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    Qdoc - Tips - New Sky 1 Teacherx27s Book PDF

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    lucila

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    of 72
    Teacher’s Book eyed Mle | Ceca Tat Ne) es) Ingrid Freebairn Contents Introduction General description 0... : 1 Who the course is for 2 What the course is about 3 How the students learn 4 How the syllabus is constructed. 5 How the material is organised Principles behind the course ... 1 Capturing young leamers” attention 2 Making language leaming active 3 Keeping leaming goals simple 4 Keeping pace with the leamers’ development 5 Supporting and monitoring students’ progress 6 Using language learning for general educational purposes Course components neu 1 The Students’ Book 2'The Activity Book (with Multi-Rom) 3 The Teacher’s Book (with Test Master Multi-Rom) 4 The Class CDs 5 The Test Book 6 DVDs General teaching techniques... 1 The role of the native language (L.1) 2 Presentation 3 Photographs and illustrations 4 Vocabulary 5 The board 6 Repetition and choral practice 7 Pronunciation 8 Question patterns 9 Pair work 10 Group work 11 Oral correction 12 Homework and homework correction 13 Revision and assessment 14 Classroom language Specific procedures. 1 Listen and reed dialogues and texts 2 Everyday phrases 3 Look and lear 4 New words 5 Speak Act 7.Games 8 Songs 9 Raps 10 Sounds fun 11 Listen 12 Read 13. Write 14 Picture story 15 Across cultures 16 Across the curriculum 17 Project, 18 Writing tips and Study tips 19 Revision 20 Chatterbox 21 Lesson by Jesson word list 22 Banjo's Grammar Store 23 The CEF Portfolio jore you start 14 1 Timing 2.Classroom equipment and material 3 The first lesson 4 Abbreviations used in the Teacher's Book Students’ Book contents... aoe 16 Teaching Notes . 18 Photocopiable resources oe uenwnnnie 106 1 Resource teaching notes 2 Resources Activity Book Answer Key ar 129 Word list... . 140 (New Sky also offers extra materials: In the Students’ Book: + AGrammar Store + Alesson-by-lesson Word list In the Activity Book: + Four ‘James Blonde’ Puzzle Stories One story for every ten lessons + Two plays ‘One for use half-way through the book and ‘one for use at the end A Student Multi-Rom + Interactive language practice ‘Bes » Sinn’ Bek songs and raps + Activity Book audio material In the Teacher's Book: + Twenty-four Photocopiable Resources + Answer keys + Audio scripts + Am alphabetical Word list with phonetic transeriptions + All Students” Book. audio materi + Activity Book stories, plays and songs Test Master Multi-Rom = + Rewritable versions of the Test Book tests + Test Book audio material + Aculture DVD showing teenage lifestyles in the Ut + A teenage drama + picture stories in the Students’ Book + Revisioalessonsinthe Studeats’ Book and Check lessons in the Activity Book, both containing Self-Assessinent boxes to encourage students to monitor their own progress + a booklet of photocopiable tests, containing parallel A and B tests to minimise students! opportunities for copying ther neighbours’ answers * interactive language practice with the Multi-Rom accompanying the Activity Book 6 Using language learning for general educational purposes Leaming @ new language can be more motivating for young learners when they realise they can lear about the jutside work! through their English lessons. New Sky aims to increase students" awareness of the world outside the classroom through texts relating to children and situations in other countries. The Across cultures lessons, in particular, increase students’ knowledge of the English-speaking world, and the linked projects encourage them to write about their own lives and experiences. There are also special Across the curriculum lessons in New Sky, which present topics of interest relating to other subjects in the school curriculum, In this way students use English to extend their general education Course components At cach level the course consists of: + a Students’ Book an Activity Book (with Multi-Rom) this Teacher's Book (with Test Master Multi-Rom) Class CDs a Test Book DVDs also accompany the course, 1 The students’ Book The Students’ Book consists of forty lessons. These are divided ion eight sections of five lessons, Fach section follows & pattern: ‘Lesson 1 Language input Lesson 2 Language input Lesson 3. Language input Lesson 4 Across the curriculum + Project Lesson 5. Revision Lesson 6 Language input Lesson 7 Language input Lesson 8 Language input Lesson 9 Across cultures + Project Lesson 10 Revision Language input lesson: Presents language Develops skills, and recycles and expands language by looking at topics which are related to other areas ofthe school curriculum, Develops skills, and. recycles and expands language by looking at and practises new Across the curriculum: Across cultures: culture and lifestyles in the English speaking world Project: Encourages self expression Revision: Provides controlled progress check ‘Ac the back of the Students’ Book, there are four Picture story lessons. These two-page comic strip stories reeycle the language which has been used in Lessons 1-3, 6-13, 16-23 sand 26-33. Also atthe ack of the Scuden's' Book are: ‘+ the words of the recorded Songs and Raps ‘+ 0 grammar reference: Banjo’s Grammar Store * alesson-by-lesson Word list 2 The Activity Book (with Multi-Rom) ‘The Activity Book, to be used in class or for homework, gives further extensive practice of the language in each input lesson of the Students’ Rook. Many exercises are at wo levels, a) and b), to cater for mixed ability classes. The first level e.g. 2a is a basic exercise and 2b is a more challenging exercise, ‘At regular intervals, skills sections reinforce students" reading and writing skills. For added interest, and to reeycle the Everyday phrases from the Students’ Book, the skills sections also contain short cartoon strips featuring regular characters. Frequent Check sections, with self-assessment bores, enable smdents and their teachers to monitor progress. ‘There are also six additional songs at regular intervals. At the back of the Activity Book is a unique Stories and Skeiches section. This contains four “James onde’ purzle st designed to encourage students to reed for pleasure and two light-hearted plays for stents to act in the mide and ot the end of the year ‘The Student Multi-Rom that accompanies the Activity Book contains: * interactive language practice * the Activity Book listening activities, stories, plays and songs 3 the Teacher's Book (with Test Master ‘multi-Rom) In addition to the Introduction, this Teacher's Book contains etailed lesson-by-Lesson teaching notes. The notes include keys for exercises, suggested model answers, audio scripts of the listening material, suggestions for extra games and sctvtis, and ideas for further practice. At the back of the he 's Book are the following: ‘+ Twenty-four photocopiable resource sheets, one for each input lesson in the Students’ Book. These contain extra practice activites for use in class, and are aecompanieé by teaching notes + The Activity Book answer key and audio script + An alphabetical list of Words and expressions with Phonetic transcripts “The Test Master Mult-Rom that accompanies this book comains: + rewrtabl tests (as inthe Test Book, see below) + the test audio material 8 Question patterns ‘Question an answer patieras play a key part in language teaching, To give as much oral practice as possible, it is important to build a sequence of question and answer patterns, €-g + Teacher to self (T-T) + Teacher to student (T-S) + Student to teacher (S-T) + Student to student ($-S) + Student 1 to Student 2 to Student 3 ete, in a chain (51-82-83) 9 air work Many of the exercises in New Sky enable the students to work: in pairs. The following patterns are suitable for pair work: + AGB side by side + A-A BAB (pairs tum round and face the pair behind them) + A:B BAA in a foursome (pairs turn round and talk across to each other) + Bs 10 As across rows + Random pairs across the elass Students can work in open pairs, ¢.g. A-B, then B-C, then C-D, ete, or across the class. In this way, the restof the class listens while a pair performs, Open pair work can be useful if the teacher wants to hear individuals perform. Closed pair work is also very useful. In spite ofthe increased noise level, it dramatically increases talking time and encourages learners to initiate as well as answer. Moreover, there is less chance of students getting bored as they listen to others doing exercises in turn round the class. If there is an uneven number in the class, the teacher can either make up the pair or ask one group to work in threes. Although students may protest, itis important to rearrange the pairs on a regular basis 10 Group work For certain types of sctivity, eg. acting the stories and playing games, students may need to work in groups. Group ‘work is important because it provides an opportunity for shy students to tak more confidently and teuches students to cooperate and work together. Groups ean be formed in different ways, based om + position (students turn round to form a group of four with another pair) + alphoherical arr of names (al those with namesbegioning. ‘with given leters, e.g. A-D in one group) + birthdays (eg. all those whose birthday’ are in May in one group) + colour of clothes, ee 11 oral correction ‘When students are doing covtrlled practice ard the emphasis, ison accuracy, corection should be immediate ris important to help students to cortect she mistake themselves and thea make them actively repeat the correct version, In the freer practice stage, for example in games and open conversations, the students’ performance can be monitored and mistakes noted down to be corrected atthe end of a sequence. Over- correction inthe early stagos can be de-motivating, especially for shy, ess confident leamers 12 Homework and homework correction For homework, teachers can set the exercises from the corresponding lesson in the Activity Book, but they may also like to use the extra suggestions Which are included in the detailed lesson notes. Writen work should not be restricted tw homework. Writing in class varies the pace ofa lesson and fives a change of activity. It is important that homework is prepared in class beforehand and help given with any new Yocabulary and expressions which may be needed. Answers to homework exercises can be checked indifferent ways + Check the answers orally with the who class. + Ask individual students to write their answers on the board. + Provide @ key so that students con comet their own or their pariner’s work. If students have writen a paragraph for homework, ask @ few to read it tothe class. The others listen for mistakes and correct them. Alternatively, select an individual student's paragraph. Write it om the board and correct it together with the class, 13 Revision and assessment Checking on students’ progress is important for teachers, learners and pareats. Progress can be formally assessed through rovision/chock lessons and tests, Informal methods of assessment can show a leamer’s progress and help teachers to find out problems that the childcen might have. This can be done in a variety of ways: +A few minutes of informal oral revision atthe beginning of each lesson focusing en ove or more language points from previous lessons + Regular spot checks on vocabulary and grammar + Shor gapped dictations of dialogues or texts + Oral checks co revise communicative functions and everyday language, e.2 (in L1) You meet your teacher in the street. What do you say? + Completing checklists of what the students ean do in English with atck (7), ross (X) or question mark (2), Now you can: + say your mame, age and address + count wo 50, ee + Students can also record their progress and their achievements through the photocopiable Portfolio, which can be found online at ww pearsonlongman.com/ae/cef! cet hum 14 Classroom language Essential clasroom language is presented inside the front cover of the Sudents’ Book. Here fuller ist: Instructions Act the dialogue/story. ‘Ask and answer in pairs. Can you spell it? ‘Change parts Come to the front Copy this into your books. Do exercise (5) for homework. Don’t look atthe book. Fill in the chart Leam by heart. + Ifthe words are presented as part of a matching exercise, ask the students to look at the pictures end match them with the words. + Check the answers + Revise the new words in subsequent lessons. Use real ‘objects in the classroom whenever pessible. 5 Speak ‘The Speak exercises involve controlled spoken exchanges, offen Using words, ustrations or photos for cues, It is importanto show clearly what is expected ofthe students by aiving an example yourself Procedure + Read the instruction to the exercise and the example sentence or exchange. + Go through the individual words, pictures or cues thatthe students will need for the exercise and make sure that they understand them. * Choose one or two paits of students todo the first example aloud for the clas. + Comtect if necessary and check pronunciation. + Bither get students to do the exercise in open pairs or set students to work in closed pairs, + Go round and monitor. 6 act ‘To add variety to their speaking practice, students. are often asked to act or roleplay a situation or exchange, The procedure isthe same as for the Speak exercises. 7 Games ‘Any language practice that bas a competitive, amusing or puzzle element to itis called a Game. With their natural ‘opportunities for repetition, games are an entertaining and valuable way for young leamers to practise new language, Simple games appear in the language input lessons, whereas rmoce elaborate games are included at the end of each Revision lesson. Although some games can be played with the class asa whole group, most games are best done in pairs or small groups, Procedure + Explain in the L1 how to play the geme, then read the instructions in English. + Present any new vocabulary. + Depending on the game, choose a student or pair of students t0 do the first example in front ofthe class, + Correct if necessary, then ask students to play the game in pairs. + If appropriate, check who won the game. 8 Songs ‘As well as being fun, singing songs changes the pace of a lesson. Songs give intensive listening practice and are a natural context for repetition, There are seven songs in New ‘Sky One Students’ Book. These occur at regular intervals in the input lesions, They practise the items of language boeing taught. Generally, dhe complete song is printed in the reference section atthe back of the Students’ Book and the Song title appears in the appropriate place in the lesson. There are an additional six songs in the Activity Book. Procedure + Allow plenty of time for the song in your lesson plan. + Give students time to read through the song. Explain any ew words, + Ifthere isa gapped activity, ask students to see if they can guess the missing words before they listen, + Play the sang once or twice for students to complete the ups. + Check the answers by asking students 10 read out the relevant lines. + Play the song again and ask students to join in with the co. + Divide the class into pairs or groups and allot different ‘verses or pasts of the song to each pair or group. + Play the song again and ask the different groups to sing their verse. + Ask the students to close their books ar cover the words of the song. + Play the ‘empty’ karaoke version ofthe song and ask each ‘group to sing their verse from memory, 9 Raps Lie songs, maps are fun and can acd variety t0 a lesson. They also provide excellent practice in stress, ciythm and pronunciation in an enteraining way There are seven raps in New Sky One occuring at regular intervals. Sometimes the rap has gaps for the students wo listen and complete, in which case, follow the gapped setivty procedure from Songs, above. Procedure ‘Play the rap through once. Check vocabulary. + Play it once or twice again and ask students to join in. Encourage body movement, clapping and finger stapping to emphasise the stress and the shythm. + Play the ‘empty’ karaoke version of the rap. where the ‘students only hear the background beat. See ifthe students can recite the whole rap without the support of the voices ‘on CD. * Divide students into groups so that they chant to and fro, and play the background beat again, 10 sounds fun Amusing tongue twisters and rhymes appear at regular imervals in the Revision lessons to practise a particular sownd of English. These are recorded in two parts: once as a whole rhyme without pauses, and once again with pauses, for repetition, Procedure * Play the Sounds fun recording for students to hear the ‘whole rhyme or sentence, *+ Help the students to produce the sound in question if they are having difficulty. + Play the second part of the recording and ask students to repeat in the pauses. W + Ask students to do the Check activity individually or in pairs. Give an example first + Check the answers and continue with any other tasks. 16 Across the curriculum ‘There are also four special Across the curricula lessons in New Sky One which come at Lessons 4, 14, 24 and 34. ‘The Acrass the curriculum Yessons present topics of interest relating to other subjects in the school curriculum such a the English Language, Geography. the Environment and the [Natural World. In this way students use English to extend their general education, Procedure ‘+ Read the title of the lesson and translate if necessary. ‘+ If relevant, ask the students what they know about the topic area, eg. the English language and English-speaking ‘countries. + Refer students to the illustrations andlor photos on the page and ask what they can see, + Present any new vocabulary. (See New wards.) + Play the CD or read the tex(s) aloud. You may like to set afew simple comprehension questions first + Ask students to do the Cheek activity individually or in pairs. Give an example first + Check the answers and continue with any other tasks 17 Project Each Across cultures and Across the curricular lesson ends with a Project, which is thematically and linguistically linked to the text of the lesson, The project provides stents with an opportunity to produce apiece of work base on their own lives and experiences, while atthe same time consolidating the language they have learat The original tex often serve 25 a useful model, especially in the Across cultures lessons. In addition cach project has a helpful guide and a futher rode to get students sated with thei writing. Ifyou choose to set the project for homework, spend a few minutes in class to prepare the students for tis Procedure ‘+ Stare with a few minutes of conversation to relate the topic to the students’ own lives and experiences. + Read any extra text aloud to the students. Explain that this should serve as a model for their writing, + If the project suggests that the swdents draw, e.g. an animal, or find pictures and other resources, e.g. English words in newspapers, ask the students to do this first. + Ask a student 10 write the firse sentence on the board, Repeat the same procedures as for Write above, In some cases, students may work on a project im pairs, + Go round and monitor as students write their projects Encourage them to use bold colours so that you can make 1 colourful display of their projects on the classroom walls or in the corridor. + Collect in the students’ finished work and display it 18 Writing tips and Study tips All the projects in the Across cultures lessons are supported by a Writing tip, eg. the use of capital leters. The projects in the Across te curriculum lessons are supported by & Study tip, eg. how to learn new words. Both types of tip are accompanied by a simple task. 19 Revision The regular Revision lessons give students a chance to measure their progress and ensble teachers to idemify areas of difficulty which need extra proctice. Each Revision lesson is divided ioto four parts. The first port contains exercises ‘ad activities to revise grammar ard vocabulary, The second partis an ‘open conversation’ called Chatterbox (see below) to test the studens’ spoken language in use, and the third partis a Game which gives special revision of one or more language items and is usually conducted in pairs. The finel part (I eam), focuses on the language and functions students have practised in the cycle of lessons and encourages them to evaluate how well they ‘can do’ things in English. 20 chatterbox ‘Open’ conversations occur in every Revision lesson. They provide another opportunity for students to use the language they have learnt in a communicative setting and give students another chance to talk about themselves Procedure + Establish the situation clearly. * Ask the students to read through the gapped conversation ‘and think about what they would say in reply, + Ask a good student to read the opening two exchanges, Give the responses yourself + Play the CD, stopping at each pause and eliciting a response from students at random. Establish the idea that the responses will vary from student to student ‘= Askthe students to workin pairs, changing parts afterwards, Go round and listen, ‘Select a student to talk to the person on the CD, then play the conversation again. 21 Lesson by lesson word list ‘New vocabulary should be revised regularly using the lesson- by-lesson list of words at the back of tae Students’ Book. Only those words which the students are required to produce either in spoken oF written form are lisced. Where appropriate, those Words which form a lexical group are linked under & ‘general heading, e.g. house and furniture. At the back of the “Teacher's Book there is an alphabetical list of words and ‘expressions with phonetic transeriptions provided. 22 Banjo’s Grammar Store [AC the ack of the Students’ Book there is a grammar reference section called Banjo’s Grammar Store. This sets ‘out in clear tables the grammatical structures introduced in ‘New Sky One. Draw atention to this seetion atthe beginning ‘ofthe course so that students can refer to it wben they need to, It can also be useful for revision purposes. 23 The CEF Portfolio To accompany this Teacher's Book, go to www pearsonlongman.convaelceticet htm 1 use the English 13 fer Crore 21 Helpt | can't swimt 22 cant neip your 23 Don’t move! ‘Across the curriculum Story 3 Revision Do you like this shirt? They sleep In caves. She has lessons at the studio. Across cultures Revision eanan* abltyaffernatve, negative ard ‘Goon singular sd pera) rae time Qusetons: How much i/re.. “am: iperrisle) questions + Feed ang drink» British money Ingeratives:alfemative/recat the body * Verbs ‘Amazing animals Cleopatra's cave Prevent simples afimatve, negative ane ‘questions (t/2nd gers99 sngulen) est erancuns melvourmen her tus! Yourihen! Clothes” + Adjectives Present spl: affirmative, negative and ‘uastons (ard person ara) ata animate "s veres Present simple: afematve, negative and fuestions (ard person singaat) Present smote: Wr questions + Daly routines 1 day at my school Cee ete ‘at anc rink ve ard understane f «Game ins chia! *Proxct + Sunes tn Gana As a talk about ‘ther prepies toutines, often read in bed. V'm walking te the London Eye. What's the weather ike? ‘Across the curriculum Story 4 Revision ‘She works abroad. When's your birthday? | want to buy a map. Stories 1-4 Pace 84 Banjo's Grammar Store Page 96 Acvet o egueney:aiovabsuah td Everyday activities 1 Prasant continuous: affirmative, necative od quale t/ane/dee parson single Everyday activities & Westar in the USA ‘Shop detectives Comcerina tenses Present simple and sent continous Werk {te questions nant .7 "Ordinal numbers * Months ofthe year went to infinitive gestions Lets + infinite resellers of place: cepos. Front afbening Places in town Ack and tae about what you and other esele are doing Ast and tak about ‘Ak and ak aback To ancut dates Make and respons to Suggestions Asking 33} where = Soon fn “Gare ‘Songs and raps Pages2 Banjo's Useful Lists Pace 95 Word list Page 101 W7 4 Game a) Guess the people. ‘+ Ss work in pairs or groups of three, matching the names With the photos. + Check answers. Don’t worry about Ss using English ‘Pronunciation of the people's names, + Ask two 85 to read aloud the example dialogue, + Ss work in closed pairs, taking turns fo point to a picture and ask andl answer questions. (Who's he/she? HelShe's + Encourage 8s to say what they know about the people (asing L1 if necessary), Answers. 1 Brad Pitt 2 Shakira 3 Daniel Radcliffe 4 Halte Berry b) Write sentences. + Read the example sentence with the class. Point out that the short forms are used in the sentences + Elicit the sentence for picture 2 from the Ss and ask one of them to write it on the board. + Ss work individually, writing sentences about all the people in the photos. Go round and monitor the activity + Check answers by asking individuals to read aloud their sentences. Answers, 2 She's Shakira. 3 He’s Daniel Radcliffe. 4 She's Further practice + Bring some large pictures of famous people to the lesson Give each picture to one of the Ss. In turn, cach of these Ss bolds up their picture for the class to see and asks: Who's helshe? The whole class or individual Ss reply 5 1c) New words: Titles a) Listen and repeat. + Play the recording for Ss to listen and repeat the phrases. + Check that Ss understand when we use Mrs (for a married woman) and then We use Miss (for an unmarried worn), b) Match, ‘+ Ask two Ss to read aloud the example question and. answer ‘+ Ss work in pairs, matching the names and pictures. Halle Berry, Answers. 1 Miss Benn. 2 Mr Barr 3 Mrs Rocea 4 Mrs Barr Mr Rocea + Ss them work in closed pairs, taking turns to ask and answer questions about the people. Monitor the activity and check pronunciation of Mr, Mrs and Miss: Further practice + IE-your $s know the names of other Ts at school (e.g. Ts who take them for other subjects) list and number these ‘Ts’ family names only on the board, eg. 1 Brown), 2 (Smith), 3 ones) + Ask individual Ss: Who's number one? (S: Number one is Mr/Mrs/Miss Brown.) *+ Ss work in opea pairs, asking and answering questions about the names on the boar. ran 8 6 tos New words: Greetings a) Listen and repeat. +" Play the recording two or three times for the class to listen and repeat. ‘Tell Ss that when someone greets us (e.g. Good afternoon), we usually repeat the greeting in reply (eg Good afternoon). As ¢ chain drill round the class, Ss practise greeting each other and replying, e.g SI (to $2): Good evening $2 (to SI): Good evening. (To $3): Good morning $3 {to $2): Good morning. (To $4}: b) Look at the times in Exercise 5 and greet the people with Good morning/aftemoon/evening. + Read! aloud the instructions and eheck that Ss understand ‘what to do, Tell them they don’t have to say the time in English, but just decide if it is morning, sftemoon or evening. (‘The time’ comes in Lesson 18), + Ask individual Ss in tur to greet one of the people in the pictures (1-S).c.8. TSI: Picture 1 SI-T: Good morning, Miss Benn. T+$1: Good morning. (name of 3). "82: Picture 2 S21: Good evening. Mr Barr 7-82: Good evening, (name ofS). ‘+ Ss work in open pairs, making similar dialogues. ©) Now say goodbye. + Ss workin closed pairs, taking tums to point to a piceure and say goodbye tothe person. Go round and monitor the activity Further practice *+ If you have brought some large pictures of famous people to the lessoa, give each preture to one of the Ss, If you haven't got any large pictures, write the names of eight or ten famous people on large (A) sheets of paper and use these instead of pictures. + Inturn, each $ with a picture stands up and goes to two fr three Ss who each greet the “famous’ person, welcome hhim or her to their town or school and then say goodbye: ‘The rest ofthe class watch and listen. Try to ensure that each § takes pat in atleast one dialogue. 7 tab (VAP The Greetings Rap + Ask Ss if they like listening to raps. Ifo, encouraze them to tell you about their favourite aps. + Ssmm to page 92. Play the first recording for S10 listen ‘and read. Point out that Morning is an informal greeting, short for Good mening + Play the second recording two or three times for Ss to listen and joia in + Then play the third revording for Ss to say the rap with the backing trac. 19 Answers A daughrer/wife 2 husband 3 cousin Answers LHis 2 Her 3 His Amy 5 Her 6 Her Ferther praction + Explain (in L1 if necessary) that you are one of the people in the family tree, Ss listen to your seatences and guess your name, Say to the class: Sharon is may mothe! Leo is my brother Jodie is my sister. What's my name? (Answer: Your name is Jake.) + Give Ss time to work individually oF in pairs, choosing ‘person from the family tree and writing three or four sentences. Go round and monitor, helping $s correct any mistakes in their sentences. + Ss work in groups of four or five, taking turns to read aloud their sentences for the others to guess who they are. Go round and monitor the activity. tek and learn Demonstrate fis and her with Ss inthe class, Indicate five or six Ss as you say to the rest of the class: His/Hler + Ask Ss 10 repeat the questions and answers in the box after you. + Write his and her on the board. Check that $s understand, that we use his with masculine names and her with feminine names by showing the class the pictures (or names) of famous people that you used in Lesson 1. Hold up each pieture (or name) in tur for pairs of Ss to ask and answer: What's his/her name? His/Her name's. Further practice ‘Ina chain drill round the class, each Stalls the clas the name ofthe § sitting next to them, e.g. SI (pointing to $2): His/Her name's... 2 (pointing to $3): HisHler name's ‘S3 (poimting to $4); His/Her name's 5 Speak Read aloud the instruction and check that Ss understand what todo, Ask two Ss to read aloud the example question and answer + Ss workin closed pairs, taking tums 9 pint co people in the ptotos in Exercise | and ask and answer questions Go round and monitor the activity. Help Ss to correct any mistakes in the us of hisher. 6 Write 2) Complete the webpage with my, his or her. + Ask Ss which webpages they think are good or useful Encourage 8s 10 use English as much as possible, Have any of them (or their family and friends) got their own + Read aloud the fist four sentences of Lucy's webpage Flic the answer to item J from the class. +85 work individually, completing the webpage. They can compare answers in pairs before checking answers as a class. + Check answers by asking individual $s to read aloud the sentences in the webpage. (Note the pronureiation of the ‘ame ‘Tan’ fi2a/) Further practice + In pairs, Ss write a similar webpage for Kyle, using information from the family tree in Exereise 3. Work uhrough the frst three or four sentences withthe whole class using the same sentence patterns as in Lucy's ‘webpage but changing the names of the people. Ss then complete the webpage working in pais. + Check answers by asking individuals 10 read aloud the sentences in Kyle's webpage. b) Design a webpage about your family. Write about the people. + Ask each $ to bing five ox six photos of demiaigs of the family and pets) othe Lesson. I you fel tt this ‘may not be appropriate for any of your Ss (e.g. because os fanilybrekrap ox bereavemes) suggest tha they tring petes of ther fends aswell Ss work indlvldually, wring detr webpages in thee totebooks, Tall them io use the same sentence structures fain Lacy’ webpage Go food aad onic be Sale, helping Ss to correet any mistakes. + Ta pals oF goaps of tre, Ss show their petares and ‘ead tele webpages + Where ts pecs Ls yor libro, Se canta wall display of their family webpages. 7 (3) SORIG The Family Song + Ss tum to page 92 Play the first recording once for $s to listen and read. Then play it for $s to listen and complete it Check if all he Ss have corapleted the song. IF nt, play it again, + Check answers by asking individuals to read out the completed lines. + Play the second recording for $s to listen and join in. + Play the third reconting for $s to sing the song tothe music. If you wish, divide the class into four groups and ask each group sing one ofthe four sections of the song. The groups can then change parts and repeat the stv, Answers 2 dad 3hi 4 ello $ morning 6 sister 7 dad | 8 goodbye 9 Bye 10 goodine 21 ‘Audio script and answers a fourteen b forty ewelve A twenty e fty Fjieen Bithirty Nihirteen ‘eight j eleven kihirty-six Trwenty-three m fortyfive n thirty-nine 0 twenty seven piorty-one q thirythree € twenty-four $ ten 4 Speak 2) Say the missing answers ‘Ask Ss to look atthe example item and repeat the sum, after you. Point out the use of and (+) and are (=) when saying the sum. + Give Se time to read through the sums and work out the answers + $s then work in closed pais, saying the sums to each ‘ther and comparing their answers. Monitor the activity 'b) 472 Now listen and check. + Play the recording for Ss to check their answers. + After Ss have checked their answers, play the recording ‘again, pausing it after each answer for individual Ss to repeat the sum. ‘Audio script and answers | a thirteen and six are nineteen | ten and twenty are thirty «forty-four and six are fifty ‘d iwelve and eleven are fenty-three e thirty-two and fourteen are forty-six eight and nine are seventeen Further practice Ss work individually, writing (wo more sums and leaving the answer with a question mark (?), Remind them that the answer must be bevween one and fitty + Ss work in groups of three or four, taking turns to read aloud a sum and say the answer, Look and learn + Ask Ss: How old is Jodie/lucy/Leo? (She's/He's .) ‘Then ask three or four Ss: How old are you? (I’m...) + Ask Ss o repeat the questions and answers in the box afer you. + Waive oa the boar: TE. 2you.., Shea. 4 she Ask Ss to complete each phrase with ar, és or are and an age, e.g. Jam eleven + Dravy Ss’ antention tothe short forms (I'm, fe used in the box. You may wish (o present or the short form of you are (you're), although it is not practised in this lesson. 5 Speak a) Ask your friend. + Ask two Ss to read aloud and complete the example dialogue. + Ss practise the dialogue in a chain drill round the clas. she's) b) Ask about the Barr family. + Ask Ss (0 look at the photo and information about the Barr family. ‘+ Ask two Ss to read aloud the example question and answer. Ask a different S: How old is Jonny? (She's thirty-eight.) + Ss work in pairs, taking tums to ask and answer questions about the Barr family. Go round and monitor the activity, pointing out any errors for Ss to correct. 6) Now talk about you family [Ask §s to bring the photos or drawings oftheir family, pets) and friends + Waite some prompts on the board, eg. Who's hele?” He'sShe's my (friend/cousin). How old is (your friend/cous: He'sShe's G22. Ask Ss to repeat the sentences on the board afte you ‘As you say each sentence, complete it where necessary with a suitable age or name, so that Ss repeat complete sentences + Ss workin pars or groups of thee, talking about their families, Encourage them to use as many ofthe expressions on the board as they can. Go round and tnonitor the activity but do not interrupt Ss" ueney. Make a note of amy general mistakes to go over later with the whole class. 4 6 Write *+ Read aloud the example sentence. Elicit the second, answer from the class. + Ss complete the exereise working individually or in pairs. + Check answers by asking individual Ss to read out the sentences and vrrite the missing words on the board. Answers 2's Bare 4'm SAre Gam TAre 8 mnot 9's 7 «30 RAVP The Number Jive Ss turn to page 92. Play the Fist recording once for Ss tolisten and read, Then play it again for Ss to listen anc complete the rap. Check if all the Ss have completed the rap. If not, play it again + Check answers by asking individuals to read out the completed lines. + Play the second recording for Ss to listen and join in * Play the third recording for Ss to say the rap with the backing track two or three times. Answers | 21wo 3 three 4 five Ssever 6 nine 23 ‘Audio script and answers [A She's Australian. B She's Cancalian, C He's American. D He's British 4 Write 1+ Ask Ss to read the example sentences and say them after you. + Ss work individually, writing about the people, They can ‘compare sentences in pairs before checking sentences as aclass + Check Ss answers by asking individuals to read aloud their sentences, Check that $s use correct word stress in Canadian Canada. “Answers. B Canadian, She's from Canada. C American, He's ‘fromthe USA, D British. He's from the UK. study tip Rea the Stay tip with the class iit fom the Ss one cr two more examples of ‘word groups’ that they know in English, eg family members, numbers. «Ask Ss to read and say afer you the example words in the list of Counties, Notonalites and Languages + Write the tree headings in the table on the board and the names of the other counties from Exercise Lin the fist Column, Elicit the nationalies and languages (The fst language for all the counties is English). Teach any new nationality words that Ss need, fish, Souk Afvcan, ‘Nw Zealand. Point out tha we usually say He/She is gf New Zealander + Encourage $5 toad more groups of wocds of their own, including teir own country, nationality ad language (ell Ss they will earn mote words for counties and nationalities in Lesson 6) + ‘Aad the class to read and say the groups of words after ‘you. Ss then say them in a chain drill round the class. Answers: ‘Countries Nationalities Languages The Republic of Ireland Irish English Canada Canadian English South Africa South African English Australia Australian English New Zealand New Zealand English + Write om the board some names of famous people (who are alive today) from some of the countries in Exercise !, e.g. I Pierce Brosnan 2 David Bowie 3 Kear Reeves 4.Nelson Mandela 5 Bob Geldof 6 Rylie Minogue 7 Jennifer Aniston 8 Russell Crowe 9 David Beckham +86 work in groups of three or four, choosing six names and writing sentences about their nationality and where they are from, + Check Ss' answer by asking individuals to read aloud their senteoces, The rest of the class listen and say if they agree with the information. ‘Answers 1 Irish/the Republic of Ireland 2 Britishithe UK 3 CanadiarvCanada 4 South AjricantSouth Africa 5 lrishtthe Republic of Ireland 6 Australian/Australia | TAmericantne USA 8 New Zealareder’New Zealand | 9 Brtishfine UR 5 Speak + Real out the instructions and the two example answers + In pairs, Ss look 2 the pictues and read the words to see hhow many words they know. MN 6 tp Listen + Explain (in L1) that some of the words may be pronounced differently in English from how they are in the Ss" L1. Play the recording for $s to listen and check their answers. If appropriate, point out any word in the exercise that exists in the Ss” L1 but has a different meaning, + Aflir Ss have checked their answers, play the recording again for $s to listen and repeat the words chorally and. individually ‘Audio script and answers Ltelevision 2 music 3 radio 4 telephone § CD 6 film star 7 pop siar 8 bus 9 cinema 10 spore Hi football 12 hamburger 13 jeans 14:axi 13 DVD 16 horel 17 MP3 player Project + Ask Ss in advance to bring to the lesson some examples of English words and pictures from newspapers, ‘magazines and comics in their own language. Bring in some magazines and newspapers yourself for Ss to look through and use, + Ss read through the examples on page 11 in their book and then repeat the words after you, using English pronunciation, Ask Ss (in L1) if they have seen all these words, Becoarge Sto gues he reaing of ny aw «Ak Se wha other English words they have found, Stow ‘some of them to the class and write them om the board. '= Ss work individually, looking througi the words they have found and cutting out or copying more words if necessary from your magazines and newspapers. Tell Ss to arrange the Words to make an attractive poster. Each S will need large (A4) pieces of paper and glue or pins to attach the words and pictures to their poster. Monitor and check the words on the posters ‘+ If there is space in your classroom, Ss can make a wall display. Check that $s understand all the English words on their posters. 25 b) Listen again and underline the /i:/ sounds in red ‘and the /1/ sounds in green. + Play the second recording two of three times if necessary for Ss to listen and underline the sounds, + Waite the two sentences on the board. Check Ss" answers by asking individuals to underline the sounds inthe ‘words on the board. “Answers ‘The /id sound: She's Tina and he's Peter/Greta The Af sound: This isi and his sister 6 60) Chatterbox ‘Complete the conversation, + Read out Jodie's questions to the class and elicit answers from individual Ss, Tell Ss there may be more than one possible form of the answer: For example, the reply to What's your name? could be My name is Anna./My name's Anna./?'m Anna. The answer using the full verb form (My name is Anna) could sound quite Formal. + Give $s time to think oftheir replies to the questions, Usten and practise with Jodle. ‘+ Play the recording for two or three individual Ss to practise with Jodie. + Play the recording two or three times For the class to listen and practise with Jodie. Tell Ss to say their responses quietly because their answers will be different, eg, lifferent names. Explain (in L1) that this exercise is a ‘rehearsal’ before $s work in pairs in the next stage. then practise with a frond. Play the recording for the class to listen and repeat Jodie's part of the conversation. + Ss practise the conversation, working in pairs and taking turns to be Jodie and themselves. If you have an odd ‘number of Ss in the class, ask a group of three Ss t0 work together. Go round and monitor the activity but try otto interrupt Ss" fluency. Make a note of any general language problems to go over with the class afterwards. + Some of the pairs can act out their conversations for the class to hear 7 Game: Match the sentences! + Ss play the game in groups of three or more, Each group needs twelve small pieces of paper (numbered I to 12) inside a small bag. Each S needs a copy of their chosen Board for each game they play. + Read out the rules and translate them where necessary, [Ask Ss to repeat after you *Bingo’ /bmgaw. Ask Ss (in L1) if people in their country play this game with numbers on the cards and what they say when their card is complete. ‘+ Ask Ss to look at the caller's 12 sentences and repeat them after you. + Demonstrate the matching activity by reading aloud the caller's sentence 3 (Are you twelve?) for Ss to find the correct reply from Board A or Board B (Board A: No, Um not. I'm thirteen) + Demonstrate the game. Divide the class into two groups: ‘ane group plays with Board A and the other group with Board B. You are the caller. Pick numbers from the bag and read aloud the sentences, $s listen and cross out the ‘correct replies on their board. When one of the Ss calls Bingo, stop the game. Read out the questions for tha ‘numbers on the papers you had taken out of the bag and elicit the replies. Check the answers for all 12 questions, ‘+ Ss work in groups of three or more. One $ is the caller and the other Ss each choose one of the boards to play ‘on, Go round and monitor the activity as the groups are playing. Answers VA Thank you. 2/8 My name's James. 3A No, I'm rot.'m thirteen. AIB I'm clever. 51M Her name's Sally. 6B Yes, he és. T/A He's my uncle, B/B Bye, 91K Good afternoon. UB She's thirteen. LWA He's six 12/B He's from New Zealand. what can you do? * Read aloud each sentence, starting it with J can. Check that Ss understand the meaning of f ean. (Ss practise ca ‘can't expressing ability in Lesson 21.) Explain (in L1) that this section describes what Ss have learnt to do in English in Lessons 1-5. ‘Elicit language to go with each f ean sentence, e.g. ~ elicit five or six family words. = write a series of numbers on the board for Ss to say, create a short roleplay with the class in which people greet each other (Fella/Good afternoon), ask someone's name (What's your name?) and introduce themselves and their family (J'm James. This is my sister Suzanne). + Encourage Ss to say how confident they feel about doing, ‘each of these things in English, Ask them what they think they can do best and what they need to practise ‘more. Ss then work individually, ticking the boxes for the language they feel they can use confidently. If most ‘of the Ss feel they need more practice in using a specific 1age area, look at this again with the class and give ‘extra practice. 27 5 ‘+ Ss work in groups of three or four, taking tums to ask ‘and answer questions. Go round and monitor the activity, helping Ss to correct any emrors in sentence structure and vvocebulacy. 5 Speak and write a) Talk about the people in Exercise 1. + Ss may find it helpful co listen again to the recording from Exercise | and focus on the proranciation of the names of the people. 4+ Ask $s to look at the example sentences and say them after you. «+ Elicit the sentences about the other people from the class. Answers. 3 Connie and Lee are from the USA. They're American. 4 Nikos is from Greece. He's Greek. 5 Temek's from Poland. He's Polish 6 Hakan and Fatma are from Turkey. They're Turkish. b) Now write sentences about the people in Exercise 1. + Ss work individually, writing the sentences, Monitor and check Ss" sentences. + Poin out that the short verb Forma (e.g. Tamek’s from ..) ‘cannot be used with nares like Nikos which ends with the leter‘s', so we write Nikos is from . Speak ‘Ask two 85 to read out the example dialoguc + Elicit similar dialogue from the clas, asking the seme {questions to another famcus person tha all the Ss know. + Ss workin closed pairs, making a dialogue about another famous person, + Intum, cach pair says their dialogue for the elas to hear, us $2) Listen and read ‘Ask so look at the photo. Ask: Who is he/she? (Lecy Miss Benn.) + Play the recording for Ss to listen and read. Encourage Ss to guess the meaning of interesting and surname. Ask them to translate the sentence into theit Li Now listen and repeat. + Play the paused version of the recording several times for 6 to listen and repeat, Divide the class into two groups, fone group to be the teacher and the other group to be Leo. Play the recording for each group to repeat their part. The groups then change part. Look and learn + Revise Are you... 2 and fam... bY asking three o four Ss in turn: Are you Polish/Russian/Spanish? Ss reply: Yes, Lam/No, I'm not. + Then indicate three or four different Ss in turn and ask the class: Js she/he Polish/American/Greet/French? Ss answer: Hes, she/he is of No, she/he isn't + Sp read the questions and answers in the box and repeat them after you, Draw their attention io the use of the short form in the negative answer (No, they aren't) and the full form in the positive answer (Yes, they are) 8 Speak ‘Read out the instruction. Ask pairs of Ss to read out the io example dialogues. + Elicit the dialogue about Connie and Lee from the class + Ss then work in closed pairs, taking turns t0 ask and answer questions about the other people. Go round and ‘monitor the activity, helping Ss to comect any ecrors, + Check $s" answers by asking pairs of Ss to ask and ‘answer the questions forthe clas 4 hear. Answers 3Are Connie ard Lee French? No, they aren't. They're ‘American. 4 Is Nikos Portuguese? No, he isn't, He's Greek. 5 ls Tomek Russian? No, he isn't He's Polish 6 Are Hakan and Faima Chinese? No, they aren't They're Turkish 9 write ‘+ Ask $s (0 read the instructions. Check that they remember what the short forms ('m,', isn’t, aren't) stand for (amy, is, ls not, are noth. Read out the example sentence and elicit the second item from the class + Ss complete the exercise, working individually. They can ‘compare answers in puis before checking answers as a class + Check $s" ansovers by asking individuals to read out the sentences and write the answers on the board. Check that Ss have used a capital letter atthe beginning of the first ‘word in a sentence. + After checking Ss" answers, ask individuals to read aloud the sentences. Check pronunciation and the use of short verb forms. Try to ensure that each student reads at east ‘one sentence. Answers Are 3'm Als Sis GAre Taren't Bisn't 's Lare 29 raha rosten ‘Ss close their books. Write 4-6 of the New words on the board with vowels omitted. 18 2_GG 3B__K 4H__s_ SCHR 6B_G 7T_BL_ 8_PPL_ + Blicit the «issing letters of one or two words from the class. Ss then work in paits, completing the words with the levers A, E, [, O, U. Check answers by asking, individuals to complete the words on the board. Answers ir Bog Shoat Adena Shar bag Tbe | tai Look and learn + Bring sorne everyday objects to the lesson to illustrate some of the New words in Exercise 2 (€.8. an apple, a DVD, an orange, a book, a mobile phone, a bag, an exe). ut the objects on your table or desk. In tur, hold up each object and ask Ss: Whats this? U's ala.) + Ask Ss to look at the firs piture in the box and repeat the question and answer after you. Point out that the hand in the piccure is holding the apple, Explain (in L1) that this is used for something that is very near the speaker, + Ss look at the second picture and repeat the question and answer after you. Explain (in LI) that that is used for something that is not near the speaker. «+ Place your everyday objects on the desks of Ss around the classroom. Ask some of the $s to bold up their object and ask the class: Whats this? Ask other $s to point to fan object on a desk at the other side of the classroom and ask the elass: What's that? 4 Speak Ss look atthe two pictures. Draw thei attention to the words his und that. Ask two pairs of $s to ead out the example questions and answers + Give 8s half a minute to work in pairs, naming the objects in the pictures. Then, in closed pairs, Ss take turns to say a number (I-10) and ask their partner: What's shivthat? Go round and monitor the activity + Check Ss’ answers by asking pairs of students to ask and answer the question for each picture. Answers What's this? I's... 1 mobile phone 2 an exe Badesk 4 an apple $a book What's that? It's... 6 an orange 7 an ice cream Barable 9a chair Wa (schoal)bag Look and learn + Write on the boar ‘our their + Ask Ss to look back at the dialogue in Exercise 1 and find and read out sentences containing we, our, they and their. Ask Ss to transiate the words into L1 + Ss read the sentences in the box and repeat them after you. 5 Act a) Say who you are and act the scenes. ‘+ Ask Ss to look at Picture 1 and follow the example dialogue as you read it aloud. Then ask two Ss to read ‘out the dialogue, Ask Ss (in LI) if they know which film the picture is trom (Pirates of the Caribbean), + Ask Ss to look at Pictures 2-4 and say what they know bout the people, using English as much as possible. ‘Use the pictures to check $s’ comprehension of any new words, € 8. spaceship, motorbike and check ‘pronunciation. ‘+ Elicit the dialogue for Picture 2 from the class. ‘= Ss then work in closed pairs, making the dialogues for all four pictures. Go round and monitor the activity, belping where necessary. += IFSs cope well with making the dialogues, encourage them to add a line for Speaker A about the ship/carf spaceship/motorbike at the end of each dialogue, eg Wow! It's really big/cool! + Ask some of the pairs to act one of their dialogues for the class to hear ») Talk about the characters. + Ask two Ss to read out the example question and answer. +f practical in your classcoom, change the grouping of Ss so that cach S works with a different partner. In pais, Ss make the dialogues forall the pictues, taking turns to ask and answer the questions. Encourage Ss t add an extra linea the end of each dialogue (Wow! U's.) and Sty ish expres pole, Go dd monitor the sti + Some ofthe pis ten act one of thir alogues forthe class to heer. 3 31 + Check Ss’ answers by asking individuals to write the ‘words en the board, ‘Answers, mangoes pineapples bananas pears peaches grapes lemons cherries strawberries melons plums lychees a b) 27D Now listen and repeat the plurals. + Play the recording two or tree times for Ss to repeat the ‘words chorally and then individually, Look and learn ‘+ If you have brought some fruit t the lesson, use it to demonstrate these and those. Put two apples on your desk. Hold up an apple and say: What's this? I's an ‘apple. Then bold up both apples and say: What are these? They're apples. Repeat the activity several times and encourage Ss to say the questions and answers quietly with you, Thea put one apple on a S's desk at a distance from you and (wo pears on anotier S's desk at ‘distance from you. Point ‘o the apple and say: What's that? It's an apple. Point to the pears and say: Whar are those? They re pears. Do this several times. Encourage 'S3 0 say the questions and answers quiedly with you + $6 look at the pictures and sentences in the box. Ask Ss to repeat the questions and answers after you. Check (using L1) that $s understand that we use shis and these ‘when the object(s) are near to us and chat and chose when the object(s) are at a distance. Ask them to translate the questions and answers into their LI + Ask Ss to look back atthe dialogue in Exercise 2 and find and read out three sentences containing these or those. 4 core [Ask Ss to look at the pictures. Check vocabulary by * Geking individuals to Sey the nares ofthe fruit in both pictures (number one pineapples, number two bananas, ‘number three lychees, etc). Ask two paits of Ss to read ‘out the example questions and answers. + Ss work in pars, taking mums to ask about the fruit, Go round and monitor the activity, correcting errors where necessary. + Check § answers by asking pairs of $s to ask and answer the questions forthe numbered fruit, Answers What are these? They're .. 1 pineapples 2 bananas 3 bycheos 4 cherries $ strawberries What are those? They're ... 6 mangoes 7 peaches 8 lerwons 9 grapes 10 pluns 5 (i) New words: Colours a) Go to page 95 and listen and repeat the colours. + 5 turn to page 95. Play the recording two or three times for Ss to listen and repeat the colours, chorally and individually. ‘Audio script ] yellow red greea orange pink brown purple Turquoise beige grey black white blue dark blue light blue ) Look at the smoothies and say the colours. + Elicit or present the meaning of smoothie, pictures to help (a thick drink made from fruit, often mixed with ice cream or yoghun) + Ta pls, $s look atthe sinoothies and say each oie. + Check Ss" answers by asking individuals to say the colours. ‘Answers i 1 biue 2 yellow 3 orange 4 white 5 pink 6 red 7 purple 8 brown 6 Speak ‘Ask two Sto read aloud the example questions and answers, Draw Ss" attention tothe singular agreement (What colour is thisthat ... ? 1's...) and the plural ‘agreement (What colour are thesofhose ..? They're.) + Ask Ss to look at the pictures of fruit in Exercise 4, fn ‘pen pairs, Ss ask and answer questions about the colour of fruit. + $8 work in closed pairs, taking tums to ask and answer {questions about the colour of the fruit in the pictures on pages 18-19, Motitor and pay particular attention wo the tse of shisthavthese/those and plucallsingular agreement in questions and answers the colours to 7 Read and write ‘+ $s work individually or in pair, looking at the pictues, reading the text and completing it with the names of the frit. + Check answers by asking individuals to read the sentenées and write the missing words on the board. ‘+ If you have a large world map, display itso that $s can find the places mentioned in the text. Answers , 2 bananas 3 pears 4 cherries $ mangoes 6 strawberries a 8 1) QUAP The Fruit Rap + So tum to page 92. Play the first recording for Ss to listen and read. Then play it again two or three times for Ss t0 listen and complete it. + Check answers by asking individuals to read out the completed lines, Encourage $5 to guess the meaning of beach and translate it into Ll, + Play the second recording for Ss to listen and joi in + Finally, play the third recording for Ss to say the rap with the backing track. ‘Answers Zorange 3 banana 4 peach 5 grapes 6 cherries 33 & Zo check Read through the headings in the LD cards. Check that $3 ‘understand hiome town: ‘+ Ss work individually, reading the texts again and ‘completing the details about Mandy, Micky and Kirstie. + Write the headings of the chart on the board. Check Ss" answers by asking individuals to write their answers in the chart on the boars, b) Write sentences about the student. + Elicit the full sentences to complete the example prompts + Ss work individually, writing sentences about Monique. Monitor and point out any errors for Ss to correct. + Check S' answers by asking individuals to write the sentences in the board and read themn out. Explain that there may be more than one way of writing the sentences. Manly Newton 12 British Craigavon Beljes: ‘Micky Goldberg 13 South African Johannesburg Pretoria Kirstie Davies 12 Canadian Vancower Ottawa Further practice ‘As preparation for Exercise 3b) asks co look at the information in the chart about Mandy and to make full sentences about her. Write prompts onthe board, if necessary. €8. Her first name is Her surname is She is (age) She is (notionality) . Her horne town is ‘The capital eity of is + $s look at the information about Micky and then Kirstie and make similar sentences. aN ‘ 3 a Listen and write a) A student is on a school trip to London, Listen and write her details. ‘+ Read out the instructions and the headings inthe chart + Play the recording once and see how much ofthe chart Ss-can complete, If necessary play the recording again for $s to complete the chart. + Chack $s" answers by asking individuals to write their answers on the board, Check $s" spelling of Lyon and ask them to point to it on the world map. ‘Audio script and answers Hello! Welcome to London! What's your name? My first name or my sumame? Your first name, Interviewer: Gir! Interviewer: Girl Monique, Interviewer: How do you spell that? Girl: M-O.N-LQ-UE. Inerviewer: Thank you, Monique. How old are you? Are you thirteen? No, I'm not. I'm twelve Where are you from? 1'm French, I'm from Lyon in France. Lyon! That's a big city. ‘Yes, ic is but it isn't the capital of France, Paris is the capital, (Oh! Paris isa beautiful city. ‘Yes, bat London is beautiful too! ‘Thank you. Giel Interviewer: Gir Interviewer: Gir Interviewer: Girt Interviewer First mame: Monigue Nationality: French Capital city: Paris Age: [2 Home town: Lyon Suggested answers Her name is Monique. ‘She is twelve ‘She is French. / She is from France/Lyon in France. Paris isthe capital (city) of France. 4 Speak ‘= Read out the instructions. Ask two Ss to read aloud the ‘example question and answer. Give the class time to look ‘back at the information in Exercise 3 and think about the ‘questions to ask. Then, elicit questions and answers for Monique from the class. ‘= In open pairs, two or three pairs of Ss make penpal phone conversations, asking and answering questions about themselves. ‘+ Ss then work in closed pairs, making penpal phone conversations and taking tums to ask and answer questions about themselves, Monitor but try no to interrupt Ss’ fluency. Make a note af any general problems to go over withthe class afterwards, + Some of the pairs can sit/stand back-to-back and act cut ‘one of their phone conversations in front of the class. Project Portfolio) writing tip + Read through the writing tip with the Ss, Ask the class if

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