25

2A

2A Are
you on
holiday?
G
verb be (plural): we, you, they
V nationalities
P
/dʒ/, /tʃ/, and /ʃ/
Lesson plan
This lesson is centred around a
dialogue where a Canadian
couple meet a British couple in a
pub garden. Sts complete
their knowledge of the verb be,
and study the positive,
negative, and question forms for
we, you, and they.
At the beginning of the lesson, Sts
learn the nationality
adjectives for the countries they
learned in 1B. Then the
pronunciation focus is on three
new sounds (/dʒ/, /tʃ/, and
/ʃ/) which come up in some of the
new nationality words.
The grammar is then presented
through the context of a
dialogue, which is continued in the
Reading and Listening
and provides consolidation of the
new language and some
useful phrases. Finally, in
Speaking, Sts practise asking about
what nationality different people
and things are.
More materials
For teachers
Photocopiables
Grammar verb be (plural): we,
you, they p.138
Communicative Match the
sentences p.173
(instructions p.161)
Vocabulary Nationalities and
languages p.211
(instructions p.203)
For students
Workbook 2A
Online Practice 2A
OPTIONAL LEAD-IN (BOOKS
CLOSED)
Give Sts a quick quiz on capital
cities to revise the countries
they already know. Tell Sts that
you are going to say a capital
city, and they have to say the
country. You could make this a
team game by dividing the class
down the middle.
London (England) Tokyo (Japan)
Brasília (Brazil) Madrid (Spain)
Cairo (Egypt) Rome (Italy)
Beijing (China) Mexico City
(Mexico)
Berlin (Germany) Bern
(Switzerland)
Warsaw (Poland) Moscow
(Russia)
Washington, DC Ankara (Turkey)
(the United States)
1 VOCABULARY
nationalities
a Books open. Focus on the
instructions and the photos.
Then focus on the first photo and
elicit what it is (a
sweet). Point out that Turkish has
been circled, as it is the
nationality word. Make sure Sts
understand what they
have to do.
Give Sts time to circle the other
nationality words.
 Check answers.
2 American 3 Chinese 4 Swiss
EXTRA SUPPORT Do this as a
whole-class activity.
b Point to the Turkish Delight in a
and ask the class Where
is it from? to elicit (It’s from)
Turkey. Point out the example.
Give Sts time to write the other
countries.
Check answers.
2 the United States (USA) 3 China
4 Switzerland
c Tell Sts to go to Vocabulary
Bank Countries and
nationalities on p.117.
Vocabulary notes
Nationality endings
Point out to Sts that there are three
common endings to
make nationality adjectives from
the country word, which
are -an / -ian, e.g. German,
Brazilian; -ese, e.g. Chinese; and
-ish, e.g. English.
Word stress
Unlike the other two, the -ese
ending is stressed (Chinese),
and in other nationality words, the
stress is not the same
as on the country word, e.g. Italy,
Italian.
The UK
The official nationality for people
from the UK is British. If
somebody is from England, they
may describe themselves
as English or British.
e 2.1 Look at 2 Nationalities and
focus on a. Play the
audio and get Sts to repeat the
countries and nationalities.
Pause the audio as necessary.
Highlight the word stress
and the pronunciation of the more
difficult words. Give
further practice as necessary,
modelling and drilling the
pronunciation yourself, or using
the audio, and getting
choral and individual responses.
e 2.1
See Nationalities in Student’s Book on
p.117
If necessary, give more details
to explain the English /
British distinction.
Focus on the Word stress box
and go through it with the
class. You could tell Sts some or
all of the following:
• In all multi-syllable English
words, one syllable is
stressed more than the other
syllable(s).
• There aren’t any firm rules
governing word stress,
although the majority of two-
syllable words are
stressed on the first syllable. The
number of syllables a
word has is determined by the way
it is pronounced,
not by how it is written, e.g. nice =
one syllable, not two,
because the e is not pronounced.
• There are no written accents in
English. A dictionary
shows which syllable in a word is
stressed, e.g. Brazilian
/brəˈzɪliən/. The syllable after the
apostrophe is the
stressed one.
© Copyright Oxford University Press

41
3B
Get Sts to compare with a
partner, and then check
answers.
1 mug, 9 2 cap, 12 3 plates, 15
4 T-shirts, 20 5 caps, 24
c This exercise focuses on
sentence rhythm. Play the audio
again and tell Sts to listen to the
sentence rhythm. You
could also point out that in the
questions What are these?
and What are those? are is
pronounced /ə/ because it is
unstressed.
Now play the audio again,
pausing once after each
question for Sts to listen and
repeat, and then again
after each answer for Sts to repeat
that, too. Encourage
them to try and copy the rhythm on
the audio. Give
further practice as necessary, using
choral and individual
repetition.
Finally, put Sts in pairs and get
one to ask the questions
and the other to answer. Monitor
and help with
pronunciation and sentence
rhythm.
Then get Sts to swap roles.
d Put Sts in pairs, A and B, and
tell them to go to
Communication How much are
these watches?, A on
p.79 and B on p.83.
Go over the instructions and
speech bubbles, and make
sure Sts are clear about what they
have to do. They take
turns asking their partner questions
about the items with
blank price tags. They need to use
this / these for things
which are in touching distance, at
the front of the stall,
and that / those for things which
are at the back of the
stall, out of reach.
When Sts have asked and
answered about all the items,
get some feedback from the class,
e.g. The mugs are £13.
EXTRA SUPPORT For reference,
write the following on the
board:
HOW MUCH IS…? / HOW MUCH
ARE…?
IT’S… / THEY’RE…
WORDS AND PHRASES
TO LEARN
e 3.17 Tell Sts to go to p.131 and
focus on the Words
and phrases to learn for 3B. Make
sure Sts understand
the meaning of each word or
phrase. If necessary, remind
them of the context in which the
words and phrases
came up in the lesson. If you speak
your Sts’ L1, you might
like to elicit a translation for the
words / phrases for Sts to
write down. Play the audio,
pausing after each phrase for
Sts to repeat. You may also like to
ask Sts to test each other
on the phrases.
Sentence rhythm
Remind Sts that in English the
words that carry the
important information are said
more strongly than others,
e.g. in What’s your name?, What
and name are stressed
more strongly than your.
Generally speaking, question
words, nouns, verbs,
adjectives, etc. are usually
stressed, whereas small words
like articles, pronouns, and
prepositions are not. It is this
mixture of stressed and unstressed
words which gives
English its characteristic rhythm.
Even at this low level, it is good to
help Sts, through these
exercises, to begin to get a feel for
English sentence
rhythm.
As well as helping their spoken
English, an awareness of
the fact that important words are
stressed more strongly
will help with Sts’ understanding.
They can be encouraged
to listen out for the stressed words
in a sentence and
deduce overall meaning from
them.
a e 3.15 Focus on the exercise and
play the audio once
the whole way through for Sts just
to listen.
e 3.15
See words and sound in Student’s Book
on p.21
Focus on the sound picture
mother. Play the audio to
model and drill the word and
sound (pause after the
sound).
Now focus on the words after
mother. Remind Sts that the
pink letters are the /ð/ sound. Play
the audio, pausing after
each word for Sts to listen and
repeat.
Play the audio again from the
beginning, pausing after
each word or the group of words
for Sts to listen and
repeat.
Give further practice as
necessary.
Finally, get Sts, in pairs, to
practise saying the words.
EXTRA SUPPORT If this sound is
difficult for your Sts, it will
help to show them the mouth
position. You could model
this yourself or use the Sound
Bank videos on the Teacher’s
Resource Centre.
b e 3.16 Focus on the task and
questions 1–5. Ask Sts
what kind of information these
questions are asking for
(prices). Elicit that the missing
words are either a thing or
things, and prices.
Play the audio once the whole
way through for Sts just
tolisten.
e 3.16
1 How much is this mug?
It’s nine pounds.
2 How much is that cap?
It’s twelve pounds.
3 How much are these plates?
They’re fifteen pounds.
4 How much are those T-shirts?
They’re twenty pounds.
5 Two caps, please.
That’s twenty-four pounds.
Now play it again, pausing after
each conversation to give
Sts time to write.
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