Starter a CY-Td tae Book Fran TO Brian Abbs eit: toa rg Ingrid Freebairn esoF Cn ae eR] Snapshot reflects the world of today’s teenagers through real Cetera eel ole ele Me a MA Rel ad er ey Snapshot prings language learning to life with activities, photostories, fk) ee el eel roles RC Tes ga aM eee eS ot a eee ee ee nC ee asc Pee er este ante a eee nay pleasure, Pec ae The Language Booster offers exercises at three levels of difficulty to ensure students are successful whatever their language ability SEG Ge Ree Een ee ee eee Cee ed BSTC ats Language Booster - Workbook with Grammar Builder Teacher’s Book aCe Pelee ry ISBN assz25902-9 me ee ||Pransuor Starter Teacher’s Book Fran Linley Brian Abbs Chris Barker Ingrid Freebairn § LONGMAN» Contents (introduction Background to the course The students The teaching situation Principles behind the course 1 2 a Capturing students attention Holding students attention Giving all students the opportunity to achieve success at their own level Setting goals, providing ways to monitor progress, and encouraging learner independence Course components Students’ Book Language Booster Teacher's Book Class Cassettes Test Book Teaching techniques 1 2 3 a 9 Repetition and choral practice Pronunciation (Questioning patterns Pairwork Groupwork Oral conection Homework and homework correction Classroom language Sequencing Students’ Book Suggested procedures 1 2 a Photographs Learning goals ‘22} Listen and read dialogues Useful phrases eduction) 5 <2s) Soundbite 6 Grammar snapshots 7 Grammar flashes 8 Communication 9. Vocabulary 10 Practice and Over to you 11 Interactions 12.2) Listen 13 Read 14 Write 15 Helplines 16 Photostories 17 Fast rewinds 18 Progress updates 19 Wide angle on the world 20 Projects 21 Take a break Abbreviations used in the Teacher's Book wil Lesson notes Te) Photocopiable Tests | Test 1 (Units 1-5) 125 Test 2 (Units 610) Tras Test 3 (Units 1-15) Tia Test 4 (Units 16-20) m3 (Keys Photocopiable Tests key maa Language Booster key 148 Test Book key T1s9 (Vocabulary and expressions TiaStudents’ Book map emminen Greet people and exchange names ‘Ask someone's age It's great to be here! Introduce people ‘Greet people you know ‘Ask where people and things are “Revision Talk about your nationality and say where you are from I'm French- Canadian. ‘Ask or and give telephone numbers ‘Ask for and give names and addresses Can you spell ; that, please? “Fast rewind: Units 3 and 4 Sa Wide angle: From one country to another Project 1: Snapshot of me 7” Take a break 1: Song ~ Rock around the Clock Crna ‘Verb tobe singular ‘uestion words: What? How fold Who? Demonstrative pronouns: thisthor Indefinite articles: fn ‘Ver tobe singular uestion word: Where? Possesive adjective Genitive apostrophe (5) Your his, ers Prepositions: i, on, of Definite article: the Plurals of nouns Vers tobe plural Vero con (request) ‘uestion word: Hien? Preposition on with days ofthe week Consolidation of language and skills ve got ‘two sisters. Talk about your family Talk about people's appearance ° Talk about likes and dsikes “Do you like | heavy metal? Fast rewind: Units 6 and 7 e Can I come too? ‘Ask for permission ‘Ask and say the time Buy things in shops Welcome to Fak an ye ie o 4 sk and talk about places and facies Brighton. Make suggestions with ets “Fast rewind: Units 8 and 9__Revision Wide angle: Six of a kind Project 2: Snapshot of my town Take a break 2: Song ~ The Git from Ipanema Possessve adjectives: ou your, their Genitive apostrophes: singular (9), plurals) Ver have/has got some and any ‘uestion words: How many? Why? Present simple ‘Adverts of degree very much, aot at all (Object pronouns: me, you him, er ius, them | Revision Present simple wit fixed times Question words: How lng? How much? Prepostion of time: at _Verb can (permission) Prepositions of place infon fa road), next to near, behind, nfo of inthe centre of, nthe comer of opposite, between ond there and there ore Inde Consolidation of language and skillsu ary Common objets and furiture Numbers 1-20 ‘Common adjectives: ‘igh, wrong, big, smoll hot, ofa family in English 1 cols: rungry. thirsty red stem to a dialogue and choose the Titles: Mr Mrs Mls, Ms best answers Revision = - Counties and nationalities Read and write a formal leter Capita eters Ti] English Compass points and places 1:1 Greck Greetings through the day _Usten and write telephone numbers [Ask for help in class 16 / tree Numbers 20-100 Read an advert thirteen ‘The alphabet Lsten to 2 telephone conversation Days of the week __and complete a form _ Revision Family members Listen to 2 personal description 101 this Personal appearance Read and write a etter to a pentiend 161 aay Types of music Write about the favourite musi of family Ask about spelling, Ts 1 6085, ‘and friends ‘pronunciation and meaning doesn't Read an article about @ young musician Write a paragraph about 2 favourite band Lsten to a telephone conversation Revision _ 7 _ oe 7 Clock times LUsten and note what Charlie borrows Record new words Jean Fast food and drinks Vox cant English money Paces in towns LUsten and guess where you ae in the world Find out from a dictionary 20/0, Leisure activities Lsten to a dialogue and note where the how to pronounce new words n't Revision an cont Classroom instructions Listen to a magazine survey Read and write 2 penriend advertisement ead and write sentences about members Ask the names of things group decide to goUnit Commun I never go As and tlk about daily routines straight home. icon Ser stecrene oi 1 Yen iver anaes oe ‘ee! Fost ein Uns an 2 What's Daniel doing? _ Revision Describe whats happening now Give orders What are you Comment on eothes > Make plans going to wear? Fatredtiinis anu toi Wide angle: Born in China, made in Braz moje 3: Sap of my ese Toke» real Song = Donen cen ee ee Revision Present simple for routines Linkers ist, then, ofter that ‘Adverbs of frequency: always, usually often, How often? wit adverbial phrases of frequency Vero can biity) Gerund (-ng form) afte ite, love hate Prepositions in and on with dates Present continuous Positive and negative imperatives “Verb going to for future plans and intentions {00+ adjective Demonstrative adjectives: these/those Consolidation of language and skill Were you out last night? tout pat eves Tak about the past Express opinions Did you talk about me? ‘ee Fast rewind: Unis 16nd 17 Revsion It was a warm evening. ‘As and talk about the weather Talk about past events Narra past events “My joke’s Mate comparisons, > funnier, Fast rewind: Unis 18 and 19 Revision Wide angle: Canada in focus Offer, accept and refuse with would ie Ver fo be past simple Past simple of regular ves Past simple questions with ci ‘Speciat phrase: Wot’ the ike? Past simple of iregular verbs ‘Comparative and superative of short adjectives, Comparative and superlative of goodand bos Question word: Which? Project 4: Snapshot of my country Consolidation of language ad sills Mountin High Take a break 4: Song ~ River Deep, Student B section (Interaction exercises): page 121 ‘Answer key: page 122 Soundbite exercises: page 123 Vocabulary and expressions: page 125Daly acts Isat Wiite paragraph about the Schoot day 171 goes Read about a ratio programme Tic watches ‘Sports and actives Wt paragraph about sports and Sort vocabulary 10am, Month and seasons ofthe year activities Janvary Orcial numbers with dates Read an ate abou young jt ski ‘rampion Listen t conversation. Answer questions a — — Rooms and parts of the house Listen to sounds and gues activities How to learn words 10 / paper Describe your house oF lat HY tennis Tel ate Clothes Listen toa fashion commentary Plan your homework 1 boot Colours Read about people's taste in clothes ToT 09k Write a dialogue about plans a Read about 2 young fashion model i Revision Past ime adverbial: lostright, Read and wite about film Difficult words in reading texts Jb / buy vestry evening, ee Is vey Drinks Is nas Daly actives Listen to ialogue and answer the ‘Sort past simple verbs Ti] workea Adjectives of quality questions 1 istenes Adjectives to oescrive Read and write a letter ta end (bast tense personaly ‘esriting a holiday _ endings) Revision _ _ _ Wester words Usten to telephone conversation about Learn inegular past tense verbs ain 2 holiday Telwst Read an ate sbout storm —L Witea summary _ Te matural envionment Listen ta raio programme about film stars Learn from reading 3 [shone Read an article about a school tip tal 1 the Amazon Basin __ RevisionIntroduction Snapshot Starter is the first level of a course for teenage students of English as a foreign language. The course consists of: ‘+ a Students’ Book ‘© a set of two Class Cassettes a * a Language Booster which contains both a Workbook wich multi-level exercises, and a Grammar Builder with exira grammar reference pages and additional practice exercises * this interleaved Teacher's Book + a Test Book. EEE ROR UCR ress One of the most challenging aspects of writing a language course for (cenagers, is o provide material which genuinely takes into account the needs of the students and teachers who will use the ( The students In some ways teenagers today appear to be dramatically different from the tecnagers of a generation ago. Many of today’s tecnagers live in a world bombarded by sounds and visual imagery. Surrounded by sophisticated equipment which they tase with speed and case, they can sce and do things that would have been inconeeivable twenty years ago. They expect the materials they use in class to reflect this world, Most teenagers have untold energy and enthusiasm for topics in which they are interested, like football, music and fashion. They are well able to absorb fact and detail, and can become experts in their particular field of interest. Consequently, they are sensitive to being patronised and if they feel that a task or text is beneath their intellectual level, they show a marked lack of interest and quickly ‘switch off. All teenagers are in the process of growing up. They are preoccupied by their changing physical appearance and are trying to establish and develop a sense of sell. Many have emotional ups and downs involving conflicts with friends, family and authority. Teaching materials for teenagers need 10 acknowledge their concerns. Low motivation Some students will have had several years of contact with learning a language before they start this course. These experiences may not always have been successful or enjoyable. Consequently, students may bring to the classroom preconceived ideas about whether learning Engfish is fun or not, and whether they are ‘good at languages’ or not. IF their experience of learning English has not been positive, their level of interest and motivation may be low. Large classes In a significant number of schools, large classes are ‘the norm rather than the exception. Large classes make it difficult for teachers to ensure that all students have adequate practice in English and can make significant progress. Multi-level and mixed ability classes Many English classes today are multi-level. Some ‘members of the class will have studied English for several years, some may have studied another foreign language, and some are joining the clas as complete beginners to forcign language learning, Classes are invariably also mixed ability: within one class there will be students who acquire the language quite quickly and others who need much ‘more time to achieve the same level. Not enough teaching hours Classes frequently have only two or three English lessons per week, and itis sometimes difficult for teachers to feel that they are achieving enough in the time available. They may feel unable to cover the work as thoroughly as they would wish, or to censure that all students are making progress. Monitoring progress « Detailed monitoring of students’ progress is increasingly a feature of teaching, in schools today. This results in a heavier workload, as teachers have to prepare and mark tests, give assessments and write student profiles. In addition to this, teachers also need to encourage students 10 take responsibility for their own learning and progress. ieee one ees Taking into account the nature of the students and the characteristics of the teaching situation, four key principles need to be followed if language learning material is 10 be effective for teenagers. 1. Capturing students’ attention The design of the course and the topics and issues that it deals with must capture the students" attention and overcome any initial problems with low motivation which they may have, Snapshot achieves this by: using authentic location photography and magazine articles * introducing a group of teenage characters with ‘whom students can identi * Focussing on situations and emotions whieh students will recognise and respond to © presenting real language and expressions which ‘young British people use in conversation with cach other‘ Including topies which interest students and expand their knowledge, without patronising them, 2, Holding students' attention The learning tasks within the course must involve and challenge students both linguistically and intellectually, 0 sustain their interest and ensure that learning is effective. Snapshot achieves this by: © involving students in the understanding and learning of grammar through problem-solving tasks © providing activities like questionnaires, quizzes and information-gap exercises which stretch the students’ minds as well as thelr linguistic skills ‘© featuring real-life communicative exchanges which students can put into practice immediately ‘© personalising the language which students are learning through open-ended ‘Over to you" tasks that allow the students t0 talk about themselves and give their own opinions. 3 Giving all students the opportunity to achieve success at their own level In classes where students are of mixed levels and mixed abilities, the course material should make it possible for every student to achieve success at his fr her own level of ability. Snapshot achieves this by ‘© providing multi-level exercises in the Language Booster + including regular projects in the Students’ Book which enable both weaker and stronger students to express themselves creatively © giving clear presentation of grammar in Grammar snapshots and Grammar flashes in the Students’ Book andl in the Grammar Builder section of the Language Booste 4, Setting goals, providing ways to monitor progress, and encouraging learner independence The material should contain markers and milestones along the way to enable students 10 monitor their progress, gain a sense of achievement, and develop independent learning strategies. Snapshot achieves this by: «providing clear learning goals so that students, know what their learning objectives are «offering opportunities for students to monitor their own progress through Fast rewind revision pages at two-unit intervals throughout the book ‘© encouraging students fo assess their own. progress through Progress update charts ‘© giving advice on how to study more effectively through regular Helplines in the Students’ Book and Study Comers in the Language Booster. “ Language Booster Students’ Book ‘The Students’ Book consists of twenty units . Each divided into four sections of section follows a pattern: Wie gle on Take 0 a 53" Pome Be i pages: Present and pace new language Protoss Reese language in a communicate content st rewind: Conte evenrogress check Wide ongle fon the mort Sis deelopment with ntrnational hemes Prec: Encourages sll-expresion tft abit eves Teneo bok: Song ‘The Language Booster is divided into two parts: ‘+ a multi-level Workbook ‘© a 60-page Grammar Builder containing, grammar relerence pages and exira grammar practice exercises. ‘The Workbook section is divided into units which correspond (0 those in the Students’ Book. It gives practice in Grammar, Vocabulary, and Communication, as well as providing additional practice in reading and writing, 1 has exercises at three levels: Stay cool (easy), ‘Move on (harder) and Go for it (challenging) and hhas been designed for mixed level/mixed ability classes with the aim that all students ~ whatever their level within the class — will be motivated by doing work in which they are successful, and be challenged to achieve higher goals. Most students will benefit from completing the first two levels of the Workbook exercises and some ‘may wish to attempt all three. Students who already have « good basic knowledge of English, ‘may find they only need to complete the second and third levels. The Workbook section also contains What's wrong? error correction exercises, Study Corners for learning tips and Culture snapshots for cross-cultural comparison,‘As an additional motivating feature of the Workbook, an cight-episode serial story called Starlight Runner appears after every two units, with ‘accompanying comprehension activities. Complete beginners may prefer to begin the story aftr they have progressed some way into the course, or even save the story until they have completed the course. ‘The Grammar Builder section, as well as offering. extra granimar exercises, includes regular grammar reference pages called Grammar highlights. These give further examples of the structures which are presented in cach unit of the Students’ Book, plus helpful additional notes. The units in the Grammar Builder can be used alongside the Workbook units, or at a Tater stage for extra revision, The Language Booster is a flexible resource which. offers self-access material for students in a wide range of teaching situations. It provides substantial remedial work for slower learners, whilst challenging the more able. It is not necessary for students to work through all the material, although they can do so if they wish. ‘The Key to the Language Booster exercises is at the back of this Teacher's Book. _Teacher’s Book Jn addition to the Introduction, this Teacher's Book. contains unit-by-unit lesson notes, interleaved with the relevant Students’ Book pages. The notes include suggestions on how to handle the material, answer Keys 10 the practice exercises, tapescripts of the listening materials and ideas for Extra activities such as games. Follow-up sections give suggestions for extra language practise which may be set for homework. At appropriate places in the lesson notes, an **Alternative procedure is suggested for presenting language to more able students. Photocopiable Tests are provided at the end of every five units. Also at the back of the book is a key to the Photocopiable Tests, a key to the separate Test Book, and a key (o the Language Booster exercises. In addition there is an alphabetical list of Vocabulary and expressions with phonetic transcriptions. “Class Cassettes > ‘The Class Cassettes contain all the recorded material from the Students’ Book, namely the dialogues, the Soundbite speechwork exercises, the scripted and authentic listening passages, the photostories, and the songs from the Take a Break pages. Test Book A separate write-in Test Book with eight Progress Tests, a midway Review and an Exit Test, allows. teachers to keep a thorough and regular check on. their students’ progress throughout the year. Teaching techniques ‘The teacher's choice of teaching techniques obviously depends on the individual classroom situation and the preferred teaching style. The items ‘that follow are suggestions for teachers to select from as appropriate. Experienced teachers may wish to omit this section and go directly to the suggested procedures for the Students’ Book, on page xii 1, Repetition and choral practice Repetition can help to reinforce a sound or structural pattern, and repeating chorally can help students gain confidence before they are asked to perform individually. Some different patterns for choral work are: whole class half the class at a time vertical or horizontal rows groups individuals. As well as doing the Soundbite exercises, students ‘can benefit from extra practice in pronunciation, stress and intonation, One way of doing this isto use the technique of backehaining, in which students repeat an utterance ~ usually a sentence ~ in parts starting from the end and building up to the complete utterance, et. Say after me eversbody: 1 StQrt? ... film start? .. does the film start? What time does the film start? ‘The key to effective backchaining is to keep your intonation consistent. 3 Questioning patterns In any teaching repertoire itis important to build up a sequence of question and answer patterns. One pattern might be: © Teacher to self (11) © Teacher to student (T-S) Student to teacher (ST) Student to student (S-S) Student 1 to Student 2 to Student 3, ete. in a chain (51-82-53) 4, Pairwork Many of the exercises in Snapshot are designed so that students can work in pairs, simultaneously. Tis means that students’ talking time is increased dramatically and extensive practice can be done by all students in a short space of time. Ss can work in closed pairs (side-by-side, talking to each other) or ‘open pairs (side-by-side, talking in front of the rest Of the class). Some patterns are: A 10 B side-by-side ‘© A-AB-B (pairs turn round and face the pair behind them)© AB-B-A (pairs tum round and talk across to each other) ‘© Random pairs across the class. 5 Groupwork For certain kinds of activities, eg. roleplays, discussions, questionnaires, task-based activities, and projects, students can work in groups. Groups. can provide an opportunity for shy students 10 talk ‘more informally and are valuable educationally as a way af encouraging, cooperation, Forming groups Different ways of forming groups can be decided by: + position inthe classroom (one pair can turn Found and form a pair with the group siting behind) + alphabetical order of names (all those with names beginning with the letters A to D in one group ete} * dates of birthday (all those with bithdays in et January to March, in one group) + colour or type of clothes (all those wearing, bluc/black jeans in one group) Working in groups 11s useful to remember these points when setting up sroupwork * give clear instructions and make sure that students have understood them seta time limit for the task and war students a minute or so before the time is up ‘ask students (0 appoint a group reporter if the class requires it ‘when the group work is In progress, withdraw and monitor unobtrusively * contribute only when necessary ‘© take note of students’ errors for a later feedback session, 6. Oral correction There are no fixed rules for oral correction. At the controlled practise stage, where the emphasis is on accuracy, correction can be immediate, but not in rmid-speech. In conversations and group activities, where the emphasis is on successful communication, students should not be interrupted during their work. The teacher can monitor unobirusively, making a note of mistakes to be dealt with later. This can be done in several ways: *# by discussing general mistakes with the whole class * by highlighting students, collating them on the by dealing with them systematically ‘© by referring students to the relevant section in the Grammar Builder. fakes from individual rd and then 7/ Homework and homework correction For homework, itis envisaged that tcachers will set the writing tasks from the Students’ Book, and ‘exercises from the relevant unit in the Language Booster. There are also extra suggestions for homework in the Teacher's Book lesson notes. If ‘open-ended writing tasks are set for homework, it is @ good idea to prepare them in class beforehand by giving help with any new vocabulary or ‘expressions which may be needed. Homework can be corrected in the following ways: ‘© exercises cam be checked orally in class © students can correct their own or their partner's ‘work with the aid of a (photocopied) key * written paragraphs and compositions can be correcied by the whole class. Ask a few students to read out their work to the class. The other students listen, note the mistakes, and help 10 correct them ‘select an individual student’s work and write it (on the board for the class to correct together + mark compositions by using symbols which the students know and understand (sce the Write section on page xv). Students can then think about their mistakes and work out the correction for themselves. 8. Classroom language Essential classroom language is presented in Unit 1 Of the Students’ Book. Here is a fuller list: Classroom instructions Look at this. Listen and say/repeat after me, Say it again, Listen (0 this/the dialogue. Open/Close your books. Read ihis/the text silently. Read it aloud ‘Ask and answer in pairs. Fill in the chart. Put a tick in the right column. Write the answers in your notebooks. Come to the front. ‘Act the conversation. Sit next to (Marco). Copy this Into your notebooks, Learn this by heart Do (Exercise 5) for homework Spell i Make two teams. Work in pairs/groups of three. Change pants. Work on your own, Feedback and encouragement Good.|Very good. Well done! Excellent, That's right/not quite right. ‘Try again,‘Work quiet, please Speak English, please. Don't speak (Spanish). Don't look atthe dialogue. Be quiet, please. No talking Stand up/Sit down, please. 9 Sequencing ‘The teaching sequence suggested in the detailed Tesson notes follows the order of presentation in the Students’ Book. However, many teachers will prefer to adapt the order to suit their own situation. For ‘example, the dialogues can be presented after the main language work. Sree Traces 1 Photographs ‘The photographs which accompany the presentation material at the beginning of cach unit are an important teaching resource. They can be used for scene-setting, revision, prediction, and for presenting new language. Suggested questions for exploiting the photographs occur throughout the lesson notes. As well as prompting oral work, the photographs allow students to make cultural ‘comparisons between their own country and Britain 2/ Learning goals ‘The Learning goals highlight the main points of Communication, Grammar, and Vocabulary in a unit. They are designed to make students aware of ‘the language they are going to learn and thus to encourage learner independence. Discussion of the Learning goals may be conducted largely in LI, if this is most appropriate. : ‘Suggested procedure ‘© Draw students’ attention to the items in the Communication section, e. Talk about your family. Talk about people’s appearance (Unit 6). In LI if necessary, ask what they would want t0 say when talking about these things. ‘© Then refer students to the word groups listed in the Vocabulary section, e.g. Family members, Personal appearance (Unit 6) and ask which words they would expect to occur in the unit, Elicit or remind students of the words they already know. ‘© When the students have completed the unit, refer back 1o the Lcarning goals, including the Grammar section, and ask them to give examples for each of the goals listed. 3> (2+) Listen and read dialogues The dialogues in Snapshot develop the storylin, and present new structures and functions in context. It is advisable to check general comprehension of the dialogue first, without requiring students to use the particular structure in focus. Later on in the lesson, once the students are familiar with the grammar, further comprehension questions which require speci use of the new grammar can be asked. The following guidelines are for handling dialogues in general. Specific suggestions for using dialogues are given in the lesson notes. ‘Suggested procedure Before you play the dialogue © Check the lesson notes for dialogue-specific notes, suggestions for exploiting the picture, and Background notes. ‘© Use the Picture exploitation suggestions in the lesson notes (o ask about the photographs and {after the initial Tesson), revise what the students already know about the characters, such as their names, ages, and relationships. In later units you can ask what the characters are doing, what they look like, what they are wearing and what has happened in the story so far. # Ask a few focus questions of your own eg. Wiere is Daniel from? What nationality is he? Wiere is Chilli from? etc. to prepare the students and to encourage them to listen for gist when ‘you play the dialogue for the first time, ‘© Present any vocabulary and expressions that you think the students may have problems with. While you play the dialogue ‘+ Ask the students to close their books while you play or read the dialogue aloud. After you have played it through once, check the answers to your focus questions. ‘© Students open their books and look at the comprehension task. Play the dialogue a second time stopping. © Check t ‘+ Play the dialogue a third time, stopping at intervals to clarify, if necessary, and (o explain the meaning of any Useful phrases (see below. Explain in L1, any cultural points which may arise from the Background notes. * Iyou wish, play the dialogue again, pausing the tape for students to listen and repeat chorally and individually. answers (o the comprehension task. ‘+ Ask the students to read the dialogue aloud, in paits or groups. One or two can be chosen to perform it in front of the class.‘© To help students memorise all or part of the dialogue, write it on the board with some words crased. See how much the students can remember without looking at the dialogue in their books. Continue, progressively making more gaps, until the students can recite the dialogue from memory. This is an especially useful technique for getting students to ‘memorize the Useful phrases. 4) 25) Useful phrases The Useful phrases are a selected list of words and expressions from the dialogue which are either common collocations or colloquial expressions. The students should learn these as fixed items. Do not attempt to explain the grammar behind the phrases lnless the students ask you specifically for information of this kind, Useful phrases are recycled in appropriate contexts in the rest of the unit or in the subsequent u Suggested procedure © Check that the students understand the meaning, of the expressions, by eliciting a translation in their own language «© Play the tape and ask the students to repeat the phrases chorally and individually, with special attention to pronunciation, stress and intonation. ‘+ Write a gapped version of the dialogue on the board or provide @ photocopy omitting the Useful phrases. See if the students can Allin all the expressions in the right place. ‘© Keep a list of the Useful phrases presented during the course so that you can use them yourself and revise them at regular intervals. 5, (2) Soundbite The Soundbite exercises isolate and practise problem sounds. The particular sounds selected for ceach unit are those that occur naturally in the Janguage practice work in the unit Suggested procedure ‘© Refer the students back to the contexts in which the sound or sounds occur in the dialogue. * Play the relevant Soundbite tape and help students to produce the sound in question if they are having difficulty. Special tips for producing each sound are included in the lesson notes for ceach unit ‘+ Make up other sentences of your own which include the sound in focus, but beware of Introducing too much new vocabulary. 6, Grammar snapshots ‘The Grammar snapshot boxes focus on the main {grammar point of a unit and are presented in ‘abular form for easy access and understanding by the student. The Grammar snapshots are normally used for the presentation of the major verb tense systems. A table is usually followed by a discovery task headed Make a rule, 1o encourage students t0 draw their own conclusions about the grammar rule involved. Students are also encouraged to make comparisons with similar grammar points in their ‘own language. The Grammar snapshots are always followed by practice material, signposted either as Practice of Over to you, ‘Some teachers may wish to start a unit with the main grammar point and then move back to the dialogue. This may be suitable on some occasions, Dut as a general rule students may be demotivated if lessons always begin with a grammar table and a grammar rule, We therefore recommend that the Grammar snapshots are used after the presentation and contextualisation of the new grammar through a dialogue or text. On occasions, itis also possible 10 postpone detailed study of the Grammar snapshot until the end of the unit, Suggested procedure © Prepare a skcletal, blanked-out version of the table on the board and ask different students to complete the missing elements ‘¢ Ask the students to think about the grammar rule or rules involved, inviting comparison with LLL. In carly units, this can be done in the students’ own language. ‘* Point out any particular difficulties which you know your students will encounter. ‘* Ask the students to complete the Make a rule task and to answer any other questions that may be included in the Grammar snapshot box. ‘* Refer the students back to the dialogue or presentation text 10 find examples of the relevant structures. 7 Grammar flashes he Grammar flashes introduce other grammar points. They are usually contextualised in shor sentences and supplement the main Grammar snapshots. Suggested procedure ‘© Remind the students of the context (dialogue or text) in which the grammar was presented ‘© Ask them to study the example, then elicit the tule, inviting comiparison with the students’ own language. * Give further practice, if appropriate, of the point in question using the students themselves and the classroom environment. '* Move on to the practice material immediately. It fs best to do this in class orally rather than set it for homework. This will enable you to detect any problems the students may have with the structure 8/ Communication The Communication sections focus on the important communicative functions to be practised in the unit, The communication exchanges either develop the grammar from the unit in a communicative context eg. Greet people and exchange names (Unit 1) or exemplitycommunicative sentences without emphasis on the underlying grammar c.g. Introduce people (Unit 2). ‘Suggested procedure ‘© Explain the communicative function which is to be practised, using L1 If necessary. ‘* Take the opening part of the conversation yourself and choose one or two students from the class to read the other part or parts. «Practise the exchanges chorally, using forward or backward chaining to help students with overall rhythm and intonation. * Comment on any points of usage (see lesson notes) and ask the students to make a usage rule appropriate. ‘© Ask students to practise the subsequent conversation in pairs or threes, first in closed pairs, then in open pairs with the whole class listening. These exercises are best done orally in pairs or groups, so that teachers can monitor the students’ pronunciation and intonation. However, teachers may like students to write the conversations as well, after the oral practice. ‘© Make sure that the functions are recycled in subsequent lessons, in the normal course of conversation. 9> Vocabulary ‘Vocabulary is presented in lexical fields and practised through exercises and tasks linked to the {grammatical or communicative focus of the unit, Although Snapshot is extensively illustrated 10 help students learn vocabulary, other techniques for presenting new words can include: ‘© the use of real objects in the classroom environment ‘© showing flashcards or magazine pictures ‘© sketches and diagrams on the blackboard or overhead projector miming and acting explaining in simple English explaining in L1 or translating certain words asking the students to use dictionaries. The choice of technique will depend on classroom conditions and the type of word or expression. It is ‘essential to keep a regular check on vocabulary so ‘that new words are continually recycled. Students ‘may like to keep a small notebook in which they list new words, using the techniques suggested in the relevant Ilelpline sections in the Students’ Book and the Study Corner sections in the Language Booster. 10/ Practice and Over to you ‘The main language focus sections, such as the Grammar snapshots and Grammar flashes, are followed by Practice or Over to you exercises. Practice exercises are generally controlled and place the accent on accuracy, whereas the Over (o you ‘exercises solicit the students’ own contributions and are aimed at improving fluency and encouraging students’ involvement in the topic 11, Interactions Interaction exercises are information-gap tasks which require students 1o work in pairs. The information for one half of the pair (Student A) is given at the appropriate place in the unit. The information for the other half of the pair (Student B) is in a special section on pages 121 and 122 at the back of the Student's Book, The relevant page numbers are always referred to in each Interaction ‘The aim of these exercises is to provide realistic practice of the language in focus, by giving incomplete information to each half of the pair of students. They have to complete the information by asking relevant questions. ‘The emphasis should be on the outcome, ie. the successful completion of the task by both halves of the pair. Suggested procedure ‘* Divide the stusents into pairs. Identify a Student ‘Acand a Student B in each pair. (Make sure these pairs are changed frequently during the year to avoid boredom or frustration.) ‘© Tell Student As to look at the relevant exercise, Tell Student Bs to 1urn to the relevant page at the back of the Students’ Book. ‘© Emphasize to the students that they must not show their respective texts or charts to each ‘other, or there will be no point to the exercise. To avoid this, you may want to group Student As and Student Bs separately at this preparation stage, so that each group can collaborate on any problems or difficulties. ‘© Students read the instructions and their part of the information. Go round and help quietly with any difficult words. ‘© Show how the exercise works by taking the part of Student A yourself and selecting a good Student B to work with you. ‘* Give an cxample of a couple of exchanges and demonstrate that students should note down the missing information. ‘© Point out that itis essential the students ask a question to obtain the required information. They should not just pause and wait for their partner to supply the missing information unprompted. Allow time in carly units for setting up an Interaction exercise. Once the students are familiar with the routines, the exercise will take less time to conduct. © Teachers may like to go round monitoring the pairs and taking note of any special or recurring errors, (0 raise with the students afterwards Listen ‘There are three types of listening text in Snapshot. ‘The first type is specially written to include the structures and functions in focus. This may be a telephone conversation, an extract from a radio programme and so on, and is accompanied by asimple task such as completing a chart or answering comprehension questions, ‘The second type is a recorded continuation of the storyline, featuring the main characters. The conversation usually includes the language in focus, but the interest is more on the development Of the story and tasks are set with this end in mind. The third type features an authentic interview. ‘These interviews are important as they introduce students at an early stage to the flow and rhythm ‘of natural speech and encourage them to listen for ist rather than to listen at word level. Authentic \erviews occur inthe units called Wide angle on the world (ee page xvil Suggested procedure Set the context of the listening text, Ask general questions to generate interest. © Make sure that the students understand what they have to do. ‘¢ Present selected key words and expressions. * Play the tape for students to grasp the general gist. Ask a few simple comprehension questions. © Play the tape again, stopping where necessary, at key points, or where students need to record information. © Check the answers to the task. Replay pants of the tape if necessary. 13, Read The importance of reading cannot be underestimated. It gives confidence and motivates learning; it provides the context for new language and acts as a model for writing. Most important of all, itis a stimulus for ideas and discussion. The reading texts in Snapshot are varied in type and length and are mostly adapted from authentic sources such as brochures, newspapers and magazines. Suggested procedure ‘© Ask a few ‘warmer’ questions to set the context, of the reading text. Use any accompanying, pictures to help you. ‘© Present any new words that are essential to the understanding of the text. From time to time this can be done by means of a brainstorming activity in which students pool all the words they know which relate to the subject of a text ‘* Write some simple Yes/No or Wh- questions on the board to focus students’ attention while they are reading the text for the first time, ‘* Either ask the students to read the text silently to themselves, encouraging them to guess the ‘meaning of new words and expressions as they read, or read the text aloud yourself at a natural speed with the students following the text in their books as you read, ‘© Check the answers to the questions which you hhave written on the board. Ask the students (0 do the comprehension task in their Students’ Book, cither individually or in pairs. ‘© Check the answers. ‘© Ask the students (o reread the text for homework. 14, Write Writing tasks are provided with a twofold purpose: either to consolidate the language in focus, (c. Unit 2 Ex 13) or to help students to produce specific text types, (eg. the advertisement in Unit 1, Ex 14, and the short letter in Unit 3, Ex 16) Writing tasks are frequently linked to reading tasks, drawing on the reading text as a model for writing, (eg. Unit 6, Ex 14). Where the writing is a free-standing task, the teacher will need to spend some time preparing the students for the task, especially if itis to be set for, homework. This will help the students to organize their thoughts and give them an opportunity to ask for help with suitable words and expressions. Written work can be done usefully in class and collected for marking. Correction is best done by establishing a series of symbols to indicate the nature of the error, eg. sp= spelling gr= grammar wo = word order v= vocabulary P= punctuation ‘The detailed lesson notes give guidance for handling specific writing tasks. 157 Helplines Helplines are designed to help students become better language learners. They present useful learning tips at the end of each unit. ‘They cover asking the meaning of words, different ways of recording vocabulary, asking for help, and so on, Suggested procedure ‘© Explain the purpose of the relevant Helpline, in LI if necessary. If appropriate, refer back to the part of the unit that it deals with ‘© Read any new phrases or words aloud to the students and practise chorally and individually. '* Ask the students to complete the task in the Students’ Book. *# Revise the new language at the beginning of the subsequent lesson. 16, Photostories The photostories occur afler every two units, and Feature the activities and adventures of the main characters. The purpose of the photostories is to consolidate previously learnt language and 10 ‘encourage students prediction skills. Some of the speech bubbles are gapped for the students 10 complete.‘The photographs in the photostories, as with most of the character photographs in the main units, have been taken in various authentic locations in Britain. They can be used to discuss British life and cculture and give students an opportunity to make ‘comparisons with their own lives. Suggested procedures + Use the Picture exploitation and the Background notes sections in the lesson notes to discuss the location and revise the story so far. ‘Ask the students to read the photostory silently. ‘+ Explain any new words or names. * Stucents work in pairs, trying to predict the missing language in cach gap. Point out that there may be one word, several words, or even @ whole sentence in each’ gap. * Collect the suggestions from the class but do not correct them al this stage. + Explain thatthe students’ version of the dialogue may be perfectly acceptable, even if it docs not match the recorded version of the dialogue exactly. * Play the tape once through without stopping, and then again for the students to check their 17, Fast rewinds The Fast rewind scctions are positioned afier every two units. They give students a chance to measure their progress at regular intervals and enable them to identify areas of difficulty which need extra practice. Each rewind Is divided into three parts: Grammar, Vocabulary, and Communication. The Grammar and Vocabulary exercises concentrate ‘on accuracy and can be completed in class or for homework. The final Communication tasks are more ‘open-ended and should always be done in class so that the teacher can monitor the students" performance. As a follow-up to the Communication tasks, example sentences and conversational exchanges can be written for homework. Keys to all the exercises are in the relevant lesson notes. 18, Progress updates The Progress updates, which are positioned at the cend of the Fast rewind sections, give students an ‘opportunity 10 assess their own progress, based on. their perception of their general performance and their answers to the Fast rewind exercises. From time to time, the teacher should discuss the student's own rating with him or her. A low rating fon grammar, for example, may indicate a nced for remedial work on the grammar points in question. Iris also important to keep your own record of the students’ progress. This can be compared at intervals with the students’ own assessment of their performance and any diserepancies can be iscussed Four photocopiable write-in tests are provided at the end of the Teacher's Book. There is also a separate Test Book to accompany the course, 19/ Wide angle on the world Units 5, 10, 15 and 20 are Wide angle units, Each Wide angle unit features people and places from around the world, It integrates and consolidates the Janguage of the previous four units and provides additional integrated skills practice in reading, speaking, listening and writing, around a central theme. The lesson notes provide suggestions for procedure. 20/ Projects After every five units of the Students’ Book there is a project which relates to the overall theme of the previous units. The project provides students with aan opportunity to produce a piece of work based on their own input and ideas, while at the same time consolidating and expanding on the language they hhave learnt. Project work can contribute to students’ general educational development by fostering creativity, learner independence and cooperation with other students. The project pages consist of photographs and realia with short model texts on which students can base their own work. The projects can be worked on, collaboratively or individually. Make sure that the project fits in with your overall cheme of work and that you can give sufficient 10 it, Students are unlikely to be able to ‘complete a project in one lesson. Some projects (eg, after Unit 10) will need research time to collect, data and may take several “homework sessions’ to complete, IIs a good idea to discuss with the students how long they think they will need to complete the work and how they want to divide it. Approaches to the projects can vary according to the level, the ability, or the interests of the individual students. IF necessary, students can follow the model in the Students’ Book very closely, ‘or they can expand and adapt it as they wish. The projects can be done individually or in collaboration, entirely in class, or as homework, oF as a combination, icc. started in class and completed for homework. ‘Suggested procedure * Present the theme of the project and, if possible, create an appropriate and meaningful purpose for the project, 6g. an article for a school magazine, a photo display for other classes in the school, of information for penfriends or visitors from abroad, Read the texts with the students and explain any difficult words or expressions. © Show how to begin the project by giving an ‘example based on yourself or another student Demonstrate that there can be different ways for students to express their ideas and that they can ‘expand the sections if they wish. © Discuss the kind of magazine pictures, photos and realia, that students might want to include in their work,'* Discuss how to produce the work in the best way and what facilities and equipment students need (eg. a photocopier, a wordprovessor) ‘* Encourage the students to make notes first and prepare a rough draft of their written work in their notebooks. ‘ For the first project, ask the students to complete the opening section of their written work in class ‘© Draw the students’ attention 10 any serious errors and any parts where the written work can usefully be edited, expanded or generally improved. The work does not have to be error- free, but it should be a piece of writing which students have completed to the best of their ability ‘© Students then produce Finished drafts of their work. If students have produced their work individually, they can exchange their work with their partner for comments. * Students collate their written work and the relevant illustrative material ‘Collect and display the projcets if possible. 21 Take a break Students need 10 relax from time to time, Listening to songs and noting down the words is something that teenagers frequently do in their own time. The Take a break pages present classic hit songs chosen For their timeless appeal and the linguistic relevance of their lyrics. The songs, which are included in the recorded material, are exploited in different ways for detailed listening practice. A key is provided in the lesson notes. Each song page can ‘be developed into a complete lesson by following the suggestions in the lesson notes. Abbreviations used in the Teacher's Book T Teacher s Student Ss Students rs Teacher to student SS Student to student S1-S2 Student | to Student 2 i Native language SB ‘Students’ Book TB Teacher's Book OnP. Overhead projector Ex Exercise ce. For example ice That is etc. Etcetera Phonetic transcriptions in the Teacher's Book follow those used in the Longman Dictionary of Contemporary English i® It's great to be here! 1> 21) Listen and read Luke: Excuse me, Are you Daniel Cresson? Daniel: Yes, 1am. Luke: Hi! I'm Luke, Luke Freeman. Welcome to Britain Daniel: Thanks. I's great to be here! This is my sister. Hello. My name's Emily. Hi, Emily! e: What's thal? It’s a camera ~ a video camera. What's your name? Charlie: Charlie, Emily: Charlie's my little brother. He's only six Tm not tittle! How old are you, Daniel? Vm fifteen, 1 like your camera, Thanks, She’s in the car. 2> Comprehension Match the names with the people. * Luke © Emily Daniel © Charlie “~ , & : 1 ily Come on! Let's go and meet Mum. Learning goals Communication Greet people and exchange names ‘Ask someone's age Classroom instructions Grammar Verb to be singular Question words: What?, How (old), Who? Demonstrative pronouns: this/that Indefinite articles: ofan Possessive adjectives: my, your Vocabulary Common objects and furniture Numbers 1-20It's great to be here! Introductions ‘* Introduce yourself to the class. Say: Hello, I'm and Hello, my name's. ‘© Ss then introduce themselves to you and, if the class is new, to each other. They can do this in pairs, and then in larger groups. ‘© Point out that Hi is an informal greeting and is normally used only among young people, whereas Hello is ncutral and so can be used with people of any age. Background notes Stansted Airport: Daniel arrives at Stansted Airport, just ‘outside Landon, There are four main airports for London and the south of England: Heathrow (tothe west), Gatwick {to the south east) and Stansted and Luton (tothe north). Picture exploitation «Tell the class to look at the photograph but to cover the text Introduce the scene, in Li, asking ‘warmer’ auestions such as: Where are they? What are they doing? Lave you ever been to an airport? Why did you go there? What sor of things did ‘you see? + Point out the yellow signs on the let of the picture and ask if Ss ean read them and guess What they mean, + Ask Ss to find the name of the airport in the picture. (They can see Stansted on the luggage trolley and may be able to guess that the full name is London Stansted) Listen and read «+ SSTook at the dialogue in their books. ‘+ Play the tape while Ss listen and follow in their books. 2) Comprehension Ss match the names to the peopl. Check the answers with the whole class. Play the tape again, pausing to explain or translate if necessary. ‘Then ask Ss to read the dialogue with the tape. © Ss practise reading the dialogue aloud in groups of four. Answer key Emily 2 Danie! 3 Luke 4 Charlie> 3 72+) Useful phrases Seé Introduction for suggestions on presenting this section, ‘© Write the phrases in a jumbled order on the board. *# With books closed Ss, in pairs, ry to recall who said the phrases and then put them in the order in which they occur in the dialogue. + Ss then read or listen to the dialogue again to check their ideas. ‘+ Now play the tape of the individual phrases. Stop at cach phrase and ask $s to repeat, chorally and individually. Explain any problem plarases in 1-1 Ask Ss to give equivalent expressions in Lt. 4) Communication Greeting people + Remind Ss of the introductions which you taught them previously. Teach or elicit the question Whar's vour name? and the responses fm .. and My name's .. ‘Ss practise briefly in open pais. ‘Introduce the Communication dialogue by demonstrating it yourself with one student, ‘+ Ask one or two pairs to repeat the dialogue ross the class in open pais. aay + fahen you fel the Communication dialogue is cstablished, Ss practise i in small groups # Write gipped version on the board, so Ss can practise the dialogue with books closed, e4 2 Waal 1 Ped), Welcome oun hans hee avy + hak the class to suggest famous people they ‘would like to meet, Ss can brainstorm names in fr0ups of tree and you or they write the names tn the board 85 im small groups, then act out the conversation. Encourage S510 a 10H i they + Do this as a mingling’ activity ifyou have enough space in your rom. Ss should speak toa minimum of four people, so the activity will probably Tas 3-4 mints3> 22) Useful phrases Listen and repeat. Excuse me. © Welcome to [Britain]! ‘Thanks. Thank you. 11's great to be here! * Like [your camera. * Come on! * Lets go. 4) Communication Greeting people D Excuse me. D My na D Hello./Hil mm Lute. Weleore to Britain D Thanks. I’s great to o¢ here 's your name? a, Now greet three people in your class. b> Imagine two or three famous people come to your school. Welcome them to your town or city.4 i Grammar snapshot Verb to be singular Positive statements Negative statements Tr (lam) Lake Yi not (1 arent) Charl You're You are) Dariel, You aven't (You are rot) Luke He's (He is} Chari. He isn't (He is not} Danie, ‘She's (She is) Emily She ise’ (She's not) Say les (tis) a camera Iisn' (Its nol) a radio, Questions Short answers Positive Negative am | ight? Yes, you are, No, you arent. Are you Daniel? Yes, amr, ‘not Is he Luke? Yes,heis. No, ne isnt Is she Emily? Yes, she is. No, she nt Is ita camera? Yes, itis No, ition’, Make a rule. ‘The short forms are The long forms are Donel You're Charlic. She's Emily 5) 5) Soundbite The sounds / { / and /h/ she he (Look at page 123) 6> Practice ay, Match the names below with the photos of the stars, Then write sentences. 1 She's Michelle Pfeifer. Antonio Banderas * Sharon Stone _¢ Tom Cruise © Michelle Pfeiffer Brad Pitt ¢ Julia Roberts b> Complete the sentences below with these words she’s its she’s elm Sam ere not 1 Age, you Luke? 5 Are you Luke? Yes, 1 2... my brother. 6 Where's Mum? ... in the cat 3 Are you Danicl? No, Vm...» 7 Hello... Emily 4 You ... Charlie 8... great to be in Brit ‘© Imagine you are another person in your clas. Guess your partner's name. A: Are you a gir? A: Are you a boy? B: No, I’m nol. ey, a B: Yes, fam, A; Are you Giorgio?Grammar snapshot Verb t0 be singular + Using yourself and the $s as examples elicit the positive forms I'm Alicia, You've Andrea, etc. and Write them on the board. + Draw Se attention to the grammatical forms, Wiite the phrases in full on the board and the contractions ('m, etc) in a contrasting colour. + Elicit the negatives, questions and short answers and add them to your table on the board Language note: Check that Ss realise the short iswer is Yes, Lam not the contracted form Yes, Tm. s,m pars or groups, look at the forms and decide the rule. * Point out in Lt that contractions are usual in speaking and in letters to friends and that full forms are normally used in compositions and formal writing. «Practise the questions and short answers briefly across the class. + 'Ss now open their books and read through the Grammar snapshot. 5 y #3) Soundbite The sounds /{/ and /h/ she he The topescript appears on SB page 123. + Play the tape part a for Ss 10 practise the sounds separately. * Before playing part b write the words and phrases on the board so that Ss ean uy saying ‘hem belore they hear them on the tap. ‘+ 1FSs need more practice, devise your own sentences, 64 She's Sharon. He's Henry. ‘+ To help Ss remember the sounds, use pictures as ‘examples of the sounds, or ask $s what other English words they know containing these sounds, eg. dictionary, hello. + IfSs have difficulty with the sounds, the following techniques may help. For if, it ean help $s 10 pur their finger in front of their mouth as an English person docs when asking someone to be quiet: ssh! This helps to make sure $3 are making thei lips round enough to produce the sound easly. For /h) the problem is often that the sound is too guttural and strong. So it helps if'Ss imagine they are going to breathe on a pair ‘of spectacles to clean them, then they breathe out gently enough to make the correct sound, 6) Practice Background notes “Michelle Pfeifer isan American actress who has starred in Batman Forever, Tequila Sunrise, and Dongerous Minds 2 Julia Roberts is an American actress who has stated in Pretty Woman, The Pelican Brief and Stee! Magnolias. 3. Antonio Banderas is a Spanish actor who has starred in Desperado and Evita. 4 Tom Cruise isan American actor who has stared in Top Gun, interview with the Vompite, Reinman and The Frm. 5 Brad Pitts an American actor who has stared in Seven, Thelma and Louse and Twelve Monkeys. 6 Sharon Stone is an American actress who has stared in Casino, ota! Recall and Basic Instinct. Ask Ss ‘warmer’ questions to see if they recognise or know any of the people in the photographs. © Ask Ss if they know any of the films these people have starred in. bay # This can be done in pairs or small groups (or completed at home and checked the next day). Make sure Ss pronounce he and she correctly Answer key iia Roberts _3 Antonio Banderas 4 Tom Crise 5 Brad Pit Sharon Stone 6by +o the example with the whole class, Refer Ss ‘back to the Grammar snapshot if necessary ‘© Ss complete the exercise in pairs. ‘© Check the answers round the class, Answer key 2'HeS' Sot 4% Sam GSheS Tim sits 6cy *# Use the example in the book to demonstrate the procedure + Write the name of a student on a piece of paper ancl fold itso that the class eannot sce it Give it to one student, ‘+ Elicit the question Are you ..? and the answers Yes, LamNo, I'm not. Insist that they use contractions in negative answers. ‘The class ask the student questions until they guess the correct answer. + They then continue the game themselves, either as a whole class or in small groups.» Grammar flash afan and this/that ‘© Show objects or draw pictures of the words in the Grammar flash and clici ‘© Write the words on the board in 1wo groups: items beginning with a consonant and items beginning with @ vowel. ‘© Ask Ss to decide what the difference is between the two groups. * Check their answers. Label the groups « and an. ‘© Teach this/that using the illustrations in the Grammar flash and/or objects in the classroom. Language note: Explain that that usually refers 10 things which are further away from the person. asking the questions, while this refers to things which are nearer. 7 > Practice * First ask Ss, in closed pairs, to match the piewures with the vocabulary. # Check theie answers, using the questions What's this?/What's that? * Drill the questions What's this?/What's that? Encourage $s to use the contraction and help ‘them with the pronunciation of th if necessary {hey put their tongue between thelr teeth). ‘Ss then practise in closed pairs or in a chain drill round the class Answer key What's this? TIt'sa pen. 2anenvelope 3 a book 4achair Sa dictionary Gan eraser. 7 an apple Ba desk Whats that? 9 1's a blackboard. 10 an umbrella Wa pencil 12a table 13 an exercise book 14 an atlas, 1Sa computer 16 a bag Vocabulary Numbers 1=20 First write the numerals on the board, eliciting as many as possible from the Ss Then play the tape. Ask Ss to listen and repeat. + When you reach a -reen number, check Ss pronunciation. Illustrate on the board that -feen numbers have their main stress on the second syllable. Write an example on the board and then use one of the following methods to mark the stressed syllable = draw a box over the syllable: sixtéén ~ underline the syllable: sixteen ~ put a small superior vertical mark infront of ‘he syllable: sicteen However you choose to mark stress, use the same method every time you work on it + Iyour Ss already know some of these numbers, make this more difficult by giving sums in rapid sequence eg. What's 8+ (plus) 4? 9- (minus) 2? —<—$—<—————————— Extra activity: Game - Bingo © Prepare some bingo cards with nine squares and Fill in some of the numbers. ‘+ Ss fill in the remaining blank squares with numbers of their choice. * Read out a random list of numbers prepared before the lesson. ‘© When Ss hear a number which is on their card they cross it out ‘© The first student who crosses out all his/her numbers shouts “Bingo!” 97 Communication Asking someone's age * ilustrate the first hall ofthe dialogue with one student. You ask the first question and elicit the answer, When the student returns the question, you can give your true age or make it upt ‘© Ss now practise the first three lines of the dialogue in closed pairs. # ‘Teach How old is ..? and bestfriend, Use members of the class as examples ‘Ss can then practise the dialogue in closed pairs. 107 Over to you 10ay ‘© SS look at the pictures of the film stars again. ‘Ask them 10 name other stars they like, © Ask a student for the name of their favourite star and write it on the board. © Ask for their number two star and add it to the board in the same way. * Ss copy and complete their lists individually, using their own lists of names and the stars in the book. the question Who's your number one male © In pairs, Ss ask the question and compare lists © Find out who were the most popular stars 11/128) Listen + Siisten and compare their choice of stars with the tape, Let them listen twice to check the formation. ‘+ Sy say if they agree with the order on the tape Topescript Listen to the results of a magazine survey. Are your ‘numbers the same? ‘And now forthe list of your favourite film stars - male and female. So here are the three top male stars. Number 1s Tom Cruise, number 2is Antonio Banderas and number 3 is Brad Pitt, ‘And now for your three top female stars. Sharon Stone i in first place at number 1. In second place at number 2is Michelle Peifer and number 3 its Julia Roberts. ‘And now for some more music, I's that all-time favourite group from LondonGrammar flash a/an » go o this/that Wear’ that? i. PD ivsancraser Ty Practice a, Ask and say what the objects are, using a/an and this/that. A: What's this/that? B: Its ofan ‘chair © exercise book envelope —* pen ‘lable * blackboard dictionary —_® pencil © book —# umbrella © eraser © desk atlas © computer apple bag b» Now write about each object. that a » | | v a) 8, Vocabulary Numbers 1-20 <2) Listen and repeat the numbers. Tone 2two 3three 4 four § five Gsix 7 seven Beight Inine 10 ten Treleven 12 wee 13 thirteen 14 fourteen 15 fifteen 16 sixteen V7 seventeen 18 eighteen 19 nineteen 20 twenty 9> Communication Asking someone's age D How old are you, Avra? Dim fourteen, Are you foureen too? Yes, | am.|/No, I'm not. I'm fifteen. > How oldis Giorgio? D He's Fteen too. D How old is your little brother/sister/ bestfriend? Now ask and answer in the same way. Then write the dialogue. 10, Over to you a) Look again at the film stars ‘opposite and list them in the order you like them. Add the names of other film stars you like. My tavewrite male film stars 1 Brad Pie My favrnrite female flo stars b/ Work in pairs. Compare your lists. ‘A: Who's your number one male star? B: Brod Pitt ‘A; My number one is Tom Cruise. Who's your number two? 11y +1) Listen Listen to the results of a magazine survey. Are your numbers the same?12) Read Background notes Budapest i the capital of Hungary It is one of the most ‘beautiful ities in Europe and is famous for its medicinal springs and Turkish baths Sydney is 2 large city on the south-east coast of Australia, inthe province of New South Wales. I is famous for its ‘opera house an its nearby surfing beaches. But the capital of Australia is Canbera, not Sydney [New York i large city on the east coast of the USA. The Empire State Bulding and the Statue of Uber are situated here, The capital ofthe USA is Washington D.C, nat New York, John Travolta is an American film star whose films include “Sturdy Night Fever, Grease, Pulp Fiction and Get Shorty ‘Mel Gibson isan Australian film star whose fms include the Mad Max series, the Lethol Weapon series and Broveheort. [Nicole Kidman is an Australian fl star whose films include Batman Forever and Portrait ofo Lod. Some Like It Hots 3 famous classic comedy. Made in 1959, and grects by Billy Wilder it stars Jack Lemmon, Tony Curtis and Marilyn Monroe ‘© Elicit or teach I'm from and give brief practice before Ss do this activity. © Check that Ss know the word advertisement and ccan say it correctly. ‘© Ask if they have any penfriends. ‘© Ss then read the short texts about each person and complete the charts individually. They can ‘add their own information. ‘© Ss check their answers in pairs. ‘+ Ask Ss in Lif necessary, which person they would like as a penfriend and why. Answer key Miranda: 15 [ Syney { Mel Gibson / ‘Braveheart | Box 749 Rob: 15 / New York | Nicole Kidman / ‘Some Like It Hot’ / Box 356 137 Over to you Tale about films Start by asking Ss for the names of films they have seen recently. Ss then discuss the questions in pairs. + Do a brief feedback with the whole class, ‘encouraging Ss t0 give reasons for their personal choices. 14) Write ++ Th small groups, $s discuss the information they will give. Refer them hack to the texts in Exercise 12 if necessary. ‘+ Fither in lass or for homework, Ss write their own advertisements. ‘© Ifyou have a class noticeboard, you may want 10 display the advertisements there. If 0, correct the advertisements first and let Ss rewrite the correct 15> Helpline Classroom instructions + With books closed, Ss recall as many classroom instructions as they can remember. Give one ‘example yourself to start them off * Supply most of the instructions that Ss didn’t remember, ‘© Ss read the Helpline to find the missing Instructions. * Do not attempt to explain the grammar of the instructions. Treat them as sct phrase. * Give some instructions and ask $s to follow them.> Photostory: At the airport Background notes Clas 3/Class 10: In many Enalish schools, classes are identified by numbers. Each number represents a ifferent ge group. Chilren begin primary school in Year 1 fage 4/5). They eave primary schoo! atthe end of Year 6 and begin secondary school in Year 7 (age 10/1). School is compulsory until Ss are aged 16 (usually atthe end of Year 11) although many Ss stay a schoo! for an extra two years after this. Emily aged 14, in Year 9 and Luke, aged 45, i in Year 10. Eddie Murphy isa black American fm star who specialises in comedies. His films include Beverly Hills Cop, Trading Places and The Nutty Professor Mortal Kombat is well-known computer game which is very popular with bat children and young adults. It has also been made into 2 feature film Ask Ss to look at Picture 1 and sce if they can remember who the characters arc, where they are and what they are doing. ‘© In pairs, Ss read all the specch bubbles and try 10 ‘guess what the missing phrases are. © Elicit suggestions from individual Ss and write them on the board, # Play the tape for Ss to check their answers, ‘© Ss act out a similar conversation, substituting their own choice of names and stars. Tapeseript Listen to the story and see if you were right about the missing words Picture 2 Dawe Are you at school with Luke, Erily? faniy: Yes, Im in Class 9 and Luke's in Cass 10, Picture 3 ‘oust: How old are you? taniy: _'m fourteen, Picture 4 Ciaiu: Who's your number one film star, Daniel? Dust: My number one star? Hike Edie Murphy! What about you, Emly? Picture § fansite Brad it ‘asus: He's oI lke Mortal Kombat. Preture 6 cumaue: Daniel ae; Yes! Pleture7 ‘uanue: Say hello to my monster Picture @ avi: Hell, Whats your name? (uskuF: My name's Gorgo. Welcome to England. bus: Thank you. I's great tobe here!listen and see if you were right. = ¢ = At the airport goss the tog words Ten 7 [Are you at schoo! —L spe with ak, Ey? | Ye min Gls 9 ard erreenea Luke's in Class 10. I'm fourteen, = Brad Pitt. M My number one star? I like Eddie Murphy! What about you, Emily?Who's Em? 1) @ Listen and read Luke: That's the car over there. And that’s my mother. Daniel: Where's your father? Charlie: He isn't here. He’s at home. Luke: No, he isn't! Dad's at work Luke: Mum, this is Daniel Mum: Hello, Daniel. Nice to meet you. I'm Sally Freeman, Daniel: How do you do, Mrs Freeman, Mum: How are you? Are you tired? Daniel: No, 'm fine, thanks. 'm just 2 bil jet-lagged. Luke: Where's Em? Charlie: 1 don’t know. Daniel: Em? Who's Em? Charlie: My sister. Her name's Fly but she's called Em’ for short. Daniel: Oh, 1 see. Mum: — Come on, Em! In the car. Charlie: Mum! I'm very hungry Mum: — Charlie, you're always hungry! Where's Daniel's camera? Is it fon the back seat? No. It's in my bag. Good. OK everyone? Let’s go! Brighton, here we come! 2> Comprehension Answer T (true) or F (false). 1 Mr Freeman is at work, 2 Daniel is tired. 3 ‘Em’ is Emily, 4 Charlie is hungry. 5 The camera is on the back scat of the car. Learning goals . Communication Introduce people Greet people you know Ask where people and things are Grammar Verb to be singular Question word: Where? Possessive adjectives: my, your, his, her, its Genitive apostrophe s (5) Prepositions: in, on, ot Definite article: the Vocabulary Common adjectives: right, wrong, bi, hot, cold, hungry, thirsty, tired (1, Mrs, Miss, MsWho's Em? Background notes Introductions: When you first meet someone in the UK there are diferent gretings according to the formality of the situation. In a formal o fairly formal situation you say How do you do, or Nice to meet you. In an informal situation itis usual just to say Hello. Ina formal siuation and with olde peopl, it is usual to shake hands when you ae fist introduced. In informal situations young people do not usually shake hands Greetings: When you meet someone you know, i's usual to say Hello or Hi. Sometimes people may kiss but this isnt very common. She's called ‘Em’ for shor: I's common practice inthe UK to shorten certain names, but we tend not to add diinutives ma bit jet-lagged: The time diference between Canad and London explains Danie’ jt lag. Vancouver inthe west of Canada is eight or nine hours behind UK time while Toronto, inthe east of Canada, i ive osx hours behind UK time, Picture exploitation *# Use the picture as an introduction to the dialogue. Ask Ss, in Lt if necessary, Where are the people now? Who is the woman? What are they doing? ‘+ Ask Ss: Do you say “How do you do’ to younger ‘people or to older people? (Oider.) The first time ‘you meet them or every time? (The first time.) What do you say when you meet friends or young people for the first time? (Hello /Hi}) * Tell Ss other ways of greeting people in other countries when meeting them for the first time. For example, in Sweden men usually bow, shake hands and say their surname. In Thailand people put their hands together in a special gesture. In Japan traditionally people bow but nowadays many shake hands. ‘Ask Ss to say if their own customs are similar or different. 1) G+) Listen and read + Pre-ieach any difficult vocabulary, eg. jet-lagged. * Ask Ss to read the True/False statements in Exercise 2 and guess the answers before they hear the tape 2) (22) Comprehension * Play the tape while $5 fllow the dialogue in their books Ss do the task in pats. «+ Play the dialogue again, pausing to check Ss" answers and explain any unknown words or phrases + Play the tape in sections for $s to repeat chorally and individually. Pay special atention to intonation. ‘© Then ask individual Ss to act out parts of the dialogue, ‘Answer key True 2 False 3 True 4 Tue 5 False ‘s*Alternative procedure # Ask Ss to close their books. © Copy and cut up the dialogues so that each of the four dialogues is on a separate piece of paper. Stick these in a different order on a sheet of paper and photocopy this, so each student/pair of Ss can have a copy. (You can divide the dialogues into eight sections to provide an even more challenging exercise for Ss.) ‘* Introduce the situation, then ask $s to work out a logical order for the dialogues. Check it by playing the tape. © Then use the True/False statements in Exercise 2,3.7 2+) Useful phrases Seé Introduction ‘© With books open, ask $s to cover the dialogue. Can you remember who said these phrases? ‘+ Ss check the dialogue text to see if they are correct ‘Play the tape of the phrases for Ss to listen and repeat. You may need to use mime to ensure the meaning is cleat ‘+ For more contextualised practice of each phrase, encourage Ss to say complete sentences wherever possible, eg. sentences from the dialogue: That's the car over there. + Practise I’m/He's/She's called .. for short by asking Ss to tell each other short forms of their ‘own names and those of friends or family. After fone or two examples they can do this in small sroups. + IF Ss offer other nicknames, explain the difference and that other diminutives are rarely used in the UK. Follow-up In pairs, Ss write a short dialogue incorporating, three of the phrases. Either you or they can select which three. © Ss then read their dialogues to the rest of the class, Select just a few of the dialogues if you hhave a large class. 4) Communication Inéroducing people # Explain the situation: a teenager, Bob, is meeting an adult + Remind Ss of the appropriate Formal and informal phrases. + Using your own name, show them that in English Mr/Mrs/Miss is sed with the family name not the first name, Language note: Tell Ss that many women choose to use Ms (mz! or Jmazi) instead of Mrs or Miss, ‘because Ms does not indicate if they are married or not fay + Write a skeleton for the frst conversation on the board omitting the tiles and names. + Give students time (in pairs) to think of some names for thei friends. Help them with suggestions for Brtsh/American/Canadian names. *# Select wo students and act out the dialogue with them 10 establish the procedure (NB only one student of the par is introduced). ‘© Then do this as a mingling activity or in groups of at least six. Make sure Ss take it in turns 10 introduce each other. Greeting people you know Ask Ss fo read the second Communication dialogue quiet «Ask them if they think the peopl know cach other or not. (es. they da) + iil the dialogue briefly to establish the stress partera: ‘oun Hello, Sue. How afé you? sue: I'm fine, thank, John, How are you Jot: Not bad, thanks aby © Give Ss English names if you like. You could use the English equivalents of their own names, eg. Charlie For Carlos, et. ‘© Ss practise the dialogue in pairs. Ensure they practise both sides of the dialogue. Make sure $5 recycle this greeting at the beginning of subsequent lessons.4 3> ++) Useful phrases Listen and repeat. Over there. © Nice to meet you. ‘© How do you do. © How are you? ‘©1'm fine, thanks. #1 don’t know, © She's called [Em] for short © Oh, | see * Good, 4) Communication Introducing people > Mr/Mrs/Miss/Ms Brown, this is Bob. > Hello, Bob. Nice to meet you. > How do you do, Mr/Mrs/Miss/Ms Brown, a> Introduce @ friend from Canada, the USA or Britain to your teacher, Greeting people you know > Hello, Sue. How are you? > Im fine, thanks, John. How are you? > Not bad, thanks, > Imagine you are in Brighton. Greet your friends at school.16 we Grammar flash Prepositions: in, on, at Were the ie? Ur tne pe? isinthe box A Ison ihe abe Where's Mrs Freeman? She's at home/at work/at schoo! at college. ——= —— — 7> Interaction Student B: Tum to page 121 Student A: Look at the picture. Student B has the same picture but with different objects in it, Read the list below and ask where the objects are: ‘A: Where's the envelope? B: Its on the desk 1 envelope 3 baseball bat 5 football 2 pencil 4 eraser 6 exercise book Note down the answers. Then answer Student B's questions. 5> Vocabulary - PQ ] Choose the correct adjective for each picture. B 1 hungry hot *cold — * hungry ® thirsty a big *small + right * wrong Log bd | » - > Practice wea > Use the adjectives below to ask and answer about the pictures. bil A: Picture II she thirsty? B: No, she isn't. She's hungry thirsty cold 7 right | — 2eold — Shungty 8 right 3 small 6 small * Common adjectives | | 8> Over to you ‘b> Now ask people in your class. ‘A: Are you hungry/hot/thirsty/ ‘Answer the questions. tired cold? ‘Where are you? B: Yes, om,/No, m not. Where's your father/ mother/ brother/sister/ bestfriend?5) Vocabulary Common adjectives # Introduce this by miming the adjectives. Elicit and drill You're/It's ... + Ss look at the pictures in their book and decide which adjective goes with each picture. «In feedback, make sure that Ss can pronounce all the adjectives correctly. Particular care should be taken with hungry Uhangrif) and thirsty (/63:sti)). Answer key Thungry Zhot 3small 4cald Sthisty 6 big Twcong Bright *Alternative procedure ‘© IFSs know these adjectives, add some more at the feedback stage, eg. young/old, happy/unhappy, Jat/thin, rall/short, et. 6 > Practice Note: Students will nced lots of practice with the short answers as they are difficult in English. ay flict and drill the question Is she/he thirsty? and the Yes/No responses. # Go through the example with the cl «Ss ask and answer Some of the questions in open pairs so that you can check they are answering correctly ‘© They then practise all the questions an in closed pais. op + ict and drill the question and answer in open pairs eg. You: Fernanda, ask Mari. Fr Are you thirsty, Maria? Ensure students use appropriate intonation, e ‘Are you thirsty? + For further practice ask $s to mime one of the adjectives, Ss ask: Are you cold? or simply guess: You're cold! Grammar flash Prepositions: in, on, at ‘© Use the examples of in and on in the box to introduce the prepositions. © Do an example with a student’s pen. Put the pen ‘on your desk and ask Where's the pen? Elicit the answer I's on the desk. ‘© Introduce at by asking Where are you now? Elicit T'm at school Ask Ss 10 look at the examples of at in the Grammar flash. ‘© Ss find examples of in, on and at in the dialogue and check in pairs. ‘Alternative procedure ‘Use your own objects to teach these prepositions, then use the pictures in the book for further practice ‘Check that $s know the vocabulary. $s ask What's this/that? in open pairs to check, Include alittle new vocabulary hereto intrest the students. + Using a large bag and a desk/table, demonstrate and elicit the answers [t's on the deskjl's in the bag etc. Include desk, chair, flor, bag, here. 7? Interaction {F necessary. give the instructions for this in L1, to ensure Ss know what they have to do + Make it clear that Ss do not show their books to their partner. They must Use questions to get the information they need. + Divide the class into pairs of Suudent A and Siudent B. + Tall all Student Bs to turn to the back of the book and look at their pictures while all Student As should look atthe pictures here + Ask one pair to demonstrate the first two aqestions and answers as an example. Extra activity: Game ~ ‘Invisible fly’ ‘Teach fly (the insect). You can mime this ot show Ss.a picture. + Tell the Ss that there is a flyin the room but only you can see it + Ss must find the fly by asking you questions. You can only reply yes or no. + Teach the question Is it ..(on the chair}? + 'Ss-ask you questions until someone guesses the correct postion of the fl + That student then decides where the fy is and the others ask him/her questions. ‘* Teach any extra vocabulary, eg. ceiling, wall etc. as you play the game, * You can teach a few more prepositions, eg. ander, next to, in front of, but be careful not to overload the Ss. 8) Over to you Revise family members, drawing your own family tree on the board if necessary. ‘Ss ask one or two of the questions across the class, so you can check they are asking/ answering correctly, eg. You: Fernanda, ask ‘Miguel ‘Jather’ F: Miguel, where's your father now? ‘+ Ss complete the activity in closed pais.Grammar snapshot cosets) adjectives (singular) * Collect an object from each student and then hold up one object (silently). ‘When a student claims it, teach or elicit That's my + Go on to teach and practise Is this/that your . Yes, it is,/No, it isn't * Introduce It's his/her ... by holding up objects and asking Ss to say the sentence and point to the owner of the object. # Go through the Grammar snapshot with Ss, ing an example or two for its, eg. This i my dog. This is its ball. 9) Practice Background notes 1) Wiliam Shakespeare (1564-1616) was a famous English playwright and poet whose plays include Romeo and Juliet, Homlet and Twelfth Night. 2 Salvador Dali (1904-89) was a famous Spanish painter. He painted ‘surrealist’ paintings. 3. Marie Curie née Sklodowska (1867-1924) was @ Polsh-born French scientist. Working with her husband Pierre, she discovered ragium. 4 Jane Austen (1775-1817) was an English novelist. Her novels include Emma and Pride and Prejudice. Several of her books have been made into fms. 5 Leonardo da Vinci (1452-1518) was an Italian Renaissance painter, sculptor, architect and inventor. His paintings include The Mono Lisa and the unfinished Adoration ofthe Mogi. 6 Abraham Lincoln (1803-65) was an American president. He was assassinated while watching a play ina theatre. ‘Ss look at the illustrations and list of first names and surnames in pairs. * Give them a few minutes to match the first names with the sumames. ‘* Practice the question and demonstrate the stress and intonation: —~ What’s his/her fini nidme? (It's William.) ‘Check the pronunciation of the names: ‘Austen /ostin/, Curie /kjooti! Lincoln /ligkon/, da Vinci /davinfi/ Shakespeare /ferkspio), Dal Iosif * Use the numbers, if necessary, to help Ss eg. Number 1, what's his first name? ‘+ Ss ask and answer in open pairs. ‘+ Ask Ss in L1 about the people, to see how much they can tell you about them. Answer key 1 Wiliam Shakespeare 2 Salvador Dali_ 3 Mari Curie 4Jane Austen § Leonardo da Vinci 6 Abraham Lincoln Grammar flash Genitive apostrophe 5 (5) * Write the following on the board: My/My father'/My mother's name is .. and fil in the names for you and your family. ‘+ Drave attention to the ’s. Check understand i is a possessive. Explain this in LI if necessary. ‘© Ss practise briefly yiving one parent's name, ‘+ Point out the difference between the verb fo be third person singular, e.g. My brothers in his room and My brother's camera is in my bag (Genitive 1) Over to you -monstrae this by asking one student the questions yourself * Ss then do ths fe practice activity in pairs or sroups. Encourage Ss to add information tothe Basie questions. + Ask each student to take notes on one other person in their group as they listen (Check before they start that they know who they will take notes on! ‘*Alternative procedure # 'Ss.can ask What's he/she called for shor? and add extra questions like How old is she2/ls she a student? Alternatively, $5 question two other Ss in the class and complete a grid for the Ss with the relevant names. Use the following headings in the grid: mother, father, brother, sister, friend, ‘+ Ask Ss to report on one of their Ss, e This is about Alfonso. His father's name is «ee Correct mistakes with the genitive ’s as they do this. 11) ++) Soundbite Thé sound /j/ you your The tapescript is on SB page 123. * IFSs find this sound dificult, get them to say fis! first (ceeeecece) then /u:/ (00000000000). Then tell them to put the two sounds together and they will produce the sound /j/ in between, ex. Fisd > Bil> b + Ask Ss what words they know with this sound co. You, yes, el.® - Grammar flash Grammar snapshot Genitive apostrophe 5 ('s) Possessive adjectives (singular) My father's name is Tom. 1+ my nesthis tits My mother's name is Sally you-* your she her — _ Note. This Danes ster» Tiss is ster, ot Tie heres 10> Over to you ‘Ask and answer about your partner's family and friends. ‘A: What's your father's/mother's/ . sister's/brother's/best friend's/ 9p Practice togsrome? Look at the pictures of famous people. Ask and answer about the B: His/ller/Its name is people's frst names. A: What's his/her first name? . 7 B: Its 11> &) Soundbite Abraham ® Jane ® Marie © William * Leonardo. © Salvador The sound /j | you your (Look at page 123) Shakespeare 2... Dali 5 .. da Vinci 6... Lincoln12) Read Look at some of Daniel's photographs from home. Find the correct caption for each photograph. ® “Shas in-muytnathor and fethar at hema in. Montreal." She name ofthe house is" Fa Yocade’ iy mothn's-nome is Catherine asd iy fathat-nama ia, Olivier. © Drea ia rny littte sinter, Her name's Sophie and she's oleven Here she ia at Acheot in “Montreal with hun Priend. © dhs inmy odarsistin,Lovine, Shea eighteen. ears ald. Shes a tablet dancer ak thu Schaol of Performing. Arta in Hear York. Shela very. goed. D) Shi de-my friend “Matthew Hela awd ‘hae Bom Mortreal Loo, ane 13> Write a> Write four sentences about the names of the people in Daniel's Family. His mother’s name is b> Write about a person in your family. My sisters name is... She She's a student at yeors old. 147 (++) Listen Mr Freeman arrives at home. Listen and choose the best answer. b) at home, b) in his room. by) tired, a) at school. a) at school a) hungry. 1 Emily is: 2. Luke is: 3 Daniel is: 15, Helpline ce ‘Ask the name of things in English, As What's... in English? B: Ws Az What’s the word for B: I don't know. in English? Write down three words in your language and ask your teacher or a friend for the English word.12) Read Background notes “Montreal isin Quebec Province in Canada. I isan island atthe junction ofthe Saint Lawrence and Ottawa rivers. ‘Mast people in Montreal are of French origin. Tey speak French and English, About 20% of the population Is of British origin. Montreal has a strong artistic and cultural tration and is sometimes called ‘the Pars of the New Worl ‘The New York School of Performing Arts isa famous School which gies it students a general education but aso trains them in all the performing arts, acting, musi, ‘ete The school was the subject of a TV series, Fame, which was also made into fl, ‘© Use the photographs and ask Ss where they think the people in cach leture are and what they are ‘© Ss cover the captions and guess who the people are and what their connection is to Daniel. ‘© They then read each text to find the correct caption for each picture. ‘© Ss check their answers in groups. Answer key 1B 2A 3D 4C 13) Write 13) 2 TAL Ss to read the text in Exe pals +o the example with Ss before they begin. Ask dnd answer Ma's Daniels morher’s name? His mothers name i Catherine «Sedo the seme with the other members of his family. + Go round the class to check they have no problems. Ask more questions eg. How old is fe? vo prepare for the next activity. 136) + Give $5 an example by reading the sentences in the book and telling them about a member of ‘your ovn family ‘Ask them to write their own version for homework. + If possible display some of these on your class noticeboard, so that other members of the class ‘ean read them, ise 12 again, in 14) 2+) Listen + Give Ss one or two general questions, eg. Who tare the people in this dialogue? ‘* Play the tape right through once. ‘© Elicit $s' answers ‘© Ss read the questions, Play the tape again. Pause it necessary to explain om the phone, as usual, actually. ‘+ Ss check their answers in threes. Check with the ‘whole class to see if they are correct, * If they are not sure, play the tape again and ‘encourage them to find reasons for their answers. Tapeseript Listen and choose the best answer. Tow: Hell, lve. How are you? sauiy: Fine, thanks. Everything OK at work? Tow: Fine. Well, where Is everybody? say: Emilyson the phone. tow: AS usual, Where's Luke? sau: tn his room. (Clls upstois) Luke! Dad's home! luxe: Hi, Dad! Dad, this is Danie Tow: Hello, Daniel Nice to meet you. Dawtt: How do you do, Mr Freeman, Tow: Oh, call me Tom, So ~ are you tired? Duvet: No, I'm not ' fine. vow: No jet lag? awit: Justa bit. conve: Are you hungry, Daniel? | am. ssuy: Charlie! tant: Well actually, yes, am. ‘six: Good. Diane's ready. Le’ all it down and eat. lnc: Great! ‘ox; {cas} Emt Come ont Dinner’ ready Answer key 18) 26) 3a) 18) Helpline ‘* Go through the example with some words Ss. know for the first exchange, and some words they don't know for the second. * Get $s to practise the question forms. Explain that either question is suitable for asking the meaning of single words, whereas only the frst is suitable for phrases. ‘+ Ask Ss to think of three interesting words they ‘want to know the meaning of in English. + ‘Ss practise asking, and answering in pairs, or across the class. Encourage 85 to use dictionaries for words they don't know, or to ask you the meaning@ Fast rewind units 1 and 2 + Sce Introduction for suggestions on using t section + Some activities (eg, Exercises 7 or 8) can be dione as “beat the clock’ activites. The frst pair to finish correctly, wins. ANSWERS Grammar is Exercise 1 THeS 2I'm 3 You're 4She's S What's 6 Who's that? Exercise 2 2,3 and § have a genitive apostrophes. Exercise 3 1 B:her 2 B:Shes 3A: your B: He's Aehis B: you're Exercise & Tin 2in 3 at 4 on (in may also be possible if the desk opens) 5 at Exercise § 1 Who 2 What 3.Where 4Who 5 What 6 Where Exercise 6 Va 2an 3a 4a 5a Gan 7an 8a San Vocabulary Exercise 7 Mate Female Both te she you brother Miss fend toy rather teacher fe Ester my father id Student we Mum Dad her Mrs Exercise 8 V Objects 2 Adjectives 3 Numbers 4 People pen thirsty five boy book hot nine brother atlas hungry three sid air tired ten sister pencil big two student eamera small one teacher You can ask Ss if they know what each category is Communication Exercise 9 Example answers Greet = Hello. My name i Antonia, = Hi How are you? Ask How old are you?) How old is Piero? — Where's my teacher? Introduce ‘he Mrs Gonzalez, this is Ana 8: Hello, Ana Nice to meet you. How do you do, Mrs Gonzalez Count “Two, fout, sx, ete Progress update: Units 1 and 2 © Discuss with Ss in L1 the value of measuring. their own progress. ‘© Give them time to copy and fill in the chart for themselves. ‘© Alternatively, prepare in advance photocopies for cach student of the Progress update for each Fast rewind in the book. There are eight altogether, Each student will be asked to fill in his/her evaluation afier doing each Fast rewind. You can collect in the updates each time and keep them on file, ‘© Ss can compare their scores in pairs. Do you agree with each other's ratings? Can you suggest ‘how you can improve?@ Fast rewind units 1 and 2 Grammar — 117 Write the short form ofthe verb to. {om Davie. = tm Dae 1 Heismy bother 2 Som thirsty. 3 Youare here 4. She is is sister. 5 What is your name? 3 Who is that? 2, Which words have a genitive apostrophe s(')? Em i Emiyi nickname, 1 He’ tire 2 Danie’ camera isi his bag 3 My mothers cars over tere. 4 My mother’ inthe car. 5 Her teachers rame 's Miss Simson 3, Complete the sentences with these words. she’s his eshe’s ser #you'e * your AA: What's your name? B: My name's Emily 1A: What’ Emily macher's name? I don't know but... father’s name is Tor, Wrere's Emily now? at schoo! Where's... father? Wy father? .. at home, But thats... car over there. Yes... ight. tis. 2 PRerere 4 Complete the sentences with the correct preposition: in, on or at. ‘My mother is at home. 1 Daniets cameras... his bag, 2 Brighton is... England. 3 Chanie ‘st... schoo! today 4 The pencil i... the desk 5 She's a student... Cry College. 5/ Complete the sentences with Vo”, Where? or What What's your came? 1.8 the gil in the café with Daniel? 2 ..'s your teachers rame? 3 ns the car? 4-25 tne boy over there with Emly? 5.’ the name of the gover :here? 6 5 my camera? 6) Put cor on before these words. book abook ties on atlas 1 dictionary 4 name 7 American film 2 English dietionary § studert language 3 teacher 6 umbreia 9 exerise book Vocabulary 7 Put these words under [ Male | Female | Both the correct headings. fe [she | you she # she # Miss © you * mother * friero * sister ‘gr © brother * boy * his * teacher father © my #Mc # Dad * Mum * her # student © Mrs 8) Sort the words into [J [aT a | a four groups with six [pea | Thirsty | five | boy words in each group. | book pen # Fve # thirsty # nine # three # ten # hot 000k * atas © wungry ® chair boy # two # tired brother # girl # big small # student # one # sste+ pencil # teacner # camera Communication’) In pairs, do the following things, Then write a sentence for each one. Greet someone and say your name. Greet a friend and ask how he/she is ‘Ask how old your friend is. ‘Ask were your teacher i. Introduce 2 friend to your teacher. Count in twos to twenty (two, four.) ete a — ; Progress update units 1 and 2 How do you rate your progress? Tick the chart. Excellent Good OK Can do better eee ee Rk Grammar Vocabulary Communication© I'm French- Canadian. 1 Vocabulary Countries and nationalities a> Match the names of the capital cities with the names of the countries. Then find the capital cities on the map. Ottowa isthe capital of Canada. It's number 2 on the w b> Write the nationality adjective for each country. Use a dictionary or ask your teacher. Canada Canadian 2> 22) Listen Listen to the pronunciation of the nationality adjectives and check your answers. Then answer these questions. 1 Which adjectives end in a) -an?_b) -ian? ¢) -ish?-_d) -ese? 2 Which adjectives have different endings from these? ‘CAPITAL CITIES COUNTRIES * Ottawa * Argentina Athens Braz * Brasilia Canada * Buenos Aires ‘France * London * Germany * Mexico City * Greece * Lisbon * Italy Paris Japan Tokyo = Mexico © Warsaw * Poland * Berlin * Portug # Ankara + Spain Rome ‘Turkey Madrid ‘the UK * Washington DC. the USA Learning goals Communication Talk about your nationality and say where yu are rom Grammar Plurals of nouns Verb tobe plural Vocabulary = Counties ad nationalities Compass pins and paces — 3> Communication Talking about your country and nationality > Ave you American? > Yes, | am./No, |'m not. > What nationality ate you? > I'm Canadian > Where are you from in Canada? >I'm from Montreal . 1> Now ask about your partner's country and nationality.I'm French-Canadian. 1) Vocabulary Countries and nationalities Note: Use your own large map of the world to help ‘you check the answers 0 Exercise 1, $0 that 55° attention is focused on one map in front of the class tay + "Ask $5 10 look at the map and ask them first to tame the continents: North America, South ‘America, etc, Then see how many countries $s can name on the map. Check their pronunciation of each country. + Ask Ss t tell you one or two capital cities + Divide the class into pairs and tell Ss to write down as many capital cities as they can. + Ss complete the exercise in pairs or small groups. # Chock the answers withthe whole class, Tel us about Ottawa, Ana. A: Ottawa is the capital of Canada, It’s number 2 on the map. Answer key Ottawa/Canada (2). Athens/Greece (13) Brasla/Brazi (@) Buenos Aires/Acgentia (5) Londonfthe UK (8) Mexico CityMexico (1) Uisbon/Portugal (6) Paris/France (8) Tokyollapan (15) Warsaw [Poland (12) Bertn/Germany (11) AnkarafTurkey (14). Romeflaly (10) Madrid/Spain (7) Washington DCithe USA (3) Extra activity: Game ~ Guess the capital © Ss form two teams and make up their own questions for the opposing team, by naming countries not mentioned in the book, e-, Australia, Chile, India, etc. and getting the ‘opposing team to name the relevant capital. 16» Gri four counties (he USA, Conado, Turks, Japan) on the board and invite Ss 10 guess the nationality adjectives. ‘© Write the adjectives on the board and highlight the endings: the USA ~ American, Canada ~ Canadian, Turkey ~ Turkish, Japan - Japanese # Ss then write as many ofthe other nationality adjectives as they can, individually. # Ss check in small groups. They can use dictionaries or ask you for help ~ or both! Check any difficult spellings, eg. Portuguese. Answer key Argentina ~ Argentinian Brazil ~ Brazilian Canada = Canadian France ~ French Germany - German Greece ~ Greek Italy - Italian Japan = Japanese” Mexico - Mexican Poland ~ Polish Portugal Portuguese Spain - Spanish Turkey ~ Turkish the UK British» the USA ~ American 275) Listen + Play the tape for Ss to check their pronunciation. + Ss then answer questions 1 and 2 in the SB. # Check they have identified the two different adjectives correctly. Answer key 1a) German, Mexican, American 1) Argentinian, Brazilian, Canadian, Italian c] Polis, Spanish, Turkish, British 4) Japanese, Portuguese 2 Greek, French Tapeseript Argentinian 2 Brazilian 3 Canadian 4 French SGerman Greek 7 alan @ Japanese 9 Mexican TO Polish 11 Portuguese 12 Spanish 13 Turkish 14 British 15 American 3) Communication Talking about your country and nationality © Read the conversation aloud yourself, changing. ‘your voice to indicate change of speaker. ‘© Ask one student the questions in the book and clicit true answers. ‘© Drill for stress and intonation as necessary, e.g, Where are you from in Argentina? ‘Ss practise both the printed dialogue and their Extra activity: Who am I? © Give Ss different prompt cards to encourage them to substitute other people and nationalities. You can include the following information, c.. Nationality: American Actor: Sean Penn Hometown: New York. ‘© Ss read the information on their cards and then ask and answer questions to find out who their partner is, where they are from and what their nationality is.", © Elicit the first m 1 word as an example, + Ss complete the dialogue, referring to the examples in Exercise a, when they nced to, + Play the tape once so Ss can check thei answers. (Play the tape a second time if necessary) Tapescript Hello. What's your name? 5: Diego. ': What nationolity ore you? 2 Fim Argentinian, fs Where are you from in Argentina? Fm from Buenos Aires, re you English? 1 No, fm not English. tm Scottish 47 Over to you a "ead aloud the example from the book «Give Ss your own examples of a Famous person, a and ad foot team: Ec het nationalities fom the clas + Ss-wrte down individually the names and nationalities of tre famous peoples thre ands Su the foal em xan hat they Should ty and think of diferent nationalities Hemind them that they must not show these fo the other Ss «One or two Ss ask and answer in open pts 10 tsttsh the atv. + Move on close pais when Ss are ready a> 2S ao this individually 6 Tell Ss that they Rave to use thelr infomation from part a, and write sentences about the nationally of ter people, bands, tame +o the example with Ss st «Ask some 8s to read out their sentences. 5 / +) Soundbite The sounds /i/ and /iy. English Greek The tapeseript appears on SB page 123. say + Play the tape, pausing after each item for Ss to repeat the examples. sby + (rite the sentences from the tape on the board and ask Ss to underline the sounds individually or in pairs and number them, e.g. 1 = /i/ = Ti, Point athe relevant syllables and ask Ss to say if they are sound 1 or 2 + Play the tape and let Ss check their answers together in pars. ‘© IfSs have difficuly with the sounds, the following techniques may help: Tell them [1 is short and your lips are quite tight when you say it, Ss often find this sound difficult so you may want to give them several examples yourself before using the tape. is) is longer and your lips are spread very wide when you say it, eg as when English people say ‘cheese’ when they have their photo taken, to look like a smile Grammar flash Plurals of nouns © Write some different examples of regular singular/plural and ~y endings on the board, eg. book/books, day/days, bus/buses, address/addresses, country/countries. ‘© Ss look at the examples of regular plurals in the Grammar flash and decide the rules in pairs: = Nouns ending in a consonant, vowel or vowel + -y: add -s ~ But nouns ending in: s/ss/chi/shix: add -es = Nouns ending in a consonant + -y: drop -y and add -ies. ‘© Ss compare the rules with the formation of plurals in their own language. You may want ‘them to discuss this in small groups in 1 © Draw Ss" attention to the irregular plurals in the Grammar flash and check their pronunciation 6 Practice + Ss work on this individually. * Check their answers and correct pronunciation if necessary. Answer key girs 2 people 3men 4houses 5 brothers 6 buses Telasses 8 countries 3pens 10 taxis 1 nationalities 12 partesiy TH q Tt = wl iH | Pil Ly tale b> t+) Two students meet at a party. Write the missing questions from their conversation. Then listen and see if you were right. A 2 Vm Argentinian. in Argentina? Tm from Buenos Aires. ... ? No, Vim not English, I'm Scottish, ReEee 4> Over to you a) Write the names of three well-known people, three bands and three football teams and ask your partner what nationality they are. ‘A: What nationality is Placido Domingo? Br He's Sponish, b> Now write sentences. ‘My fovourite band is... . The members of the band are Soundbite The sounds /1 / and / i: / English Greek {Look at page 123.) 74 —e Grammar flash Plurals of nouns Regular plurals student students address addresses city ¢ Irregular plurals man men child children person people Compare. How do you make plurals in your language? — —_ — 6> Practice Write the plurals of these words. 1 gil 4 house 7 class 10 tax 2 person 5 brother 8 country 11 nationality 3man 6 bus 9 pen 12 party» € fea Hey! Look out! That's OK, 87 Comprehension Answer T (true), F (false) or 1 Luke is British. | tke your rollerblades. They're great. Thanks. Ate you American? 3 Daniel is French-Canadian No, 'm from Canada, 'm French-Canadian, | 4 Montreal isn the USA. Do you speak French? Yeah, 1 speak French and English Where are you from in Canada? I: Montreal. It’s in the east of Canada. )» ‘Nee you all Canadian? ” No, we aren't. We'e fom Brighton | Dk (don't know). | 2 Chills American, 5 Chilli is a student. Useful phrases Listen and repeat. Hive in Brighton, too. * Hey! * Look out! Luke: Are you a student? ‘© Sotty!* That's OK. Chilli: No, 'm in the music business. I'm in a band, 1 speak [French (Bleep!) That's my mobile phone. | must go. Sce you! | Hive in [Brighton]. Hey! What's your name? #1 must go. Chili. Chilli Jackson, * Sce you!Background notes The photograph was taken onthe sea front in Brighton, ‘The Palace Piet (bul inthe nineteenth century) isin the background. The pier has an amusement arcade, shops selling items lke sweets and food, several cafés and a fun fair atthe end (on the right of the photograph. The beach at Brighton isnot sandy but pebbly {made of small stones). There ate deck chars for hire onthe beach and along the pier ‘The sign on the lft ofthe photograph says Old-foshioned Penny Paloce. It isan areade on the sea front which i full, ‘of old-fashioned slot machines. Chil is wearing rallerblades. Rollerblading and skateboarding are popular pastimes on parts of Brighton sa front. ture exploitation ‘© Ask Ss to look at the photograph and ask them “warmer questions, in L1 if necessary: Where are the people in the picture? What time of year is ir? (Summer) How do you know? What else can you see? Have you ever been to a beach in the UK? If 50, where? Are the beaches in ourlyour country the same or different? Whar’s the boy wearing on his feet? (Rollerblades.) Can you rollerblade? Is it popular in our/your country? Do you own a pair of rollerblades? What has the boy with rollerblades got in his hand? (A mobile phone.) Are mobile phones popular in our/your country/town? Do people in ‘our/vour country dress in a similar way? 7) &) Listen and read ‘Se€ Introduction for suggested procedure to follow. 8) Comprehension # Bo the fist True/Falseiuem with the class as an example. + Ss then complete the exercise. Check s° answers. ‘Answer key Tine 2false 3True 4 False 5 False s*Alternative procedure © Ss cover the dialogue in their books and look at ‘the main picture and the small picture. ‘© After a minute, they close their books and discuss (in pairs or threes) who they think the boy with rollerblades is. ‘© Ask the whole class for some sugtgestions. $s write down one thing they think they know and fone question to ask him. ‘© Play the tape. $s listen (0 check their ideas and collect information about Chill. ‘© They discuss their answers in pairs. (They will also need 10 look at the pictures again.) Write the True/False questions on the board while they do this. ‘© Ss read the True/False questions. Ask the Ss if they can answer some of them. ‘© They open their books and read the dialogue while you play the tape. ‘© Check the answers with the whole class. 9 ) 21) Useful phrases Se€ Introduction. Clarify the meaning of the phrases if necessary by explaining them in L1 and/or by asking questions, eg. Look out!: When do you say this? (When there ts danger) Why? (To tell someone to bbe careful.) See youl: Do you say this when you meet a friend or when you Teave them? (Leave.) Play the tape. Encourage Ss to copy the intonation and expression where appropriate> 10) Vocabulary Compass points and places ‘Draw a compass on the board. ‘© Use the names of places in your country to elicitfteach the points of the compas. ‘Using pictures (e.g. drawings on the board) and/or the names of places which Ss know, teach a big city called .., ec. «Ss repeat whole sentences to practise the prepositions, eg. You: Where's Lisbon? Ss: Its in the south of Portugal. I's an the west coast. et. * Go through the examples in the book with Ss. # Ask $5 10 write their own sentences with [live in ‘© Ask several Ss to say their sentences to the whole class so that you can check they are correct. ‘© For further practice Ss, in pairs, ‘test’ each other (on places in their country or even places in other countries, e.g. Where's New York? It’s on the east coast of the USA. ‘¢ If Ss are short of ideas, give them prompt cards. Extra activity: Game ~ Guess the city # Ss think of a major city and give clues, eg. It's ‘on the west coast of the USA. Other Ss have to guess which city itis. 11) Over to you «Ask Seo ook again a the information Danict fives about himself, Then ask one student to tll the clas about themselves. ‘“*Alternative procedure ‘* Prompi/ask questions 10 show the class they can ‘add to and develop the information, e.g. It’s an old city ... My first language is Turkish, but T can speak a little English and my French is quite ‘good ... etc ‘© If your class all come from the same place, you ccan vary this activity by giving Ss a new identity on a slip of paper, eg, Name: Ogur, Nationality: Turkish, Hometown/City: Istanbul, Where?: north/Turkey, Languages: Turkish, English, a litle German. ‘© Divide the class into groups of 3-4. ‘© Give each member of the group a new identity (see above). ‘* Ifyou can photocopy these, you will only need four ‘identities’ as each group will have the same four ‘Ask $s to take notes. After the group work, ask a student from each group to report on one of the ‘others to the whole class, With a large class you can ask for reports from some Ss, but not all Grammar snapshot Verb t0 be plural See Introduction. * Ask Ss in pairs to open their books, Took at the Grammar snapshot and complete the Make a rule section. Answer key 2we are, you are, they are, are not ‘© Check the answers to Go back and look with the whole class Answer key Theyre Areyou weren't wee ‘© Now explain that there are two possible negative forms: you aren't/you're not, they aren't/they're not, we aren't/we're not, he isn't/he’s not. Both are correct, but the aren'i/isn’t forms are more usual in spoken English. 2 Practice Bivide the class into pairs and go through the example with one pai + Tell $s to complete questions 1-7 by asking and answering in the same way. + Ss ask each other across the class in open pairs to check the answers. ‘Ensure thatthe correct verb forms are being used each time. Answer key he 2Me Sis 4Are SAre bls 7A 132 Over to you + With books closed, set the scene: Ss imagine ‘bumping into Chilli in Brighton, ‘+ Ask Ss if they can remember the beginning of Luke and Chilli’s conversation: What were Luke's Jirst words to Chilli? ‘+ Blict the beginning of the conversation, putting prompts on the board if necessary, e.g vou: out! cu: 2! you: That's» ee ‘© Encourage two Ss to continue the conversation as an example. * Complete to the prompts on the board. ‘© Ask for suggestions as to what else they might talk about ‘© Ss then roleplay the conversation in pairs. ‘© Ask a pair (0 act out their version for the class as a finale,live in Montreal Its a big city in Quebec in the east of Canada, I speak French \. and English 10> Vocabulary Compass points and places Vive in | Brighton. abig city called 2 small town callea a village called of England, in te | north south fon the | south coast of England. 11) Over to you ‘Say where you live, what part of the country it is in and what languages you speak. Grammar snapshot Verb to be plural Positive statements We're (We are} Canadian. Negative statements We aren't (We are nat) American, You're (You are) Canadian. You aren't You are not) American They're (They are} Canadian. They aren't (They are not) American, Questions Short answers Positive Negative ‘Are we Canadian? Yes you are. No, you arent ‘Are you Brazilian? Yes,we are, No, we aren't Ae they Italian? Yes, they are. No, they aren't Make a rule. The short forms are wel 2 The long forms are Go back and look. How many examples of the plural of the verb t0 be can you find in the dialogue, Exercise 7? 13> Over to you Imagine you are in Brighton 12> Practice Complete the questions and answer ‘them. and bump into Chilli. In pairs, A: Are you and your friend practise the conversation, Argentinion? then write it. B: Yes, we ore,/No, we aren't. We're You: Look out! Brozilian, Chilli: Sorry! You: That's OK. Chilli: Where are you from? 1... you and your friend Argentinian? ‘ You 2 ram Guise and Tom Hanks (continue the conversation if 3... Antonio Banderas Spanish? yorcand 4 ake and Emily from Brighton? (PH, LES 8 5 ... you a student? 3 6 ... your mother English? You: Bye 7. you all tired today? 236 CAq1505 USA 24 = 1 mame ond address of mare writing 10: | ict 147 Read Read the letter to David Hasselhoff, the star of an American TV series. 15> Comprehension ‘Answer the questions and correct the information if necessary. A: Ate the boys football fans? B: No, they aren't. They're fans of ‘New Baywatch! ‘Are the boy 1 football fans? 4 from Naples? 2 Malian? 5 students? 3 from the north of Italy? 6 sixteen? 16> Write Write a letter to one of the stars above or to a person in a TV series which you like. Use Riccardo’s letter as a guide. 17) Helpline i Capital letters. My friend’s name is Sandra. Sandra is Italian. She's from Sorrento. Sandra and I are good friends. Look at the words which have capital letters in these sentences. Then give four rules for using capital letters in English.14) Read + With books closed, ask $s if they are Tans’ of anything or anyone. Have they ever written a fan fetter? Iso, they can tell the class about it. IF not, ask them to think what they would want to say to ther favourite stat «Tell $5 to read the letier and compare it with their own ideas. Is it the same or different? 15> Comprehension + Ask 5 to read through the six questions. Then do the example with them. Ss read the tex! in Exercise 14 again and answer ihe questions, correcting information as necessary. + Check the answers with the whole lass. Answer key Yes they are No they aren’. Theyre from the south of ttaly. No, they aren't. Theyre from Sorrento. Yes, they are No, they arent They'e 1. ‘s*Alternative procedure ‘© Ask Ss to clase their books and form groups. ‘© Write the letter on slips of paper, one sentence per piece of paper and give out copies of the slips of paper (o the groups. If you can write one version of the sentences and then photocopy it before cutting it up, this will save a lot of time. # Ask each group to put the letier in the correct order. # Ss check the order of their letter with the one in the book, © Deal with any questions. There is more than one possible order for the leter, so if $s have another ‘which makes sense, make sure they know this could also be correct. ‘© Then ask them to work in pairs and answer the questions. 182 Write +S write their letter individually or in pairs. * Ifyou take in the letters to correct them, sclect some of the common mistakes for a brief correction slot in your next lesson. ‘© Write the mistakes on the board and ask Ss to decide on the correct version in pairs. ‘© They can tell you the correct answers as a whole class. 17) Helpline Capital letters «Ask Ss where they think capital letters are used in English. + Give one example, ex. For people's names: Antonia. + In small groups $s look atthe examples and decide the rules. ‘© Check the answers with the whole clas. Answer key In English we use capital letters for: people's names (ea. Sandra); nationalities (eg Italian); place ames (eg. Sorrento}; the pronoun atthe beginning of sentences (eg. My «= She's> Photostory: At school cs Background notes School uniform: Most secondary school students in Britain wear schoo! uniform, lke the ane which Emily and Kirsty are wearing inthe photostor. Boys generally wear dark trousers, a white shirt and a school te. Gris wear a dark skirt of trousers, 3 white blouse anda schoo! tie in ‘winter, anda dress in summer. Both boys and girls wear 2 blazer (jacket) of specific sehool colour (often maroon, ‘avy blue or dark green) Emily and Kirsty go into the science laboratory Science is. 2 National Curriculum core subject, which means that all state school students are requited to study it up to the end of Year t French: French isthe most common second language studied in British state secondary choos. German and ‘Spanish may also be studied Picture exploitation ‘ Draw Ss’ altention to the uniform which Emily and Kirsty are wearing, ‘+ Ask Ss’ opinion of wearing school uniform. ‘Ask Ss to idemtfy the science laboratory and get them to tell you what they are currently studying in their science classes + Before $s look at the dialogue, ask them to imagine what Emily will talk to Kirsty about when she next sees her, eg. Who will she talk about? What will she say? ‘Ss read the speech bubbles and guess what the missing phrases are. ‘© Write Ss" suggestions on the board and sce which are the most common suggestions. ‘+ Play the tape For Ss to check their answers. © Ss.can act out a similar dialogue in pairs. Tapescript Listen and see if you were right about the missing words Picture 1 tame: Hi Kirsty sense Hi Emly! Picture 2 fants: Well, he's here! sit: Who? faux: You know, Daniel, The exchange student. Picture 3 sre: Where's he from? ray: Montreal Picture 4 ‘aks: What's he lke? Is he good-looking? fay: Yes hei He's very nice Picture s ‘arste: Oh, is he? How old is he? fam: Fifteen Picture 6 canst: Fifteen? Is he American? fant: No, he's French-Canadian. Picture 7 kins: Mmm, | speak French faniy: Oh yes? rusts Yest Je aime, fauiy: Ha hal Very funny.At school £5) Read the story and try to gues the missing words. Then listen and see if you were right. Well, he's here! Kirsty! Emily! What's he lke? Is he good-looking?© Can you spell ccomuae that, please? 22m. on addresses Grammar Verb con (request) a = = Question word: When? 1> 21) Listen and read | Dies 2 Here's my card The alphabet ‘Thanks. Are you both students? Days of the week i: Yes, we are. Can | have a day-pass, please? Girl: Yes. What day is it? Is it Monday or Tuesday today? Luke: It’s Monday. Girl: Right. What's your name, please? Daniel: My surname’s Cresson. Girl: Can you spell that, please? Daniel: Sure, C-R-I-double S-O-N. Its a French name. Girl: 1 see. Cresson, And what’s your first name? Daniel: t's Daniel Girl: What's your address here in Brighton? Daniel: 1's 55 Church Road, Brighton, Sussex BN2 5B. Girl: And what's your telephone mumber? Daniel: Wait a moment 1's 01273 ~ double 3 25806, Oasis °°" Girl: Sorry, can you repeat that, ‘Sports Club please? The last part. Title: (MPMrs Miss Ms Daniel: Double 3 25806, Girlz OK. Here's your day-pass Daniels Thanks Giri: Youre welcome. ‘Membership information = Member's nameCan you spell that, please? Background notes ‘Sports Club: These canbe found in most English towns ‘and etes A sports club has a numberof facilities which ‘usualy include swimming pools, exercise rooms, squash courts, 2 sauna, a cafeteria ete. A sports cub can also provide some ciasses,e, swimming and aerobics lessons. People pay to use the facies but there ae reduction for Senior citizens, students and the unemployed British phone numbers: 01273 here isthe code for Brighton, For 3, 65 88 .. we say ‘double three, ete For 0 We say’0" ool not ‘zero: Greetings: Ss may not be familiar with the British Aistinetion between morning, afternoon and evening ‘moming = usually till 1.00 pm. (.e before lunch) afternoon = 1.00 ~ 5.00 or 00 pi. ‘evening = 500 oF 600 pm. and after. ‘We say Good night winen we go to bed, to other people wo live inthe same house, or when we say goodbye to Friends late at night Picture exploitation + Ss look atthe picture of Luke and Daniel ‘© Ask Ss some ‘warmer questions, in L1 if necessary: Where are the boys? What are the boys doing? What are they going to play? Do vou do any sports? If $0, which ones? Are you a member of @ sports club? How often do you do sport/go 10 a sports club? What can you see in the background of the picture? (A drinks/snack machine.) What's on the desk? (A computer) 1) G+) Listen and read +” Give Ss some general questions to answer about the dialogue, e4. Is Luke a member of the Sports Club? (Yes.) What day is it? (Monday.) Whar’s Daniel's surname? (Cresson) ‘Play the tape while Ss read the dialogue and answer the general questions. + Put Ss in pairs to compare answers. Then go through the answers with the whole class. ‘+Alternative procedure © Write out Daniel and Luke's parts of the dialogue, leaving spaces for the girls lines. © If necessary, include some of the girl's words as prompts. * Copy the dialogue so there is one copy for each. pair of Ss. * Divide the class into pairs and show Ss the picture of the Oasis Sports Club to check they iknow where Daniel and Luke are, *# Pre-teach day-pass, Explain that Luke belongs to the club but Daniel doesn't and so needs a day- pass. ‘© Ask Ss what information they think the receptionist will ask for and elicit one or two possible questions. Tall the cass 10 Took at the beginning ofthe dialogue. What does the gio! say frst? (Good morning.) Look at Daniel's answer. What question does she ask to get this answer? (Are ‘You members of the Sports Club?) Ss try to fill in the rest ofthe dialogue in pars. Help them as necessary, eg. by pointing out the key information in the answers. Reassure thom that they will hear the complete dialogue. I there are one or two sentences they can’t guess, itis not important at this stage. Play the tape. Ss can read the dialogue in the book while they listen, ‘Ask paitsthrees to act out the dialogue,> 2) Comprehension = copy the day-pass or write it on the board so Ss can do this task with books closed, * Divide the class into pais or small groups and tel Ss to complete the information in the pass. + Play the dialogue again so that they can fill in any information they do not have. + Check the answers with the whole cass. + Explain how the phone number is written and sald (see Background notes at start of this unit, Answer key Title: Mr_-Fst name: Daniel Surname: Cresson Adres: 55 Church Road, Brighton, Sussex, BN2 SBL Telephone number: 01273 3326806 " Members name: Luke Freeman 3) 25) Useful phrases S¢e Introduction, Ask Ss what greetings we give in the morning, aficrnoon and evening. Play the tape, explaining and drilling the expressions as necessary. + Use a shortened version of the dialogue (Exercise 1) for Ss to practise. ‘ici the following dialogue from the Ss using prompts on the board: Bia: Are you members ofthe Sports Cub? uke: ima member but my frend srt my car tum: Thank, Can Ihave your name and ads? Bie Sure, fs (Ss can substitute thee own name and address here) Gam: (mimes typing). Here's your day-pass a: Thanks. ‘¢ When Ss are ready, put them in threes to practise the whole dialogue. Make sure they change roles so that each student practises all the expressions. Choose one or two groups to repeat the dialogue in front of the whole class. 4) G+) Vocabulary Nambers 20-100 ‘ Inteoduce this exercise by writing a selection of numbers on the board. ‘* Elicit how to say them from the $s and write this fn the board, ef. 19 nineteen, 26 twenty-six, 90 ninety. Draw special attention to different stress patlers, eg. ninctcen, ninet ‘* Play the tape, pausing at each number for Ss to repeat. 5) 22) Soundbite ‘The sound /0/ three thirteen The tapescript appears on SB page 123. «Introduce the sound @ by writing three on the board. Ask the class to repeat it * Show Ss that they put their tongue between their tecth 10 produce this sound correctly * Play the tape. Ss repeat the numbers and rap. 6) Communication Giving your telephone number © Remind Ss of "double three’ and ‘oh’, as in the number 01273 332 5806: olt-one-tuo-seven-three double three-two, five-cight-oh-siz. ‘© Explain that when giving phone numbers, Ss should say each numeral separately, 4. two three Jour six not twenty-three, forty-six: ‘* Read the dialogue aloud and then drill chorally and individually. 6) fn groups of six, Ss ask each other's telephone number. sb) # ‘Ask one student the fist example question, AL this stage teach Sorry, I don't know if necessary. + Divide the class into pars. Ss practise asking and answering the other questions, + For further practice Ss ask about other people and useful phone numbers, eg. the local railway station. Give them a list of prompts for this and they can find out the numbers for homework. Listen +” ASK Ss to look at the “Hot Numbers’ chan. '* Tell Ss to listen to the tape and write the missing numbers. Tell them each number is repeated ‘* Play the tape without pausing, ‘© Ss work in pairs to compare their answers. ‘© Play the tape again, pausing after each number as necessary. © Check the numbers with the whole class, ensuring that $s are pronouncing them correctly. Tapescript Listen and write the telephone numbers. was 1: Radio 9421 Big, big city Radio 942! I's nine, Its four.’ two. It's Radio 942! ‘amis: They are hot! ot! hat! They are hot! hot! hot! They are the hot, hot numbers t0 dial ‘uate ox: Hello, out there, all you guys in Radio City! Here are the hot numbers for today. Number one. Nintendo Hot Line 01891 54 37 50, 01891 54 37 50. Number two. TV Star Gossip 01894 67 45 2, (01894 67 45 90. Are you ready? Are you ready for the top hits mumber? Number thre, Te Top Hits number is 01800 58 66 11. Thats right! 01800 55 66 1. Number four, I's the Beates Factfile Yes, its all about the story of the Beatles. The most important rock group of all time, ‘She Loves You yeah, yeah, yeah! The number is 1S. 01894 67 45 26, 01894 67 45 26. Number five FFA Football Results. The number ‘501263 21 21 21. Again, the FPA Football Results number is 01263 21 21 21 rene ox And remember. cals cost 38 peace per minute (at cheap rate) 49 pence (at other times). The ‘maximum possible cost is £2.00, func 0 And now it's rappin’ time at Rado 942,2> Comprehension Complete Daniel's day-pass for the Oasis Sports Club. 3y (+) Useful phrases Listen and repeat. * Good moming, | Good afternoon. [Good evening Here's {my card. * Right. # Sure. (= OK) # Wait a moment. * You'te welcome e 4> Vocabulary Numbers 20-100 Listen and repeat the numbers. 20 twenty 21 twenty-one 22 twenty-two 23 twenty-three 24 twenty-four 25 twenty-five 26 twenty-six 27 twenty-seven 28 twenty-eight 29 twenty-nine 30 thirty 40 forty 50 fifty 60 sixty 70 seventy 80 eighty 80 ninety 100.2 hundred 5) 5) Soundbite The sound / 0 / three thirteen (Look al page 123.) 6, Communication Giving your telephone number > What's your telephone number? > It’s 01273 3325806 (oh one two seven three, double three two five eight oh six) > Sorry! Can you repeat that, please? > sure, I's Ask five people for their telephone ‘numbers and write them in your notebooks. by Answer the questions. A: What's the telephone number of your school? B: It's... /Sorry, I don’t know 77 Whar the telephone numberof * your school? | your mother/father at work? * your bestfriend? Listen and write the telephone numbers. The Hot Numbers to Dial 1 Nintendo Hot Line 01891 54 37 SO 01894 Mmmm 79 ME 0) £005 eS 8946 2 Cr iBere/el 2 TV Star Gossip 3 Top Hits 4 Beatles Factile 5 FIFA Football Results8> Vocabulary The alphabet +) Listen and repeat the letters of the alphabet. Aa Bb Cc Dd Ee Ff Gg Hh li Jj Kk LI Mm Nn Oo Pp Qq Rr Ss Tt Uw Vv Ww Xx Yy Zz Note. The letters 0, ¢ i, 0, u are vowels. The other letters are consonants. 9) Over to you ay Write the name of: © a football team a computer game * a country Foetball team Computer game Country Real Madrid Mertal Kombat Tapan b> Spell the names for your partner to guess. Partners must not write the letters down. They score two points if they get the name right first time, but only one point if they ask you to repeat it. ‘A: What's this football team? R-F-A-I. M-A- B: | know. Its ‘Real Madrid: A: OK. Two points. What's this computer gome? M-O-R-TACL K-O-M- B: Can you spell it agoin, please? 10> Communication Giving your name and address > What's your surname? > Cresson. > Can you spell that, please? > C-R-Edouble S-O-N, > What's your address? I's 55 Church Road, Brighton, Sussex. > What's your postcode? > BN2 SAL. Notes. ‘Surname: You can also say last name or family name. Postcode: In the USA the postcode is called the zip code, eg. CA 10053 is a Californian zip code. Now ask your partner questions to complete a day-pass for the Oasis Sports Club.8) (+) Vocabulary The alphabet "Write the letters of the alphabet on the board and elicit the iames of the leticrs from the Ss if possible. + Classify the letters according to the sounds, so Ss can remember them more easily. There is no need to write the symbols, just arrange the leiters in 7 columns if you pref a fei: hy jk blikodeg pty Clef: l,m, ms, x, % i fails y 0 fou) a ful: a, w F lol + Play the tape, pausing after each leter for to repeat + Practise any leters Ss find difficult, eg. 6g Bs i Sr F W, 9, 2. ASK Ss to spell, C4. whys write grag quilt, jaguar. 97 Over to you 9a) * Point out the three categories and elicit another example of each, * Tell Ss to think of one more example individually in each category and to write them down. 9b) + Using your own example, spell a football team. ‘© Show Ss how the scoring works. If they get it right first time give them two points and explain, in L1 if you like, that they only get one point if they ask you o repeat it ‘© Revise the phrase Can you spell it again, please? ‘© Ss play the game in pais. Extra activity: Game - Hangmar * Choose a word yourself but don’t tell the class what itis, eg. fennis. * Draw the following diagram on the board with as many dashes as there are letters in your chosen word. © Ask the class to guess the letters and ill in correct letters as Ss give them. Ifa student calls ‘out a letter which occurs twice in the word, you ‘must write down both letters in the correct spaces. © Ifthe class give a wrong letter, put it on the board, cross it out and add part of a stick figure to your drawing, eg, ‘© Decide how many lines to use in your drawing of the hanged man ~ he can have eyes and a mouth if you like! ‘+ You win if you complete the drawing before Ss ‘complete the word © Ia student guesses the word, he/she draws the next word on the board. It is a good idea to check the spelling before the student draws hisher word, © You can use this game for revision of any area of vocabulary, eg. classroom objects film stars, etc. cither as a ‘warmer’ activity or at the end of a lesson. 10 Communication Background notes Ina British address, the number is given before the name ofthe street eg. 20 Southey Road. Each small district has its own postcode which is written after the name ofthe town or city, eg, London N15 SLH Giving your name and address * Choose a good student (0 read the exchange aloud with. ‘Read the note under the dialogue and explain about the address and postcode (see Background notes above). ‘© Ss copy the day-pass (from earlier in this unit) into their notebooks. ‘© Ss work in pairs with the conversation and complete a day-pass for cach other.11) Practice + § compare the British style address with the ‘American one on the two envelopes at the top of the page. ith the whole class, discuss the differences and their own way of writing addresses. You can deal with any questions or queries in 1.1 ‘© Individually, Ss complete the chart for Sally and Robert. ‘© Check the answers for Sally and Roberto by question and answer across the class. ‘© Ss then complete the last column of the chart about themselves. ‘* In (closed) pairs, Ss exchange personal information by asking and answering the questions, Answer key Title: Mrs | Dr Firstname; Sally [Roberta ‘Sumame: Freeman | Estevez House Fat / Apt no: 85 J Act. 401, 9229 Street] Road: Church Road | Sunset Boulevard City | Town: Brighton | Los Angeles County | State: Sussex | California (CA) Postcode | Zip code: BN2 BL | CA 90061 Country: UK USA 12) +) Vocabulary Days of the week ‘© Play the tape to the whole class and stop after teach day. Ss listen and repeat. ‘© Ask Ss (0 cover the page, and recite the days of the week in order, round the class. *Altern: ive procedure ‘© Write the days of the week jumbled on the board. ‘© Label Monday number 1 and ask $s 10 come up to the board and number the other days in the correct order. Now answer the questions. ‘* Write today? on the board and elicit the question and answer, © Drill the question chorally and individually t0 ‘ensure Ss remember to include it ‘© Ss now ask and answer the first three questions in pairs. Make sure they include if and use the correct preposition om (to answer question 3). ‘© Teach the school subjects and practise their pronunciation, ‘© Ss ask and answer question 4, in pairs. 13, Interaction See’tntroduetion. Background notes Soap opera: A story on TV or radio} which continues over 2a numberof weeks, months or even years, Australian and American soap operas like Neighbours and New Baywatch are popular in Britain. Sometimes soap operas are simply feferred to as soaps Neighbours set ina street ina small Australian town and follows the lives of the people who lve there. "New Baywatch is an American soap It shows the adventures of a group of lifeguards on the coast of Califor ‘© Bring in your own local newspaper page of TV ‘schedules to introduce this activity. Using your ‘own material or the examples in the book, check/teach soap opera. Ask Ss to identify how ‘many soap operas there are in your schedule. ‘© Ask Ss some gencral ‘warmer’ questions, in L1 if necessary: Do you watch/like soap operas? Which ones do vou watch? Do you recognise any of these soap operas? ** Practise the names of the soap operas. ‘ Divide the class into pairs and make sure Ss now how to do the activity. Remind them that they must ask questions and not just show each ‘other the information. *# Tell Student Bs to turn to the back of the book. # Ss work through the exercise to complete their chars, 14) Over to you Talk about TV programmes © Stare this off with a general question to the whole class, eg. How much TV do you watch? ‘© Put Ss in pairs or small groups. ‘Tell them to find out as much as they can about their partners favourite programmes (at least two). Allow plenty of time for this ~ at least five minutes, ‘+ Ask some Ss 10 report back to the whole class on their partner's choices. If one or two programmes, scem particularly popular, ask how many Ss like them ~ perhaps establish a class favourite.11) Practice Read the two addresses above. Copy and complete the chart on the right for Sally and Roberto. Then add your own details. 12 Vocabulary Days of the week (25) Listen and repeat. Monday Tuesday Wednesday Thursday Friday Saturday Sunday Now answer the questions. 1 What day is it today? 2 What day is it tomorrow? 3 When are your English lessons? (They'te on .. ) 4 When are these lessons on your timetable? © maths © history * biology * geography wa ‘De Rob, A , ‘oberto Es; Apt. nor, wee , 91224 s, . Annet Boulevard J eles, > CA 40064, gs usa s tsatly | 2Robeto | avou | Tile (Mr Mrs Miss / Ms / Other): | is Fist ame sally ‘Suame (Fay rane): HOME aDoRESS House / Flat / Apartment (Apt) no: Steet / Road iy Tan | | County Stat: Sussex California (ca) Postoade | Zipcode ‘ Coury: 13> Interaction Student B: Tur to page 121 Student A: Look at the TV ‘soap opera’ timetable below and answer Student B's questions. Then ask Student B about the times of Neighbours and Beverly Hills 90210. A: When's ‘Neighbours’? B: I's on Tuesday, ROK came Programme Channel | Mon | Tues | Wed |Thurs| Fri | Sat Neighbours Bect | | Beverly Hills 90210 | Channel 5 | Fresh Prince of Bel-Air BBC2 | v | New Bayan mvt 14> Over to you Talk about TV programmes. What are your favourite programmes? When are they? Who are the main stars? Which countries are the programmes from? 2930 15> Read Read the advertisement and answer the questions. 1 Who is the instructor? 2 When are the hip hop classes? 3 Where are the classes? 4 What is the telephone number? 5 What can you do on Saturday at 2 p.m.? ‘Someone phones Dancemania. Listen and complete the information. 17y Helpline Ask for help in class. Can you repeat that, please? ‘© Can you say that again? # Can you spell that, please? Can you speak more slowly, please? Use one of these questions when your partner speaks to you next time. Pee a CC ead cay . Ce Sr eee au B194088 — Lissses are on Saturday Py Cea15) Read Background notes Flamenco is 2 traditional dance of Spain. Gypsy in origin, the flamenco is strong and fast It is always danced to ‘flamenco guitar musi. Its an emotional dance with complex steps and body movements. Joaquin Cortés is 3 famous flamenco dancer. The tango originated in Argentina, It isa dramatic dance with long steps and sudden pauses, itis popular all over Latin America. A famous example of tango dancing on film is Rudolph Valentino inthe 1920s film The Four Horsemen ofthe Apocalypse. Learing to dance the tango is popul with young people today. Mambo and salsa are dances which originated in Latin ‘America but are now also very popular in many other parts ofthe world. The lambada is 2 dance with synchronised movements which originate in Brazil The word lambada is Portuguese and means, Iiterally, ‘the cracking ofa whip! British discos play a variety of these and other types of ‘music, 9 hip hop. ‘Swing is 2 typeof jazz music from the 1930s and 19405, witha strong, regular beat which people stil enjoy dancing to, Hip hop is a typeof music which originated in the late 1980s and which is popular with teenagers today. ‘© Introduce this activity by asking your $s what music and dances they like and if they can dance traditional dances from their country. ‘* Read through the questions in the book. ‘© Ss read the advertisement and answer the questions. ‘+ Explain any problem vocabulary, e.g. a workout is often an individual physical exercise programme but it can also be physical exercises done by a class. In this case, it is dancing, ‘© Ask for reactions: Would you go to this class? Why/Why not? Answer key "Doctor Diseo_ 2 Monday, Wednesday and Friday 3 The Oasis Sports Club 4 01273 819 4088 5 Learn to dance flamenco 16) 2) Listen Glossary funky (colloquial English) foshionable and fun wicked (colloquial English) very good ‘© Before Ss look at the form in Exercise 16, ask them what information they think Doctor Disco will ask them for if they telephone. ‘© Ss listen to the tape and complete the form with the relevant information. ‘© They check their answers in pairs. ‘+ Play the tape again if necessary and check with the whole class that their answers are correct. Ask: Why does Kirsty say, ‘That's silly! I's only @ machine!” at the end? Tapescript Listen to the phone call DANCEMANIA and complete the information. voice: Hello and welcome to Doctor Disco's funky dance workout, Sorry that 'm not here to take your callin person. This is a recorded message. Stay cool! Speak clearly and answer all the questions ~ after the tone, This isa tone. (tone) vor: OK: Let's go. What's your surname? (tone) ngs: Chaplin. That's CH AP LIN. vot: Thanks. And you fst name is .? (tone). rasiv: Kirsty. KI RS TY. voce: And your tite is Mr, Mes or Miss? (tone) ves: Miss, voce: Thanks. Next question. How old are you? (tone) rans: Im thiten, voce: And whats your telephone number? (tone) vans: I's 01273 « that’s Brighton - 667 2380, vor: Thank you. What's your addres? (tone) Kens: My address is number 33 East Road, Brighton, voce: And your postcode is -? (tone tars: The postcode is BN1 3FL vor: Finally, are you a member of the Oasis Sports Cub? (tone) res: No, 'm not. My fiend i, but fm not. vor: Thank you for calling DANCEMANIA. Te fist cassis ‘this Wednesday at 7 pi. and then you can funk on ddown on Monday, Wednesday, Friday, every week to ‘Studio 1, See you in dance cass. Stay coal. I's wicked, sense: Thank you er bye Tat’ silly! It’ only a machine! Answer key Title: Miss Fist name: Kirsty Surmame: Chaplin ‘Address: 33 East Road, Brighton, BNT 3FL Tel no. 01273 667 2380 Age: 13, Member ofthe Oasis? No Extra activity: Design a dance class poster © First ask Ss if they attend a dance class or would like to. ‘© Tell Ss to make a poster to advertise the class. They need to mention the name of the dance class, time, place, cost, day, address and phone number. * Display the results on a class notice board, or Ss can pass their posters round in class. 17) Helpline + Introduce this language yourself by saying something very quickly and elicit and drill the request: Can you speak more slowly, pleaze? + Present the other requests ina similar way. # Check Ss understand al the examples in the book. * Give Ss a few minutes to think, individually, of their own dificult words and phrases to use as prompts for further practice. Write some ideas on the board if necessary. In pairs, Ss practise asking for spelling and repetition, cte. The requests should then occur naturally during later lessons. You may like to put up posters of useful classroom language.@ Fast rewind units 3and4—- ‘+ Most of these exercises can be used as quick revision, but Exercise 3 will take longer. ANSWERS Grammar « Exercise 1 Singular | Plural boy boys city cities Tera | ase Tanguage | languages address addresses child children person people Exercise 2 Tis are 3'mfam are 4 are(nt) telare 5 Are Barelnt ‘is 7 is) ‘sis Exercise 3 Where are they from? What is your telephone number? Can you spell your name? ‘re you and your sister English? No, me arer't, we're American They'e from Pittsburgh in the USA Live on the south coast af England, Note: These sentence ordering exercises ae very useful and $s often find them dificult, so you may wish to devise similar ‘exercises to use atthe beginning of lessons as revision. Exercise 4 1 We aren't German, We're Polish 2 She's Portuguese, She isnt Brazilian 3 Hes Turkish, He int French, 4 Wit Spanish I's Mexican, 5. im American. m not Canadian, 6 They aren't Greek. They‘ Italian 7 You aten't English, You're Scottish eercise 5 ountry [National] [Country —[ Nationality] rr Portugal | Portuguese poland | Posh she USA | Americon France | french Japan| Joponese Greece | Greek Germany | German Taney | Trin brect | Bracfon sean | spanin Exercise 6 1 twenty-four 5 thirty-two 2 thirty 6 thee 3. thiny-six 7 thirty-eight 4 seventeen 8 twenty "Note: Your Ss may enjoy making up sums of their own (es or homework) and aiving them to other Ss/pais to practise Exercise 7 1 Saturday 2 Thursday 3 Friday 4 Wednesday 5 Monday 6 Tuesday Communication 9 Exercise @ ‘Ss should fist do this orally in pairs or groups and can then write the sentences for homework. Encourage Ss to expand the information where they can, Example ansners Good morning, Good afternoon, Good evening | amit from Cordoba. I ist’ a ety inthe south of Spain, | amft'm Spanish. | speak Spanish, French anda litle German, ike Tom Cruse (alot) ana I like Nicole Kidman. | think she's really good in "To Die For ike “Baywate |always watch it but | don't really like/know ‘Neighbours: Progress update: Units 3 and 4 # Check $s are monitoring their progress.@ Fast rewind uNITS 3 and 4 Grammar 11, Write the singular or plural of these words. Vocabulary 5, Write the country or the ni ionality adjective. Seguar [Paral] [Sgr Para or ac Country Nationality Argentina | Argentinian Country] Nationality Spain | porvauese oor tah Plate — et vais || se usa] aaiaty |_| Fons _j reamie Brain peson can 2) Write the correct form of the verb tq be in ‘these sentences. ‘Ag you students at St John's College? 1. your teacher English? 2 What nationality... you and your brother? 3-1. from Recife in Brazil, Where... you from? 4 We...n't American, We... Australian 5... Luke and Emily both members of this club? 6 The students ..n't at school today. It... Sunday. 7 Istanbul ..n't the capital of Turkey. The capital Antara 3 Reorder the words to make correct sentences. fom |small/a in Italy We're [town We're from a small town in Italy 1 from Where they fare? ‘number is your Jtetephone /What /? your spel (Can name} you? English sister /and /your [Are you? we're No aren't,/American [wel USA/in from Pittsburgh [They're [the England Joffcoast//on live south [the 4) Make sentences about nationalities, using the prompts. They (x) Australian {+) American They aren't Australian. They'e American. 1 We (x) German {4} Polish 2 She (v} Portuguese (x) Braviian 3 He () Turkish (x) French 4 tx) Spanish (+) Mexican 5 L(v) American (x) Canacian 6 They (x) Greek (v) italian 7 You (x) English (4) Scottish | Giese ; Brazil Turkey 6, Do each sum and write the answer in words. 14426 + 10 = 50(fifty) 118+20-14= 5 194341 225-18+20= 6 43-28 5= 3 6x6~ 7: 4642-10~ 452-2-33= 8 9+5+6= ‘71 What are these days of the week? duynsa Sunday 1 ratsuyda 3 yidrat 5 yamnod 2 dhatsuyr 4 sadewnyde 6 usteyad Communication 8) In pairs, do the following things. Then write a sentence for the first six. Greet someone at different times of the day. (Good...) ‘Say where you're from. ‘Say what your nationality is. Say what language(s) you speak Say what film stars you lke. Say what TV series you like. Count in tens to a hundred. (ten, twenty...) ‘Spell your first name and your surname, Give your address and telephone number Progress update units 3 and 4 _g How do you rate your progress? Tick the chart Excelent Good OK Can do better Beek ek eRe Grammar Vocabulary (Communicationrll UIE WE UPA a2 gE AD S68 ar ear ar we a— E» Wide angle: From one country ... to another "Picture exploitation 'Sslook a he pictures in the SB er 2 FEBS 6 Ask them: How do you know the pictures represent these countries? Write the countries on the board (Bulgaria, Poland. Portugal, the UK, Argentina, the USA, Ethiopia, Canada), Ss discuss the question in ps While they do this, write some of the things you ‘can see in the pictures on the board: Big Ben, palm trees, a river, skyserapers, red roofs, the / sea, red buses, a lake. / [Ask $s to close their books and remember which { Of the cities has these things in the pictures. ‘Elicit answers from the whole class. qf ttf Answer key Big Ben/red buses: London a river: Oporto and Bulgaria ted roofs: Oporto and Warsaw palm trees: Buenos Aies Sta; Buenos Aes, Seattle skyserapersa lake: Toronto Clitttt fo mm fe oe Vi ' Mu GML oe |) Read Explain the title of the texts. In L.1, ask ‘warmer’ questions: Why do people ‘move to other countries to live. What problems ‘might they have? et. ‘© Show Ss a map of the world, or use the map from Unit 3. Ask Ss: Where are the following countries on the map: Bulgaria/Poland/Portugal/ Argentina/UK/USA/Canada/Ethiopia? Ask: What language(s) do they speak in these ‘countries? Do you know any Jamous buildings/places in these countries? * 1p 2 bre-teach stepmother ‘© Check that Ss understand the headings in the chart and ask them to read the texts. ‘© Ss complete the chart for each person. Do the first item for Nevena with the whole class. ‘© Ss check their answers in pairs. ‘© Check the answers with the whole class. ‘Answer key Neveu: Bulgaria, Poland, 14, Bulgarian, Russian, English Polish tus: Parga Elen, 19, orugues, Erlich ave: te UR, Se gh Seer Geeta kina ah 18y Grow 8s how to make the question using evens, Wit theft answer (She's fourteen) Ow the board Et the question Hw od fs she? «Divide the ls into pts Ss then rea the other rsers sod make the questions in pats © Check the questions across the class. ‘Answer key [NvENA 1 How old is she? 2 Where/What country is she from? "3 Whereis her school? lus: 4 How old is he? 5 What nationality is he? 6 What's his ambition? / What does he want to dofbe? sav: 7 What's his surnamelfamily name? 8 What's hs first language? 9 Where are his mother and father? Gene: 10 When are her English classes? (When does she go to English classes?) 1! What nationality is her teacher? 12 is herfthe class big? ‘s*Altemative procedure ‘© Organise separate groups working on questions for individuals e.g. one pair does Nevena, another Luis ete. ‘© Go round and check each group. ‘+ Then regroup Ss, ein fours (one student has worked on Xavier, one on Genet, ctc). Ss ask questions and try to remember the answers. 2) G2) Listen +” Use the picture to generate interest. Ask Ss: Where do you think he is from? How old is he? + Sstisten to the tape and complete the char Language note: Dima makes a few mistakes. come Jrom Moscow should be I come from Moscow and to ‘earn something else should be 10 learn anything else/to learn any other language. ‘Play the tape once. Ss listen and take notes, ‘© Ss compare their notes in pairs. Play the tape again if necessary, to complete the information. ‘Ask: How long is Dima staying in England? Answer key Gouehtchin Dmitry/Dima 14 Russian Guilford Fussian and English Tapescript LUsten to an interview with a student of English and copy ‘and complete the inform Inteanewk: Hi, Dima, Come in, sit down, Can you tell usa Tittle bit about yoursel? oma: OK I'm Dmitry Gouehtchin. My short name i Dima and ~ er fll name is Dry It's D-Mt TERY. My surname is Gouchtchin. It is 6-0-U- (C-H-T-C-H--N. I'm fourteen years ol. Im almost fifteen. be fifteen in January. 'm Russian | came from Moscow. itis the capital of Rusia ww ‘And what are you doing herein England? aux: Tm studying English in Suey College. iw Surrey College hat in the south of England? box: Surrey College isin Guo ow Guiaford. So ate you living here in Guid too? oo Yes. im What's your exact adress? hua: Its Sandi Far, Guitdfod oad, Guido ww Aight. Thankyou And, you speak English very ‘wel What other languages o you Spal? vmx: ‘Just Rusian and Engl ‘cause t's very dificult to lear something else wr So ts just Russian and English? bia: Yes, jst Russian and English. wr Right. OK. Well goodluck with your studies, Dima. How long are you here for? uu: Forane year ow For one year. Great. Well, hope you havea good time. Thankyou oma: Thank you. Bye 3) Write “Take the first two items from the chart in Exercise 2 and show Ss how to write them as ‘complete sentence: My name is Dmitry Gouchichin. '* Ss do the same with the other items in the table (Um... years old. Lam .... My home town is At the moment I'm at... in England. | speak .. ‘© Ss read out sentences across the class. ‘© Ss write about themselves in class for homework. 4) Speak Who am? # Introduce the game by using the example (Celine Dion). Then choose another example of your ‘own, Allow time in class or for homework for Ss to prepare their information. ‘+ The game can be played in groups or as a class.| 1) Read | 4) Read about some people who come from one country but live in | | another. Copy and complete the chart. | | 0 TIT ia | | Nevena | tuis_ | xavier | Genet _| | | | Firstanguage: | | | J other languages: | b) Make questions for these answers. | 3 isin the centre of Warsaw. 9 They're in Buenos Aires. | { Lis Genet intron sant | | 27 2D Listen | Ezhiopia and Listen to an interview with a student of English and copy and | Tam twenty complete the information. two. speak " Ambarie. [live in ——L e From in Canada| | | Surame First name: | P hissamhytimseiny | || ASE Nevoraliy | parents back in Ethiopia but || } Home town ] | Tike | Address in England: . Sandoit Farm, Guildford Road, ona very enh go to English lasses They are on ‘Tuealay and Thorsday. My Languages spoken | teacher isan American woman. | | English is quite good no 2 3> Write | | | | Write Dima’s personal profile. Then write about yourself. | My nome is Dima. 4y Speak Who am? Imagine you are a famous living person. Give five facts about ‘yourself. The class must guess who you are. Do not say your name. Example facts: gk 1 fm Canadion. 2 'mawoman. 3 ma fomous singer.a> Use photographs and postcards to illustrate a project about you. Use Emily's project _below to help you. “a Introduce | Zim Emily Freeman ancl Im English. I’m yourself. | fourteen. Im called Em’ for short. My best friend ts Kirsty, She’s from America. This (Sa photegraph of me and Kirsty and her boyfriend on Brighton pier. Hei a Student at the Brighton Gltege off Art. 8 Write about where you live. —————__ Tlie im Brighton, a big town on the South const of England. I lke Brighton. It's a seaside resort and its great in summer. - eel Write about your school and your class. Tama student in Class ¢ at the thigh Schoot. My teacher 13 Scottish She's from Dunclee, a tum on the east const of Scotlang Ee ' Write about | singers and |Z like all sorts of music. My favourite iTsetes youl pand at the mement te Ugly kia Toe T also like Sting. I like the Australian TY series, Neighbours: Its really gour by Give your project to a friend to read before you give it to your teacher.p> Project 1: Snapshot of me ‘Ask Ss to Jook at the SB page and the headings in particular. © Ask different $s 10 read a paragraph in turn. Check comprehension. ‘© Tell them they are going to make a similar project about themselves. They can do this in class or at home. © Itis useful if'you can provide some materials here, e.g. a lange sheet of paper|card, glue, some coloured pens, etc. ‘© The work on this project could be divided as follows: / Step 1 $6 make a list in class of what they would like to include. { Step 2. They write the text individually, basing it \ ‘on work from earlier units. Step 3 Ss look at cach other’s written work and make suggestions. ‘Step 4 Go round and check each student's work, eliminating any major errors. Step 5 Ss produce a final version of their text Step 6 Ss collect photographs or postcards and prepare their project. Encourage the $s to be as creative with the content and layout of their project as they can, eg, they may Jike to arrange a trial version, then go round and look at each other's projects. ‘© The final versions can be displayed around the room, on the walls or on tables, so that everyone can look at them.> 1 Take a break: Rock around the Clock ‘+ With books closed, write the name Bill Haley and the Comets and the date in the introduction to the song on the board (1950s) ‘© Ask Ss: Do you know anything about Bill Haley? (if they don’t, it doesn't matter!) What do you think the date means? *# Tell Ss a little about Bill Haley (use the information in the book) and tell them they will, hear the song ‘Rock around the Clock’ © Ask half the class to count how many times they hear the word rock and the other half to count the word clock. The whole class decide who the people are in the song. ‘© Play the song. ‘© Ss check their answers in pairs © Check with the whole class: rock = 34 times (not counting rockin’, clock = 21 times. The people in the song are a boyfriend singing to a girlfriend. 7. +s open their books and try to complete the Iyries of the song, Draw their attention to the word lyrics as it will be useful when you play ‘them other songs. * Play the tape again, stopping bricfly after each verse to allow Ss time to write, © Check the answers with the whole class. #”Do glad rags with the whole class as an example. Ss look at the sentence in the song. Ask Ss: Are they going out or staying home? (Going out.) Do they want to look good? (Yes.) What kind of clothes will they wear? Elicit or give Glad rags. ‘+ Ss now work oul the meanings of the other words in pairs + You could give them a matching activity to help them, like the one below. If you like, write the definitions in Li Match the expressions with the phrases. 1 glad rags a) to shout very loudly 2 tojoin b) to make a sound like the light sound of a bell or clock 3 to strike ©) when you are very hhot you want to 4 broad daylight 4) to make a sound like the sound some clocks make every hour 5 to yell ©) you feel you are in this place when you are very happy 6 to chime 1) good clothes you ‘wear to go out in late morning, e411 o'clock 1) to go with someone 7 seventh heaven 8 cool off TH"Eh 30) 40) 63) 6b 70 89 # Check the ansnvers with the whole clas, * Write the words on the board: gonna, hon ti, rockin’ gor’ How many correct writen forms can Ss tll you immediately? *# Give Ss a minute or two to Took at the song and work out the others. If they can’( work them out, tell them the ‘© Translate the words into Lt where necessary. Answer key ‘going to 2honey 3.until 4 rocking § going 4) Discus the song briefly with the whole class + IF your Ss enjoy the song and the cythm, practise the chorus with the whole lass. + Play the song again, Ss can sing andlor clap thelr hands tothe thm. Extra activity: Karaoke ‘© Ask your class 0 translate the song into LI. They can do this in groups or for homework. ‘+ Ask your class to perform the song as a karaoke number. A student who is extrovert and has good voice can be chosen as the main singer, and a group of $s as the chorus. If lots of Ss. ‘want to participate, it can be done as a competition. ity: eehs Take a break Bill Haley and his Comets Bill Haley was famous in the 19508. He was the world’s first rock 'n" roll star. Rack around the Clock, a hit all over the world, was the theme song in the film The Blackboard Jungle. Bill Haley's other hits include Shake, Rattle and Roll, and See You Later, Alligator!. Pack cert the » o'clock, four o'clock, rock, .. o'clock, eight o'clock, rock. o'clock, twelve o'clock, rock, We're gonna rock around the clock tonight. Put your glad rags on, and join me, hon, We'll have some fun when the clock strikes “.. We're gonna rock around the clock tonight, We're gonna rock, rock, rock, 'til broad daylight, We're gonna rock, gonna rock, around the clock tonight. - When the clock strikes nnn and three and If the band stows down we'll yell for more, We're gonna rock around the clock tonight, (etc.) and’... When the chimes ring and We'll be rockin’ up in seventh heaven, We're gonna rock around the clock tonight, (etc.) When it's ”. We'll be goin’ We're gonna rock around the clock tonight, (etc.) When the clock strikes *.. we'll cool off, then, Start a rockin’ ‘round the clock again, We're gonna rock around the clock tonight, (etc.) 1, Listen and complete the lyrics of the song. Then check on page 122 to see if you were right. 2/ Guess the meaning of these words and phrases from the song. # glad rags * to join * to strike * broad daylight {0 yell # chimes * seventh heaven * to cool off 3/ Look at these words from the song. What's the correct written form of each word? Fgonna 2hon 3"til 4 rockin’ 5 goin’ 4 Do you like the song? Why?/Why not?Ore got two sisters. The Freeman Family grandmother grandfather Alison oT ail) mother a a uncle Sally yr Tom) sean _ David —_-———_! Brother ) sister) brother” cousin Miike) my) Chae Jenner (Spike) ) Ty Vocabulary Family members ‘£5) Listen and repeat the words and phrases. ‘mother and father grandmother and grandfather son and daughter grandson and granddaughter stepmother and stepfather parents indparents children grandchildren ‘= when your mother or your father are remarried a married couple you have no brothers or sisters wife and husband ‘an only child ne Learning goals Communication Talk about your family Talk about people's appearance Grammar Possessive adjectives: our, your, their Genitive apostrophe s: singular (3) and plural (5) Verb have/has got some and ony Question words: How many?, Why? Linker: because Vocabulary Family members Personal appearance 2) =) Soundbite The sounds / 9 / and / d / brother daughter (Look at page 123.) 3> Practice Look at the photograph below and identify the people in the Freeman family.I've got two sisters. 1) (2) Vocabulary Family members Language note: Some of this vocabulary may be revision for your Ss, eg. stepmother, but other items, eg. grandson, ar likely to be new. + Ask Ss to close thei books and copy the family ttee on the board, leaving gaps. Leave aps for Sally’s, Fly's and Charli’ names and some family vocabulary. + Divide the class into pairs and do one item with the class as an example. Make it clear that you are viewing the Farily tre from Luke's point oF iw: show them Luke and establish his relationship with another person. 4 $5 fil inthe answers. + Check their answers with the whole class. * Teach/check the items not written on the liagram, ¢.g. use Spike to teach only child. Ask Has she got brothers and sisters? Deal in the same way with married couple, stepmother, and stepfather, adding examples of your own. * Play the tae. Ss repeat the vocabulary for pronunciation practice. Background notes In Engish there isa difference between half brother and stepbrother If you have a half-brother (or sister) then one ‘of your parents i the same but the other isn't, 9. you have the same mother but a different father. If your mother martes someone who already has a son then that is your stepbrother, i. ‘step’ relations are not related by ‘blood but by marriage Tapescript Listen and repeat the words and phrases. mother father parents grandmother grandfather Grandparents son daughter children grandson Granddaughter grandchildren stepmother stepfather wife husband marred couple an ony child 2, 22) Soundbite The sound /0/ and fd brother daughter The tapescript ison SB page 123, : + IF $5 cam say 0), they don't usually find [0 dificult 10 produce but they often confuse the two sounds, and may also substivue J) for [0 Write mother on the board and underine (9. Show them how to make the sound JO) by putting their tongue between their teeth. [0 is the voiced version of /0, so show them how to distinguish voiced and unvoiced sounds. + Ss check (6) (three) and [o|(mother. They can put their hands on their throat to check this difference ‘Say some example words so Ss can hear (and copy) the difference between /d/ and/d/ eg. dayfthes, daughter ths. 2a 2 "Pay the tape for Ss to repeat the words and phrases, Pause as necessary. 2b arte the sentence on the board. Let Ss practise to see how quickly they can say it and then let them say with the tape. Con they say it faster than the tape? Extra activity: Family tree ‘© Tell $s to look at the family tree again. Ss draw their own family tree, using the example, Each pair describes their family tree to each other ‘using the statements This is my ... That's my .. ure exploitation + Ask Ss the following ‘warmer’ questions, in Lt f necessary: Where are the family? What are they doing? What have they got to eat and drink? What time of day is it? Have you ever been on a penic? With Jamily/friends/both? 3) Practice +s look at the Freeman family tree again, Ask them where Luke is inthe picture. (He's taking the photograph} + Toll them to name the rest of the people. * Chock the answers with the whole class. Anstat key (from left 0 Fight: Luke Chale Mrs Freeman (Sally) Grandfather (Bil) Emily Mr Fzeeman (Tom) Grandmother (Alison) Aunt Ueer) Uncle (avid) Spike> Grammar flash Genitive apostrophe s © Write Luke's family tree on the board, Point out the ‘s in Luke's and explain it ‘= Give another example of the genitive apostrophe, ‘eg. Alison is Sally's mother. Elicit other singular examples. ‘© Ss look at Emily, Charlie and Sally. What can they say about their relationship? Elicit and write fon the board: Sally is Emily and Charlie's mother. Point out where the ’s goes. ‘© Deal with the boys’ in the same way, using Luke and Charlie as examples. Ask Ss 10 find the other rule for regular singular Tell Ss 10 look at the Grammar flash and answer the question in Make a rule as a whole class. 4, Prac aay + Fut the example sentence on the board without the aposttophe and elicit from Ss where the postop should go. + $5 complete the exercise individually and check thelr answers in alts or small groups. + Write the answers on the board to ensure a final coect version. Answer key Whats your teacher's name? His brother’srame is Charlie. The boys’ names are Luke and Charlie. Whats his girfriend's name? What's your mother’ first name? Her sons’ names are Charlie and Luke + $s look at the examples in the book, or you give the examples orally. ‘© They tum to the family tree and work on the exercise in pairs or small groups. ‘Practise this exercise orally in class, then Ss write sentences on at least two members of their own family for homework. Extra activity: Game - Who is it? © Ss invent definitions, eg. He's my mother’s sister's son and the others have to give the correct word (nephew) ‘© Give Ss time (o think of some definitions or give them definitions on cards. * Do one word with the whole class as an example. ‘+ In groups of five or six, or as a whole class, Ss read out their definitions and the others guess the answer. The student who guesses the correct answer then reads out their definition and so on. Grammar snapshot Possessive adjectives ‘+ Bring in a large bag. Fach student contributes fone or two possessions to it, Make sure there are {wo pens, oF two books, etc ‘+ Take an object from the bag, identify the owner and elicit [t's my. + Elicit your and his/her in the same way. ‘* Drill the sentences chorally and individually as necessary. + Follow the same procedure to elicit and practise the plurals. * Ss look at the Grammar examples in the box and in pairs or groups translate the sentences in Compare into their own language. Deal with any queries or difficulties in L1. Remind Ss that possessives agree with the possessor not the possession. ‘+ For further practice to test whether Ss have a clear idea of which words are pronouns and which are adjectives, put the words f, my. you, your, etc. on the board in jumbled order ‘+ Ss sont them into Personal pronouns and Possessive adjectives. 5y Practice #’Do one sentence as an example with the whole class ‘+ Ss complete the exercise individually and read the sentences aloud to the class to check they are correct. If mistakes are made, invite other Ss to hhelp/correct, Answer key our Our 2 their 3 your 4our Stheir 6 Your6> +) Listen and read Charlie: Have you got any brothers or sisters, Daniel? Daniel: 1 haven't got any brothers but I've got two sisters. Charlie: What are their names? Daniel: Louise and Sophie. Charlie: How many cousins have you got? Cousins? I don’t know Why don't you know? Because I've got a very big family. We've got a cousin called Spike. Spike! That's a funny name. Charlie: It’s not her real name. I's her nickname. Her real name's Jennifer, She's sixteen and she’s got a tattoo! She's very bossy. Daniel: Have you got a gislhiend, Luke? Luke: Yes, I have. Her name's Rebecca, She's got long dark hair and brown eyes. Daniel: Is she pretty? Luke: Yes, she is, I've got some photos, of her at home.Picture exploitation # Ask Ss the following "warmer’ questions, in Lt if necessary: What are the children doing? Where are they? (They're walking in the countryside near Brighton) What's the weather like? What's Charlie carrying? What's Daniel got round his shoulders? What do you see on walks? Do you go with your family/friends both? 6) <4) Listen and read +” tor this listening, do not pre-teach bossy, rart00 and nickname, but deal with them when they arise ‘With books closed, ask Ss in pairs to recall everything they know about Charli, Luke and Danie. + Tel Ss not to Took at the text but to listen and make notes of all the new information they hear about Daniel and Luke, Play the tape. «Ask what new information they now have about the characters, + Teach nickname, bossy, tattoo. Play the tape from ‘We've got a cousin called Spike’ to ‘She's very bossy! Ask $5 to listen for information about Spike. + “Teach long/shor,lightfdark, hair eyes. Play the tape from ‘Have you got a girlfriend, Luke?" to the end. Ask Ss for information about Rebecca, + Replay the tape while Ss read the vex, pausing as necessary. 4 Ask groups of three to act out/read the dialogue.> 7) Comprehension + Look at the example with students + Ss then correct the other sentences in pairs or as a whale class, + Remind them that they can read the text again in their books if they want to. Answer key 1 Rebecca is Luke's gitfriend, 2 Spike isa nickname. 3 Luke's cousin is siteen. 4 Rebecca is Luke's girfriend Follow-up # Ss write their own incorrect sentences for homework and read their sentences out to the rest of the class, who correct them, 8 y (++) Useful phrases Se€ Introduction. Grammar snapshot Verb havehas got # Use the dialogue from Exercise 6 to help $s if necessary. ‘© Write the first two lines of the dialogue on the board. © Underline the verbs and check Ss know the full form of the contractions. Mark gor (eg. with a box) so that Ss notice it * Ss look at the dialogue. Explain has/have (third person singularfirst and second person singular and plurals). * In pairs, Ss read the dialogue and underline/note down the examples of has/have gor ‘+ Before you ask Ss to tell you their examples, write the three categories covered by have gor in this unit on the board, ie. 1 family 2 possessions 3 appearance. * Give Ss examples of your own to ensure they understand how have got is used here. Ask them {in pairs) to write their examples in these three columns in their notebooks or number them in their books (as above) + Ss now look at the Grammar snapshot: have/has got * Deal with some and any after Exercise 92), Extra activity: Game - Guess what I've got © Ss individually write down three things they have got in their bag. © They ask each other Have you got a ...? until they have guessed all the jtems. * Do an example with the whole class first. Then play the game in groups or as a whole class. 9 > Practice 9ay * Individually or in pairs, Ss complete the other sentences. To provide more oral practice, tell Ss to read their sentences aloud to the class so that you/they can check they are correct, Answer key Danie's got a schoo! frend in Canada called Matthew, ve got two sisters but | haven't got any brothers. We've gota cousia in Australia, Emilys gota penfiend in Scandinavia. Have you gota sister? | haven't got a sister but Ive gota brother Emily hasnt got a boyfriend Luke's gota photo of his girfiend. ‘In positive and negative sentences accept either short of long forms in writing, but make sure Ss use short forms in speaking, Grammar snapshot some and any * Write the example sentences on the board, # Ask Ss when we use some and any. Elicit the answer and label the examples on the board + Refer $s back to the examples and headings in the Grammar snapshot box. 9} Practice (cont.) 20) 2 "before Ss ta the exces, do the Bist item 38 an example, Ask them Ils pstivecgatela aston before they answer ‘Answer key Have you got any brothers or sisters? Luke has got some nice photos of Rebecca, ‘She hasnt got ony fiends. ‘We've got some cousins in Australi They haven't got any grandchildren [My sister has got some good computer games. Have you got any photos of your grandparents? 10 ¥ Communication Talking about your family + With books closed, el $s they are going to ask about each others Families, $8, individually or in pairs, think of as many questions as they can with have gor. + Look at the examples in the book and go through them with your cass, diling for stress and intonation, 4+ Make sure Ss work with a partner whose family they have not already discussed. + Ss ask and answer the questions in pairs. They should make notes on their partner + Encourage Ss to report back tothe class about their pariner’s family.7> Comprehension 8> 21) Useful phrases Correct the sentences. Listen and repeat. Louise and Sophie are Daniels cousins That's a funny name. Louise and Sophie are Danie!’ sisters © Why? (= Why do you ask?) 1 Spike is Luke's gitltiend. 2 Jennifer is a nickname. 3 Luke's cousin is fourteen, 4 Rebecca is Daniel's girlfriend, Grammar snapshot Verb hove has got some and any Positive statements Negative statements Positive statements Ive gt brother. I haven't gt any sisters. Ive got some photos of Shes HES got a sister. Shel He hast got any brothers. any family \We've/You've/They've got a brother. We/You/ They haven't gat any brothers. en Questions Short answers | haven't got any photos Positive Negative of my cousins. Have you got any sisters? Yes Ihave No, haven't i Has he/she got any brothers? Ys, he/she has No,hefshehasn, | Questions Have youwelthey got a sister? Yes, weyou/ they have, Nowwelyoulthey ofyourtiniyt photos s i » icati 9» Practice 10> Communication a> Complete the sentences with the correct form of Talking about your family hhave got. Have you got any brothers or (he?) a sister? He (v) two sisters but (x) any brothers. sisters? Has he got a sister? Yes, he's got two sisters but he hasn't Yes, Ive gota brother and a got any brothers. sister. 1 Daniel (4) a schoo! friend in Canada called Matthew. What are their names? 2.1 (v) two sisters but I (x) any brothers My brother is called Paul and 3 We (v} a cousin in Australi iny sister is called Alice. 4 Emily (v) a penftiend in Scandinavia. > How many cousins have you 5 (you?) a sister? 1 (x) a sister but I (+) a brother. got? 6 Emily (x) a boyfriend, > I don't know. think 've got 7 Luke (¢) a photo of his gitfriend. about eight 'b7 Complete the sentences with some or any. Now ask and answer about Have you got... brothers or sisters? Your Family. Luke has got... nice photos of Rebecca, She hasn't got... friends. Weve got ... cousins in Australia. ‘They haven't got ... grandchildren. My sister has got ... good computer games. Have you got ... photos of your grandparents?40 Eye colour ere ‘blue + green « brown + grey ‘ong + short « tight, ‘curly + wauy + medium length * dark «blonde + grey + ai * dark brown white + brown ud, Koucra 63/84 00-115 Warsaw Foland (0th Jane Pe ¢ Marte dsicha, [am thirteen years ofd and with my fomily 0 Watson. "Gr ea ffm ne pt la blinds aan gre ges: She very pry Tie yh i sucha stair an i very laay, He loves motorbikes. et ee ale Munch Hos ineean and sy good loving Hes got short tar becouse he's t the TL sw bib bay bal et good ibn rondfaher 1s dead My iy jronntier se sevenby nine When'Tve got @ priblm Zalbags tlh bbe firs Please write som and tell ie about your family With best wishes, Marly 11) Vocabulary Personal appearance Look at the photographs of the famous people. Choose words from the boxes to describe their hair and eyes. ap Listen to a boy describing himself and his family. Note ‘the people's age, hair colour, hair style and eye colour. * mother * father * Matthew * Mark * Kate b7 Now give information about your appearance. Ive got 13 Communication Talking about appearance > Wha: sor of air eas your sister got? > She's got long blonde hai > What colour eyes has she got? D She's got blue eves. Now ask and answer about your family and friends. 14> Read and write a> Read a letter from a Polish girl to a penfriend. Then try to identify the people in the photograph. by If you've got a problem, who do you talk to first in your family? First | talk (0... Then I (alk to and cy Use Marta’s letter to write 2 similar letter about your family.11) Vocabulary Perfonal appearance Background notes ‘Mick Hucknall i the lead singer with Simply Red, a popular British band, Melanie Grifith is an American actress. Working Gi is fone of her best-known fils, Val Kilmer an American actor who has stared in Botman Forever and The Ghost ond the Darkness. ‘Whaopi Goldberg is an American actress who has appeared in Ghost and Sister Act. ‘© Ss look at the four photographs. Ask: Have you hheard of these people? How do you know them? * Introduce some of the adjectives by using them to describe yourself. Check any wards they don’t know. ‘© Ss describe the first photo (Mick Hucknall), using. some words from each box, ‘+ Im pairs, Ss describe the people in the other three photos in the same way. ‘© Ss read out their answers for the class to check, Answer key Mick Hucknall: He's go iong, wavy red hair and green eyes. Melanie Gift: She's got blonde hair and blue eyes. Val Kilmer: He's got light brown haie and blue eyes. Whoopi Goisberg: She's got black har and brown eyes. 1224) Listen 123) + Make chart on the board to help Ss onganise their answers (sce Answer key) + Do the first item for one of the people with S: an example, # Play the tape without pausing. In pats, Ss il in as many answers as they ca Ss check their answers. Replay the tape. + IF Ss are not sure of an answer, replay the (ape Lup to that point and pause it so that they ean hear the information again, as Tapeseript Listen to 2 boy describing himself and his family. Note the people's age, har colour, hai style and eye colour. Hil My name's Mark and I'm fourteen years ol. There are Five ‘of us in our family. There's Mum and Dad of course, and then He got a brother and sister, My mum's 43. She's got light brown hai, i's not really short, it’ sore of medium length | suppose and it's quite wavy and ‘se’ got green eyes [My das is 47. His hair is grey now and i's short and curly. He's got blue eyes. Matt ~ that’s my brother Matthew - is 16 and he's got dark ‘brown hair. His hai’ quite long. Matt and I have both got brown eyes and the same colour hai but my hair's short. At least, it I at the moment My sister Kate is 12 and everyone says she's very pretty. She's ‘got long straight fair ha and blue eyes. She’ all ight | suppose. Answer key T T T | Age | Hair colour | Hair style | Eye colour Mother [<1 | fenton [REE geen 12b) © ASk one or two Ss t0 describe themselves. ‘© With books closed, Ss in pairs describe themselves to a partner: I've got ... They can then describe each other to the class, 13 7 Communication Talking about appearance ‘ Flicit the question forms using yourself or Ss ‘In pairs, $s can ask each other about you. Give thom a few minutes to think of as many questions as they can in pais, before they ask, ‘Drill chorally and individually as necessary, using board prompts, cf. hair? long/short? etc. What sort of ..? will need drilling here. ‘+ Write one or two questions on the board as examples or write all the questions on the board. ‘Give Ss time to think of one or 1wo friends/members of their family to describe. ‘+ They ask each other in pairs about these people. ‘+ Ss make notes so that one or two can give a description to the whole class for Feedback. 14) Read and write 149 ‘© Pre-teach/check lazy, Deal with other vocabulary as it arises, ‘© Ss read the letter and identify Marta’s family ‘© Ss can practise/revise sin this exercise: Marta’s ‘mother, ete. Answer key (from lef 10 right: Marta's father Slavomir Marek Anna Marta Mart’s grandmother Marta’s mother 1aby ‘+ This can be done as a brief class discussion before or after Ss write the letter. ‘© Encourage Ss 10 use First ..Then .. and also to igive reasons and expand on their answers. 14067 © Tell Ss they are going to write a similar leter 10 the one they have just read. This could be done for homework. © Point out where the address and date go, and hhow to end the letter.Photostory: At Rebecca's <9 Picture exploitation ‘Ask Ss the following questions, in L1 necessary: What can you see in Rebecca’s room? (A computer.) Have you got a computer? If not, do you know someone who has? Do you play ‘computer games? If so, which ones? What do you do when your friends come round? What do you look for in a boyfriend or girlfriend? ‘Allow plenty of time for Ss in pairs or groups to retell the story so far, before they look at the story in their books. Recall the key points in the story so far. Ask Ss questions such as: Has Emily got a boyfriend? ele. Pre-teach personality. Ss look at Picture 1. Ask them: Who is Rebecca? (Luke's girffriend.) Revise has got by asking: What has Rebecca got on her desk? Ss read the story individually and uy to fill in the gaps. They then check their answers in pairs. Play the tape. Ss read the story, checking and completing their answers. Stop the tape once or twice if necessary, so Ss have time to fill in the gaps. Check the answers with the whole class. Tapescript Listen and see if you were right about the missing words. Picture 7 REBECCA: Look. Je gota new computer game. ue; Sorry, Rebecca, but | must go. Daniel's at home on his own, Picture 2 Anaecoa! Whos Daniel? le: He's our exchange student. Remember? seaecox: Oh yes. she nice? wre: Yes, he is Picture 3 frsecck: Is he good-looking? lure: Well he's got dork hair and he's quite tall. feeccea: What colour eyes has he got? luxe: Let me tink. Blue? Brown? I dont know. Why? Picture 4 eB: | just wondered. like boys with dark har and blue eyes. Pictures luke: So what about me? I havent gat blue eyes. fenecer: know, but you've got 2 nice personality. luxe: On, shut up! Picture 6 febeCCK: Oh, just one more thing ue: What? Picture 7 ‘inecek: Has Daniel got a gitrend?At Rebecca's Scere eser erica listen and see if you were right. { took anew computer game Danie? |____ 1 He's our exchange | : Sorry, Rebecca, but | must go. | ——T\[—T.Hesourexchange | : \ : I ~ . wat 4 a | just wondered, ark hair and blue eyes. Let me think, Blue? Brown? | « { yy 1 don't know. Why? FE] So what about me? | {1 know, bul a nice perLearning goals Communication Talk about likes and disikes Grammar Present simole Adverbs of degree: very much, fat, at all Vocabulary of music A RU Luke and Daniel are in a record shop. Pema eR Lcd Perera eer ea ec Ren Peon PC Re awa Pe ROR g ee Une Daniel: Oh, look they've got The Best of Céline Dion. She's rrr ee Ce eS Preis Luke: My father thinks she’s good, too. But my mother doesn't like her. She likes Sting. She's crazy about him, Daniel: You're lucky. My parents like Julio Iglesias! io EC List the people and the music they like (+) and don’t like ae See Caer Pee ee eR eee eonDo you like heavy metal? Background notes Rap: Dered rom reggae the ics have strong rhymes Bot ytnms and ate sly pen rate hn ung Reggat:A tip of asc whcherginated in aman the West ides and became popular nthe Un the 7D Ithasa pete ym 806 May ane fe best frown reggae misicans Rock: Avrm of music derived ror the tele ba lus rt played mayan gts as Techn Reptine dance mas played cos nd fst evs inte. I's econ mos proficed ng sythcsizers and computers Hea metals sen 9 loe nd fase version of fockand as based on gitar playing, Wel-nown heavy etal bands ice Metta and Mtorend, Sot: Muse deveoped rom Gospel (church singing, this Sipe a gig fet came popstar the ts, her 9 if sol at ecorded on the Tamia Motown record lel James Brown and Aretha Frank are famous soul Jans Tus may be instrumental sng usualy iva improsation so te mas often nt riten down Bite Hotay (ge) and Lous Armston (rmpet payer were famous are mii Esse Categores of casa! muse inate chamber, trchestsnsumetal, opera choral anal Country and western: A odonal muse ofthe USA. The fome of ars county an western muses ashi, Tennesse Renny Roger and Dally Parton are well-known Capone of country and western music Fop: Usually sng, but canbe any spe of musi fitis faved 3 pop mse Te maet smal sinc teenagers and inthe UK pop musi pomated on aly {ado porammes end wee TV programmes. Charts of topseling sings ad bun re ubiahed wey, 1 2) Listen and read += “bring in a tape of some music you know that ‘your Ss like, and play a little ro them (with books Closed). Ask them some questions about the music: What kind of music is it? Do you like ir? ' Check/teach the types of music referred to in this dialogue: rock, rap, techno, heavy metal, reggae. ‘© Tell $s that Daniel and Luke are in a record store, discussing what music they and their families like, Ask Ss to listen for which three singers are named ‘+ Play the tape. # Check $s have i entified the three names Answer key Celine Dion Sting Julio llesias 27 Comprehension Background notes Céline Dion: a Canadian singer popular in America and Europe. Se sing in both French and English Sting: an English rack musiian and formes teacher. Now a Sol artist he was a singer withthe band The Police. Julio Iglesias: 3 Spanish pop singer. He sings in Spanish and Enalish Ss cover the tapescript initially. © Check in L1, if necessary, that Sy understand the task and know who the three singers are. ‘© Ss read the question through and write the names of the characters in their exercise books. ‘© Ss must listen to the tape and put a ¥ or a X beside each person to show the type of music and the artists they like/don’t like. # Play the tape, stopping where necessary. Where necessary Ss complete as much of the task as they can. Then replay the tape without stopping. ‘© Divide the class into pairs and allow Ss to compare their answers. Ss read the dialogue again to check/complete their answers, © Check the answers with the whole class. Ask Does Daniel's mother like Julia Iglesias? etc. Answer key Daniel: rock, rp, heavy metal ¥ techno x Luke: reggae ¥ heavy metal X Luke's father: Céline Dion Luke's mother: Sting 7 Celine Dion x Daniel's parents: Julio Iglesias ¥> 3)\21J Useful phrases Sée Introduction. Follow-up ‘Ss write their own dialogues for homework using the Useful phrases. Grammar snapshot Present simple (I/youf welthey) # Present I/youlwe)they initially. With books open at the dialogue, write the heading on the board: Positive statements, Write the sentence I like reggae below it * Write the other headings on the board: Negative statements, Questions, Short answers and dravw Ss" attention to the examples of the present simple (U/youlwelthey only) in the dialogue. + Highlight the short forms and the word order. I is useful to mark the different forms of do, by using boxes and arrows ‘Using the music vocabulary in the dialogue, dill the sentences chorally and individually. Ss ask the questions across the class and give true ‘© Flicit the rules from the class and write them on the board. Use whatever grammatical terminology your Ss are familiar with. ‘© Give Ss time in pairs to do the Make rules and check with the whole class. 4) Practice aay #°Ss copy the chart and fil in the first column for themselves a> Git books closed use pictures, word cars or the char pop ine questions «rl the questions and answers rfl in open pais Include other ajetves eg Is grea e's Prion ee «-impuis slok atthe chart ask thir partner the questions and Tecord answers 4 Keep these answers for Fetes acy «© licit one or two examples from the class. ‘© Sscan complete the task now, in class, or do it for homework. ‘+ Ss.can ask more than one person. Change the pairs, put Ss in groups or tell them fo move around the room asking different people. This can be developed inte a class survey. 5) 2) Soundbite The sound /a/ does doesn't The capescript is on $B page 123. + With books closed, say one of the sentences to the class, eg, My mum loves Stevie Wonder (or use a sentence of your own if'you prefer). ‘© Ask Ss which sound they hear a lot and elicit [4 + Get Ss to practise the sound. By opening their mouths quite wide and making the sound really short, they will produce the coreect sound. + Now drill the separate words in your sentence chorally and individually, and then the whole sentence + Play the tape for more repetition practice + Ask Ss, in pairs or threes, to write down all the words they know with this sound. ‘Cheek and practise these with the whole clas, 6) Practice 6ay + Focus on the second part of the Grammar snapshot (he/she/it, * Ss look at their charts trom Exercise 4. Ask one student about their partner: Does he/she like ..? ‘* Drill the short answers Yes, he/she does. and No he/she doesn't ‘© Blicit and drill questions and answers. Ss ask and answer across the class to practise the question forms. soy + § now look at the Grammar snapshot and Make rules for the 3rd person singular (he/she «illustrate the statements He Tikes .. [He doesn’ Tike. etc. using SS" examples from 6a. + Give Ss time to think of some postive and negative statements based on their information, ‘© Use these for practice with the whole class 6 fis can be done asa whole cass oF in pais, Extra activity: Questionnaire f#Ss-can add to the list in Exercise 4, using vocabulary which they know e.g. sports vocabulary. They can construct a questionnaire with the information to do a class survey. 6d) #°6 write afew sentences about Daniel, Like and Daniet’s parents in class or for homework, ‘+ Explain to Ss that they will need to refer back to Exercise 2 —___——_EP Rr ier eee ee See RORY It depends. Te Acoma cL Sree t Poul Grammar snapshot Present simple (// you! we! they) Positive statements Negative statements 1 | tke reg don't like heavy metal You You They Questions Short answers Do | you | like Yes, | do, ey | No, dont. | they Make rules for |, you, we and they. 1 fo. make a question, we use do, 2 To make a negative statement, we use Present simple (he/she/ it) Positive statements Negative statements He | likes rap, He | doesn's ike reg She She Questions Short answers Das he |e nge? Yee |e] oes oe oe Wi, |e | oes sre | Make rules for he, she and it 1 To make a postive statement, we add the letter to the main verb, 2 To make a question, we use 3 To make a negative statement, we use 4> Practice a Copy the chart. Write your answers in Column 1, using the key. 7 Your partner | Do you like 1 You Sting? ballet? ea coffe? ambuiges? [coke | “chocolate? i] No, dont. OK = Its OK They'e OK. by Now ask your partner the questions and fill in his/her answers in Column 2. A: Do you fke Sting? B: Yes, | do./No, | don't [He's OK. €) Tell the class about three things you like and three things you don't like. Cc ike hamburgers and coke ike tea but I don’t like coffee. tore untsy mas: untbite The sound / x / does doesn’t (Look at page 123.) 6 Practice 2, Ask and answer about other people in the class. A: Does Mario lite Sting? B: Yes, he does./Ne, he doesn't by Talk about people in your class like this. Mario doesn't like Sting, ¢> Ask and answer about the people in Exercise 2. A: Does Daniel tke rock/toctn B: Yes, he does,/No, he doesn’t A: Do Doniel’s parents like... ? d/ Write about Daniel, Luke, and Daniet's parents. Donic! likes44 7> Vocabulary Types of music 2, Match the pictures with the types of music. © classical # heavy metal * soul © jazz * pop * country and western * rock * reggae by Write down other types of, music you know. Grammar flash Object pronouns Singular Plural Ime we-tus you=* you you—* you he* him they + them she“ her ait 1 | 1 8) Practice ; (tJ Complete the dialogue with the correct object pronoun. Then listen and see if you were right. 1 fe me him * her # it us * you * them 1 Cara: te got the new Annie Lennox album called Do you stil tove 'me?. 1 Kirsty: Great! Can | hear... 2 ; Cara: OK. "ve got Gloria Estefan too, Do you like. ? Kirsty: Yes, she’s OK. But she's not my favourite singer il Cara’ brother Lee, comes in ' Lee: The musics very loud! i Cara: No, it isn’t. Anyway, we don’t want *.. here ' Go away and leave“... alone! Lee: With pleas St He goes out and slams the door. Cara: Sometimes | really hate *.. ! Kirsty: Where are your headphones? Cara: Te got '.. here ~- f.Ty Vocabulary Types of music + With books closed, ask $s to brainstorm types of music they know in English in pairs/small groups. ‘+ Atthis stage they don't tell you the types they have. Make sure they write them down, however, so that they can remember them later in the lesson tay Background notes 1 U2:An lsh rock/pop band. Their ead singer Bono ‘once telephoned a US president from one oftheir concerts, 2 Blur popular music band from south-east England, They are famous for thei ivalty withthe Manchester band Oosis 3 Iron Maiden: A heavy metal band. They ae well= knowa for the artwork on their record covers and T= shits 4 Dolly Parton: A very famous American country and ester singer. She has also acted in a number of films (eg, 905) and has opened a country and western theme park 5 Bob Marley: A reggae artis from Jamaica, who was responsible for introducing reggae toa wider audience, 6 Aretha Frankl ‘queen of soul 7 Courtney Pine: A contemporary jazz musician who plays the saxophone. His playing has influenced and inspired other jazz performers. 8130: The London Symphony Orchestra is one af the biggest London classical music orchestras. It pays ‘tequary on UK radio and gives cancers in London and on tours to other parts ofthe UK and abroad. in American soul atst- the * Ss look at the pictures and elicit the word which matches Picture I (rock/pop). ‘© Ss now match the other pictures and types of music in pairs. © Check the answers with the whole class and answer any queries. Answer key ‘rockipop 2 pop_3 heavy metal 4 country and western Sreqgae 6 jazz 7 soul 8 classical Tey «© Flicit other types of music from Ss and write them on the board. Drill as necessary. Grammar flash Object pronouns # Write I like reggae on the board, then underneath Tike .. and elicit it to fll the gap. ‘© Elicit and write the other pronouns in the same way, * Do a quick oral drill at this point: you say sentences with nouns and Ss repeat them with pronouns (as in the example above) as quickly as they can, * You can make it into a game by awarding points to the pairlsection of the class who answer first each time, 8, **) Practice + Do the first gap fill with the whole class as an example, Ss complete the exercise individually Play the tape to the end. Ss check their answers Replay the tape if Ss wish to check further Check that Ss realise that hate isa strong word, used for effet. Tapeseript Listen to the dialogue and see if you were right about the ‘object pronouns. ‘oma: Ive got the new Annie Lennox aloum called "Do you sill ove 'me? vise: Great Can I hear i? ‘im: OK I've got Goria Estefan too, Do you ike “her? ransre Yes, she's OK But shes not my favourite singer. {Coro's brother Lee, comes in) ie: The music's very loud! ‘mk: No, itisnt. Anyway, we don't want “you here. Co away and leave ‘us alone! vue: With pleasure! cana: Sometimes | realy hate ‘him. wuss: Where are your headphones? cana: He got them here )> 9) Communication Talking about likes and dislikes Bring in some CDs, cassertes, records or posters as prompts for this (or ask your Ss to bring in some of their own) anid pass them round the class, so they can identily the artists and begin to discuss therm + Encourage opinions by asking Do vou like ..? Who do you prefer ..? ec: ‘+ With books closed, elicit opinions from the elas, supplying vocabulary and building up alist of expressions on the board lke the ones in the SB + IF you can’t elicit all the expressions you want here, give them as your opinions. You can use faces (@ @ @ Gon the board, symbols (44, +, =, =~ OF V7. VK, KK) oF even percentages forazy = 100%, a Tor = 80%, etc) as 2 way of showing the strength of the expressions + Point out the position of very much and at all falter the verb and object) as you build up the ti Darl the expressions chorally and individually as necessary S$ now look at Exercise 9. ‘© Elicit the question Do you like ...? and give brief question and answer practice in open pai ‘+ In paits, Ss ask about the people in the pictures from Fxercise 7 and note their partner's answers, ‘Ss can include artists from your/their own CDs or cassettes, or other artists of their own choice. Allow time for them to write down their chosen antists before they start asking their pariner. 907 ‘* Rote down common mistakes while Ss speak, rather than interrupting them to correct. Write the mistakes you noted down on the board (without saying who made the mistake!) and ask the class to correct them, 10) Write © Suse the examples in Exercise 110 give them ideas here. ‘+ Begin the activity by asking one or two Ss what type of music their Family and friends like. ‘Ss write sentences individually in class or for homeworkjony Orchestra 9, Communication Talking about likes and dislikes > Do you like Aretha Franklin? » Yes, Ido. ike ner alot. think she's brillant, > Do you like Metallica? '5) Bob Marley f > No, | don't ike them very muc > Tate them, | think they're awful rubbish terrible, Note. The phrases very much, a lot and at all come after the verb and object a Ask and answer about the singers and types of music in Exercise 7. Make a note of your partner's, answers. by Now tell the class about the singers and the types of music that your partner likes. Maria likes... She's crazy aut... She hates She thinks he's/she's/its/theyre rubbish. T_T 10> Write ~ Choose some people in your family or some friends. Write about the music, singers and bands they like. TOT Sat A (Mike (heavy metal Jace — Hes got a collection of} My father likes Louis Armstrong records. ¢ My mother doesn't like jazz very much but Non)” she likes soul t WAP): My brothers like a 45 —Classical meets | Vanessa-Mae, the girl with the electric | Violin, talks to Miranda Gray janessa-Mae Vanakorn Nicholson is only si years old, but she is a world-famous violinist. ‘When she plays classical violin concertos on her ‘electric violin, the world listens. Vanessa-Mae is Thai-Chinese. Her mother is Chinese and her natural father is Thai. She is from Singapore, but she | now lives in London with her mother and her English stepfather. She's got cousins, aunts, uncles and grandparents in Thailand, Singapore, China and England. | Because of her professional training, Vanessa-Mae loves, classical music, especially Mozart, Beethoven and | Tchaikovsky, but she also likes the Beatles, Eis Presley and | Michael Jackson. “I ike Prince as well as Paganini,’ says Vanessa-Mae. "like them all and I want to play what | like.’ And that's the problem Some of Vanessa-Mae's teachers are unhappy about her music. They don’t like the mixture of classical and pop con her CDs, 11y Read 13> 23) Listen a} Before you read, find out the meaning ofthe following words Emily is on the phone. Answer and phrases. the questions. * natural father © professional waning * especially mixture 1 Who phones Emily? 2 Who do they talk about? OT 3 What four questions does 1 What's unusual about Vanessa-Mac’s violin? this person ask about Daniel? 2 Why does she live in Britain? (Becouse..) 4 What are the answers? 3, What sort of music does she lke? 4 What's the problem for Vanessa-Mac? cy Think about it 14 Helotne Ate Vanessa-Mae’s music teachers right? ‘Ask about spelling, pronunciation and meaning. # How do you say... in Is it wrong to mix styles of music? . English? 127 Write How do you sell a. ? Choose one of your favourite bands at the moment and say what, * How do you pronounce that ccach member does in the band. word? | ike ‘lecnage Fanclub’ very much. They're a band from Glasgow in * Whal does ... mean? Scotland. Norman Brown sings and plays the Spanish guitar. Gery Kern Ask your teacher some r; Roymond Campbell plays the bass guitar, Paul questions. Holm plays the keyboards, plays the electric qu Chalmers plays the drums and Jo 46» Read Tat books closed, ak $5 they play any ‘musical instruments. Which do you like best? icture exploitation Show them the photo of Vanessa-Mae: either hold up one book or ask Ss to look in their books but cover the reading text ‘© Tell them she is a professional musician. Ask Ss to think about what her life is like: Whar does she do? What do the pictures show about the type of music she plays? 13) «© Pre-teach the vocabulary natural father. professional training, especially, mixture, or allow Ss to look the vocabulary up in dictionaries. ‘© Ss write down what they want to know about ‘Vanessa-Mae. Three or four questions are ‘enough. Elicit some of these questions from the ‘lass and write them on the board, (It does not matter if their questions are not answered in the text, The questions will still help them understand the information in the text.) ‘© Ss now read the text and answer their questions. ‘© Check the answers with the whole class. yy + Divide the cass into pairs. *# Ss now answer the questions in the book in pairs, helping cach other and referring back to the text when they need to. # Cheek with the class and answer any questions, 4 about vocabulary. Answer key 1 [tis an electri vio, 2. Because her mother is now martied to an Englishman, 3. She likes Classical music (Mazar, Beethoven and Tehaikovshy) but aso pop and rock (the ‘Beatles’ Eis Presley, Michael Jackson and Prince) 4 She wants to play al he music se likes, but some of her teachers donot lke her to play pop a5 wel as classical ey + Scan discuss these questions as a whole class or in small groups. Follow-up + Ss prepare an interview with Vanessa-Mae for homework using the information in the text 12) Write «Ask one or two Ss about their favourite band, who plays in it, ete. + Ss then choose who they are going 0 write about, $s who like the same bands can write their descriptions in groups of three. co © So write their pieces in class, using the example in Exercise 12 to help them, ‘© Ask some groups to read out their descriptions to the class. ‘+ The listeners either guess the name of the band, oo, if there are several descriptions of the same band, decide which version they like best Extra activity: Design a pop concert poster ‘© Ss design a poster containing the information ‘about their favourite pop band. ‘# In groups, Ss decide: the band, the place, the date, the time, the price(s), before making the poster. + Pass the completed posters round for the other Ss to comment on and then pin up a selection, 13 Listen © Tell Ss that Emily has a phone call and ask them: Who telephones Emily? Who do they talk about? (questions 1 and 2) Play the tape so Ss cam sce if they were correct. Tell Ss to read questions 3 and 4 and play the tape again. Ss check their answers in pairs. Elicit the correct answers from the whole class. Ss roleplay the conversation in pairs. Tapeseript Lsten and answer the questions tamy: Helo Sat: Hi, Emmi, I's me, Spike fauty: Don't call me Emmie! What do you want? st: Is he here? fanty: Who do you mean? ‘ext: Come on! The French-Canadian boy. taux: Oh, you mean Danie? Yes, hei. Sue; Does he speak English? tiny: OF course he does. sa: Do you like him? tamu: Yes do. He's very good-looking sone: Has he gota girriend? fimiy: What do you mean? Here in Brighton? srs: No, back in Canada, Famy: 1 dont know, seus: How old is he? ante: Ffteen, You're abit ol for him, Spike. ‘eur: Oh, really? Anyway | must go I see you, Em! Answer key Spike 2 Daniel Is he here? Does he speak English? Dees Emily lke him? Has he got a giiend? 4Yes,he is Yes, he does. Yes, she does, Emily doesnt know. 14) Helpline + se example words of your own choice 10 introduce these questions, drilling chorally and individually where necessary. * Give Ss time to think of some questions to ask you or Ss can ask each other some of these questions in pairs oF threes. ——————————————@ Fast rewind UNITS 6 and 7 ‘ANSWERS Grammar. Exercise 1 Thovent 2Have haven't hasnt Shas has Hove Exercise 2 1a, any 2any Ssome, a 4any San Gsome, an Exercise 3 This 2their 3 your 4my,our Syour Gher Exercise 4 1 She doesn't ike chocolate 2 The children ike coke. 3. Ldon' like cold tea 4 She likes her English teacher a it 5 Does Emily lke Daniel? & They don’ tke ap. 7 Emily does ike Spike very much, Exercise 5 Vit 2them Sher 4us Shim, me 6 you Vocabulary Exercise 6 Family ‘Types of music Colours unele rock blue son folk green father techno re sister soul rey daughter jaz brown School words Words to describe hair paper long pen short eraser straight ‘ exercise book wavy sictionary cutty Communication Exercise 7 Exomple answers 1 Tve gat three cousins: two boys and a gid 2 Ive got short, curly brown hair and blue eyes. 3 sta) She's tall and she's got lang, blonde wavy hai. She's got green eyes think 4 (musi) Tike rap musica lot but I hate jazz. Tove classical musi. I dont like techno, 5 My fiends like sou! music {6 We like Oasis but we really dont lke Blue Progress update: Units 6 and 7 ‘Give Ss time to copy and fill in the chart for themselves, * In paits, or small groups. they compare their scores. Do they agree with each other's ratings? Can they suggest how they can improve? + IK possible, elicit From the whole class ways they can work on improving their rating here, * Ask Ssif their opinions have changed since the last Progress update.| ht Grammar AN 11, Choose the correct word in each sentence. What sot of car have has he gor? 1 Vhovert hasn't gota bike 2 Hove( Has you gat an ates? hasnt haven't got any trotners or sisters 4 He hove hose gota girend § Daniel hos/ have got dark hai. 6 Who is/has got Luke's ais? 7 Have| Hos they got 3 cig flat? 2, Complete the sentences with these words. ve YOu go: any cousins? 1 Te got 2 They nave’ eve got recorder 4 Have you got... Gloria Estefan COs? 5 Heres... English dictionary for you 6 He's got... rice photos of ner in. alum sister but | haven't got... brothers ot... grandchildren cassettes, but we haven't got... casset Tie 3 Complete the sentences with the correct possessive adjective. 1m Luke and this s my sister, Emily ip This is Luke. Emily is... sister. This is Mr and Mis Freeman, Ermiy is... daughter. A: Hello, wkat’... name? B: My name's Charle. My name's Tom Freemar, and this... wife, Saly These are. three chide, 5 Helio, Mr and Mrs Freeman, Is that there? 6 Ths is Emiy Ktsty i house over best fiend. 4), Write sentences using the prompts and the correct form of the verb like. you/chocotate/ (2) Do you like chocolate? sheJLondon/ (x) ‘She doesn't ike London. 1 she/chacovate (x) they/rap/ (x) Emity/ Spike very eucn/ (x) 2 the children/cote/ () 3 Ifcoid teal (x) 4 she/her Engisn teacrer/a lat} (v) 5 Emily/Danie!/ (2) 6 WYATT EGG ot Fast rewind UNITS 6 and 7 57 Complete the sentences with the correct object pronoun. Does Emily like Daniel? Yes. She likes him alot 1 Where's Daniel's viaeo camera? Have you got .? 2 Ike Dire Straits but my boyfriend hates 3 ve got an aunt sr Australia but I don't know .. very well ‘Tom and i are at home tonight. Please come and see It's@ problem. [ke . but Fe doesnt like 6 Your grandmother loves all very much. Vocabulary G) Sort the wards into five groups: family, types of ‘music, colours, school words, words to describe hai ‘short # green # soul * exercise book # long #s0n # wavy @ jazz ® sister paper # folk # red # grey * dictionary * uncle father ® pen # eraser curly *blue ® straight © techno * brown * aaughter Communication 7, In paits, do the following things. Then write a sentence for each one. Say how many cousins you've got. Say what colour hair and eyes you've got. Describe the apnearance af film of TV star you know, Talk about types of music you lke and don't like Talk about music your friends lke. Talk about some singers|bards/gr0ups| footbal! pl you like Progress update units 6 and 7 How do you rate your progress? Tick the chart. Excellent Good OK Can do better fae toe Grammar Vecabuiary Communication 47Va Pes er eR ey cen eke ee eS Pen eee con cats eae ea Cee oe aa] Snead ne Cee eon eee ee ae eo ee coc? Crem Ld eee Cre a oe need Sorry. I'm afraid you can’t. We've eee eR cone eee ae eee Emily: Oh, all right. But let’s go! Learning goals Communication Ask for permiss Ask and say the tin Buy things in shops Grammar Present si Question Preposition of time: at fers can (permission) Vocabulary Clock times d and drinks SL) Answer Yes or No 1 Daniel i pleased to meet Spike. 2 Spike is pleased to meet Daniel 3 Emily fs pleased to sce Spike es ae cee aa een cer en eons Epa Rimi ints) Listen and repeat. eae Cae Sena Se nee na SOsb Can I come too? Picture exploitation ‘Ask Ss to look atthe picture and the unit tte 4 Ask them ihe following ‘warmer’ questions, in Lt if necessary: Where are she four people? Can you remember the names of all ihe characters? What do you think is happening? (Daniel is meeting Spite forthe first time.) What da you think the {group are going 10 do? What differences are there between houses and flats in the UK and our/your country? 14) Listen and read +” Ask Ss to listen for the answers to some general questions: Where are the group going? Can Spike go 00? et. * Play the tape. ‘Elicit answers to your questions from the whole class. 2) Comprehension “ell Ss to read the questions in their book ‘Play the tape again while they read the dialogue. + Check the answers to the questions with the whole class. *# Play the tape again if necessary Answer key yes 2yes 3no 4no Sno Syes 3)2*) Useful phrases Se Tntroduction. You can use a simplified version of Exercise roleplay, eg ‘amy: Come on, it ate. Let’ go {ure What’ the rush? Relax! only six lack. soe: Cant come? ‘ay: Sorry, we've only got thee tickets. tuk: We can get arather one atthe cinema tay: OF al ight ‘+ Drill the dialogue as necessary. + 85 roleplay it from memory. for° 47 Vocabulary Clock times © If possible, use a clock face with moveable hands. to introduce this. «ict and drill the times with the whole class, paying particular attention to quarter to and past. With quarter itis correct to say either ‘quarter (past two) oF quarter (past two). ‘© Elicit the question What's the time? «Ss practise asking and answering in open pairs. ‘+ Extend the practice by handing the clock to Ss. They choose the times and ask each other or Include other times, eg. twenty-110 minutes past five etc. 5) Practice say 2 ici the example answer from Ss: ) ‘quarter past eleven. «In pairs, $5 look atthe clocks and work out and practise the times. © Check the answers with the whole class Answer key 1 fa) quarter past eleven 2 twenty to ten 3 ten to eight {a} quarter to nine S half past five 6 seven o'clock 7 twenty-five past six 8 five past one ‘9 twenty-five to four 10 ten past three sby Ask two $5 to read the frst dialogue so that everyone knows what to do. + Remind $s that they must use the same clocks from pan of the exercise «Ss hen practise the dialogues in closed pars. sey © Flicit/teach the question form How Tong ...? ‘© Ss ask and answer the questions across the class. Ss think of more questions related to time in Pais and then ask and answer thee across the Grammar flash Preposition of time at ‘© Ss look again at the dialogue in Exercise 1 © Ask What time does the film start? and elicit It starts at seven. © Point out af and drill the question and answer briefly. ‘© Ask Ss Whar time does the concert finish? and elicit/give an example: It ends at half past eight. Drill as necessary. # Check Make a rule with the whole class, It starts/ends at 6) Interaction #’You could use your own authentic cinema advertisements to introduce this. Adapt them for the purposes of an information-gap activity * Divide the class into pairs. Tell each pair that one stuedent is A and the other B. * Iusing the SB, tell Student Bs to turn to their page at the back of the book. ‘+ Using your advertisements or the first example in the exercise, clict the questions What's on ar ..? and What time does it start? ‘© Ss ask each other the questions and complete the charts in the SB or the ones you have prepared for your own material Extra activity: Arrange to see a film # Tell Ss they are going to arrange to sce a film with a friend © Give them time to think individually about their favourite film and the actors in it, the cinema, day and time. ‘© Remind them that they can use the phrase Ler’s .. for suggestions here, e8. Let's go and see... and that they can use other phrases from Fxercise 1 where necessary. © In paits, Ss prepare a phone conversation arranging to see a film together, ‘© One or two pairs say their dialogue for the whole lass to listen to,4y Vocabulary Clock times Wwe 7 tvepast half past six = si thirty midday = twelve o'clock in the daytime tento 4, ten past quarter past six = sx fiteen midnight = twelve ocock at night quanecto {ibe ee one minute = 60 seconds asm.» nthe morning sweyio ae one tour = 60 minutes pas in the after wen tet ene pat hapa 5) Practice —_ ‘ a, Look atthe clocks onthe right and say te times. 1 fe quarter past eleven. ») MM a ' b Use the clock times to make these conversations. (ps ~ 1 ) ee tee (Kp oR Us Ran It's only quarter: Wy, wha’ the rush? TF > past eleven! Also . > Answer the questions. w Vow long is your: | English lesson? 2 school term? 3 summer holiday? 3 @ e, Af Grammar flash _ Preposition of time: at What time does it star? It starts at six What time ooes it end? It ends at halt past eight. Make a rule. To say what 8 with the clock time, things happen, we use the prep Te —— 6) Interaction Student B: Turn to page 121 Student A: Look at the cinema advertisement and ask questions to find out what His ae on and what tie they sta. Then ansner : Student Bs questions rut A Whur on at Sreon 12 | What’s OM in Bighon this week | ct & Bormon | mx ‘A: What time does it start? B: It starts ot five ffty/ten to six7) 22) Listen and read Spike: Wait a minute! | want to buy a drink, Can I have an orange juice, please? Girl: That's 61.20. Spike: Daniel: Luke: Girl: large is €1.00, Luke: c a large one, please? Fmily: How much are the sweets? Gir: They're £1.95 a packet. Emily: That's expensive, Can I have some Popcorn, please? Girl: Regular oF large? Emily: Regular, please, Girl: Emily: ut you, Dani: That’s £1.60, please. Here you are, Thanks,icture exploitation * Remind Ss of the diaogue in Exercise 1 and ask them the following questions, in L1 if necessary: Where are the four characters now? (In the cinema foyer) What are they doing? Is this before ‘or after they've seen the film? (Before.} Whar film are they going to sec? Do you go to the cinema often? At weekends? In the evenings? What time do you go 10 films? What kind of Jilms do you like? Do you buy food/drink before vou sce @ film? If so, what kind of food/drink? 7, 2) Listen and read #/ peesteach popcont, reqular and large «# Tell $s t cover the text and look at the pieture and the list of snacks # Ask What do you think people will buy and how will they ask?> 8, Comprehension # licit some ideas, then ask Ss to listen for what Spike, Daniel, Emily and Luke buy. + Play the tape. Ss note down their answers # $5 look at the text while you play the tape again to check their answers. 9) Vocabulary Fast food and drinks * Divide the class into pais. + With books closed, Ss think of all the food vocabulary they know. + They then look atthe list of snacks in the book and decide which items they already know and which are new + With the whole class, check the meaning of any new items. + Check which food and drink they like + Check $s° pronunciation, especially stress. ‘© Ask $s: Do you have other words to add to the list here? Write extra words on the board so that everybody can learn any new ones. Extra activity: Game - Memory game ‘© Collect or make at least fifteen pictures of food and drink, including those in the book, Stick the pictures on the board and let Ss look at them for fone minute. # Cover the pictures or remove them from the board, ‘¢ In groups of three, Ss write down as many of the words as they can remember. ‘© Ask how many words each group has. The group, ‘with the most words reads them out so that you and the other Ss can check they are correct. Stick the picture for ea board as they are said. © Check, correct and drill pronunciation. ‘© Use the remaining pictures to teach the other items of vocabulary. th correct word on the 10/ Interac # Pre-teach English money by asking Ss what English money they know. Look at the examples in the book and check the Ss’ pronunciation. ‘© Write some prices on the board and ask individuals to say them. ‘© Remind Ss how the interaction activity works. Do this in L1 if necessary ‘= Elicit the question S$ must ask and deill cif necessary. ‘+ In pairs, Ss ask one or two of the questions across the class ‘+ Tell all Student Bs to turn to the back of the ‘book and Student As to remain on this page. Ss ‘complete the activity and write down the missing prices. 11, Communication Buying things ‘Tell Ss where the dialogue takes place: in a café/restaurant. * Using picture and word prompts on the board, elicit the dialogue line by line, checking and drilling as necessary. After two lines, four lines, and so on, let Ss practise in closed pairs. © Continue until you have built up the whole dialogue orally. (Of course and Certainly are interchangeable here.) # Ask Ss to repeat the dialogue across the class as a final check. Flicit the dialogue and write up each line on the board under your prompts, markings natural stress © Put Ss in new groups of three. ‘* With books closed, Ss roleplay the conversation from memory, changing it as they wish, Explain this to them in LI if necessary. (Ss can refer to the dialogue in the book to help them.) ‘If there is time, encourage Ss to exchange roles. © Some groups can act out their dialogues in front of the class Follow-up ‘© Ss write thetr own dialogues for homework, 12/ s+) Listen + Bo the first gap-fill as an example, then ask Ss to complete the dialogue in pairs or small groups. ‘= Play the tape to check their answers. Tapescript Listen to the dialogue and see if you were right about the missing words vou: Con have a coke, please? Asians Yes, of course, Large or regular? vou: How much is large one? assstants One pound. ov: Can/ havea regular one, please? asssrant: That's seventy-five pence. you: And how much are the sweets? asssvant: Theyre one pound ninety-five a packet. You: OK.Can I have a packet, please? Asitant; Thats two pounds seventy Enjoy the film. vou: Thanks 13, Helpline + Ss make these lists in class time, individually or with a partner, or for homework. ‘© Encourage them to think of other groups of words they can list like this, ex. Things to do at 4 sports club for revision or reference. Extra activity: Menu ‘© Ss make their own “menu’ for snacks and list their own prices in pairs * They practise asking each other for food/drink ‘and tell each other the prices TS8) Comprehension What do Spike, Daniel, Luke and Emily buy? Spike buys Pee Corry ice cream etc ae : a} Pom rere ord Cry ocd coppuc co 1p. 20P, 10p, $9, 2p. 1p Coins: £1, p= pencelp une [100 pence e 659 = sixty-five p [pit or F1 =. cound/one pound 71.50 = one pound fifty (oence} two pounas seventy-five (pence) © 9, Vocabulary Fast food and drinks Look at the list of snacks. Say which food and drink you like. 107 Interaction Student 8: Turn to page 12 Student A: Find out from Student B the missing prices on the list of snacks, Then answer Student Bs questions A: How 8: Ir burger? tiventy 11) Communication Buying things P cant rave s D Yes, cerainly, Here you D Thank you. How much ist? D i's €2.15 (two pounds fifteen). D Can I have two espresso coffees, piease? P Of course D How much are they? D Theyre £1.70 ound seventy) You are out with a friend. Use the list of snacks to buy something to eat and drink, Listen 12> Complete this dialogue. Then listen and see if you were right. You: a coke, please? Assistant: Yes, .. . Lange or regular? You: a large one? Assistant: One pound, You: a regular ..., please? Assistant: ‘Thats seventy-five pence You And ... sweets? Assistant: ... one pound ninety-five 2 packet You: OK. Can I have a packet, please? Assistant: That's ... . Enjoy the film, You: Thanks. 13> Helpline f Record new words. Make lists of words in your vocabulary book under headings 5114) Communication Asking for permission Can come i, please? > Yes, [of course} you can. > Can | borrow your bike? > No, m sorry. 'm afraid you ay Match these phrases with the pictures. # come in (7) watch TV (x) # go to the toilet (¢) listen to this CD (7) ‘use your mobile phone (x) * borrow your bike (x) * play your guitar (x) * look at your magazine (4) by Now ask for and give (v) or refuse (x) permission for each picture. 15, =) Soundbite The sounds / x / and / 0: | can can't (Look at page 123.) 167 +) Listen Listen and find out which of, these things Charlie borrows. a pair of rollerskates * a bicycle * a football © a computer by papa x14) Communication Asking for permission Invent your own situation to present this. For example: You are in a library aind you want 10. apenjclase the window / borrow a book / talk 10 your friend / cat an apple / drink a coke / write ara table + Write cach prompt on a card, use a picture oF your own, or write the prompts on the board + Also have a card with ¥ on one side and X on the other, so that by holding icup you can easily wet Ss to say yes OF no and practise giving and refusing permission + Pre-teach borrow. Using one of your prompt cards, elicit and drill Cam 1.2 + Practise this across the class. Elicit and drill positivelnegative answers using the other card ‘ict and write up examples of the language Ss have practised. Note: Use Yes, you can. and No, you can't. as initial ansivers, and when Ss are confident with these ad Yes, of course you can. and I'm sorry, I'm afraid you can’t 14a7 ‘© In’ pairs, Ss look at the prompts (come in, watch TV, etc}. ‘Do the frst one as an example with one pair. Picture 6 (come in}: Can come in? Yes, of # Ss match the prompts with the pictures on the right hand side of the page. * Check the answers with the whole class and deal with any vocabulary problems. vaby + Use te first picture as am example with the whole elas + In open pairs Ss practise asking for and giving/refasing permission. + Ss practise the other examples in closed pairs. ‘© Check some across the class, correcting the pronunciation of cam and can't where necessary ‘Answer key 1437 and 147 Picture | (mobile phone] No, 'm sorry. im afraid you fave? tid Senn vn faeed tems) SS enn cn neues toon) — Bremen ta fee (0) Eun orci et raves tid Eat mtn 187 ++) Soundbite The sounds /a:/ and /o;f can can't The tapescript is on SB page 123. + Use some examples on the board to shaw Ss the two sounds, ex. apple, cut, car hard fal Jax} fart fash + Use diferent colours to mark the sounds, e4. by underlining or boxing the syllables (i you prefer not to use phonemic symbols). * Play the tape and pause where necessary For repetition practice. © Ss practise the mini-dialogues in pairs, 167 \2*) Listen + Ask Ss: What do you think Charlie borrows? #5 listen (o the tape to Find out and check in pairs * Check with the whole class and play the tape again if necessary. Tapeseript Listen and find out what Charlie borrows. ture: Who ist? CouRur: Hts only me uke: What do you want, Charlie? wake: Can Task you something? ure: Go away, Charlie, we're busy ‘amie: No, you're not. Can come in? we: Ok. Dawe: What do you want, Charlie? The answers no anyway. You cant use the computer! ‘owe: Can | boreow your bik, Lake? wee: Say please’, Charlie couaue: Can borrow your bike, please, Luke? tu No, m afraid you cant. Emily’ got ‘ouRUF: No, she hasn't. uxt" Hard luc | want to use i. ‘ous: Wel, please can | play with your football? luxe: I do't know where its, Do you know where the footballs, Danie!? oitutt: No, | don't. Oh, go.on Luke, he can have the football ‘vast: Thanks alot, Daniel re: OK, you can have it but we want to pay with you. Come on, Daniel Let's go and play football with Chatle. ‘umn: want to be in goal Answer key ‘A footbal ee~~» Photostory: At Brighton Pavilion 3 Background notes Brighton Pavilion was built n 1817 ia the oriental style for the Prince Regent. Iti also called the Royal Pavilion ‘© Ss look at the picture in their book and guess what is going 10 happen next in the story. You can ask this in LL * Allocate different sections of the dialogue 10 Uiflerent groups here, e.g. two pictures per group. : Each group concentrates on the answers for their particular section, i Ss read the text and try to fill in the gaps themselves. Hl ‘Play the tape. Ss check and complete their answers, Stronger Ss can fill in as many gaps In the dialogue as they ean here, *# Play the tape again if necessary. Be prepared to pause it if Ss need time to write their answers. Check the answers with the whole class. Ask Ss to read out the mini-dialogues/sections of dialogue in their groups. ‘© Iradifferent groups have concentrated on different | sections give out copics of the complete dialogue at this stage, to ensure that everyone has the i Tapeseript Pietue 1 ‘exc: Let’s goto the Royal Pavilion tomorrow afternaon, Yes, good idea, Can Feome in fora cotiee? Sorry, Spike, you can’ I's late. Goodnight, Spike! Prete 3 (Sunday midday) a Spike, how ore you? sm "Fine. sit late? What's the time? suri: Relax! t's ony 12 ociock See you at one forty five ouside the main entrance. Picture 4 i (Sunday 2pm) | Sits an amazing place fray: No, isn't I's. very boring place. Picture § i soe: How much sit? ssssia: C410 each for adults and £2.45 for children Pieture 6 Some: Oh, dear. Lhaven't got enough money. uy: Hard luck! Picture? Dawei: It'S OK. Spike, "ve got some money sone: Oh, thanks, Daniellisten and see if you were right. At Brighton Pavilion ja.tenncta me —__ the Royal avon | <= tomorrow afternoon. am Relax! It's only twelve o'c Mg ce you at one forty p | outside the main entran Sunday 2 p.m. = 1 ° z _-ltsa very = boring place. = ‘and €2.45 for children aif |} - ss = Oh dear. haven’ got enough money Ronen —? | tat0 each for = CW if a On, DanielNX © Welcome to & Brighton. Brighton ies poner sete resort of the south coast of England, near London. Visitors now come to Brighton from all over the world to see the Royal Pavilion, the Palace Pier and the many beautiful Regency houses. They also come to enjoy the sea air, the shopping and the nightlife, and to study English at the many language schools. ‘OROMWELL ROAD 21) Listen and read i Luke, what’s the King Alfted Leisure Contre? Luke: 15 a sports centre, ts in Hove on Kingsway. Here it is on the map. Is it good? Yes, there’s a swimming pool, there are water chutes and badminton courts and a ten-pin bowling alley ... er ... What bse. Daniel; It sounds great! Let's go one day. Luke: OK. Hey, do you want to go to a disco one evening? Daniel: Yes, sure. Are there any good discos in Move? Luke: No, there aren't, Hove's pretty dead but there are some really good clubs and discos in Brighton. Daniel: OK. Let's go oul one evening next week. Emily: Yeah, good idea 5> Comprehension Answer T (true), F (False) or DK (don't know). 1 Luke knows about the King Alfred Leisure Centre. ‘The Leisure Centre has got tennis courts, Danie! wants to go there one day. Hove is very lively at night Hove has got some good restaurants. & 6 Emily doesn’t want to FR 6> 21) Useful phrases Listen and repeat. © What else? ‘© It sounds great! Yes, sure. [Hove is pretty dead, *# Yeah, good idea. 7) Vocabulary Places in towns Match the words with the correct definitions and write sentences. Te] A sports centre is 0 place where you can swim and play sports 1 sports centre a). buy clothes and furniture 2 post office b) buy fashion clothes 3 department store c) swim and play sports 4 boutique ) buy newspapers disco €) have a cup of coffee 6 calé park your car 7 bank 4g) change money 8 chemist’s h) buy aspirins 9 mewsagent’s i} go dancing 10 supermarket j)_see a film 11 car park K) buy stamps 12 cinema buy foodPicture exploitation Ask Ss the following ‘warmer’ questions, in L1 iF necessary: What can you rentember about the story so far? Where do you think Daniel, Luke ‘and Emily are? What are they doing? How do you think the characters lookifeel? Are they hhappy/sadirelared/bored/interested? What can ‘you see in the background? apc) Listen and read + With books closed, pre-teach any vocabulary needed for this activity: leisure/sports centre, tuater chute, badminton court, ten-pin bowling Or teach them when they come up, if you prefer not to reveal the content of the tape at this stage. + Ssisten to the tape and answer the question: What places do they tak about? + Ss check their answers briefly in pairs. «Elicit the answers from the whole class Answer key sports centre swimming poo! badminton courts ‘water chutes ten-pin bowling alley disco club 5) Comprehension # Ss open their books and look at Exercise 5, *# Check $s know what to do, Do the first question with them as an example if necessary «Play the tape again «Give Ss time to check their answers in pais + Check the answiers with the whole cass # Ask Ss (o read the dialogue aloud now, in groups ofthe. Answer key. TT 26 37 4F SDK GF 6/25) Useful phrases Seé Introduction. Follow-up * For homework, Ss can write similar, shorter dialogues about places they know. 7 7 Vocabulary Places in towns ‘© With books closed and using vocabulary your Ss already know, ef. café, introduce the exercise by saying f want a cup of coffee, where can I go? Blicit café. Give another, slightly different example, eg. What's « disco? and elicit/give the answer 11's a place where you can go dancing. * Tell Ss t0 look at Exercise 7 and match the places ‘on the lef to the correct definitions on the right in pairs or small groups. ‘ Point out the apostrophe in chemist’s and newsagent’s, Explain that this is short for chemist’s shop, et. *# Ss practise the new vocabulary in pai and answering the questions. asking ‘Answer key Ye} 24) 3a) 46) 5i) Ge) 79) ah) 94) 10 uA 12)> Grammar snapshot there is / there are # Tell $510 look at the map of St James's Steet « Llicit/give an example of the question form Is there a (car park) near here? and drill it chorally and individually * Blict the answer Yes, there is. There's one ext to the bank, and dril as necessary, giving briet ‘open patrs practice Language note: Is not usual yo use a contraction for the plural, but the pronunciation of there are is often shortened, ic. Oeara/. © Using your own choice of places or the places in the Grammar snapshot box clicit and drill (as above} further questions and answers. Include positive and negative answers, singulars and plurals, # Ss.can read the examples in the Grammar snapshot and complete Make a rule 8 / Practice + {mn pairs. Ss now look at the list of prompts in Exercise 8 and take it in turns to ask the questions. + Elicit and write on the board examples of the questions and answers, Remind Ss: There is... = Singular, There are .. = plural Answer key Tas Is there a carpark near here? Yes, there There's one near the bank on High Stree. 2: Is there a bank near here? Yes there i There's one near the carpark on High Street, 34 Istherea café nea here? Yes, there ate two, There's one onthe corer of Dorset Gardens and St James's Street and one nest to the newsagent’ on StJames’s Steet 44%: Is there a boutique near here? Yes, there i. There's one onthe comer of Broad Street and St James's Steet, opposite the chemist’s Sa: Is there acinema near here? No, there ft 6A Is there a newsagent’s near here? 8: Yes there are two. There's one between the café and the supermarket on St ames’ Street and one ‘posit St James's Pace. 7a: Isthere a chemist’ near here? 8: Yes, there are to, There's one on the coner of Madeira Place and St James’ iret ard the boutique on St James’ Steet. 8A: Isthere a disco near here? No, there nt 94: Is there a Tourist Information Office near here? No there isnt 104: Is there post office near here? Yes theres. There's one onthe comer of St James's Place and St James's Stee. pposite 9) Over to you + ut im new pairs, as they should speak to someone sho lives ina diferent part of town, + Ask one pair to practise the example dialogue + “Tell $5 to look atthe list of places given and tell them they now have to ask and answer about them in the same way 4+ Ss then make their own lists (individually) of places they want to ask about in pair. Extra activity: Game - Where am 1? * Divide the Ss into small groups. Each group decides on a place in town where they are. They «give an approximate location, Other groups ask up to twenty Yes/No questions to find out the exact location Gur 1: We're in the old part of townybetween ‘Main Street and North Street. Are you near the park? No, we aren't Are there any cafés near this place? Yes. there are ‘Are you opposite a bank? etc, caoue 2 caour 1 aay 3 crow 1 ange 4 107 24) Listen 1oay * With books closed, explain that Ss are in another city. Tell them that they will hear clues and must decide where they are. Tapeseript 1 You are in a city 2 There ae ots of very tall bulidings 3. There are lots of fashionable shops, restaurants and ightclbs, 4 There's a big park in the centre of the city. 5. There's 2 famous song about the city. 6. Theresa statue of a woman on an island called Staten Island outside this city Answer key New York 10by # AS the writing will take some time [allow at least 20 minutes}, it could be done for homework. Ss can either write or record their puzzles. ‘© In groups or as a whole class, Ss read out their puzzles Tor the other Ss to guess. SEE CULE i va a ae eee iy =as there is/there are Grammar snapshot Positive Negative Teere’sa Sea Life Centre in Brighton. There isnt @ Sea Life Centre in our town, There are three cinemas in Brighton, There aren't any cinemas in our town, There's one in West Street Question Short answers is there a theatre in your town? Yes, there is. No, tner isn't Are there any iate-night cafts? Yes, there are /No, there aren't Make a rule, 1 When the object is singutar (asco, café, swimming poll we use there 2. When tne object is plural (discos, cafés, swimming pools) we use t 8, Practice Work in pairs. Look at the map below and ask and answer about places in St James's Street. A: Is there @ (car park) near here? B: Yes, there is. There's one next to Yes there are two. There's one ... and one No, there isn't You want: 1 to park your car 6 to buy a newspaper 2 to change some money 710 buy some aspirin 3 to have a cup of coffee B10 go dancing 4 to buy some new clothes 9 to find out some tourist information 5 to see a film 10 to buy some stamps [GEORGE STREET WIGH STREET DORSET EMDES | 97 Over to you ‘Ask and answer about places near your partner's home. A: Is there a good clothes shop neor your home? B: No, there isn't /Yes, there is There's one in Street. As Ate there any good Br Yes, there ore two./ No, there ar ‘Ask about: * a clothes shop * clubs © cates # a department store * supermarkets © bookshops © discos, © sports centre 107 =) Listen ay Listen to six clues ‘and guess where you are in the world. 2 Write a similar puzzle about a city or famous place in your country.« 13% Communication = Making and responding to suggestions > Lets watch a video on Saturcay = Oh, no. Not a video again! 2 Let's goto tre cinema insteao.fI wan: to > OK. Gooe ‘des. i) a> In groups of three, plan your Saturday night. "by Now tell the class. Lmilio wonts to... but Fwant to watch a video. = 14) +) Listen Listen and choose the place 30 to a pop concert o be = the group decide to go to. have a barbecue ci have a party “i go to see friends BONG MAB 9 ° SHELL WORLD| ; go to a pizza restaurant “OFIGHTON go to the cinema a Lape ger SEALE SEALIFE, [isan Buystox Museen AAR GALE E 15> Helpline I ' a4 Go . “Find out from a dictionary how to pronounce words. Look at this example from 11) Vocabulary Leisure activities dictionary. a> Match the activities with the pictures. ——1 Wan stress] lei-sure /‘te39/ 1 z= b> Sort the activities into three or four groups. SL [Pronunciation Explain the reason for your groups. Make a list of new words in this unit. Look them up in a dictionary. Copy the words and Wy mark the stressed sylable or Soundbite The sound / 90 / no don’t (Look at page 123.) syllables.11 Vocabulary Leigure activities May # With books closed Ss, in threes, write down things to do on a Saturday night. ‘Ss open their books and look at the list in Exercise 11. Ask if they have any ideas to add, ‘Check the answers. Check that Ss understand and ‘can pronounce the examples in the book. Answer key ‘have aparly 2 have a barbecue 3 go toa disco 490 tothe cinema Swatch a video 6 goto see fiends 7 go toa pop concert 8 go toa pizza restaurant 1by ‘© Tell $s co look at the list of activities in the illustration again in pairs or small groups. ‘© Ask them to sort the activities into three or four ‘groups. You can put headings on the board to help them, cig. Music/Fating/Things to do alone/Things to do with friends/Things to do at hhome/Things to do outside/Things to do indoors 12) £2) Soundbite The sound {oof no don't The tapeseript is on SB page 123. + To pronounce the sound Joo/ correctly, Ss should rake ther lips very round, ike the sound English people make when they are surprised: “Oh! 128) + Play the tape and pause it after each word for repetition practice, 12) Sv listen and repeat the sentences 137 Communication + eplain that the class is going to plan where to o out together on Saturday evening. + Elicit and dill the following dialogue, using board prompts as necessary: Let's watcha video. 10h no, nota video again! | want to 90 tothe cinema instead Good idea. Le’ do tha. ‘+ Ss now practise the dialogue form in pairs, using the vocabulary from Exercise 10 ‘© Elicit and write one dialogue on the board, ‘© Show Ss that instead can be used with [ want 10 so and Let's... to suggest an alternative. 1337 +" small groups Ss discuss plans for Saturday night. 13b) © Ss tell the class where they have decided to go. Encourage them 0 use the language in the example, Ask: Whieh are the best plans? 147) Listen © Toll SS to look at the pictures for Exercise 14 ‘+ Ask them where they think the group decides to 0, Tell Ss to listen for this information Tapescript Listen and choose the place the group decide to go to. i: Hi there! This is Shane Silvester with all the news bout whats on today in Brighton .. and-have-we- {at-some-good-things-Fr-you-to-do! There's a great fashion show with lots of new designer clothes at the Regent Shopping Arcade. It tars at 11 o'lock this moming. And after that why rot ante: Oh, that sounds good. Let's goto the Fashion show at the Regent Shopping Arcade wee: No, don't want to do that. don't like looking at ‘shops and clothes bust: No, | don't ether ax: And forall of you who love photography, there's 2 ‘wonderful exhibition of photographs of old Brighton, Ison allthis month at the Brighton Museum and {rt Galley, tha’ behind the Royal Pavilion near the Dome Theatre, and i's fre. So come on down to the Museum today and bring your camera! ssuiye That sounds an interesting exhibition for Danie to use: Daniel doesn't want to look at old photos, Mum! sty: But its about Brighton. Oh, allright. You don't want to go to the exhiition. What about Snell World? Chale loves Sell Worl luxe: Oh, Mum, Shell World is really boring, I's For kids sar: Well, Tike it faaiy: Ssshi | want to listen tothe radio! Dx: But, ofcourse, Brighton isnt Brighton without the Sa. If you lke Fish, there's the fantastic SeaLife Centre on the sea front. I's right next tothe Palace Pier. You can't miss it I's big and it's spectacular ‘There are jts of tropical fish . and there are sharks! taux: We often go there with the school. | don't want to go today bakt: But shats . there are sharks. xe: Yes, there are some really big sharks! awit: That sounds fun Les do that. Luxe: OK. Em, go and phone Spike and tell her what we're going to do. Answer key {3 Brighton Sea Life Centre 157 Helpline + 1€is useful here if you have several copies ofthe same dictionary available. ‘Chock the instructions with the whole class. ‘85 make a list of new words from this unit to check individually or in pais + Use one word as an example which the whote class looks up. * 5s, in pairs, look up their words and mark the siress. They can mack stress as in the dictionary Or use your preferred method of marking it@ Fast rewind UNITS 8 and9 ANSWERS Grammar Exercise 1 Ten 200 3Can Can SCan 6do Exercise 2 You may ike to use this exercise asa quick orl dil How much 2Mow 3 How much 4 How long & How Exercise 3 Tis there 2 Is there 3 There arent 4 There are 5 There isnt Exercise 4 opposite Bin front 4 between 5 the commer 6 near Vocabulary Exercise 5 ‘half past four 2 (a) quarter past eight 3 nine o'locke ten to eleven S twenty-five to twelve G twenty-five past twelve 7 twenty to four @ ten past one 9 (a) quarter to six Exercise 6 1 twenty pence 2 pound 3 one pound sixty (pence) 4 two pounds forty-five (pence) 5 tree pounds ninety-nine pence) Exercise 7 Veoffee 2sweets 3 hamburger 4 popcom 5 chocolate G hot dog 7 orange juice 8 icecream Communication Exercise @ Val 2b) 3d 40 Exercise 9 Example answers ‘what time ist? How much is @ hamburger? Is there a good café near herelnear the school? It on West Green Road, next tothe railway station. Twelve Monkeys's on at the Canon, They Finish at (a) quarter ‘My favourite is Murder Oneandit stats at half past eight. Lets goto the theatre Progress update: Units 8 and 9 * This is 9 good time for $s to review their progress up wo now. * They can do this im pairs or small groups and help each other decide which areas they can improve in and how.71 1 { ff a My | Grammar , 11, Complete each question with do or can. How do you pronounce this word? 1. come? 2... yau ‘ve in Brighton? 3... lave ar orange juice, please? 4... Horow your computer? 5. YOU repeat that, please? 6 How... you spell your name? 2, Complete the sentences with the correct ‘question words. * How? # How long? # How mucn? How fongis your school term? chet of powcorn? Vise 2 ... are you today? 3 «does the ticket cost? 4 is Dare! rere for? 5 .'syour mother? OLE itt 3 Complete the sentences with the correct form of there is/isn't and there are/oren't. re there any good clubs in your zown? 8 Sports centre in my town 1 carpark near here? ‘any goad o'scos ir Hove some gooe stops in the certre of Brighton. re in Hove but there's one in Brighton. 4, Complete the sentences with the correct preposition. 1 The supermarket is. the cinema. (Bening / next) 2 The cinema is... the police station. (rex=/opposite) 43. The bus station is. ofthe market. {in front/ benno) 4 The bank is... the post office and the café, (on the cotner ofjbetween) 5 Tre supermarket is on Sureet. [the corner fron 6 The hotels... the station, (between near) itt (of North Street and East Col Vocabulary 5) Write the times in full 7.10 ten post seven 1430 4 10507 340 2815 $135 8110 3900 6 1225 «9 545 Fast rewind UNITS 8 and9 6) Write the prices in words. 500 fifty pence 1 20p 26 3160 46245 5 £399 71, Unjumble the words for food and drink eat Tecofe 2tesesw 3 grbahemur 4 procorp Slocontace 6 tnogod 7 grance ceuj: B cei mraec Communication 8) Choose the correct response. Can I have an orange juice, please? a] Yes, iit, b) Yes.heve you are, c) Yes, here one is, 1 Can | use your mobile phone? a} im afraid you can’s. 0} Im Tm afraia you don't Is at home id no. 2 What's Luke's teleanone number? a) Inotkrow. b) I don't know. ¢) tkrow not 3 Let's go to tne cinema, 2) Yes, we go.) like it.) Good idea. 4 Car | nave a hamburger, please? 2) Yes, you can have. b) Have a nice kamburger «) Yes, certainly 9 In pairs, do the following things. Then write a sentence for each one. ‘Ask what time itis. ‘Ask the price of 2 namourger ‘Ask aboul 2 good café near the school Say wheve your favourite clothes shop is Say what “lm is on at a crerra near you. Say what sime your lessons end for the day. ‘Say what time your favourite TV programme starts, Suggest 2 place to go at the weekend. Progress update units 8 and9 How do you rate your progress? Tick the chart. Excellent Good OK Can do better Sok ee ke Grammar Vocabulary Commurication 5 1by Wide angle: Six of a kind Note: Pre-tcaching vocabulary would reveal the content of the article 100 much, so let Ss use dictionaries where necessary instead. ‘© With books closed, give Ss the English words twins and triplets Ask Ss if they have twins or triplets in their family, Do they know any? IF there are (wins in ‘your class they may like to tell the class how it Feels, etc. Ask $s what you call it when there are four (quads/quadruplets), ive (quins/quintuplets) and six (sertuplers). Have you heard of any examples of these? Ss look at the picture of sextuplets and guess in ‘what ways the girls are the same or different. ‘© Ss write down their ideas in pairs. Give them Few minutes to do this. ‘* Elicit some ideas from the class and write them fon the board, correcting where necessary. ‘© Ss now read the text in Exercise 1. What similarities and differences did you find?1) Read + Ssin pairs read the text again and answer ay and by. * Check the answers with the whole clas. # Have a brief class discussion now, e4 What problems and advantages do Ss think twins/sextuplets have? Would you like 10 be a twin? *# Give Ss time to discuss in small groups before the whole class discussion, Answer key. lay UMW England 2 Wallasey 3six 4 the only all-git sextuplets in the world 5 Weatherhead High School 6 no T no 8 because even the dog is female 1by Uicy 2 Hannah 3 Kate 4 Jenny § Sarah 6 Ruth Listen * Tell Ss 10 look at Exercise 2 and read the True/False questions. + Play the tape and give Ss time to check their answers in pairs + Elicit dhe answers from the whole class. + Ask Ss to help you summarise the information as they give you the answers to put on the board. © Play the tape again. $s note any differences bbecween the twins. © Check their answers with the whole class. Tapescript Listen to an interview with a mother of twins. Are the statements in your book True or False? intibuess Hi, Carole cama: Hella, wr You're the mother of twins. Is that right? comma: bam. im Are they boys or gis? camou: Ihave gi wr And how old are they? caro: They're fifteen and a halt, neaty sixteen, int ‘and are they identical or are they different? carou: have ential girls wt ‘And in what way are they identical? cafes: They have shoulder-length red hair which they wear differently, One will wear her har pulled back wr Wihich one's that? cout: That's Kylea. She always wears her hair pulled back And Carie will leave her halt jst down, wr What about their eyes? camou: They've both got blue eyes, but Kylea's eyes tend to be bigger, 50 that’s how | can tell them apart wr: Are they the same height? cafou: Yes, they are both the same height. Theyre very tal girs. Im 1 metre 68 and theyre 1 metre 75, so they're very tall an slim om ‘What about their interests? What about schoo! for instance? ‘Ac school, Carie tend to like anything to do with at whereas Kylea enjoys maths and Solving puzzles. im ‘And do they lke the same food? casous: Yes, they both lke Ue same food. They lke anything savoury or sweet, especialy sweet. cc What about music and clothes and things like thal? cevmoie: With music, Cari, er, she Tikes the heavy metal music, whereas Kylea would like disco muse ‘She prefers that it So theyre different that way. And clothes? caious: And clothes... Carie with liking heavy meta, She likes al the big baggy clothes, the jeans and the big boots. And Kylea tends to ike skirts and dresses. cr So you can tell them apart like that, at least! camo: Yes lean ts ranks very much, Carle Answer key IT 2F 31 4F 51 61 7F BT OF 10F 3) Speak * ficit some information from individuals im the class about their brothers and sister, giving bret practice of the same, eg. My sister and I have {got the same colour hair but I've got curly hair fand she’s got straight hair etc. Encourage Ss 10 recyele/revise vocabulary for personal description in this activity. #6 look at the examples for Exercise 3. ‘Individually, they choose someone to talk about them a few minutes to think about how to deseribe them ‘= In pairs, they describe their brother/sistrfriend, asking cach other questions for more information. 4) Write + {Ss choose a television family they can do this in pairs or small groups, or $s can write about their own family and work individual + Remind them that they ean refer back to the text in Exercise 1 if they need to,Ty Read a) Read the article and answer the questions. 1 Whereis Liverpool? 2. Where do the Walton family live? 3 How many daughters have Mr and Mrs Walton got? 4 Why are the Walton sisters unusual? 5, Where do they go to school? 6 Have the gins all got blonde hair? 7 Have they got the same personalities? 8 Why is their father outnumbered"? b) Match the sisters with the descriptions. 1 She likes tennis and swimming, 2 She's good at Fnglish and French and she likes school. 3 She plays the piano and she likes Mozart. 4 ler dream is to work in another country. 5 She tells jokes all the time, 6 She likes dangerous things. 2> 21) Listen Listen to an interview with a mother of twins. Answer T (true) or F (false). 1 The twins are girls 6 They are the same height 2 They are sixteen years old, 7 They like the same school subjects 3 They've got the same colour hair, 8 They like the same sort of food. 4 They wear their hair the same way. 9 They like the same sort of music, 5 They've got the same colour eyes. 10 They like the same clothes. Listen again and note the differences between Kylea and Carrie. 3) Speak Talk about you and your brother/sster/best friend. My sister and J have got the some colour eyes, out we haven't got the same colour hai, Appearance ave you got the some colour hair and eyes? Taste Do you like the same sort of: ‘© music? * clothes? * jokes? © films? * food? 4> Write Write about a family you know well (in your life or on television). Say: © where they live. ‘© what they look like. © how old the children are. © what things they like.2) Snapshot of my town } Imagine Daniel is an exchange student in your class Make a ‘rough guide’ for him of things to do in your town. Collect photographs and advertisements and write some information about cach place. Brighten ee ps, an tare are POTS Hg ipemont area oy han A ot of $8 people hang aut SPN especially sr re | 1F you lise shepaing, go t he Lanes tn the centre of foun behind the Tourise Information ORce. There + 27 lots oF boss (ques and antique shors, but there we some interesting seamdhand clothes s Near there to ips [Name the best place to go shopping. + Conversation Cappuccino + Jaz Snacks “ake your pick at se Hot Cale Basco Sena The Hot Café 1s the ae name oFa café where | café A Write about a good place to eat. you can eat, drink and — | Uisten to music. Its pen | every evaring. Te cappuceine and snacks there are exceltent There gow cb st Miers ge They play alt sorts of i mt epecaigtec en | ey be Coe ane wre ee Name the best clubs or discos to go to. Which night of the week is best?» Project 2: Snapshot of my town Explain that Ss are going to write/make a guide for their own town. Tell them to imagine that someone like Daniel is coming to stay. They should think about all the information he would need + You can bring in some pictures, photos or magazine advertisements about places in your town to help provide Ss with visuals for their ide or ask Ss themselves to find pictures and advertisements ‘Ask Ss what information they would like to find ina guide w a town, + Ask the following questions about the "Guide to Brighton’ to help them to decide what include in their own guide: Does the information on Brighton look interesting? Why?/Why nor? What information or pictures would you like to add? + Ss now look atthe text of the ‘Guide to Brighton and discuss their opinionsfanswers to the ‘questions. + In groups, Ss decide what to putin their own {uide, how to divide up the work, how much time will he needed and how to allocate + Check Ss" draft work first, to offer corrections before the final version is written. Posters can be passed round the class for comments and discussion, andfor displayed on the walls.2 Take a break: The Girl from Ipanema Background notes This was orginally sung by @ man, so when Astrud Gilberto recorded it she changed the line She loos straight akeod, not at me to She looks straight aheod, not athe. But be careful, hei a famous grammatical mistake! *# Pre-teach famous and 0 record! (a song). * With books closed, play the introductory music. # Ask Ss Do you know the song? ‘© Elicit the ttle, if they know it ‘© Ss open their books 10 find out the ticle and/or to read the information in The song and the singer. ‘+ Ask some questions to check $s° comprehension, eg. How many people wrote the song? Where? Was it about a boy or a girl? Who recorded i1? Whar did she change? ‘© Ss close their books before the next activity. ‘© Write some of the verbs in the song on cards. Make enough copies for each student to have a card, ef. passes, smiles, looks, see(s), goes ete © Pre-teach to pass by demonstrating it yourself. ‘© Play the song. Ss hold their cards up when they hear their verb. 17 « Tell $s not to worry if they don’t understand all the words. Allematively, you may like o do Exercise 2 before Exercise 1 «Play the first line of the song again and get the whole class to correc it together. (Te lines in italics have mistakes in them.) + Play the song again, pausing after each line with mistakes. Ss correct the lines in their hooks (in pencil, in case they're wrong the first time!) ‘© Ss compare answers in small groups, then check their answers in the back of the book. ‘+ Answer any questions. 2 ‘* “Ask Ss to look at the song again and tell you the ‘meaning of heart ~ they can point to their hearts for draw a heart on the board ‘*.Ss in pairs look again at the lyrics and work out ‘the meaning of the vocabulary. They will probably necd to use dictionaries. * Discuss the song with the whole class. Follow-up ‘© Ss choose three or four of the new words in the song and, using them, write their own short songs or poems for homework. @ _| | “Tall and young and tanned and lovely, The girl from Ipanema goes walking, And when she walks Each one she passes goes, Aaah! 2When she dances, it's like a samba That swings so cool ‘And sways so gently, That when she passes, Each one she passes goes, Aaah! “Oh, but he looks at her so sadly. sHow can he say that he loves her? Yes, he would give his heart gladly. But each day when she walks to the sea She looks straight ahead, not at he. “Young and tanned and tall and tovely, The girl from Ipanema goes walking, "And when she sees him, He smiles but she doesn’t see. "0h, but he looks at her so sadly, *How can he say that he loves her? Yes, he would give his heart gladly. But each day when she walks to the sea ‘She looks straight ahead, not at he. Tall and tanned and young and lovely, The girl from Ipanema goes walking, ‘And when she passes, He smiles but she doesn't see. She just doesn’t see. No, she doesn’t see. But she doesn’t see. The song and the singer ‘Two friends, Antonio Carlos Jobim and Vinicius de from the café. In 1964, Astrud Gilberto recorded the all time. 1 Listen to the song and find the mistakes in the lines with numbers. Then check on page 122 to see if you were right. 2/ Guess the meaning of these words and phrases, from the song tanned *to pass #10 swing *to sway * gently sadly heart * gladly * straight ahead * to smile fI never go straight home. 1) es) Listen and read Brighton High School Magazine Learning goals Communication Ask and talk about dally routines Grammar Present simple for routines Linkers: fist, then, after that Adverbs of frequency: always, y often, sometimes, never Vocabulary Daily activities Back home in Canada Daniel Cresson, one of this ye] year's exchange students, tells us about his life back home in Montreal in Canada, {My school day in Canada is auite diferent from my schoo! day here. School in Montreal starts early — at 8 o'clock. 1 always get up at 6.30 on weekdays and I leave home at 7.15. [live in the old part of Montreal, near the port. I go to school by metro (that’s the city underground) and then walk, The whole journey is about forty-five minutes, My favourite view of Montreal We finish school at 2.45. 1 suppose that's qi carly but I never go straight home. I stay late at school on Monday and Wednesday because I do weight training, I stay late on Friday too because T'm in the (ice) hockey team, and there's usually ‘a match on Friday. After the match, 1 go 10 a restaurant with my school friends and have a pizza, I'm usually tired on Saturday so T sleep late and then I help my parents round the house. Alter that I'm frce. In the evening Tofien go 10 a movie or to a club. On Sunday I relax and of course, 1 do my homework!N Tia PREC i iil OMT | never go straight home. Background notes Canada isthe world's second largest country (Russia isthe largest). Canada has great natural resources, including wood, natural gas, minerals and fish. It also has alot of ‘manufacturing industries. Most people lve inthe south of Canada, so there are large areas inthe north which have a very small population. Canada is divided into ten provinces Ottawa, in the province af Ontario inthe south-east of Canada, isthe capita, but it isnot the largest city. Toronto, Montreal and Vancouver are al larger. Montreal, founded by the French in 1642 sin the province of Quebec which s aso in the south-east of Canada. Most ofthe people in Montreal speak French as their fist language. Montreal is one of the biggest ‘commercial and manufacturing centres in Canada. [tis aso 2 major cultural and sporting centre. Dame ives on the eastside ofthe city, near the port on the St Lawrence Seaway. This area has the oldest buildings in Montreal, Some dating back to 168. 124) Listen and read Language note: Daniel talks about hockey in Exercise 1. In Britain, this spor is called ice hockey and hockey is the sport that in Canada is called field hockey. + Pre-tcach any new vocabulary, eg. port. Do not pre-teach the adverbs always, never, et. Explain them if necessary when your class has read the text ‘= With books closed, ask $s how they think Daniel's life in Montreal is the same as, or . different from, their own, * Play the tape and ask Ss to listen and see if they ‘were correct. * Elicit differences from the whole class.2 Comprehension 23) 3%. read the text again to find the answers tothe auestons. «Check the answers with the whole class. Corect dni rl the tid person = ending as necessary Answer key 1 He lives in Montreal 2. He stats Schoo! at 8 o'clock and finishes at 245, 3 Its about forty-five minutes 4 He does weight training 5 He stay late on Fridays because he i in the hockey team. 6 He goes to a restaurant with his school friends and has a pizza 7 He sleeps late, helps his parents round the house and often goes to'a movie ora club 8 He relaxes and does his homework 2by © {fn pairs, Ss read the text and match the captions to the pictures. © Check the answers with the whole class Answer key 2d 30) 4) 5a) 6d) ‘© For further practice, ask Ss to compare their school routine with Daniel's: What are the similarities and differences? 3) (¢2) Soundbite ‘The sounds /s/ [7] and /iz/ walks goes watches ‘The tapescript is on SB page 124 a) ‘rite walks on the board and say itso that Ss can hear the /s/ ending. ‘© Repeat the procedure with goes /2/ and watches deel * Play the tape and pause after each sentence for $s To repeat 3b) ‘Write the sentence on the board. ‘= Divide the class into small groups. Ss decide how to say the sentence. ‘© Play the tape for them to check their pronunciation and repeat the sentence. a9 + In pars or small groups they decide the pronunciation ofthe verbs inc + Play the tape for Ss to check their answers, pausing the tape as necessary for Sto repeat Follow-up ‘Ask Ss to write a number of verbs in the third person singular, eg. walks, goes, washes, brushes, eyeles, helps, finishes, fakes, gc, cleans, sleeps, has heips, stays, lives, etc. Avoid ‘verbs used ing + Remind Ss of the three possible endings. + In pairs, Ss try to put the verbs in the correct column eg, 1 walks Js): helps, takes, gets, sleeps, helps 2. goes Jal: cycles, cleans, has, stays, lives 3. washes /r2/: brushes, linishes © Check the answers with the whole class and drill any verbs which were a problem.2, Comprehension a) Answer the questions. | Where does Daniel live? (He tives in... 2 When does Daniel start and finish school? 3 How long is Danie!’s journey to school? 4 What extra activity does he do after school on Monday? 5 Why docs he stay late on Friday? 6 How does he relax after a match oon Friday? 7 Mow is Saturday different? 8 What does he do on Sunday? by Match the captions with the pictures. tej He gets up at 6.30. 4) He has lunch in the schoo! canteen, b) He goes to schoo! by underground, ) Me leaves home at 7.15. 4) He goes to bed at 11 o'clock. e} Te gets up at 6.30, f] He starts school at 8 o'clock. 3y 21) Soundbite The sounds /s /,/ 7 | and / 7 | walks goes watches (Look al page 124.)4, Vocabulary Daily activities Look at the pictures on the left and write the daily activities in a logical order. 1 woke up 2 get up Note. * get to = travel to and arrive at cos Grammar flash Linkers: fist, then, after thot First | clean my seeth, then | have 2 shower. After that | have breakfast. Find two examples of linkers in the text in Exercise 1. 5, Over to you Talk about your routine: © in the moming. (Fst... then J After that.) at school. ‘after school, ‘= before you go to bed. 6) Write Write a paragraph about your school day. 77 Communication gett schoot* finish school start school ‘Asking about times > What time/When do you get up? | get up at six thirty What about you? get up at about seven o'coce Now ask your partner the times of his/her daily activities. Note down the answers. ‘get home from school meet my fiends ater school make a sandwich 64,4) Vocabulary Dally activities # Divide the class into pairs or small groups and ask Ss to make a list o all the things they do every dy. + Ask which activities on ther lists are represented by the pictures in Exercise 4 # Ss then put the activities ina logical order. «Ss compare their answers, eg they may put have @ shower in the morning oF in the evening, + Ss-can retell the events for practice - I wake up, 1 get up, [have a shower... et. in paits, oF they can take it in turns round the class to supply an action Extra activity: Game ~ Daily routines # Student 1 says J wake up, Student 2 says 1 wake up, [get up, Student 3 says I wake up, I get up, 1 have a shower... ete. Each student should repeat the one before and add an action until someone ‘makes a mistake. This can be played in two large teams or in smaller groups. Grammar flash Linkers ‘Use some of the examples from the previous ‘exercise t0 elict/teach and drill First I (clean my teeth). Follow the same procedure to teach Then and add .. and then I (have a shower) ‘© Elicit and drill After that I (have breakfast). ‘© Ss practise all three items, as shown in the ‘example in the Grammar flash box, ‘* Divide the class into pairs or small groups. Tell Ss t0 look back at Daniel’ text (Exercise 1) and. find two examples of linkers there, ‘© Check the possibilities with the whole class. Answer key ‘wand then walk . (After the match), and then I help my parents. After that Im free ‘+Alternative procedure ‘© Find or devise a series of pictures which tell the story of an unusual daily routine, eg. a nurse who works night shifi (I get up at five o'clock in the afiernoon. I get home at seven o'clock in the ‘morning etc.). Write the times under each picture, fr use verbal prompts. Show Ss the fist picture. Elicit and, if necessary, drill the sentence and stick the picture on the board, To give maximum practice, do not write the story yet Follow the same procedure with the remaining, pictures. After two or three pictures, ask individuals to tell the story to make sure they don't forget it. ‘© When you have elicited the whole story in single sentences, elicit one possible way of linking two Of the sentences, Drill chorally and individually as necessary. ‘+ Blicit and practise the other linkers in the same way. Ss in pairs can now practise the whole story, using the linkers wherever necessary. ‘© Flicit @ version of the story and write it on the board. 5 7 Over to you + Put Ss in small groups, or new pairs. Check they understand the language they must produce ‘+ They talk about and compare their routines. Ask them to find two similarities and two differences in each other's routines. Monitor the pairs/groups to make sure they are using the linkers correctly © With the whote class, elicit a few similarities and differences in routines [if possible) Extra activity: Game ~ The never-ending day © Working in groups, Ss take it in turns to go through a daily routine. They must not repeat what another student has said and they must try to spin out the routine for as long as possible 10 avoid going to bed: SI: get up at 7.20, 52: Ihave a shower 3: I have breakfast at @ o'clock. etc ‘+ Each correct sentence gains the student a point ~ they should keep a note of their own scores. A student can lose a point for repetition or for saying something that is illogical e.g. if he/she says P have lunch when another student has already said I have a sandwich at 4 o'clock. 6} Write + “Ask Ss Tell them that you want them to write about their whole day, in as much detail as possible, they do the same as Daniel afier school, # Ss look at the pictures for Exercise 4 * They can now write out their routine in class or for homework. 7 7 Communication Asking about times # Use the Ss routines from Exercise 4 * Elicit and drill some possible questions. ‘Several $5 ask questions across the class and clicit answers. Add, and if necessary dril, What about you? in the example dialogue. ‘+ In pairs, Ss take it in turms to ask and answer the questions. They note down their partner's ‘© Check the questions and answers with the whole class and correct as necessary.> Grammar snapshot Adverbs of frequency © Write always = 100%, never = 0%, on the board and elicit the other adverbs of frequency from the class. You can ask them some questions about their routine to elicit this information. ‘© Use word or picture prompis (e.g. get up early, watch TV in the morning, cycle fo school, play football after school to elicit some more ‘examples from the Ss and write them on the board. ‘© Include J am often late if Ss do not supply any examples with the verb 10 be ‘© Ask Ss where the adverhs go: 1 before/after main verbs and 2 before/after the verb to be? ‘© Tell them to read the Make a rule section of the box and check they are correct (1 = before, 2 after ‘© In pairs, Ss look back at Daniels text in Exercise 1 and find and note down as many examples of adverbs as they can. Elicit them from the class. Answer key "always getup at 630 on weekdays._| never go stright home. There's usually a match on Friday. Ym usually tired ‘on Saturday. often go to 2 movie 8 7 Practice ay fll Sst tok atthe shar «With the whole eas, elicit one or two example fuetions and answers, ig. Wha! do you hare for Breakfast? I alieays have cera, © Check Ss" stress and intonation, e.g. What do you have for breakfast? How do you go to school? ‘© Drill until Ss are sure of the stress and intonation, ‘= In paits, Ss ask cach other questions and write their partner's answers ‘© Check some questions and answers across the class. aby + (With the information from a7 Ss should now ‘ask questions to find out what other people in the class have for breakfast, etc ‘© Choose two $s (each one from a different pair) and go through the example with them. ‘* Either divide the class into new pairs or ask questions round the class. acy + $5 now write a paragraph about their partner without further preparation, ‘© Remind them they can look at the text and their notes from a and b/ (o help them, : Game ~ A day in the life of In pairs, Ss choose a favourite pop star and plan a day in their life. They plan the questions they ‘would ask their star about their daily life Put $s in groups of four or in new paits. They Interview the star chosen by the other person/pair and make notes of the answers to their questions. Choose several Ss to report back on their Interviews to the whole class.a ¢ Grammar snapshot ‘Adverbs of frequency on 100% | sally | a ates | sometimes ever | always walk to sono H usually scay Iam often ate for I sometimes go 0. I never go to bed before zen o'clock Make a rule by choosing the correct word. 8 Practice a) Look at the questionnaire below and interview your partner. Note down the answers. ‘A: What do you have for breakfast? £7 Use some of your notes from Exercises 7 and 8a to write a paragraph about your Partner's daily routine. Start like this. 30. She has (ays has 0 glass War bo vou wave FOR BREAKFAST? e * aglass of mitk * bread and butter How po vou Go ro ScHoo.? * by underground * by car * by bus * by train + cycle * walk How orten are you LATE FoR schoot? ‘Wnar 00 vou oo AFTER ScHooL? ‘meet friends * play a sport * g0 straight home War 00 You 00 THE EVENING? * listen to music * do homework © watch TVyylied UPL TURN ons SUNS LY people istn to The Breakfast how on London's busy radio studio? Let's find out.» Every week, two and a half million Capital Radio ... 95-8 FM. What's it like ina & carly in the morning. 3S Gh Taran, a pouls dic jockey. avs at oR at 650. He looks atthe schedule, has & cD cafes then 987654321 * ‘The programme starts. FP The green ight goes on and Chis stat is <> programme. He plays a selection of he latest it Singles fom the charts. ~The news reporter arives. Trac veporter Howard Hughes, aves at the sto. {t's time for the morning news. - Howard reads the 8 o'clock news. Cvs has another cup of coffee! (He usually has atleast two CUPS between 7 and 8:30.) __ The birthday phone-in start ‘Goris sings Happy Birthday fo yout a listener and than says Happy Birthday’ 10 three other stoners and talks to ther. It's time for The Million Dollar Quiz. ‘The Mlition Dollar Quiz game starts, Chis asks ‘Were oo you use a rupee” In which country isthe money in lire?” It's time for The Fiying Eye traffic report. Russ Kane stars his trafic report. He is in @ Feticoper called The Flying Eye. He has a fantaste ‘Vw of London and can see al the trafic problems. ‘The programme finish Cris says goodbye to all the stucio he listeners and leaves gy Read Read the text and complete the programme notes fogramme name: r Radio station: | _ Programme finishes | Femuress [News | | Start time: | adam. | | | 10y Over to you Talk about radio programmes What’s your favourite radio programme? Who's your favourite disc jockey? Why do you like him/her?9/ Read Background notes UK radio stations: nthe UK, the state radi, the BBC (Brtisn Broadcasting Corporation, broadcasts an five main channels: Radio 1 is mainly pop music and is aimed at young people; Radio 2 aso broadcasts light music, talk Shows ete but has an older audience in mind: Rao 3 has clasieal musi and serious documentaries; Radio 4 has a mixture of news, current affairs programmes, plays and ‘ui shows, and Radia concentrates on sports and news srogrammes “he BBC aso has local radio stations which offer the same ‘ange of programmes as above, but also focus on local res and eveots Apart fom the BC stations, there area lot of independent radio stations which depend on the money from advertising to finance ther programmes. Well-known Independents ae Kiss FM and Capital Radio. They offer a variety of programmes but usualy include phone-ins and a Tot of pop music i their schedules, Ask Ss the following ‘warmer’ questions, in LY if necessary: Do you listen ro the radio in the ‘mornings? What sore of things do you listen to? Do you listen 10 music/sports news/travel news/ quiz shows/birthdays/news? ‘© Pre-teach any new vocabulary for this text: dise Jockey. schedule, presenter, traffic, chat, helicopter, Have a set of picturejword cards for the items ready yoursell, eg. traffic report, news, phone in, quiz etc, and explain your cards if There are any items Ss are not familiar with, ‘© Stick the pictures/words on the hoard in jumbled order. In small groups, $s look at the pictures, read the text for Exercise 9 and decide the order of your pietures/word cards as they appear in the text ‘In pairs, Ss ead the text again and complete the programme schedule nates. © Check the answers with the whole class and ‘check that they read the times correctly Answer key Radio station: Capital Radio Programme name: The Breakfast Show Programme stars: 7am. Programme finishes: 10 am 2 Birthday pnane-in 8.25 am, 3. Million Dollar Quiz 905 am. 44 Fying Eye trafic report 9.5 am. # Write the following words on the board and elicit and mark the stress: programme television presenter favourite «Give Ss a ist of words fom the unit eg breakfast, popular, exeling, ete © In pars or groups of thre, Ss decide the stess for each word. Check the answers with the whole clas breakfast, popular, exciting. ete 107 Over to you Talk about radio programmes. * With books closed $s in pairs el their partner thie favourite breakfast time radio/TV programme and their favourite disc jockey. + licit some examples from the whole class and encourage brief class discussion/reactions, Extra activity: Radio programme # Ss can devise their own radio program * Go through what Ss need to plan for their own. radio programme with the whole class, They should include: the name of the show, the name(s) of the DJ(s}, the format for the show (news items? birthdays? a quiz? tratfic news?), the time it will be broadcast * Divide the class into groups to plan their programme. Some of the planning can be done for homework. * They could then record their programme/the best of the programmes in class. Extra activity: Game - The million dollar quiz * Discuss with Ss the questions in Chris Tarrant's Million Dollar Quiz (Where do you use a rupee? In which country is the money in lire). ‘+ Then divide the $s into groups of four. Fach member of a geoup chooses one of the following topics and, for homework, devises four general knowledge questions on that topic: Money (eg. How many different coins are there in British money?) Geography (e.g. What are the names of the countries in Great Britain?) Sport (e.g, Where is the next Olympic Games Famous people (cxf, Wio has gor a daughter culled Chelsea?) ‘AL the end of the next lesson, set up a Million Dollar Quiz, ¥ach group should have sixteen questions (Jour on cach topic) to ask other roups. * The group which gets the most correct answers ‘wins the Million Dollar Quiz> Photostory: On the Palace Pier +3 See Introduction. ‘© With books closed, ask the class what they remember about Chilli. (His name is Chilli Jackson, He’s from Brighton. He's in a band.) ‘© In pairs, Ss try to fll in the gaps. '* Play the tape for them to check. Tapescript Listen and see if you were right about the missing words Picture T une: Look, there's Chili! Hi, Cit cous i, us! How are you? uve: OK, thanks Picture2 1c: This Spike, bythe way seme: I'm their cousin con: Hi, thee, Spike! Picture 3 [huiy: Do you always rollerbiade everywere, Chili? Coat: No, not always but most of the time. Iso great way totravell Picture 4 cu: Well, | must go I's time for my breakfost. i fay: Breaifast! But it's twelve o'clock! i vi olays sleep ate on Saturday, Friday night is olways 1 a late night for me 1 Picture § Spike: What do you do on a Friday night then? Picture 6 ‘om: [always play with the band, We doa gig every Friday right and | never goto bed before about two or three in the morning Picture 7 Lantys Two in the morning! That's late! Picture 8 ‘sé: No, i isn't | sometimes ead until thre oflock inthe morning. dant need alot of sleep, I tay: No wonder you're so pale Picture 9 tuxe: Shut up, you two!On the Palace Pier 9 ltseutine Look, there's Chit] [sie | 3 2 3 3 SL gust 7] [bythe way [Tem ther a im a listen and see if you were right. \ | / | always play with the band. We do a gig every Friday night ‘and! ___ bed before about two or three in the What do you do on 2 Friday night then? late night for me. ran tone. 2 AS ht _ That's fate! Nojit1 a Sak read until three o'clock | No wonder in the morning, you're so pale! need a lot of sleep. meLearning goals ETO ele] — Ask and talk about things you can SLM oon Vocabularyi) Can you scuba-dive? Picture exploitation ‘© Ask Ss the following ‘warmer’ questions, in L1 if necessary: Where are the characters? Where did they decide 10 go at the end of Unit 92 (Sea Life Centre} What can they see? How do they feel? What are they standing on? Have you been 10.4 Sea Life Centre? If so, where? Was it in our/your country or abroad? What did you see? Can you touch anything there? What did you like best? Were you afraid at all? soe een SEE> 17 @) listen and read Note: You may want to use pictures of sports for this exercise. You could use the pictures in Exercise 5. Background notes ‘Sea Life Centre: A place near the sea or Ina 200, where “underwater creatures can be seen. Some centres have ‘moving walkways. Sport in education: Sport i @ regular gar of schoo! life in Britain. In some schools boys and girs do the same sports, but often different sports are offered. The games played vary from schoal to school In winter, boys may play football (soccer) andor rugby and in summer they may have cricket, tennis and athletics, Gris often play hockey and netball in the winter and in summer, rounders (a British game whichis alte lie basebal, tennis and athletics, Many schools now also offer basketball, and a few schools offer ollerskating, Most schoolchildren also go swimming Recent research suggests that schoolchildren today do less exercise than they used to and are not as fit and healthy asin the past. Children often try to avoid their games classes. One of the most popular excuses they offer '5 1 forgot my games clothes. ‘© Pre-teach keep fit and scuba-dive, '* With books closed, ask Ss what sports they do. Do you like them? Would you like to do other sports? ‘+ In paits, Ss brainstorm as many sports as they ccan think of in English. Make a list on the board, © Ss open their books at Exercise 1. Ask Ss: Which ‘character do you think does scuba-diving? ‘© Ss read and listen to the dialogue. Elicit which sports are mentioned and tick them on your list. ‘Add any other sports mentioned in the dialogue. 2) Comprehension 2a fay tne tape again i necessary ‘+ Ask these questions to the whole class Answer key, "Danie! 2'Spike 3 Emily 2by * Bo the first question with the whole class as an example, to ensure they understand what to do. Answer key 17 2F 3F aT SF 3 GS Useful phrases Seé Introduction. + Ask: Can you remember who said these phrases? Play the tape for Exercise 1 so that Ss can heat the phrases in context. * Play the tape for Exercise 3 and pause at each phrase for 5s to repeat ‘© Groups of four can act out the dialogue in Exercise 1 for more practice. Grammar flash How often? ‘© Tell Ss to read the information in the box. ‘© Ask a student the question in the Grammar flash and elicit the answer. Choose a student who plays football, if possible. © Go through the answers in the flash, drilling as necessary. 4) Practice + Go through the questions with Ss in pairs, or use picture ot word prompts for jeans, pop ‘magazines, cinema, English classes, TV sport, MTV. Ask one pair the first question as an example, * Drill the question form chorally and individually and get one or two pairs of Ss to ask and answer across the class. Encourage natural stress and Intonation: How often do you buy new jeans? op magazines? go to the cinema? have English classes? ‘watch sport on watch MIVE™ ‘+ 5 ask and answer questions in pairs. ‘Check the answers with the whole class How often do you1) @) Listen and read [At the Sea Life Centre in Brighton. Daniel: Wow! Come and look at these sharks! Can you scuba-dive, Luke? Luke: No, I can’t, Can you? fe, I can, We do it at school. Emily: You're so lucky! What other sports do you do at school? We play tennis and we do athletics. Emily: What about in the winter? We play ice hockey and we ski, Huh! We only play football. We don’t play football. How do you keep fit, Spike? ily: She doesn’t do anything. She's lazy! That's not true, 1 go to dance classes. How often do you go? Once a week. That's not very often! 1 swim three times a week, What! In the sea? No, of course not. The water's too cold. Some people in Brighton swim in the sea all the year round, even in December. English people are crazy! 2> Comprehension ay Answer with a name. 1 Who leams scuba-diving at school? 2 Who goes to dance classes? 3 Who swims three times a week? b> Answer T (true), F (False) or DK (don't know). At Luke's school: 1 they play football in the winter 2 they do athletics in the summer. At Daniel’ school: 3 they play football in the winter. 4 they play tennis the summer. 5 they play ice hockey in the summer. 3, Useful phrases Listen and repeat. = Wow! © Come and look at (these sharks). * You're so lucky! © That’s not true! © OF course not. Grammar flash How often with adverbial phrases of frequency How often do you play football? Not very often Every day/ weekend. Once/twice/three times 2 week/ month, 4> Practice ‘Ask and answer these questions, How often do you: * buy new jeans? * buy pop magazines? * go to the cinema? * have English classes? * watch sport on TV? * watch MTV25y Vocabulary Sports and activities 6) Practice a Which sports and activities can you find in the pictures? _Look at the chart and say what each + diving + athletes + rugby person can and can't do. # tennis * walking * windsurfing Luke can swim and play tennis but he con't + volleyball * swimming ® climbing skate or scubo-dive + rollerblading ® basketball gymmasties skating # waterskiing # football ake [Emily Daniel dancing saling © baseball sim fv | * rollerskating © horse riding —* cycling [ skate xt [xt | Seuba-dive[x [x [x |v by List the sports which you do in or on water, team sports, = | Say tenis!) y | |v and ind ual sports and ac Ty Over to you Grammar snapshot a) Talk about the sports you can and can't do. ferd con ability (you, he, she, it, we, they) A Fo ve ara svi but Icon ly Positive Negative B: Can you windsurf? n seuba-dive cant si A: No, can't Can you? Question Short form answers 7 Find out how many people in your Can you sev Yes | ean.JNo, can't class can swim, dive, windsurf, play baseball and rollerskate. Then tell the class.5) Vocabulary Sports and activities Note: Some of this vocabulary will by now be Inovin to the Ss, but some items will still be new. say © Explain that, in pairs, Ss must match the picture to the sport © Go through the answers with the whole class Answer key ‘sling 2 windsurfing 3 gymnastics 4 diving Shorse riding Gcimbing 7 volleyball 8 skating 5by © Put the following headings on the board: water sports, team sports, individual sporisfactivities. # icit one or two examples of sports for each category. In pairs, $s categorise the sports. Answer key Water sports: water-sting, windsurfing, swimming, diving Team sports skating, dancing, volleyball, climbing, cycling, tenis, athletics, hase ring Individual sports and activities: tenis, athletics, horse ring, gymnastics, walking, climbing, cycling, rollerblading, ‘ating, cancing, eller skating Extra activity: Game - Name that sport Collect pictures of the sports and activites listed in Exercise 5 and fold them so that Ss cannot see which sport or activity is represented. (If you can Find pictures of sports not listed, cxf, table tennis, ‘add them 10 your collection and make sure Ss know what they are called.) ‘© A student takes a picture and unfolds it, but does not show it anyone. ‘© The other members of the class try to guess what the sport is by asking Yes/No questions 10 a maximum of ten, (The student answering the questions may need to give slightly more than a Yes/No answer) Sip Guess my sportjactivity 2: Do you play outside? Si; Yes and no ~ F usually play outside 33: Do you play with a ball? shi Yes. S42 Is your sport volleyball? SI: No, itis 38: Do you play with a rach shi Yes, La, 6: Is your spor tennis? si: Yes itis! Grammar snapshot Verb can ability ‘© Elicit and briefly drill some examples of the question and answer form, using the sporss vocabulary, ex. Cam you scuba-dive? Yes, 1 can./No, T cant Write them on the board and check that Ss understand that they are talking, about ability # Discuss how they express ability in their own inguage. 6 / Practice * With books closed, introduce this by asking Ss what they can remember about Luke, Emily, Spike and Daniel. What can/can’t they do? ‘+ Ss open their hooks at Exercise 6 and look at the char, Elicit and check one oF two questions and answers with the whole class. In pairs, Ss ask and answer about the characters ‘Answer key Emily can swim, skate and play tennis but she can't scubs-dve Spike can swim and play tennis but she can't skate or scuba-dive Daniel can swim, sate, scuba-dive and play tenis. ‘s*Alternative procedure © You can adapt this (0 make an information-gap. activity: each student has information about two of the people or half the information about each person. They then ask each other questions 10 elicit the rest of the information, 77 Over to you vay © Glicit one or two examples 10 introduce this, or go through the example dialogue. Ss ask and answer in pairs, ‘© Some Ss report on their partner for class feedback. 7by ‘© Give Ss a grid to record their answers on or give them a blank grid and ask them, as a class, to ‘choose the sports they want to ask about. Ss can use ticks and crosses to record their answers. © With the whole class, elicit how many people can do each sport. Elicit/give the suggested expressions All of us... None of us... ete. and. Grill them as you go along. ‘© For further practice $s can use other verbs in a similar activity, eg. cook, play the piano, ev. You can introduce these via pictures of, again, Ss can choose their own activities after one or two examples from you. Extra activity: Game ~ Chain game ‘© One student chooses a sport and says, eg. T.can swim, The next student adds a sport and says Tecan swim and I can scuba-dive. The game continues around the class for as long as Ss can think of a spor. * After the initial example, divide the class into {groups of eight to ten so that more Ss ean practise,> Grammar flash Gerund (-ing form) after verbs ing in pictures of leisure activities and give ‘examples of your own feelings using all three verbs, like/love/liate. You can use symbols) pictures of faces to illustrate these. e®o 8 There is no need to write the verbs at this stage. ‘© Elicit and drill Ss’ own examples for initial practice, ‘Ss note their partner's preferences. # Teach the third person, ef Juan Tikes. et Make sure Ss remember 10 dd the s «lic and write examples on the board, eI love dancing, {like swimming./ 1 don’t like playing football Carla hates walking. ete: + Check the spelling rules for the ending: ~ verbs ending in a consonant + e drop the e, eg. ovle/eveing ~ verbs ending i'm or double the m oF 1, eg, swim) swimning + White some other verbs on the board: sail, windsurf. skate, ski, walk and ask Ss to spell the ing form 10 check they understand. 8 / Practice gay #"Go through the example with Ss. ‘© Ss write answers in pairs or groups. Check Ss" answers to the exercise Answer key 2 John hates running, 3 Sue and Alice don't ike running 4 Rob likes playing football. 5 Claire doesnt like cycling 6 Chris loves walking, 7 Liz and Joy love dancing, 8 Alan and Jane like climbing, aby \ + $5 can use the activities practised in 8a here bout must add at least one activity themselves. + Ss tell the whole class their preferences immediately, or afer chatting in small sroups. 9) Vocabulary Months, seasons and dates + Teach/revise the months and drill pronunciation, + Use pictures on the board 1o teach the seasons «Establish that you are talking about Britain here. Do Ss know which months are summer, winter, eu? vay ee + Play the tape and give repetition practise. aby 5) * Play the rape and discuss the questions. Sey et) Ask Ss today’s date and clic/give the other ordinal numbers up to jth. Write these on the board and point out the endings ‘© Write 61h up to 21st on the board. $s in pairs decide how to say and write them. * Play the tape for them to check their answers. * Drill some numbers for pronunciation practice. Topeseript 4 Listen and repeat the months ofthe year. January February March April May June July August September October November December Listen and find out the answers to the questions In Britain, the spring months are March, April and May. Tre summer months are June, uly and August. Tre autumn months are September, October and November ‘Ané the winter months are December, January and Februan Listen and repeat the ordinal numbers. 1st (ist) 2nd (second) 3d (hi) Ath (fourth) Sth [fifth] th (sixth) 7th (seventh) th (eighth) ‘th (ninth) Toth (tenth) 20th (twentieth) ist (twenty-first) 10) +) Soundbite The sound /ds/ jazz January The tapescript is on SB page 124 # Write one oF two example words on the board and check pronunciation + Pay tape part 3 for practice * Play tape part by. telling Ss 0 write down the sentences as they lear them. Ask individual $s to say the sentenees ‘= Replay part b for Ss wo check their pronunciation + Ask Ss to think of more words with [ds Communication Asking about dates May ‘Introduce this by e.g. writing your birthday on the board. Elicit questions and answers and drill ‘© In pairs, Ss ask and answer the questions. © One or two pairs repeat their questions and answers to the whole class, ney + EXplain that both in summer and in the summer are correct. 8s discuss the questions in small groups 12) Write #°$% prepare this orally as a whole class. Ask individuals to talk about their activities ‘Ss write paragraphs, in class/for homework ——<$<—<—<—<———Grammar flash Gerund (-ing form) after verbs (don't) like, love, hate Like climbing. 1 ‘ove cycting, | don't ike seating, | nace raring 8, Practice 27 Use the key and the prompts to make sentences KEV w= low 7 = Tike x= not like xx 1 Anna vz (swim) 5 Claire x (cycle) 2 John xx (run) 6 Chis vz (walk) 3 Sue and Alice x (run) 7 Liz and Joy v¢ (dance) 4 Rob v (play Football) # Alan and Jane v (climb) by Tell the class about the activities you love, like, don't or hate doing, 9> Vocabulary Months, seasons and dates The months of the year January, February, March, April, May, June, July ‘August, September, October, November, December The seasons of the year spring, summer, autumn, winter Listen and repeat the months. Listen and answer these questions. Which months go with which seasons in Britain? ‘Are the seasons the same in your country? ©) '22) Listen and repeat the ordinal numbers. r Ist (fst) 2nd (second) 31d (third) 4th (fourth) Sth (fifth) 6th (sich) 7th (seventh) 8th (eighth) 9th (nin 10th {tenth) 20th (twen Soundbite the sound / ds / 10> jazz January (Look at paye 124.) 11, Communication ‘Asking about dates > When's your birthday? > ts in Januaryfl¢'s on January the third, a> Now ask and answer in pairs. b> Discuss these questions. 1 What activities do you like doing in the summer"? 2 What activities do you like doing in the winter? 3. Which season do you like best? Why? * You can say in summer/ winter or in the summer/ winter 12> Write Write a paragraph about the sports and activities you do. Start like this: lay basketball and football in the winter and in the summer 1CaS) TT Er Peo nan oe Ceo eg ae Cee ee ea How much does everything cost? es eer etre Mee from the USA and costs about £320. or soon ec ea oy eee re) cnet centr a ee ead Sas Pe ened re ee rd Prenat oy Pe emer ee ee Dee a) oii en Ceres es 13, Read 5 / Before you read, look at the . picture and answer these questions. What sport is it? Is it popular in your country? Whee ean you do it? é by Read the interview with Jamie and make questions for these : answers, = 1 Fourteen ye 2 Every weekend : 3 The former British champion, Phil Wade: : 4 Because jet sking is very expense. 5 Because they've gt fantastic equipment thee 5 6 tna transit van, : 7 No, he can’t. . My 2) Listen ' Listen to the conversation and 7 answer T (true) or F (false). : 1 Chill plays the guitar in his band. 2 The Basement isthe name of ; Chilli’s band. : 4 Chili plays atthe club everyday, Y 4 Danie likes dancing, : 5 They can't go to the disco because 1 the tickets ate expensive : 157 Helpline Helpline Sort vocabulary t In your notebooks, list the sports and stivitis in this unit under two t headings. Then add aerobics, cricket and handball. ' ' Sperte won play Aetinties yeu del Rrtbatt r137 Read 1337 ‘© S$ look at the picture but do not read the text # They answer the questions as a whole class. 130) Selo their books and write down two questions they want to 20 Jamie Hc and correct some a he questions ffom the whole clas Se read the text to answer ther questions. AS: Did you Jind answers 0 your questions? © Go trough the example inthe book with Ss, Showing them the answer leary and then the cheston. «In smal groups, Ss now make questions for the mowers iby Check the questions with the whole clas, mcouaging Ss to comet her OWN mistakes Answer key 2 How often does he go et sting? 3. Whois is trainer? 4 Way does he want a sponsor? 5 Why does he lke going tothe USA? {Where does he stay when he travels foreign counties? 7 Cane ski on snow? “w 21) Listen + Asa whole class, 8 reel the story so far, in the present simple (narrative use + Ss read the questions, # Play the tape as often as necessary for Ss to complete the answers in pairs. + Chock the answers with the whole clas. Answer key IT 2F 3F 41 5F Tapescript Listen to the conversation and answer Tue, Fase oF Dor't Know about the statements. ‘net: What's the name of your band, Chili? cous "Red Pepper ut: That's 2 good name, fins Yeah, wee really hot! Dane: What do you play? cmt The guitar. SHE: So where do you play on Friday nights? Cora We play at The Basement. n fact, we play there two nights a week, on Wednesday and Friday. sont: Where's The Basement? ‘om: Is in North Place t's new. Daw: Is there a disco too? ‘om: Why? Do you lke dancing? awe: Sure fomuls Yes, there's disco dancing too. Do you want to come on Friday? sone: Yeah, why nots Tae Basement expensive? ‘out: No problem. We always get some fee tickets for Friday night ve got some here. You can have four if you the, tune: Thanks a lot, Chil See you on Friday! 187 Helpline + Copy the examples from the book onto the board to introduce this, + 5 in pairs or small groups, list as many items as possible under each heading, ‘+ Elicit class feedback. You ean do this as a competition: Which group lias the most? # Ss check aerobics, cricket and handball in their dictionaries and add then 10 their Tiss © Give Ss other new vocabulary, es, softball,@ Fast rewind units 11 and 12 # You can use Exercises 1 and 2 for oral practice/revision in class, and then ask $s to write them up for homework. ANSWERS: (Grammar ‘ Exercise 1 ean, can't 2ean't 3eancan 4Can,can 5 Can, can 6Can,can Tecan Beant Exercise 2 1 No, he doesn't like playing rugby. 2. No, she doesnt lke watching TV. 3. Yes he likes skating 4 Yes, she likes speaking French 5 No, he doesnt lite playing the piano, Exercise 3 Tto 2by 3to 4in Salter Gon 7at Exercise 4 Spike i always lat for school Daniel plays hockey twice a week. She never helps her parents in the house They often play basketball ater school. Emily's mother does exercises every day. My fathers often tied on Friday evening, ‘We sometimes go toa disco on Saturday night. Exercise 5 1b) 2b) 3a) 4c) St) 6c) 7) Bc) Vocabulary Exercise 6 February June August October Communication Example answers ‘ike swimming, |e watching tennis on TV. | don't like playing basketball. {usualy go by tain, but sometimes | go by bus and then walk, What do you usually do on Sunday? Usleep late and then | often go out with friends. | usually watch videos inthe evering,| Progress update: Units 11 and 12 ‘Give Ss time to copy and fill in the chart for themselves. ‘In pairs or small groups they compare their scores: Do they agree with each other's ratings? Can they suggest how they can improve? * IF possible, elicit from the whole class ways they can work on improving their rating. Have your evaluations changed since the last Progress update?[ACREAGE TTC CCRT ESOC CELE LOL Fast rewind units 11 and 12 Grammar 1 Complete the sentences with the correct form of con, Gon you speak Eraish? 1 He... waterski and windsutf but he .. scuoa-div. 2 Van swim unaer water but | ove 3. My Swiss friends. ski wel and they . sate, too 4 pope in your family sing? No, none of zhers 5 «your sister dance the tango? Yes, she 6 _ you and your friend sneak English? Yes, we 1 Lots of children .. tik at the age of three 8 | ..d0 maths I's so dificult, 2, Answer the questions with the correct form of ike. Does Emily swim alot? (¥} Yes she fkes swimming Dees Eri lay footbal? (x) No, she doesn't ike ploying footbol, 1 Does Luke o'ay rugoy? x} 2 Does Spike wateh TV alot? Ix) 3 Does Danie siate? (v) 4 Does Sally speak French? (¢) 5 Does Charlie play che piaro? (x) 3, Complete the sentences with the correct preposition. eater at sby ein ¢on ‘They have breakfast of seven o'clock, 1 We get .. schoo! at eight o'clock. 2. He usualy goes bike 13 What time do you go bed? 4 She often watches television .. the evering. 5 He goes tack to school lunch 6 We don't have lessons. Saturday. 7 What do you usually do .. the weekend? # t0 42) 4, Place the adverb or adverbial phrase in the correct place in the sentence. | clean my teeth after breakfast. (usually I usualy clean my teeth after breakfast. lalways) 1 Spike slate for sch 2 Danie! pays hockey. (twice a week) 3 She helps her parents inthe house. (never) 4 They play basketball afterschool, (often) 5 Emily's mother does exercises. (every day} 16 My father is tired on Friday evening often) 7 We go to disco on Satu night. {sometimes} 5, Choose the correct answer. What time . you get up in the morning? algo 6} does clave 1 She .. uo at six thirty alwake 0} wakes waking 2 She has luren and .. she goes for a walk. alafter ——blafter that) after tnen 3 he helps hs mother ana then ne goes shoppi a) first lat first later 4 What time aoes the programme ..? a}starts staring oistat 5 How much . te car cst? 2} 40 2) oes 6 How ..do you swim? a) much 0) many often. 7-90 to tne swimming poo tree tmes.. week a}in he cl the 8 How do you gt tothe sports centre? 2}Onbike. b)Byabike. —c}Bybi Vocabulary 6, Write the missing months. January ... March Apri May... Juiy November December September Communication 7) In pairs, do the following things. Then write a sentence foreach one. Talk about one sport you like doing Talk about one sport you like watching, Talk about one sport you don’t lke doing. Deseribe how you get to schoo! ‘Ask about what your partner usually does on Sunday. Progress update units 11 and 12 How do you rate your progress? Tick the chart. Excellent Good OK Can do better SO Ue Grammar Vocabulary Commaricatont t 1 Learning goals What's — ! Describe what's happening now ' £ 1 1 Give orders . Daniel doing? << : Vocabulary i 1) (&) Listen and read Rooms and parts of the house Emily: Where’s Daniel? Luke: He's upstairs in the bedroom, Emily: Oh, What’s he doing? Is he reading? Luke: No, he isn’t, He's writing a letter. Emily: Who's he writing to? Luke: | don’t know. His sister, Louise, 1 think, 76» What's Daniel doing? ' Background notes In the UK many families live in houses, especially on the outst ofa city or in small towns and vilages. Houses may be: detached ~ one house surounded by 3 garden; semi-detached ~ two houses built togetner, or feroced ~ row of houses al built together People inthe UK are very fond of having garden attached to their house. Inthe centre of big cities it is more usual for both single ‘people and families tive in Flats. A flat usually has all its oom on one floor. Lage blocks of fats are bult specially but big houses are also often converted into two or three fats. inthe USA, fats are called apartments Bungalows are often found on the outskirts of towns and ‘aso beside the sea. All oom in a bungalow are at ground level ture exploitation + Ask Ss to retell the story so far You can give them time to do this in pais, then ask them to tell you #5 look at the picture in their book but cover the text + Ask them the following ‘warmer questions, in Lt if necessary: Where are Luke and Emily? Which room are they in? Whose house is it? What are they doing? What is Daniel doing? Where is he? Whar else can you see in the room? What time of day is it? What's Luke watching? (A film.) What sort of film do you think he likes? What's he arinking? “ ~* * 1 (s+) Listen and read + (With books closed, ask Ss: Who is the lester for2/ Who is Daniel writing to? + Play the tape and elicit the answer (His sister Louis. + Prepare and give Ss a gapped version of the dialogue to help them focus on the verbs, or ask them how much they can remember of the dialogue and write it on the board, leaving gaps: tty: Wheres Danie? tic He's upstairs inthe bedroom tin: Ok. Whats he ding? Is e read? Wc Noe. He = wang eter tiny: Who's he a? tic dont ow. Hs sister, Lous, think, + Leave more gaps if you think your class can cope with this, tay: Where's Die? tis He upstairs nthe bedroom face ON Wnt. he doing? Ihe vad? tie: Nahe He wntng alter, tint: Wes he a? Ue Ido’ ows sister, Luis, think $5 in pais, ery to fil in the gaps '* Play the tape, stopping if necessary to give Ss time to write, © Play the whole dialogue again, without pausing. * Check the answers9 Grammar snapshot Present continuous + Write the following lines on the board: tay: Oh, What's he ding? she reading? Lt He Me's wring eter (sot) -AMISIARE + VERB + ING ‘+ Hightight the form for the Ss as shown above. * Check Ss know the time is nov/at the moment, ‘Drill the sentences chorally and individually. + Ss practise these 1wo Lines across the class Note: Ss look at the Grammar snapshot afer doing Exercise 2. 27 Practice * Tell $s to look at the pictures for this exercise and pre-teach any new vocabulary. Pictures 1-3 ‘Tell Ss they are the person in each picture and elicit and drill the question What are you doing? and the answers, 'm (doing my homeivork) etc ‘Ss use pictures 1~3 to practise the second/first person (singular) question and answer in closed pairs. ‘+ Ss ask and answer across the class. Pictures 4-6 «Elicit the question used in the dialogue: What's he/she doing? ‘ Practise the questions and answers across the class, in open pairs. Piceures 7-9 ‘+ Llicit/give the question What arc they doing? and drill as necessary. ‘+ Ss ask and answer across the class. ‘+ Ss now practise the questions and answers for 1-9 in closed pairs. Answer key 2 fm writing a letter, 3. Im reading a book 44 She's playing 2 computer game. 5. He's talking on the phone: 5 8 a He's having a shower Theyre playing tennis. Theyre listening tothe radi. Theyre watching TV. ‘© Ss can now look at the Grammar snapshot. ‘© Remind $s of the time reference now. ‘© Ss complete Make a rule in pairs. Help, correct and check their answers as necessary. 7 2) Soundbite The sounds /n/ J and /k/ paper tennis café Te tapescript is on SB page 124. # Write paper, tennis and café on the board and check Ss can say the initial sounds correctly. To haelp them produce the sounds accurately, show them that if they hold a paper in front oftheir mouth and say Jp/ the paper will move, + Elicit other words the Ss know with the same sounds and check they are saying them correctly ‘= Play the tape for more practice. 47 21) Listen + With books closed, play 85 the first sound © Draw/write bath? on the board and clicit/give the question Is she having a bath? Tell one or two Ss to ask across the class and teach the answer No, she isn't. She's having a shower. #85 open their books. Play sounds 2-5, Ss nate down what the people are doing, * Play sounds 2-5 again, pausing after each one to i and practise the questions and answers across the class. # Ss write the answers to the questions in pairs. © Check the answers with the whole class. Tapeseript Listen to the sounds and answer the questions. 1 (irs Freeman hoving a shower} 2 raoo wre’: Radio 4, This isthe ‘Nine o'clock News! with Bill McFadden, 3. (pages turing) Dawet: Where's the TV page? 4 (Emily chatting to Kirsty on the phone) Fane: Hi, Kirsty I's Emily. What are you doing this evening? 5 (football crowds shouting) Vorrs: Pass the bal, Shoot! I's a goal! Answer key 2 No, he isnt Hes listening to the radio. 3. No, he is't. He's reading @ newspaper 44 No, she ist. She's talking to Kirsty. 5 No, they aren't. They're watchina/paying football.ay ® 5y Write > Complete Daniels letter with the correct form of these verbs. # make # sit # study * go * listen * share * have * work | 28.0 July Hi, Eowite! How dn everything ak heme? Yom fina."| 1, 2102In6, on my ed, and 1... to the vewr Oasis abun, ‘agra a bedroom ith tude. the fanily ate mally vice and 1*... a gore tim. ‘he all aot of snteasting lace Le tendon Oxford and Cantridge. ‘hope you®... (vet) top hand ak tablet Achoot. Scheel hore 18 OK and J” fee gene fale English History, fy the aay ~ Hot my favre aubpeck See et a ahd gone “ee vey different fron cur eure track Meme, Shere ara hue fleors and Your Bedneoma “iy tam is on the ascond Plot, 2g ak the i stop of the howe by Imagine that you are a visitor in your town or city, Write a letter to a friend to say what you are doing. 6) Vocabulary Rooms and parts of the house Read the clues. Then find the rooms and parts of the house in the picture on the right. 1 The sit room is) Clues 1 There are two sofas and a television in the sitting room, which is a big room on the ground floor. 2 There's a large table in the dining room on the ground floor 3 The kitchen is next to the dining room 4 There's a toilet under the stairs on the ground floor. 5 The main bedroom is very big and it’s on the first floor 6 Emily's bedroom is next to the main bedroom on the first floor. 7 Daniel and Luke are in the same bedroom an the second floor. 8 The main bathroom is on the first floor. 9 Charlie's bedroom is small t's on the second floor. 10 The study is on the first oor. Ty Over to you Describe your house or flat to your partner. Your partner must listen ‘and draw a simple plan from your description. I ive in a block of flats. There are 785) Write 5a) ith books close, ask Ss: Whar do you think Daniel is writing about in his letter? ‘© Ss now read Daniel's letter. © Go through the example with Ss and elicit the answer to gap 2 ('m listening) to ensure that everyone knows they have to change the form of the verb given. ‘© In pairs or small groups, Ss fill in the gaps. ‘© Check the answers with the whole class, Answer key 2'mlistening 3m sharing 4m having _§ re going G arent working 7’'mmaking 8m studying 5b Gert os that they ate going 10 write a letter. They should write a rough draft first ‘#5 discuss with cach other what they are going 10 say and prepare their frst draft. Remind them to Took at Daniel's letter for help. Go round the class checking and helping. as necessary. «When you are happy with their draft version, Ss can write their letters. «Ss pass their letiers to other groups to read or ‘you can pin the letiers on your class noticeboard. Extra activity: Game ~ What am | doing? © Mime one or two activities yourself to show Ss how to play this game. © They guess your action, asking: Are vou (reading ‘a newspaper)? You can only reply: Yes, 1 am./ ‘No, I'm not, Continue until one student identifies the action correctly ‘Divide the class into groups of five or six to play the game. Ss think of three actions to mime. Ask some Ss 10 do their mimes as a group for the ‘whole class to guess, or one student mimes to the rest of his/her group. Extra activity: Game - Coffee pot Note: This game uses the present simple and the present continuous © Give Ss.a minute to think of an everyday activity. © Stan the game by thinking of an activity yourself and tell Ss you are doing it now. ‘© Explain that you can only answer yes or no 0 questions, You may want (0 write prompts for questions on the board e.g. every day? in the evening? in the bathroom? in the classroom? In the sitting room? Can ... at home? etc. place of ‘© Ss must use the phrase ‘coffee pot the action when asking questions, ef, “Do you coffee pot every day?" ‘Do you coffee pot ii the classroom? etc. '* Answer Ss’ questions until one student guesses the correct answer, ex. You're listening fo music ‘© That student then thinks of the next activity and soon. * You can divide the class into groups to continue playing the game, so that more people can practise asking the questions. 6 } Vocabulary Rooms and parts of the house # Pre-teach sofa if necessary. # Ss look at the diagram © Show them the example (the sitting room) and tell them to find the dining room using the clues. + Give them time to check this in small groups, then elicit the answer. ‘+ Ss in small groups identify the other rooms. ‘+ Check the answers (to elicit the vocabulary) and drill as necessary for pronunciation, Answer key. 2H-3G 41 SF 6D 7B BC 9A 10E 7) Over to you ‘* Prepare a simple plan of your house or flat to use as an example for this activity. © Ss think about and draw their own house or flat to prepare for this activity. They do not show their drawing 10 the other Ss, so you may like them to do this preparation for homework. # Describe your own house/flat and get Ss t0 draw il, eg. I live in a flat on the ground floor. First there's a hall and (on the right) there's a sitting room. Next to the sitting room shere's a bedroom. Walk down the hall, There's a kitchen/dining room on the right. At the end of the hall here's @ bathroom. That's all! Ss, im pairs, take it in turns to describe their hhouse/Mat while the other student draws it. ‘© Ss check and discuss in pairs> Follow-up ‘© Ss look at the pictures in their book and, in pairs, decide the names of as many items of furniture as they can. ‘© While they do this, write the words jumbled on the board eg. bed. dining room table, desk, chest of drawers, sofa, kitchen table, chair, coffee table. ‘© Ask Ss to look at the words and match them t0 the furniture in the picture, © Check the answers with the whole cl Alternative procedure ‘© Ask Ss, in groups of three, to list as much furniture vocabulary as they know. * They look at the picture of the house for one minute only, then close their books. © They add as many items as they can to their list ‘© Using the picture, check the vocabulary with the whole class10, +) Useful phrases Listen and repeat. + Come here a moment! What iit? (= What's the matter?) + Wel, What? #112 eal mess What do you want?) 11> Communication Giving orders > Come here! > Stand up! jown! > Smile, pl ! Tidy your desk! > Give me that book! > Don't talk! Don't laugh! > Don't move! ® Don't argue! > Don't look at your book! 8> (c+) Listen and read Emily: Mum! Come here @ moment! Mum: Em, don’t shout! Come downstairs to the sitting room and talk to me! Now give orders to each other. 12> Practice Mrs Freeman tells her children what to do when they go out Look at the instructions below ‘and add don't where necessary. eniye Sor, Mom Mesa nae neigh Can we ae? sum: hat tine dos rik? pata ae Fre el pad be back Uy eeven ws: Of Mut Een ack! a sort anu When's the st Bis? A Tniy Eleven thy ry Nc uot Now come a he ; Mum: nd Emly % Emily: Yes, what? Emily On Mom # be home by midnight # be late © take a lot of money with you «take a taxi if you miss the bus ‘¢ phone us if you have a problem # stay together «give your telephone number to strangers, 13> Helpline tT How to learn words. There are different ways of learning words. 9 Comprehension 1 Say the word aloud. i a> Answer the questions. 2 Think of a picture that goes 1 Where is Emily when she calls her mother? with it 2 What does Fmily want to do on Friday evening? 3 Think of a sentence with the 3 What time is the last bus? word, 4 Compare it with a word in your ee Janguage. Does it mean exacily Why is Emily annoyed with her mother? the same? 80 c— aPicture exploitation 1 Ask Ss the following ‘warmer’ questions, in LU if necessary: Who can you sce? Which room are they in? How do the characters look? What ime of day is it? 8 iz) Listen and read Language note: by eleven means before eleven/no later than eleven + With books closed, write on the board fami Mum! Eleven o'clock! 4+ Ask Ss Who is Emily talking to? (Her mother.) Can vou guess what they are talking about? «Play the tape, Ss check their answers in pairs. correct answers from the whole class: tatking about Emily going out 10a disco. Emily wants 10 stay out late Ss open their books at Exercise 8. + Play the tape again while Ss read the text in ther books. 9) Comprehension Background notes “he lst regular bus services often leave town centres before might, During the night, special night bus ‘services run in big cites. They usually run fess frequently than the daytime services and only an the major routes. Say #3 complete the answers in pairs «© Replay the tape if necessary and check/correct the answers with the whole class. ‘Answer key Tupstas 2go to a disco 3.1130 pm. aby © Ss can discuss this question First in pairs. # Open up the discussion to a whole class discussion, 10) ++) Useful phrases See“Invvoduction 11) Communication « S took at the first line of the dialogue in Frercise 8 again, Check they understand that Come here! is an order from Mrs Freeman to Emily. ‘© Ss in pais find as many other examples of orders in the dialogue as they can. ‘© Elicit the answers and drill them individually as necessary. Answer key Come here! Dor't shout! Come downstairs! (Ty and) be back by eleven! Dont argue! Don't mis it! Come and help rel Don't forget (to tidy your room}! ‘© Write wo of the phrases in Exercise 11 om the board and show how they are constructed, et Positive: Fly your desk. (verb Negative: Don't argue| Do not + verb ‘© Ss look at the orders in Exercise 11 and classify them into positive and negative. They practise giving orders, first as a whole class and then in small groups, 12, Practice + ‘Bivide the class into pairs. Ss decide which instructions to change to negative. # Check and discuss the answers with the whole class, encouraging Ss to give reasons for the ‘changes they have made. ‘Answer key Be home by midnight. Dont be late, Dont take a lot of money with you. Take a taxif you miss the bus. Phone us if you have a problem. Stay together. Dont give your telephone number to strangers. Extra activity: Game - Simon says .. ‘© This is an English party game which gives lots of practice of instructions. © Give Ss time, in pairs, (o think of orders that the rest of the class can Follow. © Demonstrate the game yourself, You give orders (o the class. ‘© Ss follow the orders only when you first say ‘Simon says. So they obey when you say Simon says, ‘Come here!” but not when you just say Come here! # Play the game with the whole class. Start by saying Simon says, ‘Stand up!” ‘© Ss take it in turns to give several orders cach. Ss are ‘out’ when they obey the wrong order and they must then sit down. Continue the game until only one student is left “in 13/ Helpline «With books closed, ask Ss: How do you remember words you want to learn? ‘© Llict their strategies and suggest any from the book that they did not provide. + Give an example of a picture and of a suitable sentence yourself, € My Tittle brother smiles a lor.> Photostory: In the garden Picture exploitation ‘© Ask Ss the following ‘warmer’ questions, in L1 if necessary: Why is Emily phoning Kirsty? Why do they talk in the garden? Who's Daniel phoning? Why is Emily upset? # Ss open their books and, in pairs, ry (0 fil in the gaps. * Write the answers, jumbled on the board, to help Ss. + Play the tape, pausing as necessary, so Ss can check and correct their answers. ‘© Ask individuals to read out each line so you can check with the class ‘+ Ask Ss to read the dialogue in pairs for practice and/or roleplay it from memory. Tapeseript Listen and see if you were right about the missing words. Picture 1 ns: Hello! tiny: Hi, Kirsty! I's me, Em. What ore you doing? wens: Ym watehing TV. Why? fants ant to talk to you. Can you come over to my house? Picture 2 worst Hi! Whats the matter? fam: It's about Daniel rags: Daniel? Picture 3 tats Ssh, Ge quiet. He's in the hall. Come into the garden. Quick! Picture 4 resis Well? fay: 1 think Dani! lkes Spike rues: How do you know? fanir; Because f do, He's folking to her now on the phone. Picture 5 faniy: And another thing, You know we've got tickets for The Basement an Friday night? wasn Yes? finty> Wel, Danie! wants Spike to come, too. Picture 6 vaisre Em, you ae sil! fam: Don't laugh! And don'cll me sily! Picture 7 rns: Come on. Let's go fora walkIn the garden guess the mig wor Ten isten sn se you were ight / to talk to you. Can you come over to my house? ie ‘And another thing, You BY know we've for The Basement on Friday night? EE oone noe gen. ui! VS How do you know? Because | do. ane! wants Spike to come, too. He's ___ now laugh! And call me silly!» What are you going to wear? 1) {21} Vocabulary Clothes and colours Listen to the fashion commentary. Identify tthe models, the clothes and the colours. Picture 1: Comeron: black jeons, a white Models * Claudia * Maria * Cameron * Tony Clothes # dress » sweater * boots. shoes belt © top © miniskirt tracksuit sweatshirt © shirt © jacket * tie ‘socks * trainers ® baseball cap * rousers * leggings * earrings jeans © T-shirt tights. * shorts Colours green * white * beige * yellow blue © grey * gold * red * orange silver * purple * brown * black * pink 27 =) Soundbite The sounds / u: / and / v / boot book (Look at page 124.) 3) Practice a Describe the models’ clothes. is wearing black jeans, 0 white T-shir, ‘b> Work in pairs. For one minute, study the people in the class. Then ask your partner to close his/her eyes and tell you about three people A: What's Giorgio wearing? 8 ans, a black jacket and Learning goals Communication Comment on clothes Make plans Grammar Verb going to fo future plans and intentions too + adjective Demonstrative adjectives: these /those Vocabulary Clothes, Colours,- What are you going to wear? © aaa oe W MTG LS Wo ll 1) @) Vocabulary Clothes and colours Note: You can combine Exercises 1 and 3a). + Revisejteach the colours, using objects. ex. gold and silver Jewelery, coloured pens et. + Ss look atthe pictures and, in palts or small sroups, identify as many of the clothes as they + Play the tape and give Ss time to check the vocabulary in pais «Ss now look atthe colours and check they can match them to the clothes. «Play the tape again and pause after each person's description, + Check the description with the whole class Tapescript Listen tothe fashion commentary and look at the models. Identify the elathes and colours. vate: And now Cameron .. Cameron is wearing black jean, ‘green and white baseball cap, a white T-shirt, trains, a brown belt and hes got a grey sweatshirt, round his shoulders. Cialis wearing a black jacket, tvee-quarter length orange dres, tights, black high-heeles shoes, and siver earrings. Tony s wearing a beige sweater over a pink open-necked Shit dark brown bagay trousers, light brown socks and dark brown shoes. Maria fs wearing a yellow top, red mist, purple legging, red boots and gold cartings 2 24) Soundbite The sounds /u;/ and /of boot book The tapescrpt is on SB page 124 + Check Ss can produce the long sound /u). They should make their lips very round to do this correctly. Then check the short sound fo + In pairs, Ss think of words they know with these sounds, eg. 12, blue, boot, look, cook, good. Check they are correct with the whole class. «Play the tape part a7 for repetition practice + Write the sentences in part bon the board. Ss practise saying them in pats «Play the tape for them to check and repeat 3, Practice aay © Flicit the items of clothing from the Ss asking: What is Cameron wearing? He's wearing ... At this stage, elicit one item from each student ‘© After you have played the tape, put Ss in new pairs ‘© They take it in turns to describe one of the models as fully as possible. aby ‘© Ask Ss to look at what everyone in the class is wearing for one minute, Ss close their eyes. As an example, ask @ confident student 10 describe one of the other Ss. They all open their eyes. Ask them: Was the description correct? ‘© Drill the example question, What's Giorgio wearing? Briefly practise the question and answer across the class. ‘© Put Ss in pairs and explain what they have to do. Ss take it in turns to close their eyes and describe the three people their partner asks about» 4 Read + Tell Ss not to worry about any new vocabulary at this stage. + Set some general questions: Does Leo buy expensive clothes? Does Anna like baggy clothes? ‘+ Ss read the text and then answer your general questions. In pairs they read the text again and discuss the possible meaning of the vocabulary items listed Answer key baggy: Clothes that are big and loose, usually used to describe sweaters, shirts oF trousers. The opposite i ited or tight long-sleeved: The sleeves come downto the wrists, Shirts, ‘dresses and smeaters are aften long-sleeved. The opposite s short-sleeved 2ip-up: Usually used to descrie jackets or jeans which have ‘2p in the front to fasten them, tight: Fits vey closely os too small. Often describes jeans/trousers or sweaters, out can desrioe any clots or shoes. slogans: Short phrases, often used in advertising, Tey are often printed on sweatshirts and T-shirts. 5, Over to you + “ask Ss if the two people described in Exercise 4 have the same tastes as they do and elicit one or {wo opinions ‘Divide the class into groups. Use the questions for Exercise 5 as guidelines for the Ss to discuss theie tastes. Ask them 10 find one similarity and ‘one difference between themselves and those they talk to. ‘+ They can then tll you some of these similarities and differences as class feedback + 55 could write a short paragraph based on Exercise 5 about what is in fashion among their friends. Extra activity: New clothes © Ask Ss: What would you buy if you had £500 to ‘spend on clothes? *# In pairs, Ss discuss their choice of clothes. They should take notes of their pariner’s choice. ‘© Ask several Ss to report back on their partner to the whole class,4, Read Read the texts on the right and guess the meaning of these words. baggy * long-sleeved * zip-up * tight * slogans 5) Over to you Talk about your taste in clothes. What sor of clothes do you like wearing to school? Do you lke tight clothes oF baggy clothes? 1bo you wear clothes with slogans on them? Do you spend a fot of money on clothes? Do you wear earrings (or an eating)? Whats in fashion among your fricnds? 3) ae 7% a y * RAST aged What sort of clothes do you like wearing? “Like wearing dats, baggy clothes. usually jeans and long-sleeved shirts? How much do you spend on clothes? 1 don't spend very much. I don't buy expensive elothes designer clothes. Whats in fashion among your friends? For bors p jackets are in fashion For gis: right skirts and baby Psh Anna Brooks-Kasteel aged 14 What sort of clothes do you lke wearing? ike wearing fashionable clothes ike small" Pshirts and short skin right trousers, and How much do you spend 4 ’ on clothes? fa) A get £10 a week from my parents, T spend nearly all ‘of i on clothes. Whats in fashion among your friends? “Tshitts with _ slogans on them,a4 6 (:+) Listen and read Kirsty: Are you going to wear those jeans to the disco? Emily: No, 'm not. | don’t like them, Kirsty: What’s wrong with them? Emily: They're too baggy. Kirsty: So, what are you going to wear? Emily: Well, what do you think of this pink skint? Kirsty: It's great. Have you got a belt? Emily: I've got this black one. I's Mum's Kirsty: Yeah, that’s ne. Emily: And I'm going to wear this black top. Is it OK? Kirsty: Mmm, It's a bit tight Emily: Is it too tight? Kirsty: No, don’t worry. It looks great 7y Comprehension ‘Answer the questions. 1 What does Emily decide to wear to the disco? 2 What docs Kirsty say about Emily's black top? 3 What is Emily borrowing from her mother? Grammar flash tthese/those singular plural this these hat those Do you ike this 10p? Do you like these jeans? That ns look great 8, Communication Commenting on clothes Do you like the > Yes, theyre great D What do yo. think o* those trousers? > | dor't like them, They'te too iong/ta0 so Dis this shirt OK? > It's. bittigrt/small big 100 oaggy. Now look at the pictures and comment on the clothes.Picture exploitation # Ask Ss te following ‘warmer’ questions, in L1 if necessary: Who's in the picture? Where are they? What do vow think they're doing? What time of day is if? What can you see in the room? 6) 2+) Listen and read #/ASk Ss to write down the place Emily is going 10, the names of clothes they hear and ihe colours they heat + Play the tape. In pairs Ss listen with hooks closed and write down as many answers as they # They check their answers, + Play the tape again, Ss listen and read, 10 check their answers Answer key adisco Zana shit, belt, top 3 pin, back 7, Comprehension «Ask Ss to try and answer without looking back at the text Answer key 1A pink sit, black belt and blacktop. 3. Abilac tlt 2s abit tight 6, and 7/ =) svalternative procedure + With books closed, write she comprehension auestions(Exerse 7] on the boar. + Pla the ape, Ssansiver the questions in pis Check the answers with the whole clas, + Make two copies ofthe dialogue, one with only Kiri ines and one with only Ly’ ines, Le A sr: Are you going to wear those jeans to the disco? farsi; What's wrong with them? ate 8 Fm No, fm nat. lon ike them. svar Theyre too baggy etc ‘+ Make enough copies for the following activity, Half the class are Emily. They have one copy of Kirsty’s lines between two (sheet A). In paits they ‘work out/guess what Emily says. The other half of the class work on Kirsty’ lines (sheet B) in the same way. * Tell the Ss they will get a solution and should not wonry if they are not sure exactly what Kirsty and Fmily say. They will need to read the whole of their text 10 guess the missing lines. + Ss tum their completed texts face down, ** Puc them in new pairs, one “Emily’ with one Kirsty: They try briefly to reconstruct the dialogue from memory. + With books pen, replay the tape while Ss read the whole dialogue, # Ss can now read the dialogue in pairs, for more practice, Follow-up ‘Ss write their own dialogues for homework using different clothes, Grammar flash these/those * Use objects borrowed from Ss to demonstrate this/that and these/those with gestures, Ss then read the Grammar fash, 8 / Communication + ising your own pictures or your own clothes, cliit and dil (chorally andlor individually) postive reactions, ex. They're great fine + In the same way, elit and drill negative reactions, ea They're too long /l abit tight * Fcivteach questi jeans? * Using your pietaresjclothes, give question and answer practice across the class 4, Do you like these * Do the first picture in Exercise @ as an example with the whole class, # In pairs, Ss look at the pictures and take it in furs to ask and answer questions in pairs. * Chicck some of the questions and answers with the whole class. Answer key Exam, fe answers 1 Do you ike this jacket? 1's 100 bi, 2 What do you think ofthis ress? abit ight, I's too tight 3. Is this skit 042 I’ to0 fongbig 44 What do you think ofthese starts? They'e too long 5 Do you like this jacket? Is too smal. 6 Are these jeans OK? They're a bil baggy. They're tao baggy Note: 5s can give postive reactions to these clothes if they Tike!ba Grammar snapshot Verb going to for future plans and intentions Note: You can prepare some picture/word cards of activities you are going to use as prompts for this exercise. Language note: Some people prefer not to repeat go in this structure, ex. 'n1 going 10 go to the cinema becomes I'm going 10 the cinema. + With books closed, ell Ss what you are going to do after school, e.g After school, I'm golug t0 watch television. * Check/explain the meaning by asking Ss aqestions: Am I watching television now? (No) When? (In the furure./After school) ict and dill, chorally and individually After school P'n/you're going fo watch television. + Elicit and drill three or four other examples using pictures or word prompts, e4g This evening injvow re going to have dinner with friends ee. * Write the examples on the hoard, Flicit and add the other persons (see Grammar snapshot table) ‘Ask Ss to find examples in Exercise 6 now: Note: The question forms will be introduced in Exercise 10. 9, Practice + Ss look at Picture 1. Elicit: He's going fo phone the police. + In pairs, Ss now think of sentences for the other pictures. ‘© Check the sentences with the whole class. Answer key ‘he's going to wear her new jeans. He's going to make some sandwiches. Tey going to buy tickets fora pop concert, e's going to sing his new single, Theyre going to have 2 pizza Extra activity: Game - What are you going to wear? # In groups of four, Ss decide what they are going. to wear to a party (four items, with colours) and either draw themselves and label their clothes or simply make a list of what they are going t0 wear. The other members of the group ask Yes/No questions to determine what the student is going to wear, ef ‘1: What am I going to wear tothe party? 52: Ae you going to wear something blue? 1: Yes, lam Sa: Ate you going to wear a blue T-shirt? SI: No, Fem nat. etc ‘© SE must keep a record of the number of questions asked, Whoever is asked the most questions, is the winner, 10, Over to you 10a, #ASk one or wo Sv: What are you going 10 do after school? and elicit their answers. © Flicit and drill the question, chorally and individually, checking, natural stress: What are you going to do after school? Substitute this evening, at the weekend, on Friday, etc. and drill as necessary, ‘© In pairs, Ss ask each other the questions and note down their partner's answers. ‘* Some Ss report back to the whole cl fas necessary. © Write some of their questions and answers on the board as a record of Wh- questions. '* Introduce Yes/No questions. Using their examples and some piciure/word prompts of your own, e.g. homework, (help) clean the house, ete., drill the Yes/No question with the whole class: ss. Correct Are you going to (help) clean the house? Yes, Lam No, I'm not. + Encourage Ss to give longer answers, eg. No, I'm rot. T'm going fo visita jelend. ete. Wile some Cxamples of questions and answers on the board Using one of the No answers, cli full negative sentence from Ss, e4. No. no! going 10 do my Iromeworks Write on the boat + Ask $5 to think ofthc things they're not going to do this week and elicit some examples. +n pairs, they tell tele parancrthese thee things 10b) # A&k Ss: Do you or your families and friends have plans for the summer or nest year? &te. ‘+ In groups of three or with the whole class, they tell each other their plans. 11 Write May Tell Ss they are going to spend the evening with 4 famous person. They can decide who it is. Individually. Ss decide who they want to meet and write their answers to the questions. Help them with vocabulary as necessary, In pairs, Ss now read the dialogues, (aking it in tums to ask the questions. They note their partner's answers, ny ‘© Allow plenty of time for class Feedback, as $s will want (0 hear a number oF repors,t oe Grammar snapshot Verb going to for future plans and intentions Positive statements Negative statements In ing to wear Vim not | going to wear shoes He's He isnt She's She ise’: Theyre | They aren't Questions Short answers Positive Negative ‘AmI | going to wear boots? Yes, | you are. No, | you aren't, Are you am Hm not. Ishe he is. he isn't Isshe she is, she ist Are they they are. they aren't Note. You use going oto talk about what you plan or intend to do in the future cis usually a personal decision, Go back and look. Find all tre examples of going fon the dialogue in Exercise 6 9) Practice ‘Say what is going to happen in each picture. Use one of these verb phrases. ‘sing his/her new single * buy tickets for a pop concert ‘+ make some sandwiches * phone the police * have a pizza wear his/her new jeans 10> Over to you 7 Find out what people in your class are going to do: «after school * this evening # at the weekend A: What are you going fo do after school? Are you going to io your homework? B: No, Fm not. I'm going to watch television, bp Tell the class about something important that is going to happen and when. My brother's ext year, ng (0 get married We're going to visit our cousins in Canado in June Wy Write a Imagine you are going to spend the evening with a famous person. Answer the questions. Then read your dialogues in pairs. AA: Who are you going to meet? B: f'm going to meet (Michae! Schumacher) What are you going to do for the evening? How are you going to get there? What are you going to wear? What are you going to talk about? What are you going to eat? by Tell the rest of the class about your partner's plans. Paolo is going to meetAn overnight success on the catwalk Wendy Lowe reports on the story which is making headlines in Milan. iveryone is talking about supermodel, Silvia Alberti. ‘She is a beautiful git,” says her agent. ‘She is going to be a great model. Silvia comes from Brazil. She's one metre 78 tall, with long, wavy blonde hair and blue eyes. And she’s only thirteen. At the moment Silvia is in Milan. It is her school holidays and she is going to do some modelling in Italy for a month. Her mother and her sister are with her. They are her ‘chaperones’ ‘The photographers love Silvia because she is young and because she is new. The modelling business is always looking for someone new. But Sarah Davidson of Flair model agency thinks that modelling is not a secure career for a young gitl Sarah says about her own sixteen- year-old daughter: ‘Modelling? Absolutely not! She's going to stay at school, take her A-level examinations and then go to university. 12, Read Read the text and correct these statements. 1 Silvia is Haan, 2 She’s got short dark hair and brown eyes, She's fiNteen years ol At the moment she is going to have a holiday in Maly Her parents are with her. The photographers love Silvia because she is tal. 7 Sarah Davidson's daughter is going to be a model. 6 13, Over to you Work in groups. iit right for models to be so young? What do you think? I think its wrong because * they meet bad people. © they are still children, # iS not a proper career *# they miss school * people look after them, they can make a lot of money for the future, © they lear a lot about life * they learn about other countries when they travel round the word. 14> Helpline ce Lesson follow-up, It’s a good idea to plan your English homework. Make a list of things you are going to do after the lesson. Tim going te: = tonite the were toy Clothes in my voeabuary book. 1 the dlategues aloud Wher 2 get hone. see the reading text to Exercise 12 againPicture exploitation ‘Ask Ss the following ‘warmer’ questions, in L1 if necessary: Would you like to be a model?” Whyjwhy not? Can you name any famous ‘models? (Kate Moss, Naomi Campell, Claudia Schiffer Elle Macpherson.) What do you think of ‘modeling? Is ita good job for women/men? 12) Read + Fre-teach new vocabulary: overnight success, catwalk, headlines, chaperone, secure, career, ot let $s use their dictionaries + Do the first question as an example with the whole class + Ss read the text and correct the statements in pairs + Check the answers with the whole class. Answer key Sivas Brain Shes oot lng, wavy blonde hair and blue eyes. ‘She's thirteen years ol ‘She's going to work some modelling in aly. Her mather and her sister are with her The photographers love Silvia because she is young and she i new ‘Sarah Davidson's daughter i going to goto university. 13) Over to you + Ask te cass i they think Silvia should be a model at such a young age. + Elicit one or two opinions, then ask Ss in pairs to think of a8 many reasons for and against the idea as they can + They look atthe points in Exercise 13, + rill one or two examples with because, + Using the point in the books and their own ideas they discuss the question and reach a decision: right or wrong? + Ask the whole clas how many people decided right and how many “wrong and brielly discuss why. Extra activity: Design a clothes collection Tell Ss they are going to design a range of clothes that they would like to wear. © Working in groups, Ss design six clothes items and decide the colours) style and price For cach, ‘© The groups then present their ideas to the whole lass. ‘© The class can then choose the best collections. Ss can also make posters of their clothes collection, 14% Helpline © With books closed, tell Ss they are going to make resolutions for learning English alter class, ‘© Write an example on the board: I'm going 10 do all my homework, Ask Ss: Cam vou add any other examples? Let them think about this in pairs, then look at the ideas in the book. What can you add? © With the whole class, elicit any extea ideas they have and write them on the board.@ Fast rewind uNITs 13 and 14 ANSWERS Grammar Exercise 1 1's (is) washing 2 isn't ( nat) working _3‘e are) having 45s) phoning 5 Are (you listening — 6’ (s) wearing 7 What are you doing? We're (We are} doing a word puzzle 8B They arent (are nt) doing their homework. What are they doing? Exercise 2 1 She isnt isnot) going to writ to her friend. She’ (5) going to phone him. 2 We aren’ (are not) going to watch the film on video. We're (are) going to see it at the cinema 3 They aren't (are not} going to take the bus. Theyre fare) going to walk 4 Tm (am) not going to buy any new clathes forthe party. {em (am) going to borow some. 5 We aren't (are not) going to go out tonight. Wee (ae) going to stay at home. 6 He isn't fs not) going to use the computer. He's (3) going to tidy his desk 7 You ater't (are not) going to wear that! You're (are) going ‘to wear something different 18 I'm lam) not going to work tomorrow. 'm (am) going to visi my grandparents, Vocabulary Exercise 3 ‘re you going to Isten to those CDs? Whats in this sandwich? ‘That photo is relly ood ‘These pens don't wrte very well, That bike is expensive These T-shirts are too small Exercise 4 Tred 2arey 3gold Abrown Swhite 6 green jslolefels) fwtetalTTsIM|: FALE “Ete fates Exercise 5 1 socks 2 sweatshirt 3 belt 4 jeans oTAlel 5 tshirt 7 6 7 8 bie Risp - jacket dress mystery item = sweater Communicat Exercise 6 24) 3i) 42) 54) 6) 7h) 8g) 9) 108) Exercise 7 Example sentences lm going to do my homework and then I'm going to listen 10 some music {n Saturday 'm going to wear jeans, witha green sweatshirt and my white trainers ss Are my socks OX? a: Yes, they're fineYes, they look very ice. |A: What do you think f my shir2/What's wrong with, my shirt? Well, it 2 bit too big, Progress update: Units 13 and 14 This is a good time for Ss to review their progress up t0 now. ‘+ They can do this in pairs or small groups, and hhelp each other decide which areas they can improve in and what they ean do to improve.@ Fast rewind units 13 and 14 Grammar 1, Complete these sentences with the verb in brackets in the present continuous tense. |. my romework (00) 1m doing my homewark Spe the car (wasn} He . in the Irary tooay. (noth work) Trey 2 great time, (navel He _ rs cousin. {oho} you... tome? listen) [My sister. my new jeans. (wear) Weat . ou .? We... word guzel. (da) Trey «heir homewor (not/do). What they . (00)? 2) Write sentences using the going to future. He (x) pay on Saturday He (7) wa:er the Cug Final He isn't going (0 play an Saturday Hes going to watch the Cup Final 1 She (x) wrize toner frierd. Ste (4) phone nim. 2 We (x) watch the fi mon video. We (see tat the civem 3. They (x) cake the bus. They (v) wale 4 (x) buy any new clothes for tne 414} boron some. He (x] go out tonight. We (v) stay at home. 6 He (x) use the computer. He (tidy his desk 7 You bxl wear that! Yo. (v] wear sorrething cifferent. B I(x) morx tomorrow. |) vis: my grandoarents. Vocabulary 3 Change these sentences from singular to plural or from plural to singular. 1 Are you going to listen to that CO? 2 What's in these sandwiches? 3 Taose photos are real y good. 4 This pen doesnt wrize very well 5 Those bikes are expensive 6 This T-shirts too small 4, Write the colours which rhyme with these words. 00 blue Toed 2aay Jold 4down 5t'ght Bscreen 5, Copy and complete the word puzzle with the names of the items of clothing in the pictures. What is the mystery item, number 87 eiieaeeed Communication 6) Match the two halves of each sentence to make sensible orders. 1 Come 2} something to dink, please! 2 Don't be —~_b} the arswer. 3 Dontao Sc herel 4 Giverre 4) ‘ate 5 Dor't pay @) my Fshias 6 Don't miss 4) that alin aga‘ 7 Tidy 6} your address to strangers 8 Don't give F) your ‘oom! 8 Don't wear ) into ry room 10 Tel me 5) te bus. 7, In pairs, do the following things. Then write a sentence for each one. Talk about what you are going to do after scrol Talk about ha: you are going to wear on Sat srday ‘Ask For an opinion a0ou: two ti'egs you are wear, Progress update units 13 ana 14 | How do you rate your progress? Tick the chart. cellent Good Ok Can do better Grammar Vecabulary ‘Communication 87a How does a country produce champion football players? The Chinese think they know the answer. Ina small village called Juquitiba near Sao Paulo in Braail, twenty, two Chinese teenagers are playing football on a rough football pitch They are the top teenage football players in the whole of China. One day they are going to be world champions. The teenagers are on a five-year programme of training with a Brazilian football coach, Ecio Pasca, They start at six o'clock in the morning because it's sohot lacer in the day, and they play, practise and study football for eight hours a day, six days a week They can only go back home to China for one short trip to see their families. In their free time in the evening, they watch Chinese video tapes en an old video. The team captain, Li Tie, says, ‘It is sometimes very hard here, | miss my family terribly, but I want to be successful Patricia Otavio has a small café in Juguitiba. “Everybody here likes the Chinese footballers They cant speak Portuguese, but they are very popular” Local people like watching the boys play because, as a villager says, ‘No Brazihan wants to miss a football game. But why are these Chinese boys training in Brazil? The answer is simple, China hasnt gota tradition of playing football Brazil has. With Brazil’ help, the Chinese government is sure that it is going to produce a winnir Chinese football team.Wide angle: Born in China, made in Brazil Background notes Brats the largest country in South America and ccuiesnealy haf ofthat continent. ts the Fifth largest ‘country inthe word Te capital is Brasilia, a ety built especialy to Be the capital, but most people lve on the Bante coast in cites like Ro de Janeiro and Sao Paulo. The Amazon river runs through Brazil and so there are large aeas of rainforest, The major language in Brazil is Portuguese Braz! produces more coffee than any other country and also produces 2 lot of sugarcane. The country asa stong aistc and musica tradition and s the Rome 1 somba music and dance. China in East Asa the world’s third largest county. ts ‘oficial ame i the People's Republic of China. The country inudes more than 3000 islands. Being (Peking) isthe capital but the city of Shanghai has the largest opuaton. About &3% ofthe country is mountains, and ‘only about 10% fat lan. China's economy is iargely Spricultural. Chinese hasbeen a written language for over 3000 years. There are many dialects, all writen using the Same sept They are almost separate languages, however, as those who speak one dialect often cannot understand others, Other languages, such as Mongolian Tibetan and Kazakh, are aso spokea in China Picture exploitation «Introduce the topic with a general discussion on foatball andfor other sports the class like. You can ask these questions in 1.1 if necessary: Do 04 like football? Do you go 10 football matches? Do vou play football? Are-vou good at fotbull? Would you like 10 be @ professional? What are your favourite teams? Who are your favourite players? Are there any forcign players in your Javourte team? Has the World Cup been played ‘mn your country? During the class discussion, pre-teach some key vocabulary: traning, win, miss fa game or your Family, popular, twvartl) champions, pitch, «Ss look at the pictures, Check they understand the headline Born in China, Made in Brazil: the ‘young. players are from China, but are training in tral, Ss write two questions they want 10 ask the young players + You can elicit some of these questions, correct them iF necessary and write hem on the board # Ss now read the text, then check and discuss their answers in pairs 1) Read + Do the frst question as an example with the class + Ss in pairs or small groups answer the questions, rereading the text a8 necessary + Check the answers with the whole class, asking Ss to tell you where in the text tiey found the answer: What exactly does it say? Answer key Te) 2b) 30) 4b) Se) 2? Write * “Tell Ss they are one of the Chinese teenagers. They must imagine that they are going to write home to their Fnglish teacher ‘© Ask them to think of some things they ean say. In pairs or small groups, the ‘want 10 say in the letter. + Using the prompis in Exercise 2 they complete the sentences in pais discuss what they Follow-up ‘© Ss can develop this into a complete fetter addresses and greetings ete. for homework Extra activity: Training abroad # In pairs, $5 choose a sport (not football} and a new country where they could go to train for this sport. They then plan and write their training schedule and daily programme in their new country. They must include five things which are different from their life at home. ‘Ask several pairs to read their presentations to the ‘lass. You can display the programmes on your class noticeboard, Listen Tell Ss they are going to hear an interview with a young football player. ‘Ask Ss to decide what they think the daily routine of a young football team will be. Ss discuss this briefly in small groups and then look at the questions in Fxercise 3. What do they think the answers to questions 2 10 7 are? Language note: a PE teacher is a physical education teacher, ie, one who teaches sports. Play the tape and Tet them check the answers in pairs or small groups. Replay the tape if necessary. * Check the answers with the whole class. Were the answers surprising or uncrpected?ba Tapescript Listen to an interview with a young person about training for a football team and answer the questions. rete: Hello, Naor wow Hello ow [Nice to meet you. Now I think ou listeners are going tobe a litle surprised because, | think, they expect to hear a boy Dut you're very obviously not a boy, are you, Naomi? No. in No Tell us about the sports you play. {pay football, cricket, netball, athletics, a You're a very sporty type m: Yeah, ow Which is your favourite sport? m: Probably Footbal, wr And youre in a team now? W Yes, play for Arsenal ladies wr Arsenal laces? ws Yes. wr Sounds very important. And how old are you? © Tm seventeen, wet: And what about the rest of the team? " Ie ranges from about seventeen to about twenty five mr Oh, soa lot of them are older than you? r Yes wr So tell me about your taining, " Well in winter we train twice a week. And in summer we only train once a week for two hours each time vs ‘And what abaut matches? s: ‘We play every Sunday. wt (One match every Sunday? w Yeah wt What was the fast score? ‘Wimbledon. We won 2-2. int about next weet? " We're piaying Dulwich. Hopefully, we shal beat them. They not very good. wt Good. Well | hope you do. Tell me, what 60 your parents think of you playing Football? Do they Tike tor do they thnk i's strange? Ne No, they ike me plying. mt Good, So you're going to play for a bit longer, you think? c Hopefully, yes am: What is your ambition? rc "éiketo represent my country - football and cricket, and I like to bea PE teacher wr ‘Well, very good tuck to you, Naomi Thank you very much Answer key ‘twice a week in winter: once 8 week in summer 2 yes. SF two hours each time 4 every Sunday 5 hopefully, yes Extea activity: Sports and jobs + In small groups, Ss make'a list of four sports and four jobs. + Choose one of the jobs and ask the elas: I this sporti OK Jor bath men and women 10 do? Fneourage 8S to give reasons for thei opinions. In their groups, Ss discuss their list. ‘Ask the whole class: Did vow Jind any sports or Jobs which are not OK for boik boys and girls? Wr 50, ask Ss to give reasons. 4) Speak a) and b> +” Give $5 time to choose their sport individually Pair Ss: put two $s who have chosen the same sport cogether, if possible ‘© They use the questions in Exercise 3 10 help them plan what they will say in their interview. ‘© With the whole class, check they know how 10 adapt the questions in Fxercise 3, e.g. Do they. train in winter and summer? ~» Do vou train in winter and summer? ete. They can add more questions if they like. ‘© Put Ss in new pairs, this time with a partner who chose a different sport They ask and answer the (questions in turn, Follow-up ‘© Ss can write up their Interviews as a newspaper report for homework. Extra activity: Game - Language quiz Note: You will need to prepare a list af questions for each category in your game before the class, * Draw a grid on the board and fill in grammar and vocabulary areas the class have worked on: 1 pisent continuous [2 ches é aves oot] 5 kes and dies “dates ees 6 music 7 peat! —)y cangraiaes TS wee S routines S ranonaites | repostions | «Divide the class into teams. + Choose a stulent From one tam. That student chooses a category. Each team must choose a different category each time, ‘© You ask a question based on that category (see Example questions below, Ifthe student can answer correctly, the team score two points. Ifthe first student is wrong but the team can correct them, they score one point. Keep a record of the scores on the board, You decide how many questions cach team Example questions 1 Ask question in the present continuous about another student Spell an item of clothing with five letters (skirt, shirt Tell me something about your mother. Use got What isthe date of the day before Christmas? Tellme an activity you hate. Think ofa type of music begining with « Make a sentence with my father/every Saturday) not What’ the nationality af people from Argentina? Tell me the exact position of @ Supermarket neat here.1, Read Choose the correct answer from the text. 1 What are the Chinese teenagers doing in Brazil? a} They're playing a football match, b) They're learning Portugues 6) They'te training to be world-class footballers. 2 Mow long is their programme? a) Twoyears. b) Fiveyears. ¢) Aweek, 3 ow often do they go back to China? a) Every year. b) In their second year 6) Once during the five years. 4 What do they do after a day's training? a) Telephone home. b) Watch old videos. 6) Go to a local cafe 5, What do local Brazilians think of them? a} They think the Chinese speak Portuguese very well b) They think the Chinese can’t play football ) They like watching them play Footbal 27 Write You are one of the Chinese teenagers in Brazil. * Complete these sentences for a letter to your English teacher. 1 Bvery day we 4 Portuguese is 2 Inthe evening we a5 Tmis$ 3 The local people... 6 My dream is to 3) SJ Listen Listen to an interview with a young person about training for a football team. Answer the questions. 1 How often do they train a week? 2 Do they rain in winter and in summer? 3, How many hours do they train each time? 4 When do they play matches or competitions? 5 Are they going to win their next match? Listen again. What else do you find out about the person? 4> Speak a) You are training to be a world champion in a sport of your choice. Think about the questions in Exercise 3 and make notes about your sport. b) Take turns to be a reporter for a local ‘newspaper. Interview each other. Ask questions like those in Exercise 3. 81 like wearing casual clothes. At the moment I'm wearing a beret, ‘some denim overalls, a blue and nite cheched shirt, 2 beige sweater, black lace-up shoes ard! socks which are actually different Write about colours, but I like them the clothes you like wearing, J buy new clothes in streee Tart tects Chey are cheap re. I never buy desi oth ° 8 bul I sometines go Sports Sheps, Jusvaly pay quite 3 Wt Hr trainers. My fevourite Sports shop te cabled TepSpert' Write about where you buy your clothes. — ee Write about your favourite | ayy favounte Sport is fotbadt sports Tim inthe schoot team. We play tuice a week ard we usually rave a match on Saturday. lite untching basketball but I alse Like summing and roierblading 1 dte meeti See meeting my friends tum 97.99 f the cinema any Pettis. Toe got a bite any ¢ Hele everyone ee _ Write about your free time interests.* Project 3: Snapshot of my lifestyle Ir possible bring some magazine articles in (0 ive Ss ideas for this project. Ss ean pass the articles round the class and discuss, eg. What is the important information in the article? How can you make an article look interesting? ‘© Using these ideas and the information in the book, the cass decide how 10 allocate the work, ‘eg. Do they work individually or in groups? Who provides pictures, maps, ete.? What will the pictures be? How much time do they need t0 write? When? Where? Discuss the photos in the book with Ss for each stage of the project, 5s then complete the project. When they are Finished, display their projects around the classroom, oF allow time for the class to pass them round and read and discuss them.3 Take a break: Dancing Queen * With books closed, write ABBA on the board, © Ask Ss: Do you know the group? What songs do vou know by ABBA? (1 Have a Dream, Mama Mia, Waterioo, The Winner Takes It All, 1c.) ‘+ Ss open their books and read the information at the top of the page. © Explain vocabulary as necessary, e.g. consecutive. # Play the song. Ss fll in the gaps. # They check in pairs, then check with you as a whole class Answer key Tqueen 2g0 3king high Schance Gseventeen Tie 2> * ‘Look at these phrases with the whole class and explain/check the meaning as necessary to have the time of your life: Is it a good or a bad time? (Good.} Just OK or really good? (Really good. 1's the best time ever in your life.) (o get in the swing: As the music plays, the dancers feel the rhyttin more and more. to be in the mood: Does she want t0 dance? Yes, 50 .. she’s iw the mood to dance. ‘+ You may need to give further examples of the vocabulary above and to explain other words in the song, e.g, low; tambourine, scene 3) * Discuss the song briefly with the whole class to elicit fefdow' like Follow-up ‘© Write om the board: rime and queen. Check $s can hear the two vowel sounds: time fas! qugen Tic. Ask Ss 10 look at the Iyrics again and, in pairs, to list as many words with the same sounds as they can. $s work on one sound only ~ half the class do cach sound, ** Play the song again for Ss to check. *# Llicit the lists and write the words on the board, 1: time, jive, Friday, night, lights, right, guy high, fine, life 2rqueen, scene, sweet, seventeen, Joel, beat, tanbourine + Ss can read or sing the song for pronunciation practicePOCO CCUG i eC ET Gee ‘ABBA * _! Benny, Agnetha, Anni-Frid and Bjérn are the wed names ofthe members of the Swedish pop group ABBA, They were famous inthe 1970s and 1980s, Dancing Queen is one of nine Number one hits they had inthe British singles charts, They hold the record, with Led Zeppelin, for the most consecutive Number one albums - they had eight, The Beatles had seven.) Pant ) ! You can dance, you can jive, having the time of your tn See that girl, watch that scene, digin the dancing *. Friday night and the lights are low. Looking out fora place to’... Where they play the right music, getting inthe swing. You cometotook fora? ‘Anybody could be that guy. Nights young and the music's With a bit of rock music everything You're in the mood for a dance And when you get the *.. You are the dancing queen, Young and sweet, only Dancing queen, Feel the beat from the tambourine, oh yeah! You can dance, you can jive, having the time of your’ ‘See that girl, watch that scene, digin the dancing queen. 1 Read the lyrics of the song and guess which of these words fits each gap. Then listen and see if you were right. life *seventeen# chance # go high *king —* queen 2, Guess the meaning of these phrases. # to have the time of your life * to get in the swing, ‘to be in the mood 3/ Do you like this song? Why2/Why not?Learning goals Were you out an last night? . ut past events, Grammar Vocabulary ast time als: lastnight, vesterday evening, etc. Drinks 1) 2) Listen and read Spike: That was brilliant! You were really good, Chil Chilli: Thanks. 11 wasn’t bad. We've got a new bass guitarist. Spike: Would you like a drink? Chilli: Yes, please. Spike: What would you like? A coke? Chilli: No, thanks. Fd like a glass of mineral water Spike: With ice and lemon? Chilli: Yes, please. Emily: Was Daniel out with Spike last night? Luke: I don’t know. Go and him! Emily: Daniel, can 1 ask you something? Daniel: Sure Emily: Were you it town with Spike last night? Daniel: Yes, 1 was. Why? Emily: Do you like her? Daniel: Yes, of course I do Emily: 1 see Daniel: Would you like a drink? Emily: No, thank you. Spike: Hey, Fmily! What's the matter? — | oo Emily: Nothing! Go away and leave me alone!Q) Were you out last night? 7 Picture exploitation «Ss look atthe pictures without reading the text. Ask them the following ‘warmer’ questions, in L1 itnecessary: Where are the characters? What do ou think of their clothes? What is cach ‘haracter doing? What do you think the problem is2 What do you think is going to happen? Do sou go 10 diseos? When? What rime do vou Teare? Whar do you wear? 1) 24) Listen and read « Serone or two general questions, ex. Is Chili's Band good? Who does Emily ask about? Is Emily cniying the disco? «Play the tape. Ss listen, read and answer the general questions + iacuss whether their predictions were correct.» 2) Comprehension * ‘Do the first question with the class as an cxample. Check the answers with the whole class Get $5 to explain their answers by referring 10 the text. Answer key Te 20K 3F 4T SF 3 )‘21) Useful phrases See Introduction. * Check the meaning of brilliant, Le. very good, What other positive words could you say here? licit excellent, fantastic, etc ‘Ask What negative words can be used her Elict/teach auyful, reribe, et ‘Ss practise the last wo lines of the dialogue in pen pairs Sot: Hey, Emily! Whats the matter? Emr: Nothing! Go away and leave me alone + Encourage 5s to say this with appropriate intonation ~ play the tape again, as an example, if necessary, 47 Vocabulary aay + With books closed, Ss brainstorm vocabulary in pairs. Ask them: How many drinks can you think Of in Fnglish? Elicit thei ideas and write them on the board. They compare their own lists with the list in Exercise 4 * Tell $s to look al the pictures and list of drinks and match them, Answer key Valemonade 2 glass of mik 3. milkshake 4 a mineral water 5a cup of tea 6. orange juice 7 acappuccino 8. sparkling orange 92 coke 10.2 hot chocolate Man iced tea 12.3 cup of coffee aby ‘© Ask them 1o son the drinks into hot and cold drinks. Put the headings on the board. ‘+ With the whole class, check they are correet and complete the table on the board. ‘© Ask Ss: Which of the drinks do you like/not like? Answer key Hot drinks: coffe, tea, hot chocolate, cappuccino Cold drinks: orange juice, sparkling orange, lemonade, coke, mineral water, milkshake, iced ta, gla of milk 5 7 Communication Set the scene by telling Ss that they are in a cafe and are going to offer their friends a drink, Elicit or give the offer: Would you Tike « dak? * Drill t chorally and individually, demonstrating the polite intonation. Explain that this offer can bre used with friends oF people you don't know well + Ss practise in open pairs, et. Would you Tike @ drink? Yes, please,/No, thaitk you./No, thanks. ‘© Then eliciladd What would vow like? M4 like a coffee. Give further open pairs practice, teaching With ice and lemon? (You could also include Black or white? With sugar? for toffee and With rill and sugar? for tea or coffee) Ask Ss: Do you remember what Chill and Emily are drinking? They can look back at the dialogue to cheek, *# Ss ane now ready for freer practie in small ‘groups, taking it in tums to offer and accept/refuse drinks from the list in their books, © For further practice add a waiter/waitress to the roleplay. ‘© The friends offer cach other drinks first, then the waiter takes their orders, asking Whar would you like to drink? * Ask groups to act out their version in front of the ‘lass. Paper cups are very helpful at this stage!= 2y Comprehension Answer T (true), F (false) or DK (don't know). ESF chili plays the bass guitar i 2 There are four people in Chills bi Fait wants a glass of lemonade ESI 4 Danie tikes Sp 5. Emily is happy. 3> 22) Useful phrases Listen and repeat. © That was briliant! * C3 ‘© Nothing! * Go away! 1 ask you something? # Leave me alone! 4 Vocabulary a> Name the drinks in the pictures. # an orange juice * a sparkling orange + alemonade * a coke * a mineral water © a cup of coffee * © a hot chocolate #2 milkshake * an iced tea © a cappuccino * a glass of milk y= 10) 6 Which drinks are usualy cold and which are hot? 5y Communication Offering, accepting and refusing se Take turns to offer your friends something to drink. Act the scene, following the dialogue and using the words below. ice # lemon * milk * sugar * cream 93Grammar snapshot Verb to be past simple 2 : Positive statements Negative statements ¥ : Les | oatlastright. I wasnt at home lst night 4 i He was He wasn't : She was © She wasr' They weren't | They ' Questions Short answers Positive Negative : out ast right? ——_Yes,you mere. No, you weren twas. seit. he was. re wasn she was. | she wasn't were. | you weren't ! vere. we weren't Make a rule. 1 With jhe and she, we use th you, we and they, we use 6> Interaction Student B: Turn to page 121 Student A: Look at the list of famous people from the past. Ask Student B questions to complete the missing information, Then answer Student B’s questions. A: Who wos B Br She wos an A Holiday? blues sing © Billie Holiday? Laurel and Hardy? © Mao Ise-tung ? © Nefertiti? * Anna Pavlova? James Dean/USA/ film star The Supremes/USA/ pop group Dante/Ialy /poet Charles Dickens /UKj writer 4Grammar snapshot Verb to be past simple 4 Ask Ss to Took atthe beginning ofthe dialogue in Exercise |. Point out and write on the board the phrase: That was brilian. Check the time reference by asking Ss: Are they talking about now? Or the past? Establish that Spike is talking about the past. ‘Ask $s, in pairs o find other examples of the past tense in the dialogue and to did the rules for forming the past of to «+ Elicit the positive forms and build up a table on tie board, a8 in the Grammar snapshot. Ask: Which form is unusual? I was, he was, she toas but you were. This is the only form that is differen inthe singular Biicit the answer to Make a rule: 1 was 2 weee Briefly all the postive form, Ask Ss: Where were ‘you lastnight? and elicit 2 few (trac) answers from the class. Dill the question and give open pairs practice across the class, Elicit the question forms, including the Wh- form, and add them to your table onthe board, Using your examples om the board, show Ss how to form the neative and add this to the table. 6 7 Interact ‘Answers and Background notes James Dean (1931-1985): an American fl star. His eal rome was James Byron. He became a star inthe ims Eost (of Eden and Rebel Without a Couse. He was 2 symbol of teenage rebellion and continued to be 50 after his early death ina car crash in 1955, ‘nia Paviova (18821?)-1931): A Russian ballet dancer. Sie was the most famous ballerina of her time, Her most Celebrate roles were in "sll" and ‘Swan Lake! The solo "The Dying Swan’ was specially created for her, (Charles Dickens (1821-1870): He was an English writer of the nineteenth century, and one ofthe most popular ofall novels. mong his best-known books are David Copperfield and Great Expectations. Stan Laurel (1890-1965) and Oliver Hardy (1892-1957}: ‘American film comedians. They were the most succesful comedy team inthe history of the cinema, They were equally succesful in silent films and in the later talkies. In altheir fms they wear bowler hats. Dante (1265-1321) Dante Alighieri a italian poet. He met Beatrice (Portinari in 1274 and fel in love with her ‘Se became the inspiration for his poetry. His greatest ‘work was the Divina Commedia (The Divine Comedy), an imaginary journey through Hell, Purgatory and Paradise The Supremes: a group of female black American singers Jed by Diana Ross, who later became famous as a solo artist Billie Holiday (1915-1959): An American jazz singer Her real name was Eleanora Fagan. "Nefertiti: An ancient Egyptian queen. She was the chief vite of Akhenaton, the pharaoh who tried to change Eayptin religion and introduced the worship ofthe sun ‘90d ony Mao Tse-tung (1893-1976): 2 Chinese political leader. He founded the People's Republic of China in 1843. ‘Ask the class: Who was John Wayne? (or any ‘other famous person, now dead, that your class know about). Flicit the answer. Go through the example dialogue for Exercise 6 with the class. Tell Ss they are yoing to ask each ‘other similar questions about the people in their book. Each student will have hall the answers Divide the class into pairs, with one Student A. and one Student B in cach pair. Ss turn to the correct page in their books. Use Student A’s question 1 as an example, to check all the $s know what t0 do, Ss ask and answer in pairs,» 7 / Vocabulary PaSt time adverbials ‘* Ask Ss what words they know for stating past times and elicit, eg, yesterday. ‘Ss look at the expressions in their hook and put them in order, adding any other expressions they know They check their lists in pairs. ‘ict the correct orier and write it on the board. Teach other expressions here if you feel it is, appropriate, ex. the week before last, twvo days ‘ago, a few weeks ago, ec Answer key 1 this morning 2 lastnight 3 yesterday evening 4 yesterday afternoon 5 yesterday morning 6 the day before yesterday 7 last weekend 8 } Practice ‘+ ‘mn pairs, Ss read through the dialogue and fill in the gaps. * Check the answers with the whole class. ‘+ Ss read the dialogue in pairs for oral practice Answer key Twas 2wasnt vas was Swas 6 werent 7 wast 9 Over to you + Using the prompts in the book, elicit and drill the dialogue given here ~ follow the procedure given in the Introduction. ‘+ Ss practise the dialogue in open pairs ‘+ In closed paits, $s ask and answer questions with the prompts for Fxercise 9. They give true answers. ‘+ Ask one or two pairs to repeat thei dialogues in front of the whole class. Correct these versions as necessary. Extra activity: Game - Who were you with? ‘© Ss work in groups. They each write down the name of a place where they were yesterday evening (encourage chem to think of exotic locations) and a famous person they were with ‘Each Ss answers Yes/No questions from the other members of the group who try to guess where he/she was and who he/she was with, 107 ++) Soundbite The sounds /b/, /v/ and Jw/ buy very was The tapescript is on SB page 124. «First show Ss how 10 make the sounds correctly. To make the sound /by they press their lips firmly ‘together before saying /b/. To make the sound IvJ- they bite their lower lip. To make the sound JM] it can help Ss to say Oooooooh fu first, then Ji as this puts their lips in the correct position e. ooaweee. * For initial practice they can repeat the words on the tape in part a7 + Write the wo sentences from part by/on the board and ask Ss to practise them in’ pais * Play the tape so they can check their version # IF Ss found the sounds difficult you may want them to practise the sentences for homework and repeat them to the class in the next lesson,‘Anna Pavlova Laurel and Hardy ee t The Supremes Ty Vocabulary Past time adverbials Put the phrases in logical time order, from present to past. 1 this morning esterday evening * this morning ¢ last night # yesterday morning ® yesterday afternoon ‘last weekend ® the day before yesterday 8y Practice Complete the dialogue with was, wasn't, were oF weren't Kirsty: How ‘the film last night, Em? Emily: It. very good. In fact it '.. very boring. Kirsty: Why ‘.. it boring? Emily: Well, the story ©. silly and there ©. any good actors in it Kirsty: Whal about Robert Redford? He's always good. Emily: Well, he’s usually good but he ’.. in this film, 9) Over to you Use the time phrases in Exercise 7 and the phrases below to ask and answer about where You were and who you were with AA: Where were you yesterday evening? B: J was at the cinema, / can’t remember A: Who v B: 1 wos with some you with? riends. [J wasn't with anybody. Where? Who with? sin town # some friends @ at home # my sister/my brother/my cousin at .c5 house © some classmates fe atadisco © my family/my grandparents ‘© at the cinema # my boyftiend/my girlfriend 10, =) Soundbite The sounds /b /. / vf and / wf buy very was. {Look at page 124.)oer RR CCR Saturday Night Fever starring John Travolta Be a Ce Rees een amc ee RN eae Ot SO mee Een ee ee Tas ree i he put te suit and Petes ed See ear Rete ec Me kee ae a ey ea Oscar-winning performance in Pulp Fiction in the oe Or Cee 11 Read b> Think about i 1 Do you think Tony Manero i ich? Read the text and try to guess > win does he like going to the disco every Saturday night? the meaning of these words 3 Why docs he wear a white suit? and phrases. «well-known © sex symbol * puts on * instant 13> Write Write notes about a film which you like. Then tell the class about it 12) Comprehension ‘ap Complete the information 14) Helpline in the notes. Title: Saturday Night Fever Difficult words in reading texts. Location: ‘When you meet new words in a text, do you: Main star. ‘look up the word immediately in your dictionary? Name of character in film: ‘* ask your partner if he/she knows what a word means? Music by: «# try to guess their meaning from the context? Hit songs: ‘ask your teacher? Which way is best? 96Background notes John Tavota: on American actor. twas his dancing, parclary that made John Travolta so successtl in Soturioy Night eve For some time aftr that he didnt ‘make any very popula fms, but then he had another hance t0 dance and singin Grease This was a film about 13805 high schol students and also stared Olivia Newton-John [twas very popular with young people Again, for atime, he didnot nave much more success, then he made several very succesful films including Pulp Frtion and Get Shorty. Picture exploitation $5 look atthe picture but not the text 4 Use the picture for an initial discussion. Ask the following warmer’ questions, in L} if necessary What do you know about John Travolta? Can you name any of is films? Do you like him/kis films? «+ Give Ss time to discuss these questions in pairs or small groups. 11) Read «+ Gather pre-teach the vocabulary for Exercise 11 eg. well-kiown, sex symbol, ete. oF ask SS 10 read the text to check/add to their information fon John Travolta and to guess the meaning of the vocabulary for Exercise 11 Language note: Saturday Night Fever. Fever really means an less with a temperature such as influenza, but the word is sometimes used to describe reat excitement, so here it i contrasting the exciting time Tony Manero has on Saturday night with the job he docs during the week «Ss read and compare their answers. «+ With the whole cass, elicit the new information they have Found about Jobn Travolta. + Check the meaning of the new vocabulary and answer any questions. Answer key well-known: many people know him/her. 2 sex symbole a famous person, often a flm sta ora singe, who is $0 puts onzin the morning you put an your clothes (at ight you fake them off instant: something which happens very quickl/immediatly Ir you talk onthe telephone, you get an instant reply. 12) Comprehension 12ay and 1207 o Pre-teach any necessary vocabulary eg. lacation, ‘main star, characte, et. «In pais, $s now complete the information about the film and answer the questions in Exercise 127. + Check their answers with the whole class Answer key 12a Locatfon: New York Main star: John Travolta Character: Tony Manero Music: the Bee Gees Songs: Night Fever, Stayin’ Alive 12b) / 1 No/ 2 He escapes from a boring job and becomes someone else. 3 lt makes him fee ike a disco dancer, Extra activity: Game - Who am I? ‘© In pairs, Ss choose a favourite film star, or other famous person, alive or dead, or Ss can just choose living, people if you want to restrict the language to the present tense, ‘© The pairy note down information about their chosen person. They can look back at Exercises 6 and 12 for help and they can add to this Information for homework. ‘© With the whole class, go through questions $5 can ask to idemify the stars: Is he/she alive or dead? Does he make films? Was she a painter? ete., writing any dificult questions on the board. © Remind Ss when to ask in the present tense and. when in the past. ‘© The class ask one pair questions, until they guess the star. Continue the activity as a classfin groups. 137 Write + if small groups oF new pairs, Ss can use the headings in Exercise 12a/ 10 note down Information for a film of their choice. (The film itself can be in any language.) ‘© They could find out some information about the film for homework. ‘© Without naming the film, they read out the other information until the rest of the class guess the film. Extra activity: Game - Charades ‘© In groups of three, Ss choose a film and decide how to mime the flm/title © Choose ane group to mime for the class. The class guesses until they identify the film cortecily. They can ask questions andfor have the mime repeated. * You can play this game as a team competition: divide the class into two halves or several large ‘groups. They take it in turns to mime and the kBroup who guess right score points. 14) Helpline Difficult words in reading texts. ‘* Remind Ss that they were able to guess the meaning of some vocabulary in this text. Ask Do you usually guess when you meet a new word? What other approaches do you have to new words? In paits, Ss discuss and suggest some ideas.Photostory: At the disco With books closed, ask Ss to recap on what has happened so far at the disco, ‘¢ Elicit ideas and ask them about Emily: Is she happy? Why not? Tell them Spike is going to phone someone. Set three questions: Who does she phone? (Paul.) Who do they talk about? (Daniel,) How do they feel at the end of the conversation? (They are angry with each other.) ‘+ Play the tape. Ss answer the questions in pairs # Check their answers with the whole class. © They open their books and, in pairs, they try to fill in the gaps. ‘ Play the tape again, stopping as necessary for Ss to check/complete their gaps. ‘© Check the answers with the whole class. ‘© Ss, im pairs, can read the dialogue. Some pairs cean then read a section each to the whole class. Tapescript Listen and see if you were right about the missing words Picture I seme: Can {borrow your mobile phone, Chili? fom: Sure. Here you are Picture 2: aut: Would you like a packet of crisps? for: No, thanks. Picture 3: ‘out: Hi i's me just want total to you. rut: And | want talk to you! Where were you last night? Picture 4: ‘sexe: was out ra: Who with? ‘sme: You don't know him. Pictures ait: Him? Oh so it was a boy! sous: Dont be sly. He's just a fiend of Luke's. Peture 6: seus: Anyway, where ore you? ‘at: min London. fm on my way back to Brighton ‘imc: Great. Can we meet tomorrow evening? Picture 7: mut: I cant 'm going to see a guy about @ new van Picture 8 ‘sme: OK Fine! See you sometime next weekAt the disco <1) Read the story and try to ‘uess the missing words, Then listen and see if you were right, F | Sure, | Here ‘your mabite | phone, Ch oe racket of crisps? Hii me. ju ant to talk t0 you. | J You don’: know him, Don't be sily tes ius | 2 friend of Luke's. _ Leet [ 0K. Fine! See you | sometime next week. ET min London Fn] fon my way back to BrightonPa elt L< about me? 1y 22) Listen and read In the disco. Chilli: And now for our last number ~ Kingston Town! Outside the disco, Spike: What's wrong, Emily? You're upset. Emily: You know what's wrong, Spike. You were out with Daniel last night Spike: Don't be silly! He's just a nice guy. Anyway, we didn’t stay out late Emily: What did you do? Spike: We just walked along the sea front and talked Emily: Did you talk about me? Spike: No, we didn’t. We talked about Canada and his family. 1 ike Daniel a a friend. It isn't serious. Emily: What do you mean? Spike: 1 don't fancy him, Daniel likes you. Me? He's just shy, that’s all. Anyway, V'm going out with Paul, : What? David's brother? That's right. Are you feeling OK now? Emily: Yes, thanks. Spike: Let's go in and hear Chili's last number. Learning goals ‘Communication Talk about the past; Express opinions Grammar Past simple of regular verbs Past simple questions with did Vocabulary Daily activities; Adjectives of quality Adjectives to describe personality7 Did you talk about me? Picture exploitation «Recap on previous events quickly. +f Ask Sst fllowing warmer’ questions in Lt it necessary: Where are the girls? What time isi? What do you think ts happening? 1/5) Listen and read # Preseach si. 4 Tell $s co look at the picture hut nor the text. Explain that they are going to hear a conversation beiween Emily and Spike. Ask Ss: What do you think they are talking about? Elicit ideas from the whole class. Play the frst half of the tape so Ss can sce if they are correct, ‘Play the whole tape while Ss read the text,> 2) Comprehension © Check $s understand all the questions and answers. Do the first one with $s as an example iF ccesary In pairs, $s match the questions and answers, + Check their answers with the whole class. Replay the tape if necessary: Answer key Ye) 26) 3a) 41) 50) 6b) y Useful phrases Seé Introduction 4/ Practice + Ss work in pairs. They can roleplay this exercise, adding the Useful phrases as they read/speak. 57 2+) Listen * Play the tape and give Ss time to correct their dialogues. ‘Ask Ss: Is Daniel telling the truth? Allow time for brie class discussion. ‘Ss practise reading the dialogue in pars + You cam put the Ss in new pairs and let them roleplay the dialogue from memory. Tapescript Listen to the dialogue and sce if you were right about the Useful phrases tat: "Whats the matter with Emily? Luxe: She's upset. She thinks you'r going out with Spike, ari: Dont be sly! OF course "'m not! Anyway, Ive gota sinfiend in Montreal. twee: But you're always with Spike, You're very friendly with her ‘ust: Maybe I am, but! don't fancy her! lune: You mean it isn serious? wnat: OF course itn. | lke her as 2 friend, thats ol2) Comprehension Match the questions with the answers. Why is Emily upset? 2 What did Daniel and Spike talk about? 3 How does Spike feel about Danicl? 4 How does Daniel fee! about Emily? 5 Why doesn’t he tell her? 6 Who is Spike going out with? a) She likes him as a friend b) Aboy called Paul Because he’s shy. 4) Canada and Daniel's family ©) Because Spike was out with Daniel last night 1 Me Tikes her 3) 4) Useful phrases Listen and repeat. * Don’t he silly! | ike [Daniel] as a friend Iv isn’t serious. * 1 {don't} faney [him]! © That's al Anyway, [T'm going out 4) Practice Work in pairs. Use the useful phrases in Exercise 3 to complete the dialogue. Daniel: What’s the matter with Emily? Luke: She's upset, She thinks you're going out with Spike, 1 OF course I'm not. ‘5 He got a girlfriend in Montreal Luke: Bul you're always with Spike, You're very friendly with her. Daniel: Maybe Iam, but I. her! Luke: You mean, it '..? Daniel: OF course it isn't, 1. friend, that's Daniel: 5) J) Listen Listen and see if you were right. Correct your dialogue if necessary then read it in pairs. Do you think Daniel is telling the truth? 99Grammar snapshot Past simple of regular verbs Positive statement | enjoyed the music. He arrived lastnight They talked about hi s Negative statements didn't enjoy the film He didn't im, They didn’ ta about her rive this morning, 6) =) Soundbite The sounds /1 / and fd / in past tense endings worked — listened (Look at page 1244) Ty Practice cam om on ob ee et deo be Ouestions Short answers Complete the questionnaire for ee Negative jourself. Then ask your partner Dayovenioy the mis?) Yes! ——_‘No dt youre. Then ask your pain Did he arrive last night? Yes,he dia. No, he didn't, Ne questions. Did they talk about him? ‘Yes, they did. No, they didn’ | —] iu ‘ Score Uitequestons Answers | Yes. 1 aia, = 1 What dia you do ast right? 1 layed otal No.1 dint. = 0 Lc Make rules 1 To make postive statement we usually 2. ote base form, Ree 2 Tork negative statement, use. pls the base arm vow tne Ren aloes i 3 To make a question we use. plus the base orm, cae eel eee t 1 How helpful are you? Yesterday oid you wash up? tidy your room? clear the table? ~ make your bed? 3 How studious are you? Yesterday evening did you ~tead a newspaper? watch the news on TV? ~ do your homework? = 0 a book? 100 You Your partner You Your partner 2 How sociable are you? Last weekend ad you = go toa disco or cinema? invite a fiend to your house? |] [] ~ met frends in town? a ~gotoafriends house? = LL) You Your 4 How healthy are you? Last week aid you = go fora run? ~ walk or cycle to school? ~ eat any tesh fit or vegetables? play any spor?Grammar snapshot Past simple of regular verbs Yes/No questions # Using prompts on the board, elicit from $s ‘questions about things they do every day e teethfevery day?» Do you clean your teeth every day? ici their answers and write the example questions and answers on the board. Le. Yes, 1 doNo, 1 don't Tell $s you want to ask about yesterttay. Can you tell me the question to ask? (Did you clean your teeth yesterday?) + Draw a chart on the board to show Ss regular present/past tense formation. {a en ore even dyes [Por fel ieene see Teal [eae | As So tell you the ral (o> id wwe Ion the oad Past simple statements + With books closed and using your own pictures andlor mimes, tll Ss what you did yesterday tvening, Use several example sentences, eT payed fermi, yeled home, 1 sted friends, fememberto restrict your prompts/mies to those which lic regular pst tenes c)) and lic as many of these activities from the Ss ay you can. # Drill tae sentences chorally and individually as necessary. ‘© Write your examples on the board, underlining, te -e endings, Note: You can use these examples to help introduce: the Soun: Wh- questions Plcit the question from Ss by writing. on the board. Whav/do yesterday evening? Use picture prompts or mimes to elicit the answers {again restricting the prompis/mimes to regular verbs). Ss can ask other Wh- questions in pairs practi Negative statements ‘© Give Ss examples of things you personally didn’t do yesterday, eI didn't watch TV. Hlicit one or {wo examples from them co establish the Form, ‘© $s individually think of three things they didn’t do yesterday. Then they tell each other in small groups and try 10 find two things they all didn’t do, * Flicit some examples of wh- questions and negatives from the whole class and add them t0 your table on the board, 6) G+) Soundbite The sounds /t/ and /d/ in past tense endings worked listened The tapescript fs on SB page 124 + Use examples from your boardwork teaching Grammar snapshot to demonstrate the two endings used here: 1 hi} L watched TV. 2 [dj I listened to music. 4 lict from Ss where 10 write the other verbs in the boardwork, under 1 /t/ or 2 /d/?- # Play the tape part for repetition practice, stopping before the fast sentence to write it on the board + Ss in pairs decide how to pronounce the verbs *# Play tape part bso they can -k and practise. 77 Practice «+ ‘Ask Ss what ood qualities they think they have. + Pre-teach helpful, sociable, studious and healthy. Use the pictures in the book to help you do this. + Ss in pairs complete and discuss the questions. They should take it in tums to ask and answer the questions. * With the whole class find out who had the highest score. Ask the class: Do you agree that ‘your ‘two best qualities’ are true for you? Are there other questions that you think should be included? ‘s#Alternative procedure # Teach the Yes/No questions and use Exercise 7 for practice before you introduce the positive and negative statements, # Teach the Soundbite after your introduction of the statements, Extra activity: What's a friend? * Brainstorm the qualities Ss look for in a friend, writing up the new words (eg. generous, ‘thoughtful, funny) on the boa. © Ask Ss to rank the qualities in order of importance,» 8 / Interaction + Remind Ss how to do this activity ‘Divide the class into pairs, one Student A and one Student B in each pair ‘+ 5s find the appropriate page in their books. + Elicit the question form $s will necd 0 ask What did Nigel do on Monday morning? ‘Drill chorally and individually. Student A asks Student B across the class to establish the (question and the answer: He walked into town. If necessary, drill the answer. + Now get one Student B to ask their first question across the class Ss ask and answer in pal ‘© Monitor the activity to make sure they are using correct questions and answers and note their 9) Communication Expressing opinions Pre-teach new vocabulary ebriliant/areat/ cexcellent/funny/silly/awful/boring/rubbish using example activities familiar to your Ss. «© licit one adjective and put Ss in small groups to think of as many others as they can. ‘© Check and add to their suggestions. Explain that most of the adjetives can be used in any situation, hut rubbish is usually used only when {alking to friends, * Write the prompts What/TV/las night? on the board and elicit the first four lines of conversation. Practise them across the class in open pairs. * Drill these lines as necessary. Adel andl dil [really enjoyed itl didn't enjoy it at al ‘Ss can now practise in small groups to include and discuss 4 number of programmes, The activity can be extended fo include last weckend, 10 7 ++) Listen 10ay ‘Ask one or two questions to set the scene: Where did they go? Did they enjoy it? Ss read the Truc/False questions, * Play the tape while Ss answer the True/False questions. © Give them time to check their answers in pai ‘© Check their answers with the whole class. Tapeseript Listen tothe first part of the dialogue and answer Teue or False, ui Hi, guys! Did you enjoy the music? Sone: Yes, we aid. We realy enjoyed it It was great! Especially the last number ~ ‘Kingston Town cus Im glad you liked it. Kingston is my grandparents! home town in Jamaica. The song is an old Bob Marley sumer, ‘Ae your grandparents till therein Kingston? Cin: No, they came to work in Britain inthe 1950s and stayed here puri: Were you always musical? coat Wel, learnt how to play the guitar when | was at School bouts: When did you start the band? Cu: This band? About a year ago. But | started my first band when | was at college, We were called "The Easy Beats: We weren't very good but it was fun, Anyway, 'm glad you enjoyed it sone: Oh, here's Luke. We must go. ‘au: OK, don't iss the bus! See you! An swer key VF aT 3F aT 10b/ by Lis Téll Ss they are going to listen 10 the second part of the dialogue. Stop the tape when Luke says Oh, nof and ask Ss: What's the matter? (They missed the bus.) ICSs do not know, ask again when you get to the end of the tape. Ss listen again to answer all three questions. Check the answers to questions 1-3 with the whole class. ten tothe second part of the dialogue and answer the questions am: au: Would you like a piece of gum, Emily? Yes, please. Were you angry with me tonight? nv: was abit angry, | suppose, What did I do wrong? Wy: You didn't tlk to me. ane: 1 id ny: Anyway, you didn't dance with me. You didn ask! UE: Come on, you two, Stop arguing, Les go tothe bus station. The bus leaves ina few minutes. Oh, na! some: Whats the matter? uuxe: The last bus wasn't at 11.30. [t was at 1.10 aust: How are we going t0 get home? te: Walk Answer key gum 2 because he dh missed the bus talk to her 3 because they8> Interaction Student B: Turn to page 122 Student A: Look at Nige'’s notes. Ask Student B questions to find out ‘what Nigel did last week. Then answer Student B's questions, A: What did Nigel do on Monday morning? B: He wolked into town. Now write your own diary for last week. 10> ++) Listen ., . 9> Communication a> Listen to the first part of the dialogue and answer T (true) or F (False). 1 Spike didn't lke the last song. 2. Kingston is a town in Jamaica. 3 Chili’s grandparents were from Briain 4 Chills fist band was called The Easy Beots. Expressing opinions > What did you watch on TY last night? > i watched > what did you think of it? > It was great/very funry/OK/boring eudbish Did you watch it? b> Listen to the second part of the dialogue and > Yes | did, No, | didn't. | watched answer the questions. > Wasit go00? eee 1 What does Daniel offer to Emily on the way es it was .fNo, it was to the bus station? Now ask people's opinions about TV programmes 2 Why is Emily angry with Daniel? 3 Why did they start to walk home? last night.lo Market Street, Southport Roth July. ae Jamaica, Te was tic, holiday in Jamaica Te wai Thad a fat en id lovely from dendan to Hingston. Treally 1 Re Eile ft at bec Te Ae and” ‘2 the giréin the seat next to me. T+... with my aunt and uncle in Kingston They. : Narip to Montego Bay. We,”...at an i orchid Boer. 1 ws ruth (On my fast night there I... to bed untif theee chock in the morning! scent Thope yo gigs are gring we thecaibbean Sea Neat 2 ery yar to relaxin the So gun and swim in the H} ciear blue sea. isa large island million tourists visit the For tourists, the island is a paradise, For most Jamaican jobs, except in tourist industry. Jamaica Is also famous for reggae 11> Read Chills friend Della was on holiday in Jamaica. Read her letter to Chilli and complete it with the correct verbs. invited * stopped © talked rlled* enjoyed * didn't get * watched © was * listened 12) Write Write a short letter to an English friend about a holiday. Use the questions below to help you. Start like this: * How did you go? © Where did you stay? * What was it like? Wh What places did you visit? * bid you enjoy the holiday? did you do? End your letter like this: (your fist name) 13> Helpline —— Sort past simple verbs. Make alist of the past simple regular verbs in this unit, Then group them according to the four different endings, 2 5 Gl 5 5 5 5 = 5 = & = = = = = = = = = = need 1g hange +e red11) Read Background notes Jamaica: One ofthe largest islands inthe West Indies, Jamaica is south of Cuba inthe Caribbean. The capital and largest ety is Kingston The sland is quite mountainous anit sometimes has quite severe earthquakes. Jamaica hasa topical climate but north-east winds help prevent it from being 00 ho. In late summer and in autumn there are sometimes hurricanes. “Tamaiea i largely an agricultural stand. Some of the main products ae sugarcane, bananas and citrus fui Jamaica ‘01s neal lithe allspice used inthe world. Tourism is ‘ery important industry in Jamaica and the coast and beaches are beautiful. Montego Bay is one of the best- known places onthe coast. The people came mainly from ‘ica eriginally and some from Europe, but there are aso Chinese and indian populations. English isthe oficial language and Jamaica has its own tialect of English. Reggae music, which is very political, originated here and Bob Marley's one of the most famous Jamieans. ‘© With books closed, write Jamaica on the board Ask What do you know about Jamaica? Elicit information from the whole class. Pre-teach any new vocabulary if necessary: tourist trip, gig. You can explain paradise afer Ss read it in the text Set a few general questions: How many tourists visit Jamaica? (Nearly a milion.) Where did Della go? (Montego Bay.) #5 read the lex! 10 answer your questions and yet ‘new information about Jamaica. # Check the answers 10 your questions with the whole class and ask them if they found any new information. ‘© Recap the leiter format: address, start, finish, etc. ‘© In pairs, Ss read the text again and fill in the gaps in Della’ letter. Check the answers with the whole class Answer key ‘traveles Zenjoyed 3 didn't sleep 4 was_ 5 listened Gwatehed 7 talked B stayed 9 invited 10 stopped get Extra activity: My favourite place In groups, Ss can use the information about Jamaica as a model for writing a paragraph about their favourite place as if for a holiday brochure: If possible, they should bring in or make some pictures and display their work as a poster + Pass the completed brochures round the class for Ss to read and discuss them, 12) Write ‘* Using the prompts and looking again at Della’s enter for ideas, Ss write notes for their own letter. They can do this individually or In pairs. ‘* With the whole class, elicit a possible first entence for their leer ‘© You can ask some Ss to read their letters 10 the whole class, or ask them to exchange and read their letters in pais. If possible, Ss could bring in photos of their holidayljourney to show each. other. 13) Helpline #° ih groups of three, Ss write down all the verbs they can remember from the unit and any other regular verbs they may know. Let them look back through the unit. + With the whole clas, look at the examples in the Helpline, and write the headings and the examples on the board, Explain that you are looking at the spelling now, not the pronunciation, + Elicit one more verb to go under each heading and add them on the board e.g. warched/liked/ ‘ravelledjtidied, *# Check Ss ate aware of the double letters in the third column, + In pairs, Ss write their own verbs in the correct column, Elicit the verbs from the whole cass and write ‘hem on the board as a final check oF give Ss a copy of the correct list. + Explain that when a verb ends in a consonant + veg. dy, =m the = changes 0 =f. BUC note slay ete. end in Vowel + =, s0 there is no change. Answer key ed : walked, watched, washed, surfed, helped, stayed, played, visited, worked, enjoyed, talked 4: arrived, practised, cycled, danced liked, phoned, uses, loved double the final consonant + -edt stopped, jogged, travelled spelling change + -e0: cared, tidied@ Fast rewind units 16 and 1 ANSWERS Grammar Exercise 1 Twere weren't 3mas 4 were §Was 6 wasn't Twas 8 mere weren't 10 was Exercise 2 enjoyed 2stayed 3 played 4 travelled 5 phoned Gwalked 7 liked 8 stopped 9 listened 10 talked Exercise 3 1 She didn't lke the film, 2 didn’ use the sehaol computer yesterday. 3- Did they arive home late yesterday? 4 Did you ase her for Caroline's address? 5. He didnt enjoy the concert in the park 6 We didnt talk about schoo! at al Vocabulary Exercise 4 Tunay 2 interesting 3 boring 4 bad 5S great Communication Exercise § Give $5 time to rearrange this an then let them practise the dialogue in pars X €) Would you tke ra, coffee or orange juice? 1: 1 Tea plese. 2) With ik and suger? 5: Just sugar, please. : ) Here you a. 0) Thanks very much Exercise 6 Example aiologue 2 Hi, Michael Would you like a drink? Yes, please. I like a coke 1: Where were you yesterday? 8: Iwas at home, ‘A: What did you doin the evening? latched TV. What did you watch? 8: I watched Neighbours and a travel programme. Neighbours was abit boring but the travel programme was brillant Make sure Ss exchange roles so that both of them ask the questions. Progress update: Units 16 and 17 * Ask Ss to complete the chart and discuss where they are making most progress and where they are making least progress. What can you do to improve?@ Fast rewind units 16 and 17 Grammar 1 Complete the conversation with was, wasn't, were or weren't. ‘®: Where (11 were you last night?! ohoned you but you (2). at home. 11).. out with Friends. We (4). a the Bluenote Cate. (5). Julia there? No, she (6)... Why? Oh, | jus: wondered. She (7. 0st with Nick. They (8). atthe Oasis, | think No, they (9, How do you know? Because | (10. there! 2) Complete these sentences in the past tense, using the correct verb. ‘play enjoy *waten ¢ isten # talk # phone festop # walk # travel # che stay [watched the late fil: on TV last rvgrt 1 We really... the concert ast night. It was great! 2 Se... with friends in Brghton last summres 3 Real Madria .. very wel! nthe last Wor's Cup. 4 Her parents .. by tain from Srangnai to Moscow. 5 |. you “our times lastnight but you were oul, along the beach yesterday. It was lovely. ‘he fln but she didn't Fke tne music! 8 The mer .. work at exacly one o'clock 9 |. t0 the new Sting album yesterday. I's great 10 Trey . 19 us a00ut she trp to Madagascar. It was very interes: 3), Make negative sentences (x) or questions (?) using the past tense. hel stay [x] ina hotel He didn't stayin o hotel you/leor (7 speak ta'an when you were in aly Did you learn to peok Italion when you were in Italy? 1 sel ike fx) re fin 2 lfuse (x) the serool compucer yesterday 43 thevlarrve 2} home late yesterday 4 youlask (7) her for Caroline's address 5 nelenjoy (x) the concert inthe park [x) about senool a all Vocabulary. sug) 4) Complete the sentences with one of these aajectives. Use each adjective once only. * boring # awful # interesting * funny * great * bad His girfriend hates Syvester Stallone. She thinks his Simms are owful 1 Comedy Hour was very... aughed and laughed 2 There was an... wildlife fk on TV ast night. 23 He's very... He talks about football ai! the time 4 Tre opposite of good is 5 Thani for a wonderful party. was. Communication 5) Rearrange the sentences to complete the conversation, AA: Would you lite something to drink? B: Yes please. a] With mils and sugar? b) Tranks very much, } Woule you like tea, coffee or orange juice? 4) Just sugar, please, | Here you are. 4) Tea, olease. 6) You meet a friend in a café after school. Follow the instructions and write a conversation. A: Hi Michael. Would you lke a oink? AA: Greet your “end and offer him/her 8 drink B: Accept aaitely and say what you wou'c ie zo drink A: Ask wnere B was yesterday. B: Say you were at home, AA: Ask wha: B did yes:erday evening B: Say you watched TV. AR: Ask what B watched. B: Say what you watched and g've your opinion of it Progress update units 16 and 17 ick the chart. How do you rate your progress? cellent Good OK Can do better Grammar Vocabulary CCommurication 103Learning goals Communication Vocabulary Weather words4 It was a warm evening. Background notes 1 Rome: A wel as eing the capital of ay, Rome i also 2 major aural cee and tourist destination I on the iver Ties in central tai There are man historic buikings in Rome, most of them in the cere. Some date om the time ofthe Roman Empire (suchas the Case, others date rm the Renaissance (15th century Tourette to tvow cies int the 18h century Tei Fourtain and make 2 wish 2 Tyo: Tokyo ste largest ct in Japan and the capital, situated on Honshu, the largest of Japa's four man lands tis an indus as well as 8 Commeral and cultural cee With the othe tes on Toye Bay including Yokohama, it produces one fh of te county's manfacurng goods. Although Toi sues equi from carthquaes it sti has some beaut ful 8 blings such as the Imeril Palace an is parks Japan became a republic after Word War 3 Landon: Loon is he capital of England and isin the south easton the River Thames. Athough proba best no fort istry ad tourist attractions seh asthe Tower of London, ti a0 commercial centre nd nas one of the words major stock exchanges. ost ofthe ety ncuting al the main hstore buggy, St. Paul's Cathedral, Westminster Abbey, he Houses of Paiament, een the north sie ofthe fiver Tere area eumber of museums ara gales i London st London is als Famous fori shops, theates and parks. 4 Manchester: Manchester's in the north-west of England and one of England's mai industrial cities, itdevlopd in the 19th century 25 a centre for te cotton ndsty, but was aso an important port and is annectd tothe fiver Mersey by one of the UK thaest commercial canal, the Manchester Ship Canal wien was completed in i894. Manchester’ industries row include medicines and computers. Manchester is ‘boone ofthe UK cultural centres witha well-known arenes (the Hal an the Manchester Cty Art, Sater 5 Belin Belin snow once again the capital of a urited Germany It's onthe North German pain, a the inetng of several rivers In 1961 the Brin Wall was Bui to separate Eas and West esmany but in 1989190 if was pulled down, The Brandenburg Gate, the State Opera House andthe Reichstag bulding (which haused the palament) are some of the well-known ‘uiings. The Bertin Zotoical Gardens isthe largest an one a the eles 2o05 nthe worl, Brin is a imajor European cultural cente 5 New York: New York, the “Big Apple’, has the biggest Population of any city in the USA and isan important centre for business and culture. Because many of the immigrants to the USA came through New York, it has a greater mixture of races ad culture than many other American cities. New York's department stores, especially those on Fifth Avenue, are world-famous and fashion i one ofits biggest industries, One of the most notable features in the middle of New York is Central Park which was lai out in the 1850s. New York i famous for its skyscrapers and has some of the word's tallest buildings, suchas the Empire State Building and the Word Trade Center. The headquarters of the United Nations isin New York 7 Las Vegas: Las Vegas, in the state of Nevada, USA, is @ famous tourist resort but is also an important centre for business conventions and meetings t's particularly famous for gambling and has many big hotels and casinos. Iti te fastest growing city in the USA. It advertises itself asthe ‘entertainment capital ofthe worl’ and has a range of outdoor activites to offer as Wel as its cabarets and gambling. 8 Brighton: Brighton is a seaside resort on the south coast of England, It has a numberof historic buildings, especially rom the Regency period, and lots of antique shops. Itis very popular with tourists and students (See aso Unie 9)> 1} Vocabulary Weather words Elicit and teach the phrases using the pictures only. + Daill chorally and individually. ‘In pairs, Ss look at the phrases in Exercise 1 and match them (othe pictures, + ‘each the question and answer form: What's the weather like in Rome? I's warm and sunny. Write it on the board + 55, in open pairs, ask each other about the cities in the pictures. Check their ansivers, 2) Communication Talking about the weather * With books closed, write example temperatures ‘on the board eg. 19°C, -5°C, 83°F, et licit/teach and drill temperatures. (You can omit practice of Fahrenheit temperatures and just ‘explain that in the UK, temperatures are often given in both forms.) '* Elicit/Give the question: What's the temperature toilas? Note: pronunciation /temprifa. It may help to write femperature on the board and rub out Ue Second ¢, he, emp rature «Ss practise the question and answer briefly in ‘pen pairs. «Ss are now ready to use the questions in Exercise 2 for pairs discussion. * Have a brie? feedback with the whole class «Add some questions of your own at this point, cea, How do you feelin cloudy weether? Does the eather matter fo youfmake a difference to you? 3) 22) Soundbite The sounds Jex/ and /e/ rain wet The tapescript is on SB page 124 + First check your Ss can say Je! correctly, then check Jel it may help 10 get 8s t0 say the two sound in et) separately first, then to merge them, Le fel if =» fe + Play the tape part a7 for repetition practice. Put {he two sounds on fhe board with examples fey) rain 2 fel wet + Write the sentences in b) on the boat. Ss, in paits, decide how 10 say them. ‘Play the tape for them 10 check and practise 4) Interaction heck that Ss understand the questions: What's the weather/iemperature lke in Rome? + Get one oF two Ss to ask about Athens and Budapest across the clas, to establish the activity #6 ask and answer in pairs, ni missing information. ig down the © Make sure $s say It's snowing/raining (not It's snowy/rainy} when they talk about Budapest and Lisbon, ‘© Sclect three or four places for $s to ask about across the class as a feedback activity. 5 7c) Listen 5ay + Give Ss one or two general questions to focus on while they are listening: Whar's the weather like today? Is it going 10 snow? What's Jason going 10 do tomorrow? Play the tape. * Check the answers to your questions with the whole class. + $5 read the posteard while you play the tape again. © Give them time to check their answers in pairs and play the tape again if necessary. pausing at appropriate points. ‘© With the whole class, elicit the answers to each sap. Answer key long 2 bus 3 brillant 4 weather 5 rained 6 warm 7 sunny 8 fabout) ten degrees 9 snow 10 minus five Tapescript LUsten to Jason's telephone conversation with his father. wo: Helo. “usou: Hi Dad its me, Jason, ab: Hello, Jason How's everyting? swson: Great! We arrived ist night. t's briliant here bao: What was the journey like? suson: OK, It as very long ~ well it was by bus but we stopped at lots of places on the way. io: And what's the weather ike? sists Wel isa it up and down, Yesterday wasn't very nice trained ao; Rained? Oh, but surely it doesnt rain at this time of year out there? svsow: Sometimes it does, but today is lovely. I's warm and sunny, ao: Oh, good. How are the others? u8Son: Well Katie and Mike are sitting outside inthe sun, xo: What's the temperature? .sson: I's about ten degrees in the sun today, but it's going to drop to minus five tonight xo: What about the soowW? ison: Oh, there's ots of snow, especially here, high up. And they say it’s going to snow again tonight. The sing is going tobe really great tomorrow. Anyway, must go. wo: OK. Bye Jason, thanks fr caling,1, Vocabulary Weather words ‘Ask and answer about the weather in each picture. ‘Az Whar’ the weather ike in B: ie warm ond sunny. #1’ cloudy Wr ining. ‘1S warm and sunny, 15 wet and windy W's cold ies hot Its snowing, 1s fu 2) Communication Talking about the weather D What's ine weather lice to Dies raining its coi and we > What's the temperature today? Dies -5°C Iminus “ve degrees Centigrade) [t's 9°F (nine degrees Fahiene't Now workin pairs and talk about the weather. 1 What's the weather like today? 2 What's the temperature? 3 What was the weather like yesterday? 4 What was the weather like Jast weekend? 5 Is the weather typical for this time of year? 3 2) Soundbite The sounds / ei / and Je / rain wet (Look at page 124.) 4) Interaction Student B: Turn to page 122 Student A: Ask Student B questions to complete the chart below about the weather in different cities of the world, Then answer Student B's questions A: What's the weather like in Budapest? B: I's snowing. AW B: I's minus se at's che temperature in Budapest? n degrees Centigrade /nineteen degrees Fohre nto SA deJareto (Boones Ares oo Pe end : ce ad poy ee La peer tn eed ie a Montes! 13. 9 snow reed Pen 5y 2s) Listen a Jason is on holiday with some friends. He telephones his father. Listen to his telephone conversation bb> Listen again and complete the postcard he sends to a friend. Mi, Dave! We artived last night after a"... joumey by’... 1's"... here but the +... sa bit up and down. Yesterday it"... but today is *.. and In fact the temperature today is"... . There's lots of *.. high up in the mountains, They say the temperature is going to be ".. tonight and it’s gaing to snow. | hope so! See you, Jason. 105,IO 6) ‘*) Listen and read Ty Comprehension Luke Freeman is taking to Police Constable Jean Watson. Put the sentences in the correct order to summarise the We had @ good time at the disco. We let - story. ne», BLN1-15 bul we missed the last bus. We . decided to walk home along the sea ° me fon a) They heard a ery for help Suddenly, we heard a cry for help, Emily put Daniel's ja We went down to the beach and n saw a man lying there. That was) They missed the last bus. at about 11.45.11 1an toa phone «The ambulance arrived and box to call the police and an took the man to hospital ambulance. | diated 995, 1 They decided to walk home along the sea front. The others stayed on the beach 1 Luke rat 10 phone the police ! g. ti mene ib nyt 2 He ables svi Janicl’s jacket over him. ay tut ac @ statement at c Jacket io the police station, \ A few minutes tater an ambular and took the man to hospital. ? ¢ arrived nt down to the id saw a’ man lying 1066) 2+) Listen and read cue he tae to Danie’ cry: Look! There’s a man on the beach, Play this line only tothe cass {Ask Ss to look atthe piewres and say what is happening in each one + Play che tape 4 Ask Seif they were right about what was happening Now replay the tape and let Ss read the text, so that they can check ther ideas and collect more information. Ask the cass what new information they now have + Teach unconscious, referring to the text and the pictures a8 necessary. Tapescript tuts We had good time atthe disco. We left at 17.15, tut we mised the last bus. We decided to walk home along the seafront, Suddenly, we neard 3 try for help. We went down to the beach and saw 2 man ying there eave: Look There's a man on the beach.) tuxé: That was at about 1145.1 went to a phone box. tavcall the police and an ambulance. dalled 990, ‘voce: Emergency. Which service do you want? luxe, Police and ambulance, pease. uxt: The others stayed on the beach withthe man, He fosuncorscos They dt move i Bt Eri pt Danks jet ovr ou: Dor move hin. es uncon [fre Riders ace over om Emi] Tae Rewrite an onic hed ad fat the mano esp Bye wha happened? re Ne dW neds for lp and sa the mani gong the ple ston fo mia tenet 7 Comprehension +S, in pals, put the sentences in order, Jooking, back at the text in Exercise 6 when they need to. ‘© Check the correct order with the whole class. Answer key 2e) 3a) 4h) $f) Gb) 7a) By) ‘© You can play the tape again for $s to listen to the whole story, with books closed. © For further practice Ss can read the text aloud in pairs. + Asa class, they then read the whole story, individual students reading one sentence cach. ‘Check their pronunciation Extra activity: Reporting a crime ‘© “Tell Ss they have seen a crime fess. @ thief stole a car} or they were the victim (e.g, someone stole their bag) ‘© Put prompts on the board: Whar? Wher Who? Description of thief? * In pairs, Ss choose the crime and decide what exactly happened. They can look again at Exercise 6 for help. ‘© With the whole class, clicit questions the police could ask when they report the erime, Write any difficult questions on the board. ‘+ Divide the class into new pairs: one is the policeman/policewoman, the other reports the crime. ‘© Ss practise their dialogue and write it out, ‘© Ask some pairs to act ou their dialogue to the whole class ? When?9 Grammar snapshot Past simple of irregular verbs +" Ask Ss if they can remember how Luke began his, statement. ‘© Write Wee had @ good time on the board. Ask: What verb is this? What tense? and elicit hhave (past tense). ‘* Write the following information on the board Irregular verbs Infinitive Past tense have had ‘Tell Ss that alot of verbs in English are irregular. ‘Ask them: How many can you find in Luke's statement? ‘+ Give Ss time to find these in pairs. (There are ight.) ‘+ Elicit the verbs and write them on the board have ~ had; leave left; hear ~ heard; go — went; sce = saw: run ~ ran; put ~ put; take ~ took # Now write the past tenses of the other verbs in ‘the Grammar snapshot on the board and elicit the verb they derive from: buy ~ bought; come ~ came; do ~ did: fall ~ fell; get ~ got; give ‘gave: hit ~ hit; make ~ made; wear ~ wor ‘+ Ask Ss, in threes, to think of a sentence which includes the past tense of each verb. 8 / Practice fay # Tell Ss they are going, to read the statement of the man who was mugged. Whar information do ‘you know will be in his story? Prompt them with the beginning of the story: He went 10 his Javourite restaurant and left at about 11 o'clock. ‘© Ss-can discuss this in small groups, Elicit some ideas. © Ss look at the text for Exercise 8 and complete the story in pairs. © Check the answers with the whole class Answer key ‘Men Sle aes Aedes Sheard Gsunes Hie Seame ‘S'tied olan” Ne “te (Etta Sued eran avy * sk 5s in pis wo workout the questions, using the pomp or Exerlse 8b, 4 Check the question forms wih dhe whole clas, ting only i necesary. Answer key 1 What time gd he leave about 11 atclack What did he do then? Me walked along the beach, What did he near? He heard a noise. What did he see? He saw three boys. ‘What di one boy do? He came up 10 him and asked him the time, restaurant? He lft at \What gi the man do? He looked at his watch What did another boy do? He took the man's wallet \What happened next? The man shouted for help and the boys ran aay Extra activity: Game - Alibi ach alibi: the story a person gives to the police to prove that they did not commit a crime. * Give an example: Last might there was a robbery ‘at the bank between 6 o'clock and 11 o'clock. They saw two people running away. One was (describe yourself). Today the police came and ‘asked me questions. | was out with friends esterday. We met at 5.30 and had a coffee. Then ‘we went 10 the cinema and saw ‘Shine: We sat near the front and paid £8.50 for she tickets. Afier that we went to a disco, but 1 was tired ‘and at 11.30 T went home. T have a good alibi, so the police believe me. Bur now they think maybe sou did the robbery. ‘© In paits, Ss plan their alibi in detail. Give them an example to begin with: They were together Jrom six to eleven. Put prompts on the board Where did you go? What did you do and at what time? Who were you with? * Choose ane pair to be questioned by the ‘police The whole class are the pol © Question one student from the pair at a time, The other student goes out of the class ‘© The police take it in turns to question the First student, They question the second student in the + Ask the class: Are the alibis the same? Iso, the Iwo students are innocent. If not, arrest them! ‘© Afier doing an example game with the whole class, you can play the game in groups if your class is large. You could play the game again on another day, for more revision of the language from this and earlier unitsDon’t move him. He's unconscious. ‘= Put Danie!’ jacket over him, Emily Grammar snapshot Past simple of irregular verbs Many verbs have irregular forms in the past tense. Infinitive Past simple Infinitive Past simple buy bough ha had come came hit hit do did leave le fall fell make made et got put 8) Practice a, Complete the man's statement with the past simple form of the verbs in brackets. Last night (go). to my favourite restauremt in West Street eave). the restaurant at ‘@watm evening and I (dec 5 (come) to the ground Anoth for help. Then they (run) * .. away boys aged (est)... me the time, Wh be chit *... me ond da my wale. (shout) up to me, — No, we didn’t, We heard a cry for help and saw the man. 'm going to the police station to make a statement. Go back and look. | How many past tenses 0 | regular verbs can you find in Luke's statement to the police in Exercise 6? by Work in pairs. Use the cues below to make questions. Then ask and answer them, A: What did the man do last night? B: He went to his fovourite restau 1 What timeyhe leave the restaurant? 2 What//he do then? 3 What /he hear? 4 What/ he see? 5 What/one boy do? 6 What the man do? 7 What/another boy do? 8 What /happen next? 107 a :Lightning rips through teenagers’ tent Sixteen-year-old David Burren and his friends had a very lucky escape last night after lightning struck his tent. David Burren lives with his family on a farm in Kent. He finished his school exams last Friday and had a party on the farm for some friends. After the party, some of the boys decided to sleep in a large tent in a ficld behind the house. AL Lam. the teenagers went to bed. It was a stormy night and it was difficult to sleep. They laughed and joked, but then suddenly lightning ripped through the nylon wall of the tent. It struck a metal pole in the tent. It was about 3 a.m.,” said David. “There was a big bang and a flash of light, Somebody shouted, ‘Run. everyone, run” The boys ran across the field to the house. But then they realised that their friend, Stefan Brown, 15, was still in the tent “Two of us went back to get Stefan. He was Ambulances took seven of the teenagers to the unconscious. We thought he was dead,” said David, General Hospital where they were treated for “We pulled him out and put him on the grass. There burns and shock. Fortunately none of them were were burns all over his face. Alter a few minutes, he _ seriously hurt. started talking ~ about football, I think.” 9> Read 11) Helpline ead Read the text and put the pictures below in the correct order to show what happened during the storm. CT 11s usually best to Tearn past se irregular verbs by heart, 10y Write Write the irregular verbs on separate pieces of paper with Write a caption for each picture to summarise the story. theie past (ense forms on the IC After the party, Dove and bis reverse side and (est yourself “pina tentPicture exploitation «Ask So he flowing ‘warmer’ questions, in L1 if necessary: What do you think the group is doing? Whar 1s tn the background? Have you stayed in a rent? Ifo, where? Did you enjoy i? What was the weather like? Were you alone? 9) Read «= re-each any new vocabulary: 10 rip (through), to strike lightning), a burn, nylon, a flash, to ‘Shout, shock, 0 provide a glossary: alist of the ‘words with an explanation of cach in L1. + Ss ead the healine and the introduction to the son. Check the information with the whole lass, asking questions and explaining as necessary: How old is David? What happened to his tent? When did it happen? «Ss read the text and put the pictures atthe bottom of the page in the correct order. © Check the order with the whole class. Answer key C2E 38 40 5A 10, Write + With the whole class, read the caption for the first picture and then ask for alternatives, € David and his fiends had a party, 10 celebrate the end of their erams. After the party, they decided to sleep in a tent behind the house «In pairs or small groups, Ss write captions for the other pictures. + With the whole class, ask for suggestions decide on the best versions. ‘© Write them on the board asa summary of the story. and Follow-up ‘© Ask Sst Have you had any similarfexciting experiences on holiday? Elicit some ideas. « For homework, Ss write about their experiences. 11/ Helpline + Get $s do this forthe verbs in tis unit and test each other in pairs. You may wish to do this a few days after you introduce the irregular past tense ‘© If possible, stat a card index box for the verbs. Put in cards forthe verbs the Ss have learnt so far and encourage the Ss to add to them/tcll you {o add co them when they meet new irregular verbs. Alternatively, you can make a chart You can then use the cards/chart as the basis of regular revision sessions. Extra activity: Game - Consequences © Write the following list on the board: 1 Man's name 2 Woman's name 3 Where they met 4 He said to her 5 She said 10 him 6 The consequence was © In geoups of six, each student writes down a ‘man's name, folds over his}her paper so that the name is not visible, and passes it to the next person. He/she then writes down a woman's name, folds over the paper and passes it on, © This procedure continues until the students have written all of the information (1-6). The completed papers should look something like this: (Man's name) (Woman's name) (Where they met) (He said (0 her) (She said 10 him) Tom Cruise Goldie Hawn at the supermarket “Would you like a drink? “There's a big green man behind you. (The consequence was) They ran to a phone bor 10 call the police Ss unfold the papers and read them, supplying extra words as necessary {0 make complete sentences, eg. Tom Cruise met Goldie Hawn at the supermarket. He said to her, ‘Would you like 4 drink?” She said 10 him, “There's a big green man behind you.’ The consequence was they ran fo.a phone bar to call the police. The more bizarre the consequence is, the more funny the game will be!Photostory: After the mugging © Pre-teach mugging. # Ask Ss co tell you what they think is happening. in each picture, Ss fill in the gaps in pairs. While they do this, write the answers on the board, jumbled ie. Would you tke a cup of, they missed, We came, took, I'm going to call, Did you see, I made, There was, Where are, Where were © Ss correct their own version using the prompts fon the board © Play the tape as a final check, stopping for Ss to write in their answers as necessary, ‘© Elicit the answers from the whole class. + Ss.can now practise reading the dialogue in pairs or fives Tapeseript Listen and see if you were right about the missing words Picture? MF: Where are the children? It's after twa o'clock Jes: Maybe they missed the bus, Prete 2 mF Pmgoing to cal the police. Picture 3 tee: Hi, Dad. Sony we're late tun: We were very worried, Where were you? Picture 4 DAWEL: On the beach. There wos a mugging tins: Did you see it? tame: No, we did. Picture § uc: calle the police! lamty: And the ambulance took the man to hospital, You nou, jst like inthe films lune: And made a statement to the police. Picture 6 fam: We came home in 2 police cat wes But where's Spike? ‘ants: Tey drove her hame, too Picture 7 hes #2 think it's time for bed fanny: What’ the rush? Im not tired unt: Well Im going to bed tame: Would you like a cup of hot chocolate, Donel? Picture 8 fam: Lovely There's no school tomorrow.i MH e £5) Real the story and try to After the MUGGing ses tering wots hen listen and see if you were right. HH the police. a " ry tH al. You know = Ae, diy « And stare the police. it pol rorirarer ay ria wraneemsiome | | hae Los Carman | |_POHES [rahe Se? as a J Covel! There's no school tomorrow. L re ime oy = Vm not ~ cng tobe. | Fis rinks [meter ita nel tm | & 9 yPANTIE ileMy joke's funnier. Background notes There ae several types of breakfast common in the UK English beakfat: A normai English breakfast usually casts of cereal wth sugar and milk, and then tast with butter and some kindof jam or marmalade. You drin tea or coffe and sometimes also fruit juice Continental breakfast: This consists of fut juice, usually ‘orange or grapefruit, a croissant or roll and coffe, Full English breakfast: This isa cooked breakfast of bacon, eg, sausages, tomatoes, mushrooms and fried bead tay be al ofthese or 3 combination of some of ‘them and may be preceded by cereal or fut juice and followed by toast and marmalade. People sometimes eat this jst at weekend, or when they have people to stay. Breafast inthe UK is usualy eaten between 7.00 and 8:30 ‘am. on a weekday and sometimes later atthe weekend, Picture exploitation «Ask $5 the following "warmer' questions in Li, if necessary: What time of day is it? How do you know? Which room are the family in? What are they all having? Who's doing what? What else can you see? + Tall Ss about English breakfasts + Ask them, in Lif necessary: What do you have for breakjast? What time do you usually cat it? Is it similar to or different from an English breakfast? In whar way? Fave you had different breakfasts? Where?» 1 72) Listen and read + ff possible, bring in a cornflakes packet with a ‘game, quiz or gift and ask Ss: Do vou look ar them/do them/collect them? ‘Tell the class to listen for: What is important about today? + Play the tape with books closed. * Ss listen and answer your question: It’s Daniel's last day. 2 / Comprehension ® “write the questions on the board, or give Ss. a copy of the questions. * With books still closed, play the rape again «Ss answer the questions in pats + ‘They can look at the text 10 check their answers, + Replay the tape while Ss read the text. # Check the answers to the questions with the whole clas. Answer key ‘(early) morning 2 breakfast 3 elephant jokes 4 because there quiz on the back Extra Activity: Game ~ Think of a joke Remind Ss of Danie’s and Charlie's jokes. ‘+ Ask Ss: Do you know any elephant jokes or similar jokes? ‘In small groups, Ss think of a joke (or jokes) and practise telling i. * They can tell their jokes to the whole class or in larger groups. © Ask: Which joke is the funniest? The class decide. 3.7 22) Useful phrases Se tntroduction, + Check that Ss remember that shut up should only be said to friends and not, for example, to older people, 4 7 Practice + {fn pairs or small groups, $s complete the exchanges. They may need 10 add one or two words * Check the answers with the whole class, drilling the sentences in open pairs. Encourage natural intonation, ‘© Ss practise in closed pairs. Answer key 1 a: We'e going to have a maths test today! Oh, na! Not another onel/Not another maths test! 2 bet you can't spell Misissip. 8 OF course I can, M-I-S-S-I-5-S-1-P-PL 3 cHARut: Emily's gota boyfriend! Emily’s got a boyfriend! tomy: Shut up, Carle!, 17 SJlisten and read Luke: Charl Luke: Daniel: Charlie: Daniel: Charlie: Danie! Charlie Luke: Charl Luke: é Emily: | eat Can you pass me the comflakes, please, Danic!? «: How many elephants can you get in a Volkswagen? Oh, no! Not another elephant joke! Go on. Tell ws, Two in the front and two in the back. know a better one. Why did the elephant put on a red ‘shir’? T don’t know. Why? Because his green one was in the washing machine, | think my joke’s funnier than yours Shut up, you two! I'm trying to do this quiz What quiz? There's a quiz on the back of this cornflakes packet bet you can't answer this one, Charlie. Which is the longest river in the world: the Nile, the Mississippi or the Amazon? Everybody knows that. The Nile is the longest river in the world! Come on, you lot! I's time to take Danicl to the airport. 2 Comprehension Answer the questions. 1 What time of day is it? 2 What meal ate they having? 3 What sort of jokes are they telling? 4 Why is Luke interested in the back of the cornflakes packet? 3> (5) Useful phrases Listen and repeat. © Oh, no! Not another {clephant joke}! * Go on. * Shut upt * Tet [you can’t answer this onel. 4> Practice Choose a useful phrase to complete each exchange. TA: We're going to have a 2A: B: OF course I can, M. S-S-1-P-PAl 3 Charlie: Emily's got a boyfriend! Emily’s got a boyfriend! Emily: .., Charlie! —— 9o_.. m2 a 4 433 Grammar snapshot Comparatives and superlatives ‘Short adjectives long longer longest big bigger biggest funny funnier funniest Daniel’ joke is funnier than Charlie's. The Nile is the longest river inthe world Irregular adjectives good better best bad worse worst Make a rule Mel Gibson 1 To make the comparative form of a short adjective we add. tothe adjective 2 To make the superlative form a short adjective we add... to the adjective 5) 1) Soundbite The sound /9// shorter taller (Look al page 124.) 6 Practice a> Look at the pictures. Say who you think is 1 the shortest 3 the youngest. 2 the tallest. 4 the oldest. b> Now write six sentences about the film stars. | think .. is shorter/younge I think... ithe tallest. Ty 2) Listen Listen to a radio programme and see if you were Fight about the film stars. 8> Over to you a> Choose three people and ask your partner to compare their heights while they are sitting down. I think... is the tallest and... isthe shortest think ... and... are the same height but ist than both of them, b> Now ask the people to stand up. Was your partner right? ees Nicole KidmanGrammar snapshot Comparatives and superlatives ‘© Remind Ss that in Exercise 1 they talked about rivers. Write Mississippi/Amazon .. lang on the board and ask: Are the rivers long? (Yes.) The same? (No.) So... The Amazon is longer than the Mississippi. Ask $s how they would construct sentence with, the same meaning, using shorter. Elicit: The Mississippi is shorter than the Amazon. Drill the ‘wo sentences chorally and individually, ‘monitoring the pronunciation of than [Gan ‘Add Wile to the board prompts, ie, Nile/ -Mississippi/Amazon ... long. Ask Ss: What can ‘you say? Elicit and drill: The Nile is the longest. The Mississippi is the shortest. Write the sentences on the board and the headings: ‘Adjective, Comparative, Superlative ‘© Write long ~ fonger ~ longest under the headings. Elicit and add short ~ shorter ~ shortest ‘Add big and funny and point out the spelling changes: big’~ bigger, funny - funnier. (Deal with good and bad now, of teach them in Exercise 6.) + Check the rules with the Ss: 1 we add -er 2 we add est 5) 2+) Soundbite The sound /o shorter taller ‘The tapesrip is on SB page 124. sa) + "fn sound fa is used for words in sentences that are not stressed, €.g, Give it to me! to = [af + We shorter onthe board and elicit the stressed syllable shorter and the unstressed syllable shore. «To ake his sound, tll 1 imagine someone punching them i te stomach, + Play tape part a7 for repetition practice, 50) , = ete sentences in part 8) onthe board and ‘ask Ss to mark all the /o/ sounds, Chock and practise repeating the sentences. 6) Practice bay ++ 3 took at the pictures of the fm stars. Teach betterfbest and worse/worst by briefly discussing Who is the best actor? etc. + In pars, Ss rank the stars in order of height (starting with the shortest) and then in order of age (starting with the youngest) ‘+ Flicit some ideas, getting Ss to make complete sentences, eg. think Sharon Stone is taller than ‘Nicole Kidman, I think Michael J. Fox is the youngest. 6b # Ss write complete sentences. 7722) Listen + Play the tape for Ss to check their answers ‘+ ici answers from the class and start a brief discussion, e4. Do you think height/age matters? Tapescript Listen to a radio programme and see if you were right about the film stars. Hil i's me, Holly Fitzpatrick. 'm going to tell you one secret ‘that many fim stars don't want you to know ~ how tal they are. | think there are going to be some surprise. Ive got Inside information about the height of six well-known, Hollywood faces. And here they are, ranked inorder of height, starting with the shortest and ending with the tallest, Number one, the shortest of them alls Michae| J Fox who is tonly one metre 62. He may be small but he's still one of my favourite actors. Sharon Stone is next. he's one metre 70 that’s eight centimetres taller than Michael. Next Me! Gibson = best director for the film "Braveheart He looks tall ‘on the sereen but in fact he's only one metre 75, Number 4 Nicole Kidman. She's just a lite taller than Mel. She's one metre 78, ‘And row forthe really tll guys ~ two ofthe tallest stars in Hollyood. Sigourney Weaver is one metre 80, yes that's right. She's really tll. But Liam Neeson, the tallest of them all isan impressive one metre 94, But the question is ~ does it really matter how tall actrs are? Who cares 2s long as they can act! And justin case you're wondering how old they all are - wel that’s their best kept secret. But fet me tell you what I know, The youngest is Nicole Kidman, Nicale was born in 1967 in Hawai. The next youngest, after Nicole is Michael J. Fox. He was born in 1961. Then we have Sharon Stone, who is three years older than Michael. Next comes Mel Gibson, who is ust two years older tan Sharon. Next in fine is Liam Neeson and finaly 3t the top of the tee, the oldest is Sigourney Weaver, who as born in New York City in 1949. ‘his is me, Holy Fitzpatrick, your Hollywood Reporter, signing off until the same time next week, when I'm going to tell you all about what happened at this year’s Osear ceremony, Answer key 1 Michael Fox 2 Liam Neeson 3 Nicole Kidman 4 Sigourney Weaver 8) Over to you Bay + With the whole clas, ive $s an example of this 4 I think Vicente and Laura are the same eight, but Piero is taller than both of them. Ask several Ss to do the same, so that you can cli and if necessary drill, the sentences, + Ss continue the activity in groups of six to ten aby + “Tne chosen Ss stand up 50 that the other Ss can check if they are gh. Follow-up ‘© Ss write about their family and friends, using comparatives and superlatives of adjectives: old, voung, tall, big, clever, nice. @> Grammar flash Question word: Which? ‘© Write on the board: ... longest river: the Nile, the Mississippi, or the Amazon? ... funnier: Daniel’s or Charlie's joke? © Elicit or give Which is sentences, © Drill these questions, chorally and individually. The questions are long, so it may help to drill each clause (Which is funnier/Daniel’s or Charlie's joke) separately and then drill the complete question. # Ss now look at the Grammar flash, and write it in the 9) Practice +s look at the quiz in Exercise 9 and complete the questions in pairs. Check they understand that the comparative form is used whien two things are compared, the superlative when more than two are compared, + They take it in turns to ask each other the questions and then agree on the answers. Ss can look up the answers in their books. ‘+ Ss ask each other the questions across the class. ‘+ Ask how many other Ss agree with the answer. Tell the class if the answer is correct. Each correct pair gets a point. Ifthe first answer is not correct, another student asks across the class and so on, until you have elicited all the correct answers, ‘Ask the class: Which pair has'the most points? Follow-up ‘* Ss write their own quiz for homework. They must know the answers! Each student writes three questions and they pair up in class the next day so that each pair has six questions. + They can then do their quizzes in new pairs or in small groups. ‘© Check and help as necessary. Follow-up ‘© Ss can prepare some information about their own country, of another country of their choice for homework. + The following prompts may help them to collect ideas: longest river?/highest mountain2/largest lake?/largest forest7/biggest city2/oldest city? ‘IF Ss have researched different countries, allow time for them to read out their information to the class and/or to pass their papers round. 0» Interaction ‘Ask Ss what they know about snakes and give them time in threes to pool theie ideas and elicit what they know. * Pre-teach key vocabulary: tropical, average, swallow, whole but ignore very unusual words, reticulated ‘Ss find the relevant pages in their books * Check the question forms with them and dril it necessary. Remind them they may need to ask their partner the spelling of some words. * In pairs, Ss ask each other the questions and complete their information * With the whole class, ask general questions and ‘encourage brief discussion, Ask Ss: Was any of the information surprising? Do you like snakes? 1 Extra activity: Animal fact file © Ss plan a fact file for an animal of their choice. ‘* Ss compile the information for homework. * Pass the fact files round the class or display them ‘on your classroom wall,Grammar flash Question word: Which? Which isthe longest river the Nile, the Misssipp or the Amazon? Which river isthe vongest? fest yoursel et Ae the Nie he Mis he Am Area f 9 Practice Use comparative or superlative adjectives to complete the quiz questions. Then see if you can answer the questions. big * fast * hot heavy # small cold sold tall slong Check your answers on page 122 and see if you were right. 9 107 Interaction Student B: Turn to page 122 and ask your questions first. Student A: Answer Student B's questions about the anaconda and the thread snake, Then ask Student B questions about the longest snake and the strangest snake. What's the the longest snake in the world? Where dos it What is record? Where did they find it? 7 < eo, - { Snakes alive! ‘The heaviest snake inthe world she anacona i hes opal South America, Te heaviest . anaconda on ecard was aimest 260 kg, Tey found iti rain 1560, The shortest snake in the world is tho tread snae I ves n Martinique, Barbagos and “ \ + stluca The average length 3 / ., ofa tread snake about [ miners ) Name: Habitat: Longest on record me wry The strangest snake in the world Name: fe Habitat: Wy itis strange: Snakes alive! — ‘The longest snake inthe word \, rythe jungle is dangerous because af the poisonous snakes ond spiders but he thinks thot the tip isimpaint, The Amazon Basin, a i huge network of rivers ond rainforests, covers about forty per cent of South America, Pu! Mind wants to toke the boys there for twa reasons Firstly, he wants to help he lool people to protect the rainforests ond secon, he wans to show his students that the roinforess are beautiful The boys ore going to work withthe local peoplo at a nature reserve on the Nopo MH River, planting trees and endangered plonts. They are also going to visit a local villoge ond spend two nights in the rainforest sleeping in hammacks. They BA oe going to sleepin hammocks and not tents because thee are poisonaus ants onthe ground. In fact, some ants are more Be dangerous thon the poisonous snakes and spiders. Why do the boys want 10 go on this trip? They want to-go cause is something new, They want fo ee the mountains, the forests, the want 10 meet the people of Ecuador, becouse they thnk itis important o meet om people fom other counties, 11) Read a) Read the text and match ‘these topics with the i paragraphs. ; 1 The plans for the group while * they are in the rainforest : 2 The boys’ own feelings about the trip. i 3 The dangers of the Z rainforests, s 4 The teacher's reasons for i going on a trip to Ecuador, =~ i b> Answer these questions. u 1 Where are the boys from? u 2 How long are they going to stay in the Amazon Basin? 3 Why does Paul Millard want to take the boys there? 4 What is unusual about some Of the ants in the forest? ©> Find words from the text connected with the countryside, animals and insects. 12) Helptine ! Learn from reading. 1 You can use reading texts to Kea more about words and Took back a the text om ths page and find three new words, 4 or expressions. Look at the last sentence in paragraph C. What do you notice about the comparative of the adjective dangerous? vi117 Read «each minforest, nature reserve, poisonous, deadly. endangered, hammock. + Asks these general questions: Where are the boys from? Where are they going? What animals and insects are they going 10 see? «5s read the passage quickly 10 answer the ‘questions They should not worry about the words they do not knov. © Check their answers with the whole class. May ‘© S$ read the text again in pairs and match up the topic sentences and the paragraphs. ‘© Check they have the correct answers. Answer key © 20 3A 4B nby + in the same pairs, $s answer the questions, looking back at the text iF necessary. ‘© Check their answers with the whole class Answer key They ate from Wakefield in Britain 2 They ate going to stay there fortwo weeks 3, Fortwo reasons: he wants to help the local people to protect the rainforests and he wants to show his students thatthe rainforests are beautiful 4 They are poisonous. Some are more dangerous than the stakes an spider, ney 1 ith books closed, write the thre categories on the board and.ask In groups of thre or four, townie down all the vocabulary they can remember, «They then open thle books, look at Exe ana any her items of vocabulry 4 Ask te groups how many they found andl ask the group with the most Yo read them out to the clas ise 1 Answer key Countryside: rainforest, jungle, network of rivers, mountains, Plants, nature reserve, forests Animals snakes, poisonous, birds Insects: spiders, ants poisonous, dangerous ‘© Ask Sst Would you like 10 go on this holiday? If not, what adventure holiday would you choose yourselves? *# Give Ss time to discuss this in pairs, then elicit ideas from the whole class. Ask the class: Which holiday is the most unusual? Extra activity: Lost in the jungle ‘© Tell Ss they are lost in the jungle. Ask: What are you going to do? ‘+ In groups of four, Ss decide what 10 do, # Ask some groups to report their ideas to the whole class ‘© Ask the class: Who is going to survive? Why? Extra activity: Survival in the jungle ‘© Ask Ss: What can you take to the jungle with you to help you survive? ‘© Flicit ideas from the class and make a list on the board. Teach new vocabulary as necessary. ‘+ When you have ten items on the board tell Ss, in pairs, to list them in order of imponance and decide Which is most useful? ‘© Regroup the Ss into larger groups. They must agree on one order of importance for the lis. ‘+ Ask one or two groups to read their list to the class. Encourage $s 10 comment on the lists 12) Helpline + "Kefer $s to the information in the Helpline and check Ss understand it, Explain in L1 as necessary, * Ask Ss which three new words or expressions they have chosen, and ask them to give reasons for their choice.@ Fast rewind uNITS 18 and 19 © You can use Exercise 1 a class: ‘Ss work out the questions in pairs. © In new pairs, they ask and answer the questions. © With the whole class, Ss ask and answer the questions across the class. Correet ay necessary. ANSWERS, Grammar a revision activity in Exercise 1 1 Where did she go last weet? She went to Pars 2 What did he buy at the weekend? He bought a new par of jeans. 4 What id you all nave for lunch? We had sandwiches and fruit 4 What Fm did you see lastnight? We saw ‘Son of Braveheart '5 Where did she put the money yesterday? She put itn her bas, {6 Which dress id she wear to the disco? She wore her black 7. What road did they take? They took the mountain road 8 What id you give your mother for her birthday? | gave her 1 gold chain with her name on it. ‘9 What time did the bus leave fast night? It eft at eight ‘lack. 10 What di the students do in class? They did 2 project about Canada, Exercise 2 cleaner 2largest 3.cooler 4 funniest 5 hotter better 7 younger Bheavier 9 tallest 10 worst longer 12 best Vocabulary) Exercise 3 2s raining, 31's sunny. 41s cold, 8 ts foggy Bits cloudy. 7 It's snowing Communication Exercise 4 Example answer &: Hello, Jack. 'm fine. What's the weather like in Brighton? 2: ItS cold, but its sunny. Its colder than it is at home. 8 Oh, i’ hot and sunny here today. What did you do last. weekend? ‘A: T went t0 the cinema to see “Twelve Monkeys: f: Did you tke it? 1 It'was great! What did you do atthe weekend? 1 went to the Carnival but it was abit baring this year. Aidr't enjoy it much, : T must go now. I'm meeting Angela and Tony ata disco ~ The Green Whale It's new. Bye, Adam, Bye, Jack Have a good time! Progress update: Units 18 and 19 + As this is the last Progress upelate in the book it would be good to spend some time with the Ss, discussing their progress during the course. + IF possible, give cach student an individual tutorial. If you have a very large class you may prefer to discuss general progress with the whole class.oc = ; @ Fast rewind units 18 and 19 = : Ee Grammar Vocabulary Ey 1) Write questions and answers about past 3. Say what the weather's lke activities using the prompts. ae a ES Where tyoufaoh yesterday? [to the cinema) ere did ou go yestereoy? I went to the cinema es 1 Where (she/go} iast week? (to Paris) 2 What fhe/bu) at the weekend? (anew pair of eons} ea 3 What {you all/ have) for lunch? (sandwiches and EA ain outcast ih? (Sone Bavteor - 5 Wneve (she/put} tne money yesterday? ['r her bag) 6 Whin ares shel wea to the iso? (her back mini) aia 7 Whatroao(eylate? (the mountain roa ea 8 What (you/aivel your mother for her birthday? {a gid chain with her name on 3) —— 9 What time (the bus/leave) ‘ast night? (at eight : o'ock) e oe Cras) . = 4/ Student A is studying ata school in Brighton sq. Compete the sentences with the comporatie or and phones Student B at home. Write the anal superlative of the adjective in brackets. conversation. In winter Moscow is colder than London (c'd) 1 Hichere, Adam! me, Jock How are you? ieee ee A: Greet your end and a3< how nese s oa (eter) B: Reture the grcet'rg ana say ow you are. Ask about 2 With the. museum in london? (arge) cher in Brighton aa 5 In September the days start to get... (cool) weathers like an 4 Who car the... kes in your lass? urn weather a: home TS short. tan september in your eoury? (ro) B: Say wnat the weather's ae wrere you ae. Ask what © 6 Are ou. at wing o peaking English? (g000) Ada ast weenend FESS ou stan your tater four) A Say what you did ana wrere you wer t 8 Wat for me! My bags ae. than yours. {hea Br ASLHT A enjoyed it 4 The Empie Sate ict the rg in A Hep Ask what Bod atte weevena til 8: Say whet you did an i you enjoyed i 10 Which was your... exam result last year? (bad) A: Say you must go because you're going to meet some = 11 Is the Mississippi. tnan the M'ssour? ['ongl friends at a new disco. pa cg Mhewbtretme vst ou aun? pos 8: Say goodbye 32 tes Progress update units 18 and 19 i=) How do you rate your progress? Tick the chart. 1 = Excelent Good OK Con do better Grammar acaulary Communication Mse angle on the world The popu approxima N =I Most of the people British or French origi also about 368 tive peopl 0 Greece and i conditions. ft climate in the noth, cold winters and IeeeVer—r—_ OC Wide angle: Canada in focus eS Picture exploitation «Ask $50 Took at the pictures in their book for one minute, but not. read the text yet + They close their books and write down as much as they can remember about the pitures © There are fir tees and « lake. Two people are {fishing n'a cave. I saw a mountie (mounted policeman). There are some mountains, There's Show on te mountains, There's a grisly bear. Some people are playing ice-hockey. There are Some styerapers. The weather is sunny and the shy is blue + Encourage $s to cll you as much as they can. They can look again atthe pitures 10 See if there are other things they did tot remember. PPT ct io mt =» 1) Read {vith books closed, write questions 1-9 on the board Ss discuss possible answers in small groups. ‘ Pre-icach any vocabulary, but leave the names of the animals until afier 86 read the text. + Allow time for a whole class discussion to elicit the information they have about Canada, Ss read the text and discuss their answers in pas ‘* Teach the animal vocabulary in The scenery and the wildlife + Check the answers to the task with the whole class Answer key 1 1608: The French sailed up the St Lawrence to what is now Quebec, 1610: The British arrived on Newfoundland 1867: Conada became independent. 2 Population: 26 milion 3. Nationalities British, French, Italian, Caribbean, Greek, Asian English and French Capital: Ottawa Largest: Toronto Second largest: Montreal Third largest: Vancouver 6 Climate North: Arctic ~ very cold winters and shor, cool summers. South: Temperate ~ cold winters and quite warm 7. Scenery: Forests, ake, rivers and mountains 8 Wildlife: golden eagles, der, moose, caribou, wolves, Seals, whales, grizzly bears 9. Sports: Summer ~ waterskiing, canoeing, rafting, sailing, Jt boating Winter = ice hockey, skating, skiing, snowboarding, icebosrding, ice-Fishing 2722) Listen + ‘Ask Ss which of the places deseribed in the reading they would like to visit most. Play the tape while they listen just for the places (question 0 * Chock their answers with the whole class 4 Play the tape again, Ss make notes to answer the other questions * Go through the answers with the whole cass. Answer key 1 She comes from Alberta in western Canada 2 Whale-watchin, a train journey coast to coast, outdoor activities and shopping 3. Summer ~ because i's beautiful and the birds return, 4 Alberta, where she visited her mother and went to Banff and Vancouver Island, where she visited more Family and spent a Few days on a boat Tapescript Listen to Carol-Ann talking about Canada and answer the questions. Ite: Now, Carol-Ann, you'r from Canad, Which part of Canada are you from? Twas born in Alberta which isin western Canada And that land really has ~ is very fat and is called the prairies wr It’ avery bia country, Canada. If was going to {90 on holiday there, tei me four things I just iad to do, em Difficult question, but | think four things that you might want to do: you might be interested in whale-watehing, tha’ avery exciting thing to do fora day's activity ona boat. So you ‘would either have to go to eastern Canada or western Canada for that. Secondly, you might want along train jourmey to take you from one coast of Canada tothe other. If you're an ‘outdoor person ~ canocing, walking and fishing, You could do that in the Rocky Mountain area. And lastly, iF you happen to like shopping, you might visit a large city called Toronto, wt: Now in Canada the seasons are very different What is your favourite season? om Summer would be my favourite season. The reason for that isthe winters can be very long and very cold. And the snow may lst for several ‘months. The spring - rot a pretty and pleasant 2 i canbe in Englana, out when the summer comes in Canada itis beautiful andthe bis return. And the ses are biue and the sun is hot a Now you went to Canada last summer fr yout holiday, Where aid you go? cw [visited two places Fst of al visited Alberta, winere my mother is stil ing, and we were fortunate and were able to travel toa town called Banff in the Rocky Mountains t was @ very good few days’ vist. And then I traveled by aeroplane, not by train, to Vancouver Island and visited again more family, and spent a few days fon a boat whieh was rather nee. ww Thank you, Carol-Ann, 3) Speak + “Ask Ss individually to decide on three good places 10 visit in their own country and what is special about them. * In groups, $s describe their places to each other and choose the three best places from the whole soup. * Ask one group to report back on the three places they chose to the whole class. Do the class agree these are the best places? Are there any other suggestions?ae al European settlers in Canada were ch. They landed on the coast of | Nova Scotia in 1605. In 1608 they sailed , up the St Lawrence River to the place that is , JSS now the city of Quebec. The Brit 1 years later on Newfoundland, Over the tex hundred years both the British and the ised a great part of the country indent in 186) AHHH Ottawa, in the south-east ay, | of Canada. I has a pop =F + tut itis ot the largest Sages cy Teno (Gopuaton over two milion), the second largest city is Montreal and the third largest city Vancouver is the country’s main port. In Ottawa, Toronto and Vancouver, the language is English; in Montreal itis —f Read about Canada. Then copy and complete the | information. | 1) Read 1 History: 1605: The French landed in Nova Scotia. 1608: Second largest Third largest: ice | tacr 2 Population: 6 timate: 5 Nationates: "Non 4 Main languages: Sout 5 Cities: 7 Seenery capita waa Largest 9 Sports: ed | | | | 2> G4) Listen Listen to Carol-Ann talking about Canada and answer the questions. 1 Where does Carol-Ann come from? 2 What four things does she say you should do in Canada and where? 3. Which season does she like best? Why? 4 Where did she go last summer and what did she do? 3> Speak Talk about places to vist in your country. © Where are they? ‘© What is special about them?Jy Imagine some exchange students are coming to visit your school for tthe day. Prepare an information display for them, FACTFILE 1 Population: 2 Nationalities: 3 Main languages: 4 Cities: Capital: Largest: Second largest 5 Climate: 6 Scenery: WILDLIFE 1 Which animals and birds are famous in your country? Where ccan you see them? 2 Choose an animal or a bird. Where does it live? What colour is it? Is it ‘an endangered species? ‘SPORT 1 What are the national sports? 2 Who are the popular sporting personalities at the moment? 3 What are the important sports events in your country? When do hey take place in the year? 4 Whal are the largest sports stadiums in your country? FAMOUS PEOPLE Make a list of some famous men and women in your country today. PLACES TO VISIT I Where are the best places to visit? 2. Why are they good places to visit? 3 How do you get to them?> Project 4: Snapshot of my country + To make the most of this project you may want ‘groups to work on one section each. # Allow time for Ss to write a first draft of their sections and correct it with you before they write the final version. ‘© Encourage Ss to find as maay visuals, ete. as they can for their section. ‘© Groups may like to tape some of the information for their section - as if for a radio commercial promoting the country as a tourist destination, ‘+ Make sute there is enough time for Ss (0 look at and comment on the final result for each section,Photostory: Going home With books closed, ask Ss: Whar is going to happen in this last episode? Discuss this briefly with the whole class. * Play the tape and elicit some information about eventslactions. Ask: Are there any surprises? # Ss open their books and, in pairs, fill in the gaps in the dialogue. * Play the tape again for them to check their * Flicit the answers from the whole class. © Ss practise reading the dialogues aloud in small groups. ‘* Voluntecrs read the dialogue aloud to the class Even braver volunteers act out the dialogue from memory. You can allow the groups to practi this before asking one or two groups to do it for the whole class, ‘* You may wish to tape record the final versions and correct them with the whole class, eg. stop the recording only at major mistakes and let the class correct them, Tapescript Listen and see if you were right about the missing words. Picture F ‘wis: Put the biggest agin the boot Picture 2 ‘usaue: Where om gong to sit? awe; You're the smailest. You can sit on my knee, Picture 3 Seas: HII Sorry Im late missed the tain Where are Daniel and Emily? anu: They saying goodbye. Look, there they ate! Picture 4 DAWEL: Look, | Bought his present for you fiw: Wht st? Dawe: IS siver chain with your name on it fas: Oh! It’s lovely. That's realy nice of you, Daniel. Thank you. Picture 5 ‘un: Im sorry Daniel, but your fight i boarding at Gate 23, ott: OK tim ready Preture 6 Dive: Thanks alot. really enjoyed my stay here uns: You were a perfect guest. No trouble at all Picture 7 xu: Bye, Chale! See you, Luke. We had some good times luxe: Yes, wea, See you, Dan Picture 8 ‘awe: Spike? Can Jask you a personal question? sews: It depends awet; Why do they coll you Spike? Some: Because I'm tough! See you, Daniel! Picture 9 famiy: Bye, Daniel. Write!5) Read the story and try to guess the missing words. Then listen and see if you were right. Where sit? Hil Sorry | missed the L — train Daniel and Emily? They're ___ goodbye Look there they are! a alt | realy my stay here ye | 'm sorry Daniel, but} present for you 7] h at Gate 28. — Oh! Its lovely. That's really nice of you, Daniel ‘Spike? a J Bye, Daniel! Write! Lal luke. We some a= eo 400d ties \ i }\ Because I'm tough! Daniel! | ——: zt Take a bre When | was alittle girl Ihad a ragdoll, Tina Turner The only doll I've ever owned. Tina Turner and her husband, Ike, 1 feeeetses oo recorded more than thirty albums before . But only now my love has grown. they split up in the 19705. Tina recorded ‘And it gets stronger in every way, River Deep, Mountain High in 1966. It is ie ane of the top ten singles of alltime. Tina ‘And it gets higher day by day Tumer is now a successful solo singer and Yeah, ver deep, mountain hi performs regularly al over the world. If lost you, would | cry? Oh, | love you, baby, Baby, baby, baby! That always followed you around? No, Pl never let you down. Because it gets higher, Like a river flows And it gets deeper, baby, And heaven knows! Do! love you, my, oh my? Yeah, river deep, mountain high. Yeah, yeah, yeah, If lost you, would I cry? Oh, I love you, baby, Baby, baby, baby! love you baby, like the flower loves the spring. ‘And love you baby, like a schoolboy loves his pie! ‘And | love you baby, river deep, mountain high. 1 Read the lyrics of the song and guess which of these lines fits each gap. Then listen and see if you were right. a) And | love you baby, like a robin loves to sing, ) Now | Tove you, just the way I loved that rag doll «} Well, 'm going to be as faithful as that puppy. 4) And do I love you, my, oh my? 6) Did you have a puppy f) And it gels decper let me say. 4g} And it gets sweeter, baby, a5 il grows. 2, Guess the meaning of these words and phrases from the song. #1ag doll * to own *tolose * tocry * puppy * faithful # let somebody down * to Now * to grow * flower * robin 3, Make a list of your five favourite pop songs. Then compare your lists and make a class top ten. 120>4 Take a break: River Deep, Mountain High ‘Show Ss the picture in the book for one of your own + Ask: Whois it? What do you know about her? + Pre-teach rag doll (a doll made out of cloth), puppy (a baby dog) and robin (a small bird} Ss read the song ttle Check $s understand deep and high 1) + ‘In pairs, Ss read the song and try to match the Tines to the correct gaps. * Play the song for them 10 eh ‘© Deal with any questions ‘their answers. Answer key 18) 2) 34 44) Sel 6a) 7a) 2) © Do the first word as an example with the whole class. ‘+ In paits, Ss use dictionaries to help them work fout the meanings of the words, # Monitor and help as necessary. ‘© Check any problem words with the whole class Extra activity: Game ~ Remember the lyrics * Put copies of the lyries on the wall. Ss keep their books closed. ‘© In groups of four or five, one student from each group goes to the lyrics and memorises as much as she/he can. ‘Make sure at least one student in the group can et out of their seat to go and look at the lyrics ‘© Sheyhe then goes back to their group and tells them the words * One member of the group writes down the words, ‘+ Another student in the group goes (o the copy again and memorises a different part of the lyri + The activity continues until one group have all the words: they win! ‘© Each group can then look at the lyrics again to check,Student B section Unit 2 Student B: Look at the piture. Student A has the same Picture but with different objects init, Fist answer Student A's questions and then rca the list below. Ask here the objects are and note down the answers, 7} Interaction B: Where's the ats? A: Ison the tabi 5 umbrelia 6 video camera atlas 3 bag 4 dictionary 2 video Unit 4 13, Interaction YOURTV SOAP OPERA'TMETABLE [Prva | nee fn vey es [| mem | Student B: Ask about the times of Fresh Prince of Bel-Air and New Baywatch. Then answer Student A's questions B: When's Fresh Prince of Bel-Air? Ac It’son 11 Unit 86> interaction What's on in Brighton this week? Screen Batman Seon? Screen Evia ‘Screond 7 Screen Waionwon S645 Student B: Look at the cinema advertisement. Answer Student A’s questions about what films ate on and what {ime they start. Then ask similar questions to complete your information. 8: Whats ono Soren 2? K B: Hihot A Unit 8 10> interaction Student B: Look at thelist of snacks and answer Student Ns questions about the prices. Then ask Student A about your missing prices, 8: How much is o hot dog A: esto pounds Popcorn regular packet £1.60 ery ‘ient bucket £2.50 ca Coke regular oy aa Cee Ss tea foro Unit 16 6> interaction ‘Student B: Look atthe information below about famous, people from the past and answer Student As questions. Then ask questions to complete the information about your famous people B: Who was James Dean? A: He was # Dante? # Charles Dickens? * James Dean? # The Supremes? Bile Holiday/USA/ blues singer Laurel and Hardy /USA/ comedians Mao Tse-tung China leader | Nefertiti Egypt queen | Anna Pavlova Rssia/ ballerina Fe 5r A Unit 17. 8) Interaction Student B: Use Nig notes to answer Student A's ‘question, Then ask your own questions about what Nigel Ai lst weck B: What lt Nige do on Mandy evening? A: Heworked Bias aba ay sear Tt a \ u et Unit 18 4) Interaction Student 8: Use the weather chart to answer Student A's questions, Then ask questions to compete your char rin Athens A: Is thizeen degrees Censigrade/ity-ive degrees RUE con a Peer Istanbul sunny Usben reo cr) tasers ion a Montreal ae foosy od ome Sele sor Worsa Unit 19. 10, Interaction ‘Student B: Ask Student A questions to complete your ‘missing information about snakes, 3 snoke inthe word? the. on record? Where does it. ?- What Where aid they find it? Earn, getiiee Snakes alive! ‘The heaviest snake inthe world Then use the facts about the longest and the strangest Name. Heavist on crt abitat Foun in snakes to answer Student's questions Toe shortest sake inthe wor Name: Habit. Average nh 4 snakes alive! The longest sna inthe wos te ecu pen tives southeast a. The ongest iced pen on rer as 10 metas. They 4 fundiin doesn 1012 | The sages sak inthe words «A eggeaing sa tins at rR won [wide eogs which lager ten som toad y as Answer key | Unit 19 Exercise 9 1 colder = 18°F 2 longest =the Nile 2 hotter = 100°C 4 taller ~ the World Trade Center, Neve York 5 heavier ~a kilo. 6 fastest ~ the cheetah 7 older ~ the Parthenon” 8 smallest ~ Monaco 9 biggest ~ upiter Take a break songs Rock around the Clock 1 One, two, three 2 five, six seven 3 nine, en eleven 4 one $ two 6 four 7 five 8 sk 9 seven 10 ight, mine ten, eleven twelve The Gir from ponema Tall and tanned and young ané lovely 2 Ang when she passes 3. When she walt, if' ike a samba 4 Oh, but he watches so sadly '5 How can he fel Per he loves her? 6 Tall and tanned and young and lovely 7 And when she passes 8 Oh, but he sees her so sadly 5 How cane tell her he loves her? Doncing Queen queen 2 go 3 king 4 high 5 chance 6 seventeen 7 life Aver Deep, Mountain High Vo) 24 34 48 5a 6a) 7a) = = = = = = =x = =4 as = aSoundbite exercises er tis ce 123/124@ Photocopiable Tests TEST 1 (UNITS 1-5) Grammar 1 Complete the questions and answers. a: How old is your dad? el don't know, forty | think. ra my books? su: They're the classroom. 2» is your brother? 8 sixteen, 3 your dance class? a: W's Friday. 4a your teacher's name? ® name is Mrs Watson, 5 a ‘your two favourite film stars? i: Hike Keanu Reeves Meg Ryan. (10 marks) 2.) Cross out the incorrect word to make the sentence. Dariay name's Jude, 1 Where's Dave? His/He's at college. 2 Hike your/you're dog, Whats i's/its name? 3. Is this your/vou're photo? Isis great. 4 Your/You're big, How old are you? 5, My/l'm trom Portugal 6 Is that his/he's pen? 7 She's/Her my sister. She's/Hler name is Laura. (10 marks) cAdiontetey tonnes ines ITS 37 Complete the sentences with in, on, from or at. The class is, at... ten o'clock 1 Lacy isnt here. She's college 2 Ate your books ‘your bag? 3. Naples is haly 4 Where are you 5 New York is the East coast of the USA. 6 My music class is six o'clock 7 The computer is the desk. 8 Mrs Lucas is work 9. I'm Spanish. tm Madrid. 10. My father is home. (20 marks) 4) Complete the sentences with 0, an or the. Do you have ..@ television at home? 1 What's name of this computer game? 2 Danuta is student at Brighton College. 3 Metallica is American heavy metal sroup. 4 Peter isn't here. He's at beach, 5. My brother is English teacher in usa. 6 What is address of your college? 7 Nice is city in south of France, member of that club, (10 marks) 8 My brother isTEST 1 (UNITS 1-5) 5) Rewrite the sentences with the genitive apostrophe 5 ('s). This countrys capital city is Bangkok, This country's capital city is Bangkok. 1 This is Andys room, 2 Are Marias bags in the car? 3° What is Mrs Greens telephone number? 4 Martins photos aren't very good. 5. My mothers sisters are all teachers, (5 marks) 6 ) Write sentences from the words, with the correct punctuation. camerafis/my/sisters/where/? Where is.my sister's camera? 1 computer/fathersfis/new/that/your/? 2 address/hisfisn’t/this). 3 can/number/repeat/that/you/? 4 first(name/whats/your/? 5 can/name/speli/teachers/youlyour/? (10 marks) Vocabulary 7) Circle the letter which does not rhyme, P®p TAZK 2C8T 36vs 4s1EY souV (6 marks) 8) Write the numbers as words. 92 ninety-two. a) il b) 12 oi au os nz 8) 36 h) 44 i) 48 55 Ky 61 73, mio nor 1 100 (5 marks) 9} How do you spell these nationalities? Write them in groups according to their endings, Engl © Americ # Pol * Chin= © Russ ‘Japan- © ltal- © Span- © Austral- *Germ- » Portugu- -ish -an English (10 matks) © Addison. Wee ononan Unies EEN10) Write these words in pats of opposites. uestion © good * big open shot female east © moming scold GS thad + mae north #close + west south small right ewzong Ye (10 marks) 11) Circle the odd word out. Singer actor teacher mee 1 French Greece British Mexican 2. house book pencil eraser 3 sister frend mother brother 4 iy student town village 5 speak know spell litle 6 north from west south 7 you-me him she (7 marks) ohddson ete onnon Unies EIN TEST 1 (UNITS 1-5) Communication 12} Circle the correct response. Welcome to Britain! GB) Thank you a) Not at all Come ont 1 How are you? a) Fifieen I'm David, ) Not bad, thanks. 2 Where are you from? a) My from Poland. b) Nice to meet you. ) Poland, 3. Sorry! a) That's OK, ©) Excuse met ) Thanks, 4 See you! a) Oh, I see! €) How are you? b) Bye! 5. What’s he like? a) 1 ike i ©) Fine, thanks, b) Very nice. 6 Can I have your full name, please? a) Sure. ) That's OK. od) Tknow. 7 Where's Dave? a) Its in the box, ©) Hello, Dave. by Over there, 8 What day is it today? a) W's Tuesday. ©) It's number one, b) I's tomorrow, 9 Are you hungry? a) No, I'm Polish.) No, it isn ©) No, I'm fine, thanks. 10 Who's Nadia? a) She's my sister, ©). She's tired. by) She's im the car. (10 marks)TEST 1 (UNITS 1-5) Reading 13) Read and match the descriptions to the pictures. Fill in the boxes. XS ‘A Cathy Watson is fourteen. She lives in Bristol, in the south-west of England, Her mother is a teacher and her father is in the music business. Cathy likes music: “My parents like the Beatles My favourite band is Pulp. My ambition is to be a dise jockey! B_ Cathy's sister, Serena, is sixteen. She is a student at the Redwood School of Dance. Her ambition is to be a dancer. © Cathy's brother, Steve, is at Clifton School. He's fifteen. "I like heavy metal groups. Metallica is my favourite, I'm in a rock group at school. I's called Crash? D_ Craig Crosby is fifteen, He's from the USA. His family lives in Miami, Florida. Craig is an exchange student at Clifton School in Bristol. At the moment, he lives with the Watson Family Craig likes sport. He’s in the football team at Clifton School. ‘At home, this sort of football is called soccer, I's a great sport. 1 don’t like American football very much: (4 marks) 147 Write if the sentences are T (True) or F (False). Cathy's surname is Johnson, 1 Cathy's ambition is to be @ dancer 2. Bristol is in the north of England, 3. Mrs Watson is in the music business. a 4 Serena is Cathy's sister ao 5 Serena is sixteen ul 6 Cathy's brother is called Craig. a 7 Craig, and Steve are students at Clifton School. mn 8 Cathy's favourite band is Metallic. nm 9. Steve is in a rock group called Crash. - 10 Craig's family lives in California, i 11 Craig likes sport oO (11 marks) 15) Write about your best friend. Think about: + Name * Age + Country and city * School 4 HefShe tikes. (musilsportfil sae) + Ambition (13 mans) ‘My bestfriend is TOTAL MARKS IN TEST 140 © Adtison-Mesey Longman UnitedTEST 2 (UNITS 6-10) Grammar 1) Circe the correct answer. 1. fourteen in March ahve Bis Ja) 1 Sie he dices et Olea 2 Have you got a brother?" “Yes, al ve got. b) Lhave, Olam, 3 My two... names are Bob and Mike. 4} brothers b) brother's ¢) brothers’ 41s that your... bag? 2} mothers’ b) mother's 55 What are the .. names? 2) childrens’ b) children’s 6 She hasn't got... brothers. a}some bh any ono 7 These are my friends. .. names are Sue and Mike. a) tis b) Her ) Their 8 Le got... nice photos of Liz alany bj some alot 9... anew computer game? a} Is he got _b) Have he got «Has he got 10 Maria and Anna are 4) Tim’s sister. b) Tims sister's 6) Tim's sisters. (10 marks) © Addson-Wesey Longman Lied 2.) Write questions from the words. is/in swimming poolthere/vour/rown/a/? {s.there a swimming pool in your town? 1 are/family/how/in/many/people/there/ your]? 2 any/got/grandparents/have youlofiphotos/your/? 3. got/hairfhas/longiyour sister? 4 yourfwha’s/nameteacher'/? 5 alhow/is/juice/large/muchforange/? (10 marks) 3) Write the sentences in the negative. The nightlife in London is brilliant. The nightlife in London isn't brilliant. 1 Like reggae music. 2 Julio likes chocolate. 3. Maria's got blonde hair 4 His parents have got a new car, 5 The film starts at seven, 6 There’s a good disco in King Street, 7 ve got blue eyes. 8 The shops open at eight o'clock. 9 We want to go to the cinema, 10 There are some nice photos in this book. (10 matks)TEST 2 (UNITS 6-10) 4.) Find the missing word and then write the complete sentence. The college is front of the bank, The college is in front ofthe bank. We like our teacher much. 2 He's two cousins in Canada, 3. His brother like pop music. 4 The cinema’s next the museum. 5 The film starts half past six 6 Has he got girlfriend? 4s a good café near here? 8 It’s on the comer King Street and Bridge Avenue. 9. Alan got long hair? 10 1 like Jon Bon Jovi lot. 11 Can T have hot dog, please? 12 How sisters have you got? 13 There some nice shops in London. 14 Do you want watch a video? 15 1s between the bank the post office, (15 marks) 5 Find the mistake and rewrite each sentence correctly. We like ours school. We like our school, 1. They're brother isin the USA. 2. Is this you're magazine? 3 Do you know they? 4° Is that e's new girlfriend? 5 She doesn’t like me and I don't like she: (5 marks) 6 / Complete the sentences with o, an or the. What's inthe... bag? 1 Would you like hamburger? 2 Do you want orange? 3. My brother is in army. 4 They're at cinema, 5 Is there post office near here? (5 marks) 77 Write short answers to these questions. Ise tied? No, he isn't 1 Do you lke chocolate? Yes, we 2 Does she like reguae? Yes, 3 Are they lalian? Yes, 4 Is there a swimming pool? No, 5 Are you French? No, 1 6 Do you live in England? No, 7 Have they got a car? Yes, 8 Does she speak Japanese? Yes, 9 Has he got blue eyes? Yes, 10 Have you got a camera? No, 1 (10 marks) © Adison- Westy Longman Limited SieVocabulary > 8 ) Write the times i 3.35. Its twenty five to four: 1 530 2 845 3 1210 4 5 words. 240 805 (5 marks) 9 Circle the odd word out, curly gren wavy straight fair dark onde nce hushand borrow bank cinema awful illant rubbish brother uncle grandmother supermarket terible ‘minute second pence hour reggae classical album soul cousin pretty funny bossy orange black apple Htaly Japanese 1 2 3 4 5 6 7 8 9 chocolate 10 French English WW o'tock hour second minute (11 mans) 10 > Find the word pairs. @an a) contre 2 ae b) dog 3 clothes © allery 4 hot 4) store 5. sports e) office 6 bus 0) sation 7 post 8) juice 8 orange ‘h) shop 1 © at galery ‘ 25 ai BL 6 7 a5 (14 mars) (© Adison-Wesley Longman Limited TEST 2 (UNITS 6-10} Communication 11 Complete the conversation using the expressions. © aboy called © Are there any © Has he got | #1 don't know. I just wondered, © L know him, © Let me think. # must go. 4 al dark and gootooking Judy: Do you want _to.come in... for a coffee? Nina: Sorry, but ! Judy: Why? Nina: Because my dance class ? , boys in the class? Yes, there are. Is there * Max? Max? > He's Oh, yes.” He's French, I think 1 a girlfriend? a Why? (10 marks) 12/ Citcle the correct response. Do you want to go swimming this atemoon? 2) Mardwekt [Ob al igh) Thank you I've got the new U2 album, a With pleasure! b) Is it good-looldng? €} Can T hear i? 2 Where are your CDs? a) I've got them here. b) In the musie store. 6) T don't like classical music. 3 Do you like Garth Brooks? at by Ethink 1 ike. «She thinks he's rubbish, he’s briltiont. 4 Can L use your phone, please? a) I'm afraid i isn 6} Vm afraid I haven’. b) I'm afraid you cant, 5 Let’s go. a] Yes, we do. ay bb) Whav's the rush? S, We go. (10 marks)TEST 2 (UNITS 6-10) Reading 13) Read the letter. Pen ummnoyt — | am aintten, years otd fis am, adheot, om deprunite aul to foglh ania 7 be im ‘ele semseht cask conat Calpe as a. wrk amd ge ll oon a vey tively ew are thre amemas and tots \ et a motorbike! At E aa ee | pak heather rar Calpe My deg each 1% called 1 Plt del “bol, Tharsis a. café ther jena dh Be en El tee ene of ale ra hewse 4 in a busy abak Ietoten a rewiagents and chemists Opnosste ap, theres a hig fruit pt} wie rmavlet | ‘My school ver 18 got lets of } Whe soem jul me about | i a tat Write if the sentences are T (True) or F (False). | | | | | | | | | show the ae Quam is | | | i | i | d ya shoot wha Maria is sixteen years old. T 1 Maria hasn't got any brothers or sisters. 2 Maria has got a motorbike. 3 Calpe is a small town on the north coast of Spain, There are three cinemas in Calpe. 4 Crazy Nights is the name of her favourite CD. Maria doesn't like beaches. I Maria's house is next 1o a newsagent’. i There's a supermarket opposite her home. ‘9 Maria's school is very near her home. i 10 Maria has got lots of friends at school (10 marks) 4 Le Writing 147 Write a letter to a penfriend about your tovin or village, Think about: © Name of your town or village? * Big or small? © Where is it? * Lively or dead? © Cinemas? Discos? Sports centre? * Beach? Cafés? Shops? * Where is your house? Busy or quict street? © Your school: near/not very near your home? (15 marks) Dear... TOTAL MARKS IN TEST 140 © Addison-Wesley Longman LimitedTEST 3 (UNITS 11-15) Grammar 1) Cirle the correct answer. She lays the piano wie p>) wo times in the dy. hice the dy 1 Lalways.. up at seven oock a) am getting b) get <) gets 2 He. to schoo! by bs, ago Dy does goo oes 3 We... dinner at seven, have often b) often have) often having late for school ») usually is 4 My sister ais usually usually has 5 What... have for breakfast? 4) you do usually b) usually do you have a party at erty, re ang tus 2 pty | Karen and T usually go to bed Late We're in tha Same bedroom so we often talk or wraith TY wat one in the morning. There are about thirty-six channels on tha TY here! We usu get up late and have our breakPast next to tha pool. We sometimes have wh un the poet! Tha Grover family is really nice. | Fer day we vist iteresting places Uke Big Bear Lake, San Bernadine and Pasadena, TTomerrow Martha, Karen's sister, is gang to take us to the beach in har car Karen and Tare govg 4 learn to windsurg. Martha's boyPriend, Oliver, is | | a windsurfing instructor and hls gang. fe teoch us | Gea you haiing 2 good helidox? a _] Lave. te Write if the sentences are T (True), F (False) or DK (Don't know). Cathy is in Florida 6 y is writing the letter in Karen's bedroom. + There's a swimming pool in Karen's garden, Karen makes excellent milkshakes. vl Karen and Cathy usually get up early im Cathy and the Grover family are going to a pizza restaurant this evening, ki Martha can drive. vane en loves pizza. Cathy can windsurf, 9 Martha is going to teach Karen to windsurf, 10 Cathy and Karen share a bedroom, (10 marks) writh ing 15y Write» similar letter to friend magine you are on holiday at your penend’s home, Write «what you ae doing now. «what you do every day «ha you are going 1 do Le TOTAL MARKS IN TEST 140, © Adsison-Wesey Longman Limited av war Ty Woo ay yan ar am é é r not a ninaTEST 4 (UNITS 16-20) Grammar 1) Cie the correct answer hey ut sight? gar Wen Wee) 1 yout a ak? nod BWould «Are 2 Where. youth? aus Baw were 2 1a atte dso a) wasn't 'b) weren't didn't she enjoy the pany? ave bs avid 5 We... tennis yesterday. a} played b) play ©) playing 6 They. the concert a} liked not b) didn't liked c) didn’t lke 7 Who. talk 10? a} were you b}did you ¢) you did 8 Dave is... Steve a} funny than) funniest than «) funnier than river in the world? >) the longest 9 Which is a the longer 6) the very long 10 This is a) the best «) the goodest day of my life by) the hetter (10 marks) o Abdson Vesey longran tinted ETT 2) Write the sentences in the negative. Thad ten bananas for breaklast. I didn't have ten bananas for breakfast, 1 Salvador Dali was Halian, 2 The Beatles were American, 3. There were some good jokes in that film. 4 Judy made the pizza 5 We heard the music 6 She know the answer 7 They wrote a lot of letters. 8 I had a shower this morning, 9 ‘They asked some questions. 10 She sang some good songs. (10 marks) 3. Complete the sentences. Write the verbs {in brackets) in the past simple tense. Last week 1, wisted (visi) my aunt. 1 Yesterday | (not be) at school. 21 (stay) in bed. 3 The doctor (come} to see me. 4 Last summer we (g0) to Wales. 5 We (have) a fantastic holiday. 61 {see) a snake in the garden. 7 My parents (oot like) the film at (Fall) down the stairs, 9 The muggers (take) his wallet 10 Who yesterday? {you see) at the party (10 marks)TEST 4 (UNITS 16-20) 4.) Write short answers to these questions. Wire you there? Yes, we, were. Was she angry? No, Would you lke coffee? Yes, Did they find i? No, Did he nave a good time? Yes, Were there any problems? Yes, (5 marks) 5 Write sentences from the words. statement}the/did you)when/poticegivetofal? When did you give a statement to the police? 1 weatherfin/like/was/what/the/Montreal/? 2. mylthan/am/t/betier/running/brotheratl 3 didjoffthink/concert/the)what/you!? 4. glass/she'd/ofJalmineral waterfice/with/likel. 5. tired/morningybed/at/he'sjbecause/to/twojthey hejinfwent (10 marks) 6) Complete the sentences using comparatives ovsupetatves ofthe adjectives Js January, the coolest... month in India? (cool) 1 Tthink Robin Williams is a actor than Sylvester Stallone, (good) 2 Yesterday was day of my life, (bad) 3 August is usually month of the year here. (hot) 4 Brighton is one of places in England, (sunny) 5 The weather was bad yesterday but today itis, (bad) (5 marks) 77 Complete the questions for the answers. 0: Where did you go lastnight? Az We went to a concer. 1 Q: How much The tickets were C10. 20 Louise? A: Yes, I saw her 2a the party lke? As twas very good. 4 Q: When A: Left at midnight. 5 O: Where supper? A: We had supper at home: (10 marks) Vocabulary 8 7 Match the word pairs. @pop a) box 2 nature ») water 3 blues ¢) record 4 pocket ‘® group 5 mineral ¢) machine 6 police 1) packet 7 phone singer 8 washing +h) stadium: 9 cereal, i) station 10 world J) reserve 11 spons ¥) money 1 (a) pop group 2 7 3 8 4 5 a. (10 marks) ‘© Addison-Wesley Longman Limited9.) Circe the odd word out. nce art GID fot 1 poet anist classmate writer comedian helpful ely sociable worked pracise cycled helped lemonade mishake cappuccino sugar 2 a 4 5 anyway yesterday today tomorrow 6 morning afiemioon summer evening 7 cloudy sunny windy weather 8 spider worse taller younger 9 cry shout speak hear 10 funniest heaviest bigaer fastest (10 marks) 10, Read the clues and find the words which match them. Glues This van takes people to hospital R 1 A hot, wet forest. 2 Aor of people like her. She is very ul 3 Greenland is the biggest one in the world 4-He has a problem. He is worried and 5 Some plants, snakes and spiders are 6 The Alps are the highest ones in Europe. 7 They are made from potatoes, 8 We tak about it in Fahrenheit or Centigrade, 9 You can't sce very far in this kind of weather, 10 You do this when something is funny. (10 marks) Words 2) spires b) goxty © f alejun A)unopossio i p. gual 1) epermuttare L t sdansil h)munastion 5 loppura 3) putes p u KJcablemuna ambulance (00 marks) © Addison-Wesley Longman Limite TEST 4 (UNITS 16-20) Communication 117 Complete the conversation using the expressions in the box. [ Bidsou sce Fits # With ice? + lease | # Tea remember. + What woud you tke? « Vatike * we watched | # Where were you» Would you Tike | | a drink? a lemonade, please. last night? Ob, yess 1 was at home, Jade: Li? Anna: Yes, she came round and " Aliens. (10 marks) 12 Circle the correct response. Hello, ean [help you? a) That's not right! ) Hard luck! 1 Can 1 borrow a pen, please? 4) No, thanks. ) Yes, please. ©) Here you are 2 What did you think of the film? a) It was OK. b) I didn’t see. 1 didn’t think, 3 What was the weather like in Jamaica? a) [didn't like. b) I didn’t know. ) Very hot. 4 Emergency, Which service do you want? a] Who are you?) Police, please. ) What's the rush? 5 Who's the tallest person in your class? a) Juan is taller. 6) Juan is the tallest (5 marks)TEST 4 (UNITS 16-20) Reading 13, Read the letter. dancing until | and get very het. The Music was a bit | bering, but | still had a great time. | Everyone was very and i was | | goed exercise! | | "Im gaing fo be back in om Thursday Clening. See you ther | pee ries Sm | fuey Write if the sentences are T (True), F (False) or OK (Don't know). Martin took a train Irom Brighton to Waterloo Station in London, F 1 The journey from Brighton to London was forty-five minutes. 2 Lucy 100k a taxi from Victoria Station to Euston Station, FL 3 Lucy didn’t sleep on the train, 4 Lucy doesn't like travelling by plane, ul 5 Fiona and Rober live in Glasgow. 6 They haven't got a car, 7 They are both artists 8 Glasgow is in Scotland, 9 Lucy didn’t enjoy the party at all, a 10 Lucy is going to be back in Brighton on ‘Thursday morning, 0 (10 marks) Writing 147 Write a letter to a friend about a long journey. Think about: © Where did you go? * How did you get there? © Use First... After thar .. Finally. ‘+ How long was the journey? Did you enjoy it? * Did you sleep/readiisten to music on the journey? Did you talk to anyone? © Who met you? + What was the weather like when you got there? (15 marks) TOTAL MARKS IN TEST 140 2 Aicon- Vesey Loar tints ERI au aria ft anon a a a aNTEST 1 (UNITS 1-5) Grammar Exercise 1 TieWhere are 3:in 24: How old a: He's 3.4: When is Bon 44 What is ocHer Si Who are 0: and (10 marks) (Total 140 marks) Exercise 2 THES 2yous ts 3you, t's 4 You're Sm his 7 Stes Her (10 marks) Exercise 3 Tit 2in Bin $fom Son Gat Ton Bat 9from oat (10 marks) Exercise 4 Tithe 2a 3an 4the San.the Gthe 72,the Ba (10 marks) Exercise § VAndy 2Mari’s 3.Green’s 4 Martiys 5 mother’s ( marks) Exercise 6 1s that your father’s new computer? _2 This isnt his adres. 3.Can you repeat that number? 4 What's your Fist ame? § Con you spell your teacher’ name? (10 marks) Vocabulary Exercise 7 12 25 4) 4€ 8V (5 marks) Exercise 8 eleven b) twelve od thirteen fourteen ¢) fifteen ‘Twenty-two. 4) thity-si A) forty-four i] forty-eight iDfitystve HW sity-one I) seventy-three) eighty-nine nl ninetyseven 0} a hundred (18 marks) Exercise 9 “shPls, Spanish -an: Americen, Geman Jan:Rusin, Kalin, Australian tse Chinese Japanese, Portuguese (10 marks} Exercise 10 questorlanswer goodlbad biglsmallopeniclose hotfoldeastiwest. femalefnalemorninglevening rorhsouth -rightrong (10 marks) Exercise 11 Greece 2house 3 fiend 4 student fitle_ 6 from Tse (7 marks) Communication Exercise 12 1b) 2el 3a) 4b) Sb) Ga) 76) Ba) 9a) 103) (10 marks) Reading Exercise 13 1B 20 3A 4c (4 marks) Exercise 14 TE 2F 31 41 SF GT 7F BT OF 10T NF (11 marks) Writing Exercise 15 (Open exercise) (13 marks) el @ Photocopiable Tests key TEST 2 (UNITS 6-10) (Total 140 marks) Grammar Exercise 1 1b) 20) 3q 46) 5b) 6H) 7d ab 94 wa (10 marks) Exercise 2 1 How matty people are therein your family? 2 Have you got any photos of your grandparents? 3 Has your sister got Jong hair? 4 What's your teacher's name? § How much is a large orange juice? (10 marks) Exercise 3 1 dont ite reggae music. 2 Julio doesnt ke chocolate 3 Maria hasnt got bionde hat. His parents haven't got new cat. 5 The film doesn't start at seven, 6 There n'a ood disco in King Street. 71 haven't got blue eyes. The shops don't per at eight o'clock. 9 We don't want to goto the cinema. 10 There arent ony nice photos inthis book. (10 morks) Exercise 4 | Their brother isin the USA. 21s this your magazine? 3.00 you know them? 4's that his new girlfriend? 5 She Goes’ ike me and I don't lke her (5 mais) Exercise 5 1 We lke our teacher very much. 2 He's got two cousins in Canada, 3 His brother doesn’t ike pop music. 4 The cinema's next fo the museum. § The fm starts at half past. Sik. 6 Has he got a girlfriend? 7 Is there good café near here? 8 It on the commer of King Street and Bridge Avenue. 9 Hos Alan got long hair? 101 ke Jon Bon Jove it. 11.Can | have o hot dog, please? 12 Haw many sisters have you got? 18 There are some nice shops in Fulham Road 14 Do you want to watch a video? 15 It's between the bank and the post offic. (15 marks) Exercise 6 1a 2an the the Sa (5 mans) Vocabulary Exercise 7 ‘do. 2 she dots. 3 they are. 4 there isn't, 5m not. Gdon't. 7 they have. Bshe dors. Ohe has, 10 haven't, (10 marks) Exercise & ‘half past five, 2's quarter to nine. 3 1s ten past twelve. 41s twenty to three, 5 1 five past eight 6 mars) Exercise 9 Tareen 2nice 3 grandmother 4 borrow 5 briliant Spence 7 album cousin black 10 town hall Wo'dock (1 marks) Exercise 10 2.4) department store 3H) clothes shop 4b) hot dog 5.) sports centre 6) bus station 7 e) post office 89) orange juice (14 marks)Photocopiable Tests key Communication Exercise 11 I must go. 2starts at six. 3 Are there any 4 a boy called 5 tet me think 6 tal, dark and good-looking Tiknow him, @Hashe got 9 don't know, 10 just wondered (10 marks) Exercise 12 tq 2a) 3a) 4b) Sb) 6d 72) 8b) 9a) rr) (10 marks) Reading Exercise 13 11 2F 3F 41 SF OF 7T @F 9T JOT (10 marks) Writing Exercise 18 (Open exercise) TEST 3 (UNITS 11-15) (15 marks) (Total 140 marks) Grammar Exercise 1 1b) 24 3b) 4a) Se) 6a) 7b) Bo 9a) wd (10 marks) Exercise 2 Varen't. Zhe does. 3shecan't, 4heis, Sshe hasn't Bitere are. 7 don't @ they have. 9 they arent, ware (00 marks) Exercise 2 1 He doesn't have lunch in the school canteen. 2 We haven't got a new science teacher. 3.My sister doesn't lve in Australia. 41 am not going to wear jeans. 5 They don't watch TV in the morning. 6 Sheila isnt sitting on her bed, 7 Tey cant come tomarrow, She does't start work at nine o'clock. 9 Don't ik at your books. 10 They aren't going to miss schoo (10 marks) Exercise 4 1 Don't argue with me. 2 cont se the blackboard 3 Theyre going fo get maried this summer. 4 Pease tidy your room now. 5 They always go to bed late on Saturday (5 marks) Exercise 5 1 What do you do at school? 2 Whois your sister writing to? 3 What ae you doing now? 4 Are they going to watch video tonight? "8 When is he going to make lunch? (5 marks) Exercise 6 1 Martinis never late fr school. 2 Why ae you talking about lucy? 3 Beth usually goes to bed at ten o'clock. 4 We can al swim and give. 5 When are you going to visit your cousin? (10 marks) Exercise 7 Voy 2for 3to dafter Sin Gon 7in Bon Sater Iie Mon 1in 1340 14to 18in (15 marks) Vocabulary Exercise 8 ‘champion 2 September 3 ground 4 tights 5 sandwich (5 marks) Exercise 9 alwaysinever baggytight black/white cheaplexpensive fare festa longs udu ighorong summerlwintee 10 marks) Exercise 10 Te} grey 21) pink 3.) trainers 3) upstairs 5.0) clothes Exercise 11 2) disc jockey 3 f)horse riding 4) reggae music 5d) ice hockey 6K) sitting oom 7a) dance class Bh) tennis court 9) sports club 10) cassette recorder (5 marts) 119) ground floor (10 marks) Communication Exercise 12 1b] 2a) 3e) 4b) 5a) Gd 76) 82) 9a) too) (10 marks) Exercise 13 1 What do you usually have 2 What about you? 3 | never have 4 How do you 5 Ido (10 marks) Reading Exercise 14 TE 21 30K 4F SF GOK 77 @F 9F 10T (10 marks) Writing Exercise 18 (Open exercise) (15 marks) TEST 4 (UNITS 16-20) (Total 140 matks) Grammar Exercise 1 1d) 2c) 3a) 40) Sal 6c) 7b) Bc) 90) 1a (10 marks) Exercise 2 1 Salvador Dali wasn't Italian, 2 The ‘Beatles’ weren't American, 3 There weren't any good jokes in tat film 4 Judy did't make the pizza. We didn't hear the music. {She didnt know the answer. 7 They didn't write alot of letters. 81 didn't have a shower this morning. 9 They gignt ask any questions. 10 She did't sing any good songs, (10 marks) Exercise 3 Twast't “2stayed 3came 4 went Shad 6 saw 7 didnt the Bell 8 took TOdid yousee (10 marks) Exercise 4 No, she wast. 2 Yes, would. 3 No, they didn’. 4 Yes, he did, 5 Yes, there were. (6 marks) Exercise 5 1 What was the weather lke in Montreal? 2 | am better at running than my brother. 3 What dia you think of the concert? 4 She'd like a glass of mineral wate with ic. 5 He's tied because he went to bed at two inthe morning (10 marks) Exercise 6 Vetter 2 the worst 3 the hottest 4 the sunniest 5 worse mars) Exercise 7 1 How much were the tickets? 2 Did you see Louise? 3 What was the party lke? 4 When lid you leave? 5 Where did you hove supper? (10 marks)Vocabulary Exercise 8 {if} nature resewe 29) Dues singer 2K) pocket money 44) mineral water_5') police station 6a} phone box 7) washing machine f cereal packet 9c) word record 10) spots stagiam (10 marks) Exercise 8 Telasmate 2 comedian 3 practise 4sugar_S anyway summer Tweatrer @spider Ihear 10 bigger (10 marks) Exercise 10 1c) jungle 2i) popular 3 island 4) upset 54) posonous 61} mountains 7 a) csps 8A temperature $b fogay 10 e laugh (10 marks) Communication Exercise 11 1 Would you lke 2 please 3 What would you tke? “4Tlike "S With ce? 6 thanks 7 Where were you Bicant remember. 8 Did ou see 10 we watched (10 marks) Exercise 12 1d 2a) 30) 46) Se) (5 mais) Reading Exercise 13. TF 2F 31 40K ST GOK 71 8T 9F OF (10 marks) Writing Exercise 14 (Open exercise) (15 marks) Photocopiable Tests kvote ® Language Booster key 1 It's great to be here. Grammar Exercise 1 Tse 2He it 4 you! ed ‘statements (Gerson [tea —J tes” [Siar nae | tos. | (thot _} Exercise 3 Tyouare 2heis 3sheis itis Questions Exercise 4 THow 2 What 3Who 4 What Who 6 How Exercise 5. Tate, I'm 2is,Hes 31s,sheis 4's les 5 Are you, ‘m not Exercise 7 Name (az Blake) Age 15 Where from London Favourite fm star All-time favourite film Box number Michelle etter Sister Act Box 534 Exercise & Visa camera. 2 How old are you? 3 Where oreyou trom? 4 My name isEmily. 5 What's your name? 6 She's in the Vocabulary Exercise 9 1 envelnge 2 ymbre S computer 7 camera Schair 4009 Seraser Exercise 10, a chair an envelope bag umbrlia computer eraser Exercise 11 a)40)7 9S eM el12 M14 g}20 mig ne Exercise 12 Aeros Down 2 sixteen 1 four 3 three 2 seven 4 ight 3 two 7 rine 5 ten & one Exercise 13) Ziable 3 apple 4.computer S desk Gboy 7 one 8 bag G.craser 10 ditionary 11 blackboard Exercise 14 Example answer {Words fram Unit 1) 4 and, ae, am, a, an, apple, atlas, al, about, at 'b boy, be, Britain, brother, book, blackboard, bag, bes, box © camera, car, come, chair, computer, country, class 4. ietionaty, desk © excuse {me}, eraser, exercise book, envelope eight, eleven, eighteen, England four, five, fourteen, fiften, favourite, fl, female, from 4 areat, i, good hi helo, i Communication Exercise 15 Luke: (My name's Luke Freeman) Whats your name? Daniel: My name's Daniel Cresson, Luke: And this is my sister, Emily: Hello, My name's Emily Exercise 16 1 Hello, my name's Luke/ I'm Luke. This is Charli. He's six. 2 Hello, my name's Chari tm Chari. Ths is Emily She's fourteen 3 Helo, my name's Emily! I'm Emily. This is Susan, She's thirteen, Exercise 17 Yes, its 2 Thank you. (t's great to be here.) tim fiteen Exercise 19) My name's Luke. 2 Are you Emily Freeman? 3 Yes,|am: 4 Weleame to Brighton, 2 Who's Em? Vocabulary Exercise 1 thirsty right wrong small red hot cold Exercise 2 Tf’ small. 2He'shot. 3 She's cold. He's thirsty, Sits wrong. “BIsright. 7 Shes tre, Grammar esercte 3 ‘Negative statements Questions Short answers . | te fo Pate Neate mat ft oul telat Revered) eto) Wan” ta | (He) isn't Is the) (he) is (he) isn’t (Sear el) esi tse Bie” fae” te | Sse berise 4 1s Daniel's bag, 2 Is Chale's atlas. 3 I's Luke's exercise book 4 rS Emilys computer. Its Charlie's monster.Exercise 5 My 2Her your 4Her his, Exercise 6 1 Where's Shes in 2 Where’ I's in 3 Where's, He's at Where’ Shes at 5 Where's, I'S on Exercise 7 V'Wher’s 2 Whats 4 Who's 4 Where's Hesat Its He's sin Ibhein she Ishe Isitin heiset eis heist itis Communication Exercise 8 1 Nice to meet you, James. Nice to mee you, to, Mrs Baker. 2 How do you do, Me Baker Storlight Runner 1 Sarah arrives in London 1 Itsin Beato Park, west London 2 ts 2 museum - the Vietoria and Albert Museum. 4 Shea fitness instructor. | He's the club manage He’ fom usta, 3 I'm French-Canadian. Vocabulary Exercise 1 Country Nationality Main language(s) Argentina Argentinian Spanish Japan ‘lapanese——_ Japanese theUSA American English Gemary German German Fance French French theUK Brits English Brasil Baziian Portuguese Exercise 2 1 Tim from (Game) fm talian. | speak Italian, 2 Tim fom (Madrid) tm Spasish | speak Spanish 4 Tm fom (io de Janeiro} Im Brazilian, | speak Portuguese. Grammar rere 4 Shes ‘students cies ten women bere 5 [sve stoners] Negative statements (Short forms) | (Short forms) (You)re (You) aren't | [tiene | fevers | Guestions "| Short answers | | Postve Negative Gn) ate eae they) Exercise § 1 We ate’ rom England, 2 This my brother 3 Luke and Danie are at school. 4 That isn't my car in the ‘ar park _§ Are you and your fiends students? 6 Im not tied. 7 What nationality are Mr and Mrs Jackson? @ My father isnt at work. 9 Are you thisty? Language Booster key Exercise 7 1 Are you Australian? No, fm not fm British, Where are you from? 'm from Manchester. 2 Are you American? No, we aren't. We're Mexican Where are you from? Were from Acapuleo, 3. Are you French? Yes, we are Where are you from? Werte trom Paris Exercise & 1 She's from Manchester, She's British 2 They from Acapulco. They'e Mexican 3 They're from Paris. Theyre French Exercise 9 1 Who are _2 What's 3 Where's 4 Where are 5 Who's What's 7 Where are 8 Who's Exercise 10 1 Canadian 2 German 3 Spanish 4 Japanese 5 Portuguese American 7 French 6 British Communication Exercise 12, 26) 34) 49 50) Gb) 7a) Be) Exercise 14 1 How old ore you? 2m fourteen, 2 She's a famous film star. 4 Weare both students at this school, 4 Can you spell that, please? Vocabulary Exercise 1 Good afternoon, 2 Good evening, 3 Goed morning, 4 Good evening, § Good afternoon, Exercise 2 Saturday 2 Tuesday 3 Sunday 4 Wednesday 5 Monday. 6 Thursday Exercise 3 hundred 81 55 thirty-two 27 sinty-three 99 forty-eight 34 fity-seven 76. eighty-two Exercise 4 KJ LY Ua EV oC Exercise 5 MTuesday 2 Wednesday 3 Wednesday 4 Thursday S friday 6 Saturday Exercise 6 1 Sparish is on Monday and Tuesday aftemoon. 2. German ison Friday morning, 3 Russian is on Monday and Tuesday morning 4 ialian ison Tuesday, Wednesday and Thursday morning 5 Chinese ison Thursday and Friday afternoon, Grammar Exercise 7 1Can you repeat that? 2 Can you spell tht, please? 3.Can you say that number again please? 4\Can | borow your pen? Exercise @ Vin 20n 3in,in 4inen Son 6in,in 7 on e SlLanguage Booster key Exercise 9 1 When is 2 What's (1 word for eraser} 3 Who's 4How old are 5 Where's 6 What are 7 How are 8 Where's Communication Exercise 10 Ya) 26) 3b) ¢e) 5b) Exercise 11 1 What’ your name? 2 Can you spell that, please? ‘3 What's your frst name? 4 What's your address? '5 What's your celeghone number? 6 Can you repeat that, please? / Can you say that again, please? Exercise 13 1 You'e welcome. 2 Can you repeat tat, please? ‘3 What's your aadress? 4 Who's your telephone number? Exercise 14, 1 Spanish is on Weehesday afternoon, 2 Me Hugh Potter {3 North Road, Hastings, Sussex Starlight Runner 2 Sarah meets Ryan 11 2F 37 4F ST OF 5 Snapshot of Haw: Comprehension Exercise 1 Name (iana Tate) Age “4 Nationality Hawaiian CiyfTown Hilo Island Hawaii School ilo High Schoo! languages English and Paynesian ‘Ambition To goto the USA Exercise 2 Country (usa) Location 3700 km west of San Francisco Main islands Hawai, Maui, Oahu, Kauai, Moka Lanai Capital Honolulu ‘Climate Tropical Languages English, Polynesian, Japanese Economy Pincappes, sugar, tourism Exercise 3 THonolula 2 the USA 3 mainland USA 4.3700 km west 5 English, Polynesian and Japanese 6 Pineapples and sugar 6 I've got two sisters. Vocabulary Exercise 1 uncle aunt brother father son daughter sister Exercise 2 24) 3al 4 5b) Ge) Exercise 3 Tunele 2 grandmother 3 grandfather 4 grandparents 5.son 6 stepfather Exercise 4 Twife 2 children 3son's 4 daughter 5 grandmother 6 uncle Grammar Exercise § | Positive statements Negative statements (You) got (You) haven't got Hels got (He) hasn't got (She's got {She} hasn't got | {is got {iy hasnt got (erve got (We) haver't got (Youve got (You) haven't got (rey ve got | They) haven't got | Questions Short answers Positive Negative Have (you) (i have (havent Has the) {hel has {hel hast Has it (ip has (i) hase Have (we) (you) have Hove (you) (we) have [Have (hey) {they have (you) haven't (el havent (they) haver't Exercise 6 Vsome Zany 3some 4any Exercise 7 Yparents’ 2 Luke's 3 sister's 4 Emiys § Daniels 6 pentriends* Exercise @ Vneyre 2your 3His 4 0ur Shs Exercise 9 1 Has she got any Cranberries COs? No, she hase’, 2 Has she got any Kappa comics? No, he hasn't. 3 Have Sam and Joe got any football posters? No, they haven't 4 Have they got any Cranberries COs? Yes, they have. 5 Have they got any Kappa comics? Yes, they have Exercise 10 Poland 7 fifteen 3 "ve got two brothers 4 Cracow S speak 6 English 7 Tve got long blonde 8 eyes 8 their 1Ohave got 11 our 12 haven't got Communication Exercise 1 sit long (or) shor? 2s it straight (or) curly? 3 And have you got brown eyes? 4 What sort of hair have you got (Helen)? “5 What colour isi? 6 Have you got be eyes? Exercise 12 3h) 4e) 5g) 6c) 7a) aa) 7 Do you like heavy metal? Grammar Exercise 1 | Fositve statements Wegstive statements] (ike) (0 don't ike (You) lke (ou) don't ike (He) tikes (He) docs ike | (Ste hes (She) doese' like (We) ike (Weldor'tlite | {You} don ike Urey) dont ike | (You! ike (hey) tke[Gestion] Shar snes TT —_| Positive Negative (Day (hao () ont ee in Don) | thea chart {Dottie _| theo ther) da | Exercise 2 Ther Zthem 3us 4 you S her Gthem 7us Exercise 3 1 Does Jy like Eton John? Yes, she does. 2 Does Robert ike ‘Abba? Yes, he does. 1 oes Judy ie ‘Oasis? No, she doesnt. 4 Does Rober like George Michael? Yes, he does. Exercise 4 100, 4>2D0es does 3don't 4 doesnt 5 Do, do Do, dont Exercise 5 1 No, we ate it 3No, they hate him. ite them very much 2 No, she doesn’ lke her very much. Yes, he likes usa lat. 5 No, I don't 65 No, she hates her Vocabulary Exercise 6 rock 2soul 3jazz 4dasscal Srap_ 6 reggae Exercise 7 Aeros Down 6 county 2 AC 10 fol 3 Rock 12 clasieal «4 it 16 to 5 my 17 meal 7 m0 18 ie 8 np 19 Bie 8 soul 1 Rita 12 © 13 she 14 cold 15 tke 17 me Communication Exercise 8 ¥ Do you ite rap? 2 Because Ive gat the new Cool Brothers CO, 3. No they aren't. They"e amazing, Where's your CO player? 4 Do you want to ear it? 5 Well what do you think of them? Exercise 9 When do you listen to it? What sort of music do you ike? Who's your favourite band? ‘And wha’ your Favourite singer? Ferale Do ya like Céline Dion? Do you play an instrument? Do yu play in @ group? Sut. Yes, please! Thanks Language Booster key Storlight Runner 3 We call her the "Starlight Runner" 1 He doesn’ like i 2He likes it. 3 He likes her 4 She likes it, / She likes running under the star. 5 She doesn't ike him much, 8 Can | come too? Vocabulary Exercise 1 ‘twenty to six 2 twenty past seven ‘half past one twelve o'clock “S quarter past twelve quarter to seven 7 twenty-five past three B ten past nine Exercise 2 Dice cream coke 4 coffee Spopcom 6 hamburger Exercise 3 VE2S5 2 (200 34210 4¢331 Exercise 4 1 How much Is seventy-five pence Thanks. That's went How much They're sixty pence. ‘Thanks. That’ forty pence change. How much It’ thre pounds ninety-nine Thanks. That's one pence change How much They'e two pounds fy, ‘Thanks. Tha’s two pounds fity change Grammar Exercise 5 Tends 2 open 3docs stars Send Exercise 6 1 ‘A: What time does the tain leave? B: It leaves a Five to one. 'A: How long isthe Gourmey)? 8B: It’ five hours and twenty-eight minutes. [K: What time does it arcve In Edinburgh? B: I arrives at twenty-three minutes past sx ‘A: What time does the bus leave? B: It leaves at twenty to ine ‘A: How long isthe (journey? B: It’s two hours twenty minutes. 'R: What time does it artve in Brighton? B: It aries at eleven o'clock Exercise 7 (Dear Mark, ve got two tickets for an East 17 concert.’ on at) the Docklands Stadium, The gates open at 6 and the concert starts at 7. Buses tothe stadium leave from City Airport every half hour We can meet at the gaes/stasium/aipor. Communication Exercise 8 1 Can fook, of course 2 Can I isten ofcourse you can 3.Can borrow, you cant 4 Can come in, af course you fan 5 Can |e, Im afraid you can't Exercise 9 2)) 32) 49) 56) 6M 7a) ee 9e WO a ———————————— EELanguage Booster key Exercise 10 1 Whereis the film on? 2 When does the football star? 3Doyou want tocome with us? 4 The tain oivesat § cock. Exercise 11 Example answer Family members: fother, uncle, aunt, brother, sister, grandmather, grandtather, grandchild, Types of music: soul, rap, country and western, heavy meta, rock, jaz, folk 9 Welcome to Brighton. Vocabulary Exercise 1 2's is 3 boutique. 3 This isa bank, 4 This is a theatre 5 Thisis.a supermarket, 6 This is a newsagent’, 7 This isa eae Exercise 2 1 post office 2 department store 3 art gallery 4 car park Swimming pool 6 multiplex cinema 7 railway station Exercise 3 Vacinema 2 post office 3a bank 4a .café Sasports centre Gachemist’s 7a newsagent’ Grammar Exercise 4 Vin ont of 2behind 3 between 4 next to Exercise 5 Short answers — Positive Negative | Is(there) there (is) {there) nt (ae) there there (are) {uhere) arent) { Positive statements Negative statements (There's) (There) isn’t , [ere ae tee) arest | Exercise 6 There are 2s there 3 There ae 4 there ae, there arent 5 There's there n't 6 Are there Exercise 7 1 There's a chemist’s next eo the supermarket in Market Steet. 2 There's a ca park opposite the newsagent's in Court Road, 3 There's a disto behind the department store in Castle Road, 4 There's @ bank next to the newsagent’ in Court Road. 5 There's amewsagent’s between the bank and the video shop in Court Road 66 There's 2 Tourist Information Centre near the post office in Park Road, Exercise 8 fare there? 2 There are $5. 31s there a shower There's a shower, SAte there 6 Yes, there are. 7 Is there 8 Yes, there ae_9 There’ a swimming poo, tennis courts 1ithere’s TE theres. Communication Exercise 9 Example answer [Outdoor activities [Indoor activities | Evening activities | go tor a bike ride | go swimming | go to a discafelub ge swimming | watcha video | go fora pczs) gosheppig | | hamburger | have a barbecue play Footbal | “oranotner spor) | [nave stares] Exercise 11 Jan, Do you want to goto the cinema tonight? There 3 good film on at the Odeon with Brad Fit. It starts at seven o'clock, Lets meet at The Cyber Café opposite the cinema. Don't et first — we can go to a hamburger ba after the film See you there Katerina Starlight Runner Leaving for New York 4) Sarah meets her cousin Mike #) Sarah tells Mike about Ryan. 'b) Ryan speaks to them in the café 4) Ryan asks questions about her trp to New Yor, Sarah and Mike go tothe airport. €) Sarah sees Ryan at the airpor. 10 Two boys Two lives Comprehen Exercise 1 Name (.oren Hammonds Tom Denby) Age 8 8 Home town New York Marwood Family two sisters oe sister Type of schoo! Senior igh secondary Favourite subject pyerology ined studies Hobbies must, apgroup— muto-cross Ambitions tarbe 2 psychologist! tobe a BBC have a career in rap cameraman music land make wife programmes Exercise 2 1 There's always something to do there 2 He's got two sisters. 3. He'sa student at senior high schoo | Tor ies ina lite village There isnt anything to do in the village He goes moto-cross scrambling every Saturday 7 His favourite school subject is media studies 11 I never go straight home. Vocabulary Exercise 1 Toyear Zby bus 3 byundergroundimetro 4 by train 5 by bike Exercise 2 thave 2watch 3lewe doyle Sstat Bplay 790 edoExercise 3 hve Py do breakfast toa disco the shopping adiok home gymnastics party toschool the housework Exercise 4 ‘Across Down 500 1 hot 6 Ten 2 man Ww 3 natch var 4 id 1 shoo! 8 ground 14 he 3 dean 15 two 0 on 16 tain a1 shower 18 Web 12 CE 29 on 13 out 21 tw 17 roof 24 breakfast 19. BTA 22 0K 23s Grammar Exercise § treads goes 2 getup 3does 4 watch 5 goes G wars 7 oeans Exercise 6 1 My brother is usually ite for college. 2 We sometimes go to the beach afer school, 3 She never goes to schoo! by tus. 4 Lake often hasan ey for breakfast Exercise 7 T'doesshe get us? 2It starts 3 does she stay late at sehool? 4 does he get home? § She telephones 6 does she aay do her homework? Exercise 8 1 She sometimes stays late at school. 2 We always go to school by bus. 3 never wear red, 4 My family usually have super at 7 o'clock. 5 He always wakes up at 6:30, Exercise 9 sama onswer Dave gets up at 720. first he has a shower. After that he hasbreakfet He eaves home at 830. Then he goes to school by bus. He arrives at schoo at min o'lock, Communication Exercise 10 1 Because we never go out, 2 Never during the week, He comes to my house and watehes TV. 3 He always goes to a football match on Saturday, 41 hat it! Football's boring! 5 Yes sometimes, but | always pay fr the tickets! 65 Because he looks like Keanu Reeves! Bercise 12) - Nouns: breakfast television programme presinter Adjectives: exiting dificult favourite popular 12 Can you scuba-dive? Vocabulary Exercise 1 T baseball 2 basketball 3rugby 4 ice hockey. § football 6 olleyeall 7 water-sking Language Booster key Exercise 2 ‘une July 2 November December 3 February March 4 April May 5 December January Exercise 3 1 September the fourth, 2. March the th 3 June the twenty-thi. & August the second, 5 November the fifteenth Exercise 4 1 scuba-diving 2 sailing 2 windsurfing 4 water-siing 8 giving Exercise 5 Ysummer 2autumn 3.winter 4 sports 5 running Grammar Exercise 7 Tnun 2swim 3 play 4 speak S say 6 write 7 sing Exercise 9 1 Alan doesnt tke swimming. 2 Jane loves dancing. {3 ané Tom lke running. 4 Liz and Dave hate getting up arly. 5 Ben likes watching TV, 6 Sally and Alan don't hike playing cards, Exercise 11 1 How often does Laura phone her boytiend? Five times a week 2 How often does she visit her grandmother? Three ties 3 week 3 How often docs she wash her hai? Twice a week 4 How often does she tidy her room? Once a week, Exercise 13 1 Can you come to my party an Wednesday? 2 [buy magazines about once 3 week 3. How often do you go to the beach? & My birthday is on Moy 2nd, '5 When are your exams this year? We like going tothe beach in summer Communication Exercise 14 Tean 2can_ 3 statiog 4 can't 5 watching 6 Con Tart Bskating 9 likes 10 doesrt 1 doesn’ ike Exercise 15, 1 When's your bethday? 2 Can you waterski? 3 How aften do you goto the cinema? 4 How aften do you match MV? 5'Do you like swimming? Starlight Runner 5 A message for Sarah Sarah goes by bus and subway tothe YMCA. She sleeps well Sre doesn't collect her message in the morning She goes to the marathon office to collet her number for the marathon The gid can't read Sarah's sumame, Tim asks Sarah to go for a practice run 7 Sarah gets a message from Ryan. ? 2 3Language Booster key 13 What's Daniel doing? Grammar Exercise 1 Positive statements Negative statements {tm playing Im not playing) | (Her playing (He) isnt playing (Snes lying {Snes lying | theyre playing (They) aren paving | ‘Questions Shor answers Positive Negative am playing (yo) are (you arent ‘xe (you) playing (dam Wm rat (she playing hei nen) Is{he playing (Shed is (he) ist ‘re hey playing (they) are (vey) aren, Exercise 2 ‘are they Theyre tidying 2 are they, They' making 3isine,Hes waiting 4S he, He's having Exercise 3 1 Tm not watching New Baywatch. m watching Melrose Prace 2 My cousin srt living in London, Hes working in New York, 3 Aclshe having a good time in Brighton? Yes, he is. 4 Acre they using the computer? B: No, they aren't Exercise 4 Do, wear 2'm having 3.90 4 get _5’mwatching Exercise 5 1'm going 2s oleskating 3's listening to 4 "seaming Vocabulary Exercise 6 1 tchen 2 bathroom 3 study 4 hall § bedroom Giolet 7 garage B sitting room 9 dining room 10stais Exercise 7 ‘hall 2sitting room 3 dining room 4 kitchen Sediooms Sbathroom 7 tolet 8 study 9 garden 10 garage Exercise 8 {V2 main bedroom with a large bathroom ané a study There are also two small bedrooms. 2 two bedrooms, a bathroom and a large games tom. 3a garden with a terrace and 3 Swimming pool Communication Exercise 9 2) 34) 4c) Sb) 6e) 7a) Exercise 10 ont smoke 2 Don't eat or drink 3 Don't talk 4 put your money 5 Don't park Exercise 11 1 Come and look at this, Rory! 2 It's a snake. Dont touch it. 3 Yes, ofcourse it's alive. I's seeping in the sun, 4 No, it isnt. Its only @ grass snake, 5 It can hear us Look, i's going anay. 14 What are you going to wear? Vocabulary Exercise 1 Across Down 3 eating 1 sweater 4 shirt 2 white 7 purple 5 top 8 shoes 6 dress 10 pink 9 seit 12 boots 11 gold Exercise 2 Adjectives Colours Clothes Accessories. thick purple tights earrings long orange sweater bag short pink top bagay yellow Tahir tight tradksuit Exercise 2 1 a F-shit, a skirt, leggings and boats 2 ajacketa shirt a sweater, trousers and shoes 3. ashi, a dress, a hat and shoes Exercise 4 ‘white shit 2 he's wearing white trousers (instead of) black or dark grey trousers 3 he isn't wearing a te. (Asa) he {swearing an earring Grammar Exercise $ Positive statements {Him going to (He's going to (She) going to eye going to Tega satemens mt going to Hea org) (hele gost {They) aren't going to ‘Guestions ~ ‘Short answers) Positive Negative ‘Am going to (am (ihm not (is he going to) (ne) is lhe) ist Is(she) going to” (She) is Ish isn't ‘Ae (they) going to__(they)are_[they) arent Exercise 6 These 2 those 3 this 4 these 5 thase that Exercise 7 1 No, they arent They're going to play tennis 2 No, she is't. She's going to watch TV. 3 No, he isn't. Hes going to buy a drink 4 No, they aren't. Theyre going to travel by tran, 5 No, she isn't. She's going co wear a dress, Exercise 8 At ane o'clock he's going to wist the new spats centre. He's going to watch a spay of Ish folk dancing at quarter past eleven. At midday he's going to meet some children fram Focal schois and teen he's going to have lunch with the UN delegates. Finally at tree cack, he's going to open the new Underground syste. Communication Exercise 9 too big 2are too long 3 too tight 4 are too short,Exercise 10 No, im gong to go for two days 2m going to stay atthe Trump Tower Hot! 4 Tm going to see the Statue of Liberty and the Empire ‘State Bling 4 Fm ging to watch a baseball match at Shea Stadium, 5 Im aping to meet Claus Schiffer at the Fashion Café Starlight Runner 5 The pasta party 1 The partys forthe New York Marathon Runners. 2 testers at 5pm. 5 Shes wearing 2 brown and white cotton jacket with a ttadtional New Zealand Maor design on it 4 Thee going to run 26 mils Everyone isting past, 6 Hes going to unin te marathon 15 Spending power | Reading ee Fea | g ae ese ae Comprehension Rosie 2James 3 Rose, Catherine 4 Rosie James, Catherine G Rosie 7 Catherine 8 James ‘Rosie Catherine 10 Rosie 16 Were you out last night? Language Booster key Exercise 2 Twasn't 2were 3was $was Sas 6 Was Twasn't Bwas was 10 Were were 12 was Exercise 3 2 Pablo Picasso wasn'ta Canadian present. He was a Spanish artist. 3 Beethoven and Brahms werent Japanese op singers. They were German composers. 4 Henry Vill wasnt a famous French ice-hockey player. He was an English king. 5 Cleopatra wasnt a Brazlan comedian. She was an Eyptian queen, Exercise 4 1 Where were you yesterday morning? 2 Where were you this morning? 3 Where were you on Monday evening? 44 Where were you lastnight? "5 Where were you on Monday ‘morning? Communication Exercise 7 Would you ikea dink, Sack? Yes, please, What would you like? Fd like an orange juice, please, 2 Would you lke drink, Mariela? No, thank you 3 Would you lke a drink, Suzie? Yes, please ‘What woutd you ke? "lke a mineral water, lease Exercise 8 1 Relax, dad. m going to tidy it tomorron. 2 Right, what would you like to drink? Mum? 30, and what would you lke, Dag? Coffee? Fine. One tea and one coffee '5No, thanks, Mum, lean do it 6 Right. Here you ae Exercise 10 1 Tid like a coffee, pease or 2. Weld like two lemonodes, lease. ° 3. No, thank you. ! don't wont a drink a 44 Where were you yesterday afternoon? v 5. He wosn't at work yesterday * 8 Sheld lke @ mineral water P 17 Did you talk about me? Grammar Exercise 1 Grammar “Postive satents [Negative statements Exercise 1 _ Cm) Th wast [ Potve statements Negative statements ou) wee trou werent | Coen Fin’ wate Wi es Bel wa tHe) watches the) didn't nate re) was (Se) was’ Pe ee (We were (Wie) werent ca (Yu) were ta ween _ - oe hey] were ney) weren't estions sitive jegative _ L Meine pa aie) { Maia (didn't a a ide waren) | Ueeldid | (eh did wae Sew Did they watch) (hey cit | (hey) did't Fest Pains ast — (Wereyou! oul were (you) werent he questions was oo. | felis (hd waset | (Wan i Waste) | (phe) wast Iver sa Were (ne) ewes ‘(uel ret Were fou) | ou) nee you werent Were the _| tener hes werentLanguage Booster key Exercise 2 1 Did Susan watch TV? Yes, she did Did James and Sara watch W? Yes, they di 2 Did Susan play football? Yes, she did Did James and Sara play football? No, they didn't, 3 Did Susan listen to music? No she dn Did James and Sara listen to music? Yes, they di. Exercise 3 1 When did Danie! arrive in Brighton? He arrived llast month). 2. Which video di they wateh last night? They watched (Twister 2) 3 What kind of music id the band play? They played (60s Rock n'Ral) Exercise 4 1.) No.1 dint, 26) We were at school. 3c) Yes,1 did 4.0) He played three. 5 3) No, | dirt enjoy it Ge) Yes they were. 7) No, she didn. Exercise § ‘ido like 2 visited 3 stayed 4 played 5 watehed Gmssed 7 waked -@ called 9 stoped 10 walted Vocabulary Exercise 7 Tshy 2 studious 9 sociable 4 heathy § helpful Exercise 8 V2) boring 2a) funny 3 binteresting 4.) exciting 5.0) sociable 6 a) helpful Communication Exercise 9 1 Where di you stay? 2 How long did you stay there? 3 How did you travel? 4 did you visit? 5 Did you enjoy it? Exercise 11 Dear Matt Tanks for your card It [arrived last week on my birthday. | ‘am writing this in bed because | stayed up very late last ight. We watched a film on satelite TV ~ "Pulp Fiction: | really enjoyed it. It was funny but quite violent. It did't finishuntil after two am. After the film, there wes an Interview withthe director, Quentin Tarantino. He talked about his ims, It was very interesting, ‘See you s00n, Jake Starlight Runner 7 Marathon day 1 Twenty-five thousand, 2. He offered him a special glucose drink 3 twas drugged, 4 No, ne didnt, 5 He heard Tim talking about it on his mobile phone. 18 It was a warm eve Vocabulary Exercise 1 cold 2snowing 3windy sunny 5 cloudy Exercise 2 Tits raining, 2 1's col, 5 Its windy, Exercise 3 Ts very hot. It's sunny. 2 It cold. I's aining, 3 1's warm. 15 windy SItShot, 4 Its snowing Grammar Exercise 4 ("Positive statenents [Negative statements (wert Tad 0) ‘ucstons [Shor awe Positive Wh questions Did (she ga) (she) id (Wo id Exercise 5 Infinitive form Past tense form 1 teave lef) (bear) heard 3 see (san) a) hit 5 nun (can) 8 (a0) went 7 put (out) 8 (come) came 9 take (took) 10° (make) made 1 (buy) bought 12° do (dia) 13 (get) got 14 give (ave) 15 (wear) wore 16 sire (struck) 17 think) thought Exercise 6 1 Emily didn't wear her best jeans 2 The students didn’t have a party las term 3 Paul didn't buy Spike 2 present. 44 Spike did’ chink the film was good 5 Luke did't make the tea this morning Wie didn't see ‘Batman and Rin’ atthe cinema, Exercise 7 Thad 2 cycled 3 bought Buwatched 7 went artived 5 made Exercise 8 Vid he have 2 did he go. 3 did he buy 4 did he arrive Sidhe have Gaid he watch 7 did he goto bed? Negative (she div) || Where) didExercise 9 Mother Milo 1 You sd iy your oom! But tidied my room vesteay! 2 You didnt goto the supermarket! But l went to the supermarket yesterday! 4 You didnt wash up aftereal But | wathed up after tea yesterday! 4 You didi take the books back to But I took them back the liar yesterday! 5 You didnt bay any stamps But | bought some esterday! Communication Exercise 10 1 iat id you do? 2 Where was te patty? 4 What costume di you west? 4 Did you dance a lol? 5 Was she prety? 6 What else did you do atthe party? 7 What dé you drink? 8 What time did the party end? 9 Hom dd you get home? 10 But why didnt you take a tax? Exercise 11 Tite 2oay 2tel 4 hide Sall 6 sing 19 My joke’s funnier. Grammar/Vocabulary frercise 1 Comparative Supeiative rate rattest, 2 meter atest 4 fume fist 4 ter tallest 5 hooper happest & niger” gest 7 fate fates 2 heavier Peat, 9 yomnger youngest 10 ter Wiest Wigner ——‘ghtese 12 oer oe Exercise 2 Thotter 2colder fastest $ higher longest, raster Brercise 3 Taller 2 tallest 3 dagger 4baggier 5 baggiest Gis bger than Dee's? bigger than Sharon 5 Bis the biggest Exercise 4 ‘Munn 2highest 3 wetter youngest, oldest Sapper Bhattest Exercise 5 Tworst 2 better 3900 ad $ worse Communication Exercise 7 1 Ty this one, is shorter. 2 Ty ths one, it's warmer. 3 Try this one. longer 4 Try tese, they're higher B Ty these they igge Starlight Runner 8 The finish line IT 2F 3 at st Language Booster key 20 A strange experience at Versailles. Comprehension Exercise 1 2a) 34) 49) 56) 6 7h Bd Exercise 2 1 When gid you go to Versailes? 2 It was hot. 3 We were lost: We asked them for diections. 4 Long coats and three-comered hats. 5 Who did you see at the back of the Little Palace? 6 What did she do? 7. Because we sam her portrait inthe main palace 8 To the time of the French Revolution. Writing Exercise 4 Example answer (Oanit is from Canada. Last year he went tothe UK 2s an ‘exchange student) He stayed with the Freeman family in Brighton. He met Luke and Emlys fiends, and he met Spite, their cousin, and Chili 3 guitarist in a band. He went to places lke the Brighton Pailion and the Sea Life Centre. He also went ro the disco where Chili played. Emily was upset at the disco, beceuse she thought Daniel liked Spike, nother. Spike told her this wasn't tue. Daniel liked Emily ~ he was just shy. Ate the disco, they missed the bus and walked home. They heard a cry for help and found a man on the beach They calles the ambulance and Luke made a statement to the police. Just before Daniel left the UK to go back to Canads, ne gave Emily 2 silver chain with her name oni Grammar Builder key Unit 1 Exercise 2 1 Are you eighteen? 2 Are you thirteen? 3 Are you a film star? 4 Are you (rom Japan? § Are you very small? 6 Are you in the e3r? Exercise 3 1 What’ this? i's 2 book. 2 What's this? ts an eraser, 3 What's this? Its 2 pen. 4 What's that? Isa cat. 5 What's that? I's an atias. 6 What's that? Ie’ a camera Exercise 4 TA: Whats your name? : il. A: What's your phone number? B: Five six one, fou tree five six 2 A What's your name? 8: Yasmin. A: Whats your phone number? 8: Six se four, nine four nine five. 3A: What's your name? B: Tina. A: Whats your phone number? B: Nine eight seven, four six one two. 4A: What's your name? B: Julia, A: What's your phone ‘umber? B: Two are seven thee nine eight fou 5A: What's your name? B: Sophia, A: What's your phone ‘number? 8: Eight sie seven, ane nine two thre. Exercise § 1 How old is Jim? He's ten. 2 How oli Tony? He's fifteen, 1 How old is Anna? She's seventeen. 4 How ud is Mike? He's twelve, 8 How old is Maria? She's sixteen. 6 How old is Fatma? She's fourteen, 7 How old is Costas? He's thirteen. 8 How old is Rita? She's eleven ( SsLanguage Booster key Exercise 6 110: How old are you? A:!'m.. 2 @: How od is your best {hiend? A: He'/She's 3 Q: Who's Mei Gibson? A: He's a film star. 4 0: Who's your favourite singer? A: My favourite singer's. § 0: What's your favourite football team? A e's 60: What's your favourite sport? A:It's 7 Q: How old is your favourite uncle? A: He's... 8 Q: Whats your favourite Fl? es Exercise 7 Tyou 2am 3t0 tobe Sold GIm 7Who 8 She als Wis Unit 2 Exercise 1 A: Are you tired? A: No, 'm not. 'm thirsty, 2.0: she your brother? R: No, he n't He's my friend Oss James thirteen? A: No, he isn't. He's fourten, 4; Are you fourteen? A: No, nat im fitee, 5.0: Am right? A: No, you aren’ You're wrong. 6 Q: Are you Cathy? A: No, 'm nat. Im Kate 7 Qs Cindy at school? A: No, she isn't, She's in her room. Exercise 2 10; Where's my bag? A: I's onthe table, 2 Q: Where's your camera? A: Its in my bag. 3.0: Where's your mother? ‘A:She's at home. 4 0: Where's Anna? A: She's inthe ca. 5.0: Where's my video? A: I's on the table. 6 0: Where's John? A: He's at school. 7-0: Where's Mr Stone? A: He's at work Exercise 3 1 Where's Pacific High School? 2 Is Mark a good student? 3 How old is Cindy?” 4 Who is Rick? 5 How old is he? Gls Rick an actor? 7 What's the name ofthe band? Exercise 4 That's my sister, Her name's Nina. 2 That's my little brother. His name's Tom. 3 That's my cat ts name's Fluffy. ‘4 That's my mother. Her name's Cathy. 8 Thats my teacher Her name's Miss Pepper. 6 That's my frend, Her name's Carla. 7 That's my bestfriend. His name's Jim. 8 That's my favourite film star His name's Johnny Depp. 9 That's my favourite female singer, Her name's Bjrk. Exercise 5 2g) 3d) 42) 59 Gi) 7e) Bb) 90) 2.0: What’ his full name? A: His full name's Elvis Presley. 23.0: What's his full name? A: Hs full name's Indiana Jones. 40: What's his full name? A: Hs full name's James Bond 5.0: Whats her full name? A: Her full name's Maryn Monee, 6 O: Whats her full name? A: Hr full name's Tina Turner. 7.0: What his full name? A: His full name's Nelson Mandela 80: What's his full name? A: His full name's Sherlock Holmes 9.0: What's is Full ame? A: His full name's Jurgen Kinsman, Exercise 6 1 Mrs Harveys frst name is Anna, 2 Mr Resins’ ist name is Marek. 3 Mrs Porll’s frst name is Fabia, 4 Mr Mendoza’s fst name is Roberto, 5 Miss Pepper’ fist name is Judy. 6 Mr Adamou's fist name is Nicos. 7 Mis Esposito’ frst name is Carmen, 8 Mrs Santos’ ist name i Diana. 9 Miss Feros first name is Sandra Unit 3 Exercise 1 TSpain 2 Portugal 3 Poland 4 Turkey 5 Greece 6 Braal 7 Argentina 1: Where's José from? A: He's from Barcelona. Q: Where's Barcelona? A: I's in Spain 2.0: Where's Rosa from? A: She's fom Lsbon, Q: Where's Uston? A: It's ia Portugal 3.0: Where's Marek from? A He Warsaw? A: I's in Poland, 40; Where's Nuray from? A: She's from Ankara. Q: Where's, Aricara? A I's in Turkey, 5.0: Where's Nicos from? A: Hes from Piraeus. Q: Where's Piraeus? A: It's in Greece, 6 0: Where's Sis from? A: She's from S30 Paulo 0: Where's Sao Paulo? A it’s in Braz 7.0: Where's Carlos from? A: He's from Buenos Aires (0: Where's Buenos Aires? A: It's in Argentina, ym Warsaw, Q: Where's Exercise 2 Spanish 2 Polish 3 British 4 American Mexican German 7 Canadian 8 Brazilian 9 Italian 10 Argentinian 11 Portuguese 12 Chinese” 13 Japanese 14 Greek 15 French Exercise 3 1 Are they at home? 2 The teachers aren new, 3 Where are the videos? 4 What are they? 5 The names aren't Japanese. 6 We're not hungry. 7 Where are we? 8 What are the right answers? 9 Wha are the actors? Exercise 4 10: Is Maria thirsty? A: No, she isn't She's hungry, 2.0: Is Bors Becker French? A: No, he isnt. He's German, 3.0: Are your rollerblades new? A: No, they arent. Theyre very old 401s your mother's car Japanese? A: No, it isn't It’ Italian 5.0: Are you fom the USA? A: No, 'm net. im from Canada, 6 Oss Miami in California? A: No, it isnt isin Fords Exercise 5 $ “ ~ies ~ieegular umbrellas watches cities men Videos "buses dictionaries children monsters boxes cameras atlases countries people nationalities women Exercise 6 1 Q: Where's my new video? A: I's on your desk 2. Q: Where’ the football maten? A: ein Madrid {: Where ate your photographs? A: They're in my bag, {: Where's London? A: It's in the south of England, : Where's your fiend? A: He's at college. 4: Where's my mobile phone? A: It's in your jacket : Where are the gis? A: There at home, (Q: Where's Pais? A: I's inthe north of France. {: Where's the new male teacher? A: He's inthe classroom, 10.0: Where’ Janes phone number? A I's in my notebook, 11; Where are my photos? A: They'e onthe table Unit 4 Exercise 1 1 Where 2What _3How 4 When § When 6 Who 7 Where 8 How 9 What Exercise 2 Ton 2in 3in 4on Sat Gin 7in Bon Sat 1000exercise 3 1 When's tenis? 2 WS on Monday morning and Friday afternoon, 31s 00 Tuesday afteroon and Friday morning, 41 on Tuestay, Thursday and Saturday evening. 5 When's tasebal? 6 Ison Wednesday evening. 7 When's vnindsufing? 8 When's Horr House"? Exercise 4 No, it ist. t's Maria's. 2 Where's the party? <3 Wheres Mr River’ English lesson? 4 It's on Saturday 5 Noise Ison Tuesday. t's on Thursday. 7 I's on Monday Exercise § 2a) 3h) 44) 56) 6A) 79) Bc) 2 Please can you close the window? Im cod 3 Please can you phone the school? The phone number isin yas 4 Please can you come to my party? Ison Saturday. 5 Please can you write this envelope again? The address is ‘rong. 6 least can you speak mare slowly? My English isn't very a. 17 Please can yu stop the CD? That music is teribe 18 Please can you stop the video? This im i aul Exercise 6 Tira’ your adress?2 Whar’s your telephone number? ‘3 Whats your nationality? 4 How old are you? —§ What are our favourite counties? 6 What are your favourite bands? 7 What ar your fevourite sports? Unit 6 Exercise 1 1 Whereis the girs tlle please? 2 Is you sister's name Dud? 3 Mss Peper alesse ae funny. 4 My mother’s bathe tes i California. § My parents’ frends Rave got 3 Rols-Royce cx, 6 My fend Jane isa a girls school 7 My Plsh penfrend’s name i Sonia. 8 Where are the cle’ oats? 3 What colour are Sue's eyes? Bxercise 2 1Our 20w 3Ther Syour S their G our 7 Thee Bits Qher Whis.nis Their 12 My 13 Her Exercise 3 1 Tve goths ads but | haven't got his telephone number 2 You haven't got any rolerblades but you have gota new bike, 3 dui ras't got lorg har bute has got a tattoo. 4 ur clasacrs gota computer but it hasn't got a television. 5 She fas gota brother but she has got avery 008-laoking cousin, § We haven't got a cousin in England but we have got acousinin Greece. 7 He's got beautiful eyes but He has gota nice personality. Exercise 4 Vary Zan Sany Sany Ssome Gany 7some Exercise 6 1 Whereis your bother inthis photo? 2 My grandmother has gota new moore. 3 What is your favourite kind of music? 4 What his Chae go in that grcen box? 5 He has ga some pts of eatball stars. 6 Who is that girl with a tatoo? 7 Who ras gt my pen? 8 We have got a problem with the new computer We are hot and thirsty, 10 Help! You dog as gt ry mail phone! 11 am sory | hhave got ro 90, Language Booster key Exercise 7 1 What colour are her eyes? 2 what colour is her hair? 3Have you gat any 4'¥es, ve got _§ What is his Have you gat any 7 havent. 8 Who's your favourite film Star? many photos of Uma have you 10 I've got Unit 7 Exercise 1 1 Like motorbikes but | dont lke cars. 2 Judy likes Oasis but she doesnt like ‘Blur! 3 il kes her sister but she doesn't ike her brother. 4 Mark likes football but he doesit Tike tennis. 5 We like schoo! out we don't ike homework. 6 Gina likes musi but she doesn't like sport. 7 You like Jo ‘but you don't ike Andy. 8 Andy tikes you but he doesn’ lite Jo. “9 My parents lke jaza but they don't ike rock, Exercise 2 1 Does Mike lke sport? 2.Do Sue and Jim ike jazz? 3 Do you like hamburgers? 4 Does Sara lke Peter? 5 Do you like Sport? 6 Does Mike's sister ike school? 7 Do your parents like rap? 8 Does Steve lke Anna? Exercise 3 Vi don't ke it at all 21 don't ike them a all, 31 don't like him at all. 41 don't ike her at al. § | don't ike them at all 61 dont lke her at al, 7 | don't ke him at al Bi don't ike it at al 91 dont ike her at al Exercise 4 24) 3h) 4a) 50 60) 74) ag) a) she does b) they doc} don't) they don't Ashe does g) he doesn't) they do Exercise 5 1.Q: Do you lke Sting? A: Yes ike him a lot | think he’s biliant 2.0: Do you like white choc it’ realy good. 3.0: Do your parents like pop music? A: No, they dont ike it at all They think it’s eubbish, 440: Do your friends like rock concerts? A: Yes, they like them very much, They thnk they're great. 5.0: Does Dave like Maria? A: No, he doesnt like her very much. He thinks she's boring, 6 0: Does your teacher like you? A: Yes, she likes me alt ‘She thinks" brant, 7 Yes, ke i a lot | think Exercise 6 1 Where do you tive? 2 What kind of music do you ike? 2Do your parents speak English? 4 My mather doesn't ite chocolate a all.5 My brother les in Australia now. 61 dont like that book very much, 7 We dan’ know any ‘Beaties’ songs Unit 8 Exercise 1 1 It shuts at quarter past five. 2 It opens at nine o'clock 3 itstans at twenty past six 4 It ends at twenty to eight 5 It stants at nine o'lack. 6 They open at ten o'clock. 7 They shut at half past six. 8 They open at seven oclock 9 They shu at six o'clock Exercise 2 2 How long is "My Sister Is An Alin’ It’s one hour and hineteen minutes. How much iit? I’ ten pounds. 3 How long is ‘Crazy For Love"? I's one haur and twenty-five minutes. How much ist? Is eleven pounds seventy-five 4 How long is Sweet Sixteen"? It' one hour and forty minutes. How much isi? I's twelve pounds seventy-five '5 How long is "Midnight Dancing? It's one hour and twenty-four minutes. How much sit? I's thirteen pounds twenty-five. $aLanguage Booster key Exercise 3 1 How much are the pens? Theyre sixty-five pence. 2 How ‘much ae the erasers? They're forty-five pence. 3 How much is anice cream? its ninety pence. 4 How much is a coke? It eighty pence. 5 How much is @ coffe? Its one pound 6 How much isa tea? It's seventy pence. Exercise 4 1 Can borrow £10, please? b) Sony. haven't got any money 2.Can | have a drink, please? dl Sue, Is coke OK? 3.Can I listen to ths CD, please? c} Sure I’ my favourite band 4 Can | look at your dictionary, please? a) OK, her itis 5 Can | open the window, please? e) Sur. I really hot in here. Unit 9 Exercise 1 1 The bank is next tothe chemist's on King Street. 2 The Roxy cinema is opposite the post affce. 3 The Red Café isin the centre ofthe park. 4 The newsagents is in Upper Steet ‘opposite the park. § There's @ car park behind the newsagents. 6 The park toilets are near the Red Cafe ‘7 There's a department store next tothe newsagent’ Exercise 2 1F 2H 3D 48 SA 6C 7E Exercise 3 1 There’s anew swimming pool, 2 There's a table tenis oom. 3 There ae two cafés. 4 There ate two shops, 5 There's 2 disco every Saturday. 6 There's barbecue every right. Exercise 4 1 There's a doctor in my vilage but there isn't a dentist. 2 There are two banks inthis street but there nt post office. 3 There are some cassettes in the box but there arent any CDs. 4 There's a teacher in te class but there aren't any students. 5 There are some sweets in my bag but there arent any chocolates. 6 There’ a cafe in the museum tut there isn'ta book shop. 7 There are two cinemas inthe town but there arent any discos. 8 Ate there any good 4iscos in Brighton? 9's there a video shop in King Street? Dre there any good films on at the cinema? Exercise § 2) 3 4e) 52) Gh) 76) Be) Exercise 6 1 Where does she want to-go dancing? 2 Do you want to watch a video or go to the cinema? 3 Anna doesn't want to lay volleyball with us. 4 Do you want to rea the letter ‘rom Sandra? 5 don't want to write any postards to my friends. 6 He doesn't want to answer any questions. 7 Does your brother want to buy a new motorbike? Do you want to sit down? Exercise 7 2e) 30 4h) Sa) Ga) 79) eh) 9) 10) Unit 11 Exercise 1 11Do you sing 2 Does your mother have 3 Do you clean 4 Does your best frend walk Does your father have Do you go 7 Do you meet Exercise 2 Sing inthe shower. 2 She .. has cerel for breakfast 31. clean my teeth at school. He/She .. walks to school 5 He... has a sandwich for lunch, 61. go straight home afterschool. 71. meet my friends after schoo! Exercise 3 1 The bus to Brighton is always late. 2 There is often a hockey match on Saturday afternoon. 3 Im never hungty in ‘he morning. 4 Ramon sometimes plays football after school. 5 Do you often do your homework infront othe TV? 6 There are never many people at my karate cass. 7 Do your teachers often use a vdeo in class? 8 Our maths teacher i often very funny, @T never put salt on my pizza Exercise 4 1 Fist let's have a coffee here. After that we can go home. 2 first have your breakfast. After that clean your tet 3 Fits do your homework. After that you can watch television. 4 Fist read the story After that answer the questions about it. 5 First have yout lunch After that you ‘cam have an ice eam. 6 Fist read the sentences. Ate” that copy them into your exerese books. Exercise 5 1 How do you usually go tothe TV studia? 2 Do you speak to your fans? 3 When do you start work? 4 What time do you have (lunch?] § What do you do ater (lunen?) 6 Dp you eat dinner fat home?) 7 What time do you go to bed? {8 What kind of fms do you lke? Tim: 1 How often does Tim clean his teeth? He cleans them twice a day. 2 How often does Tim have a shower? He hss 3 shower four times 2 week. 3 How often does Tim clean his, bedroom? He cleans i three times @ month, ‘Sue: 1 How often does Sue wash her har? She washes it tee times a week. 2 How often does Sue clean her teeth? She cleans them three times a day. 3 How often does Sue havea shower? She has a shower once a day, 4 How often does Sue clean her bedroom? She cleans it once 3 month Exercise 9 Spell Fuse Smake S write 7 work @ meeting 9 talking Exercise 5 1 He can't wash his ait He hase got his shampoo. 2 We can’t do our homework. We haven't got our books. 5 She cant see the blackboard, She hasn't got her glasses. 44 He can't go to the concert. He hasnt gota ticket 5 She cant phone Kerim. She hasnt got his number 6 They cant play tenis. They haven't got thir rackets. 7 Vcan't write to Dolores. | haven't got her address. £8 You can't use my personal stereo It hasnt got any batteries. They cant go to the match. They havent got any tickets. Exercise 6 1: Does your father like watching sport on TV? A: Yes, he oes INo, he doesn't. 2 O: Do your fiends Ike listening to op music? A: Yes, they do,No they don't. 3 Q:Do you like Playing computer games? A: Yes, !doJNo, I don't. 40: Does ‘yout Mum ike talking on the phone? A: Yes, she does No, she ‘otsnt. § 0: Do your fiends ike reading comics? A Yes, they doNo, they don't. 6 Q: Do your parents lke watching old movies? A: Yes, they do No, they don't. 7 0: Does your bestfriend lke borrowing your clothes? A: Yes, shelhe does,No, sree daesn'.Exercise 7 1 Caro ies sailing. 2 Marna loves talking on the telephone 3 He ikes meeting new people, 4 We don’ like going toved ety. 5 My ser hates making the dines. Bride geting teers. 7 My brother doesnt tke cleaning the house, B The love aving to parties. Exercise 8 tin 2on Son #in Son Unit 13 Brercise 1 Te 2H 3) 4) St) 6i) 7) Ba) Of Exercise 2 1 ates theitchen, He's making tea, 2 Jim's in the tathvoom Hes cleaning his teeth. 3 Sue's in the garden. ‘Shes playing with the dog, 4 Sam and Judy ae at thet dance class Theyre learning 10 tango. 5 Rob isn his room, Hes seping, 6 Ben sat the newsagent’. He's buying a Imagarne. 7 Dons at callege. He's using the computer. BL isn the dining room, She's having breakfast. 9 Amy tnd Jae ae at seal. They doing maths. Exercise 3 1 Ave Pil and Andy playing tennis? 2 Why is José writing to Mrs Smith? 3 What i Cindy doing? 4 Where is your sister jung? 5 Whats Maria watching on V2.6 Whereis Sendra working today? 7s your brother writing to his Gitend? B Ave you reading my letter? 9 What i Lucy making? 10 Are your parents woskng in he garden? Exercise 4 7 He n't using the computer because he fkes writing with a ten. THe isnt ding his English homework because he Fase gota dstionary.31'm not staying in bed because | tna to cath he fist bus. 4 He isnt using his new camera ecase be likes his old one, 5 We aren't swimming because tee dort ike cold water, 6m not making lunch because | ‘owt tte cooking. 7 Maria isnt paying tennis because she ras got her acket. 8 They arent eating now because they want io have a pizza in town Exercise § Thedoesr't, 2sheis. 3 they haven't 41 40, Shey avert, 6 lim not. 7 she does. @ he isn't She has Olean, Ti they don't 12 he hase’. Tatam, 14 you cant Exercise 6 2 3el 48) Sd) 6d) 7a) 8g) 2 Dott el my parents! Please write to me every day! Wat forme! 5 Please be quiet! 6 Dont eatin clas! 7Don't make a mess! Leave us alone! Exercise 7 Tsign Zleave 3Donteat_4Don'trun § Don't dive Bort play 7 Don't use 8 Enjoy Unit 14 Exercise 1 Tim going fo stay with an Australian family. 2 We're going tevhave barbecues everynight. 31m going to speak Enalish very day. 4m ging to take my camera with me. 5m igoing to travel round the country. 6 Im going to learn lots f Australian songs. 7 'm going to send postcards to all my fiends. 8m going to go back to ay on February 1st Language Booster key Exercise 2 1b) | don't ike this food and 'm not going to tit. 2.4) Fm going t give you some aspiins for your headache 3 e] When are you going to tty your oom? 4g) Stop talking, Fm not going to say this again. $a} Now Im going to play Song for Debbie in Brighton hope you're fistening, Debbie, 6 11 Weve going to start fining next October Exercise 3 40: What are you going todo in July? A: 'm going to play tenmis every day. 2.0: What are you aping to write in your ew notebook? Asm going to write my friends addresses. 3.0: What are you going to play inthe school concert? A: 'm {going to play some blues songs. 4 0: What are you aoing to five to Sue for her birthday? A:I'm going to give hier a CD. 5.0: What are you going to do with your money? A: 'm going to buy some new trainers. 6 Q: What are you going to study rnext year? A: 'm going to study Spanish and tain, Exercise 4 1 When is she going to write to her? 2 Why is she going to ‘rite to her? 3 Who is going to. 4 Why is she going to jin ‘dance class? § Where ae Alex and Mike going to 90 6 How are they going to 7 Who is going to have Where's he going to have it? 9 What are Nina and Lucy going to do Exercise § 1 Fm not going {0 getup. Fm too tired. 2 We aren't going to go out nove t's too late, 3 She isnt going to wear these jeans. Theyre too baggy. 4" nat going to wash the dog, Tes too cold, 5 They arent going to play tennis. I's to hot { He kt going to Buy thase trainers. They're too expensive Exercise 1 Ae you going to listen to these tapes? 2 When are you going to finish these exercises? 3 Why are these doors ‘pen? 4 Who are those peopic? 5 Those earrings look nice, B These children want to See you. 7 | want to see those videos one day, & These men know the answers. 9 Those buses are going to Brighton. Unit 16 Exercise 1 1 The fst Olympic Games were in Greece. 2 The Olympic Games were in Atlanta in 1986. 3 Neil Armstrong was the first man to walk on the moon. 4 Margaret Thatcher was the UKS first woman prime minister, 5 George Washington was the frst American president. 6 Hartson Ford was the Star of the Indiana Jones’ ims. 7 Christopher Columbus was probably the Fst European to go to America, Exercise 2 TO: Where were they lastnight? A: They were ata party 20: Where was Simon this morning? A: He was st work 3.0; Where vas Lucy fast week? A: She was at her cousin's house. 4.0: Where were they in the summer? A: They were inthe USA, 5 Q: Where was Sandra on Wednesday evening? ‘A: She was at home, 6 Q: Where were you on Saturday aftemoon? A: | was at a football match. 7 Q: Where was Dan lastnight? Ac He was ata rock concert. 8 O: Where were Lake nd Emily on Monday? A: They were at schol ‘9: Where was Andre last year? A: She was in California, Exercise 3 Twas 2was 3Was 4wasnit Swas 6 was Tere Bwere Iwas 1Owas Were T2was 4 13Was Iwas TS wasn't 16 was 1? wasn'tLanguage Booster key Exercise 5 ‘Text year, 2 twice a week 3 yesterday 4 now § atthe moment 6 One day 7 never” 8 usually Exercise 6 1 Would you like a sweater? 2 Would you like a drink? 3 Would yoo like a dictionary? 4 Would you tke some milk? 5 Would you like one of my T-shirts? 6 Would you ike @ pencil and paper? 7 Would you lke an alarm clock? '8 Would you like some help?” 9 Would you tke @ bag? Unit 17 Exercise 1 2h) 39) 40) 56) 6a) 70 Ba} 2 Leonardo da Vinci painted the Mona Lisa in 1503. 3 Neil Armstrong walked on the moon in 1969, 4 Cleopatra ded in Egypt in 30 BC. 5 Marie Cure discovered radium in 1902. 6 Chistopher Columbus arived in American 1492." 7 The Lumire brothers opened the ist cinema in 1895, 8 Marconi invented the radio in 1898. Exercise 2 1.0: Did Jose arrive on time? A: No, She was late because she missed the bus. 2 Q: Why did the trip tke so long? A: The train stopped at every station. 3 0: Why did they leave so carly? A: They wanted to go fora walk, 4 Q: What did you do with my bags? RI cartes them upstairs. 5G: Did he tidy his room? A; No, but he did his homework. 6 0: Did she play the piano on holiday? A Yes, she practised every day, Exercise 3 AX visited 2 didnt take 3 walked 4 loved B 1 enjoyed 2 arrived 3started 4 finished 5 ered B died 7 Dig you nave © aint go 2changed 9 didn't have 4 stayed Splayed Gtalied 7 practised Exercise 5 1 What are you going todo for your next summer holiday? 2 Yesterday my brother helped me to fx my bike. 3 Jake's wearing my jacket today and m wearing his. 4 You're pale today. Way do you always gota bed late? 5 Did you wateh the news on TV lastnight? 6 | tidied my room last week but now itSa mess again. 7 Please be quiet. Im doing @ Aitficut exercise atthe moment. 8 Change the tape, please. Wie don't like jazz Unit 18, Exercise 1 1 What was the weather like in Barcelona? The temperature was 16° Centigrade. It was wet. 2 What was the weather like in Bonn? The temperature was ° Centigrade. It mas very cold. 3 What was the weather like in Brussels? The temperature was 2° Centigrade. It was foggy. 4 What was ‘he meather like in Buenos Ares? The temperature was 25° Centigrade. t was hot. § What was the weather lke in Cairo? The temperature was 17° Centigrade. it was warm. Exercise 2 pt up at. 21 had .for breakfast | eft the house at. this morning 4 spent. last week. 1 bought. last month. 6 My parents gave me ...for my birthday. 7 wore to schoo! yesterday. 8 Look. to school yesterday. 31 saw . last weekend Exercise 3 ‘They didn't heart. 2 We didn't know her. 3 The police didn’ catch them. 4 didn't think about her. 5 He did't make them. 6 didn't come to see him. 7 Sam did't take them. "8 Mark didn't give us the money. 9 The lightning ali’ iti Exercise 4 2 Wihat did you buy for your mum? 3 Where did you get your jeans? 4 When did you meet? ”§ Why did you come home so late? 6 What did you doin Cortu? 7 Who did you See atthe beach? 8 Who took my sandwich? 9 Why dia you make a cake? Exercise § a) I got them at Harrods.) gave it to the dog, bought her some flowers, a) | fell over inthe snow. 11 saw two people from my school. fit was a really good Party. 9) We went to the beach everyday. h} We met ist summer. i) made it fr Jane's party, Exercise 6 2c) 3a} 4h) 50 6a) 76) 8b} 9 Unit 19 Exercise 1 1 The Pacific Oceanis lager than the Atlantic Ocean. 2 Film Stars are richer than teachers. 3 Keanu Reeves s younger than Mel Gibson. 4 Cassettes are cheaper than COs, ' Everest is higher than Mont Blane. 6 Australia is unier than Scotland. 7 Cairo is hotter than Copenhagen 8 Amsterdam is colder than Athens. 9 Cheetahs are faster than tigers. Exercise 2 1G: Which campsite is the nearest? A: Seaview 2.0: Which campsite is the cheapest? A: Greenside 3 Q: Which campsite is the farthest? A Seaview. 4.0: Which campsite is the nearest? A: Greenside 5.0: Which campsite i the oldest? A: Seaview 160: Which campsite is the biggest? A Forest. Exercise 3 1 the toughest 2 the healthiest 3 the newest 4 the cheapest 5 the sunniest 6 the funniest 7 the oldest 8 the strangest Exercise 4 1 Which isthe worst programme on TV? 2 Which is the hottest month in your country? 3 Who is the worst singer in your famiy? 4 Who is the funniest person on TV? 5 Who isthe nisiest person in your class? 6 Which isthe nicest building in your town? 7 Which isthe best elothes ‘hp in your town? Exercise 5 ‘the best 2 funnier Setter 4 worse § older 6 the hottest, the coldest 7 The longest 8 longer heavier 10 the worst Exercise 6 1 Andorra is one of the smallest countries in the wold, 2 Queen Elizabeth I! is one ofthe richest women in the world, 3 The cheetah is one ofthe fastest animals in the world 4 California is one ofthe biggest states inthe USA, 5 The Danube is one ofthe longest rivers inthe world 5 .. is one ofthe best CDs this year 7.5 one of the funnies films this year, 8 is one ofthe best actors in my country 9's one ofthe friendliest people in my school» Test Book key TEST 1 (UNITS 1-2) (otal 80 marks) Grammar Exercise 1 Tam 2lohns Dat 4Imnot SThis (5 marks) Exercise 2 Ten 2a 3an 4a San (5 marks) Exercise 3 VOratlesrt my brother _2'm not thirsty, 3 You're not itis avideo. 5 She int Mrs Freeman, (5 marks) Brercise 4 1 Wher’ Luke? 2 How ol are you? 3 Who's your favourite fim star? 4 Whats her name? SIs ita video " (5 marks) Exercise 5 Ta]my 2b)your 3b) HeS ects St} her (5 marks) Pronunciation Exercise 6 hehe 2 yes 3 English, she (5 marks) Vocabulary Exercise 7 Table 2desk 3atlas 4pen_ 5 pencil 6 eraser exercise book Benvelope chair TO student (10 marks) Exercise 8 Perso: oether rien, mother, father, gi ‘Object: baseball bat, box, camera ‘Adjectives smal aur, wrong (5 marks) Exercise 9 Two 2four seven Geight Stwelve (5 marks) Communication Exercise 10 1 How old sre you 2 How 3 fine 4 this Bob 5 Nice to meet you 6 How do you do 7 Welcome 8 I's eat tobe here 9WhereS. 10 I don't knaw (10 marks) Reading Exercise 113) Tonarette 25am 316 418 Exercise 116) IP 2F 3F 4F ST 6T (10 marks) Writing Exercise 12 (Open exercise) (10 marks) ree TEST 2 (UNITS 3-5) (Total 80 marks) Grammar Exercise 1 Ton 2When Bare not children Sites (5 marks) Exercise 2 Tthey aren't Zheis atheyarent ¢weare Sitis (5 marks) Exercise 2 1 When isthe football match? 2. My fatherfmotner and matherfather aren't here 3. MaryfTom and Tom/Mary are popular students, 4 Where are you from? 5. Cam you repeat the question? (5 marks) Exercise 4 1 They're nice gs. 2 We arent thitsty, 3 They aren't at home, 4 You'e right, 5 We aren’ from Paris. (5 marks) Exercise 5 ‘telephones 2 addresses 3 people 4 countries 5 women (5 marks) Pronunciation Exercise 6 she, team, we 2s, in (5 marks) Vocabulary Exercise 7 (Sunday) Monday Tuesday) Wednesday Thursday Friday "Saturday (5 marks) Exercise 8 Forth 2south Seast 4 west Scentre (5 marks) Exercise 9 Twenty-eight 2 forty-four fifty-five 4 seventy-two S ninety (5 marks) Exercise 10 German 2 Japanese 3 Turkish 4 American 5 British 6 Portuguese 7 Polish & Argentinian 9 Canadian 10 Brazilian (5 marks) Communication Exercise 11 1 your telephone number 2 Lookout 3 Sorry 4 0K SHere’s 6 You're welcome 7 Where are you from 8 1m from avilage, too 9 What’ your surmame 10 Can you repeat that (10 marks) Reading Exercise 12a) one (1 mark) Exercise 126) 17 2F 31 41 SE GF 7T BF 9T (9 marks) Writing Exercise 13 (Open exercise) (10 marks)Test Book key TEST 3 (UNITS 6-7) Grammar (Total 80 marks) Exercise 1 your 2their 3 our 4 She's got_Svery much any Tsome ‘Smany 9 docsn' like 10 us (10 marks) Exercise 2 Voirs! 2 Joba's 3son's 4 Wilsons’ sisters (5 marks) Exercise 3 1 How many sisters have you got?_ 2 What sort of musie do you ike? 3 Has she got grey hai?” 4 Does Mary lke heavy metal? § What's your favourite colour? (5 marks) Exercise 4 Tyou 2him Sher us 6 them (5 marks) Pronunciation Exercise 5 ‘ove, fun 2 mother, tere, brother (5 marks) Vocabulary Exercise 6 Tidaughter 2 cousins 2 grandmother 4 aunt S uncle G brother 7 grandfather Bhusband 9 wife 10 parents (10 marks) Exercise 7 Tstraight 2curly 3 wavy blonde Sark (5 marks) Exercise 8 Timusic 2 singer 3 bossy 4 personality 5 gilriend (5 marks) Communication Exercise 9 10 you like 2 hate them 3 think they're briliant colour Shas Ann got 6 don't know 7 |just wondered What sort Sit depends 101 don't like (10 marks) Reading Exercise 103) Peter and his friends (1 mark) Exercise 106) VBI 2 Peter Anna 4 Karen (4 marks) Exercise 10c) Bill 2Karen 3 Anna 4 Peter, Karen 5 Anna Bil, Karen (15 marks) Writing Exercise 11 (Open exercise) TEST 4 (UNITS 8-10) Grammar (10 marks) (Total 80 marks) Exercise 1 Vat Zone 3These 4there Sa Gmuch 7togo B does the film end lets go. 10 There's a (10 marks) Exercise 2 ‘near 2.0m the commer of Sin in the centre of Brrext to G behind 7opposite Snext to 9 between 10 in front of| (10 marks) Exercise 3 That 2 There aren't 3 There is 4 This § There are (5 marks) Pronunciation Exercise 4 Vean, bat 2large, are 3 don't (5 marks) Vocabulary Exercise 5 T three o'clock 2 half past four 3 twenty to cight 4 quarter past eleven 5 quarter to five (5 marks) Exercise 6 hot dog 2 hamburger 3 popcorn 4 ice cream 5 orange juice (5 marks) Exercise 7 We have fun here: (cinema, disc, sports centre, pier Wie buy things here: chemists, department store, Supermarket, bookshop, newsagent’s Wie travel to places from here: bus station, railway sation (10 marks) Communication Exercise @ TLets go 2 not again 3 good idea 4 How much are 5 Are there any pretty ead 7 Can | came too 8 'm afraid you can't 9Can I have 10 Here you are (10 marks) Reading Exercise 9a) computer games (1 mark) Exercise 98) TF QF 31 4F SF GF 7T BT OT (9 marks) Writing Exercise 10 (Open exercise) (10 marks) REVIEW TEST (UNITS 1-10) (Total 70 marks) Exercise 1 Vallim 2e)olé are you 3.a)isn't 4) Are you a Selon 6a) When is. 76) Can you spell 8a) n't 9.0) What nationality is 108) 'm nat 11a) women 2a) aren't 13.) is fom 14.) doesnt ike 15 ) Do you Uke 16) him 17 e)me_ 18.6} ve gat 19.2) What colour 208) gis’ 21 c) is called 22a) father's 23.) any 24} opposite 25 a where's the bus station 26) next to 27 c) There's 28.) there are 29 c} quarter past 30.) of course you can (30 marks) (20 marks) Exercise 2 (Open exercise) Exercise 3 Example answers Vive Zin 3 there 4see Sany 6got 7a Band Gat Whuy Mand 12too 13her Wat 15 doesn't 1690 17h 18a 194is 20 says (20 marks)TEST 5 (UNITS 11-12) (Total 80 marks) Grammar exercise 1 Tigming | 2aweek 3can 4in SFist Ocant 7Con you 8by 9¢oyoug9 10 Mary can (10 marks) Exercise 2 1 usally kelp my parents on Saturday. 2 John and Sarah vee watch V3 My brother i often tired in the evening. ihe teacher always says ‘Go0d morning’ § Sometimes. the lesson is iu (5 marks) Bereise 3 Tye was to school, 2 He frishes early. 3 They go every day 4 She leaves home at 730 in the morning Ste watees TV everynight. (5 marks) Exercise 4 Tra do you have for breakfast? | toast and coffee 2 Do you wearjeans at schoo? No, | wear a skirt. J whet spots do you Tie? | like ercket and football 4 What time da you get up? 1 getup at seven o'clock whats your sisters mame? Her name is Denise. (5 marks) Pronunciation Exercise § Takes gets stays, leaves 3 finishes (5 marks) Vocabulary Exercise 6 ‘plas basictball 2.oes scubardving 3 plays baseball pays teanis § does windsurfing (5 marks) Exercise 7 Feouary sure October Mach duly November pe August May September (5 marks) Exercise 8 Routine Bwinter# Csummer2. D spring ? (5 marks) Exercise 9 Teles histeeth Zhasa shower 3 has breakfast 4 goes to sthao! 5 does his homework (5 marks) Communication Exercise 10 eanyou 2No, can't 3 Yes, Lean 4 How often ‘SFouror five times a week 6.00 you play 7 No, we don't Wher do you a 91 usually do 10 not very often (10 marks) Reading exercise 118) pn fends (1 mark) Exercise 110) tr 21 30k 40K ST 6DK 7F 80K 9T {9 marks) writing Eeereine 12 (Open et Test Book key TEST 6 (UNITS 13-15) (Total 80 marks) Grammar Exercise 1 Tis she. 2.not watching Are you 4 don't laugh Stoo 6Those 7areyou Blmnot 9Be 10 these (10 marks) Exercise 2 1 Shes listening to the radio, 2 Theyre going to tidy their room. 3 Are they wearing nice clothes? 4 She isn't going fo wash the car, § We aren't doing any homework (5 marks) Exercise 3 1 Are you going to play tenis tomorrow? No, tm going to play footbal. are they watching a fm at the moment? No, they're watching video 3 ve we going to have a holiday in Brighton next year? No, ‘we're going to stay at home, {ls she going to wear jeans to the disco on Saturday? No, she’s going to wear a skirt 5 Are they sleeping now? No, theyre doing their homework. (10 marks) Pronunciation Exercise 4 "food, shoe, you 2 foot, ood (5 marks) Vocabulary Exercise § ‘bedroom 2 bathroom 3 tllet_ 4 study _§ dining room Gkitehen Thali Bstais 9 sitting room 10 garden (10 marks) Exercise 6 Toaseball cap 2rainers 3sweater 4 miniskirt Shoots Gshirt 7 trousers Sshoes 9 dress 10 belt (10 marks) Communication Exercise 7 Yare you doing 2'mwatching 32 moment Aa real mess $m going to tidy it 6 What do you think of 7What's wrong @abit 9IsitOK 10 itlooks great (10 marks) Reading Exercise 83) five (1 mack) Exercise 80) 1 ivtting a letter 2 playing a computer game 3 listening fomusie 4 making a sandwich 5 tidy her room go shopping with Clare 7 have supper 8 go to bed 19 go to 3 club with friends (8 marks) Writing ~ Exercise 9 (Open exercise) (10 marks)