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KEBUDAYAAN, RISET, DAN
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and things they don’t like
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Writing: an email about your favourite band
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c AUDIO Students read through statements 1
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SPEAKING AND FUNCTIONS to 5. Check any problems. Go through the first item as
Expressing likes and dislikes an example if necessary.
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Stronger classes: Students can answer the questions
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LANGUAGE
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without reading or listening again. They can read and
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Grammar: the verb be: (plural); I (don’t) like... /
listen to check their answers only. They can then correct
Do you like ...?; object pronouns
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Answers
1 Read and Listen 1 T (Chuck plays lead guitar, Matt plays bass.)
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research task, ask students to tell the rest of the class what 4 F (Chuck and Matt are 19, Kate and Connor
they found out. are 18.)
5 F (It’s a new song.)
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BACKGROUND INFORMATION
Birmingham (population c. 1 million) is the second-
biggest city in England. During the nineteenth 2 Grammar
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Seoul, South Korea. Its most popular vehicles are the 3 Are; they’re
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Forte, the Optima and the Sportage. 4 Are; they aren’t
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e This exercise can be set for homework. Students read
a Stronger classes: Students read through the three
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through questions 1 to 6 and look at the pictures. Go
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examples. Ask them to identify the positive, negative
through the example as a class, drawing students’
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and question forms. Then ask them to provide an
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attention to the use of the third person singular question
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example of their own for each form. Ask them what
form. Remind them that they may also need to use the
they notice about the difference between the three
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and the verb in questions. For example, we say: Are you 4 Yes, they are.
...? NOT You are ...? 5 No, it isn’t. It’s South Korean.
6 Yes, it is.
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students are using the example phrase correctly, and He went on to be lead singer of the band ’N Sync, before
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that they are using the adjectives correctly. Ask pairs to releasing his first solo album Justified in 2002. He also
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feedback to the class. Are there any interesting answers?
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owns a record label, a fashion label and two restaurants.
If so, ask students to give more information.
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a Stronger classes: Students read the two sentences and
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OPTIONAL ACTIVITY
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look at the faces. Give them a few minutes to classify
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Weaker classes: Books closed. Call out an adjective
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each sentence under the appropriate face. Ask students
from the box in Exercise 3a. Ask a student to give you to identify which is the positive and which is the negative
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its opposite. That student can then call out another form. Students can give you an example of their own
adjective from the box and ask another student to give using each expression.
the opposite.
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class and check understanding. b Students read through the sentences. Give them a few
minutes to write their answers. Students then read
4 Grammar and Speaking through the examples in the table. Ask them what they
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what they found out.
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c This exercise can be set for homework. Students read
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BACKGROUND INFORMATION through items 1 to 4. Do the first item as an example,
Kanye West: see Background Information Unit 1, if necessary. Students complete the exercise. Remind
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students to look carefully at the subject of each sentence
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Exercise 8.
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before they decide which object pronoun to choose.
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Jonas Brothers are an American boy band from New
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Check answers.
Jersey, made popular on the Disney Channel television
network. The band consists of three brothers: Kevin, Answers
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Joe and Nick Jonas. They have released four albums 1 him 2 them 3 her 4 me
including It’s About Time (2006) and Lines, Vines and
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with students and ask them to look at the photos. Play
TAPESCRIPT
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the recording for students to read and listen to find the
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Speaker 1: I like rock music. And I like a lot of the female answers.
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singers. I like Madonna and I like Pink. She’s great.
TAPESCRIPT
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Speaker 2: Yeah, I like sport. Well, I don’t like all the
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teams, of course. I don’t like Manchester United – the See the text on page 20 of the Student’s Book.
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Reds. But I like the Blues – Chelsea! Answer
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Speaker 3: I don’t like football but I like car racing. Nobody is on the phone.
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and Halle Berry. I really like them. Do you? Allow students to go back through the dialogue if they
can’t remember what happened. Students complete
Answers the exercise. Check answers and then ask students to
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Speaker 4 Like: Halle Berry, Jennifer Aniston 3 F (They both want to go.)
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b Divide the class into pairs. Ask a stronger pair to read 5 F (Nobody is on the phone.)
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Alex: No problem. Is Saturday OK?
12 Write
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Sally: Of course! Saturday’s great. See you there!
Warm-up
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d Ask students to read through the dialogues
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and check they understand them. Check any Ask students if they send emails. If so, how often
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do they send them? What do they write about
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vocabulary problems. Go through the first item
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as an example. Students complete the exercise and who do they send them to and receive them
and compare answers in pairs before a whole from?
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2 Of course 3 I’m sorry 4 I know b Students can prepare this exercise in class and
write the email for homework. Students read
Vocabulary notebook through the instructions. Elicit, or remind them,
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English in their vocabulary notebooks and note Informal openings: Hi!, Hello!
down these expressions.
Content: Does not have to be split into paragraphs
as in a letter.
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of the class ask the questions they have prepared in
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Exercise 13a. Pay attention to question intonation where
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a 2 Belgium 3 Britain 4 Italy 5 Poland
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necessary. Repeat the activity with other students.
6 Turkey 7 Japan 8 Canada
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OPTIONAL ACTIVITY b 2 Belgian 3 British 4 Italian 5 Polish
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As an extension to this activity, ask students to imagine 6 Turkish 7 Japanese 8 Canadian
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they are the star in their photo and that they are all at a
c 2 fantastic 3 awful 4 terrible
glamorous party. Ask students to mingle (without their
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We’re a New Band ● Then ask the students to work with different people, using this
pattern:
Extra practice of I like ... , I don’t like ... , D’you ● I like X.
like ... ? ● D’you like it/him/her/them?
● Once you have done the exercises on this grammar in the ● Make it clear to the students that this exercise only makes
Student’s Book, demonstrate this activity to the class. sense with general objects. Since people may not know each
other well, you can’t reasonably say I like my sister. D’you like
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● At the top left side of the board write I LIKE and at the top
her? However, you can say I like skate-boarding. D’you like it?
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right side write I REALLY DON’T LIKE. Divide the board in
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● Demonstrate the activity with a couple of students.
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two with a vertical line down the middle:
● The students return to their seats and freely ask you about your
I LIKE I REALLY DON’T LIKE
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likes and dislikes.
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RATIONALE
This activity is a firmly guided pattern drill but its content
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● Under I LIKE draw two quick, minimal things, people or is student-generated. It is reasonable to hope that this
situations you like. Label each drawing with a word or phrase, realism will help the students absorb the patterns into their
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e.g. my cat, swimming, etc. subconscious minds. This sort of assimilation is what we are
● Draw similar labeled pictures on the right hand side under I after as language teachers.
REALLY DON’T LIKE.
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● Tell the students to take a piece of paper and divide it into two
columns: the left hand side for good things, and the right hand
un EG IYO