frenglish.

ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
- - -i--,,o.-i---1lf-y.0U-cic;m!t 1J-r.r,:i..g.ff..0lec.tr,iGal-e91:1-ipr-r-ieAkGmp-le-t-e ,
it still uses electricity. It's called standby power.)
b F (I always wear a jumper around the house in winter ...
think of the energy and money you save!)
CT
dT
eT
f F (Do you know that in the UK televisions consume
£190 mill ion worth of electricity waiting on standby
every year?)
7b0 25 Tell students to put the sentences in exercise 7a
in the order that they appear in the video . Play the track
again for students to watch or listen and check .
Answers
I 1b2c3a4f5d6e
8 SPEAKING In pairs, students discuss how often they and
their fomilies do the things that appear in the video.
Remind them to use always, sometimes, never when
they answer. Elicit answers from students around
the class .
LIFE TASK
Tell students they are going to prepare a leaflet to
give teenagers ideas on what they can do in the
home to protect the environment.
■ Step 1
Divide the class into groups of three or four and
ask students to read the instructions. Students start
by discussing their ideas and making a note of the
best one for each room of the house. If students
have access to the Internet, they can search for
other ideas, either in class or at home.
■ Step 2
Set up a timetable and explain to the students
how they are going to present their leaflets, e.g . a
presentation in the next class; display the leaflets
around the classroom for students to vote on, etc.
Students discuss and decide how they are going to
divide up the task equally.
■ Step 3
Walk around and monitor while students organise
their ideas in a logical way and think about how to
illustrate their ideas. Help them with any questions
about the task and language difficulties.
·
Predicting content from pictures and listening for gist
Students write words from the unit so far in a
pyramid, with one-syllable words at the top and
three-syllable words at the bottom.
For example:
1 syllable bed sink chair
2 syllables cooker poster table cupboard
3 syllables microwave computer radiator DVD
ironing
1 In pairs, students describe what they can see in the
pictures. Ask students to share their thoughts with
the class.
Suggested answers
1a I can see two girls outside a night club.
1b I can see a girl talking on the phone.
2a I can see two boys playing computer games.
~'K 2b I can see two people watching TV.
3a I can see a boy laying the table.
3b I can see a boy cooking.
4a I can see a computer with a celebrity website.
4b I can see a computer with a study-centre website.
2 -LISTENING O 26 Ask students to look again at the pictures.
Tell them that they are going to hear four short
telephone conversations. Play the track for students to .
listen and tick the correct picture for each one. Remind
students that they will hear each dialogue twice. The
first time they should form a general idea what each
one is about, and the second time they should focus
on choosing the correct picture. See p 152 for the
audioscript for this exercise.
Answers
I 1 b 2 b 3 b 4 b
3 0 26 Ask students to read the questions below the
pictures. Play the track again for students to listen and
answer the questions. Encourage stronger classes to try
to answer before listening to the track again. Check their
answers in open class, eliciting the relevant details.
Answers
1 She's at home. She's taking the rubbish out.
2 She thinks that the boys are playing computer games
an s e oesn't i et at.
3 He says he isn't a great cook, but he isn't bad at
cooking.
4 He wants to use the computer to find some
information on the Internet for his biology homework.
Assign students page 23 in their Workbook or the
relevant sections of the Online Workbook.
frenglish.ru
 Using the present continuous and present simple 4a Students look at the picture and write about what the
people are doing, using the present continuous form of

>>>FASTTRACK the verbs in the box. Point out that there are two extra
verbs that they do not have to use.
If students are familiar with the present continuous, you
could do exercises 4a and 46 as class activities by asking Answers
different students to give the answers and asking the rest 1 Dexter is drawing.
of the class if they agree. 2 Mum is washing the dishes.
3 Lucas and Harry are playing computer games.
Test before you teach 4 Dad is doing the ironing.
Think of an action and mime it for your students, e.g. 5 Megan is brushing her teeth.
making a cake, eating a bowl of soup, driving to school,
6 Billy is doing his homework.
etc. Ask students to guess what you are doing and elicit a
sentence in the present continuous, e.g. You're making a 4b Students put the words in order to make questions.
cake. Ask other students to mime actions for the class to
Answers
guess and check how comfortable they are with forming
sentences in the present continuous. If they already have 1 What is Billy doing?
a good knowledge of the structure and use of this tense, 2 What is Dexter drawing?
move through the Grammar guide exercise quickly in 3 Are Lucas and Harry playing golf?
open class. 4 Is Mum taking the rubbish out?
5 What is Megan doing?
- - -y-------;:-

Present:' contiiiuo·us 6 Who is doing the ironing?

• II,.--.:-.. ■•

5 SPEAKING Ask students to work in small groups. One

1 Students look at sentences a-e and then choose the
student asks the questions in exercise 46 and, without
correct alternatives in rules 1 and 2.
looking at the picture, the other members of the group
Answers answer the questions. Draw attention to the model
I 1 be 2 things that are happening now dialogue.
Answers
TEACHER DEVELOPMENT: LANGUAGE
1 He's doing his homework.
Present continuous 2 He's drawing a sun.
Remind students that we use the present continuous to 3 No, they aren't. They're playing computer games.
talk about things that are happening now. It may help 4 No, she isn't. She's washing the dishes.
students to know that words/phrases such as now, at the 5 She's brushing her teeth.
moment, at this time and right now are often used with 6 Dad is doing the ironing.
the present continuous.
+♦ EXTRA ACTIVITY
2 Students look at the spelling rules for the -ing form of
the verb. They then put the verbs in the correct place in In pairs, students discuss what they think people in
the table and write the -ing form of each one. their family are doing at the moment, e.g. I think
my mum's working. I think my brother's playing
Answers basketball.
Most verbs: add -ing
do - doing; eat - eating; study - studying; tidy - tidying;
wash - washing
Verbs ending in consonant + e: take away e and
add -ing
6 Students look at sentences a-d and then answer the
questions.
dance - dancin ; have - havin ; take - ta kin
Answers

I
Verbs ending in one vowel + one consonant: double
the consonant and add -ing 1 present simple: a and d; present continuous: b and c
chat - chatting; put - putting; sit - sitting 2 routine actions: a and d; actions that are happening
now: band c
3a ,PRONUNCIATION O
27 Play the track for students to listen to
the pronunciation of the -ing form of the verbs in the 7 Ask students to read quickly through the text to get
table and decide if the stress is on the first or second the gist of it before they start to complete the gaps.
syllable . See p152 for the audioscript for this exercise. Students check answers in pairs by reading the dialogue
aloud.
Answer
I The stress is on the first syllable ~ing).

_---.....---i-----------,:=--=1 -i-•- -:- · - -- · .. ·

, .,. . :; ,- _ -
frenglish.ru
1 '· :-.. · , . · · Unit 2 53
• •
4• ■• 11111' ~ I~ a'- I l = 1
• • 1 •
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru
frenglish.ru