Beginner | Jim Scrivener & Mike Sayer Straightforward Beginner Teacher’s Book mA MACMILLANMacmillan Education Between Towns Road, Oxford OX4 3PP ‘A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN 978-0-230-42300-8 Teacher's Book ‘Text, design and illustration © Macmillan Publishers Limited 2013, ‘Written by Jim Scrivener and Mike Sayer “The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. ‘This edition published 2013 First edition published 2008 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publishers, ‘This edition designed by eMC Design Limited Original design by eMC Design Limited Ilustrated by Kathy Baxendale and Tim Kahane. Cover design by eMC Design Limited Cover photograph by Alamy/tmages & Stories (main); Getty Images/Doug Chinnery ‘Alamy/Robest Harding Picture Libtary Ltd; Corbis/Roger Tidman; Cotbis/Lois Ellen Frank; Corbis /Gerolf Kalt Picture research by Sally Cole Full credits for photographs in the facsimile pages can be found! in the Student's Book, ‘Workbook, Porticlio, CD-ROM, Teacher's Resource Dise and Digital ‘The publishers would like to thank all the teachers from around the world who provided Invaluable comments, suggestions and feedback on the first edition, The publishers would also like to thank the following people for their help and contribution tothe second edition: ‘Tatiana Baytimerova (Russia), Lenka Boehmova (Czech Republic), Dr. Manuel Padilla Cruz (Spain), Svetlana Elchaninova (Russia), Jennifer Diaz Green (Dublin), Elena ‘Mokeeva (Romania), Lynn Thomson (Freelance editor), Amany Shawkey (Macmillan Egypt), Maria Teresa Rius Villaplana (Spain), Natalia Vorobyeva (Russia). ‘These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of sueh third party websites. Please use care when accessing them. Although we have tried to trace and contact copyright holders before publication, in ‘some cases this has not been possible. If contacted we will be pleased to rectify any ‘errors or omissions at the earliest opportunity. Printed and bound in Thailand 2017 2016 2015 2014 2013 1098765432Contents student's Book contents map Introduction 1a Myname 1a My country 1¢ My number 1D Review 2A Hotel lobby 28 Hotel room 2¢ Hotel café 20 Review 3A International workers 38 International train 3¢ International school 3p Review 4a Personal photos 48 Personal web page 4c Personal possessions 40 Review 5a Working life 5B Technology life 5c Hard life? 5D Review 6a Daytime 68 Freetime 6c Meal time 6D Review page iv page vill age 1 page 6 page 9 page 13 page 15 page 20 page 23 page 26 page 28, page 31 page 35, page 38, page 40 page 44 page 47 page 50 page 53 page 55 page 59 page 62 page 65 page 69 page 73 page 76 7A 78 Te 7 8a 85 8c 80 9a 98 9c 9D 10a 108 10¢ 10D 114A 1B 1c 11D 120 128 12¢ 120 City break. City life City tour Review Film sequels, Film seript Film reviews Review Holiday Last days Independence day Review Good weekend! Good question! Good deal Review Special people Special event Special paintings Review The phone ‘The aisport ‘The end Review RESOURCE MATERIALS Straightforward Teacher's Resource Disc page 78 page 81 page 83 page 86 page 88 page 92 page 95 page 98, page 101 page 104 page 106 page 109 age 112 page 116 page 119 page 122 page 124 age 126 page 129, page 132 page 135 page 139 page 142 page 145(eiaee 1A My name ps Tobe 1) ‘To; Whats your nome? | anaes. | Tobe 2) on is, bes) 18 My country pe 16 my number 0 Mistohreftiee "Pura fan “3A Anteenationa workers 24 38 International tain p26 3 International school 928 Tobe (affirmative) [ove negative | tbe qvesins sho answers) “Review lesson 3D Review 930 | 4A Personal photos 2 tether | 415 Personal web page 3! | Possessives AC Porsona possessions 6 __ Prepositions of place 5A. Working fe pi? : | Preset simple (1) (afrmative) 5B Technology tie ps "Present simple 2) (negatives nd & bud) Technology Emails : | English around you: computers | 5 Hard fer pas | Present simple 3) (questions & short Adjectives (1) answers) 5b Review pa “Review esson 60 Daytime p50 Aves of frequency Common verbs & nouns (2) Teling he time (1) G5 Freetime p52 | Present simple (4) (wt questions) GC Meat time p54 Present simple + how often «time expressions 60 Review ps [5 clones eet Le “amy it ___ English around you: family words a | | Patsonal possessons | ' : = i eaten iscnicaes English around you: names Greetings (1) Asking & saying names | Giles & countries Greetings @) Asking & saying where you're from Numbers 1-10 Greetings () Asking for & saying phone . numbers ‘The alphabet Spelling names Numbers 11-20 English around you: abbreviations {Common objects Food & crink Asking about jobs Colours & nationalities Days ofthe week Saying goodbye rr English around you: the classroom j ‘Numbers 21-101 Talking about age ‘Common verbs & nouns (1) Common verbs & nouns (3), Free time activities Food (2) & meals | English around you: food labels Teling the time (2)Gene 1A, Contractions (3) 18 1€ intonation (1) (wh questions) a 2m. Thealphet 28 | 2c fil WA Consonants: Jas eff & IA 3B Contractions @) | 3e 3p 4a Word stess (8) 4B Schwa fa} 5B Consonants: /s/ 8 f2f aE : cn Dialogues: four greetings Introductions Four phone dialogues | atthe hotel I | International workers Dialogue on a train United Nations international Schoo! Dialogues about age Family album web page Dialogues about technology 5c Intonation (2: Ges/9o questions) Interview witha man about is new job 50) 6 fel fale bul 8) 6B Connected speech 1) Morning people ond aight people Phone cal toa community centre Community centre noticeboard Eating habits survey ued ‘Meet other students | tthe hotel | Asking what something is in English | | Talking about how old things are Talking about your family Communication: describe and raw Talk about where you live and work Technology tte Survey Game: My new jb @ hard life? Taking about your dally routine Roleplay: a famous person's fre time ‘Make a healthy ing surveyea 7A Cy break psu 7 chy te ps2 “Te chytour pon TD Review 166 BA. Flim sequels poo. | 8B Film script p70 SC Film reviews 972 BD Review p74 ee ek SSR US 9A Woliday 178 98 Lastdays ps0 | 9 Independence day p82 90 Review ps LOA Good weekendt 986 108 Good questiont pss) 10€ Good deat p90 100 Review p92 PRED LO Me iene 141A Special people 26 1B Special event p98 14C Special paintings p00 1D Review pio2 128 Theairport p06 126 Theend pi0s 120 Review pti0 Communication activities pi14 Audtoseripts p120_ Irregular ver list p327 vw a Seimies ‘There ister are (2) There isfthere ae (2) (questions & negative) weaslivere aslwere (questions, negative & time expressions) Subject & object pronouns Review lesson | Past simple regular verbs (atimative) Past simple regular verbs | fatmatve & negative) Prepositions of time (non) Review lesson | Past simple questions (1) Past simple questions (2) Canjeon't Present continuous, ing to (1) future plans | Going to (2); future time expressions Review lesson English around you: international a | | coms | Talking about a ij Piennecurtecs ene laces ina city (0) Adjectives (2) Places ina city (2) Travel words ‘Survival English English around you: siens Years English around you: television ‘Adjectives of opinion {Giving an opinion Big numbers English around you: songs ‘Music words 1 ‘Months The date il iW i Money & prices Ina shop | English around you: clothes labels English around you: atthe sirpart, q Feelings Best lses forthe ature ¥78 78 7 7. 8B 8c 8p 9A 98 oC 90 108, 108 0c 10D aa li qc 1p 12a 128 12¢ 12 Grau Word stress (2) dof tT P18 Pod Years Intonation @) ast slmple regular verbs Po) 8101 Dipnthongs Connected speech (2) Canfeon't jot Intonation (®) 6oIng to ern Take o breakin the wor’s top cites Dlalogue about a neighbourhood bo itagala Dialogue fiom a detective lm Email about ahaliday ‘The Beatles’ ast concert Quizzes in Britain ight markets ~ the place fora good deal People lok at us Special paintings ‘Meand my mobile The end ofthe courset Inthe city of York Dialogues about opinions Independence day holidays Dialogue about the weekend quia Ina shop Ata concert Dialogues about paintings Theee phone calls tthe airport Bene Presentation: a city you know Communication: Two places Roleplay tourists in New York Talking about firms and TV Presentation about you inthe past Find someone who ‘Game: That's My Opinion Talk about a real or imaginary place you went an holiday Retell the story ofthe Beatles Interview about Independence day holidays Guided dlalogue about the weekend Make a quiz Shopping questionnaire Roleplay: na shop, Games The English Challenge! Dialogues on the phone Describe a painting {Gulded phone call. Describe a picture Roleplay at the aiport Guided dialogue ~ end ofcourse vit| Introduction STUDENT’S BOOK ~ STRUCTURE AND APPROACH For ease of use and practicality Straightforward Second edition is structured to provide one lesson per double- page spread (A/B/C/D), each taking around 90 minutes to complete. All lessons are interlinked to promote better and more ‘memorable learning, at the same time offering the teacher the flexibifity to pick out key sections in order to focus on particular language points. Additionally, each unit provides extra material in the form of relevant communication activities as well as unit reviews, saving the teacher valuable time. LessonA STRUCTURE - Clear signposting of each lesson allows both the teacher and the students to feel comfortable and familiar with the progression through the course. Each lesson is linked around different areas of a similar unit topic. 2a|Hotel lobby Zisress"o ABCD rc > soomcsammnton LISTENING - Language is best ‘understood when itis seen or heard in context, and every lesson in Straightforward contains either a reading or a listening text Bach unit contains *# two to three grammar sections. *# two to three vocabulary sections. + two to three functional language sections + one to two pronunciation sections + four to seven speaking skills sections. + one to two reading skills sections. + one to two listening sills sections. + one English around you section + one review lesson, FUNCTIONAL LANGUAGE = This section helps students to deal with common, everyday situations in an English- speaking environment = what we might think of as ‘survival language’ BBC I5M CNN UK US VOCABULARY ~ Students are encouraged to look at the context to help them deduce meanings of words = apractical and valuable skill for students to develop.Lesson B —> 2B Hotel room STRUCTURE ~ The second of the ‘unit lessons takes the topie one step further, allowing students to build on what they have learnt in the first lesson and enabling them to really feel comfortable around the wider topic. READING - Realistic texts are accessible for the relevant level and are from a familiar source/ context Introduction GRAMMAR - Clear SPEAKING - Opportunities to and uncomplicated participate in interesting and explanations present motivating speaking activities new grammar elements, _{ arise naturally as the unit topic develops, giving students the chance to put their language into practice and improve their fluency. ‘VOCABULARY /FUNCTIONAL | LANGUAGE - The Usefiul | language feature packages the | lesson language into practical, manageable chunks for students to take away.| introduction LessonC STRUCTURE ~ A natural progression in the topic subject introduces new vocabulary and language areas, ‘» 2c |Hotel café [——P vocse anced ik VOCABULARY - Lexis that is practical and. immediately applicable to the student's life is drawn out in a natural and engaging way. GRAMMAR - Clear and uncomplicated explanations present new ‘grammar elements. PRONUNCIATION ~ Extracting details from the realistic listening texts focuses students’ attention on the importance of natural intonation and other elements Of pronunciation, and gives them an opportunity for guided practice. - 5 ™ HOTEL PALACE CAFE | Ss = be SPEAKING - Communicative activities for pair or group work at the back of the Student's Book offer students opportunities to put new language into practice through information-sharing or opinion-based interactions. GRAMMAR - Students are always supported by the Language reference pages atthe end of each unit, allowing them a further ‘opportunity to cleatly see and understand the language they have just learLesson D ‘STRUCTURE - The final 90-minute lesson of the unit consolidates and reviews everything learnt previously ith a focus on the communicative skills and functional language. It aims to bring out the situational element of learning English. Introduction GRAMMAR - Inductive or Discovery approach is used as students progress. The teacher provides the framework and the students discover the language themselves, guided by thelr teacher. 2p | Review CEF/SELF ASSESSMENT - At lower levels, each unit culminates in a self-assessment box so students can check and monitor their ‘own progress and become more independent learners. The checklist isa selection of clear ‘can-do’ statements and therefore links to the CEF (Common European Framework) and Portfolio elements of the course.| Introduction WorkBooK STRUCTURE - Eachi lesson from the TRANSLATION - Stuclents are Student's Book has a corresponding single | given the opportunity to link page in the Workbook that builds and consolidates the same vocabulary. It also explicitly highlights what language function the students have been learning the language learnt with their ‘own language and explore both linguistic and cultural similarities and differences. [Hotel oom DICTATION ~ To provide students with integrated listening and writing practice, there is also a series of dictations for them to check their understanding. As students are usually ‘working alone on the Workbook, they are able to work at their own pace and practise key language further. WRITING - A special section in the back of the Workbook provides realistic examples of written texts with cortesponding comprehension and analysis exercises. These guide students to produce their own written work, covering a wide variety of gentes pertinent to their everyday needs, Lm 1] Completing a form | Aparagraph about you READING & LISTENING ~ All Workbook texts are read aloud on the accompanying, CD, offering students further listening and pronunciation practice. READING ~ Extra reading material is provided in the form of a new text at the end of each Workbook unit. This is accompanied by helpful activites that support and promote understanding. | Reading Jack ama Emily READING ~ Each Workbook includes a partial Macmillan Reader forthe relevant level at the back of the book, allowing students to naturally expand their language outside of the | everyday classes and engage with English fiction. u he lpPORTFOLIO ‘The Portfolio is like a diary, Init students find ‘a place to keep their own personal record of the work they do during their course. * a place to write down their thoughts and feelings about the work they do, ‘© questions to encourage them to think about their English and their studies. ‘+ some puzzles, cartoons, jokes and interesting quotations, ‘The Portfolio consists of three sections: 1 Before the course: ‘The introductory pages help students to analyze what they ean already do in English and to set targets for the future [My English 3 After the course: At the end of the Portfolio there are some pages to guide students to analyze the progress they have made and to help them assess their English at the enc of the course. 2.During the course: ‘The diaty sections give students the opportunity to recond their thoughts as they work through their Student's Book. ‘There is one diary page for each lesson in the ‘Student's Book. Introduction CU Monee nue PORTFOLIO THE CEF (COMMON EUROPEAN FRAMEWORK) in the Common European Framework (CEF) a language. Using the Portfolio will help your ‘The Straightforward Portfolios are based on ideas. which bring out the functional element in learning students to think more deeply about their learning. and to become clearer about the progress they are in the Portfolio can help your students learn ‘more detail and to remember them better. some teachers may like to include a weekly Portfolio slot in class time. the language better. They not only provide the students with writing practice, but also encourage them to reflect on what they have learnt and how they have learnt it. By reflecting on the language, the students are likely to understand things in ‘The Portiolio is designed for students to use on their own as a personal book and diary. However, ‘making in English. Completing the diary sections xi| introduction STRAIGHTFORWARD DIGITAL NAVIGATION PANE - ‘The navigation pane allows you to select a page from anywhere in the Student’s Book, xv ENHANCING THE TEACHING EXPERIENCE INTHE CLASSROOM ~ Straightforward Digitalis a digital component designed for classroom use. It can be used with an interactive whiteboard or ‘with a computer and projector. ‘THE DIGITAL BOOK - The Digital book allows the teacher to access and display an interactive version of any page from the Student's Book in front of the class. Allof the relevant audio, video and reference materials are instantly accessible right on the page. BBC IBM CNN UK US Hightohter Eraser Zoom 1 Zoom 2 Zoom Out Stopwatch A G|O| 2] 2)%] s/s) 7 Roveal ‘Nate lea] ole ‘ZOOMING IN AND OUT ~ ‘The Zoom tools allow you to z00m in either on predefined areas or any part of the page that you choose, TOOLBOX - The toolbox provides a number of tools which enable you to interact with the Digital book page.Introduction ‘THETEACHER’S AREA - The Teacher's area NAVIGATION PANE ~ The navigation can be used to create your own material pane displays thumbnails of the | either before or during the class. You can pages you have created in the } insert and edit text and images, adc links ‘Teacher's area. | to pages from the Digital book and insert audio and website links. (= [7 Highightor Text ‘Shapo nage Audio Hypostink Stopwatch als|ol¢i@la|>|%]s eves copy Coo —— Paste Background Undo Doieie est] 5 | 6) GAMES SECTION - The games TOOLBOX - A toolbox with a section provides interactive game aifferent set of tools enables templates to which you can add you to make annotations and your awn content. create and edit material.[Introduction STRAIGHTFORWARD DIGITAL Student's Site Straightforward Oo Stighforward ga! Beginner Saleen Pate Ole poe monarion Youre ae oa ‘Mewveonevert sate paciease he 86% wives om a ‘oo ee os ase ‘Straightforward Practice Online provides numerous additional resources for students. Accessed through a unique code in the back of the Student's Book, it provides interactive homework and extra practice of the language from the Student’s Book and Workbook ‘Straightforward Practice Online offers over 130 resources for students, including # bonus interactive listening, vocabulary, reading, grammar, functional language and pronunciation activities to consolidate learning from the print components. * video, « interactive word lists with pronunciation and ‘email-me-practice’ functionality. Accessing language materials online allows students to take their learning anywhere, anytime, in order to beter fit their timetable and learning style. aviTeacher's Site Straightforward "Edition Introduction Teaching made simple saightorward New User? Where is my coken? ese your dra hee est nt cee ‘Teachers of Straightfonvard Second edition have the benefit of a dedicated resource website, which supports them with teaching tips, CEF material and extension materials. Included on the site are: * Teaching Tips from Jim Scrivener, ‘© CEF checklists and information guides. * Teaching Made Simple guides ~ PDF manuals from Straightforward authors detailing how to use and understand different ELT methodology areas such as learner autonomy and roleplays. extra unit-by-unit reading activities from Philip Kerr with a more business-oriented approach. * author videos © photocopiables such as tests, worksheets and companions, Icalso acts as a portal to the Interactive Wordlist and Straigheforward Practice Online where teachers can monitor their students’ progress in this online component. This is all, accessed using a unique code from the ‘Teacher's Book. Returning User?[introduction TEACHER’S BOOK ‘The Teacher's Book offers extensive teaching notes and extra ideas for every lesson, Supplementary Cultural notes give information and insights into the different cultures of the English-speaking world. aaein "Beteeeetreremeers ‘Methodology Builder sections help teachers develop further as professionals by expanding their range of teaching activities and techniques. They give teachers extra ideas and inspiration to try new methods. Ciass Aupio CDs ‘The two CDs contain recordings of all the ama listening and pronunciation exercises in the Student’s Book. The track number for each Stra ightforwa rd recording is indicated in the Student's Book rubric. For example, ‘1.35' means CDI, track 35. Short lesson summaries followed by answers to all exercises and audioscripts, Supplementary Language notes for tricky grammatical and vocabulary. information. © | Film reviews ie 18 18.0 RS | web researeh tasks provide tasks offer ways to | opportunites for extension extend the material in and project work outside the Student's Book. class time. Suggestions for extra ~yTEACHER’S RESOuRCE Disc METHODOLOGY BUILDER VIDEO MATERIAL = Each Teacher's Book is accompanied by a ‘Teacher's Resource Dise with five short new videos from Jim Scrivener's Learning Teaching rd Edition that link to the Straightforward ‘Methodology Builder sections, They show ‘experienced teachers demonstrating the techniques outlined. Accompanying worksheets promote further discussion about teaching methodology and classroom practice. vs [eanyou..? Unit photocopiables, Progress Tests and Self-assessment Checklists are also available, together with access to the Straightforward Practice Online ‘website for students. These all provide students with the ability to monitor their progress and work creatively. Intrdution | Straightforward Methodology Builder Learning Teaching: Repetition Drills sro Pen tt a|Intocution METHODOLOGY BUILDERS ‘You will find Methodology Builders sections throughout this Teacher's Book. ‘They introduce you to 4 number of essential teaching techniques and give practical, immediately usable ideas that you can try out in class to extend the range of your teaching, These sections aim to be both informative and inspiring, They can help you find new ways to really exploit material and get the most out of your learners. wm ‘The role of Li key classroom management techniques 1 Key classroom management techniques 2 What do beginners want? Start pronunciation now! Giving instructions Numbers Realia (1), models and props: what you can use ‘Can do’ in the real world How do YOU think people learn a language? Adults or infants? can’t do it allt, Building up a set of flashcards Realia (2) - using realia, models and props Five minutes to go! Revision and consolidation. Sense of progress Practising the past Realia (3) A few more hints Telephone English _page 3 page ? page i page 21 page 33 page 39 page 41 page 47 page SL page 60 page 70 age 76 page 115 page 123 page 133 “page 136DISCUSSION STARTERS - This section suggests a range of possible ideas for using Discussion starters in class. Whole-class mode: Ask the questions randomly around the class. ‘+ Make sure you pay more attention to the meaning of what students say rather than focusing too much on accuracy. ‘» Respond to the ideas and views students state. As far as possible, turn it into a conversation. Get them interested and involved. Encourage students to listen to each other and respond to each other - rather than having all interaction going. via you. Pairs/groups: Choose one question or statement that you ‘think is particularly interesting, Write it on the board. Put students into pairs or small groups to say what they think. about it. After afew minutes a spokesperson from each pait/group reports back tothe whole class. Starting with individuals: Choose a number of the ‘questions and write them on the board (or prepare handouts with them printed on). Ask students to work on their own and write two or three sentences in response to each question/statement. After sufficient thinking and ‘writing time, gather students together in small groups ta compare ideas, ssf ‘BOOKS-CLOSED PRESENTATIONS - This Teacher's Book includes a few ideas for books-closed presentations. These can be used before you proceed. to using the printed material as usual ~ though in a few cases you might decide to completely substitute the books-closed idea for the Student’s Book work. ‘Using books-closed presentations can help focus the class, offer variety and allow you to notice individual difficulties more clearly and quickly. ‘WEB RESEARCH TASKS ~ This Teacher's Book includes ‘many ideas for extension tasks using the internet, They are presented in the following way: (1) a Web research task (2) alist of Web search key words. All web tasks provide ‘work on relevant reading skills. Setting up Web research tasks ‘Toallow all students to work simultaneously, you will ideally need to have enough internet-connecied computers 0 that a maximum of three students work per computer. If this is not possible, you will need to allow some students to work on the task while others do other work, ‘eg allowing a six-minute time slot at the computer for each, pair of students, Running Web research tasks ‘The tasks usually give suggestions of useful web search ey words. We have given these (rather than actual internet addresses) because web addresses tend to change suddenly, whereas these search words are likely to produce good results at any time. Introduction | ‘TEST BEFORE YOU TEACH - At the start of many units, the Teacher's Book suggests some optional Test before ‘you teach tasks. Firstly, they are diagnostic, ie they allow you to get an idea of how much the students can already do with the items you plan to teach. This may lead you to change ‘what you do later in some ways. For example, if you realize that students know a lot about one aspect but little about another, you might decide to plan a lesson. that spends more time on the latte. Secondly, they are motivational, ie they help students to realize for themselves what they can or can't do. By asking stucents to do a task which they perhaps can't yet achieve with full success, they may realize that there is some language that they don’t yet have full command of, This may help them to see the purpose of the language items when they come to study them. is | MetHopotoGy GUIDELINES ‘GRAMMAR BOXES - In every lesson of the Student's Book in which new grammar or functional language is introduced, you will find a Grammar box. This section suggests a number of typical ideas for using these boxes, as well as afew more unusual options. «+ Askone or two students to read the information aloud to the rest ofthe class. «+ Ask students to work in pairs and read the information aloud to each other. «+ Ask students to work in pairs, read and then discuss ot ask each other questions about the contents, «Ask students in pairs to drill each other. Books closed: Before students look atthe Graramar box, tread it aloud to them. At various key points, pause and clicit what the next word or words might be. Cleatly confirm right answers. When you have finished, allow students open books and read the information through quietly. Books closed: Write the information from the Grammar box on the board, trying to keep the same layout asthe book. Leave gaps at key places, Ask students to either copy the diagram and fil tin, or come to the board and fill in the information there. Allow students to discuss the suggested answers before they check with the printed version xxAuTHOR’S FOREWORD Astraightforward approach Dear colleagues Welcome to the second edition of Straightforwand. Only six years have elapsed since the frst editions were published, Dut we wanted to keep up to date, to incorporate some of your suggestions and to make improvements that we thought were necessary. You may have noticed, to9, that new editions come out more frequently these days. For ‘many people, the most noticeable and welcome change willbe the addition of extra features to make teachers’ lives easier, including an interactive whiteboard version and an enhanced website Our basic approach, however, has not changed. It remains firmly eclectic, incorporating elements from many different approaches to language teaching, When I meet teachers who are using these books, they sometimes ask me if itis OK to use a slightly different approach (for example, in the teaching of a grammar point) to the one that is suggested in the book. My answer is always an unambiguous ‘yes’ Particular students, particular classrooms and particular schools vary (00 greatly for it to be possible to provide one ‘way of doing things that will be appropriate to everybody, ‘The core of the course, the Stuulent’s Book, is intended to be straightforward: teaching and learning material that is reliable and easy to use straight from the page. The lessons share a number of features: * All lessons include a balance of language learning and Janguage using (language work and skills work) «© There is a stronger than usual focus on vocabulary development. This involves both the learning of words and phrases, and attention to how these items are used (ie the grammar of vocabulary) © The grammatical syllabus will be familiar, but itis also contemporaty, reflecting insights from the analysis of language corpora. * Every unit (up to and including Upper Intermediate level) contains one lesson that focuses on functional or situational English, * In every lesson, language is contextualized and presented in either a spoken of written text, and every lesson includes opportunities for either reading or listening. ‘Word lists are provided at the end of every unit in the Language reference sections, Philip Keer Lindsay Clandfeld sai | Jim Serivener + There is a wide variety of types of text, both in terms of content and source (articles, newspaper cutings, brochures, websites, email, etc). The topics are varied and the approaches to them are lively. + Many of the texts focus on aspects of culture in the English-speaking world and encourage intercultural comparison. This work is reinforced by regular English around you sections that contain further cultural information + Every lesson contains opportunities for communicative practice. There are a wide variety of these speaking tasks, so that students have the opportunity to develop a range ‘of communicative skills Beyond the core of the course, I cannot recommend strongly. ‘enough that you explore the other components, The best place to statis probably with the Teacher's Books, perhaps the best series of teacher's books that I've ever seen. I never usually like to carry around teacher's books (too heavy in my bag!), but Lake an exception for these. They form a stimulating teacher refresher or teacher training course you have a look through the introductory pages here, you'll discover a wealth of ways of adding variety to your teaching, Ringing changes, sometimes just for the sake of it, has helped keep me young-ish, I hope. Researchers conlirm that teachers who experiment with change tend to be the happiest ones. I really hope that you'll enjoy the second edition, and [ wish you all the best for the rest of this, academic year, Philip KerrMy name WHAT THE LESSON IS ABOUT Theme Introducing yourself ‘Speaking Guided dialogue: introductions Listening. Dialogues in which people introduce themselves Grammar To be (1); !am; What is your name? ‘My name is Functional, Greetings (1); Asking & saying names. language Pronunciation Contractions (1) English. Names around you Before you start =” What do you need to have in your head for your first lessons with a class of beginners? Here are a few suggestions: Establish your rote and the rote of the students’ L1 (their first language). Unless you've met them previously in some other class, the students won't know what kind of teacher you are ‘and what its like to be a student in your class. An important aspect of the frst lesson is that they will discover this. They will find out if you are a sympathetic, listening teacher; if you are interested in them and their problems; if you seert well-prepared and know ‘your subject; if you are so wrapped up in your plan and ‘activities that you don’t give students enough attention, ‘and so on! When Istart teaching a new beginner class, ‘one of the key issues is to establish that in my classes I ‘am not going to do all the work myself: if students want to learn they will have to put the energy in themselves! Plan for variety. For your frst few classes, make sure your lesson isn't all ofone type. Find a variety and balance so that learners experience a taster of a range of things they can expect on the course. As a guideline fora first lesson. ‘ny to include: a simple ‘getting to know yon game: some simple listening; an input of some basic hello/my ‘ame is phrases; a written practice task; a simple oral ‘conumuntcation task; perhaps a quick closing game. (This lesson, of course, closely reflects what is on offer in lesson 1A of the Student's Book!) ‘Make sure they tearn something tangible, Students will want to feel that they are taking away some real, tangible learning with them. Nothing is likely 10 make the students feel prouder or more motivated than being able to leave the class saying something useful and memorable in their new language. Make sure that each ofthe frst lessons isn’t just filed with pleasant games and getting to know you activities, Include some real content, ie grammar and vocabrilary ~ not too mich just a small number of items. Make sure they are really useful and instantly usable items rather than grammar book examples. Make sure there’s some attention to people, their personalities and comfort. ‘The learners need to establish themselves as individual people within the group, Make sure you don't only da language work all lesson. Getting comfortable in the room, with each other and with you is a major part of winning the entire course. Don’t underestimate this or ignore this element. The learners may well be nervous, lacking in confidence and very unsure as to whether they really want to be in the roont! Don't ignore this and hope it goes away; keep it as an open and discussable issue through the course. If YOU WANT A LEAD-IN © Methodology quidelines: Test before you teach, page xxi © Use mime to introduce helo and goodbye to students ‘Walk up to 1wo or thee students with a big smile, shake their hands and say, hello or hi. Then walk away, waving your hand, and say, goodbye. Walk up to different students ‘with a big snile and wait for them to say hello. When they do, respond, then walk away and get them to say goodbye. Ifyou have a new class, ask your students to write a name card, You could ask them each to fold over a sturdy piece ‘of paper of about AS size and write their names on the front. [ti a good idea to bring in a set of pre-folded cards for this task ~ ask students to hand in the cards at the end ofthe class and keep them withthe register so that they don't get lost.) Use the cards in Getting to know you games. For example, say, My name's... and give your name, then ask each student in the class to introduce themselves. Then collect in the name cards and hand them out at random, Student ‘A must say, My name's. and read out the name on the card, The student whose real name is on that card must say, No! My narne’s... Alternatively, sk a student to look atthe name cards and say, Hello Juan, Hello Noriko, ete to students in the class. These students must respond by saying hello. Once three or four students have done this, collect in the cards and ask students to say hello to each other, without the name cards. They must zemember each other's names. FUNCTIONAL LANGUAGE: greetings (1) 1@11 « Play the recording, Ask students to listen and read. To reinforce meaning, itis a good idea for you to mime shaking hands and waving when the speakers say hello and goodbye on the recording. 2611 « Play the recording again. Pause the track after each word and ask students to repeat, 3 ‘© A good way of doing this is to nominate two students and ask them to walk to the front of the class. They must shake hands and say hello, then wave, say goodbye and walk back to their seats. Act out the scene with a strong student first to show students what you want them to do.14| My name ou Helio. Hi Goodbye, Bye. Language notes: greetings (1) + Some languages use the same word to say hello and goodbye. In Italian, for example, the word ciao means both fello and goodbye, depending on the context, Be amare that students whose language uses one word may get confused about when to say hello and when to say ‘o0dbye. Use mime repeatedly to show the difference: shake hands to show hello, wave to show goodbye. ‘Hi and bye or ‘bye are shortened, informal versions of hello and goodbye. Itis important that students say these greetings with a lively and friendly intonation. NB The intonation pattern. tends to start high, then goes up, then down, on each of these words, ~. Helle joodbye As students listen to you or the recording, you could show this patter with your hand, Place your flattened right palm at eye fevel and move it up then down to show the pattern, i Extra GTKY (Getting To Know You) S” gamesforfirstlessons1 You may want to supplement the GTKY activities in. the Student's Book with some extra games, though, of course, with @ beginner class you have to take care not (0 ‘expect them. to be able t0 use too much English. Here is agame. Handshakes Teach the expression Shake hands by miming it as you do it with several students. Check understanding by telling some students Shake hands with Otto, ete. ‘Ask all students to stand up. Give the following instruction: Shake hands with ten people. (Hold up ten fingers to show the number.) Students should move around the room and do what you asked them. They should do it quite quickly, but without running! Wait while they follow the instruction, Continue in the same way, giving each instruction and waiting for students to complete it before you give the next instruction, Instruetion sequence: Shake hands with ten people, © Shake hands with two people and say your name. © Shake hands with three people and ask, What’s your name? © Shake hands with five people and have a dialogue, + Shake hands with three people and say goodbye. READING & LISTENING In this listening, students listen to four short dialogues which different people greet each other. To add humout, the situations involve unusual characters. (NB Orion, the spaceman’s name, is not a usual name in English.) 1@ 12 « Tell students to look at photo A. Point to one of the people in the photo and ask, What is he/she saying? If students don’t understand, use a mime (eg moving fingers and thumb in a ‘speaking’ gesture) to show them what you want. Try to elicit Hello, Goodbye and My name’s... Move ‘on to the other photos and elicit what the people are saying, « Play the recording, Students listen and point to the correct, photos. After listening, give feedback by holding up the book and pointing to each dialogue and its matching photo in turn, 1D 2C 3A 4B @12 1 A: Hello. HL What's your name? \: My name's Jack, A: I'm... Orion, What's your name? Br My name's Emily 4 ‘What's your name? 3: Willy A: Goodbye, Willy 2@12 « Play the recording again, Students listen and read, Alternative procedure with stronger classes + With stronger classes, othe listening task before students read. Ask them to look at the photos and guess what people are saying. Then ask them to cover the written dialogues and listen to match the dialogues to the photos. Finally, let them read the dialogues to check, Extra task « Pairwork. Ask students to read ancl act out the dialogues in pairs. You could model a dialogue briefly to show. students what you want, Ask students to cover the dialogues, look at a photo and act out the dialogue in pairs without reading, Alternatively, you could ask pairs to come to the front and act out the dialogues in the pictures with actions,— a g@ Methodology Builder (a) mw” Therole of Li It’s an English class, s0 it probably makes sense if tte main (or only) language used is English. For some students this will be quite shocking and maybe frightening. Here isan interesting personal experience from Noerai, an experienced teacher of beginner classes Teach students within my own country so that means speak the same language as my students. But when I start a new beginners’ class I make a point of only using English. Whatever they say to me, {use English in response. In the fist few lessons this tends to provoke some slrong reactions, Some students simply won't accept that | understand thelr language but am refusing to use it, I've found that I really have to have the courage to get through this initial outrage - sometimes against great opposition. They don’t necessarily like it, but they do get used toi. ‘And after a few lessons, when we have established that this is the normal way of working, it’s great, because we have a class that is constantly using and focused on English, From that point onwards, I can relax a litle and start to use the stucients’ L1 whenever it seems useful to 0 so, But they have already bought into the idea that the class is English and will mainly work in English and that’s such an important step. ‘A few times | haven't done this and I've always had far more problems. For example, there was one class where [gave in when students complained that they couldn't cope with me only using English, So I used their L1 quite alot in the first few lessons. Somehow, they never completely got used to working in English and that group always seemed to me to be lacking in confidence and they were terribly reliant on me giving explanations in L and translations of anything they didn’t understand. 1 particularly like a phrase this teacher used: ‘get through this initial outrage’ This obviously takes some courage an the teacher's part! But from this experience atleast, i sounds like it may be worth trying. A few suggestions about using L ‘It's normal and natural that your students wit use LL. Don’t get angry or critical, Just Keep replying in English and gently encourage them: to have a g0 themselves. = Once you've successfully established English as the classroom working language, don’t feel that ‘never tase LI with students’ is a rule written in stone, There ‘are many situations when using LI is the best thing todo. For example, for quick clarfteation of complex ‘grammar points; quick help to panicking students; ‘quick restating of misunderstood instructions; quick corrections, ete Just watch out that your own use of LI doesn’t creep up and take over. It’s still important to maénly use English. FUNCTIONAL LANGUAG| saying names Extra task « Create a gist task before playing the recording. Write six names on the board: John, Ben, Dan, Emily, Emma and Ellie. Ask students to listen to the recording for the first time without looking at the dialogue and tell you which two names they heat. 1@ 13 ‘Ask students to look atthe picture. Point to Emma and try to elicit what she i saying, Then point to Ben and elicit ‘what he is saying. + Play the recording, Ask students to listen and repeat. @ 13 ‘A: What's your name? B: My name's Ben, What's yours? A:'mEmma, Language notes: asking & saying names « See the Language notes in the Grammar section for analysis of form. « NB The intonation pattern goes up on the question, What's your nante? It goes dows on the responses. © The name Biya is pronounced with a schwa on the last syllable: emai, 2 ‘© Modlel the dialogue with some students. Ask, What's your name? Blicit a response and get students to ask you the ‘same question. Then get students to ask and answer in ‘open pairs across the class. Make sure they are contracting, ‘mand ’s and approximating a correct intonation. «# Pairwork, Students practise the dialogue. Extra task + Give each student a piece of paper with the name of @ famous person on it. ell students to stand up, walk around and ask, What's your narme? They must ask all the students inthe clas. Students then sit down in pais and write down who each student in the lass is. For example, tig fs Brad Pit, The winners ae the pair who remembered most famous people. Grammakr: to be (1) © Language reference, Stuclent’s Book poge 22 ® Methodology guidelines: Grammar boxes, page xxi 1 ‘© Ask students to look at the pictures, Point to the people and ty to elicit what they may be saying, « Students complete the dialogues with ‘m1 or ’s. Do the first as an example. Students can compare their answers with a partner before you play the recording to check.14 | My name 2414 « Play the recording. Ask students to listen and cheek. « In class feedback, ask students to give you the short form (eg What's) and the long form (What is) to make sure they understand, 1's 2'm 3'm 43 5's e114 1 A: Hello. What's your name? B: I'm Thomas, A: Hello, Thomas. 2 ‘A: I'm Mr Smith, What’s your name? B: My name's Jessica, A: Goodbye, Jessica B: Bye Language notes: to be (1) «© The verb to be is unique in English because it conjugates so much and has such irregular forms. That's why, at this level, it tends to be taught first, in isolation. NB In lesson 14, only the first and third-person singular forms (ame and is) are introduced, Plural forms with are are introdueed in lesson 1B, Here to bei a linking verb followed by an adjective or noun complement. Itcan, of course aso be used as an auxiliary verb in progressive and passive forms. ‘To be changes its form depending on person, tense and aspect. Actually, this feels quite normal to most language learners whose L1 probably has verbs that conjugate ‘uch more than English, but it does mean that students have a lotto learn and memorize. In spoken English and informal written English, am and is are generally contracted in the affirmative, In questions, is also contracts. NB Using the full form when speaking adds emphasis, I am Peter! Consequently, unless the speaker wants to emphasize, a fall form is often an inappropriate use, With this in mind, the contracted form is taught here, with the full form only appearing in the grammar box as reference. See the Language notes in lesson 1B fora fuller investigation ofall forms and an analysis of possessive adjectives. PRONUNCIATION: contractions (1) 1@15 « Give students a moment to look at the phrases, Then play the recording, Ask students to listen and repeat. Language note: contractions (1) + Fm pronounced as one syllable: funn. NB When ’s follows a voiced sound (where the voice box vibrates) itis pronounced fz, eg names: /neumz/, but when it follows an unvoiced sound itis pronounced Mi, eg what's: wots O15 tam rm My name is My name's What is What's 2 « Pairwork, Students practise the two dialogues in Grammar exercise 1, Monitor closely and correct any errors involving contractions. If students are not contracting properly, press your thumb and forefinger together to prompt them to self-correct, Extra drill task « Before doing exercise 2, you could do a short drill to make sure students are pronouncing 'm and 's correctly. Nominate a student with an open-hand gesture and say, name? with arising intonation. Prompt the student to say, What's your nave? Nominate another student and say, Jack or Emily. Prompt the student to say, I'm Emily. Now nominate another sticent, and so on until most of your students have had a chance co say the phrases in open class. Correct any errors thoroughly SPEAKING 1 ‘+ Model this activity carefully before getting students to ‘mingle. Point to the flow diagram in the book and get students to follow it while you act it out, playing roles A and B, and adding missing information as necessary. Be careful to signal a wide and friendly intonation pattern, ‘Then ask students to close their books. ifyour classroom layout allows, get students to stand up and go to a space where they can easily move around and mingle. Tell students to meet each other. Get the activity going by joining in yourself, By wholeheartedly getting into the mingle and clearly modelling the exchange ‘once or twice, you are likely to make the activity more successful, Once students have got started, take more of a backseat role and monitor for ettors Alternative procedure « li your classroom layout prohibits mingles, there are plenty of alternative ways of doing this activity. I students are in rows, for example, get to students inthe front row to turn round to face two inthe second row, and 30 on, thus ereating groups of four to do the activity. Alternatively, do the activity open class, Nominate a student to stand up, When they do, they must greet another student al random across te class, who must stand up and coatinue the dialogue ENGLISH AROUND YOu: names 1@ 16 » Lead in by asking students what British names they know. Build up alist of names on the board. » Ask students to look at the names. Then play the recording. You could ask students to practise saying some of the more difficult names,@16 Joshua Sophie Jack Isabelle Harry Emily 2 # Discuss the questions as a class. Extension task ‘© You could extend this activity by asking the following questions; What is your favourite British mame? Which names are most common in your country? How do you say your name in English? What makes names popular? © If your students come from the same country, ask them to make a list of the top five boys’ names and girls’ names in their country. Cultural notes: names © Traditional names are currently popular in Britain, For example, Emily and Sophie were popular girls’ names 150 years ago. «© Traditionally, Jack and Harry are informal versions of John and Henry. However, nowadays, boys are often christened with the informal name. Naturally, the popularity of Prince William and Prince Harry makes their names popular. «* Boys’ names are often shortened. So, Josh for Joshua. Web research task © Methodology guidelines: Web research tasks, page xi Popular names « Students research English names. They must find the most popular names in Britain, Ireland, the US, Canada and ‘Australia Web search key words = names/popular/name of country IF YOU WANT SOMETHING EXTRA ... © Straightforward Teacher's Resource Disc atthe back ofthis book My name 1AMy country WHAT THE LESSON IS ABOUT Theme Introducing people and saying where you're from Speaking Guided dialogue: introducing and saying where you're from Listening Listening forthe names of countries Vocabulary Cities & countries Grammar To be (2) (my, his, her) Functional Greetings (2); Asking and saying language where you're from IF YOU WANT A LEAD-IN ... Introducing the theme: saying where people are from « Pairwork. Write the names of eight famous people from different countries on the board. Or put eight magazine pictures of well-known people on the board. Ask, Where are they from? Give students three minutes in paits to think of answers. Which pair knows where most people are from? Test before you teach: countries ® Methodology guidelines: Test before you teach, page xxl * Write words that suggest certain countries on the board. For example, Biffel Tower (France), pizza (Italy), BMW (Germany). Ask students to say which country itis. Alternatively, put students in pairs, then go round the class and write the name of a country on a piece of paper for each pait. Each pair must now think of four English or international words to describe the country. When ready, ask pairs to write their words on the board. The rest of the class must guess which country iis FUNCTIONAL LANGUAGE: greetings (2) Extra task © Create a gist task, Write the following sentences on the board: Philip introduces Dan to Lacy. Dan introduces Phitip to Lucy. Lucy introduces Philip to Dan. » Ask students to listen to the recording for the first time without looking at the dialogue and tell you which sentence is correct. 1@ 17 Ask students to look at the picture. Try to elicit what the people are saying. « Play the recording (for a second time if you did the extra, task above). Ask students to listen and read. 17 ‘A: Hello, Lucy. B: Hi, Dan, This is Philip, Az Nice to meet you, Philip. C: Nice to meet you, too, Alternative procedure » Once students have looked at the picture and guessed what the people are saying, put them in groups of three to act out the scene in the picture. They should do this before looking at or listening to the dialogue. They could do this in two ways, They could either improvise the dialogue, Using whatever English they have and not worrying about mistakes. Or they could act out the scene silently, shaking hhands, smiling, etc. The idea here is for the students to have predicted the dialogue and its meaning before listening to it. It also previews the roleplay practice in exercise 2. 2 ‘Divide students into groups of three and label them A, B and C. Students practise the dialogue in exercise 1. Tell them to keep changing roles. Monttor closely and eorreet ertors. + Once students have got the dea, ask them to close their books and improvise the dialogue without reading. Extension task © Ask students to improvise the dialogue but insert their real ‘ames in place of Dan, Lucy and Philip. © Do the task as a mingle. Put students in A and B pairs. Each pair must walk round the class and meet other pairs. Student A must introduce Student B to everybody they meet Cultural note: greetings (2) © In Britain, when meeting someone for the frst time, itis polite to shake hands and say, Nice to meet you. Alternative phrases include How do you do? (which is more formal) and Pleased to meet you. Vocasutary: cities & countries 1 + Ask students to look at the photos of the cities. Ask, What ‘ean you see? What do you know about these cities? « Pairwork. Students match the countries to the photos of the cites, 2@18 « Play the recording. Ask students to listen and check their answers. Then play the recording a second time so that students can listen and repeat the words. 1H 2F 3G 4B SE 6C 7A 8D @ 18 Brazil, H Rio de Janeiro Italy, F Rome Britain, G London Russia, B Moscow France, B Paris the US, C New York China, A Beijing Germany, D Frankfurt4 Language notes: cities & countries ‘» English uses capital letters with countries and nationalities «s Note the strong stress and the weak-stressed schwva (/a/) sounds in the names of the countries ao Oy OO Ae Brazil Italy Britain Russia ow ow China Germany © The US is pronounced /ju’es/ with equal stress on each letter, Its full name is the United States of America. Americans often abbreviate the name of thelr country to ‘he US’ or ‘the States’ Cultural notes: cities & countries + Patis, London, Rome, Moscaw and Beijing ere the largest cities and capitals of their respective counties. Rio de Janelro and New York are probably the most famous cities in their countries, but they are not capitals. New York isthe largest city n the US with a population of over eight million. Rio isthe second-largest city in Brazil (aftr S40 Paulo) with a population of about six nillion, Brasilia isthe capital of Brazil and Weshington DC is the capita ofthe US. Frankfurtam-Main i large city, famous for banking, in Hesse, Germany. «© NB London isthe capita city of the United Kingdom. # Students are sometimes confused between Britain and England, particularly if thelr Lt does not differentiate Britain or Great Britain describes the island, which comprises the three countries of England, Scotland and ‘Wales. So, if you come from London, you are English and British, but if you come from Edinburgh, you are Scottish and British, but definitely not English! The ful, oillcial name of the country isthe ‘United Kingdom of Great Britain and Northern Ireland’ Hence, the UK. LISTENING Students listen to six short extracts in which people say ‘where they and other people are from. 1@ 19 ‘© Ask students to read the sentences. Play the recording, ‘Ask students to write the first letier of the place they hear to avoid them missing the next line by taking too long to write, 2 Britain 3 Italy 5 Germany 2 Paris, France 4 the US 6 Russia @19 1 My name is Poly. I'm from Britain 2. Thisis Pierre. He's from Paris, France, 3. Her name's Sofia, She's from Italy. 4 His name's Michael. He's from the US. 5 A: Where are you from? B: We're from Germany. 6 Thisis Nikita and igor. They're from Russia. 2419 «Play the recording again, Ask students to repeat the statements and dialogues. My country | 18 all Methodology Bullder (2) fg" Keyclassroom management techniques 1 . Gathering attention Ifyou find that you are giving instructions or saying language examples while students are still talking, finishing work or otherwise distracted in some way, you will soon realize that you need to gather attention before ‘you speak, so that you have the whole lass focused and ready for what you are about to say. You can do this by following this strategy: 1 Say the word listen firmly and clearly (but without shouting) and cup your hand to your ear ina listening gesture. 2 Keep your hand at your ear while you wait a few seconds for complete silence. Make eye contact ‘with as many people tn the room as possible. 3 Wait patiently, Done tel off. Don’t shout. Don’t look “impatient or angry. 4 Ifthe oom doesn't quieten down, repeat listen again clearly ard calmly, 5 When the whole room is silent say your word, sentence or instruction. Don't speak until the room is really ‘quer and focused and you have eve contact with as many students as possible. Grammar: to be (2) (my, his, her) © Language reference, Student's Book page 22 © Methodology guidelines: Grammar boxes, page xxi 1 ‘ Students underline the correct forms. Do the first as an ‘example, Let students check their answers in pairs. lam 2is 3a 4is Sis 6 are 2 « Ask students to look at the photos. Ask questions, eg, What és her name? Where is she from? « Students write sentences about the photos. Her name Is Jin, She’s from China. His name is Edgar. He's from Germany. His name is Julio, He's from Brazil. Her name is Jennifer. She's from the US. Alternative procedure © Pairwork. With stronger classes, you could get students to do this as a question and answer speaking exercise. Write, What is his/her name? and Where is he/she from? on the board. Ask students to take it in turns to ask and answer questions about the photos.18 | My country Language notes: to be (2) (my, his, her) + You may wish to note the following other forms of tobe. Note, however, that 'mt appears in the grammar box in lesson 1A and it’s appears in lesson 1C’s grammar box. Tam Tm tis I's You are You're « It may surprise students that English only has one you, ‘whereas many languages have a singular and a phital you (and a polite one, too, sometimes). $o, Where are you from? may sound odd when referring to one person {isn’t are plural?) + Nouns in most languages have gender, so using they to replace all plural nouns may seem strange. Similarly, it with things will be a new idea, which is why this is looked at in lesson 1C. Some languages regularly miss out pronouns when the meaning is clear, 80 expect errors lke Is from England. + Be aware that in many languages possessive adjectives vary in form depending on the gender of a noun, or whether itis singular or ptural. So, whereas English has only my, French has ma (feminine), mon (masculine) and ries (plural). Some students may say, for example, His name is Audrey (even though they know that Audrey is a woman) because name is a masculine noun in their language and they want to make the possessive adjective agree with it Extension task « Ask students to write sentences about other famous people that they know. © Groupwork. You could turn this into a game. In two groups, students write down the names of ten fanous people. Each team then takes it in turns to say a famous person, (eg His name is David Beckham.) The other team must say where the famous person is from (eg He's from England.) Teams get a point for correct answers, FUNCTIONAL LANGUAGE: asking & saying where you’re from 1@ 1.10 + Ask students to look atthe picture. Ask, What are they saying? + Play the recording. Ask students to listen and read, @ 110 ‘A: Where are you from? B: I'm from Mi Extra task © Ifyou want to seta gist task for the first listening, write the names of three cities on the board: ‘Madrid Milan Monaco « Ask students to listen for the first time with books closed and say where the speaker is from (Milan). Language note: asking & saying where you're from Note the stress and intonation patterns on the question and answer. —_—,. eo 0 Alfa o Wo Where are you from? F'm from Milan 8| 2 * You could do this in groups (with a big class) or as a mingle (with a smaller class). Ask students to ask and answer the question. Monitor closely and correct errors of form and pronunciation. | Extension task «Ifyou have a multicultural class, get students to write down the cities they hear on a piece of paper. After the activity, you could find out interesting facts about the class, such as who comes from the furthest, biggest or smallest place. + You could also extend the task by telling students to imagine they are a famous person. When doing the ‘mingle, they have to ask, What's your narae? and Where dare you from? / SPEAKING 1 © Model the activity briefly by reading out the first line or two of the first dialogue, adding your own personal information, « Put students in groups of tree and give them half a ‘minute to think about what they could say to complete the information. 283 * Groupwork. Ask students to practise the dialogues in ‘groups of three. Once they are comfortable with what they are saying, ask students to close their books and improvise the dialogues. Extension task «© Ask one or two groups to come to the front of the class and act out their dialogues, Web research task © Methodology guidelines: Web research tasks, page xxi Famous people from around the world «Ask students to think of a country that they don’t know very well, Tell them to do research on the web and find five famous people from that country. ‘The students must then write sentences about the people, using His/Her name is.., He/She is from ‘Web search key words ‘ famous people/{ilm stars/pop stars/politicians/ celebrities name of country IF YOU WANT SOMETHING EXTRA © Straightforward Teacher's Resource Disc atthe backof this bookMy number WHAT THE LESSON IS ABOUT Theme Greetings and numbers Speaking _Roleplay: asking & giving phone numbers: Listening Dialogues in which people give out telephone numbers Vocabulary Numbers 1-10 Grammar It Functional Greetings (3); Asking for & saying language phone numbers Pronunciation Intonation (1) IF YOU WANT A LEAD-IN .. Test before you teach: numbers © Methodology guidelines: Test before you teach, page xx © There are lots of numbers’ games you could play to test the students’ passive knowledge of numbers. They work best Ifyou think your class probably half-know the numbers or if they speak a European language in which numbers are at least slightly similar to English. Here are three games. write the following numbers across the boacd: 6, 5, 7, 9, 3, 7,4, 1,8, , 2, 6, Read out the list slowly but make a mistake. For example, six, five, seven, two. Students ‘must shout STOP (or tell them to put their hand up) when there is a mistake. The class gets a point when they hear a mistake, You (the teacher) get one when they're wrong, White the following words on the board: days, fingers, seasons, eyes, sun, Beatles, basketball team. Let students use thelr dictionaries to check the meaning. Say numbers, Students must say what you are describing, For example, you say, sever. Students say, days. » Write three phone numbers on the beard: 798534 758934 759543 Read out a number. Students must say which one itis. FUNCTIONAL LANGUAGE: greetings (3) 182@ 111 ‘© Ask students to look at the picture. Ask, Are they friends? What are they saying? « Play the recording twice. Ask students to listen and read. the first time, then listen again and repeat each line. If you can, pause the recording alter each line to allow students time to repeat. @ iit ‘A: Hello, How are you? B: I'm fine, thanks. And you? A: Fine, thanks, Extra task «© If you want a first listening task, write the dialogue on the board in mixed-up order. For example: Pm fine, thanks, And you? Hello, How are you? Fine, thanks «Ask students to put the lines in order, then play the recording so that students can check their answers, Language notes: greetings (3) «+ How are you? and I'm fine, thanks are the most commoniy used ways of greeting. 'm very well, hank you and Great, thanks are other common responses. More informal ways of expressing How are you? include How are things?, How's life? and What's up? « Note the rising intonation on Hello anc And you? in the dialogue, Intonation falls on How are you? and Fine, ‘thanks. The words you and fine are stressed repeatedly in the dialogue, 3 * Groupwork, Put students in groups of four or five to practise the dialogue. Let them read ftom the book once ar twice, then improvise with books closed. Model the activity first. Ifyou have a small class, get students to stand up and do this as a mingle. Extension task ‘¢ A fun way to do this asa mingle is to divide the class into ‘As and Bs, Student’ As must walk around andl say the first, line of the dialogue to people they meet. If they meet a Student B, Student B must say the second line and Student ‘Armust finish the dialogue by saying line 3. If a Student A. meets a Student A, or a Stucent B meets a Student B, they can only say their opening line, so they have to give up and move on to find someone else, VOCABULARY: numbers 1-10 1@ 112 « Play the recording. Students read and listen. Play the recording again so that students can listen and repeat. @ 1.12 one two three four five six eight ten 2 @ 1.13 « Play the recording. Students listen to six sets of beeps. After each set of beeps they must shout out the correct number, So, they first hear two beeps, which means that they must shout out, 2vo, 113 beep beep beep beep beep beep beep Deep beep beep beep beep beep beep beep beep beep beep beep beep beep beep beep beep two 3 one 2 four 4 five 5 nine 6 threese | My number Extra task © Alternatively, you could ask students to silently write the number of beeps (using words), then check their answers with a partner Extension task « tf you haven't done so already, play one of the games from, the Leadt-in to this unit for further practice. « Ifyou want to give written practice, write a few random ‘numbers on the board (4, 6,9, 3, ete), then ask students to close their books and write the nunnbers in full using words, Language notes: numbers 1-10 ‘© Some numbers have unusual spellings, which don’t equate to the pronunciation, So one is (oddly) /wan/, and avo and eighe have silent letters. Make sure students are repeating the words after an oral prompt and not approximating pronunciation from the spelling. Numbers also have dlfficult consonant sounds. You may wish to point out and correct the pronunciation of /6] in three by showing students that they must stick their tongues slightly past their top front teeth when attempting it. /{/ and // (in five and seven) can only be pronounced by slightly biting the bottom front lip as they are produced. /v/ is the voiced version of /f/. LISTENING {In this listening, students listen to short dialogues, in which a speaker gives a telephone number. Students must guess the situation from the number and the picture, 1@ 114 Ask students to look at the pictures. Ask, What are the ames? What are the numbers? « Play the recording. Students listen and match, Let students check their answers in pairs, then discuss as a class, 1A 2C 3B 4D O14 M-= man W = woman Oh, just a second ... err... sorry ... a missed call. You have one call from 623 485 531. Wi = woman 1 W2 = woman 2 + So, is there a message, any messages for me? Yes, James called. Ahi, Did he leave a number? : Yes. 945 0782. It's on the table. 3) M=man Mz Yes... err. ean you call Mrs Kltsch and tell her she hhas a place in the 7pm ...err.. yes, 7pm English class? Her name is Kirsch and her nurnber is 321 4510, ‘Again, that's 321 4510, 4 W= woman W: YES! Call our free number now for more information! “The number is 1 888 962.962. That's 1 BSB 962 962, Call now. 2@ 114 « Play the recording again, Ask students to repeat the numbers. Extra task with stronger students » If your class are good at numbers, you could play the recording a second time with books closed, and ask students to write the names and numbers as they listen. FUNCTIONAL LANGUAGE: asking for & saying phone numbers 1 115 Ask students to look at the picture. Ask, What are they saying? « Play the recording. Ask students to listen and read. Extra task «# Ifyou want a gist task, write 928 2915 on the board. Ask. students to listen to the recording for the first time, with books closed, and say whether they hear the number on the board or not. 115 that’s your phone number? Bs It's 928 2914, ‘A: My phone number Is 926 0438, 2 @ 1.16 « Students listen and repeat the phone numbers. @ 116 1687 054 265 2 440378 543 0157 3 3502871 3 ‘ Ask students to write their phone numbers down, (Tell them to invent a number if they don’t want to reveal it!) Pairwork, Students practise saying their phone number. Extra task © Ask students to write down three believable phone ‘numbers from their country. Then put students in pairs Ask students to dictate their numbers to their partner, ‘Their partner must write them down accurately. Language notes: asking for & saying phone numbers «Note the intonation when saying phone numbers, It "follows the rules of intonation in ist, so in the number 928 2914, intonation rises on 9 and 2, then falls on 8, aid irises on 2,9 and 1, then fallson 4, «In British English, we tend to say numbers in groups, 0 798367 is pronounced in two sets of three: 798, then 567, witha sight pause between them, «01s pronounced oft ou! in British English but zero in ‘American English, When leters are doubled, they are pronounced thus: 966, ie ine double six. When there are three numbers the same, they are pronounced thus: 9666, ie nine sx double sxCuttural notes: phone numbers » In Britain, home phone numbers, or landlines, are made up of the city or area code followed by the personal umber, So, an Oxford number might be 01865 794723. ‘An inner-London number might be 0207 794723. © Inthe US, numbers are made up of a three-digit city or area code, followed by the personal number in two blocks. So, a Houston number might be 281 618 5889. aoa ee) 8 Methodology Bullder (3) Key @™ classroom management techniques 2 Traffic cop With limited language available for instruction giving at beginner level, establishing a core set of teaching gestures is really useful. And of all gestures, the most ‘useful ones are the traffic policeman ones ~ those when you marshal and direct the flow of traffic, eg indicating who és to speak, who they should talk to, who has said enough, et. ‘There are two things to remember about gestures: is, there areno set gestures; every teacher will have their ‘own versions. Please experiment and find ones that work for you. Secondly, your students will not magically or ‘automaticaly understand the meaning of your waggling hands! The first few times you use each gesture youl need to train students in learning what it means. This is achieved easily enough by simply saying the meaning (eg Stand up) atthe same time as you make the gesture. 10 essential basic gestures ‘What gestures do you use for these meanings? © Stand up, «= Sit down. © Twant this individual student to speak, «= Iwant the whole class to speak together. © Work in pairs. © Good answer! «= Ithink you've made a mistake. * Can anyone correct the mistake? © Speak to her/him. + Stop speaking/stop doing the task. Grammar: it © Language reference, Student's Book page 22 © Methodology guidelines: Grammar boxes, page xi 1 «© Stuclents replace the words in italics with he ot it. Do the first as an example, You could get students to dlecide whether the words in italics are people or things before deciding on the pronoun, thus reinforcing their understanding of the rule. 2@ 117 «Play the recording so that students can check their answers. 1 He 2m 3it My number | 1¢ @117 1. Where is Mark from? He is from Britain, 2. Mary is from Glasgow, tis in Scotiand, 3. What's her phone number? itis 753 891 Extra task « Pairwork. Ask students to write four sentences using nouns for people or things. For example, Perr is from France, His name ts Joe. Tell patrs to exchange their sentences with another pair who must then rewrite the sentences, using he, se or it. For example, Hes from France. its Joe. Language notes: it « Using ét for things may be a new idea for students. In many languages, there is a masculine subject pronoun and a feminine subject pronoun, and in some a neuter pronoun, They are used to replacing nouns depending on the gender of the noun, not on whether iti a person ora thing, «© In some languages, pronouns are often not used when the meaning is clear, so be aware that students may try to say, Is 753 891 PRONUNCIATION: intonation (1) 182@ 118 « Play the recording. Ask students (o listen to the intonation pattern. Then play it again and ask students to repeat, @ 118 How are you? ‘What's your name? Where are you from? ‘What's your phone number? Extra drill task «Try to pause after each question and model the pattern with your hand. (Raise your hand to eye level and move it up then down in a left to right direction from the students’ point of view.) If you are confident of your own intonation pattern, say each sentence three or four times, then ask students to repeat chorally and individually. Extra task ‘© Ask students, Can you hear the intonation? Many students can't, t's important to reassure them that they shouldn't worry if that is the case, but make sure you listen, correct ‘and praise these students at the repetition stage. Ina monolingual class, especially if you speak the learners’ L1, you may wish to discuss not just whether they can hear the pattern, but how much it differs from the question pattern in L1. ut¢ | My number Language notes: intonation (1) ‘= In general, the intonation pattern here starts high, rises, then falls on the ast syllable. + NB Intonation follows tendencies rather than rules, ‘Many native speakers will sometimes ask these ‘questions with a rising intonation at the end to signal friendliness or interest. Surprise or shock can bb signalled by having a sharply rising intonation. ‘Australian speakers tend typically to use a slightly rising intonation on Wh- questions. «+ NB The words are and you in these questions are weakly stressed with a schwa /o/ sound, Make sure students approximate this SPEAKING 1@ 119 « Start by asking the questions in the dialogue round the ‘lass. Make sure stucients are clear what work, home and ‘mobile mean. You could use mime to do this: walk around holding an imaginary phone to signify mobile, draws a little hhouse on the board to signily home, then pretend to ring, from there. » Play the recording. Students listen and read, @119 W = woman M = man W: What's your mobile number? M: It's 0793 812 9421 W: OK, What's your home number? M: 11's 928 2914. What's your work number? ‘M: Sorry, I don’t have one. 2&3 ‘© Model the task clearly by writing, or pretending to write, ‘numbers in the you column. If you don’t want students 10 ‘write in their books, get them to copy the chart. ‘ Groupwork. Put students in groups of three to ask and answer the questions. Again, model the task frst, this time by asking and answering two or three of the questions with a strong student, Extension task © Write on the board (in a table), Whar’s his/her work/ home/mobile number? Then nominate a student to point at another student and make a question from the board, ‘The two students who interviewed the student being pointed at must provide the answer. Nominate students round the class, Cultural note: mobile phones '» Mobile phone is British English. Other countries, the United States for example, say cet! phone. 2 Web research task © Methodology guidelines: Web research tasks, page xi Famous telephone numbers + Ask students to research and find five famous telephone numbers. For example, they could find the number ofthe White House, or 10 Downing Street, othe office of their own prime minister or president. Web search key words + famous place/telephone number IF YOU WANT SOMETHING EXTRA... © Straightforward Teacher's Resource Dise «atthe back of this bookip |Review WHAT THE LESSON IS ABOUT Theme Review Speaking Writing and practising a dialogue involving greeting or introducing people Reading& Three short texts describing teachers vocabulary Grammar Revising forms of o be Functional Revising greetings language If YOU WANT A LEAD-IN Introducing the theme: review © Write the following words on the board: How meet fine from mobile name Where « Pairwork. Ask students to write seven sentences. Each sentence must contain one of the words on the board. «© Possible answers: How are you? Nice to meet you. I'm fine, thanks. I'm from Italy. What's your mobile number? My name is John. Where are you from? FUNCTIONAL LANGUAGE 4 ‘© Ask students to look at the pictures. Ask, What are they saying? You could get them to cover the word prompts first and see if they can guess. ‘* Ask students to complete the words, then check with a partner. 2 @ 1.20 « Play the recording, Students listen and repeat. 1 Hello 3. meet; meet; to0 2 Goodbye 4 are you; fine; Fine @ 1.20 nan Hello! W-woman : Goodbye! Mi=man 1 M2=man2 = Nice to meet you, Nice to meet you, too. Mi=man 1 M2=man2 ine, hanks. READING & VOCABULARY Students read a text which introduces teachers, giving their names, where they're from and what their phone ‘numbers are. 1 «Ask students to look at the photos. Then ask them to read the text, You could read out the text yourself, asking students to listen and tead. «+ Askestudents to complete the table with information from the ext. Monitor and help. Let students check their answers in pairs. : will a Name: Canatellow [Seta Galla | Olga Grau a Svan | pieean: ain From: eretig _|Palermo, lly | Germany ‘Work number:|0465 | 0468 [0470 Extension task + In feedback, ask students to introduce the people inthe table, using This is... and He's from... ete, without rereading the texts. 2&3 « Tell students to ask you questions to complete the table. A good way of doing this isto sit comfortably at the front of the class and wait for questions. I a student looks ready to ask, nominate him or her. Don’t answer incorrect questions. Let different students ask the same question a number of times, © Once students have completed their tables, give them a few minutes to write a short text about you similar to the text in exercise 1. Ask three or four students to stand up and introduce you to the class. Extension task © Ask students to come to the front of the class. The rest of the class must ask questions, then introduce the student to the class. xe You could do this as a roleplay. Ask students to pretend they are a famous person instead of themselves. Extra writing task \ © For homework, ask students to find a photo of a famous person. They must write a text introducing the person, In the next lesson, ask students to show the class their photos and read out their descriptions. GRAMMAR ® Language reference, Student's Book page 22 © Methodology guidelines: Grammar boxes, pagext 1 « Ask students to look atthe picture. Ask, What can you see? Who are they? Try to get students to give you full sentences using to be. « Stuclents complete the sentences. Do the first as an. example. 1 dae aie 0s a 2am 4isis Gare 1310 | Review 2 ‘© Ask students to look at the picture again. Ask, Who are ‘they? Get students to give you full sentences using t0 be. « Students complete the sentences. Do the first as an example. Suggested answers His name is James Bond. He's from England. His name is Bono. He's from Ireland, His name is Leonardo da Vinci. He's from lly. | Cultural notes: famous people | © James Bond (007) isa fictional spy character, appearing in the novels of lan Fleming and many well-known films. Although quintessentially English, he has been played in movies by a Scot, an Irishman, a Welshman and an ‘Australian, as well as two Englishmen. © U2, arguably the biggest stadium rock band in the world, ate from Ireland. They have had many hits including Wiih Or Without You, Beautiful Day, Where The Streets Have No Name and Sunday Bloody Sunday. The lead singer's name is Bono and the lead guitarist is called The Edge. «© Leonardo da Vinei (1452-1519) was a Renaissance artist | and scientist trom italy who painted the Mona Lis and The Last Supper. 3 ‘© Model the activity by telling the students about you. Then give students two minutes to write sentences and prepare to speak about themselves. ‘ Pairwork. Students read out the sentences to each other. r Extra GTKY (Getting To Know You) games for first lessons 2 ‘The imaginary party Clear a space in the room and tell students it's a “party Ask themt to come over and stand outside the ‘party | room! atime to indicate tat one oto sunt should | come into the party room. When they do, act as if they ‘have just come throug the front door. Roleplay a host, welcoming them, asking their names, ete. Encourage others to ‘arrive. Continue being the host, inviting students to talk to each other, going round offering imaginary drinks, chatting, et. j Your studeras wil probably be a bit puzzled and quiet at | alec petits te | | drink!), but this activity often takes off very well and can | be very enjoyable as students get into it. NB Ie definitely works better with students arriving atthe party in ones | and twos, rather than having everyone in the room from | the start SPEAKING 1&2 « Pairwork, Students choose a picture and write a dialogue. Monitor, prompt and correct as they write, «Ask pairs to act out their dialogue to another pai ‘¢ Ask a few pairs to come to the front of the class and act out their dialogues, Suggested answers: Az Hello, Chris! B: Hi, Will! ‘A: How are you? Fine, thanks. How are you? Fine, thanks. Sophie, this is Daniel Hello, Daniel. Nice to meet you. Hello, Sophie. Nice to meet you, too. Alternative procedure for stronger students «© Pairwork, Ask students to look at picture A, then improvise a dialogue without writing. Monitor and correct. After a few minutes, ask students to change partners and improvise a dialogue from picture B. You can then change partners again and get students to improvise a dialogue from picture A again. Continue until students, ‘get mote and more accurate (or fed up) Self-assessment Ask students to tick what they can do. Review game © Play Noughs and crosses. Draw the following two tables, oon the board How |Where| What ‘thio | Name | They «Divide te class into two groups. Group X must choose a word, then make a sentence. If is coreet, they win the square that the word was in. So, if they choose is, in the top left square, write X inthe top left square ofthe blank square. If their sentence is wrong, they lose the square. ‘Write 0 in the blank square. Its then Group O's turn to choose a square ond make a sentence. The winner isthe first group to win three squares in a line, horizontally, vertically or diagonally. You could play the game again with different words, Or put two words in each square and tell students they must ‘make sentences using both words. For example, what/ name, where/from, howyou, nice/meet. IF YOU WANT SOMETHING EXTRA... © straightforward Teacher's Resource Disc ‘atthe back ofthis book a[ 2A | Hotel lobby WHAT THE LESSON IS ABOUT Theme The alphabet, numbers and spelling names Preparing a dialogue at a hotel: spellingnames Dialogues: at the hotel Speaking Listening Vocabulary The alphabet; Numbers 11-20 Functional Spellingnames language Pronunciation The alphabet English Abbreviations around you IF YOU WANT A LEAD-IN ... Test before you teach: the alphabet (1) © Methodology guidelines: Test before you teach, page xxi © Write all the letters of the alphabet on pieces of paper, then hand out the pieces of paper al random round the class. Spell out different words, saying each letter clearly. Students who have the piece of paper showing the letter you've just said must stand up, then sit down. The last student to stand up must say which word has been spelt. © Here are some words you could spell out: your name, hello, goodbye, alphabet. f the same letter appeats more than once, the student must stand up each time they hear their leter. « Ifyou have the space, you could ask students to stand up and stand in a row to spell out the word as you speak. Test before you teach: the alphabet (2) © Methodology guidelines: Test before you teach, page xi » Spell out the names of different students. When students recognize their name, they must stand up. If they recognize their name before you finish spelling it, ask them to finish the spelling, jal Spelting games 1 Spell a word ‘Make three teams in class. The aim of the game ts t0 spell a good word - the longer the better. ln turn, each team calls out a letter, which you then write on the board, after the previous letter. Teams should always have a possible word in mind, When a team has finéshed a word they must say so; if they are correct (and the word is spelt correctly), they set one point for each letter in the word. Ifa team thinks ‘that tis trapossibte to spell a good word using the letters ‘on the board, hey can challenge the previous team to say what word is possible. If that team can make a word, they get the points; if they can’t, the challenging team. sets the points. Some example games - the numbers are the tums: Game one 1:C 2: CA 3: CAT (complete word); Game tuo 1: 2: ST 3:STR 4: STRO 5: STRON 6: STRONG (complete word): Game three 1: T 2: TH 3: THI 4: THIL 5; challenge previous team ~ who can’t think of a word starting THIL, LISTENING In this listening, two people arrive at a hotel in Bangkok. ‘They are asked for their names, 1&2 @ 1.21 «Ask students to look at the photos and answer the ‘questions, « Play the recording, Ask students to listen and check thei answers. Bangkok, Thailand @ 121 R= receptionist T = Tom R: Hello, Weleome to our hotel, the best hotel in Bangkok, ‘Thailand! 7; Hello. [ave a reservation, R: What's your name, please? TT f'm Tom and this is Katy. R: What’ your last name? B Crowes, R: Excuse me, Cruise? ‘Not the actor. My name's CRE-W-ES, Language notes: listening « Tacks 1.2, 1.24 and 1.25 al contain words connected with the topic of ‘hotels: You may wish to pre-teach these words, Write te following on the board and ask students to check them in their dictionaries: a hotel ‘arom receptionist. a reservation welcome + You could teach the following collocations: arrive ata hotel book a room welcome guests have a reservation Cuttural notes: listening «© Bangkok is the capital city of Thatland, in south-east Asia, It has a population of over eight million people. Its name in Thai is Krung Thep Mahia Nakhon which means “city of angels: Bangkok is a popular tourist destination, as well as amajor financial and business hub in Asia, Its most famous sites inchide the temple of Wat Arun and the Grand Palace, NB The receptionist is surprised at Tom's last name. ‘That's because it sounds lke the name of Tom Cruise, the famous Hollywood film star, whose ex-wife's name is Katie. Infact, of course, Tom isn't the film star and his last name has a different spelling, You could point out to students, in feedback, that Cruise and Crewes have different spellings but the same pronunciation. ‘© Last name can also be called surname or family name,2a | Hotel lobby 3 ® Ask students to say which names they heard. You could play the recording again if they are not sure, b Extra task with stronger classes » With stronger classes, ask students to listen and write down Tom and Katy’s last name. In feedback, ask students to spell out both the first and last names of both Tom and katy. Write the names on the board. VOCABULARY & PRONUNCIATION: the alphabet 1 @ 1.22 « Pairwork. Ask students to look at the letters and tell each ‘other how they are pronounced. Monitor and listen, and find out if there are any (or a lot of) letiers that the students don’t know. « Play the recording. Students listen and repeat the alphabet. @12 ABCD ERG HK LMNOP QRS TUV WXYZ 2 @ 1.23 » Play the recording, Students listen and say the letters. @ 123 fev AHI, ial B,C,D,E,G,P,T,V del BL) M,NyS, XZ. fav LY few fad Q, U, W fad R Language notes: the alphabet ‘© The letters in exercise 2 have been divided into sound groups according to the pronunciation of the vowel sound in each, « Some leters can be difficult to say because of consonant clusters, which may be alien to your students. Notably G lagi, Jfdseu/ and Q kj. Write the phonemes on the board to show that these sounds are made by combining consonant sounds. + Wis pronounced double ju. * Zis pronounced /zed/in British English but /zt/in ‘American English, « Students may have problems knowing how to move theit lips and tongue to produce the vowel sounds, Note the position of the mouth when producing the sounds in the diagrams below. You could model the mouth positions for students, or draw the diagrams on the boat ow © « ILmay help your students to know that diphthongs are combination of two vowel sounds. You might want to ‘exaggerate the sounds slightly and draw attention to the shape of the mouth, ful fal iol L li-zy & Jew) & ‘el A & fax! = fal uy Alternative procedure for stronger students » After playing track 1.22, ask students to close their books. ‘Write the phonemes in exercise 2 on the board, and aske students 0 copy them, Tell students to listen to 1.22 again and writ the letters in the correct column depending on their pronunciation. Students can look at exercise 2 to check their answers Extra task » Ask students to spell the name of their home town, 3 @ 1.24 * Ask students to look at the names carefully and think about how they are spelt. You could put students in pairs to discuss them. + Play the recording, Students listen and tick the spelling they heat. se 1 Tom 2 Jen 3 Mack 4 Marie 5 Stephen ‘¢ Put students in pairs to take it in turns to spell names from exercise 3, Model the task with a strong student before starting, Extra task « Pairwork. Tell one student in each pair to turn round so that he/she can’t see the board, Write five names on the board. For example, Ben, Sally, Jack, Ruth, George. Tell the student who can see the board to spell out the words for their partner, who must write the names down. You could make it a competition. Who can dictate and write down. the names most quickly? ~5 @ 1.25 « Ask students to look at the names. You could ask them to spell out the names. + Play the recording. Ask students to listen and correct the mistakes. 1 Crewes 2 Middledown, Tom Crewes. R: How do you spell your last name? ECREWES, R: Oh. Thank you. 2 R= receptionist K = Kate Welcome to our hotel have a reservation. My name is Kate Middledown. Excuse me? Middleton? No, Middledown. How do you spell your name? K: MED-D-L-ED-O-WN, Cultural notes: famous people «© Tom Cruise /kru:z/ is one of Hollywood's biggest stars Currently, he is best known for his lead role in the ‘Mission: Impossible films. « Kate Middleton is the wife of Prince William, who is the grandson of Queen Elizabeth Il, Her official title is Catherine, Duchess of Cambridge. Extra task » Pairwork. Students spell out the names of famous people for their partners to write down, They must say one letter, wrong. Their partner must say whieh letter is wrong. FUNCTIONAL LANGUAGE: Spelling names 1@ 1.26 « Ask students to look at the picture. Ask, What can you see? « Play the recording. Students listen and repeat the short dialogue. @ 1.26 How do you spell your last name? CREWES. 2 ‘© Ask students round the class, How do you spelt your first name/last name? Make sure students spell their names correctly. «Then put students in pairs to spell thelr names for each other. Extra task « Tell students to listen and write down each other’s names as they spell them, They can then check whether they spelt them and heard the spellings correctly. Extension task «© Ask students to spell the names of other class members, but ask them to spell the names backwards. Other students in the class have to guess which name they spelt. Hotel lobby | 2a Language notes: spelling names ‘© The stress and intonation in this dialogue is worth noting. In the question, spell and last name are strongly stressed. The intonation generally fas at the end of the question, « In the spelling, it follows the rules for intonation in lists. ‘There is rising intonation on each letter except the last, which falls 3 * Pairwork. Student A must find the list of British: names con page 7 of the Student's Book. He/She must then ask, for example, How do you spelt ‘Emily’? Student B must answer. Model the task clearly with a stronger student first. «# You could choose to do this with both students looking at the names on page 7, or with only Student A looking at the names, In other words, Student B would have to spell names without looking at them. Extension task « Play Spelling Bee. Divide your class into about four equal teams. So, in a class of 20, that means four teams of five. ‘Aska student from Team 1 to come to the front of the class, then ask him/her to spell a word. For example, say, Spell ‘nice’. Ifthe student spells the word correctly, he/she gets a point for his/her team. IF it’s wrong, he/she gets no point and is eliminated. Continue playing until all players are eliminated or until you get bored. Itis a good idea to make a long list of words in order of difficulty before you start. Choose words from the lessons so far. $o, start with words like nice and name and finish with words like eighteen. and receptionist. If you think putting students on the spot individually is too humiliating, you could always play this as a team game, Cultural notes: spelling « Spelling Bees are very popular inthe US, Children travel from all over the country to take part in huge, ‘well-organized spelling competitions in which they often have to spel ridiculously dificult words. + Because English spelling is so odd and non-phonetic, spelling is a big deal. Children and adults often mis-spell quite common words, and a lot of time and effort is spent on explaining the vagaries of English spelling in schools. VOCABULARY & LISTENING: numbers 11-20 Inthe listening, students hear two hotel workers discussing which room each of their guests is staying in, 1@ 1.27 #* Doa quick ‘test before you teach lead-in by writing some or all of these numbers on the board in numerals and asking the class if they know how to say any of the ‘numbers. Find out how well some (or all) of your students know the numbers. «# Ask students to look at the numbers in the Student's Book. « Play the recording. Students listen and repeat. 72a | Hotel lobby @ 127 eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty Extra drill task ‘© Write the numbers in numerals on the board. Say a ‘number and ask individuals to repeat after your model ‘Then just point to numbers on the board, ancl ask individuals to remember and produce the correct number, Language notes: numbers 11-20 © The problem sounds /8/ (in thirteen), and /f? and Jv! (in fourteen, fifteen and seventeen) need to be practised. Show how the tip ofthe tongue starts past the teeth ‘when modelling /¥, Show how the bottom lip is bitten gently when producing unvoiced /ff and voiced /v. «+ NB The stress is on the second syllable in eleven and on teen in the numbers that end in that sound. 2@ 1.28 « Ask students to look at the computer screen and read the names. You could read out the names to show the correct pronunciation and/or ask students to spell the names for you, «Play the recording. Students listen and write room numbers, Let them check in pairs. Play the recording a second time if students tind it difficult, Name Room number ‘Tom Crewes 14 Kate Middledown 7 ‘Mr and Mrs Bickham 20 George Clunie a @ 128 M-=man_ Y= Ying M: Hello, Ying, How are you? Ye Fine, thanks. And you M: I'm fine. Listen, I'm just checking the hotel rooms Ys OK. Mr Crewes isin room fourteen. M: Yes, Ys Mrs Middledown is M: Mrs Middleton? Ys No, MiddleDOWN. She's in room seventeen, M: And Mr and Mrs Bickham? Ys In room twenty, M: ¥: M: ¥: Good. ‘And Mr Chunie is in room eleven. Wonderful. Good work, Ying. Thank you, Extra task © In feedback, get students to use numbers by asking, Where's Mrs Bickham/Mr Crewes?, etc and getting students to say, She's int room 20/He's int room 14, etc. Cultural notes: famous people © The dialogue continues to play with famous names. The fact that two guests have similar names to‘Tom Cruise and Kate Middleton has been noted earlier. Here, Mr and Mrs Bickham is similar to Mr and Mrs (David and Victoria) Beckham, and George Clune sounds like the actor George Clooney. + David Beckham was once captain of the England football team and played for Manchester United, AC Milan and Real Madrid. His wife Victoria is a pop singer who was once a member of the Spice Girls. * George Clooney is an American actor who became famous in the TV series ER. He has made many films including Ocean's Eleven, Michael Clayton, Up in the Air and The Descendants SPEAKING 1@ 1.29 * Play the recording, Ask students to listen and read. * You could play the recording a second time, pausing after each line and asking students to repeat. Alternatively, you could say each line and ask students to repeat after your model, @ 129 R ~ receptionist § = Sarah SS: Excuse me, Ihave a reservation. R: Yes. What’s your name, please? S: Sarah Paline, R: How do you spell your last name? S: ALINE, R: Thank you, Ms Paline. You're in room 158, St Thank you Extra task © Tf you wish to set a gist task with books closed, ask students to listen to the dialogue for the first time without reading, and write down the name of the guest and his room number. You could play the brief dialogue two or three times until they catch the name. Cultural note: Sarah Palin © Sarah Palin pedi isa right-wing politician from Alaska, ‘who was the nominee for Republican Vice President in the 2008 presidential election. She was Governor of Alaska from 2006 until 2009. Since then, she has endorsed the ‘ea Party Movement, a right-wing political movement in the US, and she has continued to be very well-known in the US because of her appearances on TV and in the media 2 + Pairwork, Students prepare their own dialogue, Tell them to change the person's name and the room number. + You could do this a number of ways, depending on your studenis' ability. For example, you could get stants to ‘write out their dialogue, ten act it out for the class. You could get stucents to improvise the dialogue, reading from the page, but substituting different names and numbers as they go along. Or, you could ask your students to practise in pairs, substituting names and numbers, then ask them to close books and iy to improvise the dialogue without reading.Extension task with stronger students «Write the following prompts on the board (and underline the stressed syllables} Excuse me reservation name spell Thank you room + Ask students to close their books and improvise the dialogue from the prompts. + Another idea is to make ita roleplay mingle. Tell half the class that they are a famous person. Give them a moment to think of what their name is. Then tell them to stand wp. “They must walk round and ‘visit’ the receptionists ~ the students who are sitting down. Using the prompts on the board, they must improvise a dialogue, then move on to another dialogue. « Monitor and note errors for a whole class correction feedback at the end Language notes: speaking « Note the rising intonation on Excuse me and please. This is because the speakers are being tentative and polite. «© In British English, we use Excuse me to get somebody's attention ot before doing something that will disturb somebody (for example, push past somebody on a crowded train). We use Sorry to apologize. In US English, however, Excuse me and Pardon me are used to apologize. If a Brit doesn’t hear what someone has said, he/she will say, Sorry? or Pardon? If an American doesn't caich something, he/she will say, Excuse me? or Pardon me? ENGLISH AROUND YoU: abbreviations 1 ® Pairwork. Students read and say the abbreviations. In feedback, ask students if anybody knows what they mean. 2 @ 130 « Play the recording. Students listen and check. Refer students to audioscript 1.30 on page 120 in the Student's, Book. ‘Ask students, What do you know about these things? @ 1.30 BBC British Broadcasting Corporation IBM International Business Machines CNN Cable News Network UK United Kingdom US United States FBI Federal Bureau of Investigation Language note: abbreviations « Notice the pronunciation of these acronyms, particularly the linking between vowel sounds: BBC /bi ‘bi si! 1BM /ai bis 'em/ CNN Jsisen ‘en! UK juke! US /ju: es! BI /ef bit 'aw/ Hotel tobby | 2a Cultural notes: abbreviations © The BBC is a British non-commercial broadcaster, set up in 1927. Ithas no advertisements and is uniquely funded by a licence fee of about £150 per annum, which rust be paid by any householder who owns a TV set. It provides two terrestrial TV channels, BBCI and BBC2, and a number of digital channels It also provides a large number of national and local radio channels. « Based in the US, IBM is one of the world’s leading computer makers. It was founded in 1914 by Thomas John Watson and renamed IBM in 1924. Its original name was the Computing-Tabulating Recording Company, CNNis an American cable TV channel which pioneered, 2 24-hour news service. Itis available allover the world. © The UK, or United Kingdom, is composed of Great Britain (England, Scotland and Wales) and Northen Ireland. ‘There are 51 states in the US, or United States. « The FBI is the investigating branch of the US Department of Justice. Its detectives are responsible for investigating serious crimes such as terrorism. 3 ‘ Ask students if they know any other abbrevi Cultural notes: abbreviations + Other common British abbreviations include: ITV (independent Television}, BA (British Airways), MUFC (Manchester United Football Club). + American acronyms: KFC? (Kentucky Fried Chicken), LA (Los Angeles), Washington DC (District of Columbia) « Note also: CD, DVD, NB, RSVP, OK. Web research task © Methodology guidelines: Web research tasks, page xs) Abbreviations «Ask students to find out as much information as they can ‘about the abbreviations in English around you. Tell them to find other English abbreviations to report to the class. Web search key words ‘© type in the abbreviation/common abbreviations IF YOU WANT SOMETHING EXTRA © Straightforward Teacher's Resource Disc atthe back ofthis bookHotel room WHAT THE LESSON IS ABOUT Theme Describing what and where things are Speaking Asking what things are in English Reading& Dialogue: in a hotel room listening Vocabulary Common objects Grammar __This/that/here/there JE YOU WANT A LEAD-IN ... Test before you teach: objects (1) © Methodology guidelines: Test before you teach, page xi + Look around the room. Lift objects up and say, for example, This is a book. This is a pen. Point to objects and say, That's a window. That's a picture. «Ask one or two students to stand up, and pick up or point to and say things. Then put students in pars to do the same. Find out how many objects inthe room students can name. Test before you teach: objects (2) « Bring in a bag full of about ten small objects (pen, key, book, pencil, rubber, watch, etc}, Pick objects out of the bag, look at them and say the word twice. Put the objects back in the bag, Students have two minutes to write down the names of all the objects. They can use English or their own language. Who remembered the most? VOCABULARY: common objects 182@ 131 « Pairwork. Ask students to look at the picture. Tell them to hhame as many objects as they can with their partner. « Play the recording. Ask students to look at the picture and. listen to the words, « Play the recording again. Ask students to repeat, @ 131 alamp television abed achair aradio telephone adesk apen akey a notebook 20 Extension task © Pairwork, Student A says one of the words in the picture, Student B points to it. © With stronger classes, Student A could ask, What's that? and point to an object. Student B says, for example, It's a notebook. Extra vocabulary task «© With stronger classes, you could ask students to name ‘other words in the picture, ina typical hotel room or in the classroom. Here isa possible list: window table carpet picture vase telephone cupboard computer Language note: common objects og Note the strong stress on radio and television. READING & LISTENING In this listening, students hear a dialogue between a porter and two guests. The porter is showing the guests what there is in the hotel room, 1&2 @ 132 « Play the recording with the text covered, Students look at the picture in Vocabulary exercise 1 and tick the words they hear. Let them check their answers in pairs. «Let students listen and read and check their answers, akeyy abed¥ aradio¥ —_ a notebook x adesk¥ —apenX telephone x a lamp v atelevision Ya chair @ 132 P=porter M=man W~woman ‘This is your hotel room. Thank you. ‘This isthe bed, here, A lamp and a television here. Look ~ the television has CNN, BBC, Mmm, OK, That isthe desk over there and ... a chair, ‘Thank you, : Excuse me, what’ that? ‘That's... the radio, Oh, Thank you, ‘This is your key, : Thank you. Here you are, ‘Thank you! M: MM: Ww: P: w: P: M: P: Extra vocabulary task «© You may wish to pre-teach porter (the person who carries your bags to your hotel room) and guest (a person staying at a hotel) before playing the recording,Extension task « Pairwork, Students practise reading the dialogue. «# You could extend this further by getting students to then cover the dialogue and attempt to roleplay it by looking at the picture and remembering some of the lines. & Methodotogy Builder (4) i" What do beginners want? ‘This moming Iwas talking with a friend, Katarina, 1 hadn't seen for a while. She mentioned that she had recently taken a beginner course in Spanish. 1 asked her that the experience was lke, Sadly, it was a story that Td already heard many times over the years: thought it would be a good way to use my free time, {was really motivated and thought it would be so ‘useful to be able to get a grounding in a new language. But it was so disappointing, The teacher was nice and friendly. I really liked her and the other students were ‘great, But the teacher talked all the time in English, ‘We hardly heard a word of Spanish in the whole course. And If there was any Spanish it was always het who said things; | don’t think I spoke a whole sentence at any time, The Student's Book was actually quite good ~ but I don't think we used itin the way it was meant She just talked about everything, Each lesson was an endless explanation. I's only a month or two since the ‘course ended and I can’t recall a thing. [had thought that I'd at least get a few phrases I could use on holiday or when reading notices, but it was a waste of time. Katarina’s experience is far from unique; I actually think that many beginners have stmilar disappointments. ‘The problems arent hand to trace oF to remedy. As @ ‘generalization, three of the main things that students need are: chances to hear and see the language being used, opportunities to try using it themselves, clear input of important items that they can make use of. Hore are three hints to help avoid such problems as my friend had: 1 Bven beginners need to use the language from day one. Beginners may ave very litle of the target language, bbut they still need to use i, throughout the lesson, every lesson from the first lesson onwards, Some teachers seem to think that beginners are not capable of doing ‘any kind of speaking task until they have been studying for quite a while. I've just been working with some teachers from a country where itis standard practice not to include any speaking activities in the first two years ‘of work! On the contrary, I believe itis your task as the teacher to make sure that students get as much practice as possible. Use all the speaking tasks in the Student's Book and get students doing them. They may be tow in confidence at the start and work hesitantly or with lots of mistakes. Don't worny. This is a stage they need to go through, In getting them to try doing the speaking, you are building important habits for confident, successful future students. | Hotel room | 28 2 Teachers need to mainly or only use the target language. For many learners your lessons provide the vital exposure to the language that your students need. It may be the only opportunity they get to hear the language being used. Doing most of the input and classroom chat in the students’ own tanguage ts a sad waste of the most ‘important asset a teacher brings to class. This ts not to say that L1 must never be spoken ~ it almost certainly hhas a role (see page 3), but itneeds to be thought about and used intelligently, 43 Students need to take something tangible away from each lesson. ‘Make sure your students can take away something that has real-world value and usabitity from each lesson, This ‘may be some usefal phrases, sorne valuable new words ‘ran ability to use a new item of grammar. It should not Just be theoretical ‘in the head!” understanding, Grammar: this/that/here/there © tonguoge reference, Student's Book page 22 © Methodology guidelines: Grammar boxes, page x 1 ‘© Do number 1 as an example. Ask, I it here? (and point to the ground) or is it thee? (point tothe distance), Elicit the correct word, this or that « Students underline the correct word in each dialogue. Let them check their answers in pals. 2 @ 1.33 « Play the recording. Students listen and check their answers, «# Pairwork. Students practise the dialogues. Lthis 2 that 3 here 4 this 5 there @ 133 1 ‘A: Whats this in English? t's a CD player. 2 ‘A: What’s thar? B: I’s my phone. 3 ‘A: Whereis het B: He's here. In the hotell 4 Azlsthis your pen? B: Yes, itis. Thank you. 5 ‘A: Look over there! B: Where? ‘Az IU3 Superman! 228 | Hotel room Language notes: this/that/here/there © This, that, these and those are called ‘determiners’ or ‘demonstrative pronouns’. You could draw a simple table on the board to illustrate th Near Further away Singular this that Plural these those This is Joe words SPEAKING 1 {oN » Draw a sketch on the board to remind students that we use this and that to introduce people: A ‘That's Jack over there. —_ «© The voiced /8/ sound of these words is a bit of a tongue-twister for students. Remind them that the tip of the tongue must start past the teeth when saying these x « Put students into small groups. Model the dialogue briefly with one student, pointing to an object and asking, questions. Extra practice for stronger students » Pairwork. Ask each pair to empty out their pockets or bags and put at least six objects on the table in front of them, {they could be coins, mobile phones, watches, wallets, pens). Tell them to put half the objects at the end of the ‘able, away from them, and half atthe front of the table, near them. The students must find out what the objects are called. Go round and help with vocabulary. » Students take it in turns to point to objects and say, What's this? (for near objects) and Whats that? for further-away objects, The other student must answer IF You WANT Som © Straightforward Teacher at the backof this book 2 THING EXTRA ... 5 Resource Disc2¢ | Hotel café WHAT THE LESSON 1S ABOUT Theme Listening Vocabulary Ordering food in a café Dialogue: in a café Food & drink Plurals, a/an Inacafé Grammar Functional language Pronunciation /is/ IF YOU WANT A LEAD-IN .., Pre-teach key words: in a café «Tell students they are in a café, Tell them to imagine the scene for one minute. Ask, What can you see inthe café? Elicit as many words as you can and write them on the board. Try to elicit some ofthe following: walter/aitress table chairs menu bill cup glass plate knife fork spoon types of food and drink Alternatively, get students to imagine the scene, then write all the words down, Let them cheek in pairs, then write any feedback on the board Pre-teach key words: using flashcards « You could use flasheards to introduce the food and drink. Copy the pictures below onto Ad sheets of paper (or, much better, card). Hold up the cards in class and try to elicit the words. Model each word clearly and get students to repeat. Vocasutary: food & drink 1,283 @ 136 ‘Ask students to look at the photos. Ask, What can you see? Elicit as many words as you can. Then ask students to match words to photos. Let students check their answers in pairs « Play the recording, Students listen and check. « Play the recording again, Students listen and repeat. A an apple juice B an orange juice croissant atea an omelette a coffee a mineral water a cheese sandwich an apple juice an orange juice a croissant atea an omelette coffee ‘mineral water @ D E F c H @ 1.34 A B c D E F G H accheese sandwich Language note: «© Note the pronunciation of the imported French words, croissant Ikyeesb (in British English) or |'kralsb/ (in Us English) and omelette ‘omilat/. NB The ‘dis almost silent in sandwich /'ssendwidy/. Note the /o/ sounds in mineral |'mun(2)rall © Here we say, a coffee and a tea because we are talking about @ (cup of) tea or coffe. Extension task « Pairwork, Student A must mime making, eating or drinking one of the food and drink items in the box. ‘Student B must guess which one their partner is miming, ‘Students take it in turns to mime different words. LISTENING In this listening, students hear four different voices (two male, two female) calling out their orders to a waitress in a café. The waitress then calls out the complete order to Frank ~ the man who has to make ital. 1@ 135 « Ask students to look at the menu and read it carefully. Play the recording. Ask students to listen and tick the food, they hear, You may need to play the recording more than ‘nee, Let students check their answers in pairs. coffee teav juice x mineral water X cheese sandwich ¥ tuna sandwich ¥ croissant ¥ cheese and tomato omelette x 232¢ | Hotel cae @ 1.35 W = waitress MI = mani Wol = woman 1 M2 = man2 Wo2 = woman2 F = Frank W: Yes! Mi: 1d like two cotiees, please, ‘Two coffees, OK. ‘tea and a croissant, please. OK. Excuse me? Yest ‘Twa sandwiches. ‘Would you like cheese or tuna? Cheese sandwiches, please, ello WH ‘like two teas, please, aver here. OK, Frank? Two coffees, three teas, a croissant and. ‘two cheese sandwiches! F: OK! Extra task » You could create a second listening task by asking, students to listen and say how many of each item are ordered, Extension task © Groupwork, Divide students into groups of five. One student is the waiter. The other four students are customers who must choose something from the ment. Say, Go. The four customers must shout out their order. ‘The waiter must write them down, Ask each waiter to tell the class what their order was. igi! Instant practice 1 Here isa very useful, usable (and reusable) no-teacher- ‘preparation practice activity for beginner level: Instant roteplays A great way to provide enjoyable exira practice without any great preparation on your part isto set instant roleplays. All this involves is dividing students into pairs, naruing them A and B and then stating the roleplay characters and task (probably writing this up on the board too for reference) and getting students to talk together for a minute or so. Here's an example of simple characters and task Student A ~ you work in an office; Student B — you are a visitor; Student B ~ ask Student A some questions about the office. When students have done their frst roleplay you can swap roles an give a similar but slightly different task Grammar: plurals, a/an © Language reference, Student's Book page 22 © Methodology guidelines: Grammor boxes, page xx 1 + Ask students to add a or an to the words. They can compare their answers with a partner before you check with the whole class. ran 26 2a 3a a sa 2 * Students choose the correct phrase or sentence. Again, they can compare their answers with a partner before you check with the whole class tho ke Ga ee Language notes: plurals, aan © Aand an are indefinite articles, We use a before nouns that start with a consonant, We use an before nouns that start with a vowel « NBA ham sandwich, but an hour, an honest man, Sometimes, itis pronounced as a consonant. AC other times, itis silent and followed by a vowel, which is why canis needed, NB An umbrella, (where wis pronounced with a vowel sound /A/) and @ uniform (where u is pronounced with a consonant sound /jus!). » Add -es to nouns when they endl with s (buses), z (quizzes), x (boxes), sh (dishes), ch (sandwiches). ‘Change y to i when nouns end with y (babies). PRONUNCIATION: /i: 1@ 136 « Play the recording. In feedback, ask students to say the words. Make sure they are making very long Ji sounds. Model the sound yourself and exaggerate it length, @ 136 three please coffee speak 2 @ 137 « Play the recording. Students listen and repeat. 137 1 Three teas and three coffees. 2 These are your keys, 3 Excuse me, please. Language notes: /i:/ «© The long ft is often dificult for stucients to reproduce if thelr L1 does not have such a sound. Latin speakers often approximate a sound which is neither short no Jong, so that when they say ship it sounds a bit ike sheep, and vice versa ‘© Show students that their lips are wider when saying fiy! rather than /v, Compare the two diagrams: fig <_7@ Spelling games 2 ‘Teachers often need to work on revising the spelling of words that have already been studied. Here is a useful game for this. Flasheard spelting Prepare sets of flashcards with simple pictures on one side and the equivalent words on the other, eg a picture ofa car backed with the word car. In pairs, students place the pack of cards in front of them, picture side up. Students take it in turns to take the next card, then say aloud the word and the spelling. When they have finished, they can turn the card over to see If they are right. If they are correc, they keep the card (worth one point). If they are wrong, the card goes back into the pack to be tried again, Now their pariner has the next turn, This activity also demonstrates to students how they can revise vocabulary and spelling in thetr own time. Encourage them fo make a pack of cards oftheir oun ina similar way (pictures backed with words). This can then be used for quick revision while waiting at the ‘bank, on bus journeys, while relaxing at home, etc. FUNCTIONAL LANGUAGE: in a café 1 @ 1.38 ‘Ask students to look at the picture. Ask, Where are they? What are they saying? « Play the recording, Ask students to listen and read. Then play the recording a second time, pausing atter each line, Ask students to listen and repeat. Make sure they are producing good long /iy sounds. @ 138 ‘AzT'd like a sandwich, please, B: Would you like cheese or tuna? Az Cheese, please B: Here you are. © Communication activities: Student's Book, page 119 283 « Pairwork, Students roleplay the dialogues on page 119. A ‘good way to do this isto let students read out the original ‘ialogue in pairs twice frst, taking it in turns to play each role, Then tell students to look at the words and pictures on page 119. Student B, the customer, must improvise his/ her part of the dialogue, inserting different items from the ‘menu into the dialogue, and Student A must follow. Hotel café | 2¢ Suggested dialogues: As Hello. B:['d like a coffee, please. ‘A: Would you like black or white? B: Black, please. Here you are, ‘Thanks, Hello. Pd like a juice, please. ‘Would you like apple or orange? 'B; Orange, please. ‘Az Here you are. : Bid lke a mineral wate please. Would you ike stl or sparing? Sparkling, please. Here you ate Extension task « Pairwork. Students write their own menu. Tell them to write the name of their café at the top of the page, then write food and drink items, Tell Student A in each group to stand up and find and sit down with a new partner, leaving Student B with the ‘menu, Student A looks at the menu of his/her new partner and orders something. You could get students to change partners two or three times. Web research task © Methodology guidelines: Web research tasks, page xt ‘Menus in English « Students research a menu on an English language website ‘Todo this, they could type in the name of a well-known, place such as Starbucks™ or KFC, or they could try to find a more local café by typing in, for example, ‘cafés in Devon’ « Students copy interesting food and drink from the menu they find. They present the menu to the class. Web search key words « cafés in name of place in UK, Australia or North America Ie YOU WANT SOMETHING EXTRA .. © Straightforward Teacher's Resource Disc atthe backofthis book 252p |Review WHAT THE LESSON IS ABOUT ‘Theme Review Listening Four dialogues in which people spell the names of English cities and counties Vocabulary Objects; Food & drink Grammar Plurals, a/an Functional Spelling names language Ie YOU WANT A LEAD-IN ... ‘© Write the following on the board or on @ handout, adrink type of sandwich a word that follows an person in a café ‘an object in a hotel room 18 (in letters) aperson in a hotel ‘© Ask students to write answers to each. Who can think of ‘answers the fastest? FUNCTIONAL LANGUAGE 1 ‘« Ask students to put the dialogue in order. Let students check their answers in pairs. 2 @ 139 « Play the recording, Students listen and check their answers. Correct order: 3, 1, 6.2.5, 4 @ 139 ‘A: Hello. B: Hello, What's your last name? ‘Az Gomez, How do you spell your name? GOMEZ. Thank you, 3 « Pairwork, Students write down a similar dialogue. Ask some pairs to read their dialogues to the rest of the class, LISTENING In this listening, there are four short dialogues in which people name and spell cities and counties in England, 1@ 1.40 «© Ask students to look at the place names and think about how they are spelt. You could get students to spell the place names for each other in order to predict the listening. 26 + Play the recording. Ask students to underline the correct spellings. Let students check their answers in pairs. Play the recording a second time if necessary, 1 Cambridge 3Cheshire 4 Greenwich @ 140 2 Torquay 1 M=man W-=woman ‘Mz: So, where are you from? W: Cambridge. M: How do you spell that? W: CAMBRIDGE. 2. W-woman M=mi ‘W: The hotel... ab... it's wonderful Mz Where is it Ws In Torquay. M: Where? W: TORQUAY. Torquay, 3. W-woman M=man ‘W: Mmmm ... good cheese. Mz Where is it from? W: Cheshire M: CHESHIRE? Ws Yes, that’s right. 4 M=man W=woman Mz Write this down, M: Greenwich. That's G-R-E-E-N-W--C-H. In London, W: OK, Greenwich. Cultural notes: listening » Cambridge /‘kemmbrids/ is a famous university city in. eastern England. © Torquay /ta'kiy/ is a large resort town on the south-west coast of England, famous for its comparatively warm. climate and beaches. Cheshire ifefa is a county in north-west England, Cheshire cheese is a white, crumbly cheese that is very popular in England. Greenwich /‘grenut{? is a borough of south-east London on the Thames. It is the site of the Royal Naval College, National Maritime Museum and the Royal Greenwich Observatory. It's where GMT (Greenwich Mean Time) comes fram. « In the photo there isa sign of the name of a Welsh village in the UK. Llanfairpwllgwyngyllgogerychwyrn drobwilllantysiliogogogoch (often shortened to Llanfair .G. for obvious reasons!) is on the Isle of Anglesey in North Wales. The meaning ofthe town's name is: ‘St Mary's church in the hollow of the white hazel near a rapid whirlpool and the church of $t'Tysilio ofthe red cave’ 2 « Pairwork. Students spell out strange place names.Extra task «= Write six or seven names of cities on the board. They could be from the students’ own country or from English-speaking countries. For example, write (in a list) London, New York, Melbourne, Bristol, Vancouver, Manchester, Wellington, etc. Tel students to stand up. It is easier if the students are in rows, or if you get them to stand in a circle (good with smaller classes). Nominate a student, who says L, the next student says O, and so on until London is spelt. The next student goes on to the next ‘word. Ifa student can't think of a letter, he/she is out and ‘must sit down, Continue until you have a winner or run out of cities VOCABULARY 1 « Students match the words to the objects in the picture. Let them work in pairs. A-atelevision Balamp —_C atelephone D anotebook Eadesk ‘Fan orange juice Gacrolssam Habed I achair 2 ‘ Pairwork. Students must cover the words in the box and, take it in tums to point to objects in the picture and ask, What's this in English? Model the activity first 3 ® Ask students to look at the hotel key cards. Tell them to ‘write the name and room number of a hotel on cards 1 and 2. 4 «# Divide the class into pairs. Students ask and answer questions to find out about their partner's hotels and write the information on key cards 3 and 4. GRAMMAR 1 ‘+ Ask students to underline the correct words in the dialogues. Do the first as an example. Let students check their answers in pais. 1 sandwiches; sandwiches; an; Three 2 desk; a; keys Language note: grammar «© This activity tests the students’ understanding of plurals, spelling rules and a/an Extra task «© Pairwork. Students practise the dialogues. «© Ask students to rewrite the dialogues with different vocabulary and act them out for the class. Self-assessment « Ask students to tick what they can do. Review game « Play Hangman, Choose an item of vocabulary from ‘he unit and write spaces on the board to represent the number of leters. For example, choose receptionist and write Review | 20 «© Tall the class to guess a letter: If they are right, write the letter in the correct space. If wrong, draw the first section of the hanged man (sce below) and put the leter on the board somewhere to remind students it has been used. Students guess letters until the word is revealed or until they are ‘hanged’ «s Here are three stages of Hangman. Inthe first picture, the students have made one wrong guess. In the second picture, they have made four. Inthe third picture, they have made ten, and they are hanged. it Spelling games 3 Bveryone knows Hangman, think. [imagine that itis popular in beginner classes because tt easily provides a ‘useful three minatefller activity revising spelling. Use the same idea of marking up gaps for liters in a word but try some alternative scoring methods. for exaraple, draw a football pitch with four dots on each side between the centre spot and the goal. Start in the middle, Every time students guess a letter correctly they move one step towards the goal (mark an X above the spot they are at). Everytime they get a letter wrong, the ball moves one ‘step away from that goal. 1f the students guess the word, (or if they reach the goal, they win, But ifthe ball goes into the goal atthe other end, they lose! a An alternative to Hangman ee) gooalg IF YOU WANT SOMETHING EXTRA © Straightfonvard Teacher's Resource Disc atthe back ofthis book 7WHAT THE LESSON IS ABOUT Them Talking about jobs Speaking _ Information exchange: describing jobs Reading International workers Vocabulary Jobs Grammar _To be (affirmative) Functional Asking about jobs language : Pronunciation /ds/, dl, // & AS/ IF YOU WANT A LEAD-IN ... Introducing the theme: tatking about jobs « Say, 'ma teacher. What's your job? Ask two or three people in your class to say what ther job is, I's OK if they don't know how to say itn English. «© Then tel students to write down the name of their job. Ask them to find out how to say what their job is in English. Let them use dictionaries. Go round and help. + Ask students to stand up and say what their job is: rma « Alternatively, ask students to mime thei job. Can the class guess what I is? Using flashcards: international jobs © To bring the lesson off the page, itis a good idea to find or draw pictures of different jobs, then use them to elicit and drill Go through magazines, find as many common jobs as you can (doctor, nurse, teacher, actor, etc), cut out the pictures and stick them on card. Hold up the pictures in class, ask, What's his/her job? and elicit the jobs. Drill the words chorally and individually before writing them on the board, At this level, eliciting and drilling new vocabulary from visuals is a fun and effective way of teaching. Ifyou can’t find pictures and your drawing skills are average, using stick men and symbols is a good way of ‘making visuals that effectively suggest a word. ca (oh doctor architect, 28 A | International workers READING In this reading, seven people with different jobs and from different countries are introduced. 1 + You could read the texts aloud to the students while they listen and read. Ar this level, this makes everybody read at the same speed, while you model the correct pronunciation of words in the text. + Ask students to match people to photos. Let them check. their answers in pairs TA, 2E 4D aC OE 2 ‘¢ Ask students to complete the table. They could work in, paits to help each other here. Name Country Job Sylvie France doctor Edwardand | Britain ‘police officers Francesca ‘Frank Czech Republic | aid worker James i. ‘diplomat Giovanni and | ttaly architects Sabina Cultural notes: reading © Note the stress: dactor police officer diplomat grehitect «© Note that police officer tends to be used more commonly in English now than policeman or policewoman. That's, because itis not gender specific ‘aid worker Extension task » Say, My brother is a police officer (even though it’s not tiuel). Ask, What about you? Find out if any students have friends or family members who do the jobs in the photos. VOCABULARY: jobs 1@ 141 « Play the recording. Students listen and repeat the words, ‘They are on page 24 of the Student's Book. You could cchoose to ask students to listen and repeat without reading, then look at the words, or listen, read and repeat. @1m doctor police officers aid worker ‘diplomat architects Alternative procedure « Ifyou have flashcards of the jobs on the recording, ask students to listen and repeat without reading. Hold up the correct flasheatd every time students have to repeat that job,2 ‘ Read the Language note as a class. Ask students, When do we use a? When do we use an? ‘« Ask students to complete the sentences. Let them check their answers in pairs. la 2a 3a 4an 3 @ 1.42 « Play the recording. Students listen and repeat the sentences. @ 142 1 He’sa teacher. 2 She's a doctor. 3 She's student. 4 He's an actor. Language notes: jobs © We use a before nouns that start with a consonant. We use an before nouns that start with a vowel « In these sentences, a/an are weakly stressed with a schwa /o/ sound. The stress is on the first syllable of, each jab. © In many languages, a/an are not used with jobs. So, He is teacher is a likely anticipated error. Watch out fori Extra task «© Ifyou have flashcards of jobs, use them to reinforce whats been learnt here. Hold them up and nominate individuals to say, He's a... She's @... et. Extension task «© Put students in groups of four or five. Students take it in tums to mime a job. The rest of the group must guess which job they are miming, Pronunciation: /d3/, /d/, /r/ & /tf/ 1@ 143 « Play the recording. Students listen and repeat the sounds and words, @ 1.43 Md3/job 1a) doctor hit radio AG/ teacher Alternative procedure « Before doing exercise 1, write the phonemic symbols 1a), it, 1/ and AY) on the board. Model how they are produced and ask students to practise making the sounds ‘Use the information in the Language notes to help you. do this. 2 @ 1.44 « Play the recording. Students listen and repeat the sentences. 144 1. The job is in Germany, 2. My teacher is trom China, 3 David is a doctor from Denmark, 4 Ruslan isa taxi driver from Russia, International workers | 34 Language notes: /d3/, /d/, /x/ & /f/ © These phonemes have been selected because they are often difficult for beginner students to produce correctly. Use the information below to show (through ‘mime, model and diagram) how native speakers say the sounds. . « /d/ To produce this voiced consonant, press the front of your tongue against the alveolar ridge (the hard bit ‘behind the teeth) and release it quickly as the air goes through, /ds/ and (tf! To produce these sounds, press the tongue against the alveolar ridge, as with /d/, but release slowly ‘with some vibration, These sounds ate called affricates. /dg/ is voiced (the voice box vibrates). /tf/ is not voiced. «You can visually show the tongue position of Md, and tf with your hands: ‘ /t/ Some students may wish to roll the ‘r’ sound. To produce an English 'r’ sound, the tongue should be {in a neutral position in the middle of the mouth, not ‘vibrating against the top of the mouth. The lips are soft and rounded. Extra task © Ask students to write down other words they know that hhave these sounds, then practise saying them with a partner, «Write some other words on the board. For example, day, good, Pars, Georgia, Daniel, match. Ask students to recognize the sounds /, /,dg/ and /t/ in the words, then practise saying them. «© Once they have thought of words, you could get students to write sentences using the words, then get them to read them out with good pronunciation of the problem sounds. FUNCTIONAL LANGUAGE: asking about jobs 1@ 1.45 « Play the recording, Students listen and read, then practise saying the phrases, 1.45 ‘What's your job? ‘What do you do? T'ma teacher, 293a | Intemational workers Extra drill task « Use flashcards to drill here. Hold up a picture ofa job and say, What do you do? Ask students to repeat. Say the name ofthe job on the flashcard. Ask students to repeat. For example, I'm a doctor. Repeat this with four or five more jobs. Then nominate an individual to say the question in open class and nominate another individual to respond with the job. Get students asking and answering questions in open class from the flashcards. «Ifyou don't have flashcards, you could write five or six jobs on the board and point to them to get students asking, ani answering in open class. Language note: asking about jobs © The questions and the response here both have falling intonation. The strong stress is on the last word. Note the weak schwa /a/ on do and you in What do you do? 2 «Ifyou have space, do this as a mingle. Ask the class to stand up and go to a clear space in the classroom. Model the activity with a strong student. Give a time limit. Say, You have four minutes to ask five people. Grammar: to be (affirmative) © Language eference, Student's Book page 40 © Methodology guidelines: Geammar boxes, page. Students complete the sentences with amis/are, Let them ‘check their answers in pairs. Pam 3s Sae 7 are * Students complete the sentences with contractions of am/ ‘s/are. They can compare their answers witha partner before you check with the whole class. ‘In feedback, remind students that when we write formally, wwe often use long forms, but when we write informally and when we speak, we usually contract, eg She is from Chicago (written), She's from Chicago (spoken). 2. We're from Spain, 3. He's an executive, 4 They're doctors. 5 She's from Chicago. 6 You're an actor, | Language note: to be (affirmative) | © See the Language notes in lessons 1A and 1B. Extra task © Ask students to write sentences about people in the classroom and then read them out. 30 SPEAKING © Communication activities: Stuclent’s Book, pages 1148 118 1 « Pairwork. Tell Student A to turn to page 114 ini the Student's Book. Tell Student B to turn to page 118 in the Student's Book. Give students a minute to read the information and instructions. Model the activity by playing the role of Student A for a moment or two, telling Student B about one of your jobs. Mime for Student B towrite. + Students work in pairs to complete the job files, Monitor and help. « At the end, in feedback, ask a few students to present the information they heard and wrote in their job file. Extra task «© Get students to make a class file. Tell them to draw two columns on a blank piece of paper and write the names of the people in the class in column 1. If they don’t Know names, they must ask, What's your name? How do you spell at? Tell students to stand up, walk round and share information in order to complete the class job file. IF YOU WANT SOMETHING EXTRA .. © Straightforward Teacher's Resource Disc at the back ofthis boooy 3B International train WHAT THE LESSON IS ABOUT @ 147 Theme Nationalities A a Polish train Speaking Making correct sentences Ban Lea train Listening Dialogue on atrain eee Vocabulary Colours & nationalities ees Grammar Tobe (negative) Sa Pronunciation Contractions (2) IF YOU WANT A LEAD-IN ... Introducing the theme: nationatities « Find three or four magazine pictures of well-known people and put them on the board. Ask, What is his/her name? Where is he/she from? What's his/her nationality? What's his/her first language? What's his/her job? (NB If you haven't got pictures, just write the names on the board.) Test before you teach: to be (negative) © Methodology guidelines: fest before you teach, page! « Alternatively, using just one magazine picture of a famous person, ask students to give you as much information as they can about the person. So, for Sean Connery, students might say, James Bond, old, Scottish, Indiana Jones, no hair. Write al the information on the board. Then make one or two sentences. For example, He's Scotish He isn’t James Bond now. Ask students to make sentences if they can, VocaBuLary: colours & nationalities 1@ 1.46 «@ Play the recording. Ask students to listen and repeat 1.46 red white blue black yellow green. brown Extension task «© Ask students to point to things in the classroom that are red, white, blue, etc. Tell them to say, I's blue, The book is ‘green, etc. 2&3 @ 1.407 « Pairwork, Students match the photos of the international trains to Ue phrases. They then listen to check answers « Play the recording, Students listen and check. Play the recording again. Ask students to listen and repeat. A3 B2 C4 D6 El FS Language notes: nationalities «© English uses an initial capital leer with countries and nationalities © Note the strong stress and, in particular, the weak-stressed schwa (/a/) sounds in some of the counties and nationalities: a 0 France French O fal oO ff Germany German Dal 0 fal Italy teatian ‘Oa! Do Poland Polish la! 0 china Chinese 10 bl USijues! American 4 ‘© Put students in pairs or small groups to describe the flags. In feedback, ask one student from each pair or group to give you a sentence. ‘Suggested answers: ‘The Italian flag is green, white and ted. ‘The American flag is red, blue and white, ‘The French flag is blue, white and red. ‘The Polish flag is white and red. ‘The Chinese flag is red anid yellow. 5 « Ask the two questions open class. Ask two or three students and elicit sentences, Then put students in pairs or stall groups to describe their flags. «# Ask students to write two sentences describing their nationality and fag, Extra task for multicultural classes © Ifyour students are from a range of different countries, do this as a ‘getting to know you’ mingle. Students, ‘walk round and introduce themselves. In feedback, asl students to introduce people they met. For example, This is Lotte. She's Swedish. Her flag is yellow and blue. 338 | Intemational rain Language notes: nationalities ¢ Here is a table showing stress in a range of nationalities. “The nationalities are categorized according to theit endings. -@an “ish, ese other Off a a Russian British Chinese Greek aa fal 0 0 Brazilian Polish Portuguese French ‘Ala fal D 0 ‘American Turkish Japanese Swiss 0 bt a German English Welsh fal a Mexican Irish ‘al Dial a Argentinian Scottish fal lal 0 Canadian Swedish ola! a ‘Australian Spanish oA! Italian abt Norwegian 0 fal Indian 0 fl South African © NB The stress shifts with some words: ‘aly P'atian;, "China Chi'nese, Ja’pan -» Japa'nese, LISTENING 1 @ 1.48 « Play the recording, Students listen ancl answer the gist question. ‘The man wants to go to Madrid, but he is on the train to Milan, @ 148 M=Mike D=Dominique ew. Well. Hello, Hello, : Do you speak English? : Yes. A litle My name's Mike, Fm Dominique. Nice to meet you. Nice to meet you, 10. ‘Where are you from in France? Ob, {'o not French. ’m from Switzerland, Ab. Sorry, Ws OK, Where are you from? ‘The US, Mmm. Yes? : What time do we arrive in Madrid? Madrid? js Yes. (Oh no. This train is for Milan What? But this is the Spanish Express to Mactrid No, no, no, This train isn’t the Spanish Express to ‘Madrid, This train isthe ltalian Express. The next stop is Milan, Oh no! 2 @ 148 « Ply te recording again, Students listen and decide ifthe sentences are true (T) or false (F). Students correct the false sentences, Let students check their answers in alts before discussing as a class. 17 2 F (The woman is from Switzerland.) 1 (The train is the Italian Express to Milan.) FE av Language note: listening You may wish to pre-teach this set of words connected with tains: onatrain arrive in Madrid express rain next stop GRAMMAR: to be (negative) ®© Language reference, Student's Book page 40 ®© Methodology guidelines: Grammar boxes, page xxi 1@ 1.49 « Stucents read the sentences and think about how they might correct them. + Play the recording, Students listen and reformulate the sentences using the prompt. There isa pause after each statement to allow students to produce their new sentence. + You could play and pause. Nominate individuals to produce reformulated sentences and correct errors 2 She isn’t from France. She's from Switzerland. 3 His name isn’t Brad, His name is Mike, 4 He isn't Canadian, He's American. 5 They aren’t on a plane. They're on a train, 6 Itisn't the Spanish Express. I’s the Italian Express, @ 149 1 Her name is Michelle. (Dominique) Her name isnt Michell. Her nan fs Dominique She is rom France. (Switzerland) His name is Brad, (Mike) He's Canadian. (American) ‘They've on a plane. (a tain) It's the Spanish Expres. (tallan Express) Extra task « In feedback, get different students to read out sentences. Make sue they are pronouncing and stressing isn’t /vznt/ correctly and strongly. 2&3 @ 1.50 «Ask students to look at the pictures. Ask, What are they saying? Ask students to say which dialogue goes with which picture, Students complete the dialogues. Do the first two gaps as an example to get students started, Let students check their answers in pairs. Make sure students are writing contracted forms (isn't not is not), Play the recording so that students can check their answers, Then put students in pairs to practise reading them,lis 4's 7 ‘re not isnt 5 ‘re 8 ‘re not Bisn't 6 are 9 "te @ 1.50 isn’t Italian coffe. Excuse me? fan’ tain, W's Brazilian. cally? Oh, yes, you're right, Brazilian coffee. Very good, mere are you from in the United States? We're not American, fou're not American? (o, we're from Canada, Language notes: to be (negative) © To make the negative form of the verb to be, not ot its contracted form 1’ follows the verb, Students may have problems with word order (You not are..), confusion between no and not (Ino ain.., You are no a...) and getting the apostrophe in the wrong place when writing (s'n. « Be aware that there is quite alot of manipulation involved in using negative forms, eg T'7m becomes I'm not inthe negative, Dut He's becomes He isn’t (He's not and You're not are possible, but less commonly usec and ‘usually only to emphasize not.) « For other problems connected with the verb to be see the Language notes in lessons 1A, 1B and 3C. Extra task «© Write six different nationalities on the board. ell staclents to practise the dialogues in pais, substituting different nationalities. PRONUNCIATION: contractions (2) 1@ 151 + Play the recording, Ask students to listen and tick the sentence they hear. Let students check their answers in pairs. « Play the recording again. Student listen and repeat. 1b 2b 8b 4a 5b 6b 151 He's Scottish. You're not David We're not Canadian, ‘They are from France. Pma student. Tm not a teacher. Language note: contractions (2) «© Note the diphthongs and long vowel sounds needed to pronounce the contractions carefully: /at/in I'm, /ea/ in They're, /a:! in aren't. Intemational train | 38 we” Start pronunciation now! Some teachers believe that there ts so much to study at eginner level that it’s best to just deal with the ‘basics’ of grarmmar and woeabulary and leave pronunciation | orhigher levels. As you've seen, this isn’t how Straightforward approaches things! For example, the ‘authors believe that working on pronunciation is an essential component of language learing and yow'l see ‘pronunciation work integrated into the course right from lesson 1A! Tknow that some teachers always skip promunciation ‘work! Can I encourage you not to? Good pronunciation is one of the building blocks of successful language us. ‘The earlier students get itsed to the sound of English and to trying to say the items clearty and effectively themselves, the sooner their English will start to sound really good. 1 will be much harder for theme if they only start fo focus on how things sound later on in their studies. Here are some general classroom guidelines: © Teach students to say contractions (eg V'm) rather than fall forms (eg | am). The contraction isthe normal correet spoken English way of saying things. The full form sounds unnatural and awkivard. Don’t make the mistake of thinking that contractions are lazy or colloquial English. On the contrary, they are normal English. Get students to start noticing intonation. Don’t worry ‘about rules or explanations. Listen. and repeat is fine. Just let them hear how the ‘music’ of English sounds (which will probably be very different from their own ‘muisic) and give them a chance to try mimicking this, Students may think it feels odd or even ridiculous to speak like his. Don't worry. You are starting a long, fruitful process of tuning the students in to the language. Start introducing the idea of phonemic symbols representing sounds. Once students are familiar with these symbols they have an essential tool to help theme study and use reference works. The symbols start ‘appearing in lesson 2A and there ts close focus on ‘individual sounds starting from lesson 2C, Don't try and teach the whole set of symbols in one go; that will probably just confuse, panic and alienate students. Buc litle by ttle teach new symbols (say, one a week). Provide practice by saying shortlists of recently learnt words aloud for sundents to write down as both normeal spelling and phonemes. This sa great three-minute filler at the end ofa lesson; you could make it a team ‘game with students coming up to the board to write their answers. «= Draw attention to the fact that words have stress. When you input new vocabulary, don’t only correct the sounds; pay attention to wether students say the items with the corect stress. Get students to mark stress on all the words they record in thetr vocabulary notebooks, 33fonal train 38 | Item SPEAKING 1 ‘¢ Ask students to read the sentences and tell you wl correct. Sentence 1 is correct. Cuttural notes: nationalities «© Volkswagen (VW) is a German car manufacturer based in Stuttgart. Its most famous car, the Beetle, was first designed in the 1930s, Other well-known models include the Polo and the Golf, » Tokyo is the capital city of Japan. It was founded in 1456 and became the capital in 1868. It has a population of over eight million people, © Barack Obama /bo'raxk ov'ba:ma/ was born in Hawaii in 1961 and became the 44th US President in 2008, He is a Democrat and the firs African-American to be US President. 2 «+ Pairwork, Students correct the sentences. Monitor and. help. Ask students to read out their sentences. 2 Tokyo isn’t in China, It’ in Japan, 3 Barack Obama isn’t from Brazil. He's from the US. 3&4 ® Pairwork. Students work together to write their three sentences. Change pairs, Students take it in turns to say and correct sentences, Extension task Extend this activity into a quiz. Divide the class into teams of four. Each team has five minutes to write ten sentences, Five must be correct. Five wrong, They should try to make the sentences quite challenging, Teams then pass their sentences to the next team, who must decide which are \wrong and rewrite the wrong sentences. They then pass their sentences back to the team who set them, who then mark them. Find out which team got most right. Web research task © Methodology guidelines: Web research tasks, pogexxt Nationalities « Students must choose a nationality that they would like to find out more about. «© Students must find the following information about the nationality they have chosen: the colours ofthe flag, the capital city, the name of the king, queen or president, famous people, types of food, famous products, Students write sentences with the information. $0, for example, if they chose Portuguese, students could write, ‘The capital city is Lisbon. Cristiano Ronaldo and Figo are famous Portuguese footballers, ete Web search key words © name of nationality/information IF YOU WANT SOMETHING EXTRA ... © Straightforward Teacher's Resource Disc atthe backof this book 34 [-WHAT THE LESSON IS ABOUT Theme ‘An international school Reading United Nations International School Listening teacher answers questions about the Intemational school Vocabulary Days of the week Grammar To be (questions & short answers) Functional Saying goodbye language English The classroom ‘around you IF YOU WANT A LEAD-IN ... Introducing the theme: a school «+ Write the following words at random on the board: name, place, teachers, students, lessons, time, day(s). Ask students in pairs to think of how to describe the school they are in, They must think of words and numbers that describe the words you have put on the board. Give the pairs four or five minutes. © Ask a few pairs to present their ideas to the class. Encourage full sentences, using to be. For example, i's Bravo Language School. The teacher is Claire. It's at seven o'clock. Test before you teach: days © Methodology guidelines: Test before you teach, page xxi © Write the following letters on the board: MT WT FSS. Ask students to pronounce each letter. Ask, How many letters? What are the words? Find out if students know the ‘names of the week. READING ‘This is a short reading text, set as an online school brochure, which gives basic information about an international school, 1&2 «Ask students to look at the photos. Ask, What car you ‘see? Elicit as many words as you can. Ask, What/Where is UNIS? Encourage answers. ‘© Ask students to read the text and answer the questions. Let students discuss their answers in pairs, 1 the United Nations International Schoo! 2. New York Alternative procedure « Itis a good idea to read the text yourself, and ask students tolisten and read, This means that the whole class read atthe same speed and they get to hear accurate pronunciation of some of the words. Language note: reading «© The text and the rest ofthe lesson cover a lexical set of ‘words connected with school. You may wish to pre-teach this before doing the reading. Many of the ‘words will have been seen by students before, One way of pre-teaching is to brainstorm, Write sckool on the International school board and ask students to tell you all the words they can think of. Anything from per to Principal might come up. Write all appropriate words on the board, then let students check words they're not sure of in dictionaries. + ‘Schoo!’ words that appear in this lesson: ‘schoot teacher student classroom Director cafeteria © Other useful words: lesson whiteboard Student's Book exercise book Cultural notes: reading » The United Nations International School (UNIS ~ pronounced /ju:nts/} was founded in 1947 by families ‘working for the United Nations. It has a multi-national staff and over 1,450 students from 120 countries. Most lessons are in English. + The photos show views of New York's skyline and a lesson at the school. VocaButary: days of the week 1&2 @ 1.52 «Ask students to complete the days of the week. You may. need to check that they know how to form capital letters from lower case frst + Play the recording, Students listen and check, + Play the recording again, Students listen and repeat. Monday ‘Tuesday Wednesday Thursday Friday Saturday Sunday @ 152 Monday Friday Tuesday, Saturday ‘Wednesday Sunday Thursday Language notes: days of the week « Days of the week always take a capital letter in English, unlike some other languages that share the same alphabet. If some or all of your students use a different Aiphabet to inglish in 1, it may be worth checking tat they can form capitals before asking them to do this exercise. Write the following on the board and ask students to connect lower case to capitals t F mos wo oO 5 w i M Stress ison the first syllable of days of the week. Spelling and pronunciation do not match as regards days of the week: Monday /nandet/ Wednesday /wenzdev) Thursday "®s:zdex! Friday /fraider! Saturday 'stoder! Sunday /'sandes Note fas in Thursday and the schwa fa sound in the second syllable of Saturday. Tuesday is pronounced as ‘Aju in British English but /tu! in American English. Wednesday has a silent d. [353c | Intemational school Culturat note: days of the week + Days of the week derive from ancient gods. Monday {the moon), Sunday (the sun) and Saturday (the planet Saturn) are clear enough. The other days of the week. derive from old Norse gods, stich 2s Woden, lord of the ‘gods (Wednesday), and Thor, the god of thunder and war (Thursday). With @ monolingual class you could compare the derivation of days of the week in the students’ LI to English, Extra task © Mime activities that are typical of certain days, For example, watching 2 football match, going to work on the bus, washing clothes, going to church, Students shout out ‘which day is being mimed, Put students in small groups to mime and guess the day. LISTENING In this listening, a teacher answers questions about UNIS. from three different people atthe endl of a tour of the school 1@ 153 + Ask students to read the questions carefully. « Play the recording. Students listen and put questions in onder. Let students check answers with a partner. Correct order: 3, 1,2,.5,4 @ 153 MI: And that’s the end of our tour of UNIS, the United Nations International School. Any questions? Yes? When is the school opent : The school is open Monclay to Saturday. Is the school cafeteria open every day? |: No, it isn’t. The cafeteria isn’t open on Saturdays. ‘Where are the teachers rom? ‘Many teachers at UNIS are from the United States, but ‘we also have French, German, Swiss, Italian, Japanese ‘and Australian teachers, Are you the Director? io, I'm not. I'm the Assistant Director, ‘Whi is the Director? ‘he Director is Mr Stuart Walker. He's in his office right now. 2@ 153 Ask students to read the answers carefully, Put students in pais to tty to match questions and answers. » Play the recording again. Ask students to check their ideas and match answers (o questions. Q: When is the schoo! open? Az The school is open Monday to Saturday. (e) Q:Is the schoo! cafeteria open every day? ‘A:No, it isn’t. The cafeteria isn’t open on Saturdays. (b) Q: Where are the teachers from? A: Many teachers at UNIS are from the United States, but wwe also have French, German, Swiss, Italian, Japanese and Australian teachers. (a) Q: Are you the Director? A:No, I'm not. I'm the Assistant Director, (0) 36| Q: Who is the Director? A: The Director is Mr Stuart Walker. He's in his office right now, (@) Alternative procedure « Listening isa demanding task. It isa good idea to predict content a8 much as possible before listening at this level ‘So, ask students to look at the questions in exercise 1 and ‘work in pairs to guess possible answers to the questions before you play the recording for the first time. Extra task «© Groupwork. Put students in groups of three to roleplay the interview. Students A and B must ask the questions in exercise 1, Student C must answer with information about their school. Change roles. Grammar: To be (questions & short answers) © Language reference, Stuctent’s Book page 40 © Methodology guidelines: Grammar boxes, page xsi 182 @ 1.54 « Students complete the questions. Do the first as an example. Let students compare their answers with a partner. « Play the recording. Students check their answers. « Pairwork. Students think of answers, Then get students to ask and answer questions across the class, So, nominate a student to ask question 1, and nominate another student to answer. Lis 2are 154 1. What is your name? 2. Where are you ftom? 3 Are you Spanish? 3a 41s 51s 4 Isit Monday today? 5 Is your teacher British? 3 ‘ Students prepare questions. Do the first as an example, Monitor and help individuals with problems. Let students check what they have written with a partner. Where is the school? Is the school open on Saturday? When is the school open? Where are the teachers from? Who is the Head of School? Is the Head of School from Vietnam? ‘Where is the Head of Sctivol from? 4 + Pairwork. Ask them to read about the school. Then ask students to decide who is Student A and who is Student B, Student A asks questions. Student B gives information, from the text. Monitor and correct errors, Hanoi, Vietnam no Monday to Friday. Vietnam, United States, France, New Zealand, ‘Australia, Spain, Canada, Finland (Chip Barder no the USExtension task «» Write on the board: UNIS Director Open Location ‘Teachers from «* Ask students to copy the information from the board, then, complete it to create their own imaginary UNIS school « Ask students to stand up, walk round and ask about each other's UNIS schoo}. At the end, ask which school students would choose to go to. jo be (questions & short Language note: answers) « The verb to be forms questions with a simple inversion: Tam... AMI ..2 Youare... —P Ate yot .? 2c « This is fairly straightforward. However, in many languages there is no inversion. The statement and {question have the same form - the question is expressed by means of rising intonation. Watch out for enors such as: — a You ave fred? and Where you are from? Yes/no questions tend to have rising intonation: — Are you a Student? In contrast, Wh- questions generally have falling intonation. Short answers have falling intonation: Yes, Lan NB In the affirmative, short forms cannot be abbreviated: Yes, he’s. Students (and some teachers!) ‘often want to respond to yes/no questions with long, answers, eg Are you a student? Yes, Iam a student. Correct this as itis not a natural use of English. « For other problems connected with the verb fo be see the Language notes in lessons 14, 1B and 3B. Cultural note: Hanoi « Situated in the north of the country, Hanot /hae'not/ is the capital city of Vietnam, in south-east Asia, FUNCTIONAL LANGUAGE: saying goodbye 182 @ 1.55 ® Students look at the picture. Ask, What are they saying? « Play the recording. Students listen and read. You could reinforce this by getting students to listen and repeat, and/or by modelling the language yourself. Wave and walk towards the door whilst using the expressions. « Pairwork, Students practise saying the expressions. @ 155 See yout ‘See you later See you on Monday. See you on Tuesday. Language notes: saying goodbye + See you (tater) is an informal way of saying goodbye ‘when the expectation is that you will see that person again soon, To sound friendly, the intonation pattern is important. Intonation starts high and goes up, then falls a See yout! Intemational schoo! | 3e © We use the pronoun on with days of the week. NB Saying See you Monday or See you Saturday is acceptable. At this level, however, it’s a good iddea to get students using the preposition, ENGLISH AROUND You: the classroom 182 @ 156 ‘© Ask students to read and listen, then practise saying the phrases in pairs. ‘© Students translate the phrases. @ 1.56 ‘What's bureau in English? How do you pronounce it? How do you spel it? Sorry, Idon’t understand, Extra task © Drill the phrases round the class. Ask students to listen and repeat after the recording or your model. If you model, ‘make sure you stress and intonate clearly, ancl demand the same from students. Language note: the classroom « Intonation falls on all these phrases, The stressed words are: English, pronounce, spell, sorry and understand, 3 « Ask students to give you other classroom phrases. Language note: the classroom © Other phrases: can leave the classroom, please? ‘open the window, please? borrow a pen/book, please? Contd you repeat, please? uurite it on the board? lend me a perybook, please? What page sit on? I'm sorry I'm late. Extra task « Print or write useful classroom phrases in large letters on. cards and put them on the noticeboard or on the wall This allows students to get used to using English ‘for real’ to communicate in simple classroom situations. Web research task © Methodology guidelines: Web research tasks, page x UNIS Ask students to go to the official UNIS website and find ‘out information about the school under these headings: days, dates, times, subjects, location, « Alternatively, ask students to find out about other international schools Web search key words » international schools IF YOU WANT SOMETHING EXTRA ... © Straightforward Teacher’s Resource Disc atthe backof this book 37Review WHAT THE LESSON IS ABOUT Theme Review Speaking —_ Playing a question and answer game Reading& ATV guide: reading about World vocabulary Football matches Grammar& Tobe & jobs vocabulary Grammar Tobe (questions & short answers) IF YOU WANT A LEAD-IN ... Test before you teach: review of vocabulary © Methodology guidelines: fest before you teach, page xt ‘© Write the following on the board: the French flag, an ambulance driver, UNIS, green, student, Scottish. ASK students in pairs or small groups to write a sentence with each word or phrase in it, Ask students to read out their sentences, Find out which are most accurate and interesting, READING & VOCABULARY ‘This reading is a page from a TV guide showing matches between international football ceams. 1@ 157 « Play the recording. Ask students to read and listen and complete with the cortect day of the week. ‘Tuesday ‘Thursday 157 International Football Is back this week. Watch the best football teams in the world. ‘Tuesday matches: England versus Spain and Getmany versus Japan. ‘Thursday matches: Brazil versus France and Mexico versus Italy. 2 « Students read again and complete the sentences, Let students check answers in paits before discussing as.acclass, 1 Spain 2 Mexico 3 Japan 4 aly 5 France 6 England; Germany 7 Brazil Extra task © Ifyour students are interested in and knowledgeable about football, brainstorm information about these football teams from the class, Ask students to tell you about players, colours, where they play, what they have won, ete. 38 Language notes: reading & vocabulary © Versus (playing against) is often shortened to v or vs. ® Although the aim of this section is to review, you may ‘wish to introduce football vocabulary here. Write football on the board and brainstorm words. Here are some useful words which allcollocate with the word football match club stadium player boots ~ result shirt league champions” season Cattural notes: footbalt * England (1966), Spain (2010) and France (1998) have all won the World Cup once, Brazil have won five times (1958, 1962, 1970, 1994 and 2002) and Italy have won four times (1934, 1938, 1982 and 2006). « Japan, Mexico and Germany have never won the World Cup. « Actually... as West Germany, the Germans have won the World Cup three times (1984, 1974 and 1990), « All these countries have hosted the World Cup. GRAMMAR & VOCABULARY © Longuoge reference, Student's Hook page 40 182@ 158 « Ask students to look at the pictures and say what the jobs are. Then ask them to complete the sentences, Do the first as an example to get students started. Let students check answers in pairs, «Play the recording. Students listen and check. Play the recording again. Students listen and repeat. 1 They're actors. 2 She's a teacher. 3 They're doctors. 4 She's a student, 5 He's a taxi driver. @ 158 1 They'te actors, 2 She's teacher. 3 They're doctors. 4 She's a student 5 He's a taxi driver. 3&4 « Pairwork. Students take it in turns to point to pictures, and remember and say sentences Extra task «= Ifyou have flashcards of jobs, you could give extra practice here by holding them up and asking students to produce sentences. © You could provide practice of the negative form by holding up, say, a picture of a teacher and saying, doctor. Students must say, She isn’t ‘adoctor. She's ‘teacher.GRAMMAR © Language reference, Stuclent’s Book page 40 Methodology guidelines: Grammars boxes, page xs) 1 ‘ Students match the questions and short answers. Do the first as an example. Let students check answers in pairs. le 2e 3b 4d Sa Extra task « Practise questions and short answers in a prompt dri Start by asking questions 1, 2, 4 and 5 in exercise 1 at random, and getting the class to respond. For example, say, Are you Italian? The class must respond (honestly) with No, I'm not or Yes, Lam. Point to a student and say, Is she the teacher? Elicit the correct response. Once students hhave got the hang of it, ask individuals. Think of other ‘yes/no questions to ask. For example, Ist eight o'clock? Are you French? Is he the president of Russia? « If you have a strong class, put students in pairs to ask and answer yes/no questions. SPEAKING 1 + Groupwork. Divide the class into groups of three or four to play the game, « Ask students to place a counter (a coin, for example) on the Start square, Students take tin turns to toss acoin and ‘move around the board. Ifthe coin shows heads, the student moves one space. Ifthe coin shows tails, the student moves two spaces. ‘+ When students fand on a question square they have to {form the question and ask another student. When they Jand on an answer square they have to make a question that will give that answer. So, if they land on the square Yes, Lam they have to make and ask a question to another student that will give that answer (eg Are you a student?) Before students start, show them what to do by tossing a coin, moving your counter and forming a question or answer depending on which square you land on, + The winner is the student who reaches the finish line first. Self-assessment « Ask students fo tick what they ean do, Review game » Play 20 questions. Put students in groups of five or six. ‘Tell each student to think of a famous person. © One person is interviewed. The rest of the group have 20 yes/no questions to find out which person they are thinking of, For example, they could ask, Are you a woman! Are you an actor? Are you American? The student can only answer with Yes or No short answers. When the group guess the famous person, or reach their ‘maxiinum 20 questions, another person is interviewed. Review | 30 % Methodology Builder (6) a” Giving instructions | Many English teachers decide that they want to use English as much as possible inthe classroom. One obvious way to do this i by giving all instructions in English, though, naturally, this requires some thought as the stadents’ language level is low and instructions must begiven very carefully if they are tobe understood. Here are some guidelines: 1 Think through your instructions before you start speaking. Don't just open your mouth and chat! 2 Keep instructions short. Strip out all unnecessary or confusing words. 43 Rather than using one tong rambling sentence, give each key point of an instruction as a short bite sized sentence, with pauses for each instruction to be followed, eg rather than: OK everyone stand up and I ‘want you to find a partner if you can and when you have done that what you've got to do next is you've ‘got to talk to them and discuss the subject use these bite-sized alternatives: Stand up. (pause while they do) Find a partner. (pause while they do) Talk about the subject. 4 Establish a set of Key phrases that you need your | students to understand soon. Thy to always use these | words each time you give an instruction. A fewof | these are likely to be: Do exercise 2; Workin pairs; Listen, Read this, et. | 5 The first few times that yon give an instruction, say | itclearly in English and atthe same time mime what ‘you want students to do. If your students speak a ‘single mother tongue, then also repeat the same ‘instruction in thelr language. Follow this strategy every time you use the instruction, until you feel students ‘know it well enough, at which point you can drop the mime (and the translation). Ifyou are an experienced teacher of higher levels, don’t forget that you are probably used to students who are familiar with the range of typieatelassroont activities used in English lessons, eg pairwork discussions, information gaps, ete, Don't forget that students at beginner level may well be doing such activities forthe first time, ie they may be learning the way of working ‘swell as the language. So, don't panic if students don't immediately understand what they have to do. ‘The task may be strange to them — and in addition to the weird language they are learning - it may all be a {L__bitto0 muck! Go slowly. Be patient! LF YOU WANT SOMETHING EXTRA... © Straightforward Teacher's Resource Disc at the back ofthis book 39Personal photos WHAT THE LESSON IS ABOUT @ 159 Theme The age of people and things twenty Speaking Asking how old people and things are Te Listening. Dialogues about age pa Vocabulary Numbers 21-101 Be Grammar It, they seventy Functional Talking about age eighty language ninety Pronunciation Word stress (a) fone bundred, a hundred IF YOU WANT A LEAD-IN ... Introducing the theme: the age of people and things «Write seven people and things on the board, For example, Scarlet Johansson, Brad Pitt, Julia Robert, the World Cup tournament, the PC, TV, reunified Germany. Write seven numbers (which represent the age of the people or objects): 29, 49, 46, 83, 36, 87, 23 (all correct — in this onder ~ in 2013). Pat students in pats or small groups to match people and things to numbers. For example, A think Julia Robert is 49. B: No, she's 46, Test before you teach: numbers (1) ® Methodology guidelines: Test before you teach, page xxi © Play Bingo, Draw a rectangle with six boxes on the board. ‘Tell students to copy it, then write six numbers between 21 and 101 in the boxes. Read out numbers at random (write them down as you go to make sure you don’t repeat). Students cross out numbers on their card when you say them. The winner is the student who crosses out all their numbers first. = =D Test before you teach: numbers (2) Ask students to write down three numbers between 21 and 101 that are important to them, Ask students to tell, the class why they are important, For example, 22: Lam 22 years old. 4S: My house is rember 45. VOCABULARY: numbers 21-101 1@ 159 « Play the recording. Students listen and repeat the numbers. 40 Alternative procedure with stronger classes «© With stronger clases, ask students to listen and repeat ‘without looking at the book. Then ask them to write down the numbers (in words) again without looking at the Student's Book. Let them check in pairs, then compare what they have written to the numbers in words in the book. 2&3 @ 1.60 « Ask students to match words to numbers. Do the first as ‘an example, Let them check their answers in pairs. «Play the recording, Students listen, check their answers and repeat. ‘* Pairwork. Students dictate numbers to each other. twenty-one a thirty-five 35 forty-two a fifty. 56 sixty-three 6 seventy 2 eighty-eight 88 ninety-nine 99 one hundred andone 101 @ 160 twenty-one thirty-five forty-two fity-six sixty-three seventy eighty-eight ninety-nine one hundred and one Extra task « Play Bingo (if you didn’( use this idea as a lead-in). See the bingo game in the Lead-in section above. Language notes: numbers 21-101 + One hundred and a hundred are both possible. English has two different words, one and a/an, when most languages have only one word (although a word that has different forms depending on gender). + We use one to emphasize the number, one not awo or three, We use a to say something is singular, not plural Compare, We have a child and We have only one child01, There are a hundred people here and Last week, there were three hundred, Dut tonight there are just one hundred. «© For numbers over a hundred, we use and: A hundred ‘and nine. One hundred and twenty-nine, As students often have problems in this area, you might want to write a few numbers, such as 101, 120, 156, ete on the board and give students extra practice in saying them. PRONUNCIATION: word stress (1) 182@ 1.61 « Play the recording, Students listen to the numbers. + Play the recording again. Students listen and repeat B 161 thirteen tity fourteen forty fifteen fifty 3 Drill the numbers round the class. Make sure you stress the long -teen sound and the frst syllable in the numbers that end with the shorter ~y, Ask students to repeat cchorally, then individually. « Pairwork. Students practise saying the numbers to each, other, Extra task for stronger students » You could do a minimal pairs exercise. Write the following ‘on the board and ask students to copy: 50.15 80 18 90 19 3013 Read out one number from each pair and ask students to tick the word they.hear: At the end, find out who ticked the correct numbers, «© Pairwork. Students read out numbers while their partner tieks the numbers they hear, Language notes: word stress (1) © Students often find it difficult to hear the difference betiveen 13 and 30, 15 and 50, ete. They also have problems differentiating between 30 and 40, Make sure you pay attention to and exaggerate the stress on -teen. Pay attention to the difficult consonant sounds (/8/ and ‘f/) and long vowel sounds (/s:/ in thirty, fov in forty) in the numbers, « NB The stress falls on the first syllable of both the word before and after the hyphen: forty-nine, seventy-seven. gl Methodology Builder (7) a" Numbers The Beginner course naturally fas a fot of work on. introducing and practising numbers, including a focus on basic numbers in units 1, 2 and 4, years in unit 8, and large numbers and ordinal numbers in unit 9 ‘Teachers often want to have sore extra activities to practise these. Here area few ideas: Personal photos | a Ding Dong counting Write on the board: x3 ~ Ding. This means that every time a number is a multiple of three in sequence you say Ding. You don’t need to explain this to students - instead demonstrate the game by pointing at the x3 and saying, ‘ne, two, Ding, four, five, Ding. Ask for four volunteer students and get them to join in the game, saying a ‘number each, following the sequence. f anyone makes @ ‘mistake (eg says a wrong number or forgets to say Ding) they are out ofthe game. It should go like this: 1,2, Ding, 4,5, Ding, 7, 8, Ding, 10, etc Continte until onty one player ts left (or they get to 50!) ‘Now write x5 = Dong on the board next to the earlier instruction. This means that every time a number is a ‘multiple of five you say Dong. NB This isin addition to the earlier Ding rule! Get a new group of volunteers and play the new version of the game. It should go lke this: 1,2, Ding, 4, Dong, Ding, 7, 8, Ding, Dong, 11, Ding, 13, 14, Ding, Dong, 16, et. [Now that students have got the idea you can play tt again ‘and again, simply changing the rules for Ding and Dong, or ary i round the whole class. Number dictation Prepare alist of about 20 numbers (or numbers ant dates, etc). Ask students to work individually. Read out the ls ter by item and students mus write them down ‘as you say them. At the end, students can check in pairs ‘and see if they got the same answers. Then write the correct lst on the board. Contextualized number dictation Use the same technique, but, instead of just reading the numbers, read sentences that have a number in them, ¢g Last week I bought seventeen DVDs. or There were 103 people working in the office. Students only need to write the numbers down, not the entire sentence Students run a number dictation Rather than preparing and doing the number dictation yourself, ask students to do it. For example, pairs could prepare alist of interesting or difficult numbers. When ready, each pair can meet up with another pair and take it in turns to read their dictations to each other Gentus puzzle ‘Te prepare, work out a total figure that can be reached by adding, subtracting, multiplying and diviaing a set of other numbers, eg 25 x3 + 6 + 9-2 = 88. In class, teach the words add, minus, multiply (by) and divide (by), Write the total number on the board ard the other separate ruumbers underneath i, like this: 88 (2[3]6] 9[25) Students must now try to work out how to reach the toral number, by using only the ruumabers listed. They can use acl number only once each, but they don’t have to use all the numbers. a4a | Personal photos, LISTENING In this listening, students hear four short dialogues in different situations in which people reveal the ages of (in order): a ear, baby triplets, an old house and computers 1@ 1.62 «Ask students to look at the photos. Ask, What can you see? « Play the recortting, Students listen and match speakers to photos. Let students check their answers in pairs. You could play the recording a second time if students are not sure. re 2a 3D 4B Alternative procedure + You could provide some vocabulary support for the listening, Ask the questions about the photos, as suggested above, but make a point of eliciting and checking the following vocabulary connected with each photo: car nice babies young house computer office old new © Make sure you drill these words with the students so that they know how they are pronounced. @ 1.62 1 MI~ mani M2 = man2 ‘ML: Hey, is that a photo of your ear? M2: Yes, itis MI: How old is it? M2: Wall. it's forty-five years old. ‘ME: Mmm. very nice. ‘M2: Thank you. W = woman M = man ‘What a beautiful photo, Are they your babies? Yes. This is Fabio, this is Fiona and that's Lea. ‘Beautiful! How old are they? In this photo? They're eighteen months old. Awww. So young! W = woman M = man So... here's a photo of the house I'm thinking of ‘Wali, come on. Let's se. Its not anew house How old is this house? (One hundred and ... twelve years old. W = woman M = man We need to choose a new computer. How about this one? Look at the picture ‘Mmm. This isn’t new. I's not new. No. I's from the London oific. Oh. t's nine months old. We don’t have money for a new computer. Oh. Wall, OK, then, Nine months old. OK. 2 SS5s5¢* Ee5e=% eeez<% 2 @ 1.62 « Play the recording again. Students listen and complete sentences, Let them check their answers in pairs. Ask a few students to read out the sentences in feedback. 1 forty-tive 3 one hundred and twelve 2 eighteen 4 nine 42 Cultural note: listening » You could provide, or ask students to tell you, further information: (60 seconds in a minute. (60 minutes in an hour. 14 days in a fortnight. 365 days in a year, 10 years in a decade. 100 years in a century. 3 * Students describe personal photos toa partner. only a few students have photos with them, divide the class into groups with at least one person with photos in each group. Alternatively, bring some pliotos from magazines, hand tiem out and tell students to pretend that they are family members. Extra task «© Ask students to draw a simple favourite ‘photo’ showing family members. For example, it could be a brother with his bride at a wedding, or a husband holding the student's young baby. Tell students that the drawings don’t have to be perfect! «Divide the class into pairs, Students guess what their partners’ ‘photos’ show. Then students describe their ‘photos’ FUNCTIONAL LANGUAGE: talking about age 182 @ 1.63 « Play the recording. Students read and + Play the recording again. Students repeat. @ 163 How old is it I's five years ald, How old are your Tm thirty years old 3 * Ask students to look at the pictures, and check their understanding. Say, Look at 1. Is it person or a thing? (a person) [sit he or it? (he). Say, Look at 2, Is it a person or @ ‘thing? (a thing) Is it he ori? (i) 4 @ 1.64 + Students listen and repeat the sentences. @ 1.65 1 He's an old man. 2. It'san old computer: He's a young man, It’s anew computer, Alternative procedure +» You could bring this activity off the page by using flasheards. First, make your flashcards. Find ten or twelve pictures/photos of people and things in magazines. For example, two pictures/photos of well-known men, two pictures/photos of well-known women, two pictutes/ photos of people together (famous couples perhaps) and six pictures/photos of things Stick the pictures/photos on card, then stick a number (to show the age) in the comer of each picture/photo,Hold up each picture/photo and ask, How old is he/she/it? and How old are they? Elicit full sentences using he, she, it and they. Model the sentences and get students to repeat. Keep correcting mistakes until students are clear when to use which pronoun. © Once students have got it, hold up pictures/photos, and ‘get them to ask and answer questions across the class. Extra task ‘» Cut out lots of pictures/photos of people and things from. ‘magazines. Hand out small piles of these pictures/photos to students in pairs, and get them to ask and answer How old ...? questions about each picture/photo. They can guess the answers. « Alternatively, hand out magazines to students in pairs (or tell them to use the Student's Book). The students through the magazine or book. When they find a person or thing, one student must point to it, The other student must ask a correct How old ...? question. Cultural notes: the world’s oldest people «© The oldest man in the world (at the time of writing in 2012) was Jiroemon Kimura from Japan, who was 11S ‘years old. As yet, to man has ever been verified as having reached the age of 116. « The world’s oldest woman in 2012. was US citizen, Besse Cooper, who was 115. The oldest woman ever was Jeanne Louise Calment of France, who died in 1997 at the age of 122 years and 164 days. GRAMMAR: it, they. © Language reference, Student's Book page 40 ® Methodology guidelines: Grammar boxes, page xt 182 @ 1.65 » Students read the sentences and replace the underlined ‘words. Do the first as an example. Let them compare their answers with a partner. « Play the recording. Students listen and check. « Pairwork. Students practise reading out the texts with the ‘correct pronouns. 1 WIGK 2 They; They @ 165 1. The house is in Switzerland. 1's in Geneva. It isn't new. It’s one hundred and twenty years old 2. These mobile phones are from Japan. They're new. ‘They're only six months old, 3: This is Mark and Sylvia. They're French students. She is from England and he is from Scotland. This is thelr school, It's in Paris. I's fifteen years old 3 They; She; he; It; It Extra task ' Ask students to write four sentences about their house and four sentences about two friends. Monitor and help them use if, le, she and they correctly. Ask students to read out their sentences to the class, Personal photos | 4a Language notes: it, they ¢ As stated earlier (in lesson 1C), using it for things may be a new idea for stucents, In many languages, there isa masculine subject pronoun and a feminine subject pronoun. They are used to replace nouns depending on the gender of the noun, not on whether itis a person or thing. The same is tre for they. Some students will ‘expect there to be different forms of they depending on gender. «+ In some languages, pronouns are often not used when the meaning is clear, so be aware that students may try to say, Is 60. Are 78. «Note the contracted pronunciation of i's /ts/ and they're /Sea/. SPEAKING 1 «© Write a useful set of prompts on the board, For example: your father your brother your sister Your mother your boyfriend your ginfriend Yyour favourite pop star your favourite film star your computer your mobile phone your English book your shoes you your teacher ‘¢ Model the activity by asking How old ...? questions round. the class, using the prompts. « Pairwork. Students ask and answer questions, using the prompts on the board. Monitor and correct errors, Extra task «¢ Make this a mingle. Students must walk round the class and ask lots of people. Web research task © Methodology guidelines: Web research tasks, page xt How old are the stars? ‘© Write the names of about ten well-known people. Choose people of a range of ages that students will be familiar ‘with, Put students in groups of four to discuss how old they think each star is. Students must go on the web to find out how old each star is ‘Web search key words ‘© name of star/biography information/how old/age Check out the International Movie Database. IF YOU WANT SOMETHING EXTRA ... © Straightforward Teacher's Resource Disc ‘atthe back ofthis book 434B | Personal web page WHAT THE LESSON IS ABOUT Theme Talking about families. : Speaking Presentation: introducing people in your family Reading Family album web page Vocabulary Family Grammar Possessive’s Pronunciation /a/ English Family words around you IF YOU WANT A LEAD-IN ... Introducing the theme: families (1) © Write the names of four people in your family on the board. Then write, Who...? What ..? How old 2 Where ...?0n the board, Tell students to ask you about the people, using the question words. For example, Who is Gordon? He's my father. How old is he? He's 63. What is his job? He's a doctor. Where is he? He's in Scotland now. Introducing the theme: families (2) « Remember to bring in photos of people in your family. Pass them round the class and answer any questions students have (students love finding out about the teacher!) You could, i you remember, ask students to bring in photos oftheir families for ths lesson. They could show and tell at the start o end ofthe lesson. READING This reading is in the form of a family album web page. ‘The text is captions introducing the people in the Murphy. amily’s photo archive. a « Ask students to look at the photos. Ask, What can you see in the photos? Where are they? ‘¢ Ask students to read the captions and answer the question, ‘Michael, Jennifer, Sean, Donna, Martin, Sharon 2 ® Ask students to read the web page again and answer the ‘questions, Let students check their answers in pairs, 1 Sean is sixteen months old, 2 ‘The grandparents’ house is in Cork, Ireland. 3 Diane's from the US. 4 Diane's an actor, 5 Donna and Martin are from Oxfor, © They'te teachers. Language notes: reading + You may wish to cheek the set of ‘photo’ and “computer words here Photo album photo archive photos pictures web page click here leave an email © Aphoto albums, traditionally, a book containing collected photos; here itis in the form of a web page. al * An archive is a place where historical documents are kept, so here, a photo archive is a place where all the Photos the family have taken are kept. Cultural notes: reading ‘© Murphy is a common trish family name. Sean /fosn/ and Michael are common fist names in Ireland. «© Cork is a small city and port in an otherwise rural area in the south of the Republic of Ireland, t has a population ‘of about 200,000 and is in the province of Munster 3 ° Pairwork. Students discuss the question. Extra task « Ifyou have access to the internet in class, ask students to show their own personal web pages, if they have them, and tell other class members about the people in their photos. Extension task «© Ask students to write an email to the Murphy family. Tell, them to imagine that they are sending two or three photos of their family. Write sentences to describe the photos. Start: Hi Michael and Jennifer This is VocaBuLary: family 1@ 166 « Ask students to listen and repeat the words. Students translate them, @ 1.66 1 ahusband and wife 2 afather, mother, and their son and daughter 3 amother and her children 4 grandparents, parents and children Alternative procedure + You could do a board presentation here before doing exercise 1. It’s fun, finds out what students know and gives you a chance to drill for pronunciatio + Dravy a family tree showing the following: eorge | Ma } Emma J Joe « Point to Peter and Denise, and elicit husband and wife Point to Peter, then George and elicit father. Point to Erma and George and Mavis, and elieit grandparenis, and 80 on, ‘As you elicit words (or give them) drill the words chorally then individually, then write them on the board.2&3 «Students complete the table with the correct words. Do the first as an example. Let students check in pairs. ‘» Stucents then add and check the words in exercise 3, wife nusband parents mother jather children, daughter son grandparents, jgrandmother | grandfather sister brother Language notes: family + Bo aware that parents (father and mother) isa false jend in Spanish, Italian and Portuguese where a imilar-looking word means relatives (the extended family of aunts, uncles, cousins, ete) «© With a stronger class you might want to extend the vocabulary area. Add: aunt, uncle, cousins, andl maybe niece and nephew. (NB It might be useful o point out that cousin has the same spelling, regardless of whether itis referring to a male or female cousin.) « Note the difficult pronunciation of husband /hazbondl, the long vowels in father /fa:ba/ and daughter dotal, and the diphthong in parent /'pearant. 4 « Pairwork, Students discuss the questions. PRONUNCIATION: /o/ 1 @ 1.67 ® Play the recording. Ask students to listen and notice the weak pronunciation of fa. @ 1.67 father mother daughter actor umbrella doctor Extra task » Show students how to make an /a/ sound. (Just relax the lips and tongue and make a slight vocal sound atthe back, of the mouth.) Get students to make the sound, Tel them to keep making the sound, but not to stress it. Then get students 10 repeat the words in exercise 1. You could play the recording again for stuclents to repeat. 2 @ 1.68 ® Play the recording. Ask students to listen and repeat the ‘weak pronunciation of fa. « Pairwork. Students continue practising saying the sentences, @ 1.68 1. My father is an actor, 2 My mother is from America. She's American. 3 On Saturday, I'm with my granciparents Personal web page | 48 Language notes: /o/ + The weak schwa sound //is by far the most common sound in English, As English is a stress-timed language its strong stresses are very strong and its weak stresses are very weak. Hence a weak sound /a/ that is barely heard at times. Speakers of languages that are not stress-timed will find it difficult to get the hang of this sound, The weakly-stressed letter a and e are generally replaced bya schwa. erat the end of a word usually becomes a schwa and the ris silent. GRAMMAR: possessive ’S © Language reference, Student’s Book page 40 © Methodology guidelines: Grammar boxes, pagexd 1 « Ask students to read the web page on page 34 again and find examples of possessive 's and contraction ‘s. Find the first two as a class as examples. Let students work in paits Michael and Jennifer Murphy's (possessive) family album This is our new baby, Sean, He's (contraction) sixteen months old now! My wife's (possessive) parents: Donna and Martin, They are from Oxford, They're teachers. - ‘This is my grandparents’ (possessive) house in Cork, Ireland, The house is two hundred years old. : ‘This is my sister, Sharon with her friend, Diane. Diaue’s (contraction) American, She's (contraction) an actor, 2 f Students complete the sentences, Let them check in pairs. 1 mother 4 son 2 husband 5 daughter 3. brother 3 * Students make sentences. Do the first as an example. Let stucents check in pairs, 1 Sean is Jennifer's son. 2 Jennifer is Michael's wife. 3. Donna and Martin are Jennifer's parents. 4 Martin is Sean's grandfather, S Language notes: possessive's «© Weruse 's (possessive 's or the Saxon genitive) to show possession. It is a use unique to English and therefore new and strange to students. Listen out for errors like the mother of Jennifer and lennifer mother. «A further confusion atises from the fact that possessive ‘s looks like a céntracted és or has (compare Sean's tall and Sean's brother). « Ifa word ends ins, the apostrophe goes after the s. For example, grandparents”, This applies even i the wort isn’t a plural. For example, Mr and Mrs Larkins’ cat. Jess’ brother, (NB Jess" is pronounced /jest2/). regular plurals ae followed by 's: the women’s books, the children’s school. 4540 | Personal web page » We only use possessive ‘s with people and animals. With things we use the. of the... For example, we say, the end of the garden, not the garden's end. Using the longer Latinate way of showing possession with people sounds over-formal and is restricted for such uses. For example, the brother ofthe Queen. « The pronunciation of 's varies depending on whether it follows a voiced sound, Maua’s /moidz/ or an unvoiced sound, Pete's pits! Extra task Write the names of famous people on the board, For example, Ozzy and Sharon Osbourne, Julio and Enrique Iglesias, Julia and Eric Roberts, Brad Pitt and Angelina Jolie, Kirk and Michael Douglas, Jeff and Beau Bridges, Ask students to produce sentences to describe the relationships between the people. Ask students if they know any other famous relationships. SPEAKING 1,283 « Write three names of people in your family on the board. ‘Then give a short, simple presentation of them, using the prompts in exercise 2, This provides a model for students. «¢ Ask students to think of their three names. Then give ‘them two or three minutes to prepare what they are going, tw say. + Pairwork. Students talk about their families, Monitor, prompt and correct. Extension task » your students have brought in photos of their family (see Lead-in), this isa great chance to use them, © Another idea is to get students to draw a simple family tree of their immediate family. In pairs, they show and describe their family trees. ENGLISH AROUND You: family words 1@ 1.69 «Play the recording, Students read and listen to the words. ‘Ask students what the words mean. « Students translate the words into their own language. Kids = children; gran ~ grandmother; ‘grandad = grandfather; mum = mother; dad ~ father @ 169 kids gran grandad mum — dad Cuftural notes: family words |» In British English, gran is also sometimes granny or | anny, or occasionally grandma. Nan and nana are also used by small children. Grandad is sometimes grandpa. Small children often use mummy and daddy. © In American English, mum is mom. Pu may be used instead of dad, Grandma and grandpa are commonly used. 46 Web research task @ Methodology guidelines: Web research tasks, page xsl Families on the web «© There are many famous families in show business that students could research. For example, Michael Douglas, Bridget Fonda, Joely Richardson and Vanessa Redgrave are all members of extended acting dynasties. Alternatively, students could find out the not-so-famous relatives of well-known people such as David Beckham or Keanu. Reeves. » Students must prepare a family tree of someone famous by researching their relatives, They then present the family. tree to the class, Web search key words «© name of famous person/family/information IF YOU WANT SOMETHING EXTRA ... © Straightforward Teacher's Resource Dise atthe back of this book 4 :AC WHAT THE LESSON IS ABOUT ‘Theme —_Decribingwhere possessions are Speaking Describing and drawing pictures Listening Dialogue: in a flat Vocabulary Personal possessions Grammar Prepositions of place IF YOU WANT A LEAD-IN ... Pre-teach key words 1: What’s in the bag? «Bring a bag full of objects into class. Trcould be a small holdall containing ‘objects from this and previous lessons, For ‘example, pens, keys, an umbrella, a camera, mobile phone, glasses, books, a CD, a DVD, etc, Bring in ots of everyday objects. Place the bag at the front of the class on the table and pull out diferent objects. Ask, What isi? Elicit and drill the words. Put all the objects back in the bag, Tell students they must remember the objects and write them down, They have four minutes. Find out which student can remember the most words, Pre-teach key words 2: I think it’s du. «Put five or six small objects (eg keys, a pen, a mobile, a CD, etc) in a soft cloth bag (or carrier bag). Pass it round the class, Students rust feel the bag, but not look inside. ‘They must write down which objects they think are in the bag, «© Atthe end, reveal and find out who got most right VOCABULARY: personal possessions 182@ 1.70 ‘© Ask students to look at the pictures without reading the words. Ask, What can you see? Elicit as many words as you can + Play the recording. Students listen and read. « Play the recording again. Students listen and repeat the ‘words. @ 1.70 glasses abag aphoto sunglasses keys an ID card. a jacket an mp3 player money a wallet a mobile phone an urnbrella Personal possessions Language notes: personal possessions «© Note the pronunciation of these words: jacket 'dsekit/ wallet wolit/- wumbrelta /am'brela! «© Note the stress in these words: ‘sunglasses mobile phone photo «© Note the pronunciation of these acronyms: ‘mp3 player ier pi: "Ori plera’ ID card fat is kal! Cultural notes: personal possessions » In Britain, 1D or identity cards are not used. By law, people do not have to carry proof of their identity. We se driving licences and passports to prove who we are. © Wallets are generally carried by men. They are designed to fold. Women carry their money in purses, which usually close with a clasp. NB In American English, however, purse means ‘a woman's handbag. Extra task °° Before doing exercise 3, ask students to look in their ‘bags and ask you if there are any words they don’t know. Students should use the phrase What's called in English? © You could play the ‘Izhink it’s a...” game if you didn’t do itin the Lead-in (see Lead-in above} 3 ® You could put students in pairs to practise saying what is In their bags. Model the activity first. Methodology Builder (8) Realia (1), models and props: what you canuse ‘mesure that most teachers will have sometimes found themselves mid-lesson thinking ‘I wish I'd brought ina potato with me!’ (or some such odd wish). a ve always thought that tealia was the silliest piece of Jargon in the whole teaching business! It just sounds 30 ‘made-up! It simply means ‘real things’ And (whether we tke the word or not) we can certainly make great use of real things as part of teaching beginners. Realia is helpful for teaching vocabulary and for all kinds of ‘Practice activities. Realta is useful in carefully-planned lessons, eg if you ‘are teaching food items, it’s great to be able to show a ‘carrot, rice, an apple, ete; if you are teaching colours, it's ‘$0 much more interesting to show real-world examples of different objects with the colours. This kind of realia needs to be thought about when lesson planning the night before class, Loften find myself roving round the flat, filing a plastic bag with a weird collection of items to take into school the next morning! “74c | Personal possessions However, it’s not only the carefully-planned lessons that reatia can assist, Sometimes when I'm teaching something, [realize that could desperately do with 4 shopping bag or a camera (or something). In these circumstances its usually not so much that [want to teach the vocabulary camera, or whatever, but I want to mime or act outa little situation to demonstrate something else. Having a real prop (ie an object to assist 4a performance) would make it come alive much better: One solution that has saved the day a few times is to have a bag fall of a number of likely items permanently in my classroom cupboard, ready to be pulled out at ‘amoment’s notice. Having a small stock of items like ‘this may Relp you to be more flexible and responsive ‘as a teacher in class because you will be able to spontaneously create instant example sentences, leplays, games, ete making great use of these objects Here are some suggestions of contents for a permanent classroom realia bag. It doesn't need to have very much in it and doesn’t need to take up much space. Please remember this is just my lst; I'm sure yours would look very different. Reatia box contents ‘An empty box/packet of rice or other dry food: a newspaper; something that looks old and valuable (for ‘years I carried a small paste ‘jewel’ around with me ~ see the Methodology Builder on page 94 for a description); ‘anold camera (or toy camera); a few different coins (maybe some toy banknotes too); a drinking cup or lass; a knife and fork (could be plastic); a trophy (eg something that looks like a prize cup for winning a race, competition, the World Cup, etc); an alarm clock; candle (great for making an instant restaurant!); a mask - eg a fancy dress item ~ perhaps a superhero face; a smail hand-belt (can also be used for stopping activities); an empty bottle; a hanlful of small sweets (can be used for counting as well as rewards). Ina similar category to realia its worth including ‘models and toys: a plastic apple or other fruit; a plastic ‘potato or other vegetable; @ model man and woman; a ‘modet zoo animal (eg panda, giraffe, ion); a model pet (es cat or dog); two different and contrasting toy cars. LISTENING In this listening, students hear three short dialogues between ‘wo male flatmates. In each, Mark asks Lee where one of his possessions is. 1@.1 « Ask students to look at the photo. Ask, What can you see? Where are they? « Play the recording. Students listen and answer the gist question. 1 a(black) bag 2 glasses 3 a wallet 261471 + Play the recording again. Students listen and mate words to the places in the photo, A glasses B wallet C bag 48 @in 1 LeLee M~=Mark Lz Hi, Mark M: Of, hello. L: Umm... where's my bag? M: What? Lz My bag. My black bag. M: [think it’s on the table, = OK. No, it isn’t Is itunder the table, then? Oh, yes, here itis. ME: Good. 2 L: Markt ‘M: What is it? L: Where are my glasses? ‘M: They're in your black bag, No, they aren’. ‘Me: In your jacket? L: What jacket? M: Your brown jacket. On the chair. Lz Oh, yes, here they are, M: Good. Mark? What now? ‘Where's my wallet? Iisn’t in my brown jacket isn't on the table. Iisn’tin my bag. J don’t know where your wallet is! OK? OK, OK. Oh, look! Here itis. I's on the sofa, Next to you. Bine, here, ‘Thanks, Mark. Bye, i: Bye, gPgcrg reergre Extra task « Listening is difficult so use the photo to elicit and pre-teach key words needed before playing the recording See Language note below. Language note: listening « Key words (apart from the names of possessions and prepositions of place which are both dealt with elsewhere) include: lable chair sofa black brown flatmates (people living together in the same fat) GRAMMAR: prepositions of place ® Language reference, Student’s Book page 40 © Methodology guidelines: Grammorboxes, page xt 4 «Ask students to work in pairs to write sentences. Do the first as an example, Encourage students to search audioscript 1.71 on page 122 of the Student's Book to find the information they need. 1 Lee's bag is under the table. 2 Lee's glasses are in his Jacket. 3. Lee’s wallet is on the sofa. ii 2 ‘ Ask students to rearrange words to make sentences. Do the first as an example. Let students check their answers in pairs, Possible alternative ansivers are shown in brackets. 1 Thejacket ison the table, 2 The glasses are on the book, 3. The keys are under the table. 4 ‘The ables in front ofthe dor (The door isin frontofthetable). 5. The sandwich is under the newspapers. 3 ‘ Ask students to make sentences from the prompts. Do the first as an example. Let students check their answers in pairs. 1 The man is on the table. 2. ‘The dog isin the bath. 3 Its behind yout 4 Thecatis under the bed. 5 Jolin is next to George. : 6 ‘The woman isin front of the boy. Extra task ‘© Ask students to write sentences about people and objects, in the classroom. + You could do this as a game. Put students in pairs. Each pair must write three sentences about people and things in the classroom. However, they must replace the name of the people or things with he, she, it or they. So, for ‘example, students could write, Ic is on the teacher's table. Once students have written their sentences, ask a few pairs to read some out. The rest of the class must guess which person or object they are describing, Language notes: prepositions of place «Prepositions are tricky if they differ from L1. Ifyou have 4 monolingual las, predict erots by checking which forms and uses inthe grammar box are different inthe stuns fist language. + You ean show the difference between in and on with simple diagrams: in [X on XK © Students have problems manipulating 10 and of. So you may hear students say, I is next the chair. It is behind of the table. Personal possessions | ac «© In front of causes a problem for Latin-language speakers because itis a false friend. Those students often think it means opposite because they have a similar-sounding ‘word in their own language which means opposite. Although opposite isn’t specifically taught here, you might want to draw a simple diagram to show in front of: « Y & SPEAKING © Communication activities: Student's Book, pages 1158117 1 « Pairwork. Ask students to make sure they have a blank piece of Ad-size paper, then tell them to find their pictures in the Stuclent’s Book. They mustn’t look at their partner's, picture. Model the activity briefly by playing the Student A role and telling a Student B in the class what to draw and where «Once students have got the hang of it, Jet them take it in turns to describe and draw their pictures. Monitor, prompt and listen for errors. Extra task » Picture dictation works well as a class activity. Draw a simple picture on a large piece of paper, using vocabulary the students know. So, a picture of a room. Ask one student to come to the board and give him/her a board marker. Hold up the picture so that the whole class can see it (except for the student at the board). The class must ietate the picture ancl the student must draw it. IF YOU WANT SOMETHING EXTRA ... © Straightforward Teacher's Resource Disc ‘atthe back ofthis book 49,AD | Review WHAT THE LESSON IS ABOUT Theme Review Speaking Asking about objects and their position Reading personal profile of Lindsay Clandffeld, author of Straightforward Beginner Second edition Vocabulary Numbers & personal possessions Grammar _ Review of a/an, possessive ’s and to be IFYOU WANT A LEAD-IR ... Introducing the theme: review of families © White the following on the board: mother’s name, sister's hobby, brother's job, father's age, son's school, daughter's favourite popstar, wife's favourite colour. (Adapt the phrases tothe age of and what you know about your clas.) «© Aska few students, What's your mother’s name?, etc. ‘Then put students in pairs to interview each other using Whats your... and the prompts. « Atthe end, ask afew students to present what they found ‘out about their partner to the class. READING # ‘This is a personal profile of Lindsay Ciandileld, who wrote the book that you and your students are using 1@ 172 ‘Ask students to look at the profile. Ask them what they ccan see that is typical of a personal profile on the internet, for example, icons for twitter, a photo, web addresses and twitter addresses. «© Stuclents read the profile and complete the sentences, Ask them to compare their answers in pairs. 140 2 English teacher 3 Toronto, Canada 4 England 5. Straightforward Beginner Second edition © English language students 7 Spain 172 ‘Who is Lindsay? Hi, Pim Lindsay. I'm married and I'm 40, I'm an English teacher, I'm from Toronto, Canada, My. family is from England. I'm the author of Straighaforurard Beginner Second edition. I's a book for English language students. Where is Lindsay now? In Spain, Extra task «© In feedback, read out incorrect sentences about Lindsay, For example, Lindsay és from England. Students must say, No, he isn’t. He's fiom Canada, 2 * Students prepare their own personal profile. Monitor and help students with ideas and vocabulary. 50 Extra task « Set this personal profile task for homework. Students must add a photo to their profile and design it on a plain Ad sheet of paper so that you can pin the profiles on the wall, for others to read. « I your school and students are computer-savvy, encourage them to put together an English language profile on the internet for other students to access and read. VOCABULARY 1 © Students make words from the cards. Do the first as an example. Encourage them to work in paits or to work: individually, then check with a partner, © In feedback, model the pronunciation of the words for students to listen and repeat, sunglasses jacket wallet seventy grandparent fifteen 283 © Divide the class into pairs to draw and guess objects. Model the activity frst on the board. Have students take it in turns to draw and guess the object. Extra task «© You could add an element of competition to this, For example, find out which pair can draw and guess five objects most quickly. Alternatively, play Pictionary. Divide the class into two groups. One person from each group goes to the board = one to the left of the board, one to the right. Give each, {individual a different (or differentiy-ordered) list of six to ten objects to draw. They start drawing until a team ‘member shouts out correctly what the object is. They then, «draw the next object. Find out which team is first to guess all their objects. FUNCTIONAL LANGUAGE 1 « Ask students to complete the sentences with a word or letters, then compare with a partner, 2old 3 years dre Ss 2 ‘© Ask students to write down a word or words to replace the words in bold in exercise 1. Do the frst as an example. «In feedback, ask a few students to read out sentences, GRAMMAR ® Language reference, Student's Book page 40 © Methodology guidelines: Grammar boxes, page xxi 1 # Ask students to look at the photo. Ask, What can you see? «# Students read and correct the mistakes. Let them check ‘their answers in pairs before discussing as a class,‘This is my sister, Lisa, Lisa is a an architect. Lisa's husband Is a teacher. His name are is James. They are Canadian, James is from Montreal and Lisa's is from Toronto, 2 ‘ Ask students to write about their own families. Extension task «© Once students have writen their texts, there are a number of things you can do with it, You could collect tin and atk it. Or you could do the following «Ask students to read out their texts for the class o Ask students to swap texts, correct each other's mistakes, then ask each other questions about the two people they verote about. + Collect in the texts and put them on the class noticeboard for students to read, or collect inthe texts and put them together in a booklet entitled Our families. Leave this in the classroom or schoo! library for students to read. SPEAKING 1 « Ask students to look at the picture. Make sure they can name all the objects there. « Pairwork. Students ask and answer questions. Model the activity first. ji Methodology Builder (9) a™ *Cando’in the real world In every Review lesson of the book you will notice ‘section called Selt-assessment. This has some statements, For example, lesson. 2D has these: can spell words, [can count to 2. [can ask what words are in English. [can ask fora drink ot food in a café. Bach statement has square box next to it. These statements are known as Can-Do statements and are used as a way of describing a person's language level. ‘Their most interesting feature is that they focus on. the skills a person has to do in the outside world (an interesting comparison with more traditional assessment based on things such as grammatical and lexical knowledge). Another striking feature ts that students are able to assess themselves to some extent because they should have a reasonable idea about whether they can or can’t do a certain thing How could you use these Self assessment statements with your students? Basie strategy ‘Ask your class to look at the Selfassessment statements ‘and decide for each one whether they ean or can’t do them. They should put a tick in the boxes next to the items they feel confident about doing. Review | 40 i A variation Rater than just ticking or not ticking, you could ask ‘your students to selfassess according to a scale. For example, write this 0f0 3 point scale on the board and ask students to review their skills against it 0-Lean’t do this at al 1 = Lean do this with a lot of problems or mistakes. 2- Laan do this quite well, but Ihave a few problems. 3 Tfeel confident about doing this well. (NB Use the same scale every time you use the Can-Do sections or it could get rather confusing!) A reflective variation ‘Ask students to use one ofthe self assessment methods described above, but then. ask them to wite a sertence or ‘vo (in their L1, probably) describing why they chose the ‘answers they did (ie why they think they can or ean't do ‘thing, problems they have, etc). ‘A group-hug variation ‘Ask students to individually look at the questions and think about them, but nat t write anything yet. After some thireking time, ask students fo meet in pais, threes or fours (as you wish) and tall about how they feel about each statement, (This could be using their LL ifyou think that is most helpful.) The athers ina {roup can ask questions to see if the person is assessing | themselves fairly or if they are perhaps too hard on | themselves. You can also ask students demonstrate to each other that they can do the thing listed (te by doing some ofthe things). When the dialogue is over, students cain then fil in thet Can-Do boxes. A testing variation Tell students that the test they will take next lesson is ‘on the things listed in the Can-Do statements. Students should review and prepare overnight and then in class the next day, give them a test that specifically assesses the skills and related language for the statements. For ‘example, t0 test |ean ask for a drink or food in a café ‘you could ask students to roleplay a café scene in pairs, ‘or write in the missing words in a printed café dialogue, ‘or respond correctly in a dialogue with you, or in a language laboratory, or arrange sentences in the right order to make an appropriate café dialogue, etc. Revision and review When you have finished studying the next unit of the book, ask students to look back and review the Can-Do boxes from the previous unit, Can they tie any boxes row that they couildn’t before? If they wrote scores, can ‘they increase the scores at all? And are there any areas where they actually feel less skillful than before? 510 | Review Self-assessment "Ask students to tick what they can do. Review game «© Copy the sentences below onto a handout or OHT. Tell, students to write answers as quickly as they can, When they have finished, students should put their hand up. Find out who are the frst students to finish. © Write down someone or something that is: 1 onthe teacher's table 2. in your partnes’s bag 3 yellow 4 on the whiteboard 5 in your teacher’s wallet 6 2 8 under your desk in front of the window in your classmate’s jacket, 9) behind your chair 10 in your family album LL more than 30 years old 12. pronounced with an /a/ in it IFYOU WANT SOMETHING EXTRA ... © straightforward Teacher's Resource Disc atthe backof this book 52f r | Working life WHAT THE LESSON IS ABOUT Theme Speaking Reading Vocabulary Grammar Living and working Talking about where you live and work Working life Common verbs & nouns (1) Present simple (1) (affirmative) IF YOU WANT A LEAD-IN ... Pre-teach key words: using flashcards to elicit work places « This a good idea to bring the lesson off the page by eliciting some ofthe words in the lesson from visuals, Find pictures in magazines of clfferent work places. Or, copy the simple drawings below onto card aflat ahouse © Hold up each flasheard in turn and ask, What isi? Elicit the place, Mactel it and ask students to repeat chotally and individually. Then write the word on the board. « Follow up by asking students, Who works in a ? Elicit different types of job. (NB Lots of people work from. home in houses or flats: au pairs, writers and editors, fo example.) VOCABULARY: common verbs & nouns (1) 1@ 173 « Ask students to look at the photo. Ask, What can you see? Where are they? « Play the recording. Students listen and repeat. @ 173 {live in Mexico City [work for a big company. [ go to work by taxi 2 ‘ Ask students to complete the tables. Let them check in pairs. In feedback, make sure students understand all the words. You can use examples, visuals (Nasheards or draw on the board) or mime to check an office; a house; car 3 ' Ask students to write sentences, Let students compare their sentences in pairs or groups, then ask a few individuals to read out some of their sentences for the class. Extra task « Get students to write three sentences about themselves from the table but tell them to write two true ones and one false, Put students in groups of three. They must take it in turns to read out their three sentences, The other two people in their group must guess which sentence is wrong, Language notes: common verbs & nouns (1) «# You could categorize the use of prepositions here, For example: (work) for + a company (work/live) in + 2 place/a clty/a country | Give) with + people | (go) t0 + a place (go) by + a form of transport We say go to school/work without the because we are ‘emphasizing the regular activity, not the specific place. Its possible to say goto the school but only when we want to specify which school. Note, in contrast, goto the office/the shop and go home. « Similarly, we say go by train/bus, ete because the activity rather than any specific train or bus is being specifod « You could expand the vocabulary areas of work places {see Leac-in at beginning of lesson) and of transport by introducing the following: bicycle tram boat ~ plane Cultural note: common verbs & nouns (1) «© In US English, a flats called an apartment and a shop is called a store. Taxis are often called cabs. Trams are called streetcars5a | Working life READING ‘This is an article describing the life and work of people in, dlifferent parts of the world. 1 «Ask students to look at the photos. Ask, What can you see? Where are they? « Ask students to read and match paragraphs to the photos. Let stuclents check their answers in paits. In feedback, ask ‘why and get students to point to photos and say why they chose one and not the other. 1B 2¢ 3A 2 «* Ask students to read again and decide who is speaking, Let students check their answers in pats. 11 26 3K 4K 5tc 6¢ Extra task « In feedback to exercise 2, ask students to rephrase the sentences in order to tell you the answers, For example, they must say, Tore ard Christine are teachers. Extra task for stronger students + Write the following sentence starters on the board: Keith lives Keith works Keith isan Keith goes «© Ask students to clase their books and complete the sentences, remembering the information in the text. When they finish, ask them to write similar sentences for Tom, Christine and Char, Let students read the text again to check their answers atthe end Cuttural notes: reading © Oaxaca /wae'hackee/ is a beautiful colonial city in the south of Mexico, I's the capital city of Oaxaca state and is situated on the central plateau of Mexico, surrounded by mountains, Population: 160,000. © Manila is te capital city and major port of the Philippines. Population: six million, GRAMMAR: present simple (1) (affirmative) ® Language reference, Student's Book page 58 © Methodology guidelines: Grammar baxes, page xxi 1 * Pairwork, Students search the article and find the verbs. ‘Monitor and help. When students have found all the verbs ask if they can complete the rule. After he, she or it, add -s (or -es) to the verb in the present simple 2 «© Students choose the cortect option. Do the first as an ‘example, They can compare their answers with a partner before you check with the whole class, la 2b 3a 4a $a 54 3 « Students complete the text. Do the first as an example. ‘They can compare their answers with a partner before you check with the whole class. Llive 2 live 3 work 4 works 5 go Language notes: present simple (1) (affirmative) « The present simple affirmative can seem simple to most language learners. Unlike most languages, it barely conjugates. The verb hardly changes depending on person or plurality. The exception, of course, is the aalltion of sto the third person he, she and i forms. Forgetting o ad s is a common and repeated error. tis easy for students to get into the habit of saying he go oF she live. As English add sto make nouns plural, other students may add s in order, mistakenly, to form a plural verb, They works for example. Students need lots of practice and correction in this are. [NB There isa slight regularity inform withthe third person of go. It ads es to form goes, Other irregularities, not covered in this unit, include adding es after do and after verbs ending with -ch (watches), -sh (washes), -33 (passes) and -x (boxes). Have becomes has. Cultural note: San Francisco © San Francisco is a major city in California, on the west coast of the US. It’s famous for being a liberal, individualistic city and home to flower power and the hippies. SPEAKING 1,283 ‘ Ask students to write a short text about themselves. Tell them to base it on the article in Reading exervise 1, but remember to change the sentences from ite/she/they to You may wish to support students by writing the following prompts on the board for them to use: Tam 1 ive in ive with Tama Twork in Tgoto... by « Students tell their partner about themselves. Then change pairs and ask students to tell their new partner about their old partner. Monitor and prompt, making sure stucients add s to the verbs. In feedback, ask a few students to tell, the class about people they spoke to, Extra task © Make this a mingle, Students must walk round the class and tell somebody about themselves. Then they find a ‘ew partner and tell them about their old partner, Then they change pairs again and talk about the person their last partner told them about. Keep going until everybody hhas talked about everybody else. IF YOU WANT SOMETHING EXTRA... © Straightforward Teacher's Resource Disc atthe back ofthis bookTechnology life WHAT THE LESSON IS ABOUT 1m Theme Technology 1 a computer Speaking Doing survey: saying what 2 anemal address technology you have 7" aera ‘er Listening _ Dialogues about technology $ a mobile phone Vocabulary Technology 6 printer Grammar _Present simple (2) (negative; and & 7 avwebcam but) 8 agame console Functional Emails 9 adigital camera language 10 aabiet computer Pronunciation /5/ & /2/ English ‘Computers Alternative procedure ‘around you « See the Leadtin idea for a way of eliciting and drilling If YOU WANT A LEAD-IN ... Introducing the theme: technology «Write technology on the board and brainstorm all the words students can think of, This could be types of machines, such as computers and mobile phones, brand names, famous people, such as Bill Gates, or even technical words or mathematical equations! «One way of doing this isto divide the class into groups ‘of four ot five and give each group a board marker. The ‘groups must nominate a writer, who elicits and writes his/her group's words on the board. « Ts amazing how many (mostly) English words beginners can come up with once they get going, Check the meaning of any interesting words writen on the board with the whole class. Pre-teach key words: using flashcards to elicit technological items » Find magazine pictures of technological items, put them on flashcards, and use them to elicit and drill words. Hold up a flashcard and say, What's this? Elicit the word, model It, and drill it chorally and individually. Then write the sword on the board. « You may wish to pre-teach a wider variety of technology words than those that are covered in the unit. Here is alist computer PC _ laptop CD player DVD player fax machine — printer mobile phone television mp3 player digital camera VOCABULARY: technology 1&2@ 1.76 « Ask students to look at the photos. Ask, What are they? Find out how many words students know before doing the matching exercise. ‘ Ask students to match words and photos. Let them check their answers in pairs. « Play the recording, Students listen and repeat. 1A 21 30 4D SP oC 7H #8 9B 0G these words and others using flashcards. Language notes: technology «© Note the strong stress and, in particular, the weak- stressed schwa (/a/) sounds in these words: Al Ohl oo Siesioge aac computer website mobile phone digital camera oD ho oad email address printer 3 « Pairwork, Students make sentences. Have a brief class feedback and find out which things students have. Extra task « Before asking them to produce sentences, get students to ‘make two lists under two headings (which you should write on the board), Heading 1: Technology at home. Heading 2: Technology at work. Once students have theit lists they should be able to improvise I have and We have sentences from the prompts in their lists Extension task © Anice, silly game to play here is the ‘boasting’ game. ‘One student says, In our school, we have a computer. The next sludent says, Ir our school, we have a computer anid a digital camera, The next student says, In our school, wwe have a computer, a digital camera and a printer Continue round the class, adding one word each time, until the students run out of words. You will need to model this game carefully first to get it started. Language note: have «© Have has an irregular third-person affirmative form in the present simple: has. FUNCTIONAL LANGUAGE: emails 1@ 175 « Introduce the lesson by writing two or three email addresses on the board, Ask students how to say them in their own Janguage. Ask students if they know how to say them in English, « Play the recording. Students listen and repeat.52 | Technology ite @ 175 @u7 at Dialogue 1 W=woman J Jeffrey dot W: I use eanail all the time. Not personal emails, though, slash Only emails for work. What about you, Jeffrey? com Je Oh, I don’t know anything about computers or technology. I don’t use emails, or the internet, or digital 2836 176 cameras. « Play the recording, Students listen and repeat. ‘* Ask students to write down their email address and think about how to say it. Monitor and help if students aren’t sure how to express it ‘¢ Groupwork. Put students in groups of four to ask and answer the question, What's your email address? @ 176 ‘A: What’s your email address? B: It’s veronica@hatmail st Extension task «© Ifyou have computer access in the classroom, get students to ask for and write down each other's email addresses, then write emails to say hello. Encourage students to ask, Could you spell that, please? Extra idea «© With an adult class, as long as both you and your students are comfortable with the idea, you could collect in everybody's email addresses and write an email to everybody, For the test of the course, students will bein email contact. They'll be able to contact each other about, lessons and homework. If you only see your class once or twice a week, i's a nice idea to send them all a weekly email, reminding them to do homework or bring things to the lesson, Language note: emails « Ifyour students are very interested in computer language, you could point out the meaning and how to say te following: ‘www. World Wide Web double ljus/ double u:! double ju! dot com company dot fom! co.uk Ux company dot /kav! dot fiw: ket! org organization — dot /ag/ LISTENING In this listening, students hear three short dialogues. In each a man and a woman talk about how much they use technology at work. 1@ 177 «© Read through the words with the class. Model correct pronunciation (see the Language notes in the Vocabulary section). You may wish lo pre-teach the verb use here, ‘Ask, Do you use a computer/digital camera? « Play the recording. Students listen and tick words they hear. Let students check their answers in pairs computer ¥ mobile phone website X emailY office digital cameray car X 56 W: No internet? Really? You're a bit anti-technology. Thave a mobile phone, but it's my brother's old mobile phone. Dialogue 2. M=man_W=woman M: My wife knows all about computers, She works in an ofice. W: Mmm, M: She has, I think, two or three computers at work W: Two or three? M: Yes, yes, We don’t have a computer at home. She doesn’t work at home ... so no computer Dialogue 3M = man W = woman M: What is this? Is it... an ebook? We No, it isn’t. I's a tablet computer. We use it at the school. M: Atablet computer: Is it only for the teacher? W: No. All the students have them now, The students and the teacher use them. We don't use computers in the computer room now. M: Oh, 2@ 177 « Give students a moment or two to read through the sentences. Play the recording again, Students listen and. decide which are true and which are false. Students then correct the false sentences. 1 F (The woman doesn’t write personal emails at work.) 20 3. F (The man’s wife has two or three computers at work.) 47 ST 6 F (The woman uses the tablet computer.) Extension task » In feedback to exercise 2, ask students to transform the false statements in the task into negative or affirmative sentences. his previews the negative form in the Grammar section that follows. GRAMMAR: present simple (2) (negative; and & but) © Longuoge reference, Student's Bookpage 58 © Methodology guidelines: Grammar boxes, pagexxi 1 « Stuclents complete the sentences, Do the first as an example. Let students check their answers in pais, 1 don't write 2 don’tknow 3 use; have; don’t use 2 « Pairwork. Students do this exercise, First, they work through the sentences and decide which they think are true and whieh false. Then encourage them to ask you twechieek.« Students then rewrite the false sentences using negative forms. « In feedback, ask a few students to read out sentences. Students’ own answers Extra task « lf you write Do you have/go/live ..? on the board, it will allow stronger students to ask questions to check whether the information they have about you is true. Extension task « Ask students to write four sentences about their partner: ‘wo affirmative and two negative. Tell them to start their sentences with I think. For example, I think Maria doesn’t ‘have a fax machine at home. « Tell students to read out their sentences to their partner. ‘Their partner must say if they are true or false. Language notes: present simple (2) (negative; and & but) + With present simple negative forms, students come across the auxiliary verb do for the first time. Other languages don’t use it. They express I don’t use a computer, for example, in ways that translate as, No(t) use computers, no(¢) use computers, use not computers. Consequently, provide lots of practice and ‘expect the errors above. NB The form don’t isa shortened form of do not, Correct if students are saying do not as itis an uncommon usage. “The third person form of don't is doesn’t. A common error for students isto over-apply rules and say, for example, He doesn’t uses... Some students may attempt to add s to make a plural, They don’t uses ... Watch out for such errors. ‘The /au/ sound in don’t and the /a/ sound in doesn’t are difficult and need repetition practice. NB In some varieties of English doesn’t is pronounced /'duz(e)nU Point out that don’t and doesn’t are strongly stressed in sentences. Have conjugates like other verbs inthe present simple, (have ..., [don’t have ..., etc}. However, you may wish to point out that in British English have got is used more commonly as an alternative to have when talking about possessions and states 3 ‘ Students complete the sentences with and or but. Do the first as an example. Let students check in pairs. and 2 but 3and 4 but Extra task for stronger students « Students have one minute to find out as much as they can about their partner: where they live, where they work, ‘what technology they have at home and work. They can take notes if they want to. Then ask students to write four sentences, two with and and two with but, about their partner. Technology life | 58 Language notes: and & but © And and bat are conjunctions that join two clauses of asentence. And adds more, extra information which is not surprising or in contrast with the previous piece of information. But shows a contrast between the wo pieces of information. Students shouldn’t really have problems with this concept - words equivalent to and and but are used in the same way in most languages. «Use check questions to check the use: Is i extra information? Is it contrasting information? Pronunciation: /s/ & /z/ 1@ 178 « Play the recording. Students listen and repeat. « Pairwork, Students practise saying the sounds and words. @178 ‘sh bel ‘works has seven Brazil desk please Spain Goes Extra task «Before playing the recording, show students how to produce /s/ and /z/ sounds. Show them that the tongue is pressed gently against the top of the mouth (the alveolar ridge), but that it allows the air to flow gently out in order to produce the // sound. Get students practising that, Then tell students to place a finger on their throat. Tell them to change /s/to /z/ by vibrating their voice box. Tell students that they are making /2/ when the voice box vibrates and /s/ when it doesn’t 2@ 179 « Play the recording, Students listen and repeat. « Pairwork, Students practise saying the sentences. @179 1 The student's name is Samantha. 2. She works in Spain. 3 She has two mobile phones. 4 She doesn’t use computers. Language notes: /s/ & /z/ « Is! and /2/ are alveolar fricatives produced by allowing, the airstream to pass gently, but partially obstructed {fricatively), between the tongue and alveolar ridge. /s/ is unvoiced and /2/is voiced. When an sis atthe end ‘ofa sentence, forming a plural noun of third person present simple, it is pronounced /s/ after unvoiced consonants, and /2/ after voiced vowels and consonants, For example, works /wstks/ and does dz Students are likely to have problems when the position of the sound in the sentence would induce a diferent pronunciation in L1. So, putting s/ with /t or /p/ in a ‘consonant cluster may cause some students to say, for ‘example, e-student or e-Spain, as starting such words with the /s/ sound is difficult. Similarly, others might slip in vowels between consonants and /s/ sounds, For example, work-e-s 5758 | Technology ie SPEAKING 1&2 « Ask students to read the survey and tick the boxes, Model the activity carefully so that students are clear what to do. ‘ Put students into A and B pairs. Model the dialogue briefly with a Student A, then tell students to talk together. ‘* Monitor and help. Extra task «© In feedback, ask students to tell the class about their partner. For example, Luca has a digital camera, but he doesn’t use it ENGLISH AROUND YOU: Computers 182@ 1.80 « Pairwork. Students tick the words they know and translate them. Have a brief class feedback, « Play the recording, Students listen and repeat the words, @ 1.80 sereen mouse World Wide Wed print delete cancel Toad 3 « Ask students to tell you any other computer words they ‘know. Build up a list on the board. Extension task «© You could draw a simple picture of a computer on the board, and ask students to come up and label as many parts of the computer as they can. Language notes: computers © Computer words: A mouse is a clevice for moving the cursor around the sereen, World Wide Web is the same as the internet. Save is keeping the document you are writing. ‘Cancel is to remove something from the screen, Prine means to produce a hard copy of your work an paper. Delete means to remove a file, photo, etc Load means to put a file or photo on a website so that others can see It, © Other computer words: monitor keyboart mousemat hand drive software hardware webcam — internet website cut copy paste file folder edit insert format font click icon screen document upload download select Web research task © Methodology guidelines: Web research tasks, page xx My favourite site »© Using the computer words from the lesson, ask students to write instructions for other students to use to find their favourite website. For example’ ‘My favourite site is wan. First, click on «© Students follow the instructions to find each other's favourite sites, then ask questions about them. IF YOU WANT SOMETHING EXTRA .., ® Staaightforward Teacher's Resource Disc at the backof this book | |re Hard life? WHAT THE LESSON IS ABOUT Theme Speaking Describing jobs Game: asking yes/no questions to guess a job Reading& Interview with aman about his new listening job Vocabulary Adjectives (1) Grammar _Present simple (3) (questions & short answers) IF YOU WANT A LEAD-IN .. Introducing the theme: describing jobs « Start by brainstorming lots of jobs onto the board (teacher, doctor actor, etc), This is revision. students should be able to come up with between ten and 20 jobs. « Choose a job from the board and deseribe it, but don’t tell students which one, For example, say, ave an office. use a computer and a telephone. i write emails and letters. 01, F work in a hospital. Fwork long hows. don't use a computer. Ihave a white coat. Students try to guess which job and shout out when they know the answer, « Paitwork, Students describe and guess jobs. READING & LISTENING : ‘This reading and listening isan interview with Lord Duncan, president of his own company. The tone is humorous ~ Lord Duncan clearly doesn’t work very hard. 1&2@ 181 «Ask students to look at the picture of Lord Dunean. Ask, What can you see? Where is he? What does he do? Elicit as. ‘many words as you can, ‘He works in an office. He is president of his own company. « Play the recording. Students listen and read. In feedback, ask for the class’ answer to the gist question, Ask, Wty? No, he doesn’t have a hard life, He only works irom Monday to Wednesday, he has two secretaries and he plays gol @ 181 1= interviewer LD = Lord Duncan I: Lord Duncan, nice to meet you. You are the new Present of Duncan Enterprises, Tell ws abut your new jo LD: I's an interesting job, but it isn’t easy. I: Really? LD: Well, I have my father’s job. I work a lot I: Do you work every day? ED: No, don’t, Not every day. I work from Monday to Wednesday. [Do you work in your father’s old office? ED: No, I don’t, Ihave my own offices now. Offices? Do you have more than one office? : Yes, Ida. Thave two offices. One for me and one for the wo secretaries, 1 1see, Two secretaries. Do they work Monday 10 Wednesday? LD: No, no, no. No, they don't. They work Monday to Saturday, Ab, LD: Ihave a game of golf today. Do you have any other questions? I: No, [don't. Thank you, Lord Duncan, UD: You're welcome. Language note: reading & listening «# There is a set of vocabulary connected with Lord Duncan's lifestyle here. You could ty to elicit the words below when asking students about the picture. Or, put the words on the board and ask, What is the connection between the words and Lord Duncan? president secretaries father a game of golf 3 ® Ask students to read the interview again and choose the correct answer. Let students check their answers in pais. Te 2c 3b a VOCABULARY: adjectives (1) 1 @ 1.82 * Play the recording. Students listen and repeat. @ 1.82 Isa difficult job. Its a boring job. It's a good job. 2 ‘© Ask students to match the words to their opposites in ‘exercise 1. Let them check their answers in pairs. 1 good 2 boring 3 difficult 3 « Pairwork, Students make sentences about the jobs. In feedback, ask a few pairs to share sentences with the class. Extension task ‘* Add other jabs for students to describe: factor firefighter doctor factory worker football player Language notes: adjectives (1) Adjectives come before the noun (attributively) or as a complement after the verb 10 be (predicatively). In many languages adjectives can come alter nouns so students may make this error. Adjectives in English do not change depending on gender or plurality. Beware of students adding an s: difficuts jobs. «© The stress on all these adjectives is on the first syllable. NB The first e in interesting is silent and the second is unstressed, so (interestingly) interesting has only three syllables: /‘intrastiry. 59S| Hard iter (a Methodology Builder (10) How do YOU think people learn a language? | T meet quite a lot of teachers who say they are not really very interested in reading or thinking about teaching theory. I. ‘however, think there’s one theory you do need to have thought about a little and formed some of your own conclusions ‘on, and that is: how do you think beginners start to learn a language? Admittedly, that IS quite a big question! Yet if you hhaven’t really got an idea what you think the process is by which your students are likely to learn, then how will you decide how you are going to work in class? Imagine a new language item, for example, making present simple questions. How do you think a beginner goes from knowing nothing about that toa stage where they are able to use it (with errors probably) reasonably successfully? There certainly isn’t a single correct answer. The experts have many theories which in turn have important implications for things that you might do in class. The important thing is that you have an idea yourself about what you believe so that you can make sure that the work you do in class has a real point and isn’t simply entertainment, Here are a few things to think about, together with some possible implications: |When students learn a new language item do you think they |If you think that, then in class you might want to ... examples of the patnmar a aet Tear lois of oral examples ofthe grarimarin use? see a few wiiten examples ofthe grammar use? Tos ‘waitten examples of the grammar in use? study grammar ‘about the item? planati ‘meet the item a number of times in separate lessons? use the item themselves in written exercises? ‘use the item themselves in simplé repetition tasks? | ~~ use the item themselves to communicate? Grammar: present simple (3) (questions & short answers) © Language reference, Student's Book page 58 © Methodology guidelines: Grammar boxes, page x Fy « Students make questions and answers, Do the first as an example. They can compare their answers with a partner before you check with the whole class. 2. Does he go to work by bus? No, he doesn’, 3. Does he live next tothe office Yes, he does, 4 Does he have two secretaries? Yes, he does. 5. Does he work on Saturday? No, he doesn't. 6 Does he have an easy job? Yes, he does. 283 « Students rearrange words to make questions, Do the first as an example. They can compare their answers with a partner before you check with the whole class. + Pairwork, Students ask and answer the questions, 1 Do you go to school by bus? 2 Do you work in an office? 3. Doyou havea car? 4 Do you work on Saturday? 60 use the Student's Book recordings to help students notice | focus students on the grammar reference in the book. Talk — ‘set the Student's Book exercises and make use of language in use offer some examples onthe board. ‘sete Student's Book texis and supplementary ‘material you find through it carefully | supplementary Workbook material do the Student's Book exercises and supplement with regular | dls on new language. make use of the Student's Book speaking tasks and supplement with some of the ideas for extra oral tas from this Teacher's Book, eg instant roleplays, Extra task « You could make this a mingle and a class survey. Ask students to walk round and ask five stuséents the questions from exercise 2. Tell students to sit down with a partner and compare their findings. Ask students to tell the class what they found out in their ‘survey’. For example, Jose and Ana go to school by bus, but Rosa goes on foot. Language notes: present simple (3) (questions & short answers) « Students new to English may find manipulating the auxiliary verb forms do and does difficult to remember and use because they don’t exist in L1, In ‘many languages, questions are formed by a simpie transposition of subject and verb (as with to be In English). Other languages don't even transpose and merely use rising intonation to express the question. $0 expect errors like Have you a difficult job? and You work ina office? « Students may over-apply rules and add s endings to the infinitive form with he and she, For example, Does she works ira sctool? Similacy, they may forget third-person forms, and say, Do she works ..?, ‘It isa good idea to draw a simple table on the board to show students how questions are formed: dojdoes subject infnive a Do you they tive alone? te Does the (it) © Short answers are difficult to manipulate, Students may get confused at this level between the different forms: Yes, Ido; ¥es, she does, etc. They may forget to use auxiliaries and say: Yes, he works; No, he doesn’t go to work by bus, ete. Atthis level, keep it simple, with lots of repetition. PRONUNCIATION: intonation (2) 182 @ 1.83 « Play the recording, Students listen. In feedback, ask students if they can hear the voice rising. « Play the recording again, Students listen and repeat. Ask a few individuals to say the questions, and correct their intonation, @ 1.83 Does he have a job? Do you use a computer? Are you a student? Extra drill task « Reinforce the students’ awareness of rising intonation and preview the speaking task by drilling some of the ‘questions from the Speaking section with the class, ‘© Write some of the prompts from the Speaking section on the board. For example: have a difficult job? have a good job? sea computer? work alone? work in a school? work in an office? © Model a Do yout ...? question with the first prompt: Do you have a difficult job? Ask students to repeat chorally and individually. Make sure they are using rising intonation and stressing the correct syllables (see syllables marked in bold above). Model and drill the other questions. Then get students asking and answering the questions open class. (They should answer with Yes, Ido or No, don’t.) Hard ite | 5 Language notes: intonation (2) ¢ Remind students that the full verb (eg use, work) is usually stressed when making questions, whereas Do you daja/ and Does he dazit/ are contracted. In short answers do Adu/ and does daz/ are given ther fll value and stressed, Do lots of drilling o get students approximating this «There is generally arising intonation on yes/no questions and'a falling intonation on short answers. + When drilling the sentences in the Betra drill ask, be ware of shifting stress. For example, the main stress ‘ould be on use or computer in Do you use a computer? depends on which word the questioner wants to ‘emphasize In these examples, the main stress has been placed on nouns to keep it simple ~ when drilling, keep this stress consistent. SPEAKING 1&2 «Ask students to look at the jobs in the photos. Ask, What are the jobs? What do people do in the jobs? Elicit a few ideas + Pairwork. Students play the game. Student A chooses a job and Student B asks questions using the prompts. You could get students to sit face to face to do this, simulating an interview. Monitor, prompt and correct. © Students swap roles and do the activity again. Atthe end, in feedback, ask students to summarize their partner's description of a job, using the third-person form: He has a... He works in..., etc. Extension task «© Ask students to write down two or three members of their family and their jobs. Help with vocabulary. ‘* Put students in pairs, or groups of three (ewo interviewers), and ask them to interview each other and find out what their fathers, aunts, cousins do. The aim here is to switch the question practised from Do you...? to Does he/she ..? Monitor, help and prompt, Again, swap roles and get students to summarize what was said in class feedback. « Its a good idea to set up this task with a prompt drill in order to give repetitive speaking practice of the Does (s)he...? form (see the Exira drill task in the Pronunciation section for a suggested procedure). If YOU WANT SOMETHING EXTRA ... © Straightforward Teacher's Resource Disc at the back ofthis book 615p | Review WHAT THE LESSON IS ABOUT Theme Review Speaking Asking and tatking abouttifestyles Reading _Jigsaw reading texts: two texts about dogs and their jobs’ Vocabulary Technology words Grammar Present. answers. Functional Saying email addresses and website language URLs IF YOU WANT A LEAD-IN .. Pre-teach key words: dogs and jobs «© Ask the class, Do you like dogs? Why? Do you have a dog? What's its name? What does it do? Then write in the ‘middle of the board: dogs and jobs. Ask, What jobs do dogs do? Elicit different types of working dog from the students, Use mime and examples to try to get students to think of different jobs. Ty to elicit and write on the board the following: a police dog, a show dog, a guide dog, a rescue dog, a sheep dog, a guard dog, a hunting dog. Check that students know what these dogs do. READING ‘This is a jigsaw task. Students work in two groups. One group reads about a police dog's job and the other group reads about a show dog's job. n pairs, students then describe their text to someone from the other group. 1 + Groupwork. Divide the class into two groups. An easy way to do this isto tell the left half of the class they are Group A and tell the right half they are Group B. Make sure there are equal numbers in each half. Tell each group to find and read their text Extra task «Before reading, ask students to Jook at the photo that goes with their text and guess what the dog's job is (Milo is a police dog and Bertie is a show dog). They then read for the first time to check their prediction, 2 «© Students read and answer the questions. Let students compare answers with someone who read the same text. Milo 1 America, 2 London. 3 No, he doesn’t, He works Monday to Saturday. 4 No, he doesn’t. He lives with his partner Oificer ‘simon Pott, He works at the airport, at schools and on the streets. 5 6 (Smdents’ own interpretation) 62 Bertie Se 1 Britain. 2 Paris, 3 No, he doesn’t. - 4 No, he doesn’t, He lives with his owner, Eugénte, 5 He works in London, Madrid and Milan. 6 No, he doesn’t 3 ‘Tell students to stand up, walk round and find someone who read a different text. Make sure everybody finds and sits down with someone. If you have an odd number in ‘your class, you'll have to have one group of three, « Ask students to tell each other about their dogs. In feedback, ask a few individuals to summarize what their partner told them. Extra task Ask students to find two similarities and two differences between their dogs. Ask them to write sentences and tell the class. For example, Bertie and Milo live with their owners. Milo works six days a week, but Bertie doesn’t Extension task «© Ask if anyone in your class has a working dog. Ask, What does your dog do? Language note: reading + You may wish to preteach these words that describe people: 4 partner is someone you work with an ouner is someone who possesses a place (eg a shop) or an animal (eg a dog) a friend is someone you like and spend time with Cultural notes: dogs «© Show dogs have a long history, Organized dog shows have been held for over 125 years. In the UK, the annual Crufts’ show is very popular and televised. “Best in ‘Show’ dogs are selected in a variety of categories and ‘one dog is then selected as overall winner. « In Britain, the German Shepherd breed of dog is generally trained as a police dog. GRAMMAR © Longuage reference, Student’s Book page 58 ® Methodology guidelines: Grammar boxes, page xx 1 ¢ Students make questions. Do the first as an example, They can compare their answers with a partner before you check with the whole class. 1s Milo British? Does Milo work atthe airport? Do Simon and Milo work together? Do Simion aind Milo live in America? Does Simon live with Milo? Is Bertie a British dogg Does Bertie work in America? Does Eugenie work for a British magazine? Do Bertie and Eugenie live in Paist | | | | rr2 « Pairwork. Students ask and answer the questions. Monitor carefully for errors. 2 No, heisn't, 7 Yes, hes. 3 Yes, he does, 8 No, he doesn't. 4 Yes, they do. 9 No, she doesn’t 5 No, they don't. 10 Yes, they do, 6 Yes, he does. : 3 ¢ Students complete the sentences. Let them check their answers in pairs before discussing as a class. din ain 2 with 5 by 3 for Language notes: grammar «# Students can get confused between in and at as prepositions of place. in some languages, the same word is used to express both meanings. In English, we say in acity, in a country and in a building (when you are Inside). We say at when someone is, for example, at a bus stop (le not inside) or at a match, a concert ot party (when the event attended is emphasized). # Toms in the post office means that he is inside the bullding. Tom is at the post office means that we are not interested in the fact that he is inside, but that he is at that location and doing something there Extra task © With a monolingual class (or one with comparable languages ~ a group of Europeans, for example) ask stuclents what prepositions they would use in their anguage and whether the prepositions used in English are the ones they would intuitively use, 5 instant practice 2 eI ‘Here are some more very useful, usable (and reusable) nno-teacher-preparation practice activities for beginner level: Instant repeats ‘Teachers often avoid repeating tasks, thinking that students will find tc boring. In fact, many students love this chance to really consolidate what they have learnt and they are often able to do things much more confidendly the second time around. So, when students have just done a written exercise, get extra value out of t by immediately repeating it as an oral exercise In pairs, get students to read out the questions to their partner, who tries to answer correctly without looking at the original answer they wrote, Alternatively, doit with. ‘the whole class; you can read a.question and the class answers, Obviously this works better with some kinds of ‘exercise thar others, so experiment and find which ones are good for your students. Review | 50 Instant task extension When students Nave finished an exercise ask them t0 work in pairs fo write one more question in the style of the exercise. This certainly isn't suitable for all exercises, but ones that follow a regular straple format (eg fillin the missing words in a sentence, rearrange the words to ‘make a sentence, complete the sentence about yourself etc) will probably work well, When students have ‘written their question, get them to try itout on other students (while they t) 10 do the question from the others). VOCABULARY 1 « Students find words (horizontally and vertically, but not diagonally) in the wordsearch. They can compare their answers with a partner before you check with the whole class ‘Across: mobile phone, website, printer Down: computer, email, mouse 2 ‘ Students match things to words. They can compare their answers with a partner before you check with the whole class, tb ac 3d 04a 3 @ 1.84 ® Play the recording. Students listen and circle the correct ‘email address. « Play the recording again, Students listen and repeat 1 haloo6@mall.com 2 sofia@ia.net 3 metcedes@kar.com @ 1.84 1 M=man W~woman M: OK, Ill give you my email address. W: Just a minute. My pen ... OK. M: My email address is. i's nal006 at mail dot com. W: Sorry, again? M: H-a-l0.0-6 at mall, m-a-i dot com. W: Good, Thank you. 2. W=woman M=Man W: Is easier if you email me. ME: OK, what’s your email address? Sofia, that’s 0-F-F-a at ba dot net ME: (a dot net. OK. 3. We woman W: For more information, email us. Our email is mercedes at k-arr dot com, 6350 Review FUNCTIONAL LANGUAGE © Communication activities: Student's Book, pages 116 8 114 182 « Pairwork. Student A tums to page 16 in the Student's, Book. Student B turns to page 14. Students practise saying email addresses and website URLs. They must listen and write down what their partner says « In paits students discuss whether they know any other URLs and tell their pariners what they are. The students can compare their findings with the rest of the class. Language notes: email & website addresses «© A website URL (Uniform Resource Locator} is an internet address « Email is an abbreviation of ‘electronic mat. SPEAKING 182 * Divide the class into groups of four or five. Ask each group to interview each other and find out as much information as possible, Itis a good idea to tell each group to interview each student in turn for one minute. Say go, then after cone minute, say change and the students must start interviewing a different student. « In feedback, ask groups to summarize information they found, Extra task » Draw the table on the board, That way stucents will talk without looking at their books (which can be closed), using the board as a reference if they can't remember the question. After a while, rub out some, or all, of the table so that students ask questions without reading Extension task You could turn this into a class survey. Students must walk round and interview everybody, then, in groups, they ‘must write out their findings in a report. They could draw graph or pie chart. Self-assessment « Ask students to tick what they can do, Review game ‘© Write six jobs on the board. For example: actor, reacher manager, footbatter, police officer, doctor. Then draw six houses in a row. Draw six simple terraced houses with a door, and write 2, 4, 6, 8, 10 and 12 on the relevant house, 64 «© Put students into pairs, A and B, Tell the Student As to copy the row of houses and decide who lives in each house. In each of their houses, they must write one of the jobs and they must write a name for each person, So, in house 2, they might write, Mark - teacher. Student Bs must copy the houses and numbers down but write nothing in them yet. They must think of questions to ask They cannot use the job words on the board, ‘When the Student As are ready, the Student Bs must ask questions to find the name and job of each person in each house. Who can find who lives in each house the quickest? Here are some useful questions to ask (you could model these to get the Student Bs started): In number 2, Does ite/she have a good job? Does he/she work in a office? What's his/her name? How do you spell that? IF YOU WANT SOMETHING EXTRA ... © Straightforward Teacher's Resource Disc atthe back of this book6A | Daytime WHAT THE LESSON IS ABOUT Theme Routines Speaking Describing typical days and routines Reading ‘Morning people and night people Vocabulary Common verbs & nouns (2) Grammar Adverbs of frequency Functionat language Pronunciation /e/, (ai, Telling the time (1) Bll IF YOU WANT A LEAD-IN ... Introducing the theme: routines « Write the following times on the board (you could draw clocks with the times on) 7 o'clock in the morning 9 o'clock in the morning 1 o'elock in the afternoon 6 o'clock in the evening 12 midnight Write What do you do at...? on the board. Give students two minutes to think what they usually do at these times. ‘Then put them in pairs to talk about their routines. Students tell each other what they do in English, but tell them that if they don’t know a word, they can mimeiit for their partner. So'clock in the morning 12 noon Jo'elock in the afternoon Bo'clock in the evening Pre-teach key words: routines # Write My typical morning on the board. Mime five or six things you do on a typical day. For example, mime waking up, having a shower, eating breakfast, going to school ‘Students watch and remember. Then put students in pairs to describe your typical day to each other. « Ask students to mime their morning routines to each other. ‘Ask a few students what their partner typically does, VocaButary: common verbs & nouns (2) 1@ 185 « Ask students to look atthe pictures. Ask, What do they do in the pictures? Blict words students know. «Ask students to match verbs and phrases, Let them check answers in pairs + Play the recording. Students listen and repeat. Awake up E drink @ 185 wake up eat sleep goto bed drink read Beat Fread Csleep Do tobed amoaeS 2 ‘Students complete the phrases with the verbs from ‘exercise 1 Leat 2drink 3 read 3 ‘© Model the activity by telling students about your own, typical Monday morning. ‘* Ask students to put the phrases in order to make their typical Monday morning. Put students in paits to tell each. other about their days Alternative procedure «© Use flashcards or mime to bring this lesson off the page. Itis straightforward to make simple flashcards showing, these actions and nouns (see below). Itis also easy to rime the actions. ‘Using the ‘verb’ flashcards, elicit the verbs, and drill them chorally and individually. Stick the flashcards to the board and write the verbs you have elicited under each flasheard. Using the ‘noun’ flashcards, elicit the nouns, and drill them chorally and individually. St the flashcards to the board and write the nouns you have elicited under each flashcard. « Students could then do exercises 2 and 3 while referring t0 the pictures and words on the board. «© Copy the following pictures onto card to make your flashcards 8 264 | Daytime Language notes: common verbs & nouns (2) © Wake up isa phrasal verb. I is pronounced with linking between k and ut /iverk_ api «© Here are other morning routine words you may wish to elicit and teach with a stronger class: ‘getup haveashower/bath wash brush (your) teeth/hair get dressed shave READING In this article, students read about the routines of ‘morning people’ and ‘night people 1 + Lead in by asking, Do you like mornings? Do you go to bed late? Find out who are morning people and who are night people in the class. + Students read the article and answer the gist task. Let them discuss their answer in pairs. 2 2 « Ask students to read the article again and circle the correct, jcture. Do the first as an example. Let students check ier their answers in pairs. We 2G 3 HE sG o& 3 « Pairwork, Students ask each other the question. Have a brief class feedback, Extra task « Ask morning people to form a group and night people to form a group. Tel the morning people to find out who is Super Morning Person. In other words, who wakes up and/or goes to work very early. Ask the other group to talk to each other and find Super Night Person. GRAMMAR: adverbs of frequency ® Language reference, Student's Book page 58 © Methodology guidelines: Grammar boxes, page xxi 182 @ 1.86 « Stucents rewrite the sentences with the words in brackets. ‘They can compare their answers with a partner before you. check with the whole class. « Play the recording. Students listen and check. « Play the recording again. Students listen and repeat. Mike always works on Saturday morning. He sometimes goes to bed late on Friday night. He hardly ever hears the alarm clock He is always tte. He usually eats a big breakfast. Hels often late for work 66 @ 1.86 Mike always works on Saturday morning, He sometimes goes to bed late on Friday night. He hardly ever hears the alarm clock, He is always tired. He usually eats a big breaklast. Hes often late for work, J) ‘ Students rewrite the sentences in exercise 1 so that they are true for them, which means changing he to I. Write a couple of examples about yourself on the board first to model the task. Extra task © Groupwork, Students read the sentences they have written to each other, Language notes: adverbs of frequency + Frequency adverbs are used to talk about how often we do things, ranging from always (meaning, 100% ‘often’) to never {meaning 0% “often’). You could test students’ understanding of these adverbs by getting them to match the words to approximate percentages of frequency. Write, for example, the following percentages on the board and ask students to match the adverbs to them (the adverbs are shown here as answers) 100% always 70% — often 30% sometimes 2% hardly ever 0% never Frequency adverbs generally come between subject and main verb. However, they come after the verb to be and after auxiliary verbs. So, they come after do: I don't often eat chips, for example, as well as other auxil ‘not covered in this unit: He's always shouting, He has never been there, You can sometimes hear him sing. Students often try to stick frequency adverbs at the start of sentences, which is not always grammatically wrong, but tends to be over-emphatic in English, Usually can confuse in that you need to specify the time or situation in order to use it correct. So, Foften eat sweets isa perfectly accurate statement but / usually eat sweets is not. It prompts the query, When? I what situation? « Frequency adverbs are generally stressed in sentences. Note the pronunciation and stress of each word below: always forlwerz! often nfn/ usually sometimes 'samtatmz/ hardly ever /hasdlijeval never fneval Pronunciation: /e/, /a/, /w/ & /1/ 1@ 1.87 * Play the recording, Students listen and repeat. @ 1.87 fel never, bea Js sometimes, up ‘fue! juice, usually ‘difficult, it : | 7 |