. For example: I'm walking oni. (Te oor) Julia siting behind them, Miguel and Sando) ‘# Forexta help, you could supply some more verbs which the students can use talk to, listen ta sit on / behind / ‘nro ofetc Vocabulary: Clothes ‘Communicative tasks: = Describing what you're wearing ‘ Talking about what you usually wear Key vocabulary Clothes ‘© Focus on the pictures and ask students which words they ‘knowin Enlsh, Many ar Ukely tobe familar to ther, and others may be similar to words in their own language ‘© Seta time tit of thee minutes. Students read the ‘words and look around for examples ofthe items in the lassroom. ‘© BD Pay the recording, Students listen and repeat ‘© Ask students to find all the words that ae in the pura form. Emphasise tha the fllowing ae always pra: ‘Jeans trousers. shorts, sunilasses~ they ae one ‘garment but with two legs or two lenses. Contrast these with socks. shoes. trainers. gloves etc. which are Separate items. We can talk about a sock atone shoe bout we can't say a trouser. You may want tring in the use of a pair of forall these plural words. Listening Outside the stadium ‘© Read aut the inroduction to te listening, Expain that [Exeter City and Bristol Rovers are English football clubs and that red white and black are Exeter City's tear colours ‘© Ask students what they can seein the pices. Teach or elicit the new words stadlum and queue. Pay particular attention t the pronunciation of queue /kju ‘© CBB Read out the question and ask students to lston forthe answer Play te recording, Answer is's aot te tickets, Tapescript {IACK: Where is she, Ben? I can't se het ‘BEN: Well, we must find her. She got our tickets her ba JACK: Tm sure she’s in the queue somewhere, BEN: Yes, | know, but isa very long que, Jack JACK: She's weating a red, white and black scart BEN: That's not very helpful, Jack. mean, alot of people are wearing red, white and black scarves! JACK: She's got her big, white ear with her. Can ‘you see any bears? BEN: No, leant. 4IRCK: Wait a minute! can see her. She's wearing. her Exeter City hat. She always wears that hat at football matehes. Lisa! BEN: Hang on a minute, Jack! Wait for me! At the moment @bb Choose students 1 ead the questions and explain or lct the meaning af cary. ‘© BD Play the recording again, twice if necessary Students listen and then write answers tothe questions in fll sentences. + Draw attention tothe diference in tense between the first two questions andthe last two, and ask why they ae ferent, Establish hat 1 and 2 are asking about ‘what Lisa is wearing atthe moment, while, and 5 are asking about her normal habits. (Note thatthe difference between the two tenses is giver more focus in the Module 5 review) Answers 1 She's wearing a scar and a hat 2 She's carrying a bear. 3. W’s.an Exeter Gy hat 4 No she doesnt. 5 She wears it at football matches, 9. Writing and speaking ‘© Read out the examples. {Sec time limit of four minutes. Encourage students to use @ mature of present simple and present continuous ‘verbs. asin the examples. Remind them of other frequency adverbs that may be useful always, often sual, 1 Ask differen students to read one or two of their Sentences tothe class. Qj Speaking An observation test! ‘© Choose two students to read the example calogue 1» You could goto the back ofthe classroom, so thatthe class can't see you, and ask: What am f wearing? Ivite students to desenbe your eethes, and corect or conf their statements as in the datogue 1 In pais,stuéens sit back to Back and take i in turns to doseibe each othe’ clothes. For extra practice of the present continuous, choose a photo of a situation from an earlier unit in the Student’s Book and use it as the bass. for the ‘Picture memory game’ (see page 103 in the Teacher's Book. You could award a bonus Point for every sentence where the present Continuous tense is used correctly, ‘CHAPTER 7 The Silent Powers Pictures in the water ‘You could remind students ofthe story so far by

You might also like

• Fear: Trump in the White House

  

  From Everand

  Fear: Trump in the White House

  Bob Woodward

  Rating: 3.5 out of 5 stars

  3.5/5 (738)
• Devil in the Grove: Thurgood Marshall, the Groveland Boys, and the Dawn of a New America

  

  From Everand

  Devil in the Grove: Thurgood Marshall, the Groveland Boys, and the Dawn of a New America

  Gilbert King

  Rating: 4.5 out of 5 stars

  4.5/5 (266)
• A Man Called Ove: A Novel

  

  From Everand

  A Man Called Ove: A Novel

  Fredrik Backman

  Rating: 4.5 out of 5 stars

  4.5/5 (4610)
• • Magazines
  • Podcasts
  • Sheet music
• A Heartbreaking Work Of Staggering Genius: A Memoir Based on a True Story

  

  From Everand

  A Heartbreaking Work Of Staggering Genius: A Memoir Based on a True Story

  Dave Eggers

  Rating: 3.5 out of 5 stars

  3.5/5 (231)
• The Sympathizer: A Novel (Pulitzer Prize for Fiction)

  

  From Everand

  The Sympathizer: A Novel (Pulitzer Prize for Fiction)

  Viet Thanh Nguyen

  Rating: 4.5 out of 5 stars

  4.5/5 (122)
• Grit: The Power of Passion and Perseverance

  

  From Everand

  Grit: The Power of Passion and Perseverance

  Angela Duckworth

  Rating: 4 out of 5 stars

  4/5 (590)
• The World Is Flat 3.0: A Brief History of the Twenty-first Century

  

  From Everand

  The World Is Flat 3.0: A Brief History of the Twenty-first Century

  Thomas L. Friedman

  Rating: 3.5 out of 5 stars

  3.5/5 (2259)
• Shoe Dog: A Memoir by the Creator of Nike

  

  From Everand

  Shoe Dog: A Memoir by the Creator of Nike

  Phil Knight

  Rating: 4.5 out of 5 stars

  4.5/5 (540)
• Principles: Life and Work

  

  From Everand

  Principles: Life and Work

  Ray Dalio

  Rating: 4 out of 5 stars

  4/5 (608)
• The Little Book of Hygge: Danish Secrets to Happy Living

  

  From Everand

  The Little Book of Hygge: Danish Secrets to Happy Living

  Meik Wiking

  Rating: 3.5 out of 5 stars

  3.5/5 (401)
• The Subtle Art of Not Giving a F*ck: A Counterintuitive Approach to Living a Good Life

  

  From Everand

  The Subtle Art of Not Giving a F*ck: A Counterintuitive Approach to Living a Good Life

  Mark Manson

  Rating: 4 out of 5 stars

  4/5 (5813)
• Never Split the Difference: Negotiating As If Your Life Depended On It

  

  From Everand

  Never Split the Difference: Negotiating As If Your Life Depended On It

  Chris Voss

  Rating: 4.5 out of 5 stars

  4.5/5 (844)
• Her Body and Other Parties: Stories

  

  From Everand

  Her Body and Other Parties: Stories

  Carmen Maria Machado

  Rating: 4 out of 5 stars

  4/5 (822)
• Team of Rivals: The Political Genius of Abraham Lincoln

  

  From Everand

  Team of Rivals: The Political Genius of Abraham Lincoln

  Doris Kearns Goodwin

  Rating: 4.5 out of 5 stars

  4.5/5 (234)
• John Adams

  

  From Everand

  John Adams

  David McCullough

  Rating: 4.5 out of 5 stars

  4.5/5 (2409)
• The Emperor of All Maladies: A Biography of Cancer

  

  From Everand

  The Emperor of All Maladies: A Biography of Cancer

  Siddhartha Mukherjee

  Rating: 4.5 out of 5 stars

  4.5/5 (271)
• A Tree Grows in Brooklyn

  

  From Everand

  A Tree Grows in Brooklyn

  Betty Smith

  Rating: 4.5 out of 5 stars

  4.5/5 (1929)
• The Glass Castle: A Memoir

  

  From Everand

  The Glass Castle: A Memoir

  Jeannette Walls

  Rating: 4.5 out of 5 stars

  4.5/5 (1716)
• Hidden Figures: The American Dream and the Untold Story of the Black Women Mathematicians Who Helped Win the Space Race

  

  From Everand

  Hidden Figures: The American Dream and the Untold Story of the Black Women Mathematicians Who Helped Win the Space Race

  Margot Lee Shetterly

  Rating: 4 out of 5 stars

  4/5 (897)
• Yes Please

  

  From Everand

  Yes Please

  Amy Poehler

  Rating: 4 out of 5 stars

  4/5 (1898)
• Rise of ISIS: A Threat We Can't Ignore

  

  From Everand

  Rise of ISIS: A Threat We Can't Ignore

  Jay Sekulow

  Rating: 3.5 out of 5 stars

  3.5/5 (137)
• Elon Musk: Tesla, SpaceX, and the Quest for a Fantastic Future

  

  From Everand

  Elon Musk: Tesla, SpaceX, and the Quest for a Fantastic Future

  Ashlee Vance

  Rating: 4.5 out of 5 stars

  4.5/5 (474)
• The Hard Thing About Hard Things: Building a Business When There Are No Easy Answers

  

  From Everand

  The Hard Thing About Hard Things: Building a Business When There Are No Easy Answers

  Ben Horowitz

  Rating: 4.5 out of 5 stars

  4.5/5 (348)
• The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace Who You Are

  

  From Everand

  The Gifts of Imperfection: Let Go of Who You Think You're Supposed to Be and Embrace Who You Are

  Brene Brown

  Rating: 4 out of 5 stars

  4/5 (1092)
• Angela's Ashes: A Memoir

  

  From Everand

  Angela's Ashes: A Memoir

  Frank McCourt

  Rating: 4.5 out of 5 stars

  4.5/5 (441)
• The Constant Gardener: A Novel

  

  From Everand

  The Constant Gardener: A Novel

  John le Carré

  Rating: 3.5 out of 5 stars

  3.5/5 (104)
• The Perks of Being a Wallflower

  

  From Everand

  The Perks of Being a Wallflower

  Stephen Chbosky

  Rating: 4.5 out of 5 stars

  4.5/5 (2104)
• Wolf Hall: A Novel

  

  From Everand

  Wolf Hall: A Novel

  Hilary Mantel

  Rating: 4 out of 5 stars

  4/5 (3811)
• On Fire: The (Burning) Case for a Green New Deal

  

  From Everand

  On Fire: The (Burning) Case for a Green New Deal

  Naomi Klein

  Rating: 4 out of 5 stars

  4/5 (74)
• The Woman in Cabin 10

  

  From Everand

  The Woman in Cabin 10

  Ruth Ware

  Rating: 3.5 out of 5 stars

  3.5/5 (2521)
• The Art of Racing in the Rain: A Novel

  

  From Everand

  The Art of Racing in the Rain: A Novel

  Garth Stein

  Rating: 4 out of 5 stars

  4/5 (4203)
• The Light Between Oceans: A Novel

  

  From Everand

  The Light Between Oceans: A Novel

  M.L. Stedman

  Rating: 4.5 out of 5 stars

  4.5/5 (789)
• The Yellow House: A Memoir (2019 National Book Award Winner)

  

  From Everand

  The Yellow House: A Memoir (2019 National Book Award Winner)

  Sarah M. Broom

  Rating: 4 out of 5 stars

  4/5 (98)
• The Outsider: A Novel

  

  From Everand

  The Outsider: A Novel

  Stephen King

  Rating: 4 out of 5 stars

  4/5 (1850)
• Sing, Unburied, Sing: A Novel

  

  From Everand

  Sing, Unburied, Sing: A Novel

  Jesmyn Ward

  Rating: 4 out of 5 stars

  4/5 (1104)
• The Unwinding: An Inner History of the New America

  

  From Everand

  The Unwinding: An Inner History of the New America

  George Packer

  Rating: 4 out of 5 stars

  4/5 (45)
• Little Women

  

  From Everand

  Little Women

  Louisa May Alcott

  Rating: 4 out of 5 stars

  4/5 (104)
• Brooklyn: A Novel

  

  From Everand

  Brooklyn: A Novel

  Colm Toibin

  Rating: 3.5 out of 5 stars

  3.5/5 (1947)
• Bad Feminist: Essays

  

  From Everand

  Bad Feminist: Essays

  Roxane Gay

  Rating: 4 out of 5 stars

  4/5 (1018)
• Manhattan Beach: A Novel

  

  From Everand

  Manhattan Beach: A Novel

  Jennifer Egan

  Rating: 3.5 out of 5 stars

  3.5/5 (792)
• First Conditional

  

  Document23 pages

  First Conditional

  Ljupka Pop-Todorova

  No ratings yet
• Steve Jobs

  

  From Everand

  Steve Jobs

  Walter Isaacson

  Rating: 4.5 out of 5 stars

  4.5/5 (807)
• LINKING WORDS-sequence of Events

  

  Document2 pages

  LINKING WORDS-sequence of Events

  Ljupka Pop-Todorova

  No ratings yet
• Modals

  

  Document2 pages

  Modals

  Ljupka Pop-Todorova

  No ratings yet
• School Efl Competition Vii

  

  Document4 pages

  School Efl Competition Vii

  Ljupka Pop-Todorova

  No ratings yet
• Comparison As As

  

  Document2 pages

  Comparison As As

  Ljupka Pop-Todorova

  No ratings yet
• School Efl Competition Viii

  

  Document4 pages

  School Efl Competition Viii

  Ljupka Pop-Todorova

  No ratings yet
• School Efl Competition Vi

  

  Document4 pages

  School Efl Competition Vi

  Ljupka Pop-Todorova

  No ratings yet
• School Efl Competition Ix

  

  Document4 pages

  School Efl Competition Ix

  Ljupka Pop-Todorova

  No ratings yet
• Adverbs of Manner Exercies

  

  Document2 pages

  Adverbs of Manner Exercies

  Necoriña Galega

  No ratings yet
• Choose The Correct Option VI

  

  Document5 pages

  Choose The Correct Option VI

  Ljupka Pop-Todorova

  No ratings yet
• Going-To-Plans-And-Intentions and Can Could

  

  Document2 pages

  Going-To-Plans-And-Intentions and Can Could

  Ljupka Pop-Todorova

  No ratings yet
• VIII Odd. Vezbi

  

  Document3 pages

  VIII Odd. Vezbi

  Ljupka Pop-Todorova

  No ratings yet
• Second Conditional Possessive Pronouns and Adjectives

  

  Document3 pages

  Second Conditional Possessive Pronouns and Adjectives

  Ljupka Pop-Todorova

  No ratings yet
• Formative Assessment

  

  Document59 pages

  Formative Assessment

  Ljupka Pop-Todorova

  No ratings yet
• Question Tags

  

  Document16 pages

  Question Tags

  Ljupka Pop-Todorova

  No ratings yet
• Observation List

  

  Document1 page

  Observation List

  Ljupka Pop-Todorova

  No ratings yet
• 8 Oddelenie Eksterno

  

  Document3 pages

  8 Oddelenie Eksterno

  Ljupka Pop-Todorova

  50% (2)
• File 5 Level 2

  

  Document3 pages

  File 5 Level 2

  Ljupka Pop-Todorova

  No ratings yet
• 6 Oddelenie Eksterno

  

  Document3 pages

  6 Oddelenie Eksterno

  Angelina Kostova

  50% (2)
• 7 Oddelenie Eksterno

  

  Document3 pages

  7 Oddelenie Eksterno

  Ljupka Pop-Todorova

  No ratings yet
• Cinderella

  

  Document3 pages

  Cinderella

  Maricruz Ozores Herrero

  No ratings yet