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Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world www.longman.com ©
Pearson Education Limited 2006
All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any ' ~eans, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the copyright holders. The right of Pat Mugglestone to be identified as the author of this work have been asserted by her in accordance with the Copyright, Designs and Patents Act, 1988. First published 2006 Fourth impression 2007 Printed in Slovakia by Neografia ISBN: 978-1-4058-3314-1
Layout by Ken Vail Graphic Design, Cambridge (kvgd.com)
•
Teacher's Handbook :.
Pat Mugglestone
Conlenls
120 125 = -Students' Book moteriol ~.
Introduction How to use this Handbook This Handbook contains reduced pages from the Students' Book, together with teaching suggestions, background information on the content of the Unit, pronunciation guidance for difficult names and places, tapescripts, ideas for extra activities, and answers to exercises which are written either on the reduced Students' Book page (in red) or in the teacher's notes. The Handbook will help you plan your lessons and is handy for easy reference during lessons.
Module objectives The module objectives are listed at the top of the first page of each Module. When starting a Module, read through the objectives with the students and check that they understand any new vocabulary, e.g. disabled (people) in Module 1 (page 14). If appropriate, ask students to discuss any of the activities they have done, using their own language or English, e.g. completing a questionnaire (Module 1). Encourage students to say what they remember about any of the grammar points they have studied in the past, e.g. question words (Module 1). Students can predict which of the objectives they think they will find interesting, easy or difficult. At the end of a Module, ask students to read the objectives again . Help students assess how well they have achieved the objectives and to say which objectives they found easy or more difficult.
Using the 'Background' information The 'Background' sections provide information about aspects of the social and cultural content of the Units. It is intended primarily for the teacher rather than the students. You can refer to the Background if, for example, students want to know more about events, people and places mentioned in a Unit, e.g. the Duke of Edinburgh Award Scheme (Module 1 Get Ready page 14), sports men and women (Module 2 Unit 4 page 24), Alton Towers (Module 3 Unit 9 page 38). Not all of the Background information will be of interest or relevance to your students. It is up to you to decide what, if any, of the Background information to pass on to your class.
The 'Time Out' magazine At the back of the Students' Book there is the Time Out section, a set of fun activities and puzzles in a magazine format . There are 30 activities in the magazine, one for each of the 30 core units in the Students' Book. Students can do the activities working individually, in pairs or in small groups. The magazine a~tivities are designed to be used when there is time after students have completed a related activity in the Unit, at the end of a Unit or at home. The magazine recycles the language and topics of the Units in new contexts and through authentic, motivating activities such as puzzles (e.g. Activity 5 page 108), quizzes (e.g. Activity 2 page 107) and stories (e.g. Activities 16-18 pages 112-113).
•
The Picture Dictionary The Study Help on page 32 gives advice to students on using the Picture Dictionary and the Study Help on page 22 gives advice on vocabulary books. The Picture Dictionary on pages 118- 128 of the Students' Book groups together and illustrates sets of words relating to topics (e.g. animals, page 128) and functions (e.g. describing appearance, page 119). Students use the Picture Dictionary to check the meaning of Key Words (picture dictionary icon) when they are first presented in a Unit. Later, students can use the Picture Dictionary as a revision and testing aid, working as a whole class, in pairs or individually. For example, students cover page 122 (Interests and abilities) with a sheet of paper, leaving just the top row of pictures visible. Students look at the top row of pictures and say (and/or write) the words. Students then move the paper down the page, repeating the activity for each row of pictures and checking their answers. Towards the end of the course, when students have studied most of the pages in the Picture Dictionary, have a competition. Students work in teams, finding the words you say in their Picture Dictionary. The first team to find the word gets one point. For example, Teacher: Where is a (doctor)? Students: Page 124. Teacher: Where is the word (opposite)? Students: Page 127. Teacher: Where is (a big man and a small girl)? Students: Page 119. Students can then play the game in groups.
Tips Ways of checking answers
Students can work in pairs or small groups, comparing answers before checking answers as a whole class. Try to vary how you check students' answers.
-
If spelling is important, ask students to spell the words for you to write on the board or invite students to come to the board and write the anSwers on the board. Alternatively, ask students to read aloud the answers. If necessary, correct any serious pronunciation problems. At times, you may prefer to write the answers on the board yourself for students to check their own answers. Students self-check the answers to some exercises, such as pair activities (e.g. page 27 exercise 11) and quizzes (e.g. page 19 exercise 7) by referring to the answers given in their book.
Extra activities Short extra activities can be used if there is time in the lesson. These activities develop from the content of the Student's Book and are intended to give a change of focus and help student motivation and concentration. Extra activities include: - quick activities to start a lesson (e.g. Module 1 Unit 2 page 18) or end a lesson (e.g. Module 1 Get Ready page 15) - activities developing from a reading text, e.g. Module 4 Unit 10 after Exercise 2 page 42 -
activities developing from a listening text, e.g. Module 2 Get Ready after Exercise 3 page 23
-
activities practising a grammar point (e.g. Module 2 Unit 5 after Exercise 5 the lesson (e.g. Module 1 Unit 1 after Exercise 1 page 16)
-
out-of-class activities, e.g. at the end of Module 6 Unit'16 page 61.
page-~27)
and the vocabulary from
Fact or Fiction? The short Fact or Fiction? texts extend the language and topics of the Units to new, real-life contexts. Stuqents decide whether they think the information is true or false. Sometimes students can use their general knowledge (e.g. page 27 Where are kiwi fruits originally from?). Sometimes students have to guess (e.g. page 19 How many instruments can the man play at the same time?). Encourage students to discuss and give reasons for their guesses. As a follow-up activity, students can write their own Fact or Fiction? puzzles for the rest of the class to answer, e.g. where other foods are originally from (page 27).
Try this tongue-twister Across Cultures Module 2 (page 31), Module 4 (page 49) and Module 6 (page 67) include tongue-twisters to practise pronunciation features from the unit in a light-hearted, fun way.
When introducing the first tongue-twister (page 31), check that students understand what a tongue-twister is. If possible, give them one or two examples of tongue-twisters in their own language. Reassure students that nativespeakers of English find tongue-twisters difficult to say, especially when they try to repeat them quickly. Students may find it helpful to start by repeating short phrases after you, (e.g. page 31 'sports stars', Spanish sports stars', 'special songs', 'sixteen special songs') before trying to say the whole sentence. The emphasis is on correct pronunciation rather than speed.
The Challenges Website The Challenges website is another valuable resource for both teachers and students. For every unit at each level there is a photocopiable activity for the teacher and an interactive test for the student. In addition, there are module-specific weblinks for both teachers and students, and regular competitions so that both teachers and students can win prizes.
Challenges CD ROM The CD ROM provides further practice of all of the skills and topics covered in the Students' Book. There is a range of fun, interactive activities in which students can practise their listening, reading, writing and speaking skills through the medium of games, videos, listening and gap-fills. There is also a focus on pronunciation, with activities which enable students to record themselves in interactive dialogues. The CD ROM forms a fun and valuable addition to the Students' Book, providing both extra practice and consolidation.
Contents Countries Word Builder: Nationalities Grammar: to be Key Expressions: Meeting People; The alphabet Numbers I Family I Months Grammar: Subject pronouns I possessive adjectives Key WOrds: Classroom Objects Word Builder: Plural nouns Pronundatlon: lsi, /zI and Ilzl Grammar: Prepositions of place Key Words: School Subjects; Telling the time Grammar: Imperatives I Object pronouns
Your Room (p. 12)
Key Words: Bedrooms I Colours Grammar: this, that, these, those
Your Photos (p. 13)
Key Words: Appearance Grammar: Articles Sentence Builder: Simple sentences
Unit/Page
Language
Skills
Get Ready (pp. 14-15)
Key Words: Interests
Listening: Personal information I interests Speaking: Your interests
No Limits (pp. 16-1 7)
Key Words: Abilities Grammar: con (ability) Sentence Builder: and I but
Reading: Disa bl ed Artists Pronunciation: can - weak/strong Speaking: Yo ur abilities
2
Your Skills (pp. 18-19)
Word Builder: Verb-noun collocations Grammar: Question words
Reading: A questionnaire Listening: An interview Speaking: Answering a questionnaire Pronunciation: Questions
3
Meeting (pp. 20--21)
Key Words: Opinion adjectives
Reading and Listening: Th e Challenges story Key Expressions: Opinions Writing: A form If]
Study Corner 1 (p. 22)
Study help : Vocabulary books
Get Ready (p. 23)
Key Words: Sport and Exercise
4
Sport Fashion (pp. 24- 25)
Key Words: Appearance and Clothes Reading: The New Fashion Models Speaking: Game Word Builder: Compound nouns Grammar: have gotlhas got Sentence Builder: and
5
Food for Sport (pp. 26-27)
Key Words: Food and Drink Grammar: Possessive's
6
In the Park (pp. 28-29)
Listening: Exercise advice
Reading and Listening: Sport and Diet Pronunciation: lsI, IzI, /lzl Speaking: Favourite foodldrink Reading and Listening: The Challenges story Key Expressions: Asking how things are Writing: A text message
Across Cultures 1 (pp. 30--31)
Reading: National Sports Listening: Interviews Listen Closely: Contractions Pronunciation: lsI, IfI Speaking: Sports favourites Project: A sports poster If]
Study Corner 2 (p. 32)
Study help: the Picture Dictionary
Get Ready (p. 33)
Key Words: Jobs I Adjectives
Listening: Identifying jobs Speaking: Game
7
Fire Fighters (pp. 34- 35)
Key Words: Routines Grammar: Present Simple (1 and 2) Sentence Builder: Time clauses
Reading: Fire Fighters Pronunciation: IzI, lsI, /Izl Speaking: Your routine
8
Safety First (pp. 36-37)
Grammar: Present Simple (3) Sentence Builder: Expressions with every
Reading: Safety First Listening: Safety Speaking: Your routine
9
The Amusement Park (pp. 38-39)
Key Words: Feelings Sentence Builder: verbs of preference + noun -ing
Reading and Listening: The Challenges story Key Expressions: Preferences Writing: A report
Study Corner 3 (p. 40)
If]
If]
Study help: Classroom language 1
Get Ready (p. 41)
Key Words: Places
Listening: Free time Speaking: Your free time
10 Free Time (pp. 42-43)
Grammar: Adverbs (1) Sentence Builder: Position of adverbs
Reading: Teenage Activities Speaking: Are you an active person?
11 Millennium Point (pp. 44-45)
GI'fmmar: there islthere are with somelany Word Builder: Multi-part verbs
Reading: Millenium Point Listening: Tourist information I A survey Speaking: Places in your area
12 Going Out (pp. 46-47)
Key Words: Places Sentence Builder: first and then
Reading and Listening: The Challenges story Key Expressions: Asking for and giving directions Writing: A note with directions If]
Across Cultures 2 (pp.48-49)
Reading: School Days Listening: A British school day Listen Closely: unstressed words I sounds: III and li:1 Project: Poster - My Ideal School Day If]
Study Corner 4 (p. 50)
Study help: Classroom language 2
Get Ready (p. 51)
Key Words: The Weather
13 Climate (pp. 52-53)
Key Words: Seasons Word Builder: Nounsl adjectives Grammar: Countableluncountable nouns Sentence Builder: why and because
14 Tornado! (pp. 54-55)
Grammar: Present Continuous Sentence Builder: Pronoun reference
Reading: News programme Listening: News programme Speaking: Identity game
15 In the Country (pp. 56-57)
Word Builder: Conta iners
Reading and Listening: The Challenges story Key Expressions: Shopping Writing: A postcard
Study Corner 5 (p. 58)
Listening: Weather report Speaking: Weather in your country Reading: The World 's Climate • Speaking: The climate in your country
Study help: learning words
If]
Contents Unit/Page
Language
Skills
Get Ready (p. 59)
Key Words: Transport
Listening: Travel Speaking: An expedition
Apollo 13 (pp.60-61)
Key Words: Space Grammar: was/were Word Builder: -ed adjectives
Reading: The Apollo 13 mission Speaking: Yesterday
Explorers (pp. 62~3)
Key Words: Years Grammar: Past Simple (1 and 2)
Listening: Marco Polo - years Reading: Marco Polo story Speaking: Your holidays Pronunciation: -ed endings
Fog (pp. 64-65)
Sentence Builder: Past time clauses
Reading and Listening: The Challenges story Key Expressions: Suggestions Writing: A short note ~
Across Cu Itu res 3 (pp. 6~7)
Reading: Welcome to the UK! Listening: Interview - British girl in Spain Listen closely: Contractions Pronunciation: /e/ and /0/ Project: A poster - My country ~
Study Corner 6 (p. 68)
Study help: Homework Key Words: TV Programmes
Listening: TV programmes Speaking: A questionnaire
Last Week on TV (pp.70-71)
Grammar: Past Simple (3) Word Builder: -ed and -ing adjectives
Reading: TV review Speaking: Your weekend
Chat Shows (pp. 72-73)
Grammar: Past Simple (4)
Reading: Chat show interviews Listening: Film quiz Speaking: Film stars
The Rescue (pp. 74-75)
Sentence Builder: then and after
Reading and Ustening: The Challenges story Key Expressions: Asking how people are Writing: An email ~
Study Corner 7 (p. 76)
Study help: Organising grammar ~ questionnaire
Key Words: Helping
Ustening: Helping Speaking:
Change the World! (pp. 78-79)
Grammar: Comparatives
Reading: Teenage campaigners Speaking: Compare places
Animals in Danger (pp. 80-81)
Key Words: Adjectives Grammar: Superlatives Sentence Builder: with
listening: Animal descriptions Reading: Animals in Danger Speaking: A quiz
Animal Centre pp. (82-83)
Key Words: Animals
Reading and Ustening: The Challenges story Key Expressions: Requests Writing: An short note ~
Across Cultures 4 (pp.84-85)
Reading: UNICEF leaflet Ustening: Interviews with helpers • Usten Closely: Contractions Pronunciation: /tI!/ and /el/ Project: A leaflet ~
Study Corner 8 (p. 86)
Study help: Classroom Language 3 Ustening: Sports teams Speaking: A questionnaire
Science Olympiad'· (pp. 88-89)
Key Words: Objects Grammar: can/can't, must/mustn't
Reading: Science Olympiad'" Rules
Group of the Century (pp.90-91)
Grammar: Adverbs (2) Word Builder: Make nouns from verbs Sentence Builder: Position of adverbs
Reading: The Beatles Ustening: Song - Hello, Goodbye
Reading and Ustening: The Challenges story Key Expressions: Warning/Congratulating Writing: Congratulations note ~
Teamwork (pp.92-93)
Study help: Working in groups
-----=====~=========-==~
Ustening: Fun activities Speaking: The 'fun-o-meter'
Summer Holidays (pp. 96-97)
Key Words: Holidays Grammar: gaing to Sentence Builder: Future time clauses
Reading and Ustening: Holiday Plans Speaking: Your holiday
Grammar: Possessive pronouns
Reading: Festivals Ustening: Dialogues Speaking: Personal information Reading and Ustening: The Challenges story Key Expressions: Invitations Writing: An invitation ~
Across Cultures 5 (pp. 102-103)
Key Words: Celebrations
Reading: New Year Celebrations Ustening: New Year in Scotland and Australia Usten Closely: expressions / word stress patterns Pronunciation: Word stress Speaking: New Year at home Project: A Poster - Festivals
III
Study Comer 10 (p. 104)
Study help: Revising for exams
Student A Activities (p. 105) Student B Activities (p. 106) Time Out! (pp.107- 117) Picture Dictionary (pp.118-128) Questionnaire answers, Fact or Fiction answers, Irregular verb list (p. 129)
~
= For your portfolio
II
This Unit Short of time: set some of the exercises for homework (e.g. Exercise 6) More time: do the extra activities
Warm-up
Reading and Listening
1
4
Country Quiz Match the countries with the flags.
Key Words: (ountries" ' " , - - - - - - - .
Background This lesson focuses on basic personal information (e.g. country and nationality) plus meeting people. It revises the verb to be.
Liam: Hello.
Argentina , Australia , Canada, France, Greece, Ireland, Italy, Japan, Poland, Portugal, Russia , Spain, Turkey, the United Kingdom , the United States
Amy: Hi. My name's Amy. What's your name? Liam: Liam. Amy: Nice to meet you . Liam: Are you 1 British ? Amy: No, I'm not. I'm 2 Australian . Where are you from?
Warm-up
Liam: I'm from New York. Amy: Ah, you 're 3 American.
Exercise 1 (COl Track 2) •
•
Read and listen to the dialogue. Complete the sentences with nationality adjectives.
Liam: Yes, I am . Amy: And is your friend American? Liam: No, he isn 't. Tom 's 4 Canadian . And your friends?
If you have a large world map, display it and invite students to find and point to the countries on the map.
Amy: They're not Australian. Mark and Tania are 5 Irish . Liam: Wow! We're really international here!
Check students' pronunciation of the Key Words and word stress.
Answers a Ireland b Australia c Canada d France e Greece f the United Kingdom g the United States h Japan i Poland j Spain k Russia I Portugal m Turkey n Argentina 0 Italy
2
Copy and complete the Word Builder with the countries and the nationality adjectives. ArgeRtiRiaR, Australian , Canadian, French, Greek, Irish, Italian, Japanese, Polish, Portuguese, Russian , Spanish , Turkish , British, American
Exercise 2 •
1IaId Builder
Look at the endings of the nationality ~djectives with students. Elicit one or two more pairs of countries and nationality adjectives from the class. Students then complete the Word Builder, working individually.
1 -an I -ian
AYjentina - AYjentinian
2 -ish 3 -ese 4 others
3
Now listen and check your answers.
Exercise 3 (COl Track 3) •
Students listen and check their answers.
Answers and tapescript 1 Australian, Canadian, Italian, Russian, American 2 Irish, Polish, Spanish, Turkish, British 3 Japanese, Portuguese 4 French, Greek •
Ask students to say pairs of country and nationality words, e.g. Argentina, Argentinian. Check pronunciation and word stress.
Reading and Listening Exercise 4(COl Track 4)
•
Ask students to look again at the dialogue in Exercise 4. Students find and read aloud sentences containing the verb to be.
Answers - student page Extra
Grammar:
to be
Exercise 5 •
Read through the table with the class. Ask two or three students to answer the Wh- questions.
Students work in pairs, reading aloud the dialogue in Exercise 4 and taking turns to be Liam and Amy. Correct any serious pronunciation errors.
Revision
Grammar: to be 5
9
look at the Key Expressions and complete the dialogue.
Exercise 9
look at the table with your teacher. Key Expressions: Meeting People
Answers - student page
Hello. Hi. My name's Amy. What's your name?
•
Nice to meet you. Where are you from?
A: Hi. He/She/It
isn't (is not)
We/You/They
Australian.
aren't (are not)
B: 1 He//o . My 2 name? A: Simon. 4 Nice
name 's Andy. 3
what's your
Your Turn
to meet you .
Exercise 10
B: 5 Where are you from? A: London , and you? Yes, I am.
Am 15
he/she/it
Irish? Yes, he/ she/it Is.
Are we/you/they
No, I'm not.
B: I'm from Birmingham!
No, he/she/ it Isn't.
Your Turn
Yes, we/you No, we/you they are. they aren't.
Work in pairs. Act out a dialogue like the one in Exercise 4.
11
Read and listen to the alphabet. Then listen and write down the names.
---,
Practice 6
Complete the information about the people from Exercise 4 with is, isn't, are or aren't.
1 Amy
isn't
British. She __ is_
Australian.
2 Mark and Tania aren't Australian . They ~ Irish .
3 liam _ is__ American. Tom isn't American - he _ is__ Canadian .
7
Use the words to write questions. Example
1 What is your name?
Check that students understand what to do. Students may find it helpful to listen again to the dialogue from Exercise 4.
•
If necessary, write some cue words and questions on the board, e.g .
• name • country and nationality • where friends are from
Where are you from? What nationality is she?
•
10 Invent a person. Think of the things below.
What is your name? (What's your name?)
Aa
Bb Cc F f Gg Hh K k LI Mm 00 p p Qq Tt U u Vv YlJ Zz
Dd Ii
Nn Rr Ww
Ee J j
Hello. My name's ... What's your name? Where are you/your friends from?
:.
I I
•
r
3 you / from? / are / where 4 you / a student? / are 5 are / nationality / your friends? / what
8
Write answers for the questions in Exercise 7. Example 1 My name's ...
Practice
5 s X X
• ! I
I I
~
Example 1 Liam
L - I - A -M.
B: G R double E C E A: Correct!
Exercise 8 Answers - (Students' own answers) 2 No, I'm not. 3 I'm from ... 4 Yes, I am. 5 They're ... •
Answers
Check the names by asking students to write them on the board, spell them and say them. Point out the use of double L in Isabelle.
My name's Amy. A-M - Y. My name's Doug. D- 0 - U - G. My name's Kate. K- A- T - E. My name's Thomas. T - H - 0 - M - A - S. My name's Isabelle. 1- S - A - B - E - double L - E.
Example A: Spell 'Greece'.
Exercise 7
2 Are you from the UK? 3 Where are you from? 4 Are you a student? 5 What nationality are your friends?
Track 5)
My name's Liam.
words and test your partner.
Answers - student page
Students write the questions on the board. Leave the questions on the board for Exercise 8.
11 (COl
Answers and tapescript
12 Spelling Test Work in pairs. Choose five
Exercise 6
•
Students work in pairs, acting out their dialogues.
Exercise
is / your name? / what 2 you / are / from the UK?
After checking answers, students work in pairs, reading aloud the dialogue.
•
Check answers by asking individuals to write their answers to the questions on the board. Students then work in pairs, asking and answering the questions from Exercise 7.
Extra In turn, each student spells his or her first name.
Exercise 12 •
Ask two students to read aloud the example dialogue. Elicit what to say if the spelling is not correct, e.g. No. / Wrong. It's (G R E E C E) .
Photocopiable activity 1, TTP, Page 44
B Your Fomillj
This Unit Short of time: set some of the exercises for homework (e.g. Exercise 8) More time: do the extra activities
2
Warm-up 1
tI
Background This lesson looks at fami lies and ages. The grammar foc us is on subject pronouns and possessive adj ectives.
Look at the Key Words. Put t he numbers in the correct order. Then listen and check.
Pronunciation Look at the Word Bu ilder. Listen to the numbers. (an you hear a) or b)?
1IanI Builder
Key Words: Numbers" . - " , - - - - - - - - - - , sixteen , eighty, forty, eleven, seven, one hundred , nineteen, thirty, five, seventy, ten , four, fifteen , twelve, seventeen, two, six, fou rteen, nine, one, sixty, th ree, eight, th irteen, eighteen, twenty, fifty, ninety
three 3
a) thirteen
13
b) thirty
30
four
4
a) fourteen
14
b) forty
40
five
5
a) fifteen
15
b) fifty
50
six 6 seven 7
a) sixteen
16
b) sixty
60
eight 8
a) eighteen 18
b) eighty 80
nine
a) nineteen
b) ninety
9
a) seventeen 17 19
b) seventy 70 90
Warm-up 3 .... Picture Dictionary. PIKe 118. Look at the Key Words.
Exercise 1 (COl Track 6)
•
Answers and tapescript
Key Words: Family
one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fo urteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred
aunt, brother, cousin, daughter, father, grandfather, granddaughter, grandmother, grandson , husband, mother, nephew, niece, sister, son , uncle, wife
4
Look at the family tree. What are the family relationships?
1 2 J ..
Students listen and repeat the numbers to practise pronunciation and word stress.
6 7 Usa/Monica -6!9Jl - ~ 8 Anna/Mart ~ - 1taIIm:..... • Anna/Monica &6f46iH6
5
Exercise 2 (COl Track 7)
Example
Answers
Students check the meaning of the Key Words in the Picture Dictionary. Check that students understand how the family tree works .
Exercise 4 A nswers .... student page
Anna (13)
Reading and Listening
tJ 6
Mark (IS)
Monica (13)
2 I am t hirty·seven. My husband is t hirty·nine. Ou r so n is fifteen. ~
Read about the people from the fam ily tree. Who are they?
3 I am t hirteen. Monica is a good fri end - we are cousi ns. She's th irteen. Her dog is great. Its na me is Sa m. It is old - about ten. Anna
My wife is sixty-two. Our son, John, is thirtynine. His children are Anna and Mark. They are th irteen and fifteen. ~
Extra
•
Work in pain. Ask and answer about the people In the family tree. A: How old is Michad? B: He's lo~ne.
h ) thirty a) fourteen a) fifteen h) sixty a) seventeen a) eighteen h) ninety
• Exercise 3 (COl Track 8)
-/BII!H..
J1'4IU!/BIIHt. _. PJ_f'tI Mary/Mart J'IU'..ittJ.rt!!m:. - ~
5 Tom/Anna
Pronunciation
Dictate a series of numbers ending in -teen or -ty for students to write, e.g. you say forty, students write 40.
Tom/Mary husIMH,f- -1!!f/LLisa/Anna IfUIfJrer - ~ MalklMichaeI ~ - -de John/Mart - lIlL-
4 Mark is my cousin. His sister is ca lled Anna . Their mother and fat her are my aunt and uncle. My favouri te grandm other is ca lled Ma ry. Monica .
Exercise 5
Grammar: Subject pronouns/
•
posseSSlVe adjectives
Check pronunciation of the names in the family tree (e.g. Monica Imomk::l/) before the pair activity.
Reading and Listening • Exercise 6(COl Track 9) Answers .... student page Extra Play the recording for students to focus on pronunciation. Students then work in pairs, reading aloud the texts.
Exercise 7 •
Students look at the table and repeat the sentences after you.
Extra Tell the class about one of the people in the family tree (as in Exercise 6), using subject pronouns and possessive adjectives. Students guess who it is. For example, My father is 64. His wife is 62. Her name is Mary. Their grandson is 15. My wife and my sister are 37. (John)
Revision Listening listening
Grammar: Subject pronouns/ possessive adjectives 7
11
Look at the table with your teacher.
B
"H I T
He is thirty-nine.
She is thirteen. It is about ten. We are cousins.
;>-<W
....l
I'm thirteen and ~ brother is sixteen. 2 They are brothers. Theiy sister is at university. 3 We're cousins. ~ grandmother is eighty·four! 4 How old are you? And how old are ~ parents? 5 She's a new student. ~ brother is in a different class. 6 He's my cousin . ~ father is my favourite uncle!
~
~
3
10
Look at the Key Words. Write the missing numbers. Then listen and check. Example
fourteenth •
Key Words: Ordinal Numbers "first, second , third , fourth , fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth , thirteenth , sixteenth, eighteenth, twentieth , twenty·second, twenty-third , twenty·sixth , thirtieth , thirty·first
10 Look at the Key Words. Order the months. Then listen and check.
6t
Key Words: Months "May, October, August, February, june, November, january, july, March , September, April , December
~9
16
i!3
30
~ Lisa ~4
31
•
\
Check that students understand the layout of the calendar and the meaning of birthday.
Tom
11
lB
~5
-' r
12
UI
~6
S
6
D
20
"0
s
7
14
2l
i!8
H
5
1~
19
~6
Exercise 12
T
6
D
~o
"0
•
rJJW
7
0 a
T ~f~nna
O r
,
{~.!-, _
-
- ..
. i·~.~'7'P'imWTI7i~
Project •
After reading the text about rugby, elicit suggestions of popular sports in the students' own country. As a class, students ask and answer the five questions about one of these sports.
•
Students work individually, choosing a sport and making their poster.
•
The class can vote for the most attractive poster and/or the most informative poster.
Listening
Project
4 listen to the interviews with three teenagers. Copy and complete the table with their answers. swimming, Juninho, athletics, valieybali, Serena Williams, tennis, basketball , Ian Thorpe, football favourite sports Anna
favourite stars
volleyball
Daniel
Make a poster about your favourite sport. Use the questions to help you. Around the World 1 Where is it popular? The Players 2 How many players have teams got? 3 Who are your favourite players? Your Country
Silvio
5 Listen closely Write the number of words
4 Who are th e top players in your country? 5 Is your national team good?
in each sentence. Contractions are two words (It's = it is).
One Woman: Okay, Anna. What's your favourite sport? Anna: Mmm . I'm into different sports. My favourite? Volleyball. It's cool! Woman : Really? And what are your other favourite sports? Anna: Swimming. I'm lucky - my school's got a swimming pool. Woman: Okay, swimming. One more question. Who is your favourite sports star? Anna: It's Ian Tho rpe, the Australian swimmer. He's a fantastic swimmer - and he's good-looking! Woman: Okay, thanks. Anna: Not at all.
Example 1 What's your favourite sport? =5 words
6 Pronunciation listen to the two sounds. 1 l sI: see
2 IfI: she
science, seven, shaved, short, shelf, shoes, six, skateboarding, skill, skirt, Spain , special, sport Now listen and repeat the words.
TTlJ this tonlJue-twisteT SevIn short, Spanish, sports stars can sinq sixteen special sonlJs. Speaking 7 list you r favou rite: • sports • sports stars • team
8 Work in pairs. Ask and answer questions. Exa mple What's your favourite football team? My favourite team 's Manchester United.
A: B:
Answers and tapescript 2 I'm into different sports. = 5 words 3 My school's got a swimming pooL = 7 words 4 They're great! = 3 words 5 I've got her photo in my room. = 8 words 6 You're in the school football team. = 7 words
Pronunciation Exercise 6«(01 Track 47) •
Encourage students to predict the pronunciation of the words in the box before they listen and repeat.
Exercise 4 - Tapescript
~~u,~Un~,
The UK., fN:IJn.C.Q. ah1L1 South A~.
ThR- tort
~ are
Aw.b--0.J..i.4.,
New Z~ ll.Nl Wolv...
Speaking Exercise 7 •
Encourage students to use sports vocabulary from this Module. If necessary, teach new words for students' favourite sports.
Exercise 8 •
Tell students not to worry about the English pronunciation of the names of sports stars and teams.
Two Woman: Daniel. What's your favourite sport? Daniel: Basketball. I'm a good player. Woman: Yes? Well, you're very tall. And what are your other favourite sports? Daniel: Tennis. Tennis is great but I'm not a very good player. Woman : One more question. Who's your favourite sports star? Daniel: The Williams sisters. They're great. Serena Williams is fantastic. I've got a poster of her in my room . Woman: Thanks, Daniel. Daniel: That's okay. Three Woman: Silvio. What's your favourite sport? Silvio: Football. I'm crazy about football. I'm in the school team. Woman: You're in the school football team . Great. And what are your other favourite sports? Silvio: Athletics. I'm a good runner. Woman: One more question . Who's your favourite sports star? Silvio: That's easy. The Brazilian footballer Juninho. He's cool! Woman : Thanks, Silvio. Silvio: That's okay.
(
StudlJ Corner 2
Language Check Exercise 1
language Check 1
Answers -+ student page
4
Complete the sentences with the verbs do or play.
Write affirmative sentences (,f), negative sentences (.K) or questions (?) with have got.
Can you ~ judo?
Exercise 2
Example Fred I 0 new TV (?) - Has Fred got a new TV?
----I!kY- basketball. Don't ----I!kY- football in the garden.
2 I can't 3
Answers 6 apple 7 kiwi 8 carrot
16 Jim / a mobile phone (.K)
4 ~ 30 minutes exercise a day.
17
5 She can ~ gymnastics.
18 she / a tattoo on her arm (?)
2
20 you / blue eyes (.K)
1/ new trainers (,f)
19 my brother / long hair (,f)
9 potato 10 mineral water
Put the words in the correct group.
Fruit
Vegetables
Drink
6- --
8_ _ _
10_
7_ __
9-
11
11 cola
--
21
__
5
- - -
he / dark hair (?) Complete the sentences with the words in the brackets and's or s'.
22 Is this .-K.iJk'L dictionary? (Kate) 23 That is lames's CD. (James) 24 The pla,Yers' shirts are new. (players)
Exercise 3
25 Who is in the
men's final? (men)
26 My /riem;('s computer is great. (friend)
Answers -+ student page
Grammar
Exercise 4
6
3
Answers 16 Jim hasn't got a mobile phone.
12 blond hair / long hair / pink jacket 13 dark hair / ponytail/white shirt
18 Has she got a tattoo on her arm? 19 My brother has got long hair. 20 You haven't got blue eyes. 21 Has he got dark hair?
Answers -+ student page
•
•
•
Give students time in class or at home to do the exercises on page 28 of the Workbook.
0
A: Horrible! It's really
/15
30 rf{ficult . Key Expressions
0 /4
• Listen and check your answers to the language Check. Write down your scores.
You can find meanings of new words in the Picture Dictionary.
• look at the table below. Then do the exercises on page 28 of the Workbook.
You can use the Pictu re Dictionary to revise words.
Track 48)
Students look at the table to see which sections in the Students' Book they need to look at again.
B: Oh, they're 29~ work. And your French class?
vi) b)
Study help: the Picture Dictionary
1-5
Students listen to the recording to check their answers. Check spelling where necessary and the position of the apostrophe in Exercise 5 by asking individuals to write the answers on the board.
A: How are the guitar classes?
Feedback
Wrong answers:
Feedback(CDl
a) 0)
Vocabulary
are things?
B: Not 28~ bad.
14 black hair / blue shirt / blue trousers
Exercises 5 and 6
Complete each gap with one word from the box.
A: 27 How
15 jeans / brown shoes / yellow T-shirt
/ 11
I how, difficult, hard, too
look at the photos on page 28. Match the names with these descriptions. a) lucy b) Tom c) Alex d) Rajiv
17 I've got new trainers.
0
I
look again at: Get Ready - Key Words
6-11
Unit 5 - Key Words
12-15
Unit 4 - Key Words
16-21
Unit4-Grammar
22- 26
Unit 5 - Grammar
27-30
---+--
Unit 6 - Key Expressions
Study heLp: the Picture
Dictionary •
The example question and answer uses page 123 of the Picture Dictionary (Class Handbook, page 116).
•
For the pair revision activity, advise students to choose pages in the Picture Dictionary for topics they have already studied in class, not for new topics.
Module 2 test, TTP, Page 72
• Work in pairs. Choose a page in t he Pictu re Dictionary. Cover the words and test your partner. Example A: What's this? B:
Basketball.
A: Yes!
Exerci se 5(COl Track •
52)
Play the recording for students to listen and classify the jobs according to the speakers' opinions.
Answers pilot - 1 police officer - 2 racing driver - 3 actress - 1 builder - 2
Extra Play the record ing again, pausing it after each speaker. Students listen for the adjectives each speaker uses to describe his or her job. Students say whether they agree with the speakers.
Exercise 6 •
Demonstrate the game by miming a job (e.g. window cleaner ) or sport (e.g. tennis) for students to guess.
•
Students take turns to mime a job to the class. After students have guessed each job or sport, ask them to suggest adjectives to describe it.
Exercise 4 - Tapescript One My job isn 't dangerous, not really. Pl anes are very safe now. My job is difficult, but it's very interesting and it's safe. Pilot
Two Yes, my job in the police is sometimes dangerous. I am in a big city and it's difficult. But it's not boring! Police officer
Th ree
Exercise 2 (COl Track
Get Readlj Exercise 1 (COl Track •
•
Students check the meaning of the Key Words in the Picture Dictionary.
•
Students listen and repeat the Key Words to practise pronunciation and word stress.
Answers a pilot b racing driver c window cleaner
Answers boring/interesting, dangerous/safe, difficult/easy
49)
When reading through the Module objectives with the class, check that students understand the meaning of risk and safety.
50)
Exercise 3 •
If students disagree, encourage them to explain their reasons for their choice of adjectives.
Exercise 4(CO l Track 51) Tapescript - end of notes Answers 1 pilot 2 police officer 3 racing driver 4 actress 5 builder
Dangerous? Yes it is. It's a fantastic job and it's never boring but it is dangerous. The cars are safe now but driving Formula 1 cars is dangerous. Racing driver
Four My job is fantastic. It's interesti ng. For me, theatre is my job and my hobby. Yes, it's difficult but it's not dangerous. It's great! Actress
Five Well, building is boring sometimes. And sometimes it's dangerous too. We've got big machines and they're sometimes dangerous. Safety is very important in my job. Builder
Fire Fighters
This Unit Short of time: set some of the exercises for homework (e.g. Exercise 13) and shorten the discussion in Exercise 2 More time: do the extra activities
Warm-up 1
Words. What things are not part of your daily routine? Example Empty the rubbish bins. ~ Key Words; RoutineS''' - " , - - - - - - - - - - - - - - - ,
brush you r teeth , clea n the fl oor, do exercises, do the dishes, do the hou sework, empty the rubbish bins, get up, go shopping, go to bed, have a shower, have lun ch/dinner, make your bed, play cards/chess, study fo r tests, tidy your room , wash your clothes, watch TV
Background This lesson is based on the daily routine in a fire station in the USA, minus the emergency calls. Fire fighters there do a 24-hour shift, followed by 48 hours off duty. The general routine of checking equipment, cleaning, relaxing and eating is probably more or less the same all over the world, although hours, pay and conditions will obviously vary.
2
3
07;45: I arrive at the station. 08:00: The captain calls our names. 08:15: I work with a colleague called Doug. First, we check our equipment. 09:30: The fire station is our home for 24 hours. We do the housework and tidy the rooms . We clean the station, make our beds, clean the floors and showers, wash our uniforms and empty the rubbish bins. 10:00: We do exercises in the gym. 11:00: We get ready for lunch. I don't cook but I go shopping with Doug. The fire station pays for the food! 12:00: We have lunch. 13:45: We do different things in the afternoon . I give first aid classes. Doug doesn't do this with me. He visits schools and talks about fire safety. 17:00: Doug arrives at the station and we check the equipment again. Then we prepare the dinner. 18:00: We have dinner. 19:30: We do the dishes and then we read or watch TV. Doug doesn't watch TV - he plays chess. 23:00: We go to bed. 08:00: We don't have breakfast. We go home. And Emergency Calls? This timetable doesn't include emergency calls - fires, car accidents and medical emergencies!
Students check the meaning of the Key Words in the Picture Dictionary.
Check that students understand first aid - treatment given to an injured person. Remind students that routines are what the fire fighters do every day.
Exercise 3 (C02 Track 3) Students read and check their guesses.
Answers check equipment, do the housework, tidy the rooms, make their beds, clean the floors and showers, wash their uniforms, empty the rubbish bins, do exercises, go shopping, have lunch, have dinner, do the dishes, watch TV/read/play chess, go to bed
Exercise 4 Answers
-+
student page
•
Exercise 6 •
Look at the example verbs in the four groups with the students.
•
Check answers by asking students to write the verbs in four groups on the board.
Exercise 5 Answers
-+
[£] Jim is the ca ptain of the fire station.
2 3
ILl ILl
4
[£] [£]
5
Doug is Jim 's work colleague. Th e fire stat ion has got a gy m. Jim is an expert in fire safety. Eme rgency ca lls are only for fires.
Grammar: Present Simple (1) 5
Complete the table with arrive, arrives.
Affirmative IlYoulWelThey 1 arrive He/She/It 2 ayyives
6
Put these verbs into the correct group calis, checks, cleans, empties, gets, goes, makes, pays, plays, stu di es, tell s, tidies, washes, watches
+s
calis
2 + es
goes
3 consonant + y = ies
studies
4 vowel + y
7
=+ s
We use the Present Simple to talk about
abilities/ routines/possessions.
Ask students what we use to talk about abilities (can, e.g. He can play chess) and possessions (apostrophe, e.g. jim's uniform).
Pronunciation •
= ies:
vowel + y =
plays
s:
empties, tidies
Answer -+ student page
pays
Choose the correct word .
+ s: checks, cleans, gets, makes, tells
consonant + y
at the station.
(1-4).
Exercise 8(C02 Track 4)
Exercise 7 student page
1
Answers + es: washes, watches
Grammar: Present Simple (1)
true (T) or false (F)?
Fire fighters in the US and the UK work 24 hours and then have 48 hours off. Fire fighter Jim Roberts tells us about his routine.
Reading •
4 Read the text again . Are the sentences
FIRE FIGHTER
Exercise 2
•
Read the text and check your guesses in Exercise 2.
A Day in the Life of a
Exercise 1 (C02 Track 2)
•
look at the photo. Guess the fire fighters' daily routine.
Reading
Warm-up •
-+ Picture Dictionary, page 125. look at the Key
Point out that the focus in Exercise 6 was on spelling and in Exercise 8 the focus is on pronunciation.
Answers 1 calls, cleans, empties, goes, pays, plays, studies, tells, tidies 2 checks, gets, makes 3 brushes, washes, watches
Risk
Practice Grammar: Present Simple (2) 11
Complete the table with
don't or doesn't.
Exercise 13 Answers
Negative l!You/We/They 1 He/She/It
12 Find
don't
have
breakfast.
watch
TV.
2 They don't have lunch at 12.30. They have lunch at 12 (o'clock). 3 Doug doesn't give first aid lessons to children. He visits schools and talks about fire safety. 4 The fire fighters don't have dinner at 18.30. They have dinner at 18.00/6 p.m.
more examples of negatives in the text.
Practice 13 Correct the sentences about the fire fighters. Example 1 jim doesn't arrive at the station at 8.00. He
arrives at 7.45. 1 Jim arrives at the station at 8.00.
S Doug doesn't watch TV. He plays chess. 6 They don't go to bed at 24.00. They go to bed at 23.00/11 p.m.
2 We have lunch at 12.30. 3 Doug gives first aid lessons to children. 4 The fire fighters have dinner at 18.30.
8 Pronunciation
Listen and repeat the verbs in Exercise 6. Put them in the correct group l,20r3.
1
/z/: arrives
2 lsI: works
3 IIz/: chooses
Practice 9
brush, do, get up (xl), go (x3), have (x2), watch , work
-------
have
lunch at school.
6 b) I brush my teeth and then ---#fL- to bed at 10.00. My sister ---ffE!!L- to bed at 10.30. 1 c) My mum ~ at 6.30. I ~ at 7.00. 3 d) At 8.15, we ---#fL- to school in our dad 's car. He works in the hospital. 2 e) At 7.30, we
14 look at the Sentence Builder. Write true and false sentences (affirmative and negative). You can use other verbs, times and days. Example
Complete the sentences with these verbs in the correct form .
4 a) We
5 Doug watches TV. 6 We go to bed at 24.00.
have
breakfast.
5 f) I ~ my homework and
10 Now order the
watch TV.
sentences (a-f). Start with c).
My parents don't go to the cinema on Mondays.
Sentence Builder get up
at 8 o'clock.
My parents play tennis/football
at weekends.
My friends
on Fridays.
do hom ework have dinner
My brother/ plays basketball sister My cousin
goes swimming
in the morning.
70% of emergency calls for fire fighters are not for fires.
•
Exercise 14
in the afternoon. in the evening.
•
goes to bed
Your Turn
Read the Sentence Builder with the class. Elicit two or three sentences from students before they write their own .
15 Work in pairs. Say your sentences. Your partner guesses true or false! Example
'--Fact or FictiOD?--\
Extra Ask students to suggest what Doug talks about when he visits schools, e.g. dangers in the kitchen, risks with candles and electrical things. Teach new vocabulary as necessary.
A: My brother goes to bed at one o'clock. B: False. A:
Your Turn Exercise 15 •
Answer on page 129.
If there is time, students can change partners and repeat the activity.
Fact or Fiction? •
Practice Exercise 9 Answers - student page
Grammar: Present Simple (2) Exercise 11 Answers _ student page
Extra Students write 3-4 sentences about their own family's routine and read them aloud to the class.
-+ TlMI OUT!
Page 108,
Exercise 7
Exercise 10 Answers - student page
Students think of emergency calls for fire fighters that are not for fires, e.g. road or train accidents, people or animals in difficult si tuations.
Exercise 12 •
Students find and read aloud more examples of negatives in the text: I don 't cook. Doug doesn't do this with me. This timetable doesn't include emergency calls.
Photocopiable activity 11, TTP, Page 53
35
50fet1J First
This Unit Short of time: set some of the exercises for homework (e.g. Exercises 4 and 7)
Warm-up 1
More time: do the extra activities
Work in pairs. Order the activities from very dangerous (S) to not dangerous (1).
a} horse riding b) working c) air travel d) car travel e) smoking f) crossing the street g} riding a motorbike h) playing sport
Background This lesson gives students some advice about using chatrooms on the Internet, mobile phones, fires in the home and skateboard safety.
Check your answers on page 129.
Reading and Listening 2
Read the magazine page. Match the letters (a-d) with the replies (1-4).
c6www.cha ll enges-e.t.com )
Warm-up Extra Revise the Present Simple (affirmative) by asking students to make sentences about fire fighters' routines, e.g. They check their equipment.
We do projects at school every month. This month, we've got a project about danger at home. Where do fires start at home? Do fires usually .start in people's bedrooms? Wayne (12) from Bristol.
Exercise 1 •
•
k·
I use the Internet at home every weekend ~ think chatrooms are great. I talk to other I s ms around the world . My mum says chatroo are dangerouS. Do you think they're dangerous?
When students have checked the answers, ask them which answers surprised them.
Janet (13) from Glasgow.
Use the statistics to revise how to say large numbers, e.g. six thousand four hundred and twenty-nine million, two point five millian.
,
Reading and Listening Exercise 2 •
Tell students not to worry about understanding every word in the texts at this stage, but to focus on gist so they can match the letters with the replies.
k'd "?
Yes, we do! Do you know the other ~ s . Maybe they are not kids! Please, don t give your address or phone number and don't meet an Internet 'friend'!
No, they don't. But some scientists think mobiles are bad for you. So don't phone your friends all the time - send text messages I
Exercise 3(CD2 Track 5)
Extra
•
Students work in pairs, reading aloud the matching letters and replies. Correct any serious pronunciation mistakes.
Students check their answers .
Answers Ic 2a 3d 4b •
•
After checking answers, explain any new words in the texts or encourage students to guess the meaning from the context. Ask students if they agree with the replies to the letters. Encourage students to add to the replies, e.g. Are some chat rooms safe? What other extras are good for the little boy with the skateboard?
Exercise 4 •
Students read aloud one or two of their sentences to the class and say whether they think their life is dangerous.
Risk 3
Listen and check your answers in Exercise 2.
4
Look at the Sentence Builder. Write true sentences about your life. Is your life dangerous?
8
Game Use the words in the box to write questions. You have got five minutes!
Example I use the Internet every day.
Sentence Builder
go
your teacher
do
your friend
Extra
day.
when
weekend.
the Internet
at the weekend
like
use
wee k. every month.
trave l by ca r/ bu s go skateboa rding
tennis
play
you
After the group activity, students work as a class and ask questions about students in other groups, e.g. (jan), does (Maria) play tennis at the weekend? (Yes, she does./No, she doesn 't.)
every day what sports
a mobile phone
exerc ise
year.
rid e a horse/a bike
where
a musical instrument
Grammar: Present Simple (3) 5
does
use t he Internet/a mobile
what
Exercise 9
what music
play sport cross th e street
Your Turn
Example Does your teacher play tennis at the weekend?
Exercise 10
• 3 questions: okay • 4-6 questions: good • 6+ questions: brilliant!
Complete the questions in the tables with do or does.
•
Yes/No Questions 1~
Does
2
I/you/we/they
know the other kids?
he/she/it
need a hel met?
Your Turn 9
Short Answers Yes, I/you/we/they do.
No, I/you/we/they don't.
Yes, he/she/it does.
No, he/she/it doesn't.
Wh-Questions Where 3~ What
4
does
I/you/we/they
start?
he/she/it
need?
:.
10 Work in
pairs. Ask and answer questions about your partner's daily life.
Example A: What time do you get up? B: I get up at seven o'dock.
Practice 6
Answers
Work in groups. Ask and answer questions from Exercise 8. Example A: Do you use the Internet every day? B: Yes, I do.
Match (1-5) with (a-e). get up (time?) Does he ~
a) start in people's bedrooms?
2 go to school (how?)
2 What do 3 Do fires
b) he need? c) really need a helmet?
4 do in the afternoon (what?)
4
e), \ a) What does !J) Do they d)
d) cause cancer?
5 get home (when?)
5
7
8 go to bed (what time?)
1 ~ you use a mobile phone every day? 2 ~ your friends play football every week?
does your friend do at the weekend? 5 Where does your mum work?
(--Fact or Fiction?--" r-,........ The UK record for a text message is 233 characters in 100 seconds! Answer on page 129.
" ,"MICU'r! Page 109, Exercise 8
Grammar: Present Simple (3) Exercise 5 Answers - student page
Exercise 8 •
Check students understand that the words and phrases in the box are in random order.
Example question forms
Practice Exercise 6 Answers _ student page
Exercise 7 Answers - student page
. . . TIM I aU.,! Page 108, Exercise 8
6 do in the evening (what?) 7 do your homework (when?)
Complete the questions with do or does.
3 What sport ~ you do?
2 How do you go to school? 3 What lessons do you like? 4 What do you do in the afternoon? 5 When do you get home? 6 What do you do in the evening? 7 When do you do (your) homework? 8 What time do you go to bed ?
3 lessons you like (what?)
e) you think?
4 What
Check question forms before students work in pairs.
1 Do you/Does your teacher (playa musica l instrument)? 2 Where do you/does your friend (go at the weekend)? 3 When do you/does your teacher (play tennis)? 4 What do you/does your friend (do at the weekend)? 5 What (music/sports) do you/does your teacher (like/play)?
Photocopiable activity 12, TTP, Page 54
The Amusement Pork
This Unit Short of time: set some of the exercises for homework (e.g. Your Challenge, Writing: A report) . More time: do the extra activities
Warm-up 1
Read the information about Alton Towers. Are the rides exciting?
Alton Towers Have a great day out at the UK's top amusement park. Our exciting attractions are water rides like Katanga Canyon, roller
Background
coasters like Nemesis, and a fantastic new ride
In this episode, the characters are at an amusement park (Alton Towers in Staffordshire). Alton Towers is one of the biggest such parks in Britain. It has different themed areas, with plenty of things for young people. For example, the 'X' sector is where most of the 'white knuckle' (scary) rides are.
called Oblivion with a vertical drop!
2 --.
Picture Dictionary, page 125. look at the Key Words and the photos (1-Z). Guess the people's feelings.
Key Words: Feelings" - < - - - - - - - - - - - - , bored, excited, happy, nervo us, relaxed , sca red, unhappy Exam ple
In photo 1 Alex is scared. In photo 2 she is relaxed.
Reading and Listening
Warm-up
3
Exercise 1 •
It's Saturday morning. Lucy, Alex, Rajiv and Tom are at Alton Towers.
Read the text with students. Explain or encourage them to guess the meaning of any new words. If students ask about the names of the rides, Katanga (or Shaba) is a province in Zaire in Africa, famous for its copper and tin mines; Nemesis /nem~sIs/ (Greek goddess ) suggests punishment; Oblil/ion suggests a state of unconsciousness or forgetting everything.
Alex: Okay, what do we want to do? Lucy: I want to go on the Katanga Canyon. I like water rides. Tom : Yeah. I love going on them. Alex: Mm, I don't mind them but they're not very exciting. Rajiv: Yes, they're boring. Wow! look at that. It's fantastic! Alex: What? What are you excited about? Rajiv: Over there. That's amazing. I want to go on that! Alex: Oblivion?! Lucy: I'm not sure. I don 't like heights. Alex: And you , Tom? You look nervous. Tom : Well, I hate heights! Rajiv: Oh , come on . It's great. Tom : Well,I .. . Rajiv: Don't be scared , Tom ! Tom : Oh, all right.
After the ride Alex: Are you okay, Raj? You don 't look very well.
Exercise 2(C02 Track 6) •
•
Rajiv: I'm fine. Tom : Do you want to go on it again?
Students check the meaning of the Key Words in the Picture Dictionary. Students can see if they agree about which Key Words describe people's feelings.
Read and listen to the dialogues. Check your guesses from Exercise Z.
Rajiv: No, I don't. Tom : You're scared! Rajiv: No, I'm not.
•
Reading and Listening
Ask if any students are afraid of heights, like Tom. Elicit advice for Tom, e.g. Look in front of you and don't look down. Think about happy things.
Exercise 5 •
Encourage students to use more expressions from this Module in their sentences, e.g. I (like) roller coasters/ rides with a vertical drop/skateboarding/ horse riding.
•
In turn, students read out two of their sentences to the class.
Exercise 3 (C02 Track 7) •
Students check their guesses.
Answers Before the ride: Lucy: nervous/unhappy Tom: nervous/unhappy Rajiv: excited After the ride: . I j - - - 1 Rajiv: unhappy/scared
Speaking Exercise 4 •
Encourage students to copy the speaker's intonation and stress patterns as they listen and repeat the Key Expressions.
Extra Students talk about amusement/theme parks in their own country. Do students like them? Where are they? What rides are exciting/boring?
Risk
Speaking 4
Look at the Key Expressions.
Your Challenge
Key Expressions: Preferences " I love goi ng on th em. I like water rid es. I don 't mind th em.
I don't like heights. I hate heights.
Speaking: A class survey
1
5
Sentence Builder
6
Elicit two or three example questions and answers before students do their surveys, e.g. A: What sports do you like? B: I love football and I like basketball.
•
Tell each pair to ask eight or nine students their five questions and to make a note of the answers.
Example
What sports do you like? 00 you like watching sport?
li ke
hate
•
Work in pairs. Choose one of these topics and think of five questions.
Look at the Sentence Builder. Write six sentences about amusement parks.
don't like love
Exercise 2
~ h e::.cig~h:.:ts:':'_ _ _ _ _ _- l
goin g on water rides.
• sport (sports/teams/players)
go in g to am use ment parks.
• music (styles/groups/singers)
don't mind
• cinema (films/actors/actresses)
Work in pairs. Talk about th ese things.
2
Exa mpl e . A: I hate Monday mornings. And you? B: I don't mind them.
Ask other students your questions. Write their answers .
Writing: A report
• ;Monday mornin gs • watching television • parties • danci ng • reading • doing homework • spo rt • mobile phones • schoo l
Writing: A report Exercise 1
•
Read the report with students. Point out the use of and and but in the sentences.
•
Students work in pairs, discussing the res ults of their survey.
•
Then students work individually, writing their report. Check students' writing and point out any language errors for them to correct.
FOR YOUR PORTFOLIO '--_ _ _--,
1
Use your answers to write a report about your class. Example
( l (
((i '(
t
(t 't ' ! ~
Report: Cla55 78 A 5pOrt 5Urve2
o
FOUr people in OUr cIM5 love football. 71,r ee p eople like if but fwo people hate football/
o
71,ree people love Plaifin3 . 5port and f Ne people /,ke plaifin:] if. O ne per 50n hate5 pla ifin3 it.
@
FNe people love watchin3 5port. Two people like ,'I but people don 't like watchin:!J
;;0
@ nCIU5ioi7j) FootbaJl, plaifin3 5pOrt and watchin3 5port are ve rif popular in OUr CIM 5.
•
Exercise 2 •
Students can see if they agree a bout which results are interesting/surprising.
.... 'IMI OU'r! Page 108, Exercise 9
2
Pass your reports around the class or read them out. What results are interesting?
TIM.OUTI Page 109, Exercise 9
Exercise 6 •
Elicit Speaker B's words when he/she agrees with Speaker A, e.g. A: I hate Monday mornings. And you? B: I hate them too.
Your Challenge Speaking: A class survey Exercise 1 •
Extra Revise the Present Simple third person singular affirmative and negative forms with the class. In turn, students tell the class two things about their partner, e.g. (Maria) doesn't like mobile phones. She loves parties.
Check that students understand what to do . Elicit one or two example
questions for the other topics (music, cinema). •
Pairs write their five questions. Check question forms and point out any errors fo r students to correct.
39
Stud1j Corner 3
Language Check
Language Check
Exercises 1-6 Answers - student page
1
4
Complete the definitions. A w !! 1.
t. t!. r. works in a restau rant or a bar.
16 17 18 19 20
1 f!. t flies aeropl anes. Ad f!..f t Q r. gives yo u medicin e.
2 Ap i
Feedback(co2 •
•
•
•
Track 8)
Students listen to the recording to check their answers. Check spelling where necessary by asking individuals to write the answers on the board. After checking answers to Exercise 5, students work in pairs, reading the dialogue aloud and changing parts. Students look at the table to see which sections in the Students' Book they need to look at again.
3 4 At .f.!!.f11 t!. r. works in a school. S A v .f. t. helps animals.
2
Complete the sentences with the verbs in the box.
~
go, have (x 2), get up, make'
•
5
I
Module 3 test, TTP, Page 73
works
(work) in a bank.
dIm 't have
(not have) lunch at school.
She
tlocsn 't pla,v
(not play) chess very well.
They
---J£- (go) home at five o'clock.
tlocsn 't like
He
(not like) football.
Complete the dialogue.
B: Yes, I do.
8 I
make
A: 22
my bed .
A: 23
9 I have breakfast at 7.30. 10 I ~ to bed at 10.30.
3
what
do you play?
B: I play foot ball.
Does
B: No, he 24
your brother play football?
tloesn't .
A: What sport does he 2S---!!k:t-?
B: He plays basketball.
Describe the feelings of the people.
Grammar
6
Give students time in class or at home to do the exercises on page 36 of the Workbook.
If necessary, revise the pronunciation of the alphabet in English with students. During the pair activity, make a note of any serious pronunciation or spelling difficulties and go over these with the class afterwards.
My dad We
A: 21 ~ you do sport?
6 I ~ at seven o'clock. 7 I have a shower.
0
/ 10
Write about the things Emily doesn 't like, doesn 't mind , hates, likes, or loves.
26 She
lovcs
swimmi ng.
27 She
likes
dancing.
~
~ riding ~
28 She tlocsn'tmintl horse 13 11 riP
Study heLp: Classroom Language 1 •
Complete the sentences with the verbs in the Present Simple.
fl J.
maths. ~ football. ~
29 She tlocsn 't like
30 She hates
Key Expressions Voca bul ary
0
0 /5
/ 15
Feedback
Study help: Classroom Language 1
• listen and check your answers to the Language Check. Write down your scores.
Ask questions in English. Example:
• Look at the table below. Then do the Revision exercises on page 36 of the Workbook. Wrong answers:
1-5
Look again at: Get Ready - Key ~
6-10
Unit 7 - Key Wor_d s_ _
11-15
Unit 9 - Key Words
16-20
Unit 7 - Gramma_r _ __
21-25
Unit 8 - Grammar
26-30
Unit 9 - Key Expressions
A: How do you pronounce 'scientist? B: Scientist. A: How do you spell it? B: S-C- #-E-N-T-#-5-T. • Work in pairs. Ask and answer questions about the spelling and pronunciation of words from Modules 1-3.
Extra Students close their books. Write jumbled words on the board for students to sort into place names: 10 Z 0 (zoo) 2 A K R P (park) 3 M U U M S E (museum) 4 SOC I D (disco) 5 P 0 S H (shop) 6 N A MEl C (cinema)
Exercise 2 - Tapescript One A: It's beautiful.
B: Yes, it's got fantastic eyes.
A: And really strong legs. B: Yes, I wouldn't like to meet that in the jungle.
A: No way. B: Hey, it's nearly five o'clock. The dolphin show starts at half past.
A: Okay, let's go. Two A: So what do you want to see? B: I don 't know. A: What about Screen 3? B: No .. . I don 't like Orlando Bloom. A: Oh, I think he's lovely. What about Screen 6? B: Drawla? No, I don't like horror films ... Maybe a comedy? A: Screen 4 . .. Eddie Murphy. He's funny. B: No, I hate Eddie Murphy ... maybe we ... Three A: Come on. B: No, I can 't do this. A: Yes, you can . Here, hold my hand. B: It's okay for you, you go to classes. A: Come on. Okay?
Exercise 2 (C02
Gel Ready Exercise 1 (C02 •
Tapescript Track 9)
Check that students understand the meaning of new words in the Module objectives, e.g. survey, give directions.
•
Students check the meaning of the Key Words in the Picture Dictionary.
•
Point out that the main stress falls on the first word in the 2-word phrases in the Key Words, e.g. amusement park. Answers a bowling alley b shopping centre c water park
Track 10)
end of notes
Answers 1 zoo 2 cinema 3 ice rink
Exercise 3 •
Read the four questions with the class, eliciting one or two answers for each question. Students then work in pairs.
•
After the pair activity, each student reports their partner's answers to questions 3 and 4 to the class. Check that students use the correct third person singular verb forms in their sentences, e.g. His/Her favourite places are ... / He/She hates ...
B: Well, yeah, yeah, it's quite easy really ... ah! A: Are you okay? B: Yeah, I'm okay. Wow, this ice is cold . Can we stop for a moment?
Free Time
This Unit Short of time: set some of the exercises for homework (e.g. Exercises 3 and 5)
Warm-up 1
What do you do in your free time? Tell the class. Example I read and play computer games.
More time: do the extra activities
Background
Reading and Listening
The figures in the text are taken from a report by Glasgow University. Solihull and Dudley are towns near Birmingham.
2
listen and complete the text with the verbs in the box.
I do,il&, play, read , spend, think, want , watch I
Warm-up Extra
30% of .14-year-aids '--!P'-to the cinema, a disco or a concert every week. And 40% 2 5;JCfU{ their free time in the street but their favourite place is the shopping centre. 91 % of girls and 78% of boys go there once a week!
Start the lesson by revising vocabulary from page 4l. Write two lists of words on the board for students to match: a) alley 1 water b) bar 2 shopping 3 bowling c) park d) cafe 4 swimming e) rink 5 Internet f) pool 6 ice g) centre 7 snack (Answers lc 2g 3a 4f 5d
6e
Reading is popular. Young people often 3 rea,;{ books, newspapers or magazines. Computer games are popular with boys. 71 % of boys play them , but only 14% of girls play computer games. They are
The report shows that young people 4 watch about twenty hours of television a week. 'I always watch TV in the evening: says Julie from Solihull. 'I never do sport.' 'I .sometimes s--l!kx.- basketball with my friends after school, but I usually go home and 6 ,;((J my homework: says Bria~ Dudley. 'I never go to a sports centre: Young people don't 7 think sports centres are 'c~es. They 8 want different activities - dancing or skating - but sports centres don't often offer these.
7b)
Exercise 1 •
often about sport, but teenagers hardly ever do real sport.
If necessary, teach new vocabulary students need to talk about their free time activities.
Reading and Listening
2 3
Exercise 2(C02 Track 11) Answers
-+
4 5 6
student page
What is the favourite place for 14-year-olds? What do they read? What are popular topics for computer games? What does Julie do in th e evenings? What sport does Brian play? What new activities do young peopl e want?
Extra Give students practice in saying percentages. Ask them to look at the report and find and read aloud sentences with percentages in them.
Grammar: Adverbs (1)
Practice
Exercise 4
Exercise 5
•
•
Exercise 3 Answers 1 the shopping centre 2 books, newspapers or magazines 3 sport 4 watches television S basketball 6 dancing or skating
•
When checking answers, point out the position of the adverb before the main verb in the sentence, e.g. I always watch . (The position of adverbs with the verb to be is introduced in the Sentence Builder in Exercise 8.) Draw students' attention to the percentage related to each adverb. Check students' comprehension by asking them to translate the sentences into their Ll.
Answers
-+
student page
Do one or two sentences with the class before students complete the exercise, working individually.
Answers 1 My friend always arrives late. 2 I sometimes play computer games. 3 I usually go out with my friends on Saturdays. 4 My parents often go to the cinema. S My friends hardly ever phone me. 6 I never tidy my room.
Oul and AbDUl 8
Grammar: Adverbs (1) 4
Complete these sentences from the text .
look at the Sentence Builder.
Exercise 7
Sentence Builder We
always watch TV at home.
Co mputer games often
have to pi cs li ke ...
Th e TV
always on at home.
is
Co mpu ter ga mes are
9
•
often about spo rt.
Now use the words in the boxes and adverbs of frequency to write sentences.
After the pair activity, each student tells the class two things about their partner, e.g. (Maria) sometimes goes to the sports centre. She often plays computer games.
Exercise 8
Practice
Exa mple
5
My friends never listen to classical music. My teachers are usually very helpful.
•
Read the sentences with the students. Point out that the adverb comes after the verb to be.
climb trees.
•
Ask students to look back at the report in Exercise 2 and find a sentence with the verb to be and an adverb, e.g. They are often about sport.
2
3 4 5 6
Use the words to make sentences. Are th e sentences t rue (T) or fal se (F) for you?
0 0 0 0 0 0
arrives / always / my friend / late so metimes / co mputer games / I / play usually / with my fri ends / I / on Saturdays / go out
sing rap. read comics.
go / often / to the cinema / my pa rents my fri ends / me / hard ly ever / ph one I / tidy / neve r / my room
Your Turn 6
Think about your answers for this questionnaire. Then look at your score on page 129.
Are You An
1
AC'!'I!)
Exercise 9
Person?
Read the words next to the illustrations with students. Elicit two or three example sentences.
•
Tell students to write 8-10 sentences.
tI'.tI
a) never b) hardly ever c) sometimes d) often
are are are are are
2 How often do you playa sport with your friends? a) never b) hardly ever c) sometimes d) often
very tidy. nervous. very helpful. interested in sport. very tall.
a) often b) sometimes c) hardly ever d) never
10 Work
in pairs or groups. Read your sentences. Do you agree?
a) often b) sometimes c) hardly ever d) never
Exa mple A: Cats are often very nervous.
a) often b) sometimes c) hardly ever d) never
B:
6 How often do you play computer games? a) often
b) sometimes c) hardly ever d) never
11
Work in pairs. Compare your answers.
\r~
That's not true.
Exercise 11
Exa mpl e
•
Students work individually, writing one or two silly sentences using words from Exercise 9 .
•
In turn, students tell the class one of their sentences. The class can see how many different sentences they have made.
I never go to a sports centre. And you? ..... "MIOU'! Page 110, Exercise 10
•
Students say which sentences are true and which are fa lse for them. Ask students to change their fa lse sentences into true sentences, e.g. My parents hardly ever go to the cinema.
Your Turn Exercise 6 •
•
Check that students know how to respond if they agree with their partner, (e .g. That's true. ) or if they are not sure (e .g. I don 't know. Perhaps it's true.) .
Make silly se ntences. Tell th e class.
My parents often climb trees.
Exam pl e
Give students time to read and answer the questionnaire and look at their scores. As a class, students discuss whether they agree with the opinions in the Answers. (For example, a student who scored less than 10 may have answered a) or b) to Questions 1 and 2 but may love exercise such as walking or cycling.)
,
Exercise 10 •
4 How often do you go to the cinema?
7
•
....... TlMI OU'T! Page 109, Exercise 10 Photocopiable activity 13, TTP, Page 55
43
millennium Point
This Unit Short of time: set some of the exercises for homework (e.g. Exercises 3, 6 and 8)
Warm-up 1
M ore time: do the extra activities
Background
In the Millennium Point building. you can visit
Millennium Point was built for the millennium celebrations of 2000 with money from the National Lottery. It is a large science museum and exhibition centre.
The Thinktank • A unique experience in science and technology. Four floors of spectacular displays and interactive activities. • Find out about the human body. Touch realistic models. • Visit the past, present and future worlds of science and technology. You can get in old cars and steam trains and talk to our robot eMo .
Birmingham, (pop. 966,000) in the industrial Midlands, is England's second largest city after London. It is a multicultural city with a large population from the Indian sub-continent and the Caribbean.
The Hub
Warm-up Exercise •
Look at the photos and read the information. What display is interesting?
1«(02 Track 12)
•
This is the main entrance hall. Sit down and relax or look at a free exhibition.
•
Buy a souvenir from our fantastic shop.
Before reading the text, students look at the photos and guess w hich displays they are from.
The Imax Cinema •
Exercise 2 •
Read the sentences in the Word Builder with the class, then look at the information in Exercise 1 and poip.t out similar phrases, e.g. get in (old cars), talk to (our robot), sit down.
•
Put on special glasses and watch 3D films. The screen is really big 16m x 23m!
Put on special glasses.
3
Now complete the sentences with these verbs from the text.
Put 011 your glasses. 2 Use the dictionary and (il1ti out the meaning of this word . 3 Pl ease, ~ th e car now. Look at the photos and match them with the sentences. 5 Sit tiOWI1 at your desk and finish your homework. 6 (an I talk to you about th e project?
4
Exercise 3 A nswers - student page
Reading and Listening Exercise •
4«(02 Track 13)
Give students time to read the four sentences before they read and listen to the conversation.
Answers _ student page •
Explain or encourage students to guess the meaning of any new words .
Grammar: there is/there are
Practice
with some and any
Exercise 6
Exercise 5
Answers - student page
Answers - student page •
•
Check students understand that we use some in affirmative statements and any in negative statements and q uestions. Ask students to look again at the dialogue in Exercise 4 to find and read aloud more sentences containing some or any.
Exercise 7 (CO2
Track 14)
Tapescript - end of notes •
Give students time to read th ro ugh the list of places before they listen to the recording.
Answers - student page Extra
44
Write q uestions on the board for stu dents to answer as they listen to the recording
Oul and Aboul Reading and Listening
Practice
4
6
2 3 4
Read and listen to the conversation about the Thinktank at Millennium Point. Are these sentences true (T) or false (F)?
[£J [IJ [IJ [£J
Complete the sentences about Millennium Point with is, isn't, some or any.
Exercise 7 - Tapescript are,
There ~ fantastic displays. there a coffee bar?
It's got five floors.
2 _ 1._5 _
It hasn't got a zoo. It has got real cars and trains.
3 There aren't ~ animals.
It's got a play area for children.
4 ~ there ~ computer games? 5 There __ is_ a talking robot!
A: Good morning, Birmingham tourist information. Can I help you?
6 There are 8 There
some
free exhibitions.
isn't a play area for children.
7 There
B: Yes, please. I'd like some information about the Thinktank at Millennium Point.
_
15 _' _
a cinema with a big screen.
A: Well. There are four floors of displays and activities.
7
B: What activities are there? A: Well, there's a fantastic area about the human body - that's very popular.
B: Okay. My son is into trains. Is there a transport exhibition? A: Yes, there is. There are some interesting examples of all types of transport, with some real trains and cars. B: Great. One more question. Is there a play area? A: No, there isn 't a play area for young children. B: Well , thanks for your help. A: You're welcome.
00 amusement park 00 ice rink 00 youth clubs !Zl cinemas 1ZI park !Zl shops !Zl sports centre o snack bars 00 bowling alley
B: No, there isn't a bowling alley or ice rink, not near here.
8
Now write sentences about the places in Exercise 7. Example
There's a fantastic area about the human body. There are 1 some displays about animals.
9
Pair work Find out what places are in your partner's area.
Negative
~
Student A, page 105.
There isn't a play area.
~
Student B, page 106.
There aren't 2~ real animals.
Yes!No Questions
Short Answers
I- -Fact Dr Fictiou?- -
Is there a transport exhibition?
Yes, there is. No, there isn't.
Are there 3~ animals in the centre?
Yes, there are. No, there aren't.
The robot eMo reacts to visitors and shows happiness, sadness, anger or surprise. Answerotl page 129
WIt- QuestIons What activities are there?
Answers
A: Right, so there are cinemas and shops. Is there a sports centre?
A: Are there any other places for sport ... a bowling alley or an ice rink?
There isn't an amusement park.
There are some cinemas. There are some shops. There is a sports centre. There isn't a bowling alley. There isn't an ice rink. There aren't any youth clubs. There is a park. There are some snack bars.
B: Yeah, the ABC cinemas are in the shopping centre.
What places are there in your area? Put a tick (.r ) or cross (X) m each box.
Affirmative
Exercise 8
A: Are there any cinemas?
B: Yea h, there 's a big sports centre next to the shopping centre. But I don 't go there.
Look at the dialogue again and complete the table with some or any.
again: 1 Does the boy go to the sports centre? (No, he doesn't.) 2 Where's the park? (In front of the boy's house.) 3 Where does the boy go with his friends at the weekend? (They go to the shopping centre and snack bars for a burger or pizza and chips. They sometimes go to the cinema.)
B: Amusement park? No, there isn 't.
A: Are there a ny youth cI u bs, you know, and places for young people to go? B: No, we haven 't got a youth club round here.
Grammar: there is/there are with some and any 5
B: Okay. A: Is there an amusement park near you?
Survey: Please answer these questi ons.
B: Are there any animals in the centre? A: No, there aren't any real animals but there are some displays about animals and the environment.
Listen to a survey. Put ticks (.r) or crosses (X) in the boxes.
A: Excuse me? Can I ask you some questions about your area?
A: And a park? B: Oh, yeah , there's a big park in front of my house. A: And where do you go with your friends at the weekend? B: Well, we go to the shopping centre ... and snack bars, you know, for a burger or pizza and chips. And sometimes we go to the cinema. A: Okay, that's all. Thanks very much . B: No problem !
Fact or Fiction? •
Students look again at the picture of the eMo (emotional) robot on page 44. Ask students: Is the robot happy, sad, angry or surprised? (Answer: happy.)
•
Encourage students to guess what changes (e.g. the robot's mouth/eyes/ colour) for the other emotions.
Exercise 9 •
Read the example question and answer on pages 105-106 with the class. Check that students understand how to write the missing places on their grid.
•
After the pair activity, students check their answers by comparing their completed grids.
Extra Students think abo ut some good places they know and then tell the class, e.g. There are some fantastic shops in .. . / There's a great zoo in ...
..... 'IMS CU'! Page 109, Exercise 11 Photocopiable activity 14, TTP, Page 56
,
This Unit
2
Exa mpl e
Reading and Listening 3
Read and listen to the dialogue. Are the sentences true (T) or false (F)?
[£] They are at
th e railway station .
2 [[] Lucy has got a new skirt. 3
[£] Tom
is late.
4 [[] They want to go to Mill ennium Point. S [[] A man gives them directi ons.
The group meet at the Bullring shopping centre for a day out in Birmingham. Alex: lucy: Tom: Alex: lucy: Alex: lucy: Alex: Girl: Lucy: Alex: Man:
Alex: Man :
Look at the key to the symbols on the map with students. Ask students which of the symbo ls they have seen on maps of cities in their country.
Check that students find the two rail way stations on the map (N ew Street is the main one).
Work in pairs. Find examples of the places on the map.
There is a railway statian in square A4.
Exercise 2
•
Alex: Man:
What have yo u got th ere? A new ski rt. Rajiv's late aga in. Yeah , he's on his mobile. Anyway, do you know th e way? Not really. Ask that gi rl. Excuse me, ... Sorry, I'm in a hurry! Ask him . Can you tell me how to get to Millennium Point, pl ease? Yeah , sure. .!i2....2l!1... th e Bullring, ~ the church into Edgbaston Street and 1.YIn...lcl1 down this street. Park Street? That's right. Go down Park Street, cross Fazeley Street then turn right into Albert Street. ~ two ca r parks and Mill ennium Point is on the left. On the left? Yes, you can't miss it. It's on the corner of Grosvenor Street.
Reading and Listening
Exercise
Exercise 3 (C02
•
•
Track 16)
Give students time to read thro ugh the sentences (1-5) before they listen to the recording.
Answers - student page
46
)< ~:.are
bank, car park, church , hospital , hotel, police station, post office, railway station, tourist information
Students check the meaning of the Key Words in the Picture Dictionary. Check pronunciation and spelling of words that are similar in students' L1 an d in English.
Elicit one or two more sentences from the class before students work in pairs.
Ollie.
Key Words: Places .' - - - - - - - - - - - ,
1(C02 Track 15)
•
Post
Picture Dictionary, page 126. look at the Key Words. What words are similar in your language?
Warm-up
•
~ ~:::n
1 .....
Last weekend the group were at an amu sement park. This wee kend they meet at the Bullring, Birmingham's centra l shopping area . The Bullring was completely redesigned and modernised at the start of the century. It combines modern and futuristic buildings with traditional shopping streets. The characters go to M illennium Point, a modern science museum. They ask a passer-by for directions and then go into the centre.
•
-.- Station
Warm-up
Background
•
P.!!II Railway
II Bonk
Short of time: set some of the exercises for homework (e.g. Your Challenge, Exercise 3) and shorten the discussion in Exercises 1 and 2 More time: do the extra activities
Exercise
o ./
Going Out
4(C02 Track 17)
Students check the meaning of the Key Words in the Picture Dictionary.
Answers - student page Extra Ask students to look again at the last section of the dialogue in Exercise 3 (starting with Alex: Can you tell me how to get to Millennium Point, please?). In pairs, students practise reading this section aloud, taking turns to change parts.
Oul and Aboul
Your Challenge
4 ~ Picture Dictionary, page 127. look at the underlined Key Words in Exercise 3. Draw the group's route on the map.
~ Key Words: Directions "-
Your Challenge
Writing: A note with directions
cross, go down , go out of, go past, on the corner, on the left/right, opposite, turn right/left
Writing: A not e with directions
1 look at the Sentence Builder.
Speaking
Sentence Builder
5 Read the Key Expressions. Then work in pairs. Practise the dialogue, but change the places. Key Expressions: Asking for and giving directions '" Ca n you tell me how to get to the post offi ce, please? The rai lway station? Thanks very much.
Yes, sure. Go down this street and it's opposite the railway station. Yes. You can't miss it. You're we lcome.
2
and then.
directions from the Bullring to another place on the map. Does he/she arrive at the correct place?
Answers 1 First 2 then/and then 3 Then 4 then/and then :.
Exercise 3 •
Revise vocabulary of places in a school, e.g. library, science laboratory, staff room, cafeteria, playground ; toilets, gym, art/music/computer room .
•
Check students' notes. Point out any errors for them to correct.
furl1 lerl-.4-0 ~II laAe. "''I /'otlse is I1t1mber ,20-. Y011 C4J1'Imiss if!
See 'fOti Ff'l~. Tom.
FOR YOUR PORTFOLIO '--_ _--.
3
Explain that the linking words in the Sentence Builder can be used when giving spoken or written directions, but they are especially useful when writing directions.
Exercise 2
IIi R~iV. lIere are dire.cliOAs flo ""'I /'otls!!. 1_ . 8~t/,e H' btls from '1otlr scl,oo I flo t/,e ?ctl' II