english id 1 teacher book

PAUL SELIGSON CAMILA ABREU English TEACHER’S BOOK T 001-003-Iniciais-TB-TNC1.indd English ID TCH 21x29.3 Int.indd 11 4/10/13 9:46 9:58 AM 58 St Aldates Oxford OX1 1ST United Kingdom Printed in Mexico ISBN: 978-607-06-0775-2 First edition: April 2013 © Richmond Publishing / Santillana Educación S.L All rights reserved No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission in writing from the Publisher Richmond publications may contain links to third party websites We have no control over the content of these websites, which may change frequently, and we are not responsible for the content or the way it may be used with our materials Teachers and students are advised to exercise discretion when accessing the links © Santillana Educación, S.L 2013 D.R.© Richmond Publishing, S.A de C.V 2013 Av Río Mixcoac No 274, Col Acacias, Del Benito Juárez, C.P 03240, México, D.F Publisher: Paul Berry We would like to thank the following reviewers for their valuable feedback, which Editorial Manager: Sandra Possas has made English ID possible: Adriana Rupp, Ana Beatriz Medeiros de Souza, Brian Content Development: Paul Seligson Lawrence Kilkenny, Clara Haddad, Denise Almeida, Deyvis Sánchez, Diva Maria Project Manager: Eduardo Trindade Editor: Cristina Cesar Assistant Editors: Nathália Horvath, Sandra Romani Abalada Ghetti, Elisa Borges, Elisabeth Blom, Frank Lício Couto, Henrick Oprea, Isabela de Freitas Villas Boas, José David Ramos Solano, José Olavo Amorin, Juliana Tavares, Kathleen M Johnson Scholl, Kátia Andréa da Silva Falcomer, Lilian Leventhal, Louise Potter, Luzia Colferai Araujo, Lycia Lourenỗo Lacerda, Art Coordinator: Christiane Borin Maria Cecília Pérez Gamboa, Maria Luiza Guimarães Carmo, Maria Rute Leal, Mauro Art Editor: Fabiane Eugenio Vieira, Pamela Vittorio, René F Valdívia, Ronaldo Mangueira Lima Junior, Silvana Project and Cover Design: Raquel Buim Sanini, Sueli Monteiro, Suzy Teixeira de Almeida, Thais Musa Layout: Amanda Savoini, Rafael Gentile, Talita Guedes Paul Seligson would like to express his incalculable gratitude to all his family, Digital Content: Jemma Hillyer, Luke Baxter friends, fellow teachers, ex-students, co-authors and the entire Richmond team, Proofreaders: Alexandre Gomes Camarú, Érica Alvim, without whom ID could never have happened Juliana Sant’Ana Cavalcanti de Queiroz, Kandy Sgarbi The Publisher has made every effort to trace the owner of copyright de Almeida Saraiva, Katia Gouveia Vitale, Rafael material; however, the Publisher will correct any involuntary omission at the Gustavo Spigel, Raura Monique Ikeda, Roberta Moratto earliest opportunity Risther, Thais Giammarco, Vivian Cristina de Souza This book was printed in: By: 001-003-Iniciais-TB-TNC1.indd English ID TCH 21x29.3 Int.indd 22 4/4/13 9:09 4/10/13 9:58 AM 001-003-Inic 4/13 9:09 AM Contents Language Map Introduction Features Presentation 17 Unit 25 Unit 38 Review 49 Unit 52 Unit 62 Review 76 Unit 78 Review 91 Unit 92 Review 104 Unit 106 Unit 119 Review Unit 132 134 Unit 10 144 44 Review 157 Writing 159 ID Café 162 001-003-Iniciais-TB-TNC1.indd English ID TCH 21x29.3 Int.indd 33 9:46 AM 4/10/13 9:58 ID Language Map Question Syllabus 1.1 ³ ³ Are you an excellent actor? ³ ³ ³ ³ ³ ³ How you spell your last name? Are these your glasses? 1.4 1.5 2.1 ³ Audio / Video / Pron Verb Be – Present ³ Subject Pronouns – I, you, he, she, it ³ Adjectives (opinion) The alphabet ³ Numbers 11-100 Personal objects (singular & plural) ³ ³ Colors Adjectives (opposites) ³ More adjectives ³ ³ What’s your full name? ³ How are you? ³ ³ When you get up? ³ ³ ³ What you in the mornings? ³ ³ ³ Do you use your cell phone a lot? ³ ³ 2.3 2.5 Countries & nationalities ³ A / an Position of adjectives Verb Be – Wh questions Demonstrative Pronouns ³ ³ ³ The Alphabet First name / last name Making a hotel reservation Possessive Adjectives ³ 2.2 2.4 Grammar Are you American? 1.2 1.3 Vocabulary ³ ³ Who you live with? ³ ³ ID Café – An Excellent Reunion ³ Numbers / Flight times Greetings Go (to) + places in town Days of the week Morning routine Time phrases ³ At / on (time) ³ Present Simple ³ Present Simple Family members Cell phone uses Who, Where, What ³ ³ ³ How old are you? ³ How old ? How often ? ³ How you celebrate your birthday? ³ Birthday activities ³ What’s the weather like? ³ Weather & temperature ³ Are you busy at the moment? ³ ³ Question intonation / Silent E Talking about some photos Frequency Adverbs ³ ID Café – The Critic ³ Weather report ³ Ad Review – p 26 3.1 3.2 ³ ³ What are you doing? 3.3 3.4 ³ ³ ³ What are you doing tomorrow night? ³ ³ ³ Why are you learning English? ³ Months & seasons Daily actions Everyday activities Occupations Weather Future time phrases Need / want / have to ³ It’s raining vs It’s rainy ³ Present Continuous ³ Present Simple vs Present Continuous ³ Present Continuous for future ³ ³ 3.5 4.1 4.2 4.3 4.4 4.5 ³ Are you thirsty? ³ Adjectives (feelings) ³ Do you like tennis? ³ Sports ³ Can you drive a tractor? ³ ³ What are you wearing? ³ Obligation Prepositions to, for ³ Informal English ³ ID Café – Storm Tracker Abilities ³ Can ³ Job interview ³ Clothes & accessories ³ Can ³ Obama’s speech Is your closet organized? ³ More clothes & accessories ³ Possessive Pronouns ³ An interview ³ Do you like salons? ³ Spa facilities ³ What shoe size are you? ³ Clothes sizes ³ Punctuation ³ ID Café – Whose Action Hero? / Short Answers Review – p 48 5.1 5.2 5.3 5.4 ³ Is there a mall on your street? ³ ³ Do you like watching TV? ³ ³ ³ What you like doing on vacation? ³ ³ ³ Do you have a cat? ³ ³ ³ What’s a staycation? ³ Do you live near here? ³ Public places ³ Free time activities Adjectives (describing places) ³ ³ There + Be (Present) Love / like / not mind / hate + verb + -ing Too / either vs also Household chores Vacation / free time activities Types of vacation Instructions ³ ³ ³ ³ Imperatives Object Pronouns Sentence stress Ad for a show ³ Phone message ³ ID Café – Miss GPS Word formation 5.5 Review – p 60 English ID TCH 21x29.3 Int.indd 4/10/13 9:58 AM Speaking & Skills Reading / Writing Introducing yourself & greetings ³ Asking & answering about nationalities ³ ³ Common Mistakes Box ³ Giving opinions ³ Verb Be – word order to form questions Word order – Adjectives R Box & World of English ³ ³ ³ ³ ³ ³ ³ Spelling your name Asking for & giving personal information Talking about possessions Describing an object ³ Completing a form ³ Meeting people & social interaction ³ ³ ³ ³ ³ ³ Talking about how people use cell phones ³ A / an The most common letters in English ³ This vs these ³ Your vs Her vs His ³ Prepositions ³ On / at ³ 3rd person S ³ Then = After that ³ False cognates ³ Syllable stress ³ Question intonation / Silent E Personal information: form Describing routine Telling the time Talking about morning routine Sleeping habits Suffixes for nationalities The World Sleeps: fact box How your friends and relatives use their cell phones?: magazine ³ Writing p 148 ³ ³ Talking about family members ³ An Informal Profile ³ Auxiliary verbs – Do / Does ³ Processing personal information ³ Ginny Lomond: interview ³ Saying the age ³ Expressions for celebrating ³ Prepositions ³ Talking about the weather Review – p 26 ³ Talk about the weather ³ ³ ³ ³ Talking about seasons & months Describing what’s happening ³ Asking & answering about occupation Contrasting what people are doing to what they usually ³ Talking about future arrangements ³ ³ ³ Four seasons or two? Encyclopedia Subject + verb Be / months (Capital letter) ³ Present Continuous ³ Storm Chasers: TV guide ³ ³ ³ Analyzing your English ³ ³ ³ Making offers ³ Why are you learning English? A Language Profile Writing p 149 ³ ³ ³ ³ Talking about sports / the Olympics ³ ³ Phone phrases ³ Questions for occupations Present Continuous for future Prepositions Prepositions Prepositions Making offers Definite article ³ ³ ³ Talking about abilities ³ Ten Keys to Success: website ³ Sequence of adverbs ³ ³ ³ ³ ³ Talking about other people’s abilities Describing what people are wearing Talking about how people organize / share their closets ³ Reading for details ³ Shopping for clothes ³ ³ Is it impossible for two people to share closet space? Special letters: S & Y It’s raining now vs It's usually rainy ³ Clothes (wear / countability) ³ ³ Possessive Whose ³ ³ All Yours!: ad Pronunciation of the American English vs British English More abilities Suffixes -tion / -sion Some words have more than one meaning – Can Same sounds vs Different meanings Mine / Whose ³ Suffixes -ist / -ique ³ Sizes of clothes Review – p 48 ³ Talking about public facilities ³ A City Brochure ³ ³ ³ ³ ³ ³ ³ ³ Describing a neighborhood / town Talking about free-time activities ³ ³ Come to Markville!: brochure Writing p 150 ³ Bookstore vs library There be vs have ³ Understanding instructions ³ Asking for / giving directions ³ ³ Yoga Rica! & Oceans of Peace!: tourist brochure ³ ³ Cognates – easy words to be recognized Similar grammar items – ex, superlative ³ Different uses of like ³ New words in English ³ Use mime and gesture to express yourself Enjoy + verb + ing Object pronouns: him / her Vacations for less!: information leaflet ³ ³ Like / hate / not mind / + verb + -ing Saying what you like doing Comparing free time activities tastes Leaving a message for a house-sitter Expressing preferences about vacations ³ Embedded questions Review – p 60 English ID TCH 21x29.3 Int.indd 4/10/13 9:58 AM ID Language Map Question Syllabus 6.1 ³ 6.2 ³ 6.3 ³ 6.4 ³ 6.5 Do you live in an apartment? Vocabulary ³ ³ Where were you last night? ³ ³ How was your last New Year’s Eve? ³ ³ Were there trams in your city? ³ Grammar Rooms in a house Furniture ³ Party items Past time expressions Celebrations Saying years ³ ³ ³ Recycle places in town ³ ³ ³ Do you enjoy the Oscars? ³ Special events ³ How about a BBQ on Sunday? ³ Types of parties Audio / Video / Pron There + Be (Past) Verb Be (Past) Recycle past forms of Be Prepositions of place Prepositions of place There Be (Present vs Past) ³ Description of a house ³ ID Café – House Rules Review – p 72 ³ When did you start school? ³ Biography ³ Past Simple ³ What did you last weekend? ³ Recycle saying years ³ Past Simple ³ Where did you go last vacation? ³ Dates & ordinal numbers ³ 7.1 7.2 7.3 ³ ³ When you listen to music? 7.4 7.5 Recycle routine verbs Sounding impressed ³ Music ³ ³ 8.1 ³ Can I use your phone? ³ Could you help me, please? ³ Past Simple Prepositions Subject vs Object Questions ³ An interview about a bad travel experience ³ Elision did_you ³ What rapper Jay-Z did yesterday ³ ID Café – The Favor Phone phrases ³ ³ What you have in your fridge? ³ Food & drink ³ Are you on a diet at the moment? ³ Portions of food ³ How often you eat chocolate? ³ 8.2 8.3 8.4 irregular ³ ³ regular ³ ³ How much meat you eat? ³ ³ Are you hungry? ³ What would you like for lunch? ³ A couple talking about what they have in their fridge Countable vs Uncountable Nouns ³ Quantifiers (some / any) ³ Nutrition facts Large numbers ³ Recycle nutrition facts ³ ³ ³ Can / Could Will (unplanned responses) Alliteration Quantifiers “a lot of ”, “a few” & “a little” How much vs How many Recycle Quantifiers ³ Make vs Do ³ I like vs I’d like ³ ³ A dialog about nutritional values How much you know about what you eat? 8.5 ³ ID Café – Party Planners ³ Occupations Review – p 94 ³ 9.1 How did you get here today? ³ ³ Means of transportation What you do? / Jobs ³ ³ How / did you get to…? Suffixes for jobs ³ What’s your occupation? ³ More jobs ³ Wh questions about jobs ³ An unusual commute 9.3 ³ Where are you going to be in 2022? ³ Future plans ³ (Be) Going to ³ A couple talking about their future 9.4 ³ What are you going to next year? ³ Life changes ³ ³ Four phone messages ³ Would you like to be a nurse? ³ Jobs of the future ³ ³ Do you mind if I borrow your pen? ³ Borrow / lend ³ ID Café – The Sky’s the Limit ³ Do you look like your mom? ³ 9.2 Going to vs Present Continuous for plans Comparatives 9.5 10 10.1 Are you like your dad? The body & face ³ Adjectives (appearance) ³ Comparatives ³ Description of twin sisters Personality adjectives ³ Superlatives ³ Which type are you? ³ Geographical features ³ ³ Comparatives & Superlatives What’s your blood type? ³ More parts of the body Is your English better than a year ago? ³ Adjectives ³ ID Café 10 – Geminis ³ 10.3 ³ What’s the prettiest city you know? ³ ³ What’s the best place in the world? ³ ³ ³ 10.4 10.5 Science class about body parts A TV assistant talking about body parts ³ Description of a suspect ³ ³ ³ 10.2 People’s descriptions Adjectives (character) Irregular plural forms ³ What does he look like? ³ Recycle Comparatives & Superlatives Review – p 116 English ID TCH 21x29.3 Int.indd 4/10/13 9:58 AM Speaking & Skills ³ ³ ³ ³ ³ Talking about rooms & furniture in a house Reading / Writing ³ Tiny houses Describing a party you went to Interviewing a partner about their past Talking about a memorable party Describing positions of objects ³ ³ Comparing your town back then & now ³ ³ Predicting from context ³ ³ Making invitations ³ Common Mistakes Box ³ ³ R Box & World of English There + Be (Past) ³ I’ve got = I have Word order – verb Be ³ Talk about past times The millennium celebration: website ³ ³ Lasso Lake—Back Then and Now! blog ³ Past Simple – time expressions ³ Going vs to go Saying years as numbers Prepositions ³ Use of one: to avoid unnecessary repetition ³ Silent vowels ³ Irregular verbs – Simple Past Dream tickets: report Invitations Review – p 72 ³ ³ ³ ³ ³ ³ Talking about past events Telling a famous musician’s bio Asking & answering about your last vacation Saying when people were born ³ ³ ³ ³ “I told you I was trouble”: biography A bad travel experience? Not really!: interview A Biography Writing p 151 Understanding & telling a story ³ Asking for favors ³ Past Simple – Be born Past Simple – Negative ³ Prepositions ³ ³ ³ ³ ³ ³ ³ Past Simple – go ³ ³ Talking about past routine Asking & answering about cultural facts ³ Past Simple – Be born Prepositions ³ Definite article ³ Past Simple Could + verb Do vs Make Talking about what you have in your fridge ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ ³ Talking about portions of food Talking about your own diet Saying large numbers Talking about your attitude to food ³ ³ ³ A little chocolate goes a long way: blog ³ Countable vs Uncountable Quantifiers Numbers ³ ³ Countable and Uncountable Use of some and any A little / a few / a lot of A little vs A few ³ How to say numbers in English Top Toppings: menu ³ ³ ³ The schwa sound /Ǩ/ American vs British pronunciation: letters T & R ³ ³ ³ Can / could Will + verb ³ Asking & answering about quantities Talking about eating habits & lifestyle Scanning a menu How to say dates Ordinal numbers Ordering food ³ Use of how much / how many with uncountable nouns Alliteration Make vs Do Order food in a restaurant Review – p 94 ³ ³ Talking about how you get to places Talking about your occupation Talking about unusual habits / ways to commute to work ³ Talk about jobs / occupations ³ ³ Talking about future plans / predictions Prepositions Jobs ³ Indefinite article ³ ³ An unusual commute: magazine The Future?: website ³ ³ ³ Make / Earn money Indefinite article ³ Preposition ³ ³ Talking about plans & intentions Talking about New Year’s resolutions ³ Looking for connections ³ Asking for permission ³ ³ ³ The best jobs for the future: article ³ Writing p 152 ³ Talking about parts of the body & face ³ Describing people’s appearance ³ ³ ³ ³ ³ Expressing opinion about an athlete Comparing appearance & personality Describing personality & places Talking about the wonders of nature Talking about travel ambitions ³ Understanding facts ³ Making choices (Be) Going to Gonna + verb Alex James’ Blog A Blog Reply ³ ³ ³ An extraordinary athlete: article Which type are you?: website ³ Different measures ³ Gonna = going to ³ Present Continuous for future arrangements ³ Irregular comparatives ³ ³ ³ Verb get I came back vs I went back ³ Suffixes for professions ³ ³ Borrow vs Lend ³ Appearance: Look like vs Verb Be ³ Irregular plural of body parts ³ Comparatives ³ Two uses of so ³ Superlatives ³ Word stress ³ More adjectives The new seven wonders of nature: website ³ A Holiday Message ³ Writing p 153 ³ Review – p 116 English ID TCH 21x29.3 Int.indd 4/10/13 9:58 AM Introduction is Richmond’s new four-level general American English course for young adults With an amazing design, lots of interesting topics and opportunities for will make your personalization in all four levels, English students progress faster and be able to express their own identity in English What Young Adults Most Expect from an English Course? You might want to note down your own answers before you read on Our research suggests that, above all, learners expect: ➤ to become fluent listeners and speakers as fast as possible; ➤ confidence building, quick results and a strong sense of progress; ➤ contemporary, interesting content, i.e real life, adult relevance with lots and lots of personalization; ➤ overt teaching of grammar and vocabulary, a systematic approach to pronunciation, plenty of skills practice, and useful study tips; ➤ an appropriate, adult teaching style combined with very strong self-study elements including autonomous learning tools to speed up their learning; ➤ value—both for the time they invest and the money they spend You will find all of these in So… Welcome to English , and much more ! The Language Friendly Course Over four-levels, takes young adult and adult learners from Beginner (CEFR A1) to Intermediate (CEFR B1) levels through rich contexts, careful selection and presentation of useful new language, informative language tips, insights, step-by-step rules, practice and, above all, massive personalization to help students build their own identity in English—with lots of laughter throughout! Hence the title English Students are guided to express their own ideas and personalities, and learn to be themselves in the new language of drilling in the Students’ Book, to be done in class Then, at Elementary and Pre-Intermediate levels, such drills become more discretionary, moving into both Workbook and Teachers’ Book The same goes for the lexis—where the initial simple matching vocabulary to pictures becomes more abstract and contextualized—and grammar, where spoon-feeding is reduced as learners’ confidence and foreign language learning experience grow provides the tools to allow you, the teacher, to English incorporate your own pedagogical identity into the course, as well as emphasize what you think will be more relevant for your learners Flexi-Lessons English has a unique flexi-lesson structure because one lesson is never enough to practice and consolidate all gives students more opportunities than of its content most books to revisit, consolidate or extend what they first learned in the previous lessons Rather than using a strict “Present / Practice / Personalize” lesson format, which can be very artificial and restrictive, students are often exposed to grammar in one lesson but only taught or drilled in “formal rules” in the next one Noticing grammar is sometimes done in the audio script too, not just the lesson itself Frequently, there is something extra related to the topic of the previous lesson in the next one Why? Because learning is not linear, it’s circular and repetitive Constant and consistent recycling is essential for memorization, making learning much more likely regularly builds bridges between lessons rather than packaging lessons in “artificially tidy” units just to fit a notional design Besides, every lesson / institution / teacher is different, with its own identity A lesson structure where there is little or no connection between lessons is unlikely to foster efficient, let alone optimum learning—hence our flexi-lessons An additional advantage is that students who missed a class can have the lesson explained to them by those who were there, providing an instant, highly authentic information gap activity Our flexi-lessons also have multiple entry points for you to choose from You can begin with: ➤ the lesson title question, to see what students can come up with; ➤ the suggested warm-up activity in the Teacher’s Book; ➤ the Song line: hum it, play it, elicit it; ➤ Common Mistakes , to highlight what to avoid right from the start and to maximize opportunities to get things right throughout the class; ➤ World of English , to provide a more interesting overview and / or insights into the lesson; ➤ box or the Grammar at the back, which also include some exercises for students to have some extra practice (the key to the Grammar is available on the portal); ➤ the books-closed presentation (either of main lexis or grammar) Methodology English is in every sense a communicative course, teaching learners to speak as fast as they can and focusing on both fluency and accuracy See, for example, the large number of speech bubbles and the Common Mistakes (with anticipated errors that should be avoided) presented in each lesson Learners need to be given opportunities to express their own ideas and opinions in comprehensible English as often as possible progressively adapts as the series evolves to reflect the best learning practices at each of the learner’s Starter relies on lots advancing levels Initially, English of short question and answer exchanges supported by lots English ID TCH 21x29.3 Int.indd 4/10/13 9:58 AM Or, of course, you can go straight into the first exercise Take a look at the colorful detailed presentation of the on p 17-24 main features of English locally means teachers need to maximize fluency practice, getting the students to use the language as much as possible in class Key Concepts In monolingual classes, learners share both the same L1 and most aspects of a culture, which a teacher can exploit They share similar advantages / difficulties with English too, which should be a unifying “strength” for anticipating problems and errors Accelerating through what is easier for learners and spending more time on what is difficult “sharpens” classes to maximize the learning potential The three friendlies: language friendly, learner friendly and teacher friendly Language Friendly English is not just another international series It’s a “language-friendly series”, which embraces students’ existing language knowledge and background, to help them better understand how English works For example, word forms and grammatical concepts are all familiar to young adult students, and helps them to see how much and how quickly they can speak by transferring these patterns into English, and also how to avoid all the obvious traps Learner Friendly respects learners’ need to be spoken to as adults, so students learn to speak as fast and reasonably as possible It also: ➤ supports students, helping them avoid obvious errors in form, word order and pronunciation; ➤ uses cognates and familiar language concepts to enrich texts and add depth and authenticity to language exercises; ➤ motivates students, as they discover they can recognize a lot of English, even as beginners, which they already have “inside themselves”; ➤ offers a vast range of activities, resources and recycling to ensure students have enough practice to finally learn to speak English helps students to negotiate and build their own “new identity” in English Teacher Friendly respects each teacher’s need to teach as they want to Some wish to teach off the page with little preparation, others dip in and out, while others largely follow the Teacher’s Book All these options have been built into from the start The flexi-lesson structure helps teachers to individualize, personalize and vary classes and also focus on what is important for them It also helps students in monolingual classes to stay in English Without ever forcing first language (L1) in class, shows what is common / different between students’ L1 and English, and helps them more quickly avoid the Common Mistakes that a learner from their L1 background would typically make The Teacher’s Book has a teaching-friendly visual code too, providing a straightforward “quick route” or a substantially longer one Everything that is “essential” is clearly separated from all the “optional” extras, which can be read between lines, as you can see in the example below Tip For any listen and read activity, get students to shadow the text, i.e., mouthing and quietly saying the words to themselves to connect with and “feel” the pronunciation Advantaging Monolingual Classes Globally, most classes are monolingual, which was how was conceived—to facilitate monolingual classroom learning The frequent lack of opportunity to speak English Yet, rather than using these “strengths” to enable more focused, localized pedagogy, they are often treated as weaknesses Most English courses avoid a lot of common yet tricky words, phrases, notions and structures, simply because they are difficult to explain to students whose language background is not the same To our mind, that impoverishes a student’s learning diet, reduces opportunities to expand vocabulary quickly and can actually slow down learning Adults need a radically different approach from children, whose mother tongue is not yet established, and who learn like sponges, absorbing all the English you throw at them Teens’ and adults’ minds are different: they cannot help but translate—mentally at least—and immediately resort to the mother tongue when they cannot find the words to express their thoughts in English Rather than running avoids this trap by gently embracing against nature, similar items when appropriate, but without ever forcing active use of L1, leaving that option up to you Paraphrasing Ur (2011), “teachers should choose procedures that lead to best learning by whichever students they’re teaching” (extracted from Vocabulary Activities, Penny Ur, Cambridge University Press, 2011) We believe ’s formula can really help native speakers of Spanish and Portuguese learn both more comfortably and more efficiently embraces students’ linguistic strengths It helps students to use what they know and helps you, the teacher, to foresee these automatic transfers and focus students can easily enjoy appropriately on them With what is easy and, at the same time, the more complex issues can be made clearer for them Tip Especially with lower levels, prioritize, teach and, if possible, display on your classroom walls words / phrases students need to speak and interact in English together from the start This increases their expectation to actually so The Right Level of Challenge treats adults with respect throughout, with the appropriate degree of challenge Three examples: A question syllabus Every lesson begins with a question as the title This provides one of the task-based elements of Students are set a challenge—in the form of a question—at the start of class, then, they learn to accomplish it by the end This gives a constant sense of achievement, crucial to building and keeping confidence There are 60 questions in all, on audio and reviewed in the last exercise of each of the Review lessons These questions can also form the basis for the oral test at the end of the course Tell students that if they learn to ask and answer English ID TCH 21x29.3 Int.indd 4/10/13 9:58 AM the 60 questions well—all of which they can see at a glance in the language map on p 4-7—they will have completed the level successfully You can also use the question column in this map as the basis of a diagnostic test to determine where to place new students A balanced approach to grammar offers very rich grammar input, blending traditional and newer approaches, not just the usual elicitation, charts and rules It combines an innovative blend of: ➤ inductive grammar, with students discovering patterns and completing rules for themselves in and around the lesson-page grammar boxes; ➤ deductive grammar through interesting facts about language in the World of English boxes; ➤ regular reminders of key rules through the box; ➤ a discrete degree of contrastive grammar analysis, by showing what not to say via the Common Mistakes Plus, there is a full 20-page deductive grammar section at the back of the Student’s Book, providing a page of grammar accompanied by a corresponding page of exercises for each unit This can be done in class, when necessary, or assigned as homework The answer key is on the Portal, so you don’t need to get involved in more marking—unless, of course, you want to And there is a wide variety of extra grammar practice in the Workbook, online and in the Tests, along with lots of suggestions for oral drills in the Teacher’s Book Which Level Should I Start From? Starter has only five units, half the length of the other levels It is designed to give a good start for complete beginners, those who took English a while ago but either did not learn to speak and listen or have forgotten most of it Those who need to get used to attending classes in English, comprehending and then responding to basic instructions, getting used to operating in a foreign language and the idea of studying and learning it properly Level is ideal for false beginners or real beginners with a real need and ability to go quickly If in doubt, we suggest you begin with Starter Unlike other books, Level does not go over exactly the same ground again in the first few units Course Structure and Components Nowadays, many English courses tend to be a bit too long, or inflexible, meaning teachers have either to rush to get through them—denying students the practice they need to achieve an adequate degree of fluency, or start chopping out sections, leaving students frustrated and sometimes even slightly cheated at not being allowed to use the material they paid for was designed to be flexible, so you can tailor it to fit provides from 80-100 class hours your timetable Has… ➤ Ten core units, each comprised of five approximately One-hour lessons, = 50 lessons of Grammar, Vocabulary, Speaking and Skills; ➤ ten optional video lessons, Café, to be done at the end of each unit = 60 lessons including the video; ➤ Six one-page Writing lessons, to be done in class and / or at home; This is how students take steps to build their English identity They learn to say a little bit more about themselves each time—whether it is to ask and answer personal information, to give or share opinions (which in they right from the start) or to role-play a situation, dealing with a series of questions or problems, and thus growing in both confidence and knowledge Successfully “making it personal” is what makes students believe that they can be themselves, who they really are in English ➤ Five two-page Review lessons (in class and / or at home); ➤ One two-page mid-point review game after unit 5; ➤ Grammar: Ten pages of Grammar Reference + corresponding exercises + self-check answer key on the Portal; ➤ Audio Script: highlighting features of pronunciation; ➤ Sounds and Usual Spellings: a complete pronunciation reference table (see TB Intro p 14); Avoid common mistakes to speak better, more quickly ➤ Workbook: one page of review and extra practice material per lesson; You will quickly see that almost every lesson includes Common Mistakes This is a flexible resource to help students and teachers anticipate and more quickly avoid, revise and remember typical learner errors—without reference to or use of L1 It’s a key resource in fostering accuracy of language form Choice of errors is based on extensive research and our combined teaching experience worldwide, but, while obviously referring to typical L1 transfer problems, they never force you or students to translate On the contrary, unique to , the point is firmly made without any need for translation ➤ Phrase Bank: most important phrases per unit / topic; ➤ Portal: it has a Teacher’s Area and a Student’s Area These can be accessed using the code that comes with the book (see TB Intro p 15); ➤ Digital Book for Teachers: IWB version of the book For shorter length courses (of about 40-50 hours), we suggest you use the Split editions of , which incorporate units to and units to 10 of both the Student’s and Teacher’s Books Use the mid-term review as the basis for an inclass oral test at the end of Split editon 1A, plus the tests from the Test Studio It has to be personal After providing the extensive oral and aural practice (and that students need, each phase of every lesson in many in the Workbook too), ends with a MAKE IT PERSONAL activity Imagine language learning without adequate personalization: it would be unpleasant as well as pointless, a bit like trying to learn theoretical Latin! 10 English ID TCH 21x29.3 Int.indd 10 4/10/13 9:58 AM R6 In pairs, sts correct sentences 1-10 Whenever sts are uncertain, encourage them to flip back through p 96-115 and check their answers in units and 10 Classcheck with answers on the board My mom is a great cook I’m a student at UCLA and I’m unemployed Sales assistants don’t earn / make a lot of money I’m not going to be famous Are you gonna go to the party? Could you lend me a book? I broke my toes, so I can’t walk OR I broke my fingers, so I can’t write She looks slim I’m bigger than my father 10 It’s the oldest city in the country A Books closed Sts listen to 9.3 (p 98, 3A: An unusual commute.) Ask sts: How much did you understand without reading? Sts open their books to p 98 and listen again to 9.3 but this time they also read the text in 3A At the end, ask: Which parts could you only understand when reading? Do the same for 9.12 (p 104, Skills B: The Best Jobs for the Future) and 10.12 (p 112, 9B: The New Seven Wonders of Nature.) B Split the class into two groups, A-B, or, if working with very large classes, into four groups, A-B, A-B Team A covers Card and team B covers Card Refer sts to the model dialog in the speech bubbles Team A starts: Sts give clues about number from Card Tell sts to give one clue at a time Team B tries to guess the word being described After number is guessed, teams swap roles: Team B gives clues to number on Card Ensure that all sts have a turn reading the clues and trying to guess the words For fun, make it a competition a police officer In pairs, sts take turns asking and answering questions from the table and agreeing / disagreeing with their partners’ answers Monitor closely for accuracy At the end, ask some sts to report a few of their partners’ answers E Ask sts: What type of text is this? (An e-mail.) Who is it from? (Laila.) And who is it to? (Jenna.) What’s the e-mail about? (Laila’s finishing grad school and planning her vacation / making plans for the future.) Sts read the e-mail and decide if sentences 1-6 are T (true), F (false) or N (not mentioned.) Paircheck Classcheck F T F N T T F Skills Practice Card 1 a vet matter how few words they use or how many errors they make in order to give them the courage to keep trying subway bike ears Card a dentist a flight attendant a bus a motorcycle toes C MAKE IT PERSONAL In pairs, sts ask and answer questions 1-3 Encourage sts to agree / disagree with their partners’ opinions At the end, ask sts to report their discussion to the whole class D MAKE IT PERSONAL Point to the list / column of adjectives in the table and elicit the superlative forms for each of them After that, elicit from sts a few combinations from the table to form questions Try not to overcorrect as this is really intended to be a fluency activity Praise all successful communicative responses at least as much as you intervene and “fix” errors Sts, particularly in monolingual classes, need to see and feel themselves communicating successfully in English, no Sts will hear Laila and Jenna talking on the phone Allow sts some time to read questions 1-4 and play Review Audio 6.2 Paircheck Replay the track if necessary Classcheck with answers on the board 6.2 L = Laila J = Jenna L Hi Jenna, how are you? J Hi Laila I’m great, thanks Hey, I got your e-mail Great news! I can’t believe you’re getting married! L I know! I’m so excited! J So tell me all about it How did he ask you to marry him? L Oh, it was so romantic He took me out to dinner and then he went down on one knee and proposed in the middle of the restaurant J Oh That’s beautiful! But listen, Laila My brother went to work in Los Angeles and his room is empty You can stay there until you go to Thailand L Your brother’s room! Really? Oh that’s very kind of you Are you sure he doesn’t mind? J No problem at all But when exactly are you going on vacation? L Well, I finish school on June 20th and I’m going to fly to Bangkok on July 16th J So you need a room for about two weeks, right? L Umm, let me check… No, about three and a half weeks actually J Three and a half weeks No problem L Thanks so much, Jenna OK, now tell me about Nando Are you guys going to get married? In a restaurant Her brother’s room Three and a half weeks July 16th G MAKE IT PERSONAL Question time Sts look at the Language Map on p 4-7 and take turns asking and answering the lesson titles from units and 10 Encourage them to ask the question titles from all ten units, and use this as the basis of an oral assessment Monitor closely for accuracy and encourage sts to ask follow-up questions when suitable At the end, ask them how they felt performing the task: Do you feel comfortable with all of the questions? Which ones are easy? Which ones are difficult? 158 English ID TCH 21x29.3 Int.indd 158 4/10/13 9:59 AM Writing E Writing An Informal Profile A If time allows, consider the speaking activity below: Integrated speaking Ask sts to cover the text Point to the girl in the photo and to the registration form and elicit questions for each blank, for example, (Last name) “What’s her last name?”, (First name) “What’s her first name?”, (Age) “How old is she?”, (Nationality) “Where’s she from?”, etc In pairs, sts ask and speculate about the girl Write on the board simple chunks to show uncertainty, e.g I don’t know / I’m not sure / I think she’s…, and encourage sts to use them Monitor closely for accuracy Sts look at Cristina’s profile and scan it to complete the registration form Paircheck Classcheck with answers on the board Tip If an IWB is available, display the page on the Digital Book for Teachers and classcheck by asking sts to go to the board and underline their answers Contractions: I’m, I’m, don’t, I’m, Toronto’s, doesn’t, don’t Connectors: and, but, too, and, but C Tell sts that Cristina got one reply from a boy Ask sts What’s his name? Where’s he from? and let sts find the answers in Luis’ reply Point to the mistakes corrected in red (capitalization) and ask sts to find and correct ten more mistakes in the text Paircheck Classcheck with answers on the board or on the Digital Book for Teachers … and I have am 19 years Wow! You live in Toronto—that is excelent excellent I live in Porto with my mother and father and I have a lot of parents relatives here I too also study english English, but its it’s very dificult difficult! My brother play plays baseball, maybe you can meet him, hahaha! Pleas Please e-mail me at luisporto94@e-mates.com and tell me mor more about Toronto D Read question with sts and ask: Can we answer this question about Cristina? (Yes, she’s from Venezuela.) What about Luis? (Yes, he’s from Portugal.) Teach / Convey meaning of “both.” Sts read questions 2-11 and write if they can find answers in A and C about Cristina (C), Luis (L) or both (B) Paircheck Classcheck with answers on the board 10 L 11 C L B C Point to the two diagrams and explain that each color stands for a skill or area of English, as shown in the key on the right bottom corner: red is for speaking, green is for listening, etc Tell sts each diagram represents a student (point to the texts above), Marta or Mateo Sts read both profiles and label the diagrams as being Marta’s or Mateo’s Paircheck Classcheck Diagram Marta B Read Write it Right! with the whole class Point to the underlined words in the text in A (I’m and and) and ask sts to underline seven more contractions and five more connectors in Cristina’s profile Paircheck Classcheck B A Diagram Mateo B C Writing A Language Profile Note The blanks in Marta’s profile will only be used / completed later on in C Last name: Gonzalez First Name: Cristina Age: 17 Nationality: Venezuelan Country of residence: Canada In a relationship with: Alex E-mail: cristina1996@e-mates.com B Your turn! Read the steps “before,” “while” and “after” with sts so as to better guide them in writing their own profiles Tell them to use Cristina’s profile in A as a model and draw their attention to the length of the composition, that is, up to 80 words (one paragraph of approximately 8-10 lines) C L Read Write it Right! with the whole class Ask sts to look at Mateo’s profile in A and notice the prepositions in the underlined phrases Ask them to find and circle five more words / phrases followed by to + infinitive Paircheck Classcheck with answers on the board or on the Digital Book for Teachers I hope to get a promotion It’s often difficult to communicate I want to speak I don’t have much time to practice I need to practice C Sts fill in the blanks in Marta’s profile in A with to, for, with, at, in Tell sts to refer to Mateo’s profile in case they are uncertain about which preposition to use Paircheck Classcheck with answers on the board to, to, to, For, to, with, at, to, to, at, in, to D Sts complete the diagram about themselves Remind them / Elicit what each color stands for (Key in A.) Sts assess their performance in each skill 0-5 and draw their own diagram Sts can use this at any time to check progress Integrated speaking Ask sts to compare / talk about their diagrams in pairs Write some prompts on the board to help them: I’m (not) good at… / I know how to… / I like… / I need to…, etc Monitor closely for preposition use At the end, ask sts to talk about their partners’ diagrams to the whole class E Your turn! Read the steps “before,” “while” and “after” with sts so as to guide them to write their own language profiles Tell them to refer to Marta’s and Mateo’s profiles in A as a model and draw their attention to the length of the composition, that is, approximately 80-120 words As a follow-up activity and before handing in their texts, ask sts to swap compositions and draw his / her partner’s diagram 159 English ID TCH 21x29.3 Int.indd 159 4/10/13 9:59 AM Writing Writing A City Brochure Writing A Biography A A Point to the photos and ask sts: Do you know where these places are? Which one you prefer? Why? Both photos were taken in Chicago They show the “Bean” or “Cloud Gate” and a painting in the Art Institute B Ask sts: Would you like to visit Chicago? Which places would you visit there? Point to questions 1-8 and tell sts to read them and find the answers in the text Paircheck Classcheck Valois Cafeteria The Bean The Art Institute or the shopping malls Millennium Park Valois Cafeteria, the Russian café, the Irish pub and the American hot-dog restaurant Yes, the observatory tower Visit a blues club The blues C Sts look at the underlined words in B Remind them that all the underlined phrases have adjectives In pairs, sts study the phrases in B and answer questions 1-3 to come up with rules for adjective use Classcheck Adjectives come before a noun Adjectives come after the verb be Adjectives are not pluralized D Elicit the right order for sentence Individually, sts order sentences 2-5 Paircheck Classcheck with answers on the board France is famous for wine Try the local cheese There is a spectacular view You can walk in the beautiful mountains You can visit the amazing museum E Read Write it Right! with sts and ask them to find eight sequencing words / phrases in B Paircheck Classcheck with answers on the board or use the Digital Book for Teachers First, After eating, Before leaving, After that, When, after lunch, and then, finally F In pairs, sts take turns asking and answering the questions in B about their town or city Classcheck by having eight different sts answer each of the questions Encourage other sts to provide different answers G Your turn! Tell sts to imagine a tourist is coming to their town or city Read the steps “before,” “while” and “after” with sts so as to better guide their writing Tell them to refer to text B as a model to write a one-day plan for the tourist Remind them to use adjectives and sequencing words Ask sts to cover the text Point to the photo of the Jackson and check if sts know them In pairs, sts guess the correct options in 1-5 Sts uncover the text and check if their guesses were correct Classcheck 50s 1982 twice 2009 B Focus on the words / phrases in the box and check if sts understand them Point to the timeline Tip Review Saying years, p 66 Elicit how to say each of the years in the line Individually, sts re-read Michael Jackson’s biography in A and complete the timeline with the phrases given Paircheck Classcheck 1958 – was born 1964 – joined the Jackson 1969 – first hit 1979 – broke his nose 1982 – Thriller! 1984 – went solo, accident with fireworks 2009 – died Don’t know when: married C Point to the text in A and ask sts: How is the information in the text organized? Point to sentences 1-3 in C and have sts choose the best description in pairs Classcheck The information is not completely chronological Paragraph describes his career as a singer and is positive Paragraph deals with the negative aspects D Elicit what sts know about Ronaldo (photo) Ask: Where’s he from? Where does he live? What is he famous for? What is he doing now? What you think of him? Read Write it Right! and have sts use the linking words in it to complete Ronaldo’s biography Use the bold words from the text in A to help Paircheck Classcheck with answers on the board At the end, ask sts: Did you learn anything new about Ronaldo from the text? soon, also, like, until, Although, however, either, later, because of, for example E Your turn! Tell sts to think of a celebrity they like or know well Read the steps “before,” “while” and “after” with sts so as to better guide their writing Tell them to refer to the biographies in A and B as models to write their biographies Tell them to keep their texts to a maximum of 150 words 160 English ID TCH 21x29.3 Int.indd 160 4/10/13 9:59 AM Writing Writing A Blog Reply A Point to the man in the photo and ask: What’s his name? Tell sts Jay had a terrible day and wrote a blog post about it Elicit predictions about Jay’s bad day Ask: What you think happened to him? Read questions 1-3 with the whole class Sts read the text and answer the questions Paircheck Classcheck He lost his job He wants people to tell him their plans and give him advice Personal answer B Sts read the three replies and check if any of the people gave the same advice they talked about in A (question 3) Ask sts: Which advice you agree with? so as to better guide their writing Tell them to refer to the blog replies in B as models to write their own texts Don’t forget to allow time for sts to share their ideas and choose the best reply in class Writing A Holiday Message A Explore the photos and elicit what sts can see in the images Ask: Where is this vacation? Sts quickly read the e-mail to discover where the person who wrote the e-mail is spending his vacation Classcheck Follow-up questions: Ask sts: Who wrote the e-mail? (Steve.) Who did he write to? (His parents.) Did he travel alone? (No, he traveled with Laura.) Vietnam Integrated speaking Alternatively, split the class into groups of three and assign roles A, B and C St A reads Megan’s reply, st B reads Jorge’s, st C reads Lionel’s Within their groups, sts take turns telling one another about the reply they’ve just read and, at the end, decide which piece of advice is the most useful Classcheck by asking sts to briefly summarize each blog reply and say which one they agree with the most C Read Write it Right! with the whole class Point to the first word in bold in B (it) Ask sts: What’s “it” in this sentence? What does it refer to? Show sts “your dream” has been circled for them Sts look at all the other words in bold in the blog replies and circle the words or phrases they refer to Paircheck Classcheck with answers on the board or, if possible, circle the answers on the Digital Book for Teachers In pairs, sts complete rules 1-5 with the bold words from the texts in B Classcheck Megan Jorge Lionel your dream – it your job – mine my teachers – they work hard for your dream – that a course – one Europe – there go back to college to study medicine – it a bank – there jobs – ones to work with foreign customers – this I need to improve my English – that Rules 1-5 It, this and that all refer back to a thing or situation This and that give more emphasis and introduce new information They and ones refer back to more than one person or thing There refers back to a place One or ones replaces countable singular or plural nouns Mine replaces my + noun D Your turn! Tell sts it’s their turn now to give Jay some advice Read the steps “before,” “while” and “after” with sts B Point to questions 1-5 and have sts re-read Steve’s e-mail in A to answer them Paircheck Classcheck Yes No Toby is a dog They feel positive (Excited, happy.) XXX means kisses C Point to the text in A again and ask sts: How many paragraphs are there? (Five.) Ask: What does Steve talk about in paragraph 1? (He says he’s OK, talks about the hotel, food and the weather.) Point to the green table in C and to questions 1-6 Individually, sts match the questions to paragraphs 1-4 in the table, according to the order in which the topics are mentioned in Steve’s e-mail Paircheck Classcheck with answers on the board Paragraph 2, Paragraph 3, Paragraph Paragraph D Read Write it Right! with the whole class Ask sts: How does Steve start and end his e-mail? How does he start paragraphs and 4? Explain that the punctuation mark shown in the box is called “dash” and is often used to add comments / opinions Ask sts to also underline five added comments in A Hi Mom and Dad, Lots of love and see you soon, Paragraph – This is just a short e-mail to… Paragraph – Anyway, I have to go – very hot and spicy – it’s much hotter than back home – there are so many things to – it was beautiful – that was really cool – one of the most beautiful places in Vietnam – it’s gonna be great E Your turn! Say: Imagine you’re on vacation abroad and need to send some news to your family Help sts plan their e-mail to their family Read the steps “before,” “while” and “after” with the whole class so as to better guide their writing Suggest sts refer to Steve’s e-mail in A as a model Tell them to keep their texts between 100 and 150 words 161 English ID TCH 21x29.3 Int.indd 161 4/10/13 9:59 AM ID Café UNIT An Excellent Reunion Before watching A Point to the photo and say: These three friends are at a class reunion Explain sts that a class reunion is a party / get-together where you meet your ex-classmates from school or college Have sts read sentences 1-3 and ask: What are their names? (Andrea, August and Genevieve.) Sts complete sentences 1-3 with a suitable word Paircheck Classcheck is — our is — His my — is B MAKE IT PERSONAL Get two sts to read the model dialog in the speech bubbles In pairs, sts ask each other: “What’s your opinion of class or family reunions?” Have sts report back their partners’ opinions At the end, elicit what sts think are good places to have a class reunion While watching Give instructions to tasks A, B and C before sts watch Video for the first time A Tell sts they are going to watch the video of Andrea’s, August’s and Genevieve’s class reunion Ask: Where’s the reunion? Point to the options in A and elicit some predictions, asking: What you think? in an apartment B Ask sts to notice Andrea saying what’s on the wall Read the options with them and refer to / exemplify with the objects you have on your classroom wall, if any class photos C Tell sts they are going to hear Andrea, August and Genevieve talk about five classmates Point to the table and ask sts to complete it with the missing information, that is, classmates’ names, country / city and nationality Classmate Manny Vasquez Tommy Findley Kitty Jones Joe Bellucci Johnny Jones Country / City Peru England Ireland USA / New York England / London Nationality Peruvian British Irish American British Play Video Have sts paircheck all answers Classcheck answers for A and B Elicit what sts wrote in C and, in case they are unsure about their answers or couldn’t get most of them, replay the video Paircheck Classcheck C with answers on the board Give instructions to D and E and replay Video D Ask sts: What’s a nickname? Do you remember Genevieve’s nicknames? Elicit / Say how each option is pronounced Gen / Gigi / Jenny / Vie-Vie E Ask sts: What about August’s nicknames? Elicit / Say how each option is pronounced Augustus / Guto Paircheck If sts couldn’t get most nicknames, replay the video Classcheck Weaker classes Sts might find it helpful if you pause the video after a few nicknames are mentioned Have them paircheck before you resume the video F MAKE IT PERSONAL Swap partners In pairs, sts ask and answer questions about their nicknames Refer to the model dialog in the speech bubbles Classcheck by having sts tell the class what their partners’ nicknames are After watching A Individually, sts decide whether sentences 1-7 are true or false Classcheck after sts perfom activity B F T F F F T F B Elicit the interrogative form of sentence in A (Is Mrs Grandby an old classmate?) Drill pronunciation Do the same for sentences and Weaker classes Ask sts to write down the interrogative forms of all sentences in A In pairs, sts take turns asking and answering the interrogative forms of statements in A Tell sts to refer to the dialog in the speech bubbles Tell sts to correct the false statements Monitor closely for accuracy Classcheck A (true or false 1-7) with answers on the board C Ask sts: Do you remember the greetings the people in the video used to say hello? Point to people 1-5 and the greetings on the right column Sts fill in the blanks and match greetings to persons 1-5 Paircheck Classcheck with answers on the board (1) Oh, hey! (2) Mrs Grandby, how are you? (5) Hey, Jenny, what’s up? (4) I’m so happy to see you! D Elicit from the whole class the correct intonation— or the intonation sts were exposed to in the video—for numbers 1-3 and briefly conduct chorus repetition of them In pairs, sts continue saying sentences 4-12 with the appropriate intonation Monitor closely for pronunciation / intonation Correct sts on spot At the end, have a different student say each of sentences 1-12 at a time Praise whenever possible Weaker classes Focus on sentences 1-6 and drill pronunciation (chorus and some individual repetition after you) In pairs, sts practice saying sentences 1-6 Monitor closely and correct on spot Classcheck by having some sts say each of the first half of sentences Then, the same for sentences 7-12 Swap partners Ask sts to write August, Andrea, Genevieve or Joe next to sentences 1-12, according to who says them in the video Classcheck with answers on the board Genevieve Andrea August August August 10 Andrea Genevieve Genevieve 11 August Joe Genevieve 12 Andrea 162 English ID TCH 21x29.3 Int.indd 162 4/10/13 9:59 AM ID Café B UNIT The Critic Before watching A Point to the photo of Genevieve singing Elicit what sts Café 1) Ask: What’s her can remember about her (from name? / Do you remember her name? / Where’s she from? In order to raise sts’ curiosity, write the questions below on the board and have them guess the answers in pairs Pre-teach / Clarify any doubts sts might have about the meaning of “voice,” “critics” and “reviews.” Is she a good singer? Does she have a good voice? Does she sing professionally? What critics write about her: positive or negative reviews? Ask some sts to report their predictions but don’t say whether their guesses about Genevieve are right or wrong Sts complete sentences 1-6 with a word from the box Paircheck Classcheck guitar critic review voice video camera performance B Point to the photo of Rory and the critic and ask sts: What you think they do? Get two sts to read the model dialog in the speech bubbles Tell sts not to complete the table yet, but only to make predictions—they are going to watch the video to check their guesses In pairs, sts ask each other: “What does Rory / the critic do?” Classcheck / Elicit predictions from the whole class Ask: What does Rory do? What about the critic? Play Video Sts complete the table Get each pair of sts to briefly compare their marked tables with another pair Classcheck Rory The critic uses a video camera 9 wears glasses 9 listens to music 9 sits at a table in the café every day 9 drinks a cup of coffee writes on a tablet While watching Focus on tasks A and B first Read rubrics and options with sts before you replay Video A Tell sts they are going to watch the video again and match characters 1-4 to the sentences they say (4) She’s the best there is (2) That was awesome Good job! (1) You have an amazing voice (3) It’s my dream! Ask: Do you remember Rory in the video? Point to the sentences and ask: Do you remember Rory’s routine? Let’s watch the video again and check (2) He sits down at a table (1) Rory comes to the café (4) Rory orders coffee (3) He waits for Genevieve to take his order (5) He drinks his coffee and dreams Replay Video Have sts paircheck all answers Classcheck answers for A and B C Ask sts: What’s Genevieve’s schedule? Have sts complete the table from memory, preferably in pencil Tell them to mark M for morning, A for afternoon, or N for night Paircheck Replay Video for sts to check their answers Classcheck Genevieve… … practices the guitar for two hours … takes a class … goes to work … gets up … writes a song … sings at the café M A N 9 9 After watching A Drill pronunciation for all four adjectives in the box Ask the whole class: How does Genevieve feel in the video about her performance? What about the critic, Andrea and Rory? Point to sentences 1-4 and ask sts to complete them with the adjectives in the box Paircheck Classcheck nervous annoyed excited upset B Read the phrases in the box with sts and check if they understand them Swap partners In pairs, sts take turns asking and answering questions about each character Refer them to the model dialog in the speech bubbles Monitor closely for Present Simple 3rd person singular Classcheck August goes find Rory August gives advice Rory leaves the café Rory posts a video Rory plays soccer The critic writes a review The critic listens to music Genevieve plays the guitar Genevieve writes a song C Have sts read the question in the rubrics and answer it individually Paircheck Classcheck 95 D Allow sts a few seconds to check the kinds of reviews they usually read Get two sts to read the model dialog in the speech bubbles In pairs, sts ask and answer: “What kind of reviews you read?” Classcheck by asking sts: What kind of reviews does (partner’s name) read? Are the critics usually / always right? 163 English ID TCH 21x29.3 Int.indd 163 4/10/13 9:59 AM ID Café UNIT Storm Tracker Before watching A Point to the photo of August and Daniel, ask Who are they? What are they doing? and point to the table Sts check who is doing what (August or Daniel) in the video Paircheck Classcheck August ‫ݱ‬ Daniel ‫ݱ‬ ‫ݱ‬ ‫ݱ‬ ‫ݱ‬ ‫ݱ‬ is is is is is is looking in a bag sitting on a couch using a computer checking a list standing behind the couch holding a smartphone B Ask sts to look at the table in A and, in pairs, take turns describing what August and Daniel are doing Monitor closely for accuracy Classcheck by asking several sts to say a sentence each to the whole class August is looking in a bag Daniel is sitting on a couch Daniel is using a computer August is standing behind the couch Daniel is checking a list Daniel is holding a smartphone C Elicit / Drill pronunciation of all words in the box Point to the table and ask: Which words are related to the weather? Get sts to work in pairs and write the words from the box under the correct category Classcheck Weather clouds lightning storm wind Video camera equipment videodisc zoom lens microphone Other equipment smartphone app What are they doing? and listen to sts’ guesses Point to sentences 1-8 and ask sts to pay attention to Daniel in the video Read all sentences with the whole class and teach new vocabulary items, e.g shaky hands (act out being nervous and show you have shaky hands), keeping the camera steady (pretend you are going to take a photo with your cell phone and mime you are trying to keep it still / not to shake it), getting an internship (explain an internship is a period of time spent doing / learning a job to become qualified) Tell sts to write Y (yes) or N (no) while they watch the video Play Video Paircheck Replay the video if necessary Classcheck 164 Y In pairs, sts refer to questions 1-8 in A to ask and answer using the Present Continuous Monitor closely for accuracy Round off by getting sts to ask other classmates the same questions (open pairs) A Is Daniel filming the storm? B No, he’s not August is filming the storm A Is Daniel having shaky hands? B No, he’s not August is having shaky hands A Is Daniel preparing the equipment? B Yes, he is A Is Daniel forgetting the keys? B No, he’s not August is forgetting the keys A Is Daniel driving the car? B No, he’s not August is driving the car A Is Daniel keeping the camera steady? B No, he’s not August is keeping the camera steady A Is Daniel getting an internship? B Yes, he is A Is Daniel introducing his storm tracker? B Yes, he is After watching A Read sentence with sts and ask: Is it true or false? (False.) Sts continue deciding whether sentences 2-10 are true or false Paircheck Classcheck with answers on the board F T F T T F T F F 10 T While watching A Explore the photo Ask Where are Daniel and August? N Elicit a few questions for sts to perform the activity, e.g say: What’s the question to number (in A)? (Is Daniel having shaky hands?) Drill pronunciation for the questions you elicit Encourage sts to give short answers and also correct the information (when suitable) as shown in the model dialog N Y N 6.Y N Y B Swap partners Tell sts to cover the answers in A, but to look at sentences 1-8 In pairs, sts try to remember what Daniel is doing in the video Have two sts read the model dialog in the speech bubbles English ID TCH 21x29.3 Int.indd 164 B Point to the sentences and tell sts they are in the wrong order Individually, sts reorder the story according to what they remember from the video Paircheck If necessary, replay the video to check answers Classcheck with answers on the board In pairs, sts take turns retelling the story Round off with a collaborative storytelling activity: have nine sts retell the story to the whole class, pick one student at a time or the last student to read a line chooses the next to continue (9) Daniel and August get wet and go home (2) Daniel and August are checking their list and Daniel asks about the tripod (1) Daniel invents the “storm tracker.” (3) August doesn’t bring the tripod (5) Daniel’s annoyed with August (6) August’s filming Daniel and the camera isn’t steady (4) August and Daniel drive to the field (7) August videotapes Daniel while the storm’s passing over them (8) There’s lightning when they are making the video C Have sts talk in groups of three about taking photos (how and what.) Refer to the questions in the rubrics and the model dialog in the speech bubbles At the end, sts tell their partners’ answers to the whole class 4/10/13 9:59 AM ID Café UNIT Whose Action Hero? While watching A Tell sts they are going to watch a video showing Before watching A Have sts look at the photo and answer the question in Andrea, Lucy and Paolo at the gym Allow sts some time to briefly read the skills in the table and tell them to check what Andrea, Lucy and Paolo can or can’t Make sure sts know the meaning of all the skills listed the rubrics, “Where are Andrea and Lucy?” Play Video Paircheck Replay the video Classcheck with answers on the board Check answers on the same page in the Digital Book for Teachers, if technology is available at a gym B Write on the board the words Sport, Skill and Activity Elicit from sts an example of a sport, e.g soccer, volleyball, and write it under the heading sport on the board Focus on “skill,” ask sts Being fast: is it a skill or an activity? (A skill.) and write it under the correct heading on the board Ask: What about “running?” Is it a skill or an activity? (if necessary, mime running to convey meaning) and write running under activity Elicit / Drill pronunciation of phrases 1-7 Individually, sts check each of them under the correct category in the table Paircheck Classcheck Sport Skill ‫ݱ‬ acrobatics be flexible ‫ݱ‬ be strong ‫ݱ‬ gymnastics Activity ‫ݱ‬ talk to Paolo join the class acrobatics dance gymnastics be an action hero help someone catch up Lucy can can’t Paolo can can’t ‫ݱ‬ ‫ݱ‬ ‫ݱ‬ ‫ݱ‬ ‫ݱ‬ ‫ݱ‬ ‫ݱ‬ ‫ݱ‬ ‫ݱ‬ ‫ݱ‬ B Point to sentences 1-6 and tell sts all of them are incorrect Individually, sts correct the statements according to what they remember from Video Paircheck If necessary, replay the video to check answers Classcheck with answers on the board ‫ݱ‬ ‫ݱ‬ dancing kickboxing ‫ݱ‬ martial arts ‫ݱ‬ C MAKE IT PERSONAL Model the activity Write I can sing on the board and ask sts: Can you sing? Tell sts who say “yes” to check ‫ݱ‬sentence in their books Elicit the negative form from sts who said “no” and correct the sentence on the board, I can’t sing Tell sts to the same in their books Sts check sentences which are true for them and change the wrong ones to make true statements about themselves If possible, walk around the classroom to monitor their writing Sts paircheck below in D MAKE IT PERSONAL D Andrea can can’t Skills MAKE IT PERSONAL Elicit / Drill Can you…? questions about sentences 1-5 in C In pairs, sts ask and answer questions about the activities in C as in the model dialog in the speech bubbles Ask sts to find three things in common Monitor closely for accuracy Ask sts to tell you and the whole class what they have in common, e.g “We can’t acrobatics or kickboxing, but we can dance.” Lucy and Andrea can take an exercise class Andrea’s action film is due next week Andrea can gymnastics Martial arts is not Andrea’s taste Lucy shakes Paolo’s hand and says hello Paolo says they can join the class After watching A Individually, sts complete sentences 1-5 with his / her / their / noun + possessive ’s, that is, a person’s name + ’s Paircheck Classcheck with answers on the board her his her Lucy’s their B Point to the dialog between Lucy and Andrea and tell sts the conversation is a part of the video Sts fill in the blanks with a suitable word each Paircheck Weaker classes Have sts work in pairs to complete the dialog Classcheck is can my Whose ’s ’s is he’s your my can’t can 165 English ID TCH 21x29.3 Int.indd 165 4/10/13 9:59 AM ID Café UNIT Miss GPS Before watching A Write the questions below on the board and have sts Ask the whole class: What you think about using technology? Do you like it? Hate it? Before sts can answer, say: Talk in pairs Tell them to use at least three verbs from A Monitor closely for the use of verbs of emotions + verb + -ing At the end, ask sts to tell the class their partners’ opinion ask and answer them in pairs Classcheck C Can you drive? Do you like traveling by car? Do you enjoy driving long distances? Ask sts: What you need for a road trip? Point to words / phrases 1-8 and get sts to check the items they need for this type of trip Sts paircheck in B Say: Daniel doesn’t mind driving Is it true or false? (True.) Point to sentences 1-5 and ask sts to write T (true) or F (false) according to what they remember from the video Paircheck Replay the video if necessary Classcheck with answers on the board T T F F F B Have sts read the model dialog in the speech bubbles In pairs, sts talk about the items they checked in A Encourage sts to tell each other why they chose / like each item Classcheck by getting sts to talk about their partners’ choices C Sts match items 1-5 to their definitions Paircheck Classcheck with answers on the board (2) (5) (4) (1) (3) gets you from one place to another picks up a signal so you can make a call saves people time shows roads and highways can give you directions by voice After watching A Point to statements 1-7 and ask sts to check the true sentences and correct the false ones Paircheck Classcheck True True True False – August does not have a strong signal on his cell phone False – They stop the car and Andrea looks at the map True False – August gets no signal on his cell phone B Focus on the table and have sts check which character says each sentence in the video Paircheck If time allows, replay Video to check answers Classcheck While watching A Tell sts they are going to watch a video showing Andrea, August, Daniel and Lucy going on a road trip Point to the verbs in the box and pre-teach “avoid” and “waste” —provide sts with some simple example sentences, e.g “I avoid going to the supermarket on Fridays There are always too many people!” “Don’t waste your time phoning her She’s not home.” Give sts time to read the dialog and predict answers Play Video Sts complete the dialog with the verbs from the box Paircheck Classcheck An I love using maps Especially old maps Aug like takes B saves waste avoid love hate They’re like works of art ‫ݱ‬ Who uses maps anymore? ‫ݱ‬ Are you kidding me? We don’t go anywhere without Miss GPS ‫ݱ‬ Technology takes all the fun out of traveling! MAKE IT PERSONAL Point to the dialog in the speech bubbles and get two volunteers to read the conversation Let’s not waste time arguing GPS helps us avoid traffic Lu ‫ݱ‬ ‫ݱ‬ Technology saves time love Dan ‫ݱ‬ ‫ݱ‬ ‫ݱ‬ 166 English ID TCH 21x29.3 Int.indd 166 4/10/13 9:59 AM ID Café UNIT House Rules Before watching A MAKE IT PERSONAL Get a student to ask you the questions in the rubrics, “What’s your house like?” “Do you like old houses or new ones?” Give a short description of your house as shown in the speech bubbles In pairs, sts ask and answer about their houses Monitor closely for accuracy At the end, ask each student to talk about his / her partner’s house to the whole class B Briefly elicit some parts of the house (living room, bedroom, etc.) Point to photo and ask: What’s this? (Sts may say a swimming pool.) Tell them it’s “an indoor pool” and have sts write in the correct box Go on exploring the photos and use them to present new vocabulary Drill pronunciation of all words, especially “cellar” /ɎVǪOǨU/, “attic” /Ɏ WǹN/ and “antique” / QɎWLN/ Sts match photos 2-5 to the correct words / phrases Classcheck (3) antique furniture (4) an indoor pool (2) an attic (1) a cellar (5) a lake house C Refer sts to the photo showing Andrea and August and ask them to complete sentences 1-6 with the correct preposition Paircheck Classcheck with answers on the board on in next to behind at in front of While watching A Elicit what sts can remember from Café (Andrea, August, Daniel and Lucy were traveling by car, on a road trip.) Tell sts they are going to watch a video with the same characters and ask: Where are Andrea and August going? Read the options Play Video and pause after Andrea says: “This house is over 200 years old Look at all this antique furniture.” Sts check the correct option Paircheck Classcheck a house on the lake and play it until Daniel reads the 4th rule, “Absolutely no parties” and August reacts, “Uh-oh” (pause here) Classcheck (There are 10 rules.) Point to rules 1-7 and get sts to check the rules they remember from the video Paircheck Rewind the video a bit and replay the part in which Daniel and Andrea read the list of rules Pause after August says: “Uh-oh.” Sts check all rules mentioned Paircheck Classcheck The rules mentioned are: C Ask sts: Why does August say “Uh-oh”? Are they giving a party at the house? Let’s see! Play the rest of the video Point to sentences 1-5 and have sts decide in pairs whether they are true or false Classcheck F T F F T After watching A Point to the photo showing Andrea, Lucy, August and Daniel, all asleep at the table and on the sofa Ask sts: Is it before or after the party? (after) What kind of party was it? Get two sts to read the model dialog in the speech bubble Sts answer the questions in pairs Classcheck It was a big party There were a lot of people, food, drinks and music B Sts find out what the party was like (sentences 1-5) Ask them to fill in the blanks with was / were, affirmative forms only Paircheck Classcheck with answers on the board were was — were was was were C Swap partners In pairs, sts reorder events, 1-6, according to what they remember from the video Replay Video if necessary Classcheck (4) The cleaning crew arrives (5) The crew goes upstairs B Ask sts: Is the lake house Andrea and August’s or is it rented? (They rented it for the weekend.) Tell sts there’s a list of rules in the house Ask: How many rules are there? Watch and see Summarize Video from where you paused (1) August sends an e-mail to someone (3) August says he is selling his car (2) August hires a cleaning crew (6) Everyone goes to the beach 167 English ID TCH 21x29.3 Int.indd 167 4/10/13 9:59 AM ID Café UNIT The Favor Before watching A Point to the photo and ask: What’s August doing? He’s checking his voice mail B In pairs, sts decide which character, August (A), Genevieve (G) or Rory (R), said sentences 1-12 Classcheck with answers on the board or, if possible, display the same page on the IWB with the Digital Book for Teachers and check answers in the table B Tell sts there was a message from Genevieve in August’s inbox Say Genevieve needs help Elicit predictions about what Genevieve needs help with Ask What type of favor does she need? and listen to sts’ guesses Tell them they are going to discover in a minute, when they watch Video Get two sts to read the speech bubbles Ask the whole class: Do your friends / family ask you for favors? Before sts answer, have them tell each other in pairs Round off by asking some sts to report what their partners said While watching A Tell sts they are going to watch a video showing August checking his voice mail It’s Genevieve asking for help with her computer Tell sts August is busy, so he asks Rory to help her Say Rory is calling Genevieve to offer help and point to the dialog Ask sts to complete it with the Past Simple forms of the verbs given Paircheck Play Video for sts to check their answers Ask: Is Rory happy to help Genevieve? (Yes, he likes her.) Classcheck with answers on the board said didn’t know had called said A Oh, sorry, yeah ‫ݱ‬ Everything’s fine ‫ݱ‬ Tell her I’m sorry ‫ݱ‬ Thanks a lot Elicit the correct order for number Tell sts all sentences were taken from Video Sts order sentences 2-5 Replay Video for sts to check their answers Classcheck with answers on the board Could you me a favor? Could you something for me? I didn’t know you had my number I just exercised but thanks anyways You did me a favor After watching A Tell sts to number the sentences in the order they are said in the video Paircheck If time allows, play Video once more Classcheck with answers on the board ‫ݱ‬ I’m a little busy here ‫ݱ‬ Oh, I see ‫ݱ‬ Thanks anyways ‫ݱ‬ What you mean? ‫ݱ‬ 10 Thank you so much ‫ݱ‬ 11 I really appreciate it ‫ݱ‬ 12 You did me a favor! R ‫ݱ‬ Sounds simple! ‫ݱ‬ ‫ݱ‬ C In pairs, sts try to remember what each character did in the story When they have finished, let sts perform D before you classcheck answers need B G A G ‫ݱ‬ Asked for a favor ‫ݱ‬ Called someone back ‫ݱ‬ Fixed a computer Listened to a voice mail message R ‫ݱ‬ ‫ݱ‬ Needed computer help Thanked a friend ‫ݱ‬ Worked on an invention ‫ݱ‬ ‫ݱ‬ D Swap partners In pairs, sts take turns asking “What did August / Genevieve / Rory do?” and paircheck answers for C Refer sts to the model dialog in the speech bubbles Classcheck C with answers on the board 168 168 English ID TCH 21x29.3 Int.indd 168 4/10/13 9:59 AM ID Café UNIT Party Planners How many cups are there on the table? Before watching A Explore the photo Ask: Who are they? (August and Andrea, they are brother and sister.) Where are they? (At a restaurant.) What are they doing? (They’re eating.) Tell sts Andrea and August have plans They went to the restaurant to taste and choose the food that will be served at a party Elicit the meaning of tasting Have sts match 1-4 to their meanings Paircheck Classcheck (3) be certain (1) share (4) not know at all (2) trying B Sts ask and answer the questions in the rubrics Classcheck by listening to their guesses and telling them what Video will be about They’re at a restaurant They are planning a surprise party for their parents and are at the restaurant to taste and choose which food will be served at the party While watching A Play Video for sts to get an overall idea of what August and Andrea are doing Ask: How much food they eat, a lot or a little? (A lot.) Point to dialogs and and ask sts to fill in the blanks with like, would like, will have or love Paircheck Replay Video for sts to check their answers Classcheck would like love would like like Would you like will have will have B Sts complete questions 1-5 with how much or how many Paircheck Classcheck In pairs, sts ask and answer questions 1-5 according to what they remember from Video 8, as in the model dialog in the speech bubbles Monitor closely for accuracy Classcheck How much food they order? They order a lot of food How many different dishes are there? There are eight different dishes How many slices of cake they order? They order two slices of cake There are two cups on the table How many dishes does Andrea order? She orders four dishes and one slice of cake C Sts complete sentences 1-5 with the suggested quantifiers Paircheck Replay Video to check answers Classcheck a bowl of pieces of a cup of a lot of a slice of After watching A Swap partners In pairs, sts decide whether sentences 1-5 are T (true) or F (false) Classcheck with answers on the board F T F T F B Elicit the best answer for question Sts write in the correct box (“Yes, I am I’d like the fish.”) Sts continue the activity and match questions 2-6 to the correct responses Paircheck Classcheck with answers on the board C Point to number and ask: Do you remember what August said? Play the beginning of Video and pause after August says “Are you sure they don’t know it’s a surprise party?” Individually, sts try to remember the expressions from the video and fill in the blanks 1-5 Play the video so that sts can fill in the blanks with the expressions they could not remember Paircheck Replay the video once so sts can check their answers Classcheck with answers on the board Are you sure make sure I guess you’re right for sure Just in time D Ask the whole class: What was the problem? Why did they eat a lot and pay too much? They thought the menu they used was a tasting menu They just wanted to taste items and choose the food for the surprise party But they ordered from the regular menu 169 English ID TCH 21x29.3 Int.indd 169 4/10/13 9:59 AM ID Café UNIT The Sky’s the Limit Tasks Before watching A Elicit / Drill pronunciation of all words Sts complete sentences 1-4 with a suitable word from the box Paircheck Classcheck Now talking on a video chat feeling nervous about the interview sitting at the computer having an interview talking about this storm tracker Future meteorologist going to graduate school tornado alley sending Dr DiChristina his program internship starting an internship after school climatology getting an e-mail from Dr DiChristina B Point to the photo showing Daniel Ask What’s Daniel doing? and get sts to answer in pairs Classcheck Possible answers: After watching A Sts check all true sentences Paircheck Classcheck Ask sts to correct the false ones I think he’s being interviewed I don’t think so I think he’s talking to his friends using Skype Daniel’s nervous Dr DiChristina’s interviewing Daniel She’s not in her office C Elicit the correct option for sentence and have sts circle it Sts continue the activity and circle the correct options for sentences 2-5 Paircheck Classcheck with answers on the board Daniel lived in Missouri and then Kansas She gives Daniel a paid internship Daniel doesn’t express his feelings about her going to going going to going to going to Dr DiChristina’s in Kansas for a week Daniel’s going to be an environmental reporter D Sts complete sentences 1-5 with the Present Continuous Paircheck Classcheck At the end, ask sts to circle the time phrases in sentences 1-5 (on Friday, tonight, next week, tomorrow, after you get home.) Ask: Are the sentences about the present or the future? (Future – plans.) am planning are reporting is making is sending Are — calling While watching A Tell sts they are going to watch an interview with Daniel Say: Daniel was working on an invention, you remember? So watch the video and tell me, “What did he invent?” (A storm tracker.) Play Video Classcheck Sts complete sentences 1-6 with going to / Present Continuous for plans Paircheck Classcheck is going to talk is going to track is going to be is going to recommend is going to e-mail is starting B Ask sts Is Daniel talking on video chat now or in the future? (now) and have them check number under “Now” in the table Replay Video and while sts watch it, ask them to check if actions 2-9 are either happening now or in the future Paircheck Classcheck She asks Daniel: “Where you see yourself in five years?” B Elicit Wh words and keep record of their contributions on the board For prompts 1-5, sts make five Wh questions Paircheck Classcheck with answers on the board What are you planning to after school? What time is she starting the interview? When is he waiting for the phone call? What are they doing after their conversation? Who are you talking to this afternoon? C MAKE IT PERSONAL Drill pronunciation of all questions in B Swap partners In pairs, sts take turns asking and answering the questions in B Monitor closely for accuracy Classcheck by asking sts about their partners’ answers: What is (partner’s name) planning to after school? D MAKE IT PERSONAL Swap partners In pairs, sts talk about themselves in five years’ time Have them ask and answer the question from the rubrics, “What you think you’re going to do…?” and refer sts to the model dialog in the speech bubbles Round off by asking sts to report / tell the whole class what their partners think they are going to be doing five years from now 170 English ID TCH 21x29.3 Int.indd 170 4/10/13 9:59 AM ID Café UNIT 10 Geminis Before watching A Elicit / Drill pronunciation of all words Sts complete sentences 1-5 with a suitable word from the box Paircheck Classcheck attitude horoscope tattoo zodiac sign — genius twins B In pairs, sts ask and answer the questions in the rubrics Classcheck They’re at a salon They’re talking to each other They are looking at magazines to see pictures of celebrities C Elicit / Drill pronunciation of all words from the box Check / Convey meaning by asking What’s the opposite of…? / What’s the synonym of…? or an example from sts, e.g a scary film, an ugly celebrity, etc Sts complete sentences 1-8 with the adjectives from the box or the superlative Paircheck Classcheck B Read the dialog with sts and tell them to complete it with a comparative or superlative according to what they remember from Video 10 Have them predict answers in pairs Replay Video 10 Sts fill in the blanks Paircheck Classcheck with answers on the board the ugliest the ugliest the worst better the biggest After watching A Sts decide whether sentences 1-8 are true or false Paircheck If time allows, replay Video 10 so sts can check their answers Classcheck F T T F T T F T B Elicit the correct order for number Sts reorder the words to make sentences 2-5 Paircheck Classcheck with answers on the board This is the worst nose job ever And now she has the biggest lips in Hollywood the worst the most annoying awful scary the biggest ugly the funniest brilliant While watching A Tell sts they are going to watch a video showing Lucy and Andrea in a salon Ask (female) sts: Do you enjoy going to salons? How often you go? Point to statements 1-5 and tell sts to check all they hear in Video 10 Paircheck Classcheck When we were at the lake, I noticed that August has a tattoo! The brilliant genius is now cool! She had the most annoying voice and a really awful attitude C MAKE IT PERSONAL Swap partners In pairs, sts take turns asking and answering the questions from the rubrics Encourage them to make comparisons, as shown in the model dialog in the speech bubbles Monitor closely for accuracy At the end, have sts talk about their partners’ answers 171 English ID TCH 21x29.3 Int.indd 171 4/10/13 9:59 AM Notes English ID TCH 21x29.3 Int.indd 172 4/10/13 9:59 AM ... Page 11 11 personal objects Page 13 11 colors Page 15 shorts dialogs for photos 1- 5 Pages 16 -17 go activities Pages 18 -19 10 morning routine verbs Page 25 phrases for special occasions Page 15 4... test the whole class Workbook p 13 Phrase Bank p 64, 65 ID Online Portal Grammar p 12 0 ID Café Video p 13 9 48 English ID TCH 21x29.3 Int.indd 48 4 /10 /13 9:59 AM Review Units 1- 2 Grammar and Vocabulary... 1. 16, elicit the pronunciation of each number Write 13 / 30 and 14 / 40 on the board Elicit the Workbook p ID Online Portal Grammar p 11 8 30 English ID TCH 21x29.3 Int.indd 30 4 /10 /13 9:58 AM 1. 3