wow wu Ww we ww ww uw a w Patricia Mugglestone Carol Skinner Steve Thompson ‘Snnwtongman.comWb tb Wb wb Wb lb lo lb Wb Wb lb tb Wb Wb Wb ib Wb Ib We lb Tb Contents ‘Students’ Book Contents Map Introduction ‘Welcome to in Touch In Touch for students In Touch for teachers ‘The principles behind the course Motivating materials Acsystematic approach to language learning ‘A focus on skills Confidence building Memorable materials ‘The course components. ‘The Students’ Book ‘The Workbook ‘The organisation of the Students’ Book and Workbook ‘The Teacher's Book ‘The Students’ CD ‘The Class Cassette Set ‘The Test Book A guide to the Students’ Book The Input Lessons The Skills Special units The Revision unit Mini plays. Picture Dictionary Tips Classroom management Mixed ability classes Correcting work Homework Lesson notes Word! Workbook Key Progress Tests Key to Progress Tests Test Book Key Daily Lesson Organiser Monthly Class Register viii vill vill xi 16 117 TH20 1129 T139 Taza Unit ed aa ‘Welcome to in Touch 6 ~ | Starting Point @ at 1 The Londoners 10 Introducing The Londoners 7 Sabjea pronouns 1 People and places: adjectives “ober alfirmative, negative = 2 InTouch Club 2 tniroducing in Touch Cub 1 be: questions = Counties nd nationalities ‘3 Story Time: 14 Adventure there is/ there are: afimative © ‘The Monster of Norland Nouns and adjectives “| Crazy Gang 16 Introducing he Gany Gang Possesive of aa ple and adjectives, nis that these / hase Sis Spc 18 ons Teng | sa '5 The Londoners 20 Family relationships Possesiveacjcives Members of the family = oa InTouch Club 22 Favourite things Soo | Furniture and possessions 7 Crazy Gang 28 Crary pee ave got questions a 8 Story Time: 26 Adventure there is 7 there are: questions he Monster of Nrland 2 _Repsiens pce = Revision 1 (Units 1-8) 28 _ 1 ‘9 The Londoners ‘30. Sports and gyrase Tinperave affirmative, negative Ss Instrctions 32 The ‘Can you do i?” show can: affirmative, negative, a Veron sili ane abies uestons | TH Story Tine: ‘34 Adventure ‘Object pronouns 7 The Monstor of Nortand 3 ‘Time sequencers = 12 In Touch Chub 36 Greenwich Obseraory Telng the time wa 38 Fanvasy—a gteat new pop group Recyling: be: there is/are Po NP hove gorscan _ sa ‘40 Poricbelio market —————— | Habits and routines 42 School subjects Present simple: negative a have expressions >| 44 Exercise ~ Present simple: questions gy ‘Keep it programmes and activites _ Time expresions a 46 Funny sory ‘avers of frequency aa Revision 2 (Units 9-16) ___48 | 17 The Londoners 50 The school year Prepositions of ime ea ‘The seasons and weather 5 18 crazy Gang 2 Atte fst fod restaurant, Countable and uncountable nouns = Food and dank Name, any a 19 InTouch Cub 34 Favourite food Tow many 7 much? Healthy and unhealthy food a4 20 story Time: 56 Funny sory + Wy? Because ina Nolet? ‘Time sequencers + Suggestions: Lt’ _ ‘Skills Special 3 5B Abishday pany Recycling: ime sequencers; CY Preamp imperatvee 3=E Speaking Writing Description: true / alse questions Describing your friends Describing yoursel a and your best rend F Titervew: matching Grant “Asking for personal ‘Completing a form Matching information Narrative: answering questions» Gap filing Expressing opinions thvand fe about people Se Deslogue: answering questions identifying objects = + Game: Wenaying owners Description» reading for gist Description: listening» Deserbing ~ Punctuation» adjective TS _timinown words for detail {Asking and answering position «description Dialogue: completing a fa) Talking about familly Project A fay card ——_famiy ree telationsips| == Teter corecing sentences + Gap filing Describing your family Describing your family abetting [Sp Diatogue: answering questions ‘Game: questions about Describing a pet ets Sp Natative: answering questions Gap filing Deserbing a room Describing a room Instractions: matching (Came: instructions | SS Dialogue: answering questions = jw! and fs Talking about skis ‘Waiting about abies 7 “Completing achart___and abies Narrative matupie choice Song: «ordering questions *Tsteing forthe ending Tnformation about Greenwich) Drawing bands ‘Telling the time Ste alse questions ‘on watches ‘Fun Time Quiz ———EEEE—————————————————— Description = predicing content terview: listening ‘Asking for information >and / but / or» Writing + reading for detal for detal About people about a pop stat ———————— Monologue: true/false questions Completing a chart Talking about routines Wilting about weekend SS Dialogue: correcting sentences Chant: completing a ‘Talking about scheo!__—_-Comparing schoo! time table subjects, programmes Sy ewiewanswering questions Greing the conect ‘Talking about seep ft” Writing about a = words programmes ‘hep fit programme erat Gaasaonaies Gr Gaping, “Talking about routines Writing about routines 3 Sige tl =] Composition «matching Talking about Project: The school year answering questions the weather and seasons Dialogue: answering questions Talking about Describing @ => food and dink picture Tinterview: answering questions» Gap filing Talking about = + word stress food and drink = ‘arate * cap filing “Chant: «Talking about the story Retelling the story listening forthe ending Making suggestions SS Descriptive acount «sequencing Recipe: listening for gist Giving instructions * Correcting punctuation + reading for detall, UA pany invitation& Unit Page Topic and Vocabulary Coo 21 The Londoners 60 Wxting Hl Cara Present continuous: Verb ations and actives hrmatie, negative 22 Story 62 Scence icon Present coninuous questions Se Sanger Pees Varin ‘Crazy Gang reds rouone nt simple 7 - 2 * resent continous = 24 In Touch Chub 66 Road sey rust alimave, negative Jobs = Revision 3 (Units 17-24) 68 _ 25 The Londoners 70. Sightseeing in London = Giving erections 26 crazy Gang 72 Max the magican Possessive pronouns = Whos? Whose? = 27 Story Time: The Mystery of 74 Ghost story ‘Question words 7 ighottt House 1 = 28 InTouch Club 76 Holidays Te / ove 7 hate noun 7 ng Likes and isis fr ‘Skills Special 4 78 Ahaunted house Recyaing: Present continous 28 The Londoners ‘80 Family histories 10 be; there is/are: Past simple: om itirmativ, negative, questions 30 InTouch Club ‘82 Avisio London Zoo Past simple: aifrmative & * Animate Verbs regular verb) ‘31 Crazy Gang ‘84 April Fools Day Past simple: negative, questions regular verbs) = ‘82 Story Time: The Mystery of 86 Ghost sioy Past simple: attimative Highciift House 2 Rooms n'a house {regular verbs} =~ Revision 4 (Units 25-32) 88 ‘A ist to the Tower of London Past simple: firma ~ questions frregular verbs, S ‘34 rary Gang 92 Good inends 1p have: Past simple i 35 Story Time: 94 Mystery Present simple, Present “The Green Man 1 Contious and Past simple ‘36 In Touch Club 96 Quiz Comparatve of adjectives) Adjectives ‘Skils Special 5 98 Lite sores Recycling: Past simple = ‘37 The Londoners 100 Holiday plans going to: affirmative, negative, arm Guestons = ‘38 tn Touch Club 102 Comparing places and tings ‘Comparative of adjecives 3) = Aajectves = = m = ‘39 Grazy Gang 104 Fantastic Fred Supeatve of adjectives <_ 40 Story Time: 106 Mystery Present simple, Present = Revision 5 (Units 33-40) 108 | Mini plays 110 a Picture Dictionary na = ‘Wordist 117 . Ssjeading Ustening Speaking writing Dialogue tue /false questions Numbering pictures Describing pictures Describing pictures, Naratwe: answering uesions Inserting sentences E {ening forthe ening 3S Datogue: answering questions Chant arcing the —) fond mtey poster matching Gap tiling Talking about ead safey Wing an ierview = {ating abou jobs S Note arawing a route ‘Numbering pictures ing directions Dialogue: answering questions Taentlying owners and 7 possesion = Naratner answering questions —__- cap filing Talking about the sony 3 tivand ‘Descriptions: matching Completing scan ‘Talking about likes ‘wring a ener al ang dies. bout holiday + = Listening for context —Teling a sory Twig a sory “stoning for gst " Descipdon: roe / fase questions Gap filing Talking about the past Project My Family History GH teter maple cotce questions WA Hl Talking outa vist Wing about ’ tothe 200 visto London Zoo = Diatogues completing a summary Talking about as ‘Wiking about ast = weekend weekend ‘Narrative multiple choice ~ Answering questions Reeling he ory = iene Grane > Composition: correcting sentences Gap filing Talking aboutavistt ‘Project Avsitioa 2 toa famous place Famous place = Dialogue: answering questions Song: answering Talking about changes Wing about changes a a question in your life ‘Narztve: answering questions = Inserting sentences ‘Reeling a story J + Greling answers Quiz answering questions Tabelling a picture ‘Comparing members of Wing about your our family family S Narratve account reading fr gist Narrative account: Talking about Important Wing about events Tending for deals unienawn words_Listening for detail events In your lite 1S Compostion: matching “Talking about Wining about > holiday plans holiday plans =. Lister: multiple choice questions Song: answering Expressing opinions Wing about things = question about things inthe shops in the shops Dialogues answering questions Comparing people Wilting about your - ‘Talking abour countries country ‘Narrative: answering questions Reteling the sion a PT SE oT BETS] ay Sy a] |Welcomexg wit eee ih Im Vek’ and this is Ken. In Touch Ciub. \ En Inguage leamers, fed , ( Ne< Get In Touch with friends around the world.= Q ° 3 ® Cc 5 =’ TUDE aaa oy Lesson objectives ‘To meet and become acquainted with students ‘To introduce classroom routines and classroom, language ‘To look atthe Welcome Unit and features of {in Touch Students’ Book 1 To look at diferent course components of Touch Vocabulary Classroom Language: speak, listen. read. waite, spell, say, understand Expressions: Well done! Sory, I don’t know. Thats right. Sorry, that’s wrong. Functions Greeting and saying your name Asking what a word means Asking how to say a word in English ‘Asking someone to say something again Asking someone to speak more slowly Before class 1f possible, get information about your Sts so that yout have some idea about the levels of language Sts have as they start class with you. ‘Obiain card and cut ic into 10 x 15 em pieces to make individual student namecards. Meeting the class Im a new classi is important that Sis fel at ‘ease and that they understand clearly any Information you give them about class times, ass routines and the way you organise the lessons. For this reason, you should consider Using Sis first language. Ar the same time, itis also important that Ss hear and use English straightaway. You can increase the proportion ff English during the first few lessons with the aim of using only English once Sts have Seled into thelr new surroundings. * Greet the class in English and get them to reply in English. Use the form of greeting most suited to your circumstances, ex. Hello, Good ‘morning, Good afternoon or Good evening. Get Sts to return the greeting chorally or Individually, Consider making greetings at the beginning of class a regular feature of English lessons. “Introduce yourself tothe class. Use ether My name is or fm iname. Waite your name on the board for Sts to refer to. Then get Sts o introduce themselves to you and fo the rest ofthe dass. Wve out the prepared cards. Ask Sts to wnte their names on the namecards and place them ‘on their desks (with the name facing you) so ‘you can Idenly Sts straightaway. Ask Sts to Ding the cards with them to each class unit you have leamed all their names. + Consider checking Sts’ names against the class Uist or make a clas stn deo ronior attendance, + Ensure tha all Sts aro clear about when and here they have thelr English classes. Itis ‘Sometimes helpful to write a Umetable on the [board for Sis t copy into thei exercise books. ‘Inform the Sts what things you always expect then to bring with them to class, e.g Studenits* Book, exercise book, pencil pen, rule, eraser and crayons. If appropriate, write alist of this equipment on the board for Sts to copy. It's also helpful to check regularly during the first {ew lessons that Sts bring the things you have asked them to bring, so that they get used to being organised and ready for work and study. ‘Welcome Unit ‘Tell Sisto look at the frst page of the ‘Welcome Unit in the Students’ Book. The purpose of the Welcome Unit isto give Sts an Idea about how the Students’ Book is, ‘organised and to Introduce them to the principal characters. + Get Sts to look at The Londoners a the top of the page. Explain that each Cycle (there ate ten in the Students’ Book) always starts with The Londoners and that there are four unis n each cyte, Then read the introductory sentence, ‘explain the meaning, and get Sts to read the ‘ames of the four characters in The Londoners. I you wish, get Sts to find examples of, Londoners units in the Students Book. Alternatively, you might tell Sts to look at Students’ Book Unit 1 and ask them to give the names of the Londoners in the pictures. + Get Sisto look at In Touch Club at the bottom ofthe first page of the Welcome Unit. Read the sentence and explain the meaning. If you Wish, get Sts to tll you some page numbers Where you can find examples of In Touch Club ‘units in the Students book. + Get Sts to look at the Crazy Gang atthe top of the second page of the Welcome Unit. Read the sentence and explain the meaning. Get Ses to read the names of the ve characters in the ‘Crazy Gang. If you wish, ask Sts t Look {quickly through the Students’ Book to identity the Crazy Gang episode in which Max plays @ magician (Unit 26). * Get Sis to look at Story Time atthe bottom of the second page of the Welcome Unit. Read the fist sentence and explain the meaning. ‘Then read the tiles of the st there ate fe different storie ‘ahd that the stories are of different lengths, If {you wish, gets Sts to look quickly through the Students’ Book to find out how many episodes there are in The Monster of Norland (inree} and The Green Man (10Features in the Students’ Book '* The Welcome Unit (and the activi suggested above) should help Sts to get an ‘overall feel forthe structure of the Students! book and introduce them fo each of the four core strands in the book It night also be a ‘good idea at this point to get Sts acquainted ‘with other features in the Students’ Book. You might wish (o explain the purpose of lassroom Language, tne Contents map, the ‘Skis Specta units, the Reviston units, the Picture Dictionary, the mun plays and the Words. Course components * Check that Sts have all the components of In Touch that you plan to use. If some Sts have ‘ot brought all the components, get them to share with other Sis I some Sts have not got all the books that they will need, discuss how tey can get the books. introduce the other components of In Touch: = Workbook 3, which consolidates and practises material (rom the Students’ Book. ~ the Students CD for level 2, which contains recordings of presentation fexts from the Suudenis’ Book ~ Test Book 1, which contains A and B version tests, based on the Students’ Book material, “+ As you talk about each item, you can hold up a ‘copy of that component so Sis can identify it ‘easly, Ss can be confused at the beginning of 2 course when they have lots of afferent ‘components to get used to. ‘Inthe Sts frst language, describe briefly the function of each component to the class and ‘explain how and when you are going to use I, £69. the Siudents’ Book wil be mainly Used in orange oranges | brush brushes cer oon goo wes watch serie, ED pg. a dey sein = =e fy files | knife _knives baby vt Irregular a rad tooth woman women. | mouse ea stoop sheep ©) 2b Now listen and check your answers. © D3 Listen and repeat. © 4b Now listen and check your answers. Colours G Ya , @> white oo 6 ws Q 6 Vi 4a Say and write. 1 Weeared apple. 2 TiayaneBrowmbage, Ba ____ Py as NG AiTUUVVETUUVUTTE Tea ae Starting Point Lesson objectives Structures Articles a/an Regular and irregular plurals of nouns Pronouns I, they his, that ‘Verb tobe: is and are Question words who and what Functions Asking about and identiying objects and people Counting, saying telephone numbers Talking about days and dates ‘Talking about colours Vocabulary Animals: elephant, car, mouse, fy, sheep Colours: red, yellow, greet, blue, white, orange, black, pink, brown, grey People: man, woman, baby, wife, person, peopl, child Food: orange, apple, fomato, potato, ce cream ‘Cardinal aumbers 1-100 ‘Ordinal numbers 1-31 Days of the week Other: box, desk. car, tee, glass, brush, watch, nif, tooth, fot, school bag, penal, day Before class If possible, try to get information about your Sts 60 you know thetr starting level ‘Obiain card and cut it into 10 x 15 cm pleces to make individual student namecatds. Prepare pictures or real objects to Mustrate vocabulary in Staring Point Introduction + If you did not cover the Welcome Unit, inroduce yourself and write your name on the board. Then give out the cards. Get Sts to write ‘heir names on the the catds and display them ‘0 you can see them. + Ir you know that your clas is fast, omit ‘Starting Point and go directly to Unit 1. Ifyou ‘don't know your Sis level, talk to them and find out what they already Know in English, It they Raven" studied a lot of English, oF haven't studted for some time, begin with Starting Point. Use rea objects or pictures to help resent, practise and recycle new fF Important words in this unit whe @ *anta, 1b and te + Recycle the words desk, ke cream, orange, school bag, te ard apple. Then introduce the Gquesons Whar ft? Pranlate tino Sts fist LEnguage if necessary. Play the cassette for 1a and ask Ss to repeat the questions and answers. + Write dest, le efear orange, school bag. tee and apple on the board and demonstrate when to use and an. Then reer Sis to Exercise 1b. nd show them wha to do. ts work individually ane fin the gaps with @ and on. 4 Sis work in als one Sts asking What f 12 and their parner reading the answers fom the recive When they have finished. pay the sete for Te so they can check tee anewers ew “Anewer key Iazam dan 4a Sa Gan © Plurals 2a and 2b As a whole lass acti, go over the aiferent trays to form plurals in Eagiah and help £8 10 Understand te table and write the ising words + When Sts have fnshed, play the cassette so they can check ther angwers. Then Pay the {sett again and get Sts fo lsten Yo the Plural for ofthe words and repeat the Words for pronunciation practice “Anawer key Regular -5 cars, te, apples, dys ‘ast alasses, watches, tomstoes,poatoes “es: babies; ves: wihes Inregular: men, children, teth, mice © Colours 3, 4a and 4b + As Sisto listen to the caste and repeat the ames of the colours. AS they listen hey shoul Droit to the correct colours in thet books. + Retr Sto Sterne ta Use te examples to demonsuate the at, ten ebat te deseipon of each picture eval As coch description given, get Sts to wre onthe Board to ep with the speling and grammar Erase the sentences before Sse netbooks. + Sis work inavidualy to iden the objects) in the pictures and describe thelr colours. As Sts Wie ther answers, look at individuals Sork and help as necessary + When they have inished play the cassette for ‘bor Sesto check nly answers fo 4a, ‘Anewor kay 3 tsa yellow box. 4 They blue pencis. $ They're Green gasses. 6 ts grey elephar© Cardinal numbers §, 6a, 6b and 6c + Tel iso look atthe numbers and words in Exercise 5. Play the cassette while St follow In thelr books. and get them to listen to-and repeat the numbers, Nex, with books closed, Sy numbers one o ten in vandom order and {1S owt them in thelr exercise books. ‘hen briefly revise how the numbers one to tenate spel + Piaytheeastete a5 Sts sen to and read the {he example telephone number in Exercise 62 Inthe book. Then write some telephone umbers on the Board and get Ste to say them + Sts work in pats, each partner reading Altemate telephone hurvers fom exoise 6b. When everone his finshed, pay the cassette for de so Ss can listen fo how the numbers are said corey If appropriate, get St to listen and repeat ater the casate for pronunciation practice © Cardinal numbers 7a, 76 and 7c + Play the cassette for 7a and get Sts to repeat the cartinal numbers eleven to hveny. IF inecessary, spend time practising the pronunciation and speling of the numbers. + In Beerise 7 use the example t. demonstrate the task. Ss work inaiidually and write the missing numbers inthe lable When Sts have finished, el them t cose their books. Wnite the missing nurnbers from the fable in figures on the board and get Individuals to say the numbers In words. + Flay the case or 750 Sis. cheek her anavers to 2 ‘Anawor key Inuryartee, fony-four, forty-seven, tity-soven, shopitve, seventysix,elghtseveh, mety-ne © Days of the week 8 + Play the casseit, then get Sts to complete the names of the day When Sts have finished tel tem to close their books and practise the spelling of the days of the week on the board, ‘Anewor key ‘2 Tuesday 3 Wednesday 4 Thursday 5 Friday ‘saturday 7 Sunday @© Ordinal numbers 9a and 9b *# Use the board to revise the English ordinal ‘numbers which ate used in dates, he. fom first to thiny-fist, Practise especially the forms and spelling of twenty-first, wentysecond, ‘twenty-third and thirst. + Pay special attention to the pronunciation of ordinal numbers and get St to listen and repeat any numbers they find difficult until ‘most Sts can pronaunce these words reasonably well ‘When you have recycled ortinal numbers one to thirty-one sulficenly, ell Sts to complete the table in 9a * Play the cassette for 9b so Sts can cheek their answers t0 9. ‘Answer key ‘leven, fourteenth, sxtoe Extension = With Monday as the staring point, say the name of a day of the week and get Sis fo say ‘where that day falls in the seven days of the: week, eg. Te. Wednesday. Sis: Wednesday ts the third day of the week @© Dates 10a and 10b * Briel revise the months of the year with the Sis, then write a seties of dates (without the _yeat) on the board, Practise how to say these fates with the class, pointing out that Sts should use the ordinal form of the numbers. = Refer Sis to Bxercise 10a. Read the example, then get Sts to work in pairs, each partner reading alternate dates. + When everyone has finished, play the cassette for 10b and get Sisco listen to and repeat the dates for pronunciation practice. © Who/What 114 and 11b + Inroduce/Reeycle and practise the questions Who #2 and Whats and the answer Is a + Refer Sis o Exercise 1a, Tell her to work i pais. They write Whois? ot What H? and the answer for each picture. Ae Sts Work, 0 found and monitor thelr work + Pray'the cassette for 11b for Sis to check thelr angvers to 11a ‘Anewor koy 2itea lass, 3 Who i es Max. 4 What t¥2 Ke = = nerrrervrrvrrrreereraeveeba D5. Listen and repeat. = ae a eam aes 5 one wo theese four, five ee coast 0 six seven eight nine ton Ga Listen and repeat. Hell, this is two four three: double six three oh, Go say the telephone numbers. 1 2765211 4 240-9027 2 4524365 8 823197 3 620021 6 2453851 Ge Now listen and check your answers. Ta Listen and repea no now 6 leven twee thiteon fourteen fiteen 7 wo 2» sixteen seventeen eighteen nineteen twenty To Complete the numbers. 20 twenty 60 sixty 22 twenty-two 30 thirty 7” 33 thin ® 40 fony % eae a 7 __-soven % 50 fy 99 -nine re 100 a hundred ‘Tc Now listen and check your answers. Days of the week 28 Listen and complete. 1M onday = SF dh 27 6s aw 7s 4Th Th Ordinal Numbers Qe Complete. tat first th ‘2nd second tah 3rd third 13h ath fourth 14th th fin 18th eth sich 18h 7th seventh 20th twentieth 8th eighth 2ist_ twenty-first sth nin th 230th, thinieth ‘oth ton th 31st thinye ©)9b Now listen and check your answers. Dates 10s say the dates. The twelfth of January 1 12th January 72nd July 2 With February 8 27th August 3 14thMarch 917th September 4 3rd April 10 16th October 5 24th May 11 26th November 6 Ist June 12 31st December © 10b Now listen and check your answers. Who / What? ‘11a Write the question. Then ask and @ 1 Whois it? 3 It’s Popow. U 2 Whatisiv? 4 ©)11b Now listen and check your answers. ®@1 m fon Listen and read. Mark, Rob, Kim and Jenny are classmates, The boys, Mark and Rob are best friends. Mark is serious and he's clever, Rob's a great footballer and he isnt serious. “Jenny and kim are best friends, (@™ too, Jenny is funny and very nice. Kim a is a good swimmer and very nice, t00 ~ but she's bossy! The children are from London. They're Londoners, London is the capital of England. I's a very big city Hello, 'm Kim. Look at Buckingham Palace. Its very big and old. And look at the ‘Queen of England. She's a Londoner, too. Hello, 'm Rob. We aren't at ‘school today. We're in Hyde Park. Its a famous park in London. ARAARRARARARARARA RAYA APUEDE Db bbb bb bb ot The Londoners Lesson objectives Structures ‘Veeb 10 be alfimative and negative ‘Subject pronouns Functions Describing someone's character Describing places Vocabulary ‘Adjectives: serious, clever, bossy, nice, god, big, famous, great, funny, smatl, od, new Paces: cly, park, capital, schoot, England, Landon, town ‘Other: queen, palace, footballer, swimmer, bestfriend, ciassmate, children, Boy, gil, Londoner Background information “Londoners are people from London. The name Is used here fora group of friends who live in London. The Londoners units are always the fist unit in each new eycle of Units, Inthe first Londoners unit, Sts get information ‘about the characters of the Londoners and see them in Hyde Park, a famous London park ‘They also read about Buckingham Palace, whieh isthe official home of the British royal farnly in London. Before class Bring photos of London if you have any. Make copies of Resource and divide them. into A and B sections (Exercise 4c) © 1 Presentation @ '*To start, show Sts any pictures you have of Tondon, sk it they Know the names of ay of the places n your plctures or, more general, itthey know the names of any famous tours Sites in London “Ask Sts fo open thet books and lok atthe pictures in Lesson 1. Ask hem (in LL ecessry to nar the two places nthe pictures (Hyde Park and Buckingham Palace}. + ASSoisten to and red the ten forthe fst, time, ask tems Who are Pe Londoner? (Mic Rob Kir, Jeny ‘Explain the meaning ofthe adjectives (i LL heceasary serious clever funny and bossy Pracse the prominciaton ‘As ts listen fo and read the ext gain, ask fumter questions, ets Mark serious? (es), Is ob serious (No), Are the chien from London? (es) + Govan tothe dslogue in speech bubbles. 45 Staten to and read the calogue for she {seme ask thom fo identify the tee speakers (kim, Rob, Jenny) + As Sts ste to and read the dialogue aga, {sk fier questions, eg. Buckingham Palace og? Ves), s the Queen of England @ Londoner? esha the children a hoo! today? (No}, Extension + Ask Sts to close their books. Elicit what they ‘remember about London and the Londoners Resource 1 Student A 1 Say your sentences to your partner Mark isa git 2 Make your partners sentences negative. Kim ist a boy. 1 Mark Isa gl. 2 We're good swimmers. 3 Hyde Park's a famous capital. 4-My friend is serious. 5 My friend is bossy, 6 Lam nice. 7 They are Londoners. 8 He is funny ‘Student B 1 Say your sentences to your partner. Kim isa boy, 2 Make your partners sentences negative. Mark isn'ta gt Kim is a boy. Hyde Park isa famous palace. Were in London. My friend is old. My fiend is nice, Lam lever, ‘She is Famous. & They are best fiends. T10™ 2 Comprehension * Give Sts a few minutes to ead the questions. Pay the cassette again so Sts can read and liston fo the text and find the answers to the ‘questions + Sts work individually, reading the questions, ‘and deciding If they are true of false. + As you check answers, ask Sts to read aloud the text which contains the answer. 4b * This exercise can be set for homework or done In class. Before Sts do the exercise, let them read through the sentences and check their lundetstanding. Then get Sts to complete the sentences with the appropriate form of the Verb tobe, “When Sts have finished, check answers with the whole class. ‘Anewer key ‘newer key 2 falar 2 True 4 False 5 True 6 True 7 True Dive amis Site Se Ge 7 Ws 8 te a fase Extension + Ask Sts to correct the false statements, 6. Rob is serious. False~ Rob Isn't serous, 3a Grammar ‘Read through the Grammar Box with the class. ‘Check that Sts understand the subject [pronouns and can pronounce them correctly, Tf appropriate, explain fin Lt If necessary) some of the grammatical features of English subject pronouns, eg, that English only has. fone form of you, that he is used for @ boy or rman and she Is used for a gil or woman, 3b ‘+ Read the sentences withthe class and check that they understand. If necessary help with the meaning and pronunciation of the words. + Sis do the exercise individually. They fll in the Dlanks in the sentences, using the appropriate ‘words from the box + Ask Sisto compare answers in palts, then Individuals read their answers aloud while Sis check thelr own sentences, ‘Anewor key 1We 21 She ¢They Sshe 6 4a Grammar + Read through the table with the Ss. Ask Sis 10 lind more examples ofthe affirmative and negative forms of fo be n Exercise 1. Practise fo be in the affirmative and negative Dy prompling Sts with a subject pronoun: TE you Sis: are ri Sis: am, et 4c ‘+ Read through the sentences and check that ts understand they should give the negative form (of the sentences. If appropriate, write example ‘simple affirmative sentences on the board and ask individuals to come to the board to write the negative sentences. + Let Sts work individually and write the negative sentences in their exercise books. ‘On completion, get Sts to compare answers in pairs before eliciting correct answers. ‘Anawer key 2 Buckingham Palace int small and new. 9m not Sengus. He lant very clevet. 3 Rob ist Bossy You arent very nies. 7 We aren best ends 8 London ant 9 sai cl Excansion: Rosource 1 $2 #3 use copls of Resource They shuld Seat n pas and ake ek pure Sentence nega Weaker Sb cn ork in Gouset sos Tek evenpre has tnsed, et onet Mawes ee he eae Sas 5 Speaking “+ Read the example tex tn the speech bubble. Name a student and eet similar statements About them forthe class Then ask to Ss (0 {atk about fend in font ofthe cass + Sts work in pars talking about thet fends, i sis works go round and monitor thelr, Sentences, Finally, ask some pats (0 say thelr exchanges in font of the whole dss, 6 Writing “This exercise can be set for homework or done in class. Sts use the adjectives they have Teamed in the lesson to write six senences about themselves and their bestfriend. As Sts Work, go round and check thelr sentences. STboUdUUUEUDEUDEDb de bu oy false. are fine! OF eisousen 2 Hello! ___am Jenny and_am a Londoner, 3 Rob is a great footballer and very nice. 4 Look at Rob and Mark, are funny! 6 5 Kim is clever and___is a good swimmer. 6 Hyde Park is in London. isa very famous park. good bossy serious funny great 1. Hep and Mk ate es no 2. Rob is serious. ; = am not 3 Mark's clever fan ata t eacies maaan = 5 The children are Londoners. - a an 6 London is a big city. = ‘0 aren't 7 Buckingham Palaces very old s & Hyde Park isa famous palace ye ia is is isnot ne Grammar Look and learn. ‘ 's fen't : ™ 4b complete. Use re 's oF. ap 1 London 3a bg dy ri 2 Mige Pan ery bana i very famous ty 3 Lo Merkendhe__ Rob * 4 Wen best ends © Rok cavern he, nen 6 Your” a great swimmer, Kim! I (x2) you he she We They It 7 a funny and she___ 8 THe) est ends 1 Het, gins! Howse sa 4c Make negative sentences. Jenny is a good swimmer, Jenny isn'ta good swimmer. Buckingham Palace is small and new. 'm serious. He's very clever. Rob is bossy You're very nice. We are best friends. London is a small city. Speaking Talk to a classmate about a friend. Use these words. best nice clever Maria is my best friend, She's very Writing Write sentences about you and your best friend. Um... and my best friend is My friend is very... Imnot very .* puzzles + quizzes ‘Welcome to the In Touch |] cub and the newsletter with + tips for English learners a tts for you — English language leamers and friends round the world. Complete the form and join the club. «+. keep In Touch| * games facts =z —AIN Paolo and Anna, are you members of the In Touch Club? Yes, we are, Is it fun in the In Touch Club? Yes, itis. And the newsletter is great, too, You're from Italy, Paolo. Are you from Rome? No, I'm not. 'm from Milan. Is Anna from Italy, too? No, she isn't. She's from Poland. ‘And how old are you, Anna? I'm eleven years old and Paolo is ten. And are you and Paolo great friends? Yes, we are. And we're in the In Touch Club. BC led) Te & o 2 Comprehension Match. Write the letter. 1 Is Paolo a member of the In Touch Club? Is Paolo from Rome? Where is Anna from? Is she eleven years old? How old is Paolo? ‘Are Paolo and Anna friends? 4 a) Yes, she is, b) Yes, they are. ¢) Yes, he is. 4) She's from Poland. @) No, he isn’t. f) He's ten years old. SOP aIn Touch Club Lesson objectives © 1 Presentation + Before you stat, ask Sts in L1 if necessary) f Structures any of them have frends in other counties ‘Verb to be questions and short answers If yes, ask how they met and how they keep in Questions with How ol)? What? Where? touch, ‘+ Ir'you have a suitable magazine tin L1 if Functions necessary), use it to present the words puzzles, quizzes, games and facts + Sis en listen to and read the leter two oF three times, Ask questions, eg. What are the Finding out personal information: asking about age, natlonality, where someone is fom ios eres te Meee Rvogarulary: language is the newsletter in? (English), Who is Countries and nationalities: China/Chinese, the In Touch Club News for? (English language England/English, France/French, Greece/Greek, Jeamers and friends round the world). ‘Spain/Spanish, Turkey/Turkish, Poland/Polish Paolo twice as Sts follow in theit books. Ask Newsletter; club, editor, fact, game, puxzle, quis, questions, e.g: Are Paolo and Anna members of tip, member, newsletter the In Touch club? (Yes}, Where are they from?, ‘Other: country, nationality, name How old are they? (Paolo - Italy, 10, Anna ~ Ral iieain Senses ee ‘The In Touch Club units take the form of a — Pigs eager arourd treword Sadener—@@)_-ASKSts 10st tothe presentation text again Engle urs ound won Sens, €9)_ atone one cs, Tis shouldbe el newsletter. Students can also make friends 2Comprehension Saco ee a rere Resource 2 Listen and complete North, south, All around the 3 North, south feast and west, and across the sea, east and west, 1 fn touch In Touch * friends in touch they're the 2 were 5 big family. 6 re the best. m2 oo) on a©1_ Presentation Listen and read. Vicki Ken + puzzles + quizes editors letter, Welcome to the In Touch | | (Club and the newsletter with + tips for English learners, Its for you ~ English language leamers and friends round the world. Complete the form and join the club. +. keep In Touch * games + facts Paolo and Anna, are you members 2 Comprehension match. Write the of the In Touch Club? Yes, we are. Is it fun in the In Touch Club? Yes, its, And the newsletter is great, too. You're from Italy, Paolo. Are you from Rome? No, I'm not. I'm from Milan, Is Anna from Italy, too? No, she isn't. She's from Poland. And how old are you, Anna? Tm eleven years old and Paolo Is ten, And are you and Paolo great friends? Yes, we are. And we're in the In Touch Club. letter. ol Is Paolo a member of the In Touch, Club? Qe Is Paolo from Rome? = Where is Anna from? Is she eleven years old? -_ How old is Paolo? = Are Paolo and Anna friends? _ -_ easen 2) Yes, she i. By Yeo, they are. 6 Yes, he is = d) She's from Poland. @} No, heist. 1) He's ten years ol = _PUY wa a a a In Touch Club Lesson objectives © 1 Presentation + Before you stat, ask Ss (in L1 if necessary) Structures any of them have friends in other counties. Verb 1o be questions and short answers ityes, ask how they met and how they Keep In ‘Questions with How od)? What? Where? toe I?you have asultable magazine (in L1 it Functions Hecessary), se fet present the words puzles, quizzes, games and facts ig aol besecee edormeiog: aking abut + Sts then listen to and read the letter two or Se EEE PON panes Se, three times. Ask questions, e.g. What are the venabulary anguage is the newsletter in? (English), Who is. ‘Countries and nationalities: China/Chinese, ‘the In Touch Club News for? (English language: England/English, France/French, Greece/Greek, Jeamers and friends round the world}. Sree as fi one wee a ——— te le a ee i ee Bete caitntel Selassie aan ‘The In Touch Club units take the form of a — by reading interviews with In Touch Cub ‘members and thelr contibutions tothe ewaletier Students can also make fends 2 Comprehension tamer Tend ough he uns) Before class ae eters Find a comic or magazine (in L1) with quizzes, before you check them. * puzzles and games in it (Exercise 1) Make copies of Resource 2 (Exercise 7). ‘Anewer key lezead 4a Resource 2 moe Listen and complete. Nott, south, Allround the 3__ Noth, south, cast and wes. land across the sea, cast and west, 2 imtouen In Touch + friends in touch they're the 2 were § big fami . re the bes 1123a Grammar + Read through the table with the Sis. Use the board to draw attention to the postion of the ‘verb (o be in statements and questions. Then ask Sis 10 look at Exercise 1 and find more ‘examples of questions and short answers. 3b + Read the cue words Is, Are, How, Where. Tell StS to find these words in the table in Exercise 4a to remind themselves how they are ased, ‘Then read alouel the first item in Exercise 45 and do the second item with the whole class Sts then work individually and complete the exercise. Check answers ‘Answer © 4 Listening *'Sts read through the names, countries and nationalities. See if they can guess which ‘name goes with which country. De not give the correct answers at this stage, + Sts then listen and match the names and Countries. Play the cassette two or three times, Pause it to give Sts time to answer, Check © answers then play the cassette again for Sts to Fepeat and practise correct pronunciation, Tapescript NARRATOR One, He's Greck pimrreis Helo! fre you fm. Din an Mara? DINO & MARIO We're om ly We're Ilan KEN. And what's your name? OLY "am Gly. mom Turkey. Tush NARRATOR Four viekt Hel! My names Vek and rm Hom England Tm Engst KEN’ ‘And what your name? | tee ‘Mere! Tm Laem rom China. | NaRRaTOR Ste KEN’ [And what your name? HANS: My name’ Hans: fom Germany ESMERELDA Hella {en Where ae you rem? | ESMERELDA. Imm trom Mexico im Mexican. KEN’ Hello Palo and Fepe. Where ate you PABLO © FELIPE Wee fom Spain ancl were Spanish! 113 5a Be Careful! + Read the Be careful! box with the Sts, Draw attention tothe ending of the nationality Adjective. Ask Sts to look back at the natlonaliies in Exercise 5 and find other nationalities ending in ~ish, e.g. Spanish + Tell Sisto look at the Tips for English Learners at this point. Read the diferent nationalities {and practise pronouncing the words. 5b Speaking + Read the example exchange with one of the Sts. Then ask two Sis to-do the next exchange, about Pablo and Felipe, infront of the cass. ‘Then ask Sis to work in pairs and talk about all the other people in Exercise 4 in the same ‘way. Go round and monitor them as they do this. * This exercise can be set for homework or done Jn class. Check answers by asking some Sis 10 read out thete sentences. ‘Answer key ‘2Mosiean: English 3 French; Spanish 4 German: lian Ta Speaking * Demonstrate the dialogue with one student Then ask two Sts to demonstrate the dialogue {or the whole class to hear. Sts then work in pairs, acting out the dialogue. 7 ‘This exercise can be set for homework or done In class. Sts complete the In Touch Club form for themselves, If Sts compete the form in class, go round and check their work © Extension: Resource 2 {~ Distbute copies of Resource 2. Rewind | tassote tthe begining of the unt Py the Song and ak Ss writen the missing words. Ask individual Sts o readout ther | SPDTGrammar Look and learn. ‘w> Tips for English Learners she from lay? Yes, ho No, he ian’ Where is he from? ‘Are they ten years old? Yes, they are. No, they aren't, How old are they? 3b Complete. Use these words. 1s (33) Are (2) How Where (x2) 1 I the In Touch Club fun? 2 ___Anna and Paolo in the Im Touch Club? 3 ___ Paolo from Poland? 4 __ishe from? 5 Anna from Italy? 6 __ Is she from? 7 __ old is Anna? 8 ___ Anna and Paolo eleven years old? 4 Ustening Listen and match. Name ‘Country Nationality 1 Dimitis DajGermany German 2 Dino and Mario L) bi England English 3 Galay C1 cimexico Mexican 4 Vicki QL aittaly —teatian 5 Loe CQ ertirkey —turkis 6 Hons Qfspsin Spanish 7 Esmereida Lg) China Chinese & Pabloand Felipe Lh) Greece Greek 5a Read. Sho is from Poland, ‘She is Polish. ‘Sb Speaking Ask and answer about Exercise 5. y |s Dimitris from Germany? He's from Greece, ‘Are Pablo and Felipe ...? 6 circle the correct words. 1. Gilay is from Turkey Y Turkish, 2 Is Vicki Mexico / Mexican? No, she isn’t. She's England / English 3. Are Pablo and Felipe from France / French? No, they aren't. They're from Spain / Spanish, 4 Dino and Mario aren't Germany / German. They're ftaly / Italian. Ta Speaking Ask and answer. \ What's your name? wow Gay / What nationality .. 2 Tb Complete the form and join the In Touch Club. In Touch ClubOT as 1 Presentation Listen and read. Norland is a big country and it’s pretty There are mountains and tall trees. This is Balan. Itis the capital of Norland, There is a big lake in Balan. Here are King Bruno and Queen Marisa, the king and queen of Norland. The children are Carl and Ellen. They're a very happy family. But they aren't happy now. ‘There is a big problem in Norland There is no rain! King Look, Marisa! Rik, Prince of Bosland, is here. Queen Welcome, Rik Rik Thank you. And how are you? Queen We are sad. There is no rain in Norland and now the lake is black and dirty, Rik Black and dirty! Then Talos, the terrible monster, is in the lake. King Oh, no! Talos the monster is in the lake, Now there are two problems in Norland, Comprehension Ask and answer. Is Norland a pretty country? What is the capital of Norland? Is Bruno the king of Norland? Are Bruno and Marisa happy now? Is Rik the prince of Norland? Is the lake black and dirty? What is in the lake? Is Talos a monster? evousunn % Stor y Time The Monster of Norland 1 ‘there is/ there are afiemative “There ie lake in Balen. ‘There are mountains in Nowland, 3b Complete. Use these words. “There is There are Thereis_a king in this story. two children in this story. ‘mountains in Norland. __ tall trees in Norland, a big lake in Balan, two problems in Norland. no rain in Norland, ‘a monster in the lake. SV aLYdUDDEN UI i) | DEVE DW DI Story Time The Monster of Norland 1 Lesson objectives Structures. there is/here are ‘Amicles a/an and the Funetions Giving opinions: J shink Vocabulary Scenery: lake, mountain, tree Describing people and things: big, dirty, happy, prety tal. ternbl, sad, clean Other: monster, problem, octopus, rain, capital, ‘ourary, King, queen, prince Background information This the fist episode ofa three-part ‘venture story at ma fiional cunt. Before class Make copies of Resource 3 (Exercise 3b), 1 Presentation + Ask Sisto look at and talk about the pictures (in Li}, Do the pictures remind them of any fairy stories in theie culture? Using the artwork with a texts ‘goad way to present and Contextualise vocabulary. Sen + Present some of the key vocabulary. e. king queen, lake, monster. Then waite Balan and Bruno onthe board, As Ss liston and read the text for frst time, ask Who is Bruno? fing of Noriana) and What i Balan? he capil of Norland + Si then listen to and read the text agin. As them to say what they know about Bruno's family. (Marisa isthe wife of the king. Cal and Ellen are their children) ©) 2 Comprehension * Give Sis time to read the questions. Then play the casete so they can read and listen to the text again, Sts answer Individually tlt teres books Elct the answers. ‘Anewer key Tes Iris 2 Balan, 3 Yes,he ls. 4 No, they aren SNa he Sait Ores kis. 7 Talos the monster Yes Extension + Ask Sts: Whar are the 1vo problems in Norland? (here is no rain, There is a monster in the lake 3a Grammar + Read through the table withthe Sts. Elicit or lusrate the dlference between the use of there i with singular nouns} and there are (with plural nouns}. Then ask Sts to look back al the text and find examples, 3b * When Sts have completed the exercise, elicit answers from the whole class ‘Answer key There are_? There fs @ There is Extension: Resource 3 $2 * Sis werkin pas. They cach raw a plc to estate he sony ie kesh pace on hel copy ofthe Resource. Then ty descr her plete to each oe using toe and ere tr and do ther pater pcre Te Shen corpare the pores tae they atch Resource 3 1 Draw a picture of the story Describe it 2 Draw your partner's picture. My picture My partner's picture 114© 4 listening + Ask Sts to wor in pairs and read the dialogue ‘They shoul try to guess the missing words, andthe meaning of octopus + Sis sten and fil in the missing words, Play the cassette two of three times if necessary, pausing Ifo give Ss time to write down thelr Answer. Check the answers withthe whole cas Tapescript CARL ehink nee an octopus inthe ae ELLEN Quek! ttt an ects I 4 moner s “Answer key 2iheres Jan 4a She 5a Be careful! * Read the Be catefull box with the Sts, Ask Sts te study the two sentences. Explain in L1 if necessary) that is used when talking about a ‘general use of a noun, Then explain thatthe is Used when talking about a specific example of ‘a word [when a particular noun is being Teferred to. * Give Sts examples from their own school ‘experience, ¢. Mis/Mr name) isa teacher. ‘She/He is the music/art teacher, ot There isa blackboard in he classroom. The blackboard is (igh NIV, Be careful not fo lock the view of 50C)* your students when you write on the board 5b * This exercise can be set for homework or done {in class, Ste should fill i the gaps in the Sentences with a or the as appropriate. Check answers as a whole class by asking Sts to read out the pairs of sentences. “Answer key @ 6a Pronunciation + Sis lisien to the casete and repeat the words. + Elicit the main diffrence between te two Sounds (1 fs short vowel and /i/ Isa long wowell Mode the two sounds again i Sts are having problems and get them to repeat. 6b ‘Sts listen to the cassette twice and write the words in the correct column, T15 key ik ts, 7 Speaking ‘+ Read the example about Bruno to the class. Pint out the use of I think to give opinions and elicit sentences using think from the Sts Elicit ideas about Ril om the class, ‘encouraging Sts to use their imagination. *+In pairs, Sis then talk about Fk, Taos, Cal, Ellen and Marisa. Go round and monitor, helping where necessary. + If you wish, ask Sts fo write down thelr sentences for one of the characters. Let some fof the Sts read out their sentences tothe class Extension + Ask Sisto think of a famous person, eg. the ‘ar of a film or TV series, the singer in a pop ‘qroup, the President of a country. AU home, Ss then write sentences about the person similar to the ones they made in EX. 7. ‘In class, Sts then read out their sentences ‘without naming the person. The rest of the cass try fo guess who is being described, ALAR PPP PPP PPP eae ane4. Ustening Listen and complete. Elen Look, Carl! The lake isn’t clean dirty an octopus in the now. think lake, Quick! I isn't? octopus. s+ monster, I Talos, , “terrible monster! Carl 5a Read. © 6s Pronunciation /1/ /i:/ Listen and repeat. “There sa problem in Balan The Rik queen she this king he problem eTaos. ~ Talos is @ monster. I's the monster Gb Write the words in the correct column. inthe lake ‘Sb Complete. Use a or the. 1 Balan is__a town, _The_town is DOUDEUUI in Norland 7 Speaking Talk to a classmate about 2 There stake in Balan. Bruno, Rik, Tals, Car, Ellen and lake Is dirty and black Marisa. 3 Theres monster in te lake, Its Talos, tetble monster, Buri to kn of Naan 4 There is big problem in Norland. e's tall. He isn't very ol problem is monster of {auikhe se good King, NorlandHit 'm Popsy the famous pop star. And this isTotfoo, my cat. It's a pretty eat Hit rm Bugsy, think Popsy is 2 wonderful singer. ‘And Ven Diy terrible twins, Bugsy’ sister. Bugsy ang I are swine - the ‘Bugsy Hi, Max. What’ that? ‘Max’ It3.a computer book for Popsy’s binhday. Dilly Oh, Max! What silly present! Look! Thaso are CDs for Popsy's birthday. Fred Happy birthday, Popsy!This cake is for you! Popsy Oh! Thank you Fred! Its 8 wonderful resem. Fred And these Popsy Fred! Be carefull i'm the capt Happy Play chilean’ fa very clever. football team. I'm tall ‘and handsome and Hello I'm Max the twins’ cousin, Bugsy and Dilly are great children? Bugsy What are those, Fred? Frad They're flowers and this isa binhday cake, Max On| re these flowers for Ss IWAN aa aCrazy Gang Lesson objectives Structures Possessives 's and of, this/that/these/those in questions Functions Asking and answering questions about the Identification of an object ar objects Asking and answering questions about the owner(s} of objects Vocabulary Adjectives: clever, wonderful, prety, tal, terrible, hhandsome, silly Relations: cousin, sister, ¢win Footbal: caprain, ream Other: birthday, cake, computer, flowers, present, (CD, singer, popstar, cat. Be carefull Oh dear! Background information Birthday cakes are usually iced frut or sponge cakes, wth the same number of candles on as the person’s age. The person whose birthday it is has to blow all the candles out in one breath and make a wish Before class Make copies of Resource 4 (Exercise 1) @© 1 Presentation “Look atthe title ofthe unit and the pictures with the class and ask Ss fin L1 if necessary] i they can guess what crazy means. Then ask i ‘any of the Sis have hada birthday recently Ives, ask what presents they got and if they hada pary’ ‘Ae Sis listen and read the frst time, ask them to listen for information about Popsy, eg. She is. pop star. The name of her cat is Toffee. Its her birthday. Her presents are a computer book. CDs, lowers and a cake + Ste then listen to and tead the text again. Ask further questions, e.. Who is Dil? (Bagsy's twin sister, Whois the footballer? (Fred. + Choose five Sts to read the story aloud, each taking the part of one character [Popsy, Max, Bugsy, Dilly or Fed). Other groups of five Sis can then do the same. Encourage Sts 0 read ‘with expression, Bugsy an Dilly have less to say. Here (and in future) these parts can be given to Sts who have weaker English Extension: Resource 4 + Sis use coples of Resource 4, part of the tapescrpt from Exercise 1. They should listen to thelr CDs at home and fil n the missing ‘words. If you wish, Sis can check answers in the book after listening ® ‘Anewer key 1 that 2 I'S 3 Popsy's 4 sly 5 CDs 6 those 7 Theyre 8 his 9 Happy 10 This 11 Thank zthese 13 Be 14 dear’ 13 hese Resource 4 Listen and complete. ax 2 ereneate book fr a arth: buy present for Pop's BUGSY What are ® Free? RED 7 ‘owers ana ‘® Max On FRED 9b, Pont 19 cake efor you! owt swondertl present Porsy you, Fed! sa on Max Fred! Are ower or Pops. oo? POUT Dw a ba 1162 Comprehension * Give Sts a few minutes to read the questions. ‘They then work individually, welting answers to the questions. Tell Ss that some of the ‘questions require short answers (e.g. Yes, she Is) and others require full sentences for the answers. As you check Sis’ answers, ask them to read out the speech that gives the answer ‘Anewer key 4 Yes hes. 5 His present fs computer book, 6 His presens are lowers and a cake. 7 Yes, se is, Extension |Wnte on the board A: Happy birthday, Tis (cake for you. B: Thank you, _. 1a fwonderful present. Elicit suggestions for different presents {or various Sts. Pairs of Ss then demonstrate the dialogue in front of the class. 3a Grammar + Read through the table with the Sts and ask. Sisto (ind more examples of possessive and © fim the text in Exercise 1. + Elicit more examples on ihe board from Sts, e.g: Maria’ book ison the table. Maria's books are on the table. The boy's football boots are dit. ‘The boys’ fosball boots are dir: 3b + Read aloud the example with the class. Sts choose the appropriate answer to complete tach sentence, Sts work individually. Sts can ‘compare their answers in pairs before correction with the whole class. ‘Anawor key. an 3b ab 5b 6b 3c * This exerelse can be set for homework or done In lass. If done in class, read the example ‘with the class, pointing out the position of the possessive. Sts then write the sentences Individually in thelr exercise books. Ask individuals to wnte their answers on the board and you correct them if necessary: 17 ‘Answer key 2 children's cousin 3 Max's rend 4 Fred's football 5 twins names 6 Popsy’s lowers and cakes 7 Fred's football team & Popays birthday 4a Grammar ‘Demonstrate the use of this/these for things near the speaker and that/thase for things at 2 distance By using the classroom situation, e. ‘This red book ison my table. That green book ts (on Maria's desk. These pencts are in my bag. ‘Those pencils are inthe cupboard. ‘Read through the table with the Sis. Point out the use of this/that, these/those in the question and i/ihey nthe answe, 1 ha a cake? es, its 4b + This exercise can be set for homework or done in dass If done in class, read the example ‘with the class before Sis complete the ‘Sentences with tis/thai/these/thase. Check answers by asking Sts to read the sentences lou. “Answer key 2'That 3 There 4 Those 5That 6 This 7 These These 4c Speaking * Explain that Sts are going to talk about the pictutes in Exercise 3b. Read the example. ‘Then do one or two more examples with one of the Sts. Before asking the question, identify the picture, eg. “Tr | Number 4. What are those? Sis: They're cakes. ‘Pairs of Sis can then ask and answer questions in front of the class. SPP PPP PPP aIs Popsy a famous pop star? ‘Are Max and Popsy twins? Is Bugsy a footballer? Is Fred tall? ‘What is the present from Max? ‘What are the presents from Fred? Is Popsy happy with the presents? Grammar Look and learn. Possessive Sand of “slngua Popsy cat + lr the tin’ cousin 2 the children’ favourite football tearm sof ‘the captain ofthe football tam 3b Circle the correct answers. 1 Toffee is a) Popsy cat BLPopsys cal> 2 Bugsy and Dily are a) Max's cousins. By the cousins of Max Fred and Popsy are a) the childrens’ friends. D) the children’s fends. 4 Toffee isn't, a) the twins cat. ‘b) the twins’ cat. 5 Fred is a) the Happy Players captain 1) the captain of the Happy Players. 6 Popsy is a) Bugsys favourite singer. b) Bugsy’s favourite singer. ° Write the sentences with the apostrophe (‘. Totfee Is Popsys cat Totfee is Fopsy's cat Max is the childrens cousin. Fred is Maxs friend. Its Freds football ‘The twins names are Bugsy and Dilly ‘They're Popsys flowers and cakes. Whats the name of Freds football team? Is it Popsys birthday today? wousen 4 DD WWW WT a le thats cake? Whats tha? esa cake These eroflowers. ‘Are these flowers? ee Whet are these? They‘ flowers. Those ae flowers ‘Are those flowers? a> te What are those? Theyre flowers. - = 4b complete, Use these words. _ This (x2) That (x2) These (x3) Those are foots - & a %_jwemiew 0\_-areons Ac Speaking Ask and answer about Exercise 4b. > What's this? Ws a cat. @@1 ® tening Listen and circle the correct words. Mak Yak Yuk Smok) Italy Spain Poland Brazil English Spanish Polish. Brazilian seventy sixty six hundred sixteen terrible silly nice happy dangerous big green small tall black clean ousune Speaking 2 ralk to a classmate about the monster in Exercise 1. ‘The monster's name is. I's from NT Ps 3 Think of a monster! Complete the Iist part of the chart in Exetelse 5. 4. Ask a classmate questions and complete the second part of the chart in Exercise 5. What's your monster's name? ‘Where is it from? 5 Reading Ta Tell the class about your classmate’s monster. ‘The monster's name is... I's from © My monster MY slassmate’s > monster Match the texts to the correct pictures. Number the pictures on page 19. z HOY Aaa What are monsters? Monsters are big, ugly and scary. The Roc is a monster. It's. from an egg, but a very big egg. = ‘The Roc isn’t a small, preity bird. It's a big, ugly bird! Is this monster real? No, it gt isn’t, It's from a story from Arabia, = a = Monsters are terrible and very big. ‘This monster is hairy with black eyes. ge It's tall with a big body and very big feet! It's called Big Foot. Big Foot is a very dangerous monster. This monster isn’t from a story. But is it real? Where is if We think its in the mountains in North America, Match the titles to the texts. There is one extra title. 1) A monster from an Arabian story '8) Arabia and North America ©) ANorth American monster ‘Now listen and check your answers. Read the texts again. Underline the new words. Look at the pictures and guess the ‘meaning of the words.@ on) Po Skills Special 1 Le ee AIHUTOR el, Snot youn monse WSs Pe eee tnd aso To read for gist Voce This monster i dangrous is. tebe To guess the meaning of unknown words sannaron =n To listen and extract Key facts ‘To punctuate sentences, To use notes for oral description ‘To ues mote for writen dencrpion ‘newer key fo Structures dangerous 6a Adjectives in noun phrases Funetions 2 Speaking Desenibing things * Tell Sto lok a the speech bubble ant eit the fist two sentences hen, in pals Sts Vocabulary take sentences abou the monster In Exercise Adjectives: hay, scary, dangerous, uly real 1 They should use the words cried ia Other boty foo Exercise 1. Check thei work by asking some of the pars o say thelr sentences tothe cass, Background information Most countries have legends of ‘monsters 3 that may or ma not existe. the Ye a arg, * Look at the chart withthe Sis: you wish, hat, manike animal supposed tole Inthe (lve un expe by dng ha carton he Himsiayan mountains the Loch Ness monster toned and elting dens forthe fst column fa large creature supposed ove inthe raters {hy monster to descnbe Smok, Leave this on St Leh Ness lake im Seti the bound fr use in Beer 4, Get Si Complete the fist column individually Before class age Find some pictures of monsters in storybooks = {in Lior fm magacnes (Bore You Stan. + Read the nyo questions with the Sts. Et {questions fr the remaining sections (nationality, age, description). + Sts work in palrs (or weaker Sts in groups of 1 Listening {htee or four, exchanging information about their monsters and completing the second column in the chart + Sis compare charts and see if they have the same information, + Show Sts the pletures of monsters If you have no pictures, write the names of two or three monsters’ on the board) Ellet words to describe these monsters. 1+ Ask Sisto suggest words to describe the monster in the pletue in Exercise 1. Give them 4 few minutes to read through the exerise, then play the cassette twice for them to listen and circle the correct words. Play the cassette ‘third time, pausing after each item for Sts to ‘check thelr Work. Tapescript @ 6 Reading + Sts work individually. They listen tothe cassette and read the to texts and then match e class an example description of the sing one of the students’ charts. ‘Then get other Sts to tell the class about their partner's monster. NARRATOR One NOICE Teens mame Sek I nny ee from Spain aly or Baz Theyre sil NARRATOR Three 7 M18119 + S1s work individually, reading the texts and ‘undertining new words. Note the words being tunderined, + Sis work in pals, helping each other with the ‘meanings. Then, asa class, discuss the words Sis underlined and the suggested meanings. Encourage Sis o say how they guessed the meanings. If necessary, translate any remaining unknown words. 9 Writing ‘Write on the boards Where fs 2 We think iin the mountains of North America. Point out the capita letters, question mark and full stop in these sentences, Ask Sts what punctuation marks would be used if these Sentences were In their own language. ‘+ Read through the table with the Sts and answer any questions they may have. 10 ‘This exercise can be set for homework or done In dass. If done in class, wnite the example sentence on the board and check that Sts Understand why the capital leters and {question mark are used. Sis then write the Sentences in their exercise books. When they have finished, check answers by having Si write the sentences on the board. ‘Answer key 2a terrible monster. 3 Whereis tom? ‘tts tom North America, Sls the Roca monster, 00? Yea itis 7Isitreal? GNa i isns om 9 Soy. " * Read through the table with the class. Write the last sentence on the board s0 that you can draw attention tothe position ofthe adjectives, land the use of the comma to separate two adjectives, Extension * Give further practice by making statements, ‘about the classroom situation for Sts to Fespond to, e This pencil is long and red {tts long, red pene, This book is old and dirty (i's an old, ditty book), 12 «This exercise can be set for homework or done In dass If done in class, read the frst (wo ‘examples with the class” At the end, check Sts answers by asking them to write the sentences fon the board. ‘Anewer key Sieeanugly monster. 4 Ifa big ity monster. 5 Ic isn'ta big bird. 6 Theyte smal, prety bids. 7s big mounain B They prety, green mountains 13 + Prepare Sts for the exercise by looking back at the paragraphs in Exercise 6, and eliciting ‘more words to describe their monsters. If you Wish, write some of the key words on the board, eg, blg/small, uoly/prety,terble, dangerous, hairy, scary. eyes, body; feet. + After preparation in class, Sis can do the exercise at home. Five or six sentences are sufficient When marking writing, focus on the language practised in the lesson (here, for example, ‘punctuation, vocabulary, order of Adjectives, s/are) Don't give so uch attention to other errors. Another idea isto indicate the fetor on the student's paper (e.g by underlining) and then have Sts sell-correct thelr work. Involving the Stein the correction process in this way can Increase their attention to ertor correction, ‘aap Teacher's Hook, Progress Tests, Test 1, page T129. wap In Touch Test Book, Test 1 ) NAP PPT PP PP PP PPWri 9 Look and tearn. | Punctuation Capita itor) = First word ofa sentence IMonstors ae toil, + Names Yet Roe Fal stop () *Rethe end of sentence Wes big and hse. ‘Question mad (2 +A the end of question Ie this monster ral? 10 Punctuate and add capital letters. 1. what is big foot, What is Big Foot? it’s a terrible monster where is it from it’s from North America is the roc a monster too yes, it is is it real 1, It Isn't its from a story eiousun 11 Look and tearn. ‘The monster i terrible, Its a teribte monster, ‘The birds are big and ugly. ‘They ae big. ugly birds 12 change the sentences. 1. The monster is tall. It’satallmonster. ‘The monsters are scary. They are scary monsters. The monster is usly. ‘The monster is big and dirty. ‘The bird isn’t big. ‘The birds are small and pretty. The mountain is big. ‘The mountains are pretty and green. evoase wv 13 Write about your monster in Exercise 5.D1 Presentation Listen and read. Kim Look at these photos of my family, Jenny, Jenny Oh, who's that? Your brother? Kim Yes, that's my litle brother. He's five years old, Jenny What's his name? Kim Martin, And that's my sister. She's fourteen, Jenny And what's her name? Kim Pat. And they're our mum and dad, Jill and Bill, Aren’t they funny names! Look, here I am with my grandmother and grandfather. How old is your grandad? don’t know. But my gran i= sixty-two and her name Is Doris. And who are those children ‘They're my cousins. And the other man and woman are their father and mother ‘They're my Uncle Lee and Aunt Kay. Jenny What are your cousins’ Kim Anna and Robin, Jenny Is that a photo of your legs and feet? Kim No, it isn’t! It's a photo of ‘our cat. Its name is Goldie. =i f WSt11DEUURVVUVUEDEUUET ead The Londoners Lesson objectives, Structures Possessive adjectives Who is/are... ? Functions Talking about your tally Asking questlons about people in photographs Vocabulary Family relationships: aunt, father/dad, grandfather/grandad, grandmother/gran, Imather/mum, uncle, cousin, brother, sister Other: funny, other, leg, photo, foot, cat Background information Words used for family relationships are often shortened or changed, as can be seen in the Aialogue, eg mother (mum, mummy), father (dad, daddy), grandfather (randad), ‘grandmother (gran, nar), aunt aunt). Before class Ask Sts to bring photos of their own family land pets) o the lesson (Exercise 4a Extension) Make copies of Resource 5 and divide them Into A and B sections (Exercise 5 @© 1 Presentation @ “AES 10 ook at ne photos of Kin’ fay in te Students’ Book and guess if necessary in LL) the relationships between the people. Do not tell hem the correct answers at this stage. ‘As Sis listen fo and read the text forthe frst, time, ask them to identify Kim's brother and tuncle In the pictures, Pause the cassette after ‘each section s0 that Sis can identify the people. Check Sis" answers. (The brother Is the ‘young boy in picture 1. The uncle isthe ‘younger man in picture 2) + Play the cassette again, stopping It after short sections of dialogue. Sis isten, read and repeat the words. Sis take time to develop good pronunciation, siress and {ntonation. Make sure you provide ‘opportunities for sufficient practice of pronunciation, stress and Intonation in your lessons. Resource 5 ‘Student A ‘Ask questions about Tim’ family Complete. Use these names: Luke, Anna, Sue, Peter, Mary. Who is Tim's grandmother? Who is Anna? Mike TIM Jenny... Student B ‘Ask questions about Tim's tary Complete. Use these names: Ka, Jenny, Jolin, Mike, Who i Tim's grandad? Who is Jenny? snes + Mary + Sue + Peter Anna TIM oswos Luke T202 Comprehension * Look at the family tre with the clas. Tell Sts to repeat after you the three family names in the tree (grandfather, aunt, cousin). Check Sts ‘understanding of these words by asking for a translation + Sts work individually. They read the texts again ‘and complete the family tee. If you wish, Sts ‘ean compare their answers in pairs before you check them with the whole class. ‘Answer key George’ grandfather, Dors/grandmother, Lee/uncle, Si rether, Bil father, Robin/cousin, Anna/ cousin, © 3 Pronunciation ‘+ 5is listen tothe cassette and repeat the words ‘Let Sts repeat the words as a whole class first, then play the cassette again for small groups and individuals to repeat. ‘The ‘th’ sound in all these words Is voiced You can help Sts make the sound {if they find itdificu) by asking them to lightly put their Fingers on the front of thelr throat and they should be able to feel vibration as they make a ‘continuous /0/ sound, Tapescript ‘hs tat these, tose, mesh, ater, grandmother, sranclatier 4a Grammar + Read through the table with Sts. Highlight the possessive adjectives and check that Sis “understand them, + Ask Sisto look back at the dialogue between kim and Jenny to find examples of possessive adjectives, + Use some classroom abjects (hooks, pens, rulers, etc} to elicit sentences from Sts. Give fone of two sentences yourself frst to help them, eg This ts my/his rater. Extension + IF Sts have brought photos of thelr family t0 class, ask them to talkin pairs about them, asking and answering questions as in the ialogue OQ 121 ‘+ Explain that Sts should look at the Family tree In Exercise 2 as they listen to the cassette so that they can See the relationships more easly. + 5is insert the possessive adjectives in the sentences, Play the cassette again and lec ther check their answers ‘Answer key 2 Our Sour 4His/ts Syour 6Thelr 7 my 8his 9 My 10 Her 5 Speaking ‘Tel Sts o refer to the Family tree as they are doing this exercise, Do the hist example with the class: Who Is Kim's sister? Ss then wore inaividualy, wating the questions In thelr exerts books + Sts ase and answer the questions in pais ‘Answor Key ‘mother and father? ll and fil. 4 Who is Robin's Sister? Anna. 5 Who is Martin's aun? Kay. 6 Whe are [Anna's cousins? Kl, Marin and Pat. 7 Who are Pats Uncle and aun? Lee and Kay. 8 Who are Martins Extonsion Resource 5 > vereetcopurat acura ut wa eee yee ee cree oases nae ‘Answer Key John + Sue Project “= Plan the project work to continue over two or three lessons, perhaps spending the last ten or fifteen minutes of the lesson an i 1 Step 1: Ask Sis 10 make a family card at home [but the details should be left empty) + Step 2: In class, Ss swap family cards. Explain that they should ask each other questions s0 they can fll in the Information about their ‘dassmate’s family. Read through the example ‘questions withthe class. If you wish, draw a family card on the board as an example and fll in with information about the farlly of ‘one of the Sis + Step 3: 5s work In pais, asking and answering questions and filing in the card th detaitsof their classmate’s family. Step 4: is use the information to write about their classmates family. POP TPP PP PP PPfamily tree. 5) Speaking Make the questions. — ‘Then ask and answer. George + Doris, orandfather. Bill + Jill Lee + Kay Robin Anna Pat Martin Kim —— cousin, sister. 3 Pronunciation /0/Listen and repeat. this that these those mother father grandmother grandfather 4a Grammar Look and learn. my fomly our sister your friend your fogs his photos hor mother their names its name © 4b Ustening Listen and complete. Mark Who's in that photo, Robin? Robin Well, that’s 1_my_ sister Anna. 2" parents are Lee and Kay. ‘That's>___dog.+_ name is Podge. Mark Who ares cousins? Robin Kim, Martin and Pat, ® mum. and dad are Jill and Bill, Bill's 7 uncle and _" father is George.’ grandmother is Bill's mother. © ___ name is, Doris! DUVET VV Who's Kim's sister? Kim's / sister Anna's / brother Kim's / mother and father Robin's / sister Martin's / aunt ‘Anna's / cousins Pat's / aunt and uncle Martin's / cousins 1 2 3 4 5 6 7 8 1 Make a family card. 2 Write your name and age on the card. 3 Give your family card to a classmate. 4 Ask questions and complete your ‘classmate’s card. What's your grandfather's name? Write about your classmate’s famil ‘My clasemate’s name is John. His grandfatheri] In Touch Club @©1 Presentation Listen and read... _ editors’ letter Today we've got two letters about favourite things. The first letter is trom Renaldo in Mexico with a photograph of his favourite things. Then we've got a letter from Stella in Crete with a painting by her sister and her favourite photo of her family Vicki ter .. keep In Touch Mi Renaldo's favourite things Dear Vicki and Ken, My name is Renaldo and I'm from Mexico. I have got two sisters but I haven't got a brother. We've got an apartment in Mexico City. This Is a photo of my favourite room ~ my bedroom. In my bedroom I've got the usual things ~ a chair, a desk and a bed and I've got all my favourite things, too. Ive got a television, a CD player and a radio! My sisters have got a big bedroom but they haven't got a television! ‘My favourite game is football. I've got two wonderful posters of my favourite football team, Santos. My team’s colours are green and white. Green is my favourite colour. ve also got eight model aeroplanes in my bedroom. My friend Adam has got twenty and he’s got a computer and a telephone in his bedroom! But he hasn't got a football poster! From Renaldo Eo 2 Grammar Look and learn. ' you have have not we ‘ve haven't they got he has has not she ‘2 hasnt 3) Comprehension Correct the sentences. 1. Renaldo and his family have got a house in Mexico City Renaldo and his family haven't got a house in Mexico City. ‘They've got an apartment. Renaldo has got one sister. His sisters’ bedroom is small. Renaldo has got a poster of, his favourite basketball team, 5 His team’s colours are black and white. 6 His favourite colour is red. 7 He has got twenty model aeroplanes. 8 His friend has got ten model aeroplanes. BON PP PY PPDUET 5 TUTTE UD 3 In Touch Club Lesson objectives Structures hhave/has (not got Functions Describing people and places Wirting about your familly Vocabulary Adjectives: long, blond Possessions: /model) aeroplane, painting, poser, rabbit, television, radio, CD player, compte, telephone Furniture: bed, chair, desk Colours: black, ue, brown, green, orange, red, white, yeliow Paris ofthe body: har, eye, nose Home: apartment, rom, bedroom Other: letter, thing, photograph, game, basketball, Mexico, Mexico City, sandwich, bamburger Background information Renaldo ls Mexican and uses the word {apariment whieh is American English. Fats more common in Blah English Before class Make copies of Resource 6 and divide them into A and B sections (Exercise 2. @ 1 Presentation 3) * Ask Sis to talk about Renaldo’ bedroom, using there is/are. Encourage Sts to use the question What isin English? + Play the casseite of the editors’ letter as Sts follow the text. Ask who the letters to In Touch ‘Club are from. Then Sts listen to and read Renaldo’ letter and answer the question What are Renaldo’ favourite things? (television, CD player, radio, football posters, model aeroplanes) 2 Grammar + Read through the table with the Sts and draw thetr attention fo the short forms of have/has got. Then ask Sts to look at Renaldo's leer 4nd find examples inthe tex Extension: Resource 6 + Sts use copies of Resource 6 and work in palrs. They describe their pictures to each ther, using have/has (nat) got, and find the five diflerences between them. 3 Comprehension ‘This exercise can be set for homework or done In dlass. If done in class use the example answer to show Sts that they have to write two Sentences in thelr exercise books, one negative and one positive. is then work individually, reading the sentences and checking in the letter to find the correct information. “+ Ask individuals to read their sentences aloud ‘while other Ss check their answers, ‘Answer key 2 Renaldo haan’ got onesie. He's got ro (istrs 3 Hie sister bedroon ent smalls big. Renaldo asi gota poster of his favourite basktbal team, fos gota poser of is avourte football tear. 3 Hs sam’ colours aren back and white. Theyre green and white. 6 His favourite colour ist re, Its green. 7 He hasnt got rwenty mere aeroplanes. Hes got gh is end hast gat en adel aeroplanes, Resource 6 Talk about your room, Listen to your partner. Find five differences, Talk about your room, Listen to your partner. Find five differences, Student 8© 4a Listening +s read through the letter silently before listening to the cassette to sce i hey can predict any ofthe missing words, + Sis then listen to the easstte and complete the letter Play the cassette two or thee times, I necessary, pause it where appropiate for Sis {o wale inthe missing words. + Check Ss" answers by asking Individuals t0 rend the competed leer aloud ‘Tapescript {Dear vie ana Ken, yams Sa dm om Cte Ge Te go | bpmyie ss She ony fe. sour fara {ket mam and dad! They've got green ai? | Myraads eyes are yew and my mum Nast gota nose | Mp ser nas got long. range al ana big nos! She has ge white rab in the paling. Dt we havent gota white rabbit ~ we've qo black ct And ok at ‘ny a Ws ue and ve got red ees ‘Answer Koy Zhaven' got 3've got 4 hasnt got 5's got 6 Soot 7 haven" got 8 ve got 9 ve got OQ 45 stn tothe cassette again and match the people Inthe paling tothe members of Brel’ family deserved on the cassette 5a Be careful! hhave/has got and the forms of to be (are/is, “+ Point out that hair takes 1s (not are 5b ‘Ask Sts to look atthe photograph and identiy the people init ‘The exercise can be set for homework or done In lass + Read the example sentences with the class + Sis then complete the exercise. 123 ‘Answer key 2H mis got brown ate but i the pattig Groen Her dad's got brown eyes but the panting {hey yellow: Her sisters gota small nose but in {he paling is big. 5 Her sisters got black hair but ‘nthe painting ws orange. 6 Stas got brown eyes Dut inthe paiaung theyre vd. 7 Her dad's got black hair but in the painting its green. Extension * Choose one of the Sts and write a sentence bout him/her on the board, €9. Maria has got Drown hair and brown eyes. #*Sis then make statements about each other's hale and eyes, using has go. 6a Speaking €> ‘Read through the example n the speech Dubble with the class and give Sts few ‘minutes to think about what fo say and make notes if they ish, If necessary, give an example description of your own family 10 iustate the target language + Give Ste afew more mantes to work in pairs And reearsea shot talk about thet familes. ityou preter, weaker Sts can work in groups of thee. They can share the work and prepare description of Just one of the families of the Sts in the group + Select Ss fo come 1 the front and tell the Gass about thet fam. 6b Writing “This exercise can be set for homework or done Jn dass. If done in class, Sis can use the text Exercise Ga asa model, together with their tes, to write about their fami ‘When you correct Ss’ work, focus on the language practised inthis unit have/has got) Tips for English Learners. + Have Sts pronounce the words after you. Ask is it these Words are the same in theit language, + Ask Sts to make sentences using some of, these words, eg. I've got a computer. ‘+ Ask Sts (in L1 if necessary if there are any ther words in this unit that they want to remember or that they think willbe useful STP a Pa@)4e Ustening Listen and complete. Sa PREC a mal = = ear Wei ond Kew : | peeigensesetna oe alee Te crele m creece $1 - ~~ Geter but I 2 ———— Te oats TH kee citer. one's only Ave 7 Family => ant dod They Look ‘at ey mm . 3 Jenner ty dade age oe ee ye ter | . jong) orange voir and & a write pore! She § ———— a write rabbit te ‘1a Black cot! = te ate Ul! ond im og on tm Eas eye a a Stella © 4» Listen again. Number the people in ‘the painting. ‘Sa Read. ‘Stella got blue eyes. Hor eyes are blue. They're blue, ‘She's got blond har. Hor har blond, it's blond. 5b Look at the photo and the painting. Make sentences about Stella's family. 1. Stella / blond hair Stella's got blond hal but fn the paling t's bue. Her mum / brown hair Her dad / brown eyes f Her sister / small nose Her sister / black hair Stella / brown eyes Her dad / black hair ‘Speaking Talk to the class about your family. (ve got a small family. haven't got a brother or a sister. My mum's got long hair. Go Writing Now write about your family. Pere ets eee te red cy aPopsy pity Popsy billy Look! Here's my pet cat. ts name isTofos, Look at its beautiful teth! Have you got a pet, Dilly? Yes, Ihave. What have you got? Guess Popsy billy Popsy billy Have they got fat or thin bodies? Thin bodies. ‘Oh not Have they got long talis? Yes, they have Popsy What colour ist? Dilly” It's black Popsy Has it got shor or long legs? Dilly t's got ong legs and o fat body Popsy Has it got four legs? Dilly No, ithesn't ts got eight. Popsy Eight! | don't know. What have you got? Popsy And has your brother got @ pat? Dilly Yes, he has. Hos got ten, Popsy What colour are they? Dilly They'e black and white and brown. Bugsy They've got small eyes, ears ‘and mouths Bugsy Here they are. They/re mice. Popsy Oh nol My cat KAA PARANAPUEDE HU OY =o ® © ib Ww bb b Ub wb Ub Crazy Gang Lesson objectives Structures Haye/Have got: questions and short answers. Iis/Irs and It's got Functions Describing pets Asking people about thelr pets Vocabulary Adjectives: Beautiful, wonderful, at, hin tong, short, big, smal, sad happy, eazy e Pets: ca, mice, parr, spider Pars of the body: body, ear, eye, head, leg, ‘mouth, tail, teth Other: pet, guess Background information Many British families have one or two pets in thelr home. As well as cals and dogs, children often nave pet rabbits, rats, mice, hamsters and topical fish Before class Ask Sisto ring in photos or drawings of thelr pets. Make copies of Resource 7 [Exercise 6a) ©) 1 Presentation + Before you start the presentation, ask Individual Sis: Have you gor a pet? If they answer yes, ask: What pet have you got, Whar’ its name? and How old (1? Then ask ‘Sts about their favourite animals and about animals they don’t lke in LL if necessary} + Ask Sisto look quickly atthe pictures and see Af they can predict (in LI if necessary) what is, happening. Then ask Sisto answer the question: What pets have Pops, Dilly and Bugsy’ go? as they listen to and read the story for the fist time. Check Sts’ answers. ‘Sis then listen 1o and read the sory again. Ask further questions (write these on the board If you wish, eg: Whar colour is Dilys spider? Iblack), Has it gota thin body? No, i's got a fat body}, What colour are Bugsy’s mice? (They're black and white and brown) + Choose three weaker Sts to be Popsy, Dilly and Bugsy. Let them read the story alouel If you. Wish, a second group of three can carry on reading aloud after Picture 2. After a number ‘of readings, ask stronger students to act out the story without using thelr books IF you are asking students to read ‘or speak with good expression and Intonation, use the cassette to model and practise phrases and Sentences which Sts are not saying ‘well. Do not hesitate to model the Sentences yourselt. Also, ensure that Sts hear difficult mode! sentences a number of times and dive them a lot of whole class and Individual practice repeating the model. My, ‘Ask Sts fo listen to and repeat the text at home (both with and without their books Resource 7 1 Choose one allen. Answer your partners questions. 2 Ask questions. Find your partner’ alien. 1242 Grammar ‘+ Read through the table with the Sis and point ‘out the agreement of the verb in the short ‘answer with the verb in the question. Then ask Sts to look back a the story and find examples ‘of questions and short answers with have got 3 Comprehension * Read through the questions withthe class. (Check that Sts understand the questions and then give them a few minutes to look back at the story and find the answers. To check answers, ask pairs of Sts to say both the ‘questions and the answers. ‘Anwar key. 5 They ae blac and white and brown. 6 Yes they have, 7 They are thin. & Ther als are long, Extension + Ask Sts to bring photos or drawings of pets to class. Write prompts on the board, e.g: name, age, colour, at/thin, eyes. Sts take turns to Show their pleture and talk about it 4a Grammar + Read through the table with the Sts and draw thelr attention to the question forms and the Inversion of has got and the subject. If you ‘wish, write some more sentences on the board for Sis to make into questions. * This exercise can be set for homework or done In class If done in class read the example ‘question and answer aloud. ‘In the Sis exercise books, ts write the words in the correct order fo make sentences. When they have finished, put them in pais to ask land answer the questions. Point out that answers (o some questions refer to the Individual S's own situation, As Sts speak, ‘monitor the exchanges. ‘Anwar key 2'ias a cat got teeth? Yes, thas. 3 Has a mouse got big eves? No. than. 1 Have spiders gor eight lags? Yor they have § What has your rend got? open answer) 6 Have rabbits got short ears? No, they haven't. 7 Has a mouse got a thin Body? Yes, has. {Save mice go short tails? No, they haven’ 5a Be carefull “Write the three example sentences in the box fon the board. Elicit of show Sts that the ‘apostrophe indicates missing letters. ASk Sts t0 tive you the ull form of the words which have posirophes, * Icis advisable to da this exercise in class so that you ean check answers immediately, Read the example sentence and explain the task, Sts write the sentences in theit exercise books, Inserting apostrophes where necessary. + Check answers by asking individuals to write the sentences on the board. ‘Answer key 2 1s om Brazil and i's gota long ai, 3 tails red, but its got a yellow body. It's beau, but k's ‘ray. 5 Its gor «big head, but ks eyes are sina, Sits name is Pip Isa woadetul pet 6a Game + Ask Sisto look at the five pictures. Elicit words describe the pets’ physical appearance and their facial expressions, If necessary, write prompt words on the board + Get two Sisto read the example dialogue 10 ‘demonstrate the game, then give Sis a few ‘minutes to select ther "pets and to make notes about its/their appearance. + Play the game asa whole class, beginning With pairs of Sts who are fairly content in English. Other Ss listen and, like Pupil B, try to guess the pet. When Sts have seen several ‘demonstrations of the game, they can play the ‘game In pairs. Extension: Resource 7 + Sis use copies of Resource 7. In pairs, they rake dialogues similar to the one they made in Exercise 6a, They try to guess which picture ‘their pariner is deserbing 6b Writing ‘This exercise can be set for homework or done in class. If done in class, weaker Sts may like {0 work in pairs and wetle one description for both Sts. ‘+ When Sts have finished, they can look at and read each others descriptions, Pupils may also be able to start helping each other correct any mistakes they spot. When Sts have corrected the writing, display the pictures and texts in the classroom If possible. AGRA ARPAAAARAAPAANRNAAAAAbu ul bbb db bu ba bbb bb bu ub ub Grammar Look and learn. 3° Comprehension Ask and answer. 1 Has Popsy got a pet? Yes, she has, Has it got beautiful teeth? Is Dilly’s pet brown? Has Bugsy got five pets? What colour are Bugsy’s pets? Have they got small ears and eyes? Are Bugsy’s pets fat or thin? ‘Are their tails long or short? ex9usun 4a Grammar Look and learn. Bugsy has got a pet Has Bugsy got a pot? What has Bugsy got? 4b Make the questions. Then ask and 1 got / Have / a / you / pet? Have you got a pet? Yes, have. a/ Has / got / teeth? / cat Has / mouse / big eyes? / got /a spiders / Have / eight / got / legs? your friend / has / got? / What Have / got / short ears? / rabbits a/ got / mouse / thin body? / Has / a mice / Have / short / got / tails? evousen ‘5a Read. ea cat. (tis) Ive got a brown body. thas got) tts name isTottes. (The cat's name is Totes) ‘Sb Write the sentences with apostrophes (}. 1 Freds got a pet parrot Fred's got a pet parrot. lis from Brazil and its got a long tal Its tal s red, but its got a yellow body. Its beautiful, but its crazy. lts got a big head, but its eyes are small Its name is Pip. Its a wonderful pet. oeen ° ‘Se Say and write the long form. Fred has gota pet parrot. Ga Game Play the game. Pupil A: Choose a crazy pet or pets. Pupil B: Ask questions. Guess the pet. Pupil A Have you got one or two pets? PupilB I've got two. Pupil A Are they sad? Pupil B Yes, they are Pupil A Have they got fat or thin bodies? Pupil B Thin bodies Pupil A Are they number ...? +e () 6b Writing Draw a crazy pet and write about It. My erazy pet has gota blue body andit's get ®‘The Monster of Norland 2 Story Time 1 Remember the story. Complete. Bruno and Marisa are the !_king_ and queen of Norland. Their children are Ellen and? ___. Balan is the capital of Norland. Norland is a very pretty 3 _ but its got two big problems. ‘There is no * and there is a terrible : im the lake. Now King Bruno and Queen Marisa are with Rik, the prince of Bosland. 2 _ Presentation Listen and read. Queen Oh no! Talos the monster is in the lake! King Talos the monster! There is no rain. The lake is dirty. There is no water for my people and their animals. What's the answer? Rik Are there other lakes in Norland? King Yes, there are. But they are small and they're dry now. Rik Is there water in the rivers? King No, there isn’t. The rivers are dry, ‘Queen Ah! Here’s Mago, our magician. Mago! There is no water for our people. Is there an answer to our problems? Mago Yes, there is. The monster is the answer, King The monster! Mago Yes. Come with me, 3 Grammar complete and tearn. there Is /there are questions ‘There i 9 monster in the lak, ls there a monster inthe ake? Yes, there Is. No, There are big problems in Nortand. 4 Comprehension Ask and answer. Are there two big problems in Norland? Is there a monster in the lake now? Is there water in the lake? Is there clean water in the lake? ‘Are there big problems in Norland? Yos, thore are X 3 4 5 Are there other lakes in Norland? 6 7 a No, Are there rivers in Norland? Is there water in the rivers? 5) Is there an answer fo the problems? WYStory Time The Monster of Norland 2 Lesson objectives Structures There is/There are questions and short answers Preposidons: bend, n,n front of, near, on, under Functions Asking about and describing objects in @ room Vocabulary Adjectives: prety crazy, dry, magic, great Verbs: take, throw, come, look Materials: dust, ass, gold, rock Other: bal, box, cave, lake, people, magician, animal, rain, river, problem, answer, water Expressions: in danger; les go I don’t know Background information In episode 1 of the story, we learned about the problems in Norland: the lack of rain and Talos the monster. In tis episode, King Bruno and Queen Marisa are discussing Norland’s problems with Rik, prince of Bosland, and ‘Mago the magician Before class Bring objects e.g. a small ball and a toy car) and a box to demonstrate prepositions of place. Make copies of Resource & and divide them Ino A and B sections (Exercise 6) 1 * Ask Sisto look atthe pictures. Elicit what they can remember about the people in the sory land the monster and the lake, Sis have not ‘met magician yet, but encourage them to guess the meaning fin Ll if necessary + Read aloud the text, pausing atthe gaps so {hat Sis can think about the missing words. Sts then work Individually, filing in the gaps. CCheck answers by asking Individuals to read the completed text aloud, “Anewor key 2 Can Scounuy 4 ran § monstr @ 2 Presentation @@ 8 Malte nd ead he tine ak tem to tdeniy the new man (Mago). check Sts Understand and ean say the word magitan. ‘Sts then listen and read the text again. Ask them ta ghe you Information about the story, 2g Tell me about ihe othe ake. [They ate small and dry 3 Grammar Read through the table withthe Sts. Check their understanding and then let Sts complete the table with there isn't. / there aren't Extension ‘Write more statements on the board for Sisto make into questions. Then ask them to give shott answers. 4 Comprehension + This exercise can be set for homework or done In lass. Sts work in pais, asking and answering the questions. Check answers by “Asking pairs of Sts to read their questions and answers aloud, ‘Answer key Yes, mere are. 2 Yes, theres. 3 Yes, thee. 4 Nav there tent. § Yes, there are. 0 Yes, there ae 7 Noy there Ist 8 Yes, here is. Resource 8 =a a er ut ‘at = 171 1 3 | ze s PUUDUEETUDEEUU ee5a Grammar + Read through the table with the Sis. Use a small box and small objects to pracise sentences with prepositions of place by butting the object in/on/behind/in front of/under the box and geting Sis to make sentences, eg, The bal is on the bax. © 5b Listening * Demonstrate the meaning of throw and dust. It ecesary, pracise the pronunciation, « Give Siva few minutes to read hough he dialogue and guess which prepostions are missing (but do not correct their answers at this point, + Play the cassette two or three times for Sis 10 complete the gaps. Then play the cassette again, pausing after each item so Sis can check thelr answers. Tapescript £ xINe Mago! Are you crazy? The menster st the AGO We ook ls al, Look at Tan IK es on the rock! MAGO And teresa eve under the rock, Take the box and tow the maple ust onthe | KING ut leat Thre are wo people behing the os. RIK don't know, bu they n great danger! Lets go ‘Answer key Blunder 2 near 4 in frontof $n Gon 7 behind Extension + Ask Sis to guess who are behind the trees (Carl and Ellen} and fin L1 if necessary) to predict What the magic dust will do to the monster And what will happen next. “+ Read through the example item with the class then elicit the next two questions, pointing out that the first word of the question always has a capital letter In the exercise, eg. the word Is: in question 2 + Sis then work individually and put the words in the correct order to form questions ‘Then put Sts in pairs. Let them ask the questions and answer them with the help of the illustration, + Check answers by asking pairs of Sts to say tive questions and answers to the whole Clas. “Anewer key 2 sales the manster under the rock? No, i 8. 43 Where is Talos? It's on the rock. 4 Where isthe ‘ave? Its under the rock. Where are the trees? ‘Theyre near the cave/rock. Is there a gold box ‘behind the tees? No there is 7 Whereis he gold ‘bow it's in font ofthe cave. Ae there wo people behind the tees? Yes, there are. Extension: Resource 8 + Sis use copies of Resource 8. In pais they ask ‘and answer questions about their pictures and ind the five differences between them, *# Ask individuals to tell the class about the differences they have found, e.g Student A: fn my picture, the box ison the table. In (name's picture, i's under the table. 7a Speaking + Sts look at the picture of Mago's room, Have two Sts read the example question and answer, Then elicit the next question and answer from the clas (Where are they? They're Inthe box), * White prompts on the board, e.g. books, glass ball, bed, two cats, table, desk, two chars, and check that Sis understand and can pronounce the words. * Bllct questions and answers about these ‘objects from the whole ciass before Sts ask and answer questions in pairs. 7b Writing ‘This exercise can be set for homework or done In class. If done in class, remind Sts to use the ‘grammar practised inthis unit (there is/are, prepositions of place) in their writing + Let Sts work individually and write about five or six sentences to describe Mago's room. “+ When you check the sentences, indicate errors fon the Sts’ papers eg. by underlining) and then ask them to correct them. ATT PP