117:\e ER’S BOOKENTERPRISE 2 TEACHER’S BOOK Elementary Virginia Evans - Jenny Dooley E Express PublishingPublished by Express Publishing Liberty House, New Greenham Park, Newbury, Berkshire RG19 GHW Tel: (0044) 1635 817 363 - Fax: (0044) 1635 817 463 e-mail: inquiries@expresspublishing.co.uk http: //www.expresspublishing.co.uk © Virginia Evans - Jenny Dooley, 2000 Design and ilustration © Express Publishing, 2000 ‘Al rights reserved. No part of this publication may be reproduced. stored in a retrieval system, or transmitted in any form, or by any means, electronic, photocopying or otherwise. without the prior ‘written permission of the Publishers. Tests may be reproduced ‘without permission for classroom use only. Note: There are three photocopiable assessment tests in two versions. Each testis provided with a marking scheme based on a total of 20 marks, First edition 1999 New edition 2000 ISBN 1-84216-106-7Introduction to the Teacher Enterprise 2 Elementary is a communicative course, specially designed to motivate and involve students in effective earning at elementary level. The course provides systematic preparation for all the skills required for successful communication both in written and spoken form. Each unit, along with its corresponding unit in the Workbook. is designed to be taught in about three to four teaching hours, ‘The Teacher's Book contains. * answers to the exercises in the coursebook, supported by teaching notes and optional oral or writen activities. The teaching notes provide guidance on how to deal with the material as it appears in each unit in the Student's Book. The objectives of each unit are set out clearly in the Teacher's Book ‘¢ three tests of two versions each with answer shoots (to be used by students to fll in their answers) as well as the answers to each test and a marking scheme. The tests help teachers check vocabulary and structures presented in the course. Each test is to be given atter students have done the relevant revision unit in their books. '* tapescripts of the recorded material '* answers to the exercises in the Workbook. Authentic Recordings The recordings aim to teach vocabulary and train Ss to understand natural speech in real-life situations. It is not important that Ss understand every single word the speakers say. What is important, is that Ss experience the language spoken natural, * The Class Cassettes contain all the exercises in the student's book marked RBI The Student's Cassettes contain the exercises under the headings: Reading, Reading & Listening and the three stories. Ss are advised to use the Student's Cassettes as home study to improve their pronunciation and intonation. Explain to Ss how to use the audio material at home. Ss play the casselte and follow the textidialogue. Ss pause and repeat, trying to imitate the speakers’ pronunciation/intonation. Always check $s’ reading skils in the next lesson Presenting New Vocabulary Most of the new vocabulary is presented through visual prompts. Those words which are nol presented this way can be explained to Ss by miming, giving more examples of the use of these words, drawing on the board or using pictures from magazines/newspapers etc. Ss explain the words in their mother tongue (monolingual classes) or ccheck the meaning of the new words in their dictionaries (multilingual classes) Stages of pairwork There are certain steps to be followed when an exercise is to be done in pairs. These are: Set Ss in pairs. Sel the task and time limit Go round the class and help Ss. Ask some pairs to report back to the class, Writing - Writing (Projects) Never assign the task as written HW before you have discussed it in class in deta Abbreviations: T = teacher § = student HW = homeworkContents A. Coursebook C. Workbook Unit 1 People around the World 5 Unit 1 People around the World 100 Unit2 Night and Day " Unit 2 Night and Day 101 Unit 3 Shop til you Drop! 16 Unit 3 Shop till you Drop! 103 The Shark Caller Unit 4 Days to Remember 104 Episode 1 - The Curse 23 Unit 5 Panning Ahead 106 Unit 4 Days to Remember 24 Unit 6 Food, Giorius Food 107 Module Sell Assessment 1 (Units 1-4) 29 unit7 Profiles : 109 Unit § Planning Ahead 20 Unit 8A Brush with Danger 110 Unit 6 Food, Glorious FOOD sor 36 Unit 9A Word of Wonders... m The Shark Caller Unit 10 Sick to the Rules! 112 Episode 2 - Bad Magic a Unit 11 Our Precious Planet 113 Unit7 Profiles seen 2 Unit 12 Holidays with a Diference 115 Unit 8A Brush with Danger a7 Unit 13 Join inthe Fun! 116 Module Self-Assessment 2 (Unts 5-8) ........50 Unit 14 Live and Let Live 117 Unit 9A World of Wonders 51 Unit 15. Suri the Net 119 ‘The Python Hunt Episode 1 - Do not Disturb oD, Progress Tests . A Unit 10 Stick tothe Pues! 56 Unit 11. Our Precious Planet 62 Unit 12 Holidays wth a Diference ov E. Tests See cea Test 1 AB 125 Episode 2 - Face-to-lace Encounter 7 veut aia re Module SellAssessment 3 (Units 9- 12) 73 eee ra Unit 13. Join in the Fun! 7 ah : on Unit 14 Live an Let UWE sense 78 Unit 15. Surtthe Not 83 , (On Top of the World F. Video Projects Episode 1 Above the Arctic Circle cancun 86 7 Unit2 Anastasia soso 78 Episode 2 - The Rescue... 87 Unit 7 The Man inthe Iron Mask 175, Module Self-Assessment 4 (Units 13-15)... 88 Unit 8 The Mask of Zorro 175, Unit 11 Armageddon 176 B. Tapescripts ..... 89 Unit 14° Dr Dole 176Enterprise 2 Elementary Coursebook - Unit # Unit 1 - People around the World (np. 6 - 11) Objectives Vocabulary: people’s appearance/character; jobs; everyday activities; food; describing places Reading: reading for detailed understanding reading for gist: skimming for specific information, matching headings to paragraphs Listening: listening for specific information listening for gist ‘Communication: welcoming people Pronunciation: minimal pairs: /eo/-o/. /s/l/ eo)-[axs!; homophones, Grammar: (revision) have got; to be: present simple: present continuous Project: a letter to a ‘pen-fiiend, describing a holiday resort Writing: an article about a country and its people 1 (Ask Ss to fook at pictures A - D. Read each description aloud and help Ss to match the descriptions to the pictures. ExplainiElicit the ‘meaning of any unknown words.) 1D 2C 3C 4A 5B 6A 2 (Help Ss act out one or two dialogues in open pairs Ss then continue the task in closed pairs. Check Ss’ performance around the class. As consolidation, some Ss act out dialogues in open pairs again.) 3° (Help individual Ss around the class to describe the people orally, as in the example in the S’s book. If desired, assign one description as written HW.) (Suggested answers) B William is from Boston, USA. He’s in his late forties, He's tall and of medium build. He has got short brown hair and a straight nose. He's a businessman. . © Bob is trom London, England. He's in his early fifties. He's tall and slim with a grey beard and a moustache. He has got a dark complexion and a few wrinkles. He's a gardener. D Pierre is from Paris, France. He's in his late thirties. He is tall and overweight, with a dark beard and moustache. He has got short dark hair and is going bald, He is a florist. 4 (Ask Ss to took at pictures A - D. Read the sentences aloud: Ss repeat, chorally and individually. Point out that the verbs are in the present continuous, and elicit the use of this tense [1.e. for actions happening at the time of speaking]. ExplainiElicit the meaning of any unknown words and help Ss to match the activities to the pictures.) 1¢ 2A 3D 48 (Ask Ss to look at pictures E - L. Read the questions aloud and invite Ss fo guess the correct answers. ExplainiElicit the meaning of any unknown words.) 1 Asia 4 traditional dance shows 2 short 5 temple 3 rice 6 villages (Read the sentences aloud: Ss repeat, chorally and individually. ExplainiElicit the meaning of any un- known words and help Ss to match the activities to the pictures.) 1J 2K 3F 4G 51 (Read the statements aloud and oxplainieticit the meaning of any unknown words. Play the cassette. Ss listen and mark the statements as true or false. Check Ss" answers, then play the cassette again and ask Ss to correct the false statements.) (.. ‘the jewel of south-east Asia’) {..live in villages) (Family life is pet very important ...) annan a) (Read the questions aloud and explainjelicit the meaning of any unknown words. Allow Ss five minutes to read the text silently and answer the questions. Check Ss‘ answers around the class.) 1. Thailand is just south of China. 2. The Thais are good-looking people. They are + short, with delicate features. They have got black hair, dark eyes and light brown skin 3. They are friendly people who are well known for being generous and kind. They are happy people and have strong wills They are especially proud of their history 4 Most people in Thailand live in villages (in wooden houses) 5 A lypical Thai vilage consists of wooden houses, a schoo! and a Buddhist temple 6 Most of the people in the villages are farmers and fishermen, The men usually work in the fields or catch fish in the rivers, and the women plant the crops.Enterprise 2 Elementary Coursebook - Unit { 9 10 W 7 Thai people love eating spicy food including curries. fish, seafood, soups and noodles. They also eal rice with their meals, 8 In their tee time, Thai people enjoy Thai boxing and watching traditional dance shows. They also have many festivals, and during Surin, in November, there are elephant football matches. (Ss then explain the meaning of the words in bold, in their mother tonque. Explainialict the meaning ‘of any words which Ss do not understand. Play the. cassette again for Ss to foliow the text. Individual ‘Ss read aloud from the text) ') (Explain that Ss should skim the text, rather than read every word, to find the phrases which best describe the pictures. Complete the frst 10 ex amples with the class, then allow Ss two or three ‘minutes to complete the task. Check Ss answers.) E- ... white, sandy beaches: F- The men usually work in the fields G- .., traditional dance shows H- ... seafood ... "We eat rice with our meals 1... the women plant the crops. J- on fishermen ... cateh fish in the rivers K- ... elephant football matches L- ... ancient temples ... a Buddhist temple. (Allow Ss three minutes to til! in the gaps. Check Ss’ answers around the class, then ask individual Ss to make sentences using the phrases. As HW, Ss fearn the phrases. Check in the next lesson.) 1 ich 5 holiday 9 wooden 2 tropical 6 delicate 10 cultural 3 sandy 7 friendly 4 ancient 8 strong (Read the sentences aloud and explainieliot the ‘meaning of any unknown vocabulary. Allow Ss two ‘minutes to fil n the gaps. Check Ss" answers.) + well known 2 generous includes celebrate 3 typical = 5 4 spicy 6 (Allow Ss two or three minutes to fill in the prepositions. Check Ss’ answers, then ask Individual Ss to make sentences using the phrases. AS HW, Ss leain the phrases. Check in the next lesson) {in 2o0f in 4of 5 for ‘Speaking (p. 8) 12 13 14 (ExplainjEficit what each heading means, then write the headings on the board. Complete the table by eliciting information from Ss. Ss copy the completed table into their notebooks. then talk about Thailand and its people. As consolidation, Ss may be asked {0 talk about the subject again in the next lesson, using their notes.) © Place: Thailand = Location: south-east Asia, just south of China - Features: tropical climate; white, sandy beaches; ancient temples * People = Looks: good-looking, short, delicate features. black hair, dark eyes, light brown skin - Character: friendly, generous, kind, happy. strong wills ‘* Dwellings: live in vilages — wooden houses, school, Buddhist temple Jobs: farmers. fishermen * Food: curries, fish, seafood, soups, noodles, rice, strong spices * Free-time Thai boxing, watching traditional Activities: dance shows, elephant football matches (Read aloud the words in the table and explainieticit their meaning. Help individual Ss to make sentences describing their classmates. Then, in closed pairs, Ss take tums describing various classmates. Check Ss’ performance around the class. As consolidation, ‘some Ss continue the task in open pairs.) (Suggested answer) ‘Timothy is good-looking. He's in his early twenties, ‘of medium height and build. He's got grey eyes land short curly black hair. He's also gota friendly smile. Game (Ensure that Ss understand the game. Appoint one S {[L] (0 think of a classmate, then other Ss ask questions, as in the exampie in the S's book. Whoever guesses the answer correctly thinks of @ different classmate, and the game continues.) (Read aloud each of the adjectives in the left-hand column. Ss repeat, chorally and individually. Aliow Ss three minutes to match tems, then individual Ss use the adjectives to make sentences about people they know well)Emerprise 2 Elementary Coursebook - Unit | jealous: fee! angry about not having what others have talkative: never stop talking shy: not say a lot ‘mean: hate spending money loyal: never betray friends imaginative: able to think of new ideas sociable: talk to everybody (Suggested answers) Steve is very sociable. He always talks to everybody. Ann is very shy. She doesn’t say a lol John is very mean. He hates spending money. 15 a) (Explain that some people believe one’s favourite colour reveals one’s character. Read aloud the words in the table and explainielicit the meaning of’ any unknown vocabulary. Expiain that the speaker [Mr Chan] wil give two quaiities associated with each colour, and Ss should cross out the remaining adjective in each fine. Play the cassette. Ss listen and complete the task. Check Ss' answers.) red - brave, enexgetis, happy blue - kind, calm, mean green - jealous, sociable, aay black = mean, happy, dishenest purple - imaginative, loyal, shy yellow - faunay, serious, warm-hearted white - honest, sociable, kaay (in pairs, Ss ask each other about their favourite cofours, then describe their partner's character, as in the example in the S's book. If desired, Ss may then complete the task in writing.) (Suggested answers) Mary's favourite colour is blue, which means she is probably kind and calm. Tony's favourite colour is white, which means he is probably honest and sociable ‘Speaking (0. 8) (Help individual Ss to talk about their families Then, in pairs, Ss take turns telling each other about their families. Check Ss’ performance around the class. The task may then be assigned as wntten HW.) (Suggested answers) There are three people in my family: my father, George, my mother, Claire, and me, of course. 16 17 18 19 My father is handsome. He's in his late thirties and is tall and well-built He's got blue eyes and short straight fair hair. He's also got a beard and moustache, My mother is very beautiful. She's in her mid- thirties, and she’s tall and slim. She's got green ‘eyes and long wavy brown hair. She's got full lips and a friendly smile, (Read aloud the questions and answers, and explain! elicit the meaning of any unknown words. Ask SS to predict the answers before they listen, and reassure them that it 8 not the accuracy of their guesses which is important, but the activty of prediction ise. Play the cassette. Ss listen and circle the correct items. Check Ss° answers around the class.) 1B 2A 3A 4B 5B 6B (Read the headings afoud and check that Ss under. stand their meaning. Point out that Ss should skim the fetter rather than read every word. Allow Ss two or three minutes to complete the task, then check Ss’ answers around the class.) Food - paragraph 4 Location/Accommodation - paragraph 1 People (Looks/Character) - paragraph 3 Plans - paragraph 5 \Weather/Sights/Activties - paragraph 2 Recommendation - paragraph 6 (Explain that Ss should skim the text, rather than read ‘every word, to find the phrases which describe the pictures. Complete the fist example with the class, then allow Ss two or three minutes to do the remainder of the task. Check Ss’ answers around the class) Picture a — Picture b Picture © Picture d the historic Royal Hotel the spectacular view of the harbour. hiking in the mountains .. The famous fjords ... these quict waters ... sail past mountains (Play the cassette again for Ss to follow the text Explain/Elicit the meaning of the words in bold, and any other words which Ss do not understand. Individual Ss then read aloud from the text.) (Allow Ss three minutes to fil in the gaps. Check Ss’ answers around the class, then ask Ss to make sentences using these phrases. As HW, Ss lean the phrases. Check in the next lesson.) 1 fantastic 2 historic 3 spectacular 4 thick 5 quiet 6 smokedEnterprise 2 Elementary Coursebook - Unit | 20. (winte the following prompts on the board. location? accommodation? weather? sights? activities? people — looks? character? food? plans? recommendation? Help one or two open pairs of $s to ask and answer ‘questions using these prompts and the information in the text. Ss then repeat the task in closed pairs. Check Ss’ performance around the class.) (Suggested questions/answers) SA. What is the weather like? SB: It's cold, and perfect for skiing SA. What sighis can you see there? SB: Mountains covered in snow, as woll as fjords, waterfalls and fields. SA: What can you do there? SB You can go hiking in the mountains, or sailing on the fords. SA: What do Norwegians look Ike? SB: They are really good-looking. Most of them ae tall, with fair hair and light blue eyes. SA. What are Norwegians like? SB: They really love the outdoors. They are also vory friendly and kind. SA: What is the food like? SB: It is delicious. Norwegians eat a lot of fish and seafood, especially salmon, shrimps, lobster and caviar. SA: What are Susan and Lee’s plans? $8: They are going to Oslo next week and they are going to visit the Outdoor Folk Museum They are leaving Oslo next Friday. SA: What is Susan’s recommendation? SB: She thinks her parents should go to Norway fon holiday next year ‘Writing (Project) (p. 8) (Write these headings on the board and complete the table by eliciting suggestions from Ss. Ss use the words on the board to talk about a place they have visited. Ss copy the compieted table into their notebooks, then use items from the table to write @ lotter to a friend.) (Suggested table) location: south of China: north of Italy: east of Poland: west of France accommodation: at a hotel/youth noste! ina flattenticaravan cold; warm; sunny; hot museums; lakes: rivers. art galleries: theatre hiking: windsurfing: swimming playing beach volleyball food: omelette: vegetables; lobster seafood: rice: caviar plans: visit the National Museum; go te a traditional dance show You should come here for a weekend: Don't miss the chance to visit this place, recommendation: 21 (Remind Ss about the forms of the present simple and present continuous. You can also refer them to the Grammar Reference section at the back of the S's book. As a class exercise, Ss identify the tenses of the verbs and match them to their uses.) present continuous - © present simple - a present simple = -b present continuous - d present continuous - ¢ 22 (individual Ss make sentences, as in the example in the S's book. Help Ss where necessary. Ask Ss to say whether each verb represents a permanent state or a habit/routine.) (Suggested answers) Most people in my country have dinner at six o'clock. ‘Most people in my country like going to the theatre. 23 (Complete the first example with the class, then atiow Ss two or three minutes to do the remainder of the task. Check Ss’ answers around the class.) © 'mhaving a fantastic time (action happening around the tine of speaking) © Lee and | are staying at the historic Royal Hotel (action happening around the time of speaking) © At the moment we are having a cup {action happening at the time of speaking) = ... and enjoying the spectacular view {faction happening at the time of speaking) © Next week we're going lo Osio. (fixed arrangement in the near future) ©... 'm looking forward to it. (action happening around the time of speaking) © Our flight is leaving from Oslo (fixed arrangement in the near future) 24 (Ask Ss to took at the pictures and prompts. Explain/Elicit the meaning of any unknown words.Enterprise 2 Elementary Coursebook - Unit 1 25 Help one or two open pairs of Ss to ask and answer questions, as i the example m the S's book. Ss then continue the task in closed pairs. Check Ss performance around the class.) SA: Where does Marie live? SB: She lives in France. SA: Is she married? SB- No, she isn't. She's divorced SA; What does she do? SB: She's a doctor. SA: What does she do at work? SB: She treals sick people. SA’ What is she doing now? SB: She's cutting flowers. / She's gardening, SA: Where does Hans live? ‘SB: He lives in Germany. SA: Is he married? SB. Yes, he is. SA: What does he do? SB: He's a lawyer SA: What does he do at work? SB: He advises people about the law. SA: What is he doing now? SB. He's playing tennis SA: Where does Gien live? SB: He lives in Australia SA: Is he married? SB: No. he isn't. He's single. SA: What does he do? ‘SB: He's a mechanic. SA: What does he do at work? SB. He fixes cars. SA: What is he doing now? SB: He's fishing. (As a class, $s match the items in Column A to those in Column 8. In open pairs, a few Ss askand answer questions, as in the example in the S's book, then all Ss repeat the task in closed pairs. Check Ss" performance around the class. As HW, Ss may be asked {0 write a short paragraph about thei partners.) (Suggested questions/answers) SA: How old are you? SB: Im twelve years old, SA; How tall are you? SB: Im 160m tal, SA: What type of build are you? SB: I'm slim. SA. What colour eyes have you got? SB: I've got brown eyes. 27 28 SA: What is your hair like? SB: I've got long straight brown hair. SA: Have you got glasses/a beard/freckles, otc’? SB: No, I haven't, (Allow Ss about three minutes to compiete the task Check Ss” answers while they read the dialogue aloud) 1 ami'm looking for 2 am/'m going 3. Do you work 4 work 5 am/'m 6 Are you doing 7 leave 8 am/'m slaying 9 are/re having 10 needs (Allow Ss about two minutes to choose the correct responses. Play the cassette. Ss listen and check their answers. Ss act out each exchange in open pairs, then in closed pairs. Check Ss’ performance around the class.) 1b 2b 3a 4b 5a 6b Vocabulary Revision Game (Divide the class into two teams. Teams take turns 10 choose wordsiphrases from the list and make sentences. Each correct sentence gets one point. The team with the most points wins the game.) (Ss" own answers) (Do the first few examples with the class, then allow Ss three or four minutes to complete the task. Play the cassette. Ss listen and chock their answers. Individual Ss identify each tense and explain its use, according to the theory presented in Ex. 21.) \ are - pres. simple - permanent state 2 am - pres. simple - permanent state 3.8 pres. simple - permanent state 4 do - pres. simple - permanent stato 5 am - pres. simple - permanent siate 6 are - pres. cont. - action happening around time of speaking 7 am - pres. cont. - action happening around time of speaking 8 are - pres cont. - action happening around time of speaking 9 do - pres. simple - permanent state 10 isn't - pres. simpie - permanent state 11 do - pres. simpie - permanent state 12 does- pres. simple - repeated action 13 are - pres. simple - permanent state 14 are - pres. cont. - fixed arrangement in near future 15 am - pres. cont. - fixed arrangement in near futureEnterprise 2 Elementary Coursebook - Unit | 16 ae - pres. cont. - fixed arrangement in near future 17 Do - pres. simple - habitiroutine 18 do ~ pres. simple - habitiroutine 19 are - pres. cont. - fixed arrangement in near future 30 (Play the cassette. Ss tisten and match the dialogues to the situations. Check Ss’ answers. Play the cassette again, asking Ss to pay close aitention to the speakers’ intonation. Ss listen, then act out the dialogues, first in open pairs, then in closed pairs. Encourage $s to reproduce the intonation of the speakers on the cassette.) a2 bi 31 (Remind Ss that, in English, words that are spett differently may sound the same, and vice versa Play the cassette, Ss listen and circle the odd word ut. Check Ss° answers around the class, then play the cassette again. Ss listen and repeat, chorally and individually.) 1 we're 3 hair 5 bin 2 she 4 now 6 dare Waiting (p. 11) (Present the theory box and explainielicit the meaning of any unknown words. Ss read the headings in Ex. 32 to confirm that these follow the theory presented) 32 (Eplain/Etcit he meaning of any unknown words, and ensure that $s understand the task. Play the cassette. Ss listen and cross out the items which are not mentioned. Check Ss’ answers, then ask a few Ss to talk about the Spanish, using the notes.) Words to be crossed out: lazy, bungalows, ‘ields, noodles 33° (Prosent the plan and ask Ss to confirm that the plan follows the theory presented in the Writing theory box. Play the cassette for Ex. 32 again. Prompt individual Ss to complete the task orally. Ask ‘questions to make sure thai Ss understand the task. T: Where is Spain? St: In the south-east of Europe. T: What is it famous for? 2: Its bullights, festivals and sandy beaches T: What do the Spanisin 100k tike? ‘83: They aren't very tal. They've got black hair and brown eyes. T. What are the Spanish tke? $4: They are lively, friendly and sociable. 10 T: Where do they live? 86: In small flats in cities. T: Where do they work? S6: In offices, shops and factories. T: What are their favourite foods? S7: Seafood and omelettes, T: What do they do in their free time? 8: They go to cafés and clubs, oF go out for dinner. When satisfied that Ss can cope with the task successfully, assign the exercise as written HW.) (Suggested answer) Spaniards are famous for their beauty. They have Mediterranean features, which means that they usually have black hair and brown eyes. They are not very tall, The Spanish are very lively, friendly and sociable In Spain, most people live in cities in small flats, Most Spaniards work in offices, shops or factories. The Spanish love to eat seafood. Many of the traditional dishes, such as paella, include seafood Spanish omelettes are also very popular. In their tree time, Spaniards love going to cates and clubs, or going out fer dinner. Words of Wisdom (9. 11) (ExplainiElick the meaning of the saying in Ss’ mother tongue. Ask Ss to memorise the saying. Check in the next fesson.) ‘¢ It's always better to tell the truth, because telling a lie can cause more problems than it solves.Enterprise 2 Elementary Coursebook - Unit 2 nit 2 - Night and Day (pp. 12 - 17) Objectives Vocabulary: daily habits/routines: lifestyles; telling the time; school subjects Reading: reading for detailed understanding and specific information; scanning to match information to texts and to find specific forms, Listening: listening for specific. information: checking true/false information Communication: agreeing and disagreeing Pronunciation: silent letters Grammar: present simpie; adverbs of frequency; past simple - used to Project: a letter to a new pen-friend ‘Writing: an article about a person's past and present lifestyle (Explain that this unit is about peopie’s habits and routines. Invite individual Ss to talk about things they do every day.) a) (ExplainiElicit the meaning of any unknown vocabulary from the exercise. Help Ss to fill in the first two or three verbs correctly, then allow Ss three minutes fo complete the remainder of the task. Check Ss’ answers around the class.) 1 play 5 meet 9 wash 2 ride 6 watch 10 do 3 go 7 have 4 read 8 listen to b) (Write the verbs trom Ex. fa on the board. Elicit suitable answers from the class, and write these answers beside the verbs on the board.) (Suggested answers) play football, sports, the piano, etc ride a horse, etc go swimming, on a picnic, for a meal, etc read a comic, a novel, etc meet my colleagues, someone, otc watch a video, a play, ete have lunch, a drink, ete isten to CDs, records, etc wash my hair, my hands, etc do my hair, the cooking, the shopping, etc Scormusen 2 (Read the instructions aloud and check that Ss understand don’t mind doing, Invite individual Ss to say what they do every daylat weekends, etc. Then, in closed pairs, Ss discuss their own habits and everyday experiences. Check Ss’ performance around the class.) (Suggested answers) 1 Ihave lunch at three o'clock every day. read the newspaper every day. 2 11go to the park every weekend, I wash the car every weekend, 3 Idon't Ike playing cards, I don't ike fishing 4 I hate washing the car. hate doing the housework. 5 I don't mind doing the washing-up I don't mind doing the ironing 6 like watching TV. ike listening to music. (Ask Ss to look at the pictures and the titfe of the article. Explain/Elicit that the Milky Way is a large group of stars in space.) b) (Read the questions aloud and help Ss to match each phrase to the appropriate picture, explaining/eticiting the meaning of any unknown words.) a space shuttle in orbit: A ‘space walk’: D a satellite: C astronauts working with each other: E the crew aboard a spaceship: B ) (Ss’ own answers) (Explain that Ss will hear a description of a space shuttle crew's daily routine. Point out that their day is the opposite of ours, since they get up at 6 pm, not 6 am. Read the sentences aloud and explainielicit the meaning of any unknown words. Play the cassette, Ss listen and tick the correct words. Check Ss’ answers.) 1641 2 easy 3 twosikhour 4 Earth (Read the sentences aloud and explainielicit the ‘meaning of any unknown words. Allow Ss about five minutes {0 read the text and fill in the missing sentences. Check Ss’ answers around the class.) 1b 2¢ 3a "