eat na LA What’ this? ‘Asking a ang the rates everyday tons 5 ER 1.2 Concentration Fayng Concentration ith pcwres—* Numbers Every nouns ad wen deciptins oe 2 wd 21. ant arcelonal Roleplay a comerstn ga chat: Qos and atgnes “22 Lattey! Pang otery using’inpe sus 3.1 Where's he from? Exchanging information to complete aids "32 Yesorno 41 The Robinson family © 42 Bing! 5.1 Find someone who lil “5.2 Money 6.1 What time do you. 6.2 Maro the musician “To pact foirg Yes/No questions and shot saver “Present Sipe sentences with fare, | Completing family tee tough dition se __faeaastanly raters gone S| Pes a Yat Dore he. Contig ds sey Tce Howcast Doyoubaies. 2 Disclsing prices ec aoa dy schedules © 3 2 Thetime; What time do you. Sree ‘Resembingajubled text. Present Sfp thie-petion, << 63 shetas day 7 When do you. 7 ‘scp ertin core t, nets. treat Simple ie Eset rfomain ol pai) ‘rset ple qesions “rates 72 o youbave a pen? Nathing rau and aecves 73 Wot and cold tng ade pps, 1 Find the gold Rang ives el Whethere “bin of godhidden ina house = and ite 8.2 is there a bank near here? Astor ond veg dries = DetersyL SSPSSIIFISITIFSIIBIGIDG RF VIGFISSHID ISPS 91 where were yu? 92 Sony atte! Interviewing clasmates about their whereabouts ast Saturday Paying aboard game to make excuses far beng lat or early fra party Past Simple 9.3 When’s your birthday? 10.1 Connect Four 10.2 id you have a good vacation? Exchanging information abou birthdays Flying Connect Four with Past Single regular verbs _Asing and answering question about ‘actions Ona numbers: Months; When’: your vty? : ast Simple iegua verbs “Pat Simple question eur vers Both TH Canyou...? Angad stewing quion beat Goyod.. ek ean PR Teint = abit ¢ : ets as TL2 Yes, of course. © Waking 2nd responding to requests Gh you. 2: Y0s of couse? ee: | Tinsony. teat. 12.1 Dreams nti cases bout the Wouldou het, hearst: esto / No Lauer TLD A delicous doer Ves cavers vara oneal 13.1 what’ happening? + Meslng statements tue ot alse { TBD Whats she wearing? | fom emery Desebing a peson a eno Ta fret Crt Ceo and tes TA riay night TAL sentence search 143 What jo do you have? Fig bps fie Fo secs de yo "Matching texts that belong together Peer Continuo theft Review.|e play Coneetation’ athe picts | with ther desciptons. "one cop/ ts ober op That “Gp into card for éach gioup of for to sy. Ses : Pre-activity (5 minutes) + Review numbers 1-10 with the class, as well as the vocabulary from Unit | of American Headway Starter Student Book. Hold up Gifferent numbers ofan item, eg, three books, and encourage the {las to call out: Three books. Hold up one of an item to elicit: One book ot A book: Procedure (15 minutes) «© Explain that students are going to play Concentration by matching a picture card to a written description, e.g a card witha picture of five cameras to the card with five cameras written on it. Divide students into groups of four to six and give each group a set of cards face down. Ask students to mix up the cards and place them face down on the table. «Students take turns flipping over two cards, saying what the pictures are or reading the descriptions each time. Ifthe cards Jnatch, the student keeps the pai. If not, the cards are turned back over and the next student plays. Go around the room listening, making sure students are pronouncing the plural swords correctly. «You may want to demonstrate the activity with a student before pairs play Encourage student to try to remember the location of {he cards that have already been turned over. In this ways when & ‘ard is turned over the students will remember if they have seen its ‘natch and will know its location to get the pai on their next turn. «Students play until there are no more cards, The student in each, group with the most pairs wins. Allow students to repeat the game once or twice, The overall winner isthe student who wins the most games. Extension (10 minutes) «+ Intheir groups, students play Snap! with the cards. Students deal cut the cards so that each person has the same number of cards. «Taking turns, each student quickly turns over a card and places it face up on the table, Make sure students do not place the cards on top of one another, When two cards match, the frst student to shout Snap! and read the description wins the cards. (Ifa student ‘shouts Snap! when the cards do,not match, he/she has to give away a pair of cards he/she has already won—one card to the ‘person on his/her left and the other to the person on his/her Tight) Students play until there are no more cards, repeating the game several times. The student who wins the most games i the overall winner.‘American Headway Starter Resource Book : | | | i i | i i i | i 1 : | | three hambur: six sandwiches ~ Unit 12. «Concentration © Oxford University Press RE| Tohave a conversation following adalague [Mowdat ee, Ts es F Ouest and ayers | Spedking’ = = é } "One cooy ofthe arises cut inbalhfon = “ ochpak of stdenis = Pre-activity (10 minutes) * Quickly review the questions from Unit 2 of American Headway Starter Student Book by having a short conversation with a student and writing iton the board, eg. Hello, What’s your name? ‘My narae’s Maria, How are you, Maria? Pm fine, thank you. And you? Pm good. Where are you from? I'm from (student's country). Ah! (Country)! ‘Work through the dialogue with the clas, drilling stress and intonation, Deb poe Procedure (20 minutes) + Divide students into pairs. Give Students A worksheet A and Students B worksheet B. (If you have an uneven number of students, make one group of three students.) Give students time to put the worksheets together to see how the flow chart works and to check any items of vocabulary. ¢ With students looking at both sections of the worksheet, read the first line with the class: Hello, My name's Sandra. Encourage the class to choose and read out the correct response: Hello, Sandra. ‘My name's Marco. Now let the class decide Sandra's next response. This time two questions are possible (How are you Marco? and Where are you from, Marco?). Continue working through the dialogue, making sure students understand that the dialogue ends when Student Asay: Ab! Barelona! or Student B says: A The | United States! or Ah! Boston! + Sitting across from each other, pars of students work through the dialogue. Student A begins, siepoina citer of the openinay ‘sentences. Student B responds by choosing the appropriate response, and so on, Go around the room listening, encouraging students to look at each other and speak naturally, and not simply to read from the worksheet. (If you like, ask students to use their real names and places of origin.) Students repeat the dialogue several times, choosing different alternatives each time. Extension (I5 minutes) ‘* In their pairs, students exchange worksheets so that Students A now have worksheet B and Students B have worksheet A. Pairs then work through the dialogue a © Students repeat the dialogue without the use of the worksheets.SITTPSVMI PPV oes Hello. What's your name? How are you, Marco? Where are you from, Marco! Ty name's Sanda. Very well, thanks. Where's Barcelona? T'm from Boston OK, thanks. And you? from Bostor Boston isin the United States. 1m fom Boston, Where are you fom? Boston is i the United State. ZS A Pe American Headway Starter Resource Book x ! B (Hallo, Sarita, My name's Marco. \ My name's Marco, What's your name? necaneianennmeenem I'm fin, thanks. And you? [im fom Barcelona How are you, Sandra? Where are you from, Sandra? Barcelona i Where's Boston? Fine, thanks. Where in the United States are you from? Where's Boston? Al The United States! \7 Bosto im from Barcelona ''m from Spain. Unit 21. + Ah! Barcelona! 9‘One copy ofthe workset cut © ands fo dach ls oft ‘cay of let aster ad ad pects ‘of paper forte ensioh Lottery master card 1 i = eT 3 a) 4 av 5 —» 6 = _1 —2 \init 99» Lotterv! Ivestudents one Pre-activity (5 minutes) + Write a number between one and thirty on the board, «8» 12. Ask: What’ this in English? Encourage students to tel you: Twelve. Repeat for several other numbers between one and thirty. Procedure (15 minutes) ‘Explain that students are going to play the lottery. Draw the following lottery ticket on the board: LOTTERY 27 BB 4B ‘© Ask: Where’ four? Invite a student to come to the board and circle ‘the number. Repeat the process for the other numbers on the board, each tim 1g student to come to the board and circle the answer. As the student circles the last number on the ticket, “shout Winner! 4+ Hand out the lottery tickets and ask for a cr to read out the the mastercard. Give students time to look at their tickets while the volunteer gets ready to read out the numbers. + The volunteer reads out the numbers clearly and in random order, repeating each number once, and putting a check (V) by the number on the master card. (The volunteer should not read out a ‘number that as already been checked.) The students circle the ‘numbers on their lottery tickets. Go around the room, making sure students are reading and circling the numbers correctly. «© Whena student shouts Winners ask the student to read out the ‘numbers he/she crossed out. If there is time, issue new lottery tickets ask for a new volunteer, and play the game again. Extension (20 minutes) Write the following sum on the board: 12 +7 =7.Ask: What is twelve plus seven? and encourage students to tell you: Nineteen. ‘Then drill the question and answer: What is twelve plus seven? “Twelve plus seven is nineteen, Repeat the drill for other simple math problems, including subtraction problems. ‘+ Ask students to write three math problems on a piece of paper. ‘They should waite the problems in sentence form, eg, What i eighteen minus eleven? Tell students to make sure their answers are between one and thirty. +. When everybody has finished, collec all the math problems and pass out new lottery tickets to the students, Use the math problems to play lottery again. Teacher's notes© ww American Headway Starter Resource Book LOTTERY LOTTERY R 20 | LOTTERY | | LOTTERY 18 6 2 24 LOTTERY LOTTERY 4 6 4 LOTTERY LOTTERY 5 5 LOTTERY “| LOTTERY rr © Oxford University Press Unit 22 * Lottery! 1Unit 22.* Lottery! 1 LOTTERY LOTTERY LOTTERY LOTTERY American Headway Starter Resource Book LOTTERY LOTTERY LOTTERY © Oxford University PressMos Pre-activity (5 minutes) ‘Write some Yes/No question words on the board, making sure to arrange the words in random order, eg, To ict oi Y/N ison | short: ans with. to. be. 8 Soy Ug ania i * Tellin to study the words and use them to fox esNo ——— questions, e.g. Is ke from Seoul Is Seoul i Korea? Elicit more Gi fer Whar oir cb?S8 questions from the class and write them on the boar. ‘© Ask students the questions on the board, encouraging them to respond with short answers: Yes, Lant / No, 'm not; Yes, he is / No he isn't; Yes, itis / No it isn’t i ie ig a ue ee : Procedure (20 minutes) «Divide the clas into groups of four students. Give Group A ‘worksheet A and Group B worksheet BExplain that each group has three minutes to form as many Yes/No questions as they can meaner the worksheet. Each group should choose one student who will write down the Yes/No questions the others call out ‘+ Tell the groups to begin working. After three minutes, have the {groups stop and move their chairs so that Groups A and B face each other. The groups take turns asking and answering the questions they have written. A different student should ask and answer each time. For every correct question, the group that asks gets two points; for every correct response, the group that answers gets one point. + After all the questions have been asked, the group with the most points wins Extension (5 minutes) In their groups, students write questions they would like to ask the students in another group, eg, Is Ramon from Mexico? Is Leila’s apartment in the center of Toronto? Is Luis married? = When everybody is ready, have the groups ask and answer questions. If there is more time, have the students write, ask, and answer questions with another group. VE nit3.2. «Yes or Nol 1 “Teachers notes‘American Headway Starter Resource Book Unit 32+ Yes or Nol 15| Topract alin and anes questi “Peser Snpe he penar quis " peson (oon an blk ad forthe Fxtenson Pre-activity (10 minutes) Show the class a picture ofa famous person (or write the name of a famous person on the board). Write the following categories on the board: name, country, address, phone number, age job, ‘married, Elicit questions for each category from the class: What's his/her name? Wheres he/she frors? What’ his/her address? What's his/her phone number? How old is he/she? What's his/her job? Is he/she married? As each question is asked, encourage students to tell you (or imagine) the answer. Write the answers on the board. ‘Using the answers on the board, drill the questions again, checking pronunciation and intonation. Say eg. Spain and encourage students to ask: Where's he/she from? Procedure (5 minutes) Explain that students are going to exchange information to complete ID cards for four people. + Divide students into pairs. Give Students A worksheet A and Students B worksheet B. Give students time to look at the ‘worksheets and to check any items of vocabulary. + In pairs, students take turns asking and answering questions about the missing information on the ID cards. Their first question should use a proper noun, e.g., What's Akiko’s job? Where's she from? Go around the room listening, making sure students are using the correct pronouns—he or she, his or her + Check the answers with the class. Write the complete ID cards on. the board for students to check. Extension (10 minutes) © Give each pair of students a blank ID card and ask them to complete the details with any information they choose. © Group two pairs together. Make sure pairs don't show each other their ID cards. Pairs then take turns describing the person on their ID card, starting with: This is (name).'The other pair takes notes and asks questions about the person. When they are finished, have them compare their notes with the ID card. Teacher's note’‘American Headway Starter Resource Book A Name Gabriel Costa Name Ann Wilson Job Teacher Job Businessman Country Baril Country The United States Married Yes Mari ° Age 2 Address 16 Avenida Atlantica, Rio de Janeiro 23 Market Street, San Francisco Phone number (415) 555-4689 Name Akiko Sato Job Country Marri s ‘Address : : ‘Address > Queen Street East, Shinjuku, » Phone number Phone number Name Gabriel Costa ‘Name Ann Wilson Job Country ied iS ‘Address B ‘Avena Atlantica, Market Street, | Phone number : Phone number | Name Marking Name - Akiko Sato Job Student Job Doctor Country Canada 7.Queen Street East, Toronto 26 Shinjuku, Tokyo Phone number (46) 9752563 Phone number (03) 6724-9834 Unit 31> Where's he from? 3."ayant Posiesve Rf sen ieee vi Eber z ‘he is bie t Footcare emote woth tatters 7S Unit 41+ The Robinson f Pre-activity (10 minutes) ‘+ Draw your family tree on the board, showing two generations. Review family vocabulary with the clas, e.g, mother, father, son, daughter, sister, brother ‘© Point to two people on the board and describe their relationship: Sophie is John’s daughter. John has a daughter, Sophie. Then point to two other people on the board and encourage students to make similar sentences. Repeat the drill several times. Make sure students practice sentences with have/has, as well as sentences with the possessive ’s Procedure (15 minutes) ‘+ Explain that students are going to work in pairs to complete sentences about the Robinson family, which they will then use to complete the Robinson family tree. ‘+ Divide students into pairs. Give Student A worksheet A and Student B worksheet B. Tell students not to show each other their ‘worksheets, Have students read the sentences silently and circle the correct verb—isor are, have or has. ‘Students then take turns reading the completed sentences on their worksheets and writing the information they hearin the blanks. “They should also check to make sure they have both circled the correct verbs. When they are finished, have them compare ‘worksheets. + Give each pair a copy of worksheet C. Explain that they are going, to complete the names in the Robinson family tree using the information in the sentences. Go around the room listening, ‘making sure students are speaking in English only. + When all pairs are ready, have them compare answers as a clas. ‘Answers Extension (20 minutes) ‘Assign new partners. Have each student write five sentences about his/her family in his/her notebook, eg, Ihave. sister, Skelly. ‘Skelly’ husband is John. Students take turns reading the sentences to their partner, who uses the information to draw a family tree. ‘Then students compare drawings and sentencesbe) American Headway Starter Resource Book - a A iB a 1. Betty is/are Jack’s wife. | 1. Betty is/are Jack's Eb 2. Julie’s husband is/are . | 2. Julie's husband is/are Kevin. 8. Bill is/are Eric's father. | 3. Bill is/are Eric's . 4, Nancy's husband is/are | 4, Nancy’s husband is/are Steve. - 5. Jack and Betty has/have two sons, | 5. Jack and Betty has/have a Steve and Kevin, i , Steve and Kevin. o® 6. Steve has/have a Hername j 6, Steve has/have a sister. Her name is | is Donna. {Donna s 7. Mike and Jenny's mother is/are | 7. Mike and Jenny’s is/are eS: Nancy. Nancy. a 8. Julie and Kevin has/havea_____, | 8. Julie and Kevin has/have a daughter, Kate. Kate. | 9. Donna has/have a husband, Bill. 9 has/have a husband, Bill. 10. Andrew's is/are Julie and 10, And?ew’s parents is/are Julie and Kevin. Kevin. SSIS “an | NU W (in a ( MW ae QV l a PSSTSIDIIITIS © Oxford University Press Unit 41 + The Robinson family 17 & a ed eePre-activity (5 minutes) © Aska student: What's your name? How do you spell your fist name? ‘As the student spells his/her name, copy it on the board. Tell students to ask a partner the same questions. Copy the names on the board, and then check spellings asa class. Procedure (20 minutes) + Explain that students are going to play bingo with first names. Draw a sample bingo card on the board, e.g: ‘Ann Mary Rob ‘Andy | Maria Bob | ‘Anna Mario | Robin “One copy ofthe wertht cut ito cares J Mor eacclas of ig sides aa 7) © Read one name aloud and spell it. Ask a volunteer to cross out the ‘capt ings master card ‘name on the board. Repeat with other names, including ones that - = are not on the board. When students cross out three names in a row, shout Bingo! Explain that they can win in a vertical, horizontal, or diagonal line. + Nowhand out the bingo cards. Give students a few minutes o read Bingo master card his/her new partner about Student A’ family. ddan juan ‘over their cards. Read and spell out the names on the master bingo = i clrd in random order. Repeat the spelling only once. Remember to ae a {check off the name on the master bingo card after you have read it. hy HE When astudent shouts Bingo asthe student to read out the tim Nara} names he/she crossed out. I there is time, issue new bingo cards ana Maro} and play the game again. 0b My mia michael | Extension (20 minutes) = “Micelle | * Divide students into pairs. Students take turns talking about people a Tratet Gi sa files cng the spellings of names, eg. ] A Thavea brother, Tomo ae a B_ How do you spel his name? len fb | T-0-M-O.And Ihave to sisters... —sy —fobin «Assign new partners. Students talk about thir previous partner's Helen Sita | familys eg, Student B tells hisher new partner (Student C) about ane san [Student A'S amily Then have students nd new partners and =—— aps describe the family they have just learned about—StudentC tells erm Stephanie | *+ When everybody has finished, have students write the names they just learned on the board. Asa class, compare the actual names with the spellings on the board. og : “ Teactiersnotes’‘American Headway Starter Resource Book T 1] First Name Bingo | [iFirst Name Bingo Michael | Mary Joan ||i|! Robin | Michael Bob i | i | i} Ann | Michelle | Rob [}//) Jane Karl Carla Donna | Mario Anna. ||!]| Ellen Helen | Richard fri st Name Bingo gy First Name Bingo FIVIFIIPBIDIIFIS. Jim Robin | Sarah Sandra Jim Bob s Stephanie | Danny | Alan Rachel | Michelle | Carla a Tony Gary Jenny Steven Kim Maria First Name Bingo 6 First Name Bingo John Sandra Sarah ‘Andy John Wendy Rachel Karl ‘Adam Stephanie | Danny Adam Donna Mario Maria Ellen Gary ‘Anna @ First Name Bingo First Name ingo Juan Andy Joan Mary Juan | Wendy Jane Carol Rob Carol Alan Tony | Helen | Richard Steven Kim Jenny = 3 Unit 42 + Bingo!imme Footy Onin) ‘© Write the following words on the board: dogs, cats, swimming, ‘mos Se skiing, music, Boks, Point to each word and encourage stents to reer ask you: Do you like dogs? Do you like swimming? Each time, smile AE or frown and answer: Yes, do, ot No, don Doyo tke 28 + Drill the question and answer forms with the class. Make sure Yesdo./N6,| dont. students use rising intonation with questions and falling intonation with short answers. ‘+ Invite students to ask their classmates similar questions. You may like to set up a chain where the student who answers a question then asks another student a question, Procedure (20 minutes) + Explain that students are going to ask each other about things they like and don’t like + Give each student a copy of the worksheet. Give students time to read the worksheets and to check any items of vocabulary. + Students mingle, asking and answering questions to complete their worksheets with the names of students who like or don’t like each item, Tell students that they can only ask each other one question at atime and then they must find new partners (but if they meet each other again they can ask each other another question). Go around the room listening, making sure students are asking and answering the questions conectly ‘+The first student to complete the worksheet by filling in all the blanks wins (It may not be possible for students to fil in both blanks for each item, in which case stop the activity after an appropriate time and declare the person with the most names the winner) Extension (10 minutes) + Divide students into pairs. Ask students to guess what their partner likes and doesn't like and then complete the worksheet for their partner with a check (W) or a eross(X) for each item. ‘+ Then students take turns asking their partner questions to check their guesses. Go around the room listening, helping, and correcting as necessary. © 20 Unie - Find someone who likes. ie : Teacher's notesi | : JFFFSIFFSIFFSSIFSSSISIIFSTSISIIIIITISTIITIIIIII Find someone who likes... ‘American Headway Starter Resource Book AS, Z basketball C= o. skiing 8 @_ © Oxford Univesity Press Unit $1» Find someone who likesdeena = youianes 7 : t Prices i as en siping Spasking 2 2, Onecapy ofthe w n| “Fesenparlstdnts i Book: Hee | Photograph 22 Unit5.2 ~ Money Pre-activity (10 minutes) ‘Write these vocabulary words on the board: camera, book, bag, photograph, phone, and television, Read the words aloud and have students repeat them, * Choose a word, eg, television, and draw a picture of it on the board. Ask: What’ this in English? ané encourage students to respond: 1? a television, Have a volunteer come to the board to, draw another item and ask: Whats this in English? Repeat for the remaining words. + When students are finished, repeat the process for the following food vocabulary words: hamburger, sandwich, pizza, soda, orange, and bar of chocolate Procedure (15 minutes) + Divide students into pairs. Give Students A worksheet A and ‘Students B worksheet B. Make sure they don't show each other their worksheets. Ask students what they see on the worksheet ‘and elicit the vocabulary words from the board. * Now aska student: How much isa sandwich? Ifthe student has ‘worksheet A, he/she will tell you the price. Have Students B copy the price onto the price tag for the sandwich. I the student does ‘not have worksheet A, have the student ask his/her partner: How much isa hamburger? and ask Students B to copy the price. ‘Seat pars back-to-back, and have them continue the exercise ‘Students complete the blanks on their worksheets by asking their partners: How much is a/an ...? * When each pair has finished, have them turn around and compare worksheets. Go over the answers as class. Extension (5 minutes) * Pair students who have the same worksheet. Tell them to imagine that they are in the deli(or the department store) and they want to.ask about prices, What do they say? Have each pair role-play a conversation in the store or deli, eg: Hil Do you have a television? Yes, Ido. I'sa good television. Do you like television? Yes, Ido, How much ist? 1s ninety-nine fifty ‘OK. Thanks. And do you havea ...? pe eee © Teacher's notesAmerican Headway Starter Resource Book Star Del Hamburger Sandwich Pizza Soda Orange Bar of chocolate Subtotal Tax Total Peter's Department Store Television $99.50 Phone $80.00 Photograph $12. 25 Unit 5.2 + Money 23‘Tocorpetea survey by asking abou tines ed lyons ‘Tall about day scheles Thetine = oe y What ted yoy: Toi ogc “Use after Vehat tne | see One coy th Werksheet cum half for jeadipal of students’ 2° 2 2s Ween Pre-activity (10 minutes) ‘Write three daily activity verbs on the board, e.g, get up, goto ‘work, have lunch, Act out one ofthe verbs and encourage students to giiess which one itis. ‘+ Ask students to call out more daly activity verbs and vite them oon the board. When you have collected several new verbs, invite a student to come tothe front ofthe class and act out a verb while the other students guess, Repeat several times. * Ask the class: What time do you get up? and encourage them to respond: [get up at (eight o'clock). Have them ask and answer this question around the class. Write the names and times on the board as you hear them. Then ask students to use this information to make sentences, eg, Hiro gets up at seven-thiry, Procedure (20 minutes) ‘+ Explain that students are going to interview three people about their daily routines. ‘+ Give worksheet A to half ofthe class and worksheet B to the other half, Tell students to read over the questions and write true answers about themselves in the column labeled My Answers. ‘The final question is their choice—they can write any daily activity verB on the question line and put their answer in the blank. + Students find a partner and take turns asking each other the questions on their worksheets. Show students how to write their partner's name atthe top of the column and the times he/she gives in the blanks below it. Repeat the process with two new partners. ‘+ When everybody has finished, rearrange students into new pairs and have them tll theit new partners what they learned, eg. 1 g0 to bed at ten-thirty and Sang goes to bed at ten-thirty, to. But John 80s to bed at eleven o'clock. Extension (20 minutes) + Students interview their current partner, using the questions on the worksheet, and tell the class about their partners schedule Encourage students to ask their partners for extra details to use in their speeches, e.g, Paula goes to work at six o'clock She's a nurse. Her hospital isin Sto Paulo, Teacher nates‘American Headway Starter Resource Book ingineca mee |. get up? 2. have breakfast? 3. go to work? 4, leave work? 5. get home? ©. go to bed? 7. go to English class? FUSSY iinoeenan My ee i a q [ Answers : |. get up? 2. go to school? SPSS : 3, leave school? 4. get home? 5. have dinner? | 6. go out in the evening? 7. go to bed? IIIOIIIIIVISIS © Oxford University Press PEASE Unit 63. + What time do you...2. 25‘Toreasserbleajumbled vert Frnt Simple rd pen 26 “Unit 6.2'+ Mario the musician * Pre-activity (10 minutes) ‘+ Write these phrases on the board: My parents likes swimming. My friend play the piano. My dog speaks French, * Point to the fist line (My parents likes swimsing) and ask the class: Is this sentence OK? Students should know the sentence is incorrect because the subject (My parents) does not match the verb (likes), Have a student come to the board and draw a line from My parentsto the verb that does match (play the piano). ‘+ Invite new volunteers to come to the board and connect the remaining phrases, Make sure students understand that My dog speaks French is not correct, even though the subject and verb match, because it does not make sense. + Erase half of the phrases on the board—some should be erased from the left side, others from the right side. Divide students into pairs and ask them to complete the sentences with their own, ‘words. Share answers asa cass. Procedure (20 minutes) * Divide students into groups of two to four and give each group asetof cards, + Askstudents to try to put the text together. Go around the oom checking and helping as necessary © When everybody has finished, check the answers with the las. Ask one student to start reading the text aloud. As soon as he/she gets to the end ofthe fist lin, ask another student from another group to read the next line, and so on. ‘+ Practice this several times and encourage students to read without a pause between one student finishing and the next one starting, Extension (15 minutes) + Rearrange students into new groups of two to three. Have them read the paragraph aloud, but with all the verbs in the negative form. This means they must change some information so the sentences are still “true” €g,, Mario Costa ist from Japan... He doesn't play the guitar. + When everybody has finished, have each group share their new paragraphs with the class. Teather’s notesa TITFFVFFISISSSTIIITTIIT ee a 2 a e a a 2 a a 2 2 2 2 2 ‘American Headway Starter Resource Book Mario Costa is from Brazil, but he lives and and a son. He speaks English and his children speak English and Portuguese. He and his friends play music in a pop group, The Oranges. They practice from Monday to Friday and they sometimes are on tour in France! On the weekends, Mario reads books and watches soccer on television. ‘© Oxford University Press. ai Unit 62+ Mario the musician 27Ro fechangentamation to orp a tet Present Simpl thd pefson aiestions. nespaberoffceinLondon, Shelves in © the ener of tovrshe pets i at seven eid She has eff and toast or. " breakfalt At Sever thy Shelves home iad he gts 16 wortat elit deck in themarning she works nthe fice. Then | [shi unch at twelve dock Fr lunch +; | shia hase nice cea nan "hala estarant. inthe aftemton, she apes ie eelon sat Se hor ‘working bt fie delock ter work she | goes the pak foranhouc She sally ‘ets homeat seen elsdkiotne evenings ies ply feist she | | has andylh for dine After cine, ‘Sshevwaghel the néyson teleisin'or | “ead book Sheusualy oes to bed at Preeti os £28 Unit 63 » Sheilas day’ \ctivity (5 minutes) © Write Sheila on the board and explain to the class that she isa friend of yours. Blicit a few questions fom the students about ‘Sheila, and answer them according to the text below, e.g., What is her job? (She's an editor.) Where does she live? (She lives int London.) What does she like? (She likes pizea/tennis.) Procedure (30 minutes) + Explain that students are going to work in pairs to complete a text about Sheila. Divide students into pairs. Give Students A worksheet A and Students B worksheet B. Tel students not to show each other their worksheets. Allow students a few moments to read their worksheets and to check any items of vocabulary. Ask students to look atthe question prompts after each blank and prepare the questions they need to ask to get the missing information. (You may like to pair Students A and Students B Phan does shepet toon? Where oes she nr ithe ain? het des sheave ah 1 What dos she (usualy have for anche. Wr dos she (uly hae last «Whee she rok nthe temon?= “When does he stp wordigh 4 Where does he go fer work? 3 “When dos se sully gt hei Witdoes heli to ay nth evening? What doe she mak for cane? What does she Watch aferdiner?.. When doe! he sual goto bed? Sitting across from each other, pairs take turns asking each other questions to complete the text. Encourage students to ask the questions without looking at their notebooks, Go around the oom listening, helping, and correcting as necessary. ‘When pairs finish, they check their texts together, correcting any mistakes, Extension (15 minutes) ‘+ Inpairs, students write six true/false sentences about Sheila. Students then exchange their sentences with another pair to matk ‘true or false and then correct the false sentences. Teacher’ notes ”American Headway Starter Resource Book 's day Sheila is an editor. She works (bere ..2) in London. She lives in the center of town. She gets up at_ (When ...2) and she has coffee and toast for breakfast. At to work at eight o'clock. In the moming, she works (Where ...2. Then she has lunch at twelve o'clock. For lunch, she usually has —eh..2)'n a tation restaurant. Inthe aftemoon, she works. ___(Where..2. She stops working at five o'clock. After work, she goes (Where ..2)for an hour. She usually gets home at seven o'clock. In the evening, she likes to play -_ (Wba...2). Then she has a sandwich for dinner, After dinner, she watches _(Whae...2) 01 reads a book. She usually goes to bed at ten-thirty. Sheila is an editor. She works in a newspaper office in London. She lives in (Where 2. ‘She gets up at seven o'clock and she has (What...2) or breakfast. At seven-thiry she leaves home and she gets to work at (When ..2).1n the | morning, she works in the office. Then she has lunch at (When ...2). For lunch, she I) usually has pizza and ice cream in __ J) (bere...2) In the aftemoon, she works in a television studio. She stops working at . (When...) After work, she goos to the park for an hour, She usually gets home at _ __(When ...9. Inthe evening, she likes to play tennis. Then she has a _(What...2)for dinner. After dinner, || she watches the news on television of reads a book. She usually goes to bed at - (When 2. © Oxford Univesity Press SEERSER Unit 63 » Sheila day 29When hat time get opr. We er be eng ‘What * drinkin the mofning? - Pike ef iS > 1 Whén/Whiere = have lunch? {Mire ont What atch n television? [nn Where — have inert ES WE Pre-activity (10 minutes) + Elicit question words (Where, When, Who, What) and atypical” ‘answer for each. Then write them on the board, e4,, Where .? (At schopl In the kitchen / Near the park), When ...? (At ten o'clock / Today), Who ...? (Sophie /Jake), What ..? (English /A pen / Soda). *+ Elicit the full question forms for the typical answers and write them on the board, e.g., Where do you work? When do you getup? Who is your boyfriend? What do you have for breakfast? Procedure (20 minutes) * Explain that students are going to ask each other questions to find ‘out about their personal routines and lifestyles. + Divide students into pairs, Give Students A worksheet A and Students B worksheet B. Give students time to read through the ‘worksheets and to check any items of vocabulary. * Ask students to write a question word Where, When, Who, or What (not the full question) in the blanks for each question. Tell students that in some cases two question words are possible and they should choose one, (You may like to pair Students A and ' Students B during this stage.) Go around the room helping and correcting as necessary, + Invkte individual students to ask you some of the questions. Make sure the question form is correct, and then answer the question as naturally asthe language level will allow. ‘+ In their pairs, students take turns interviewing each other Tell students to take notes on their partner's answers. Go around the room listening, helping, and correcting as necessary, ‘+ When everybody has finished, have students tell the class anything interesting they found out about their partners Extension (15 minutes) * Students change partners, and interview each other about their previous partners. Encourage students to us fll sentences to practice the third-person e.g: A What time does Wendy get up? B_ She gets up at seven o'clock 2 : Teacher's notes:FSPPSIIITITIFIIIT ay EETTIIVGG uae A Question Word — Question Word have for breakast? your favorite pop group “2 do in the evening _ dik nthe morning? ine? have inch gp 0n vacation? = watch on television > have dinner > have for breakiast > have lunch your favorite pop group 2 liver> your bestfriend watch on televisidn doin the evening © Orford Univesity Press ‘American Headway Starter Resource Book ¥ Your partner's answers ¥ ee ae oo Unit 71. + When do you...? 31Topload ae by abn l= rageeconbtone Bla as fot ach se ioe forthe PRE se 32. Unit 22 * Do you have aipen? Pre-activity (5 minutes) + Review the following short-answer forms by asking the students some simple questions, eg. Do you havea car? (Yes, Ido. / No, I dont) Is ita blue car? (Yes, itis. No, it isn’t.) + Review adjectives with the students, Call out an adjective and encourage students to call out the opposite, » cold — hot, ‘great —avfu, big — small, expensive — cheap, new — old. Procedure (20 minutes) * Divide students into groups of four and give each group a set of, picture cards and adjective word cards. Give students time to look at the cards and to check any items of vocabulary. + Show students the picture of the cell phone and hold up the adjective card cold Ask students ifthe two cards go together. Encourage students to find other strange or illogical combinations. +. Keeping the adjective and picture cards separate, groups turn the cards face down on the table. Students take turns picking up a picture card and an adjective card without showing the rest ofthe ‘group. If the student thinks the adjective-noun combination is too illogical, the student can exchange one of the cards for another. The other students inthe group take turns asking ‘questions to guess the adjective-noun pair, 6. B Doyou havea pent? A No,Idon'. D Doyouhavea dictionary? A Yes 1a C Isabig dictionary? A No itis B Isita small dictionary? A Yes itis ‘+ The first student to guess the combination wins the cards. Go around the room listening, helping, and correcting as necessary. Students play until all the cards have been chosen. The student with the most cards wins. Extension (20 minutes) + Give each student two blank cards. Ask students to dfaw a picture on one card and write an adjective on the other. Students can ‘work in their groups todo this, helping each other and looking up new words in a dictionary. + Groups play agnin, combining the new cards with the ofiginal set Teacher’snotesSSUSTTITITTTT TT SS ‘American Headway Starter Resource Book © Oxford University Press EREREESEG Unit 22+ Do you have a pen? 33Geoeueke) BeBe PEO SEERS CSL.” ashing What's the oppose of "hor? Lek the mead Mae ask: How do you spell it please? and write it on the bosrd as student dictate the eters to you, Repeat this for other adjectives, 4g What’ the opposite of “big”? (small) “old”? (new), Procedure (15 minutes) + Explain that students are going to find the opposites for adjectives. De afterddectiessipda, ix. 4ii2; * Divide students into pairs. Give Students A worksheet A and ee ccients B worksheet eo PRES cir wortshets, Give students time to look at ches wrlaheets to Of copy ofthe orsheet tr in hl fot; ‘check any items of vocabulary, and to practice saying the words, sic pa ofstudents an pleces of age.’ 6 In their pairs, students take turns asking: What's the opposite ia of ...? How do you spel it, please? and write in the missing © "adjectives on their worksheet. Go around the room listening, helping with pronunciation as necessary. | * When everybody has finished, check the answers withthe class, , Extension (20 minutes) *+ Divide students into paits. On a separate piece of paper, Student A writes the name of an object he/she has, and four adjectives that describe it,«.g,« loud, old, cheap, dirty car. On another sheet of paper Student B writes the name ofa person he/she knows and four adjectives that describe this person, * Sitting or standing back-to-back, students take turns describing their object or person to their partner. Partners listen and draw the object or person, using the adjectives they hear, making sure to label theit picture, e.., Paco’ car or Chengel’s uncle. ‘+ When everybody has finished, rearrange partners and repeat the process. After several rounds, gather the class together to match the drawings with the original adjectives, : © Teather’ notes 34 Unit 73 + Hot and cold‘American Headway Starter Resource Book FIPITTIITIITTIIIIGGDS happy short . 2 | PSs) ¢ a « [aa ieee © Oxford University Press Unit73 + Hot and cold 35_Teiedbisofidhdéen atone | Ar thee. x Prepon Rooms and furiture Spe elle and nig | Use afer ane’ beckoom Sp 8 ‘heehee cnt ‘each pait of studs, and two “bars of. -B0\d" (eg, two bars of chocolate) Pre-activity (10 minutes) * Before the class begins, hide two “bars of gold” (eg, two bars of chocolate) somewhere in the room, Show students a similar object and tell them itis abar of gold Tell students that somewhere in the dassroom thee are two bars of gold, and they con hed eg where they are by asking you questions es there abar of gold in Your bag? Is therea bar of gold under Marina's chair? Each tine, invite a student to look in the place suggested until the bars of Bold are found. You could help the students by saying warm or cold each time they ask, Procedure (15 minutes) * Divide students into pairs. Give Students A worksheet A and Students B worksheet B. Give students time to look at the picture ofthe house and to check any items of vocabulary. (You muy ike to review vocabulary of rooms and furniture at this point by asking students where certain things are in the house, eg, Where's ‘the computer? It's in the bedroom.) * Tell students to hide six “bars of gold” by drawing them in their picture—under the bed, in the shower, on the table, ete. Make ‘sure students do not show each other theit worksheets * Student A starts and has three minutes to try to find the bars of gold'n Student B's house by asking, eg, Are there any bas of gold in the kitchen? Is there a bar of gold in the fridge? Go around the 00m listening, helping, and correcting as necessary. Afier three ‘minutes, students switch roles, Student B now has thee minutes {o find the bars of gold in Student 4's house. Go around the room listening, as before Extension (20 minutes) * Students each write a brief description oftheir pictures, describing here the bars of gold were hidden, eg., There are two bars of gold in the kitchen, There's a bar of gold behind the fridge and theres bar of gold inthe cabinet. Go around the room helping as necessary. * When everybody has finished, collect all the descriptions and all the pictures of the houses, Display the pictures around the 1oom, and hand out the descriptions at random. Students read « description and try to find the picture it belongs to tae hg x ~S Teachersnotes:‘American Headway Starter Resource Book SEES EES) Sees / ae 5 SE Ht Unit 81 + Find the gold 37Dhe coy ofthe welsheets (p.9-af cut 38 Unit 82 + Is there a bank near here? Pre-activity (5 minutes) + Ask students about places near the school, e.g, 1s there a bank near here? Help students with the directions, making sure they begin: Go out ofthe school turn lef/right. ‘+ Encourage students to ask you a similar question, and model the answer: P'm sorry, I don't know. Procedure (20 minutes) + Explain that students ae on vacation in a new town, and they are now all in the train station. They are going to ask each other directions to places in the town, * Divide students into groups of eight. Give Students A map A, Students B map B, and so on. Tell students not to show each other their maps, (If you have less than eight students in a group, give strong students more than one map.) + In their groups, students approach each other and ask for directions to one of the places on their list, eg, Is there a bank near here? The student gives directions if he/she knows where itis, starting: Go out of the train station. Turn leftright, oF says: I's sorry, I don't know. Each time a student is given directions to a place, he/she writes the location on the map. Go around the room listening, helping, and correcting as necessary. * When everybody has finished, go over the answers and check the directions asa class. Extension (15 minutes) + Give each student one of the picture cards on page 41. Then divide students into pairs. Make sure students don't show each other theit cards. Using the completed map, Student A gives dlitections from the train station (or another starting point) to the secret place on his/her picture card, Student B listens to the dlitections and guesses where Student A is going. Then students, switch roles. * When everybody has finished, repeat the process with new partners and cards. Encourage students to make the game more Teacher's notes: =A Ask for directions to the: school theater supermarket newsstand post office drugstore Internet cafe ‘American Headway Starter Resource Book ‘Ask for directions to the: post office. school Internet cafe bank drugstore newsstand supermarket Ask for directions to the: Ask for directions to the: | Intemet cafe post office +f bank school ‘theater bank | post office newsstand school supermarket | theater drugstore drugstore | Internet cafe T | | i i e bea | esta | Newsstand AL | e\\ a \ i) BU i Send Set Send ier ee = _ " 7 ‘| \| | | - - AL © Oxford University Press EERIE Unit 82 + Is there a bank near here? 39American Headway Starter Resource Book E F Ask for directions to the: Ask for directions to the: post office supermarket post office supermarket theater bank theater ba school newsstand newsstand drugstore drugstore Internet cafe \ | an ste | crmemercare | Ci Ask for directions to the: Ask for directions to the: post office supermarket supermarket theater theater bank bank school school newsstand drugstore newsstand, Internet cafe Internet cafe \_ \ \ emit a2 A —_ a sree | [Post Office | wl 2 ‘Second Street ‘Second Steet CW 40° Unit 82» Is there a bank near here? bos © Oxford University Press . station Bead ie ae ——American Headway Starter Resource Book al | PRL FITIIITIONTS Internet Cafe © © Orford University Pres Unit 82 » Is there a bank near here? 41To es aiansiner question. about = * dasate wheresbouts st Study” as/nere we * Oe coby the wachest cat ono as and pees | fen tides AD Unit 9) + Where were you? Pre-activity (10 minutes) + Aska student: Where were you a ten ocock on Saturday morning? Then ask another student about the student you had just asked: Pedro, where was Maria atten o'clock on Saturday morning? Ask other students where they were at other times on Saturday morning, afternoon, and night. + Have students practice the questions in groups of three, Make sure they use the correct prepositions, e.g., at home, at school, on a bus, in a car, in bed. Procedure (25 minutes) + Explain that students are going to ask each other where they were last Saturday. + Ask students to write the names of everybody in the class on a piece of paper. Then give each student a different time card. (If you have a large class, divide students into two groups.) ‘+ Students mingle, asking each other where they were atthe time oon their card and writing the answer on their papers. Go around the room listening, helping, and correcting as necessary. + When everybody has finished, divide students into pairs. Siting back-to-back, students take turns saying the information they learned, eg, Ling was at honse at nine o'lock on Saturday ‘morning, while their partners listen and take notes. + Have students tell the clas what they learned from their partners, Check the answers asa group. Extension (20 minutes) ‘+ Rearrange students into groups of three to four. Explain that they are going to choose one person who is notin theit group and. learn everything about that person’s Saturday. + First, students pool all the information they already know about their person’s day. Then they write questions about the information they still need, eg., Where was Ling atten o'dlock on Saturday night? Where was ske at eleven o'clock? + Students mingle, asking each other their questions. Students are not allowed to ask the person they are studying, eg. they can't, ask Ling about herself, Instead, they must ask the other students in the class about Ling's schedule until they find the information they need. When everybody has finished, have each group share its report with the class. Compare the reports with the students’ actual Saturdays. Teachers notesAmerican Headway Starter Resource Book VIFTIVTIIIT SESTIIT Unit 91 + Where were you? 43 \ 2ns “Top abo gave 6 mate exces or tein ator eal for aparty Past Simple “44. Unit 92° Sorry I'm latel = Pre-activity (10 minutes) ‘+ Teach/Blicit the past tense forms (and meaning, if necessary) of the following verbs: tlk (talked), take (took, is/are (was/were), buy (bought), watch (watched), go (went), have (had), write (wrote), run (ra), look (looked), get up (got up). + Call out a present tense verb, Students tellyou the past tense form, Call out a past tense verb, Students tell you the present tense form. Procedure (25 minutes) + Explain that students are going to play a board game about getting to a party where they are either late or too early. Pre-teach Go forward and Go back + Divide students into groups of four and give each group a copy of the board game and a set of cards placed face down on the table. + Students place their counters on the Home space and then take ‘turns throwing the die and moving the corresponding number of spaces on the board. When a student lands on a space that says Sorry!, the student to his/her left takes a card from the pile and. reads it aloud, e., You talk toa friend. Go back one space. The student playing moves his/her counter one space backward and charges the sentence into its past tense form to make an excuse for being ate, e.g, Sorry I'm ate I talked toa friend, The student ‘then writes the sentence in his/her notebook. Ifthe card is a“g0 forward” card, eg. You take a train. Go forward thre spaces, the student playing apologizes for arriving early. The student changes the sentence into the past tense form to make an excuse for being carly, Sorry I'm early. to0k a train. The student then writes the sentences in his/her notebook and moves forward three spaces. Go around the roori listening, helping, and correcting as necessary '* When all the cards have been used, shuffle them, and keep playing, The game continues until all or most of the students have arrived at the party. Extension (10 minutes) * Divide students into pairs to talk about what they did on the way tothe party. Model the conversation with a strong student first, eg A On the way tothe party, bought a present. B- On the way othe party, I talked toa frien. A’ Really? I talked to a friend, too. And I had two sodas. B Ob, thad three coffees ina caf. pe eet 7-5 “Teacher's notes‘American Headway Starter Resource Book ‘You talk to a friend. Go back one space. A friend takes you in his car, Go forward three spaces, The bus is late. Go back three spaces. You buy a present. Go back two spaces. ‘You watch a basketball game onTV ina store. Go back two spaces. ie ‘You go by taxi. Go forward three spaces. ‘You have a coffee in a cafe. Go back one space. Go back two spaces. ‘You have a soda in a restaurant. ( Go forward two spaces. You go by bus. ‘You write an e-mail toa friend in an Internet cafe. Go back three spaces. J ‘You run for one kilometer. Go forward two spaces. ‘You get up late. Go back two spaces. ‘You look at a beautiful photograph in a store. Go back two spaces. | You take a train. I Go forward three spaces. | ‘You get up early! Go forward two spaces. ‘You have something to eat. Go back one space. © Orford Univesity Pes Unit 92.» Sorry I'm late! 45merican Headway Starter Resource Bo PUCTEOLELCRLCEEL ER EERE eEeETeeseeecaaceaceccaeAmerican Headway Starter Resource Book 5746 = Unit 92° Sorry I'm late!*Toatkandasner questions about bts fe "Whar yuri 9 ents ial nabs 48 Unit 93.+ Whens your birthday? Pre-activity (10 minutes) + Aska student: When's your birthday? and elicit the answer: It's on (date). Make sure students answer with first second, third ec ‘Themask other students, eg.: When's your mother’ birthday? ‘When's your mother’s sister's birthday? ‘+ Divide students into pairs, and tll them to write three similar ‘questions. Encourage them to think of original, fun questions, eg., When's your dog's birthday? When’ your friend's dog's birthday? + When everybody is ready, have students ask you their questions ‘Write them on the board as you answer them. If you don't know the answer or ifthe question doesn’t apply to you, say: I don't now or Sory, I don’ havea (dog). Then encourage one ofthe students to answer the question. Procedure (20 minutes) ‘+ Explain that students are going to find people's birthdays for every month of the year ‘+ Give students the worksheets, and tell them that they want to complete the chart with one name and birthday for each month. ‘Then ask a student: When's your birthday? and show the class how to fil in the chart with the dates (frst ffth, 19th...) and names (Mario, Tomomi, Omar’s brother...) ‘+ Students mingle, asking questions to complete their chart, ¢8., When's your birthday? When's your sister’ birthday? When's your {father’s cats birthday? Tell students they can ask only three ‘questions before moving on to a new partner. (If they meet that person again, however, they may ask three more questions.) +The first student to complete the chart wins, Have him/her tead cout the birthdays. Check the dates and names with the class. Extension (20 minutes) + Assign new partners, and have students interview each other about birthdays. Tell them they should ask at leat ten questions. Encourage them to get extra details, e.g, names, jobs, ages, hhometowns, ‘+ Students tell the class about their partners eg. This is Mario. He's {rom Rio de Janeiro and his birthday is on October second. Hls mother is Ana Paula, She's a teacher and her birthday is on May 2nd, Teachers notesAmerican Headway Starter Resource Book ‘Birthday Search, y ©. EA = DATE _NAME January May June July August: ° September Z October November 0 ° December © Oxford University Press EE Unit 93 = When's your birthday? 49| Fo play Con = “ema es Past Shipley vis © = | Sheets oe FS “Onslintetey Sppeeer’ i ne cp the wocheet tu 5 ach bi Pane ues 5 OS ee $0. “Unit 103: sConniect Four: Pre-activity (5 minutes) ‘+ Review the Past Simple forms of get, have, go, buy, see, and be. You might also review regular verbs, eg, listened, cooked, visited. + Call oita present tense verb, Students tell you the Simple Past form. Call outa Simple Pat verb. Students tell you the present tense form. Procedure (25 minutes) + Explain that students are going to play Connect Four with verbs in the Simple Past. ‘+ Ask students to call out names or times. Have two volunteers ‘rite the words in two columns on the board, e.g: Isabella yesterday I ‘on Monday BillClinton at 2 ew. on Friday [Mr father in January * Divide students into pairs and give one copy of worksheet A to each pair, Ask a student to choose a square and make a sentehce in the Past Simple, eg, Isabella saw a movie in January. Have the student mark his/her initials in the square. ‘Repeat the process with the student’s partner. Explain that the first person in the pair to mark four squares in a horizontal, vertical, or diagonal line wins, * Students take turns saying sentences and marking off squares. Go around the room listening, making sure they are saying the sentence correctly before marking the square. ‘+ When everybody has finished, rearrange partners and have students play again with worksheet B. As students become ‘more comfortable forming sentences without the pictures, you can gradually erase the names and times on the board. Extension (20 minutes) ‘+ Tall students to go over the worksheets and make is ofthe verbs they marked. With new partners, students use those verbs, to talk about their weekend, e.g, On Saturday morning I got up at ten o'lock and I had breakfast ina restaurant, Then I watched a ‘movie witha friend. We cooked lunch at ane o'lock.. eee ee ee