fpKectkea CUO UK PdF MU Brno INNA Tuiicouver Elementary Listening Edited by Judith Greet Teacher's reference key Time ‘A small clock on each page tells you approximately how long each activity should take. ) Level The number of stars on each page tails you the level of each activity Students with one-two years of English 8 Students with two-three years of English Listening tracks & There are two CDs. The top number relates to the CD; ‘the lower number to the track. 5 MSCHOLAS LoiWER ELEMENTARY LISTENING 11 Surprise Lunch have got ‘checking information; ticking yes # no: listen and draw 2 Christmas is Coming prepositions ‘cking information; completing gaps; drawing 16-47 3 The Babysitter feelings; times completing sentences: drawing: drawing times 18 4 The Maths Test ines ticking yes/no; identifying speakers 19 5 Will's Tah too choesing the correct picture 2021 6 Vicki's Pet ‘embedded questions ‘ordering pictures 22:23 ‘Travelling by Train ‘ravel completing sentences; ticking yes / no: veriting sentences in order Py B Lucky Socks must Fustn't ordering sentences; selecting sentences 25 9 Eating Out Pd tke 11 Hike identifying speakers; choosing correct sentences; identifying pictures 2627 10 Summer Holidays going to choosing correct pictures; matching pictures and sentences; ticking items in o lst 28:29 11. The Mystery Picture shapes / ice drawing a picture 30 12 american Festivals aciverbs of frequency matching 31 13 England vs America prefer listoning for adjectives 2 14 india comparatives and listening for numbers; ticking true oF fabe superiatives 33 15 What Shall We Do? suggestions and excuses choosing corract answers: completing sentences 34 46APhone Call from Jamaica —_ reflexive pronouns ticking the correct picture; completing sentences 35 17 Valentine's Day questions tags ing speakers gap filing 36-37 18 Guy Fawkes icining words reordering pictures; joining sentences 38:39 19 Holiday Plans first conditional matching: identifying speakers; gap filling 40-41 20 Global Warming uuniess listening for words; ticking true or false a 21 What's Your School Like? discussion ~ scheo! i complating a table a 22 Beverly Hills High School discussion recognising meaning of numbers: adding facts ‘American High School 4 23 Coral Reefs discussion — conservation checking facts 45 24 An Interesting Country discussion ~ countries matching sentences 45-47 25 A Typical English Person discussion ~ stereotypes completing a chart; recognising functions 48 26 Fox-hunting discussion.~for-hunting identifying speakers completing a word table 43TIMESAVER ELEMENTARY LISTENING 27 Your favourite Sport discus completing Information 50 28 The Band discussion ~ dilemmas 1 comprehension questions st 29 The End of Term discussion — dilemmas 2 identifying speakers ticking yes / no; comprehension questions; gap filing 52.53 30 Oliver Twist literature; adjectives; checking enswers; completing sentences; regular post simple pronunciation 5455 31 A Christmas Carot literature ticking yes no; completing sentences 56.57 32 Robin Hood literature; multiple choice descriptions of people; irregular past simple 50-59 33 The Hound of the Baskervilles literature: ‘ist question; ticking yes /no; asking questions completing a table 60-61 34 Romeo and Juliet literoture; joining words answering questions; erdering pictures, 62-63 35 Othello literature gist questions; gap filling 64.55 36 Treasure Island literature; chymming words multiple choice; pronunciation 66.57 Teacher's Notes and Answers a3 Recording Script 68-80 __ i Pde MU Brno Luasce Uke 4% ee 3Teacher's Notes Introduction Elementary Ustening contains 36 communicative worksheets based around listenings graded at elementary level, Each self-contained lesson includes pre-listaning, while listcning and post-istening tasks to ensure {ull exploitation and luncerstanging of each recording. Worksheets can be selected by structure, discursion topic cr literature ard will ck as a Useful supplement to any elementary coursebook. Answers are included in tha Teacher's Notes. 1 A Surprise Lunch (pages 14-15) Listening aims: Listening for gist ~ checking information; Listening for specific information ~ ticking yes/no ten and raw [New vocabutary: crisps, muffin, jealous, boring, rll, ham Pre-listening 1 lit whet food students can see inthe pictures Teach any new vocabulary or extend it by asking for examples fut and vegetables. Encourage them to create word wets for fruit and vegetables. Monitor asthe students Gscuss the questions. Al the questions ae in the past simple check that they are using the tone corel. This can ied to a genera discussion about eating healthily and giving advice to those who do nt eat sensibly 2 ct students preferences about the lunch boxes, Ask students whet they would ike ina lunch bes. You could ao discus if they think having a hinch box’ meal rather than a hot mesl is better. gening 3 Caplan thet Max and Robbie are discussing thet inch ‘owes inthis istening Students read through the statamens to mate sure they understand. Check answers. Play the ist pare ofthe recording tuvce. Answers: a} Yes b) No ¢) Yes d) No 2) No f} No 4 Got students to describe Mav's brother, Ase what they think the relationship between the brothers i lite ~ perhaps they argue quite abit. lit ideas from the students about Mavs brother’ plans. hey then listen to check Answer, He makes a spider and chocolate spread sancvich, 5 After students have drawn ther pictures they can compare thelr answers with a partner Each recording is repeated Answers: Max an apple, a chocolate bar, @ bottle of water anc a chesse sand, Jennie - a banana, some esp, some Coke, and a salad sandvich; Robbie - an epple, a yoghurt a cake and a sandaich, Postlistening 6 Go through the example with the stucents betore they play in pairs. Monitor and take a note of any prablers. ASK students who came up with the strangest sandwich, 2 Christmas is Coming (pages 16-17) Listening aims: Listening for specific information ~ ticking information; completing caps Naw vocabulary: tinsa\, decoration, cracker, angel, mini-dise player, wardrobe Pre-listening 1 Students match the pictures to find the words. Check. Elicit other words connacted to Christmas from the students. Encourage them to think about how to record their ‘vocabulary. In this case they could have a, page in their vocabulary books connected to Christmas. They could create sentences about themselves using the new words ‘Answers: a) angel b) present ¢) decoration a) tinsel el cracker #) turkey Listening 2 Ask students when they are given presents, Are they always 2 surprise? Do they try to find out what they are? Check students know all the prepositions, Play the recording, ‘rough once. Students check thelr answers with a partner Flay the recording again to check. Check answers. Answers: They looked in his parents bedroors, under the bed, Under the stat, behind the sofa and in the lounge, 3 Play the recording straight through and then play with pauses after each speaker to give students time to write Check answers, Answers: 1) doing 2) at 3) shirt )for Sb your 6) shirt 7 Playstation 8} fantastic 4 Play the recording through twice if necessary. Give students, time to daw the items in place. Check answers, ‘Answers: Students should dravy: CDVPlaystation an the wardrobe, Perfume in the crawers. Chocolates behind the wardrobe. Postlistening '5 Check students know how to play noughts and crates by hhaving a game with one af thern on the haa. In this game they will get their nought or cross if they give a correct sentence - you are the judge, Divide the dass into two tears. if you have a lorge group, you can divide them imo small groups of four to play each other, 3 The Babysitter (page 18) Listening aims: Listening for specific information ~ completing sentences, drawing, drawing times. ‘New vocabulary: babysit, packet money, bedtime, frightened, bored, spider, sieepy Preslistening 1 Ask a few questions to find out what frightens students, ‘Check they understand the vocabulary before doing the ‘exercte. Then read through the examples, nating the plural and singular verbs, and give students time to write or practise their sentences. Elicit examples from the students Ustening 2 Ask sturonts if they ever go babysitting, Do they like doing ic? Whynwmy not? Have they ever had any problems when babysitting? Give them time to read through the sentences before listening, Play the recording twice. Chack answers. Answers: 0) £20.00 b} money «) he wants ©) mobile phone «@) orange juice; chocolate har #] a game; reads q}9.30, hy) asleepssleeping 3 Explain vehat the students have to do and play the recording. Let them compore drawings, You can then ask different students te draw them on the board to check the answers,‘Answers: Students should draw: 1 angry face: 2 sleepy face; 3 happy face; 4 hunary face 4 lay the recording, leaving a pause for students to draw the ‘times, Again ask students to draw the times on the board to heck the answers ‘Answers seven o'clock; 2 ten past seven; 3 quarter past seven; 4 swenty past seven 5 twenty past eight 6 half past eight, Postaistening 5 Stucents can dscuss in small groups and then report back (© the dass. 4 The Maths Test (page 19) LUstening aims: Listening for specific information ~ ticking ‘Yes/ No; Listening for gist identifying speakers New vocabulary: test, stomach ache, appendicits, medicine, feel sek Pretistening 1 Let students work in pats to do this exercise, heck answers Answers: 1a 2a 3a 4b 5a 6a Listening 2 Students read through the sentences before listening, Play the recording once, Check ansivers ‘Answers: a) Nob) No ¢) ¥85 d} No €)No f1No g) Yes Hes ives. 3 Play the recording again, ving students time ta read the sentences fist. Check answers. Elicit from students why the characters say these lines Answers: a} M5) GW a0 eM NW Postlistaning 4 Read through the excuses with the class. Let them worl in pairs to think of another excuse. Then they can swap sheets with arother pair to answer the questions lit some of the new excuses ~ the class cn vote on thelr favourite, In pairs, students practise the situation, Cheose a few to act {heir situation in Front of the class 5 Will's Tshirt (pages 20-21) Listening aims: Listening for specific information ~ choosing the cores peture New vocabulary: horrible, changing room, charity shop, accessaries, earrings, bracelet, belt, vist bar, sunglasses, rings, necklace Predistening 1 Give students about four minutes to discuss in pas or simak groups what they would wear. Teach any new vocabulary. Listening 2 Give students time to reed the questions and lock at the pictures. Play the recording twice. Check answers. Answers: 1C 2A 38 6C 5A 68 Post-listening 3 Students work in pairs to find coven problems, ict answers ‘Answers: 2) The hat is tao ig, 8) The jacket too small, ¢) The chocolate is too expensive. d) The car is too old. €) The balloon is too high. f)The cats too ft. 9) The man is too tall, * 6 Vicki's Pet (pages 22.23) Listening aims: Listening for gist «ordering pictures 5 New vocabulary: hamster, tortoise, guinea pig stick insect, seed Pre-listening 1 Letstudents try to fll as much of the puzale a possible. Thay ‘an then use dictionaries to help them. Check answers. Discuss the mystery pet. Ask students if they have any strange pets Answers: 1rortoise 2 hamser 3 parrot 4 rabbit Sistick insect 6 kitten 7 puppy B goldfish 9 guinee pig The mystery pet is a tarantula, Listening 2 Give the students time to look at the pictures before listening to the recording, Answers 1¢ 2f 3a 4e 5b 6d Postistening 3 These embedded questions might be quite dificult for the students, You need to take them through the changes step bby step. Get them to ask you a question, saying J want (0 go to the bank but I fon’t know where itis. What shall ask? Elicit where isthe bank, please? Write it on the boord and discuss how questions are formed, Ask them to ary to ade Do you know to the beginning of the sentence. Write the correct forrn on the board and paint out the changes, Le Do you know where the bank is? Then get them to add |idon’t know to the beginning of the question in the same way ie. Idon't know where the bank’, Practise with the ‘examples in the exercise. These are only with the ver’ te be (or modals. You could extent this to using do /does did, ‘Anowers: a} don't know how you can drink only water. i} don't knew how you gan eat that disgusting food, «) | dan't know what time its.) Idon't know where Charlie ise) | don't know how much the news Linkin Park CD fs. 1 dar’ know ‘where Vicki was yesterday. I don’: kraw why Wil n't here, 1) | don't know what Vick’ favourite film i, 7 Travelling by train (page 24) Listening aims: Listening for spedtc information - completing sentences, ticking Yes/No, writing sentences in order ‘New vocabulary: conductor, ticket, pilot, seatbelt, dives, to take off, to get oto, ta and, platform, skateboarding, embarrassing Pre-listening 1 Explain hon a venn diagram works if mecesay, Give the students time to cornplete tia pats They can use Predtistening 1 Students can wvosk in pairs to complete the exercise, Check answers and elicit other facts from the students about ina Answers: Hf 2 3g 4b (formerly Bombay) Se Gd Te Listening 2 Read through the numbers and let students guess what they might refer to, Play the recording through once “Answers: 2) number of people living in Murai B}population number ef languages d} number of tigers 3 Students reed through the sentences before Hstening again. Answersia)F BIE OF dT eF NF QT Postistening 4 Monitor asthe students are working ensuring that they are Using the correct form ofthe comparative adjective. 15 What Shali We Do? {page 34) Listening aims: Listening for gist - choosing the correct answers; Listening for spetifc information ~ completing sentences ‘New vocabulary: ballet, rucby, yous, intine hockey, go-karting Pre-listening 1 students sit in groups of eight and each asks a question eg Do you hang out with your friends after schoo!? They indicate the ansivers on the questionnaire. Elicit sentences from each group about the different questions, €.g, Sir of us hang out with friends after school: two of us don't hang out with fiends after school. Listening 2 Give students two minutes to read through the table, Play ‘he recording through once. Check answers. Answers: 2a 3a 4a Sb; Jennifer wants to watch TV, 3 Play the recording again, Students work in pairs to complete the sentences ‘Answers: 2} Why don't you come b) Let's go. ¢) How about ‘going 0) Shall we go 4) Bo you want to go Postlistening 4 Elicit ways of suggesting from exercte 3, Eidt any other ways of suggesting eg What about going ..? Students take ‘tums to make suggestions and give excuses. Monitor as they ‘work. Correct any mistakes at the end, Choose a few groupe ‘0 perform their dialogue in front of the class. You could vote on the best excuses. 16 A Phone Call from Jamaica (pege 35) Gstening alms: Listening for gist ticking the corect picture; Ustering for specific information ~ completing sentences New vocabulary: bur, sunbathe, henejmeon, package holes activity holiday Prelstoning 1 Give students shout three minute 1 solve the anagrams. There is no picture forthe package naliday Explain any newr vocabulary. ‘Answers: a) cruise b) camping «) skling d} package 2)saling f)actvty g) walking hy honeymoon Listening 2 Check any new vocally by getting the students to describe whar they can se in te pictures, Play the recording once, Check answers Answers: 18-28 3AENED 3 Pause the recording regularly so that students have time to complete the sentences. Answers: See Recording script. Postlistening 4 Let the students work in pairs. check the answers. Answers. Students should remove the reflexive pronoun from ‘the following sentences: a,b,c ¢, 1 47 Valentine's Day (pages 36.37) ning aims: Listening for specific information — matching questions, gap filing New vocabulary: waste money Prodistening 1 Discuss with sturients what they think of Valentine's Day Let ‘them fook at the pictures in small groups and report back to tie dass, Elict other suggestions for presents, Listening 2 Give students a minute ta read thraugh the questions before answering them, Check answers Answers: a) Kate b) Simon ¢} Simon d) Simon e} Kate f) Simon g) Simon h) Kate 3 Students can complete the dialogue with the question tags first an then listen to che Answers: Tdoesn'tit? Zant? Aid you? 4 do you? Sidwt you? 6 ere you? 4 This is pronunciation practice before they do the next ‘exercise, Check tht they are getting the intonation coves. Postilistening 5 Go through the exampte with the class. Stucents have to. complete the table before working with a partner. Monitor ‘nd listen to the intonation. 18 Guy Fawkes (pages 32:39) Listening aims: Listening for gist~reordeting pictures Listening for specific information = joining sentences New vocabulary: fireworks, Catholic, cellar, gunpowder, ‘warn relative, torture, errest, confess Presistening 1 Discuss with the dass when they go to see fireworks Do ‘they lke ther? Do they think they are a good way to help celebrate an occasion? Listening 2 Discuss the pictues before the students listen, teaching any pea wocabuley. Pay the recording twice if necessary Answers The correct order 2,53, 164 3 Students lisen again to find out Row they can join the Sentences Let them discus their answers in pais before checking asa dass. Answers: 1 Guy Fawkes wos a Catholic and he hated the King: 2 Guy Fawkes joined a group of men who wanted o kil the ting; 3 One of the men had 2 relative who often vted the Houses of Parliament; & He warned his relative about the plan and his relative warnes King lames; S Wier Guy Fares entered the cellar cn the night of November Sth the King's man were already there; 6 They wanted to krow the names of the otter men so they tortured Guy Fawkes unil he confessed. Posttistening 4 This similar exercise to the previous ore Ansners.3) who b)so and ¢) When) When who and h}so. 4 > 55 Students can work in pairs to match the questions and answers Answers: 19 2d 3a 4) Se Gh 7 Be 9% ‘The man who stopped the conspiracy was Lord Monteagle. He vwamed the King, 19 Holiday Plans (pages 40-41) Ustening aims: Listening for gist - matching Listening for pectic information identifying speakers, gap filing New vocabulary: curry, spicy soldiers, ar alley, canal, surfing, passport, embassy Prodistening 1 Let students olscussin pairs and then check answers. Lat students make some of their own puzzles up. Answers: b} Thailand China d) South africa.) tly f) Greece Listening 2 Students have to listen and write down who mentions wien place asa possible holiday destination. Play the recording once. Answers: Paul - India, Australia, England, Sally Ann~ America, Scotland, elon 3 Play the recording again and then check ensue, Students vite the remaining three conditional sentences, Answers:a)5 bIP OP dS. If his brother dees insite him, Paul will go to india ithe can't take a month off work, Paul wan't goto india. (the weather is nice, Slly Ann will goto Scarland or keland, Postlistening 4 Let students work in pairs to think of powible answers, Accept al correct answers. Possible answers: b) If am ill, will use my insurance and go ‘to see a doctor) If someone steals my meney. Isl report it 10 the police and borrow some from my cousin; &) IF we can't find a hotel to stay in, we'll sleep in the car; ef If our car breaks down, well take it to & garage; ff | iss my plane home, 7) get the next one. 5 Play the song through for the students end ask them if they like it - whydwhy not? Give out the sheet and ask them to ‘ry and complete the gaps. Fay it through again so they ean check thelr answers and complete any cemaining geps. Answers: 1) ends 2) relax 3)spend 4) catch 5) come Shtravel 7)sit 8 having 9) are 20 Global Warming (oage42) Listening alms: stening for specific information - listening for werds Listening for ast cking tue or fase Now vocabulary: recjel, comport heap, eco, itt, reighoourhood,clbal waning, temperature, enronment flooe ek, ie e3p,povticn, can Gioxice, rainforest, cut down Presistening 1 You may I to teach ome ofthe new vocab ist. Go ‘through the quest oanate with the rudents to make ure they undestand it and introduce the new vocabulary at the same time. They can then answer the cuesons and chedk ‘hele sores. Ect who isthe greenest the less. establish their reacton to this and whether they sink is important and why fay notTaD D Listening 2 Play the recording through once while the studerts tick the words they hear. Check the answers. Answers: Students should have ticked: ternparatures, degrees, sen eves, flooded, ar, pollution (nat rainforest because the speaker says rainforests) 3 Students can try te answer the questions before they listen gain if you wish Let them do it in pairs then listen to check their answers. Answersia)F b)F OT AT ebF Postilstening 4 Reming students that uniess means if not. They need to study the postive and negative parts ofthe sentences before transforming them. Chock answers, ‘Ansivers: a} Unless ve save fuel, there won't be enough for ‘the future;b) Unless we protect our lakes and rive, they wll become polluted, o Unless we stop cutting down rainforests, tho hele inthe ozone layer will gt bigger &) Unless we stop lobal warming, temperatures wil ese further 5 Students work in groups before sharing ideas with the whole cass. 21 What's Your School Like? (page 43) Listening aims: Listening for gist ~ completing 3 table New vocabulary: best, worst Preslistening 1 Give the students time working individually to complete the diagram. Answers: rem Moor ham i Listening 2 Students read through the chart before listening twice to the recording, Answer: ‘Kare | Simon | Adam 1 you ie ng 7 to echoot ‘wes doyoulke | Schock | arama | apart | mnie bestaboutschool | wips | lenons ub Twhatetie worst [homework | mathe | exams | school thing about rool? sens ‘ood ‘Wa te your tne | teostrct [OK | iene teacher te? Postfistening 3 This exercise looks at word order. Add some more examples ‘of your own which your students aften make mistakes with. Answers: b) | don't like science at alt) The subject lke best is biology: d) | always enjoy sport e) 1 don’t like any of my othe: lessons ) Mast of my lessong.are interesting. 44 Students complete the sentences and compare their anawere with a partner before sharing thelr ideas with the dass. 5 Have a discussion about home education. Ask the students if they know of anyone who is educated at home, Ask why they think some parents choose to do this. n groups, they think of the pros and cons then decide which ane they would choose. They then discuss with the rest of the class, 22 Beverly Hills High School (page 44) Listening aims: Listening for specific information — ‘ecogrising meaning of pumbers; adding fects New vocabulary: grade, semester, drama, college, glamorous, radio station Presistening 1 The vocabulary in this exercise isa lite difficult. However, the firs letter is given in each case so studers will be abe to work out the words, Give them about five minutes for this exercise working in peirs. They will hen work out the sentence about the students ~ ack them why they think they bbecorne so famous, Answers: ) grace b) semester <) prom d} yearbook @) freshman) sophomore kids often become very famous. Listening 2. Read through the numbers with the students frst Play the recarding once, Check answers and discuss the listening 3 Choose students te read the sentences, eliciting viows from the other stucients. Stucents listen again and find three more facts. Possible answers: It's about 25 kfometres from Los Angeles ‘Some of the students have famous parents. I's dso good for sports. You don't have to be American to go to the school. Post-listening 4 Ask students ta work in groups. Discuss what thei school is, like and note the differences. They then decide which schaal they would prefer to go to andi why. 23 Coral Reefs (page 45) Listening aims: Listen for specifi information = Cecking fects New vocabulary: cor! reels, damaged, extinct, cseppeat, disturb, protect, salty, coast, medicine, hurricanes Presistening 1 Stugerts work in pairs to complete the pure Answers a)T BI GT d\T @}F Fg) BVT iT Vustralia) Liste 2 Students read through the statemants check vocabulary. Answers: Students should tee 2, cand # Postlistening 23 This exercise practises the present continuous to show things ‘that are happening continuously. Students might be able to come up with other sentences related to the environment. Answers: b) are getting ¢) are cutting down are damaging.) are thinking 1 is becoming 2 Students discuss the sentences and give their opinions 24 An Interesting Country (pages 46-47) Ustening aims: Listening for gist - matching sentences Now vocabulary: poet, instrument, invent, lake, tumip, checked, choppedPredistening 1 Elicit suggestions about the pictures - they are ll elated to Scotiandl, Ack students if they know anything else about Scotland, Listening 2 Give students @ minute to look atthe sentences before they listen. Play the recording twice, Stuclants can compare their answvers before checking as a dass, Look at the completed sentences with the students and elicit what word can be sed instead of that (which) Ask if that can be used instead of wo (yest can because these are defining clauses), Answers: 19 2d 3b 4¢ Sh 6a Te Of Postaistoning 3 Go through the example with the class and elit other things tay 1s famous for eg Leaning tower of Pisa, are galleries, wing, ete, Lex them work in pairs to say what each ‘country fs famous for, The countries are: France, Britain, Eaypt, USA, Australia, Listening 4 Explain some vocabulary before they listen, Some of the ‘more dificult vocabulary includes: liver, heart, animal fat, (urnip. Students listen once. Check answers. Answers: fe 2¢ 3b 4a Sd Posttistening 5 Give students two or three minutes to complete the table, ‘working in pairs. Then give them aneter three minutes to ‘4d other foods to the lists, Check answers, ‘Answers: Countable - vegetable Both turnip, potato, chicken, haggis in al cases, when you ge 10 the shop you can buy 1 or more then one and you can count ‘the number you have bought ~/ went fo the shop and bought a turcia, Four potatoes ture chickens and a haggis; when the food js cooked and on the plata, itis na fonger countable ~/ate some turnio, some potato, some haggis and seme chicken, In ‘this case, the nouns are not in the plural. Uncountable~ meat, animal ft, bee! '§ Students can work in groups to prepare icleas for their Posters. You could give the preparation ofthis task er the actual tak for homework. 25 A Typical English Person (page 4s) Listening aims: Listening for gist- completing a charts Ustening for specific information — recognising functions New vocabulary: typical, neither Predistening 1 Encourege students to write as much as they can under each heacing, Gve them a time imi, eg. three minutes, Listening 2 Play the recording through onee. Ack them who they think 's more typical of English people Tom o: Helen, Answers: Tom — coffee, fish and chips, football, cat, the weather; Helen ~coffee,cury tennis cat, the weather 3 Give students te to read through the functors and ty to \wtke some ofthe expressions, Lat them work in pats. Then play the recording again, Check answers Answers: a} What do you think Tom? b) 50 do L ) Really? «What about football; Wel whet about enimals? dont you? # Neither do “ Postdistening a 4 Students discuss in palrs before discussing ata class. 26 Fox-hunting ipage 49) Listening aims: Listening for specitic information — identifying speakers completing a word table = New vocabulary: trap, cruel, chase, escape, painful, polion, pollute, natural Preslistaning 1 Students work in small groups to give their opinions. Group leaders give the groups views, suse ata clas Ustening 2 Stucentsraad through the statements ly the recording alee, Answers a) W b)S QW dW es 5 3 Student try to listen fr the mising merc on the recording, lay it through once more Answers: cruel beautiful painful po'on dangerous vlsease Postlistening 4 Stulents read through the statements and then ostuss their views in Sra groups. Monitor a5 they are auassing. Discs any problems when they have finshed. Open the dlacusion out tothe eas. 27 Your Favourite Sport (page 50) Lstening aims: Listening for specific information ~ completing information New vocabulary: racquet, goggles, karate, shoulder pads, helmets, coal post, championship, pitch Pretistening 1 this exer, students have to recognise the sports and ther match withthe correct verb, Let pupils work in pars, Discus the egulament needed for tha sports and teh any "ew vocabulary Let students ald any other spots tothe ls Answers: lay ~ badminton, squash, basketbal, football got ennig do—karate, yrmnestics, go = fishing, swimming, ring Listening 2 Let students read through the information before listening. Play the recoccing through twice, Answers: a) five b) two, twelve 15. d) a9 9) 100 ‘fiseven g) four h) 2,560 Favourite sports; Kate ~ basketball; Simon = ‘American football; Jennifer~ tennis; Acer football Postlistening 3 Suggest thr stadents think of a sport that they know wall and try to change seme ofthe rules and give the sport 9 ew name, 4 Read through the information withthe students, explaining any new vocabulary. Ask them if they know what. any other Sortsrion ear ~add it to their able. Ask the Gast sey Ue sportsmen deserve what they eam or not Let each rou discuss ther views with each other. Then let thera workin smaller groups with some students supporting the salaries and sore against. Let them have adseusion | does anyone change their mind? Ask groups to ‘el the cass whet happened i thee discussion, 28 The Band (page 51) LUstening aims: Listening for specific information ~ 30 Oliver Twist (pages 5+-55) ‘Background information: Charles Dickens lived from 1812 10 1870. He wrote about social problems and poor conditions of ‘working peoole in Victorian times. He wrote 15 major novels. He himself came from a poor family and vas sert to work in @ factory when he was nine years old, He suffered badly in the terrible conditions and used his own experiences in his writing He started writing Oliver Twist in 1837. Many films have been made of the novel. stoning aims: Listening for gist ~ checking answers; Listening for specific information ~ completing sentences; pronunciation New vocabulary: iocket, punishment, kidnap, gold, wallet, Worary Preslistening 41 Ack if any of the students know the story of Oliver Twist — perhaps thay have seen a fil. Elicit what they know and virite any new words an the board, Discuss the background information with them. Students can workin pairs complete the puzzle. Answers: Iwalet 2stole Spice dbenk Sreck 6 thief 2 Students could use dictionaries to help them write definitions of the words, Give them some examples of vrords they can use as the mystery word. It cad be @ wore! ‘elated so what they have learnt about the story so fa, ‘29. steal or it could be something completely different, 29, monkey, Listening 3. Working in small groups, students think of two adjectives for each character. Alternatively divide the clas into four land assign each group one character for whem they have to think of adjectives. Elicit adjectives from the clast and accept all sensible answers. Write them on the beard under each name. Do not say If they are ght or wrong. Possible answers: Oliver— sad, thin, young, coor, The Artful Dodger ~ cheeiy, clever, naughty; Fagin ~ ugly evi, seufly, mean, greedy; Mr Brownlow ~ smart, well-dressed, rich, kind Play the recording and ask the students to Isten and decide If they have got the correct adjectives, Do they wertt to charge any? Can they add any more? Explain any new vocabulary at this point, eg, workhouse. 4 Students read through the text to complete the gaps with the verbs before they isten again and check the answers. Answers: Vlived asked decided 4 walked 5 stayed Gwanted Tlooked after Avisted 9 pushed 10 showed ‘tied 12 promised 5 Practise the examples with the clas frst. Point out the fact ‘thet when verbs end in unvoiced consonants ie. sh, 5, . k x, ch, the ee’ ending wil be pronounced as; when the ver encls int’ or‘, the ‘ed! ending isa’ al the others take the ‘¢” sound. Students listen and write the verbs they hearin the correct columns. ‘Answers: 'd: tried, lived, howe, stayed‘: walked, promised, pushed, asked, looked efter, ‘c vsited, wanted, decided Postuistening 6 Give students three minutes to match the sentence halves. Check answers, Answers 1d 22 3e 4b 5c RAE TEED ENE ATTENThen osk students to substitute the word ‘that’ with another relative pronoun, ie. who ar which. ‘Answars:a) who b}which <) which d) who ¢) which Students can then write other sentences about the story Using who or which, e.g. Mr Brownlow was a kind man who looked after Oliver; Oliver climbed through a windaw which was very small 7 Give students time to write their reactions to the stories. Students can do this in groups if they wih. 31 A Christmas Carol (pages 56-57) Background information: See Activity 20 for information on Cares Dickens. In the 1840s, Dickens wrate a seros oF Christmas Bo0ks, the most famaus of which is A Chrisenas (Carol He Gecided to write a Chrsitmas story to highlight the plight of the poor and to appeal for better-off people to help, ‘There was severe economic depression in England in the 1840s. Listening aims: Ustening for specific information - ticking yes/no sentences; completing sentences ew vocabulary: mean, ghost lancée graveyard Prevfstening 1 Discuss why people have holidays on certain daye and what they do. Ei ther holidays. Discus the benefits of hoidays ~ people relax, they vst heir families. they enjoy themselves. Listening 2 Discuss the pictures with the dats and elct from students ‘what part each character might pay in the story. they ¢0 rot know the story ask them which character they think the chose might haunt. ‘Students reac through the sentences before they listen. Give them @ minute to do this tay the tape tafce Answerst a} No b)No © Yes d)No e)No f) Yes g)No hives i)Ne fvee 3 Explain thatthe sentences are about the fist two ghosts. Students work in pairs to complete the sentences. Answers: party 2doncing sad ghost Shouse 6 food Thapoy 8 Postlistening A Give students time to give their opinion of the story. 32 Robin Hood (pages 52-59) Background information: fabin toad is supposed to have tbeen born in the 12th century. The story is thet Rebin Hood was «an outlaw who poached the King’s dee in Sherwood Forest and stole money frre rch paoole to give to the poor. He not erly constantly tricked the Sneni of Nottingham bu he ako highlighted the corrupt nature of some churchmen and oficial Listening aims: Listening for speifc information - multiple choice New vocabulary: dee’ prison, prioner, rapes, Frest, bridge, castle Prevlistening 11 Elicit any information students know about Robin Hood. Let ‘them complete the exercise before chacking the answers. Answers: Rabin Hood d,h The Sheriff of Nottinghsm ~¢ ¢ John title= a, 9 Brier Tuck =i Listening 2. Giye students one or two minutes to read through the questions befere stening, Play the recerding twice, Answers: 1A 28 38 4B 5A 6A 7B anh 5 3 Students listen again to find out what they can about Maid Marian “Answers: he wes beautiful, Her father was a knight, She married Robin Hood. Post-listening 4 Let students work individually a first. They can then check their enswers with a partner bafore checking as a class. Answers: 2) died b) grew upc) put d) won e) became Fistole g}cave h)got i) caught D fought '5 Letstudents discuss this in groups and then each group can, tell their legend to the rest of the elas. 33 The Hound of the Baskervilles (pages 60.51) ‘Sackground: Sir Arthur Conan Doyle (1859 - 1930) was famous asthe author of Sherfock Holmes. However he bad various other jobs during his life, He worked on hoard an Arctic whaler 238 a doctor, was a war correspardent in Egypt, and even stood, unsuccessfully, for Parliament, He tained as a medical doctor ‘and got his degree from Edinburgh University in 188 Sherlock Holmes! most famous case, The Hound of the askervlles, was set on foggy Dartnoer. The fst episodes of The found of the Baskervilios were published in 1901. Tai book 'ssald to be Conan Doyle's best novel. Sherlock Holmes’ asitant was Doctor Wetscr to whom he always sai, Elementary, my dear Wation! Listening aims: Listening for gist - gist question: Listening fer specific information ~ ticking yes /no questions: completing a table New vocabulary: howd, devi footovnt, moar swamp, steange, detective Prolistening 1 Ask students i thay have read any Sherlock Holmes’ stories fr seen any films. Do they lke the stories? Why? Let studenis do the exercise in pairs. Answers td 2e 3f 4c 5a 6b Listening 2 Explain who the different characters in the story ave Students ister to find the answer Answer: 3 3 Ghe students time to read through the questions before ‘they listen again, They answer the questions individually and then check with their partner Elicit answers, Answers: a} Yes bWYes Yes uj No @}No No g) No hy Yes i) Yes j)Yes KINO Yes mm) Non) Yes 4 Letstudenis read through the passage and try to correct the. mistakes, Give them about three minutes to do it and ask hhow many changes they have made (there are 14 in total) Play the section for them again to check. Check answers. ‘Answats: A few = Many kind = crusl Charles = Hugo lacy=gin loved = hated moming = night cellar = room ccimbed = ju ‘the police = people aftemccn = day leg = neck 5 This exerdise practises making questions. Students can work in pais 10 write the questions and then practise asking and answering with another pair, ‘Answers b) What was Hugo Baskerville ike? He was cruel, Who did he love? He loved a girl who hated him. d) Where dic Hugo lock the girl? He locked her in a raom in Baskerville Hall €] What did she do? She escaped. f) Who chased her? Hugo chased her. 9) Who dic! Hugo ask for hela? He asked EE eer aE a Te NT ATTEN)EAE TENING the devil for help. h) What chased Hugo? The devi" hounds chased him, i) When did they find Hugo? The next day. i) What happened to him? He was dead. 7 Play the recording twice. ‘Answers: Sherlock Holmes is brillant and careful; Stapleton is hhorrible and caver; The hound is enormous and evil, Postlistening 6 Discuss Sherlock Holmes with the class. Let them work in small groups to waite their information 34 Romeo and Juliet (page: 62-63) Background information: Wiliam Shekespeere (1564-1516) «sas bom in Stratfore-upen-Aven, From the age of seven to aout 14, he attended Stretford Grammar neal receiving an sxcllent wollrounded education. At the age of 18 he married Anne Hathaway. He eventually let her and led to London te become an actor. He was an excellent actor but itis as a playwright that he is remembered. He wrote 37 plays of different genres hstxcal romances, comedies, raged. Romeo and Juliet is 2 romantic tragedy about a boy and a girl ‘who fallin love, However their fails ate each other bite. Everything goes wrong for therm and they kill themselves rather: than be parted. The play is set i Italy. The ply starts0n 2 Sunday morring inthe mile of Jl les than ive da ater just before dawn on the fllowing Thurzday- ital over, Listening aims: Listening for gist - answering questions: picture ordering New vocabulary: get married, in secret, ison Prowistening 1 Discuss with the class what they know about the play Romeo and Juliet. Give some background information (but do not say sere it takes place = see Exercise 4), using the pictures in exercise 2 Students work in paits to complete the exercise, Answers: Love ~ adore, to be fond of, to be cazy about, tobe. ‘keen ony Hate ~ cetest, can't stand, loathe, can't bear Ustening 2 With the background information you have given the stusients, they may be able to guets the answers ta the ‘questions bafore thay listen. Ifo, write their answers on ‘the board and then ast. them to listen to cheek, Answers: a)No)No ches 4) No 3 Stuclents decide on the order af the pictures kefore Fstening ‘again. Do not correct the answers until thay have listened, Answers ie 2a 3d 4b Sf 6¢ Postlistening 4 Students can work in pairs to complete the exercise. Answers: ! because 2 because 340 Abecause S40 “The country is italy. 5 Elicit details about each picture in Exercise 3 from the students so that they can ratell the story. Write any useful vocabulary on the board. The story can be started in class and finished for homework. 35 Othello (pages 64-65) Background information: See Activicy 34 Teacher's Notes ‘or information on Shakespeare.* thello, one of Shakespeare's for Great tragedies, was st performed |n 1604, The character of lago is particularly evit end his jealousy and hatred of Othello causes the tragedy, Listening aims: Listening for gist ~ gist questions: Ustening for specific information ~ gae filing ‘New vocabulary: revenge, relax, drunk, n secre, handkerchief, honest, lar Predstoning 1 Discus the characters and tir pats withthe class. Et who Could be jealous oF who. Then look atthe thre pictures (wine, handkerchief and dagger) and ask if they can guess what might happen inthe stony Listening 2 Let students stan without ceeding the play fst to see it they can establish what significance caer iter has. 2 Students listen again while reading the play and completing it Answers:1 chose 2hates 400 4abaut Shave to Slike Tmust 630 9somry 10agrees 18 wishing 12 not ‘Babout 14 met Slater 1ehonest 17else 18 mean but into 2 yworg 2haspened 23 cropped 2éewant 28 tao Postiistening 4 Ask students wy they might write to a problem page. Do they think they are useful? What kind of people use thers? In pais, students match the letters and the people. Answers: Alage 8 Cassio C Othello {a their pairs, they can choose ane person to write back to. Elicit the language that they might be able to use to give advice: You shoula{n'y).., Why don't you... Think about _ Sti were you, 1d. 36 Treasure Island (pages 66-67) Background Information: Rober: Lous Stavenson was born in Edinburgh in 1850. He died forty-four years later (1884) an = small Samoan island in the Pacific. During his short ie he ‘ravelled the world and teceme one of the mos famous writers ofthe 18th century. Stevenson wiote Treasure fend for his stepson in 188!. eis an ‘exciting tale of piretes, buried treasure and danger It tells the story of young Jim Hawkins and his adventures in he search ‘or the buried treasure of the evil Captain Flint. Listening aims: Listening for specific information ~ multiple chaice; pronounciation New vocabulary: treasure, captain, sll, pirate, islanc, cook Proffistening 1 Ciscuss what students can see on the map. Lat them worl in airs to read the information and salve the pure Answer: 3 2 Discuss the characters and let them choose whe they would Vike to be in the story and to explain why. Ustening 3 Give students one or two minutes to ead the mul choice questions before listening, Play the racarding twice, Answers: 14 28 3C 4B SC GC 7A 8C 98 10C Postlistening 4 Students discuss the question in small graups or 050 class. 5 Let siudents try to do the exercise without listening to the recording fist. Then play the recording through once. Play itagain But stop after each wors to check the answers. Answers: 1 measure 250 night bite 4 sung Srnote, coat Smeal Tnoarly Blose eo, 131 A Surprise Lunch . Discuss these questions. 4) Work in pai 1a) When did you last eat some fvutt? 'b) When did you fast eat some vegetables? ©) When did you last eat some chocolate? ) When did you last eat some crisps? €) What healthy food did you eat yestarday? Make a li 4) What unhealthy food dic you eat yesterday? Make a lis. 2) Look at the pictures of Max's and Robbie's lunch boxes. Which lunch box would you prefer? Why? 3) 7) listen to the first part of the conversation, Read the sentences and tick Yes or No. YES No ‘a) Max has the same thing for junch everyday. 'b) Max thinks his lunch is exciting, ©) Robbie has different things for lunch ) Robbie is jealous of Max. '®) Max only likes chease sandwiches, )_Maw’s mother says he can only have cheese sandwiches. 4) (2) Look at this picture of Max’s brother and read what he says. What do you think he is going to do? ‘Max always wants something different, I've got an idea,5) Glisten and draw what's in the lunch boxes. LN eae! 6) Game. What have you got in your sandwiches? Choose one thing from each column. Your partner will guess what you have got, ROBBIE A B c chicken’ ‘tomato salt cheese lettuce pepper egg ‘onion chocolate spread beet cucumber peanut butter Have you got cheese, tomato and pepper in your sandwich? Tve got tomato end pepper but I haven't got cheese RST EGTA TERE STAR TORT Sa CTCF2) C)bwill is trying to tind out what his Christmas present is. His friend Vicki is helping him. Listen to Part 1 and tick where Vicki and Will look, | behind the wardrobe under the stairs on the wardrobe behind the fridge in his parents’ bedroom behind the sofa under the bed TL in the lounge L in the bathroom under the sofa ELD Se a ay RET ee TMT FTO)prepostions 3) (2) Now listen to Part 2 and complete the sentences. Dad: ‘Will! What are you (n.. ? Will EF Jookng (en Dad: ‘That's good. You can have it cr, beautiful @.. cnn sommes Christmas and Uncle Les can have @.. Presenter: Christmas Day Uncle Les: Happy Christmas, Will Nice (... What a @. suse present! wit: Doht present. ! love my new on. 4) (Dywill’s dad is hiding presents before Christmas. Listen and draw the presents in the correct place. 5) Game. Noughts and Crosses. Work in pairs. Make a correct sentence and put a nought or a cross on the grid. The same preposition cannot be used twice in the same game. Listen carefully to each other. {OOO (J vstteout 2 cova 2ane 3 maanene3 The Babysitter L) How do you feet in different situations? Answer these questions then ask a partner. Do you feel a) frightened when you see a spider? 1b) bored in some lessons at school? ©) angry if a friend is late? @ happy when you go to the dentist? fe} sleepy when you have to get up? #) hungry efter doing a lot of exercise? ry @ 1g a lot of exercise Now make sentences like the examples: We both feei frightenad when we eee a spider OR Neither of us / One of us feele frightened when we see a spider, 2) &F) ax wants to earn some money so he decides to go babysitting. Listen and complete the sentences with one or two words. a) Max asks his mother for... . bb) Max has to phone Mrs Wilson if he wants to get some su ¢) Mrs Wilson tells Max he can take what ) Mrs Wilson gives Max Ber .arenoem nse AURMBAL, 8) Max gives the child a7 son and a. f) Max plays sesnaes With the Child aN oar 9) Mrs Wilson comes back at ronnie BY Max IS nnn © -» from the fridge, a book, 3) (FT) Look at the faces, Listen to the feelings and draw the correct face. OOOO 4) {3) Listen to Max. Draw the corract times on the clocks. S) Discuss. How much pocket money do you get? Do you have to do anything to get your pocket money? How do you earn extra pocket rioney? Do you babysit? What do you spend your pocket money on? 4 © © © ©CEUTA 4 The Maths Test 1) What's the matter? Choose the correct illness. Tick (7) the box. 1 He's got a) an ear ache [1] bb) astomach ache [J 4 He's got “a) toothache (] 2) Gp Listen to wills story and tick {7} bya headache —] ‘Yes or No. YES | NO | 2 He's got [2 Tes ces Thucay te oth fa) a brcken arm b) Will likes maths. b)a broken toe Ay 5 He's got Jad a cold T) Sep set POSEN) AY bra broken x4 €) Will says he feels unwel ‘¢) Will wants to see the doctor. ) The doctor gives Will some chocolate. f} Will has to take his medicine heart ihree times a day. A> 9) Mum tells Will he can return 3 Hes got “f to schoo! the next day. a)a stomach 1h) The maths teacher isn’t well i) Will will have to do the maths test on Wednesday. 3) Ghd Who says these sentences - Will, his mother or the doctor? Listen again and write W, M or D. a) Are you allright, dear? 4) Thisis series. b) What's the matter, Will? e) It’s ten to nine already, ©) Ouch, it hur. ) Thank you, doctor, 4) Are you good at thinking up excuses? Look at these ones and add one of your own. Work with a partner. 11 Where is your homework? a) The dog ate it. b) | left it on the bus. €) Abully took it out of my bag and threw it in the river a 2 Why are you late? a) My mother's car had a flat tyre on the way to school 'b) | helped an old lady across the road and cerried her bags home for her. ) I forgot my PE kit so Thad to run home for i. BD sae 3 Why aren't you in dass?) | thought it was lunch time, bb) I'm taking a message to the maths teacher, «€) Fm looking for Charlie, He isn't in class Sunn Now choose one of the situations and excuses. Role play being a teacher and student. 19CENA 1-0 oD 5 Will's T-shirt 1) What would you wear to a party? Think about the accessories too. 2) GZ listen to the story of Will's Fshirt. Choose the correct answers, A, B or C, 1 Which is Will's Tshirt? a a» low much does Will's “S| give him? © £10.00 | £5.00 \£75.00 3. Which is the second shop Will goes to? a4 What's wrong with the first Tshirt Will tries on? 3) Look at the picture. Find seven problems. a) The hat fa too big.mystery pet? 98989090000 6 Vicki's Pet 2 Find the mystery pet. Write the letters in the boxes. Would you like to own theembedded questions i wants Will to look after her hamster while she is on holiday. Listen and put the pictures in the correct order. Q/e cave v 2 O Ak, A 3) Read this example from the story. | don't know how you can live in that cage. Thare is a question in that sentence: How can you live in the cage? ‘We have added / don’t know. What happens to the word order? Add | don’t know to the beginning of these questions. a) How can you drink only water? bb) How can you eat that disgusting food? ©) What time is it? d) Where is Charlie? ) How much is the new Linkin Park CD? f) Where was Vicki yesterday? @) Why isn't Witl here? 1h) What is Vicki's favourite film? 237 Travelling by Train ) Put the words in the correct part of the Venn diagram. Train Both Plane driver “tacks, seat | to take off to get on engine ‘runway’ steward “guard; toland to get off platform 2) 4B) This story is about a trip Will makes, Listen to Part 1 and complete the sentences, 8) Will wants to go non ith his ) Will feels «when he sees his friends friends. b) Mum suggests he A) At the train station, Will as for ©) Will takes... Yo his aunty, ” svn t0 Forest bill <) Will thinks the train journey is 9) Will pays son ANGE 3) Gi listen to Part 2, Will is at his aunt's house. Read the sentences and tick Yes or No. YES NO ‘a)_ Mumm says Will can't go skateboarding bb) His aunt agrees with his mother. ©) Uncle Tom is too old to skateboard, 4) Viil thinks his uncle is quite good at skateboarding, ) Uncle Tom only wants one turn at skateboarding, 4) GB Read the jumbled dialogue at the train station. Listen and put the sentences in order, 5) Write about a journey you have been on. Answer the questions to help you. ‘Where did you go? Who did you go with? How did you go? : Was the journey interesting or boring? Why? Did you srrive on time or were ypu late?8 Lucky Socks A) Which of these is lucky and which is unlucky? 2) &ip) Listen to the story of Will and his lucky socks and put the sentences in the correct order. a) A teacher sees Will with no socks on, [1] 9) Will gets a detention. ] b) A teacher tells Will to take his socks off. [] fh) Will's team score @ goal. [] ¢) Will gets a detention. C) i) Vicki gets a detention. [] 4) Will is late for his football march. [] i) Willis late for school. [1] ) Will gets a detention. C1 4k) Willis wearing green socks. C] © The other footbatl team laugh at Will's socks. [-] 1) will has to write tines. C] 3) £75) Will doesn’t like his school rules so he has decided to write some new ones. Tick () the things you must do and cross ( X } the things you mustn't do. 4) Write your own school rules. Write three things you must do and three things you mustn't do. SERRE RT a REET SORTERI the 9 Eating Out 4) Work out the flavours of the different ice creams. 2) Gp David and Victoria are in a restaurant °°" © ow ena in Italy. Look at the menu. What would * Starters Green salad L] i they like to eat? Write D for David and V for Victoria. : “Torsato sad ston LI £ Main course rsh C) : sreax C] Para Morgccis (_] i Four ches pina [_] Perper piza [_] Dessert Apple oie lee cream Choratne xte [] Sw arene arse ee mama 2) Gb uisten and tick the sentences you hear, 1 a) Wd ike fish, 3 a) Would you like chocolate ice cream? [J by I like fish. ‘b) Do you like chocolate ice cream? [] 2 a) I'd tike chicken. F) 4 a) What would you ike? (J b) Hike chicken. C] 'b) What do you like? [] 4) Work in small groups. Create your own menu with your favourite foods. Follow the menu in Exercise 2. . ‘Swap your menu with another group. ‘ne of you is the waiter. Take the orders from the rest of your group.PRI 5) G}} Listen to The Bubble Gum Rap the rap without looking at the words. Tick (/} ‘the pictures of the flavours you hear. THE BUBBLEGUM RAP Hike strawberry, cherry Theytl turn to slime Yep, | realy ove Cola too ‘Oh! don't care My bubble gum Can be pink and can be blue 15 no trouble Not in school or Udon't care | just wanna blow that bubble, tn front of urn Is no trouble es sticky, i ike glue But! make certain {just wanna blow that bubble Open up and am sure ‘Chew with me Start to chew ‘put it in the bin ‘Chew and tap I don't care ‘And not on the floort That's the name of the bubble gum rap. Its no trouble t've got banana, blueberry rust wanna blow that bubble Lemon and fime chew with me Chew together Chew and tap You can de the bubble gum rap Ze orange banana 4 raspberry CRATER nn ERROR TO TD