Friends 1 teacher 39 s book

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Patricia Wugglestone

Tết tla Leénikowska

aaa Kasia Niedzwiecka

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Contents

Introduction

Course map

Students’ Book contents map

Description of Friends components

Key to symbols

Unit notes

Festival pages notes

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Introduction

Welcome to Friends This introduction:

describes how the course functions for students and teachers;

developed;

¢ describes the course and its components We hope you will find it useful and enjoy working

with Friends!

Friends for Students

Friends is a four-level English course for upper primary and lower secondary schoolchildren, taking young learners from zero beginner to a pre-

intermediate level of English competency Students

in this age range are in the transitional period

between childhood and their teenage years They are still developing intellectually and emotionally and at their own individual pace Each level of Friends addresses the learning needs and interests

of such students and has been specifically written for their cognitive level

Friends 1 takes into consideration that children between the ages of ten and eleven are very

receptive to visual, auditory and kinaesthetic cues They need to be offered a wide variety of exercises

and activities in order to maintain their interest and motivation It is also easier for them to learn the

language step by step All of these factors are

reflected in the design of Friends 1 Language is

introduced step by step which makes it easier for

students to understand and remember Songs and

games help students to practise grammar in a fun way and ensure that they will not get bored during

their English lessons

Fun elements are also included in Friends 2 and

Friends 3 Friends also ‘grows’ with students in terms of the vocabulary and topics exploited The

amount of cultural information is increased in Friends 2 and Friends 3 to add more information to the students’ knowledge of English-speaking countries around the world

Friends for Teachers

Friends has been designed with busy teachers in mind

Lesson preparation

The format of units in the Students’ Book guarantees successful lessons Clear headings and

predictable exercise sequences make Friends very easy to teach with little preparation by the teacher Extension ideas and photocopiable activities in the Teacher's Resource Book and the Activity Book offer a flexibility to the basic pattern of the lesson Festival pages and Culture and Reading Corners provide extra material, which can be used as a break during grammar-based lessons

The Activity Book offers further exercises for

homework As the exercises strongly reflect themes

and language from the Students’ Book input,

teachers don’t need to spend too much time on

explaining the homework tasks to their students

Evaluation and assessment

Teachers are now expected to monitor students’ progress and make regular assessments, which has

greatly increased an already heavy workload

Friends provides support for assessment in each

Teacher's Resource Book which contains

photocopiable tests Yet more tests are available in the Test Books The Test Books offer extra help with assessment by supplying ready-to-use charts

for keeping records of students’ grades

Dealing with mixed-ability classes

One of the most difficult issues teachers are faced

with are mixed-level classes Friends offers support with this problem For very able students, more

challenging exercises are included in the Activity

Book, and more complex test tasks in the Tests

Book Weaker students or students who have never studied any English before will benefit from the substantial amount of revision throughout Friends,

the Check Yourself tests and the initially slow pace

of the course Projects and the play will allow all students to contribute to the class, irrespective of their abilities Even the weakest students can

participate and enjoy a sense of real success

Friends has been designed for varied teaching

situations Students will range from zero beginners to pupils who have had up to five years of English in primary school For this reason Friends offers two possible entry points

Friends Starter entry is suitable for complete

beginners or students who have had a small

amount of exposure to English, perhaps through oral work or songs Friends 1 is a suitable entry point for students who have experienced a minimum of two years of primary English While these students are still very young, they can now

cope with the more difficult aspects of Friends 1 due to their previous exposure to the language The first half of Friends 1 covers the same grammatical

items as Friends Starter, but with a wider scope of knowledge and lexis; the second half introduces new language This dual entry system makes Friends a very flexible course, appropriate for

groups of students at varying levels

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Introduction

Principles behind the course

1 Motivating students

Memorable materials

Language is made memorable through exciting and memorable materials For this reason great care has been taken in Friends to present language items in distinct thematic unit types There are three such unit types in Friends Starter, and four thematic unit types in the other books of the series In this introduction the different thematic units are called strands

The common denominator of the four strands is that they are all about friends There are friends who learn together, those who experience crazy adventures together, those who keep in touch through a Friends’ Club and those whose friendship grows through episodes of two stories It is the friendship between the characters which makes their lives interesting and ensures that Friends is always very motivating for students

The four strands in Friends 1 are:

¢ The Londoners The first strand follows the lives of a group of schoolfriends living in London Students can identify with the Londoners, who are of the same age as them Through this strand students learn the language they need for everyday situations Students also learn about life in Great Britain

® Crazy Gang In the second strand, five cartoon characters and a naughty cat allow language items to be presented in a humorous context Students always enjoy humour and the language is made memorable to them through funny situations, songs and jokes

© Friends’ Club The third strand is a magazine for friends around the world The magazine is run by two editors and features letters and interviews from children all over the world Students can identify with the lives of other children in the world

and learn the language presented in situations

common to all the children at a similar age ® Story Time In the fourth strand, two fiction stories are used to introduce new language items The first story is set in a legendary land of Norland and the second one in a mysterious house in Blackdown Wood As the students become involved in the stories the new language items are imprinted on their minds for easy recall

Fun in Friends

In addition to the four strands which make the book very varied, Friends is bursting with new ideas, activities and exercises which are so

interesting that students will be tempted to read the book and do the exercises in advance! The book has songs, chants, games, puzzles, projects, quizzes and two plays to perform The very high quality of photos, illustrations and audio material will add to students’ motivation and desire to learn These factors make Friends lively and inspiring, and in such a rich context language is easier to remember

2 The three-step methodology

Each input unit is divided into three steps - Presentation, Comprehension and Practice These clear headings make the teaching sequence very easy to follow

The type of Presentation differs according to the strand It is either a photo story, a cartoon, a

magazine with letters and interviews or an episode

of a story Comprehension tasks are varied and include matching, multiple-choice exercises, true/false sentences and answering questions Practice sections progress from guided exercises to freer activities towards the end of the unit as students become more confident with the new language they are learning Activities exploit listening, reading, writing and speaking and thus as well as practising the new function or grammar item, they also practise the four skills

3 A strong grammatical syllabus

While Friends is a multi-syllabus course, covering communication, vocabulary and skills, special emphasis has been placed on the grammar syllabus

Grammar is introduced methodologically and gradually It is always followed by thorough practice exercises This approach organises the framework of the language in the minds of the students

The Activity Book units offer the unique feature of a Language Diary, which complements the Students’ Book units The difference is, however, that students are asked to complete the grammar paradigms they have learned They can use the Students’ Book for reference and check if they remember the new grammar

Finally, attention is also paid to exceptions to grammar rules and common mistakes for young learners Be careful boxes highlight potential grammatical errors Subsequent activities then help eradicate such mistakes in students’ work

4 Teaching vocabulary

Vocabulary is taught in a highly controlled manner New words are presented in the Presentation sections No new words are introduced in the Activity Book or in the Revision sections The very

few new words used in the Culture and Reading

Corners are introduced in the context of

illustrations Numerous exercises in the input units, Revisions and the Activity Book help students to retain the new words

Study Skills boxes within the units introduce students to various ways of remembering new vocabulary

5 An emphasis on skills

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No new grammar items are presented in these units, so students can focus on the skills themselves For

the same reason, the vocabulary in the Culture, Reading and Skills Corners is carefully controlled

For further exposure to spoken and written language outside the classroom, plenty of reading and writing is provided in Friends to consolidate

oral work

6 Friends Reading Programme

Although all four skills are thoroughly developed in

Friends, there is special emphasis on reading Reading is an especially important skill as it enables

students to become independent learners Through

reading, students learn new vocabulary and spelling, recycle grammar and learn how to

structure written texts The Reading Programme in

Friends 1 has been developed in recognition of the importance of reading and it consists of:

introduce students to fiction;

Readers to students;

reading Stickers are used for reading

comprehension to make reading an active task The interest in the stories in the course encourages

students to have a positive attitude to reading

outside the classroom

7 Communication Programme

Speaking is the most difficult skill to teach and it

requires a lot of practice Friends offers step-by-step

speaking development, from very controlled exercises which practise the language to less guided

activities and games A photocopiable speaking

activity is included for each unit, there are games in

Revision sections and there are projects in Culture and Reading Corners In addition to all these components, there are two plays which are

designed in such a way that all students in the class can participate All of these activities require pair

work or group work They develop speaking as well

as communication skills They create an

environment for co-operation and friendship in the classroom

8 Exposure to culture of English- speaking countries

Skills practice in Friends is connected to familiarisation with English-speaking countries

There are two Culture Corners in Friends Starter and Friends 1, and four Culture Corners in Friends 2 and

Friends 3 They introduce students to the idea of English being spoken in many countries, not just Great Britain By introducing children from these

countries, students become familiar with the

lifestyle of their friends around the world

Introduction

9 Testing system

Frequent testing and evaluation gives students a sense of achievement and prepares them for

difficult exams in the future It is also a source of information for teachers as to whether remedial

teaching is necessary The Friends testing system comprises:

¢ A and B Language tests in the Test Book;

¢ A and B Skills tests in the Test Book

Check Yourself tests and Check Tests test the same

material and are a short and quick way of assessing

progress

Tests in the Test Book have an UCLES exams orientation In addition to the Language tests which

cover every module, there are Skills tests after every

two modules

The grading chart which is included in the Test Book introduction offers a way of evaluating students that shows how they do separately in every skill, and in grammar and vocabulary Using the chart, teachers can easily find out about their

students’ strong and weak points and can be more constructive in their feedback

10 Building confidence

Building confidence has also been given special consideration in Friends as it is a very important factor for young students who are just starting to learn a language

The input units all follow the same pattern so that students can quickly recognise and learn what is expected of them Activities are as simple as possible to set up and rubrics are clear and short This helps students to feel in control of their

learning and therefore confident

Most importantly, the expectations of the Friends

course are realistic for students of this age The

objectives of each unit are achievable and exercises

are manageable The number of new words

introduced is controlled to make them manageable

Nothing seems too difficult to understand to the students and their confidence is reinforced for successful learning

The components of the course

The components at each level are:

* a Students’ Book;

* an Activity Book;

a Teacher's Resource Book; © a set of class cassettes; ® a Test Book with a cassette

They have been very carefully planned to create a coherent system of materials catering to all of a

teacher's and a student’s needs The chart How

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Students’ Book contents

Page Topic and vocabulary IV G0 An ai À

Starting Point 4 In the classroom: classroom objects Classroom language « Articles s Colours

this / that / these / those « Months

Cardinal and ordinal numbers 1 The Londoners | 8 London: favourite places in town to be: positive and negative 2 Crazy Gang 10 Describing people: nouns and to be: questions and short answers

adjectives

3 Friends’ Club 12 Countries and nationalities to be: Wh- questions

4 Story Time 14 The country of Norland: geography Possessive ’s: singular and plural The Monster of of the country + there is / there are: positive Norland 1

Revision 1 16

5 The Londoners | 18 Family members Possessive adjectives

6 Crazy Gang 20 Appearance and possessions have got: positive and negative 7 Friends’ Club 22 Pets have got: questions and short answers

Body parts

8 Story Time [24 - Mago’s room there is / there are questions and short

The Monster of answers » Prepositions of place

Norland 2

Revision 2 26

Culture Corner 28 The British Isles

9 The Londoners | 30 In the forest: rules and instructions Imperatives: positive and negative 10 Crazy Gang 32 Sports and musical instruments can (ability)

11 Friends’ Club 34 Time zones: telling the time can (revision)

12 Story Time 36 By the lake Object pronouns

The Monster of Norland 3

Revision 3 38

13 The Londoners | 40 Portobello Market Present Simple: positive 14 Crazy Gang 42 School subjects Present Simple: negative

15 Friends’ Club 44 Healthy lifestyle: sport and exercise Present Simple: questions and short answers ¢ Prepositions of time

16 Story Time 46 Talos Day Present Simple

The Monster of « Adverbs of frequency

Norland 4

Revision 4 48

Reading Corner 50 Flying Home by Stephen Rabley

17 The Londoners | 52 The seasons: weather Prepositions of time

18 Crazy Gang 54 A Picnic: food and drink Countable and uncountable nouns * some and any

19 Friends’ Club 56 Healthy and unhealthy food How many? / How much?

20 Story Time 58 A quick way home: What’s the Why .? Because

The Mystery of matter? « Adjectives

Blackdown Wood 1

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Page Topic and vocabulary

Students’ Book contents PRUETT tly

21 The Londoners | 62 Notting Hill Carnival Present Continuo! positive and negative

22 Crazy Gang 64 Clothes Present Continuous: questions and short

answers

23 Friends’ Club 66 Jobs Present Simple and Present Continuous + Time expressions « want to be

24 Story Time 68 House Rules must / mustn't

The Mystery of Blackdown Wood 2

Revision 6 70

Culture Corner 72 The United States of America

25 The Londoners | 74 A bus tour of London: famous places | Directions in London

26 Crazy Gang 76 Magician’s show: describing objects | Possessive pronouns

Whose and Who's

27 Friends’ Club 78 Holidays: sports and leisure activities | like, love, hate + noun / -ing

28 Story Time 80 A strange house: furniture Question words The Mystery of Blackdown Wood 3 Revision 7 82 29 The Londoners | 84 Family histories: time expressions to be Past Simple: positive, negative, and questions

30 Crazy Gang 86 Travelling: transport Past Simple: positive (regular verbs) 31 Friends’ Club 88 Last weekend: wild animals Past Simple: negative (regular verbs)

and questions

32 Story Time 90 The secret room Present Simple, Present Continuous and

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Components

The Students’ Book

The Friends 1 Students’ Book contains eight

modules Each module consists of four input units, where language items are introduced and practised Each of the four input units is part of a distinct strand The Londoners follows the everyday life of four schoolfriends from London Crazy Gang portrays a group of crazy cartoon characters and a naughty cat in humorous situations Friends’ Club presents letters and interviews with children all over the world Story Time includes two stories: The Monster of Norland and The Mystery of Blackdown Wood Every module is followed by a Revision unit, which recycles material from the module Revision units are divided into Vocabulary, Pronunciation, Grammar and Fun Time sections

Every second module is followed by a Reading Corner or a Culture Corner - an integrated skills unit in which all four skills are systematically exploited

In addition to the above, the Students’ Book

contains:

* Starting Point to introduce students to classroom language, colours, cardinal and ordinal numbers, months and articles;

© Festival Pages to be used as a nice break from the regular pattern of input and revision units The units are graded in language difficulty so that they are appropriate to tackle at the right time of the year;

¢ Two Plays for the end of the term and the end of the year school performances;

1 Specific features of the Students’

Book input units

Warm up

Most units in Friends 1 begin with a warm-up activity, which introduces the main topic of the unit to the students In The Londoners it’s often an informative text about London or the Londoners’ lifestyles; in Friends’ Club it is an Editors’ Letter introducing the main topic of the unit; and in Story Time it’s Remember the story!, which summarises previous episodes of the story

Presentation

The four thematic ‘strands’ expose students to a variety of text types Target language is presented in a meaningful and interesting context, making learning a pleasurable experience The dialogues or texts are always recorded and can be presented in a variety of ways You may decide that students should listen to them first with their books closed - or that they should follow the text in the books It is advisable to play the text twice or make students

WW

repeat the phrases of the dialogues so that they can read or act them out fluently

Beginning from Episode 2 of every story there are

short pre-reading tasks called Remember the story! in the Story Time strand They concentrate on the content of the story rather than on the language, as their role is to motivate students to read on Ask weaker students to answer Remember the story! questions It will help them to see that they remember the vocabulary and the story and thus will build their confidence

Comprehension

Every input text is followed by a comprehension exercise which develops understanding It is a very important step which helps teachers see if students understood the text or dialogue and whether some words or phrases still need to be explained There

are several types of comprehension exercises -

questions, true/false sentences, multiple-choice and matching tasks

Language boxes

Language boxes focus on new language items introduced in the presentation texts and dialogues

Language boxes usually follow the comprehension exercises However, in some modules of the Students’ Book, there are examples of Language boxes preceding comprehension exercises because students will need the new structure in order to answer the comprehension questions

In some units there are two Language boxes Be Careful boxes

These boxes highlight special difficulties in order to help students avoid certain language errors

Study Skills boxes

These boxes help students memorise vocabulary by providing them with various ways of retaining new words

Practice

All Language or Be Careful boxes are followed by practice exercises Grammar exercises consolidate the target structure They also enable the teacher to see if students are able to manipulate the target language They start from very controlled practice, which is a comprehension of the box, and move on to freer exercises at the end of the unit

The Practice exercises are varied and consist of listening, speaking and writing exercises They can

be done individually, in pairs or in groups

Listening exercises

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experience of the sound system, rhythm, intonation

and stress of English

There is a variety of listening exercises in Friends, some of which check the general

comprehension of the text and some of which train students to listen for specific information

Speaking exercises

The ability of learners at this stage to express themselves fluently in spoken English can be hindered by their lack of an extensive vocabulary and incomplete knowledge of the English grammar system

Most students will know little or no English at

the beginning of the course, so a lot of the early

speaking exercises are controlled Fluency materials are introduced slowly in the course As students’ linguistic resources develop and their confidence increases, the emphasis of speaking exercises gradually changes from practice of the underlying grammar or structure to freer oral expression in

communicative contexts

In addition to the speaking exercises in the

Students’ Book, in the Teacher’s Resource Book

there is a photocopiable communication activity to

go with each input unit The activity gives yet

another opportunity to recycle the vocabulary and

grammar introduced in the unit and build students’

confidence in speaking

Writing exercises

The writing exercises in the Students’ Book begin with practice at sentence level This language has usually been practised orally first Students then progress to longer texts consisting of paragraphs

It is very likely that the written tasks will be used

for homework, but it is useful to do some writing

exercises in class so that you can monitor and help students while they work

Songs and chants

The songs and chants focus on, or consolidate, new language items They are often used for listening

activities, but they can also be sung and chanted by the students The songs and chants in the input unit are linked to the content or topic of the particular unit in which they occur, so they can be a

meaningful and enjoyable part of the lesson for the

students

2 Specific features of the Students’ Book Revision units

Revising material very often is very important at this young age Revision sections are after every four input units in Friends 1

Vocabulary revision

Vocabulary exercises in the Revision sections consolidate vocabulary from the whole module By using various types of exercises (organising words into sets according to topic, dealing with synonyms and antonyms, selecting odd words), they help students remember the vocabulary better

Components

Pronunciation revision

Pronunciation exercises are worthwhile activities

because clear, intelligible pronunciation can be achieved by young learners Exercises include thymes, tongue twisters and word repetition These exercises are designed to build in an awareness of individual sounds to prepare learners for the more

in-depth phonological work in the upper levels of

Friends They are also a nice break after vocabulary exercises and before the hard work awaiting

students in the grammar section

Grammar revision

Grammar sections consolidate the language from the input units The exercises are very varied and very often practise language through games and

activities

Fun time

After some hard work on grammar, students can

relax by playing a game and they will not even realise that this is, in fact, another way of practising the language they have just learned! Learning English can be great fun!

At the end of each Revision unit, after completing the relevant section in the Activity Book and Check Yourself test, teachers may wish to set one of the relevant photocopiable tests from the Teacher's

Resource Book

3 Specific features of the Students’ Book Culture and Reading Corners Both Culture and Reading Corners are a vehicle for skills practice The four skills are practised

thoroughly Grammar structures and vocabulary from previous input units are recycled and new

lexical items are controlled to enable students to

focus on skills development and increasing fluency

Culture Corners allow students to learn about and

engage in cultural topics through the medium of

English

Reading Corners introduce short stories to show students that they can read and understand quite long and complicated texts at their level

Projects

Reading and Culture Corners conclude with projects These provide students with opportunities to work individually, in pairs or in groups on a piece of work which incorporates their own ideas All of the students’ projects, not just the best ones, should be displayed so as to encourage the less able

students

Students’ Book cassettes

The class cassettes contain all the recorded material from the Students’ Book This includes all

presentation texts, listening comprehension

exercises, pronunciation exercises, songs and

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Components

Activity Book

The Activity Book exercises are intended to be used for homework However, if time allows, they can be

done in class and treated as an additional revision of the unit

Certain parts of the Activity Book, such as Skills

Corners, require the teacher’s guidance, particularly when they are done for the first time They may contain exercise types that have not been

introduced in the Students’ Book

Friends 1 Activity Book contains the following sections:

Input units

The four double-page units in the Students’ Book have corresponding double-page units in the Activity Book Each unit in the Activity Book opens

with a Language Diary, which is a précis of a unit

in the Students’ Book and includes the following

sections:

* I can complete Grammar boxes to complete

Students should be able to complete these boxes

without referring to the Students’ Book

However, there is always the Students’ Book to

check in case of doubt

® I know these words New vocabulary for students to remember from the unit They can translate these words into their first language The Language Diary should be treated as a personal section which helps students to better remember

new language They should be allowed to complete

the boxes on their own It is also meant to help

them do the exercises that follow

The Language Diary is then followed by the exercises organised in Vocabulary and Grammar

sections, which reflects the Students’ Book Revisions

There is a Use your English exercise at the end of

each Revision section This is an exam-oriented type of exercise, which is also quite difficult and could

be treated as an extra activity for better students

Check Yourself tests

Every cycle of four units is followed by a one-page

self-assessment test Through these regular tests

teachers can encourage students to evaluate their own progress and understand what they need to review On completion of the test, students evaluate

themselves using the key from the back of the Activity Book Then they can use a sticker from the

stickers page at the back of the Activity Book to mark the completion of a module

Please note that there are corresponding tests in this Teacher’s Resource Book The Check Yourself

tests and the Teacher’s Resource Book tests are A

and B versions of the same test The tests in the

Activity Book should be treated as practice before

the ‘real’ test

Skills Corners

Every Check Yourself page is followed by a Skills

Corner page Its aim is to practise reading and writing skills Stickers are used for reading

comprehension and for motivating writing Stickers

_H

are a very powerful tool at this age They are motivating and turn difficult tasks into memorable

and fun activities

Please note that the stickers are at the back of the

Activity Book

Friends 1 Quiz

The quiz at the back of the Activity Book is a summary of the material from the Students’ Book Students are expected to answer questions about

the characters and friends they have met in the

course Test Book

In addition to the tests in this Teacher's Resource Book, the Test Book offers additional Language tests

and Skills tests The task types are similar to the ones in UCLES exams, particularly at KET level The level of Friends 1 is obviously lower than that required for the KET exam, but the idea is to slowly introduce students to exam requirements

The tests allow teachers to keep a thorough and regular check on students’ progress and evaluate the need for remedial teaching As they test skills as well as grammar and vocabulary, they provide an opportunity to asses students’ progress in all areas of language learning, including listening

Both the Skills tests and Language tests have two versions ~ A and B These two versions can be used so that students sitting next to each other are not able to copy Alternatively, Test A can be used first

and Test B can be used to check improvement after

remedial teaching

The following sections are in the Test Book: ¢ Introduction which offers help with grading

students;

s Language Tests There are eight Tests A and eight

Tests B They revise each cycle of the Students’

Book;

B They revise every two cycles of the Students’

Book;

e Extra tasks There are eight extra tasks related to Language Tests and four extra tasks related to Skills Tests These tasks are meant to help teachers deal with mixed-level classes They can be given to the

very talented students who complete the tests earlier than the rest of the class and would like to get top grades;

Please note that the tests are accompanied by a

cassette

Key to symbols

> exercise recommended as group work SOP rrercise recommended as pair work

SB) Exercise recorded on class cassette

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a Starting Point

Exercise 1

* Greet the class (Good morning/afternoon) and encourage them to reply

* Then introduce yourself and ask Ss to introduce themselves: What’s your name? How are you?

* Play the recording for Ss to listen and repeat Check Ss’ comprehension by asking individuals to

translate the classroom expressions

Extension

* Ask Ss to cover the text in their books and

practise the expressions in pairs Ask pairs of Ss to act out the dialogues for the whole class

) Exercise 2

the words They can compare answers in pairs

before checking answers by listening to the

recording

‘

| 2a,table 3p, poster 4b, apple 50, orange ‘ 6i,map 7c, chair 8n,rubbishbin 9d, desk ' 10m, pencil 11f,pen 121, felt-tip pen ' 43g, rubber 14k, book 15h, notebook : school bag

Extension

practise the pronunciation

Point to the objects in the picture and ask

individuals to name them

Language box a/an and plurals

Read out the sentences to the class Check that Ss

remember when to use a (before words beginning

with a consonant) and an (before words

beginning with a vowel) Remind Ss that no

article is needed in similar sentences in the plural

Exercise 3

Check Ss’ answers by asking individuals to read

out the sentences Answers 2Ø 3an 4Ø 5a 6an Extension

® Ss take turns to say sentences identifying objects in the classroom, in their desks/school bags, etc Make sure Ss are holding/standing near the objects as they say This/These

Language box a/an/the

® Read out the pairs of sentences to the class and

check that Ss understand that the is used when

we know the specific object we are referring to

Exercise 4

wish, do the first set of sentences with the whole class

* Ss then complete the exercise working

individually They can compare answers in pairs

before checking answers as a class

* Check Ss’ answers by asking individuals to read out the sentences

Answers

2Ø 3The 4the 5Ø 6Ø 7The 8the 9Ø 10Ø 1Ø 12Ø 13The 14the 15the 16 the 17a18a 19The 20the

Exercise 5

đ Đs look back at Exercise 4 as they match the colours with the words They can compare answers in pairs before checking answers by

listening to the recording Answers 2f 3h 4i 5c 6b 7g 8j 9e 10a Extension Play the recording again, pausing for Ss to repeat the colours

Language box this/that/these/those © Read out the sentences and ask Ss to repeat them

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Starting Point

* Check that Ss remember that this/these are used when referring to things near to you and

that/those when referring to things further away

Exercise 6

* Ss complete the sentences about the pictures © Check Ss’ answers by asking individuals to say

the sentences and write the missing words on the board Answers 2This 3 Those 4 These Exercise 7

* Ss do the exercise working individually

* Check Ss’ answers by asking individuals to come

to the board, one at a time, and say and write the

numbers in the correct order

After checking Ss’ answers, ask the class to say the numbers in the correct order and check their

pronunciation

Answers

twelve, thirteen, fourteen, fifteen, sixteen,

seventeen, eighteen, nineteen, twenty

Exercise 8

* Look at the example item with the class

* Ss work individually, matching the numbers with the words

¢ Check Ss’ answers by asking individuals to write the numbers on the board

Ss then listen to the recording and repeat the numbers Answers 20, 30, 40, Ss) Exercise 9

* Read out the two numbers in the box to the class Draw Ss’ attention to the pronunciation of the long

‘i’ in thirteen /i:/ and the short ‘i’ in thirty /1/

* Ss listen to the recording and circle the numbers they hear Play the recording twice, if necessary * Check Ss’ answers by playing the recording again,

pausing after each number and asking one of the

Ss to write the number on the board 50, 60, 70, 80, 90, 100 fapescript and b40 c50 đ16 e17 £80 Exercise 10

* Look at the example item with the class © Ss work individually, writing the next numbers

* Check Ss’ answers by asking individual Ss to say a

sequence and write the next number on the board Answers 2 thirty 3 fifty-five 4 eighty-six 5 seventeen 6 ninety-nine Extension

The pairs then form groups of four and exchange sequences Each pair completes the fourth number in each sequence and checks their answers * Each group of four Ss then chooses two sequences

to write on the board for the rest of the class to

complete

Ss) Exercise 11

* Read out the first three items to the class

¢ Ss complete the table working individually They can compare answers in pairs before checking

answers as a class

* Check Ss’ answers by asking individuals to write

the missing numbers on the board and say them

* Ss then listen to the recording and repeat the

numbers Answers

four, six, seventh, eleven, thirteen, fourteenth,

twenty-one, twenty-second, twenty-three

Ss) Exercise 12

* Give Ss time to read through the months Then play the recording twice for them to listen and number the months

After checking Ss’ answers, play the recording

again for them to listen and repeat

‘ Tapescript and answers ì

| 2 February, 3 March, 4April, 5 May, 6 June, ‘

! 7 July, 8 August, 9 September, 10 October, :

‘ ll November, 12 December !

EY Exercise 13

question and answer

* Elicit from the class a question and answer about

another month

Ss then work in pairs, taking turns to ask and

answer questions about the twelve months of the year Go round and monitor the activity, helping

and correcting where necessary

* Ask Ss to look at the dates in the box and draw

their attention to the way we say dates, i.e the

(number) of (month)

Extension

Trang 15

Starting Point Exercise 14

* Give Ss time to look through the dates before you play the recording for them to number the dates Play the recording twice, if necessary

pausing after each item for one of the Ss to write

the date on the board

¢ Then ask Ss to repeat the dates as you play the recording again

2 31st July 3 11th February 4 3rd February : 5 22nd May 6 llth May 7 31st October :

8 22nd October ` 3

E> Exercise 15

* Give each S time to think of and write down three dates

* Ss in turn dictate one of their dates to the class to write down

| 2desk 3map 4blackboard 5 school 6 notebook

| 7 chair, key word: teacher

| Exercise 2

‡ down: blue green grey black brown

| 21 - twenty-first 2- second 22 - twenty-second

| 3-third 33 -thirty-third 5 - fifth 11 - eleventh

| Exercise 8

2 29th February - the twenty-ninth of February

3 23rd December - the twenty-third of December 4 22nd April — the twenty-second of April

5 31st October - the thirty-first of October

15th March ~ the fifteenth of March Exercise 9

What's this in English? 3 Can you repeat that, please? 4 How do you spell it?

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Before class

London sights, ask them to bring them to class so

that the rest of the class can see them (Exercise 1 Extension)

Presentation

Ss) Exercise 1

* Ask Ss to look at the pictures and, without looking at the text, talk about the people and the places, using English as much as possible

* Play the recording, pausing after each section to

ask Ss to point to the right pictures

Extension

If you or any of the Ss have brought pictures of

London sights to the lesson, show them to the

class and talk about the sights Comprehension

Exercise 2

* When checking Ss’ answers, ask them to correct the false statements

Answers

2# 3 4X (The Queen is a Londoner.) 5 X (Mark’s in the funny hat.) 6/7

7 X (The Londoners are on the bridge.) Language box to be positive and negative * Ask Ss to repeat the verb forms in the box after you Extension

Write on the board: I'm I'm not

We're We aren't

® Say four sentences, e.g I’m a teacher I’m not from London We're at school We aren't on holiday © Then elicit sentences from the Ss using I’m (not), We’re/We aren't Practice Exercise 3

* Read the example sentence to the class Point out that long verb forms are used in this exercise Tell

Ss that short verb forms are usually used when speaking

reading the sentences aloud

Answers

2are 3isn’t 4is Saren't 6am

Ss) Exercise 4

match the sentences with the pictures

recording

Tapescript and answers

1 a, The Londoners are at the cinema

2 d, This is a library

3 e, The Natural History Museum is great! 4 b, Rob is in the park It's Hyde Park

5c, This train station is in London It’s big and old

Ss) Exercise 5

* Give Ss time to read through the sentences before

you play the recording

Play the first item on the recording and read the

example sentence to the class

Trang 17

1 The Londoners

| Answers Activity Book Answers

| 2in the park 3 next to the river Language Diary

4 at the train station 5 in the museum

am, 'm not, ‘re, are not, is, isn’t Exercise 1

Exercise 6 2river 3 train station 4 library 5 palace

* Ask one of the Ss to read out the example 6 nhan 2 pak

sentences 2 We're from London

¢ Explain that Ss have to write two sentences for 3 They're friends

each item The first should be false and the 4 He isn’t a Londoner

second true Point out that short verb forms are 5 I'm not ina library

used in this exercise 6 It’s the capital of Great Britain * Check Ss’ answers by asking individuals to read 7 You aren’t in the photo

out the pairs of sentences Exercise 3 -

2 I'm not a student

Answers 3 We aren't friends

2 Jenny and Vicki aren't at the cinema They're in the 4 She isn’t my friend

park 5 My favourite place isn’t my school 6 They aren’t on the bridge

7 You aren’t in the cinema Exercise 4

2 My mother isn’t a queen

3 Mark isn’t in the museum He's next to the river 4 Vicki isn’t in the park She’s at the train station 5 Rob and Mark aren't next to the river They're in the

museum

3 My father isn’t a Londoner

4 My mother and father aren't from Great Britain

Exercise 7 5 Vicki and Jenny are friends

6 I'm not from London

® Read out the prompts to the class and elicit 7 London is the capital of Great Britain

suggestions for completing the sentences Exercise 5

* Ss then work individually, writing about 2are 3is 4isn’t Sis 6amnot 7am 8is

themselves Go round and monitor the activity, dis Exercise 6 helping and correcting where necessary

sentences

Finally, ask individuals to read out their sentences

for the class to hear

Resource 1 (page 119)

Interaction: group work

Exercise type: responding to picture clues Aim: to practise the use of to be

I’m Katrin And these are my friends: Karen and Hans

Hans is from Berlin Karen isn’t from Berlin, she is

from Bonn

I'm from Berlin Berlin is the capital of Germany My favourite city is Paris Paris is the capital of France

I'm Richard And these are my friends: Betty and Bob Bob is from London Betty isn’t from London, she is from York

I'm from London London is the capital of Great Britain My favourite city is Warsaw Warsaw is the capital of Poland

Exercise 7

2 My name's Bill 3 London is a city

4 The town is big 5 He is a Londoner

6 Berlin is the capital of Germany

* Divide the class into teams

* Choose a leader for each team to stand in front of

the classroom and keep the cards in hats ` © Stand the players in two or three lines, facing the

blackboard Player 1 in each line runs to the

leader of their group and chooses one card from

the hat The leader asks Where is/are ? and the

player answers, e.g He is in the palace or They

are in the park If the verb to be is used correctly, the player runs back to his/her team If they make a mistake, they must correct it If they can’t, Player 2 is called to correct it They can’t run back to their team until the sentence illustrated by the card is used correctly

¢ The cards which have been used are put aside

Trang 18

Before class

Make enough copies of Resource 2 (page 120) for each pair of Ss in the class Cut up the copies

Presentation Ss) Exercise 1

Play the recording once, without pausing, for Ss to follow the text and look at the pictures while they listen to get the general meaning of the story ¢ Then play the recording again, pausing after each

text to elicit or present the meaning of new vocabulary, e.g pretty, handsome, twins

Comprehension Exercise 2

Ss refer back to the picture story in Exercise 1 as

they read the sentences and circle the correct words

* Check Ss’ answers by asking individuals to read out the sentences Answers 2cat 3 Bugsy 4 friends 5 Fred Language box to be questions and short answers

© Read out the questions and short answers using famous and ask Ss to repeat them after you Draw Ss’ attention to the inverted order of subject and verb in question forms Write a positive sentence and a question on the board to illustrate the inversion Practice Exercise 3 © Ask two Ss to read out the example question and answer

answer the questions Go round and monitor the activity

Answers

2 Is Fred a footballer? - Yes, he is

3 Is Popsy a pop star? - Yes, she is 4 Is Toffee naughty? - Yes, he is

5 Are the twins terrible? - Yes, they are

6 Is Matt a footballer? ~ No, he isn't

7 Are you a great singer? - Yes, | am./No, I'm not Exercise 4

¢ Look at the example item with the class Point out that the adjective(s) always go before the noun

® Do the second item with the class and write the sentence on the board

* Ss complete the exercise working individually

answers as a Class

Answers

2 Fred is a handsome footballer

3 Bugsy and Dilly are the terrible twins 4 Toffee is a naughty cat

5 Matt is a clever boy

6 Dilly is a naughty girl

Exercise 5

character yourself (e.g Bugsy) Ss read out the example questions and ask more questions for you to answer until they guess who you are thinking of

Ss then work in pairs, taking turns to think of a

character and guess who their partner is thinking

of

Exercise 6

* Ask Ss to look at the pictures around the song and

identify the characters

* Ask the Ss to read the text of the song and guess the missing words

® Play the recording for Ss to listen and check their

answers

After checking their answers, Ss listen again and sing the song along with the recording

Answers

Trang 19

2 Crazy Gang Resource 2 (page 120)

Interaction: pair work

Exercise type: information gap

Aim: to practise to be - questions and short

answers

* Ss work in pairs: A and B They ask their partners about the missing information and complete their

cards

Student A: Is Steve tall? Student B: Yes, he is

* Some Ss report the information to the class

Are, Is, am, aren’t, isn’t ' Exercise 1 ' 2clever 3terrible 4handsome 5 famous | 6 naughty 7 funny 8 pretty '

Exercise 2 ị

2handsome 3 naughty 4clever 5S terrible :

Exercise 3 ' 2 Are they twins? 3 Is Dilly terrible? ì

4 Are we good singers? 5 Is Toffee a cat? Ì 6 Are Fred and Matt friends? Ị

Exercise 4 '

1 Yes, I am / No, I'm not !

2 Yes, I am / No, I’m not 1 3 Yes, he/she is / No, he/she isn’t 1 4 Yes, I am / No, I'm not ì 5 Yes, we are / No, we aren't :

6 Yes, he/she is / No, he/she isn’t '

Exercise 5 :

2 Is Popsy tall? No, she isn’t ;

3 Is Popsy a wonderful singer? Yes, she is ' 4 Is Fred a good singer? No, he isn’t 1

5 Is Fred handsome? Yes, he is '

6 Are Fred and Popsy good friends? Yes, they are ‘

Exercise 6 :

2 Are Bugsy and Dilly wonderful singers? ‘

3 Popsy is a very good pop singer t

4 Popsy and Toffee are good friends !

5 Are you a famous pop star? !

6 Is she very pretty? '

Exercise 7 :

Trang 20

Before class

Make enough copies of Resource 3 (page 120) for each group of sixteen Ss in a class If necessary,

remove any number of rows from the resource to

match the number of Ss in your class and divide

your class into groups Presentation Exercise 1

Ally and Alex are the editors of the magazine Encourage Ss to guess what editor means * Ask Ss to look at the question before they read

and listen to the ‘editors’ letter’

Play the recording and elicit the answer

* Ask Ss to work in pairs, reading the ‘editors’

letter’ and discussing whether they would like to join the Friends’ Club

Answer

Yes, it is

Exercise 2

* Ask Ss to look at the pictures of Ania and Silvio and see if they can guess where they come from and how old they are

Ss then listen to the recording and read the

dialogue Play the recording twice and then ask Ss

to close their books and tell you what they can remember about Ania and Silvio

Language box 10 be questions

* Ask Ss to repeat the sentences in the box after

you Draw their attention to the inversion of

subject and verb in the question form and the addition of the question word Comprehension Exercise 3 © Read out the example question and answer to the class © Ss then work individually, matching the questions and answers

Ss then work in pairs, taking turns to ask and

answer the questions Go round and monitor the activity

¢ Then ask pairs of Ss to say the questions and answers for the class to hear &e Answers 2 Where 3 What 4How SIs 6 Are 1 No, he isn’t 2 He's from Milan in Italy 3 She's Polish 4 She's eleven years old 5 No, he isn’t 6 Yes, they are Exercise 5

Ss then listen to the recording and check their

answers

Answers

2German 3 Russia 4 Japanese 5 Poland 6French 7 Spanish 8 China 9 Greece

Extension

¢ Play the recording again, pausing for Ss to repeat

Trang 21

Check Ss’ answers by asking individuals to come to the board and write the countries and

nationalities in two columns

Answers |

Countries: Spain, China | Nationalities: French, Russian

Play the recording again for Ss to sing along Exercise 7

what information they need to listen for

the missing words on the board and say them Tapescript

Narrator: One

Ally: Hi! What's your name? Olga: My name's Olga

Ally: How old are you? ‘

Olga: I'm ten :

Ally: Where are you from? :

Olga: I'm from Russia ' Narrator: Hiroshi: Alex: Hiroshi: Two

Hi! I'm Hiroshi How old are you?

I'm fourteen Alex: Where are you from?

I'm from Japan I'm Japanese

Hiroshi:

Narrator: Three

Ally: What's your name?

Reiner: My name's Reiner

Ally: How old are you? Reiner: _ I'm eleven years old Ally: What nationality are you?

Reiner: I'm German Narrator: Four

Lucas: —_Hi there! I'm Lucas Alex: Hi, Lucas How old are you?

Lucas: I'm nine years old

Alex: Where are you from?

Lucas: _ I'm from Greece

| Answers | Olga: ten, Russia | Hiroshi: Japan, Japanese

Reiner: eleven, German | Lucas: nine, Greece

Study Skills

Ss work individually, writing the nationality

adjectives in the four columns in their notebooks Write the headings of the columns on the board

(-an, -ese, -ish, other) and ask individuals to come and write a nationality in one of the columns and

to say it

¢ When all the nationality adjectives have been written on the board, ask Ss to repeat them after

you to practise pronunciation 3 Friends’ Club ‘Answers -an: German, Russian -ese: Japanese -ish: Polish, Spanish other: French Extension

® Ask Ss to write the countries and nationalities in

their notebooks If Ss have vocabulary books, tell

them to write the countries and nationalities in a

separate page in their vocabulary books

‘a Exercise 8

answers, and elicit the second answer from the

class

® Elicit questions and answers about Lucas from the class

Resource 3 (page

Interaction: pair work

Exercise type: information gap

Aim: to practise to be - specific questions; countries

and nationalities

¢ Teacher puts the four headings on board - Name,

Age, Country, Nationality - and elicits appropriate

questions Teacher gives instructions in Ss’ L1

details are the same

Student: I am Anna I'm 15 years old I’m from

Poland I’m Polish

Activity Book Answers Language Diary 1 1 How 2 Where 3 What Exercise 1 2France 3Germany 4'taly 5 Poland 6 Greece 7 Russia Exercise 2 2 French 3 Poland 4 Japan 5 Greek 6 Great Britain Exercise 3

2 Are Lee and Ben twelve years old? Yes, they are

3 Is Tamara Japanese? No, she isn’t

4 Are the twins from Great Britain? No, they aren't 5 Is Silvio from Italy? Yes, he is

6 Is Tamara ten years old? No, she isn't

Exercise 4

2 Where 3How 4 Where S How 6 Where Exercise 5

2 Are you ten years old? 3 Where are you from?

4 Who is this? 5 How old is he? 6 Is he from France/French? Exercise 6

2 She is Polish 3 What nationality are you?

4 How old are you? 5 Where is she from?

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Before class

Make two copies of Resource 4 (page 121); one for yourself, one for the class If necessary, remove any number of pictures from the resource to match the

number of the Ss in your class Cut up the copies Presentation

Exercise 1

® Ask Ss to tell you what sort of stories they like (using their L1 if necessary) Find out how many students like legends, mystery stories and stories about history

® Ask Ss to look at the picture and talk about what they can see, using English as much as possible Use the picture to elicit or present key vocabulary

that is not in Exercise 2, e.g king, queen, prince, princess Play the recording twice for Ss to listen and read the text Comprehension Exercise 2

Ss can work in pairs, matching the words and the pictures Answers 2a 3c 4b Sd 6f 7g Exercise 3

referring back to the text in Exercise 1 © Ss can compare their answers in pairs before

checking answers as a class

Check Ss’ answers by asking pairs of Ss to read

out the questions and answers

Answers

1 Yes, itis 2Balan 3 Bruno 4 The queen

5 Sixteen 6 A monster

Language box possessive ’s

at the pictures Draw their attention to the

position of the 's with singular and plural

subjects

Extension

Tell the class that you are going to write about

two students, Maria and Anna Write on the board:

Maria’s school bag = the student's school bag

Anna's books = the student's books

Maria's and Anna’s desk = the students’ desk

with the possessor/subject (e.g Maria), not the

things that are possessed (e.g school bag, books,

desk) Practice Exercise 4

Read the example item to the class and draw Ss’ attention to the position of the 's

Ss complete the exercise writing in the 's or s’ © Check Ss’ answers by asking individuals to write

the sentences on the board so that you can check the position of the apostrophe

Answers

2 king’s name 3 dog's footprints 4 monster's tail

5 dogs’ tails 6 queen's children

Exercise 5 Pronunciation

a

First, ask Ss to listen to the words on the recording and find the two contrasting sounds in the words (/1/ and /i:/)

¢ Then play the recording again for Ss to listen and

repeat the words

b

sounds Ss listen to the recording again and put

the words in the correct columns Play the recording twice if necessary

Answers

king: footprint, capital, prince

queen: green, clean, beach

Trang 23

4 Story Time Activity Book Answers Language Diary 1 singular: dog's plur: logs” Exercise 1 2 castle 3 mountains 4river 5 lake 6 forest Exercise 2

down: big clean long

across: high small Exercise 3

2 The queen's name is Marisa

3 These are Jeremy's dogs

Language box there is/there are positive l

4 These are the dogs' tails '

their attention to the singular and plural nouns in

the sentences

Extension

¢ Write on the board:

There a computer in the classroom

There three window's in the classroom There a lot of students in the classroom There .a teacher in the classroom

® Ask Ss to complete the sentences with is or are

5 These are Jessica’s footprints

6 The king’s name is Bruno

Exercise 6 Exercise 4

* Ask one of the Ss to read out the example 2 dogs’ 3 dogs’ 4 monster's

eae 2 There 3 Th 4 There is 5 Thị

out the sentences There are mountains and two big lakes There is a

river There is a forest in Magic Land

Exercise 7

2is 3are 4twins' Son 6are 7 Rick’s

8 Nick’s 9 They 10 boys

Answers

2 There are 3 There is 4 There are 5 There are

6 There is There is

Exercise 7

sentences Ask the class if these sentences are true about their own town Elicit one or two more

sentences about the students’ own town ¢ Ss work in pairs, writing sentences about their

town, using there is/are Go round and monitor

the activity, pointing out any mistakes for the Ss to self-correct

out two of their sentences for the class to hear

The class can see how many different sentences

they have thought of

Resource 4 (page 12

Interaction: whole class

Exercise type: responding to picture clues Aim: to practise possessives

Ss sit in a circle around a table Each S gets a card with a picture Ss take turns and slowly put their cards on the table face up so that all the Ss can

see them

Trang 24

Before class

the Fun Time activity In this activity, Ss have to collect small objects to put in the bags, so you

might want to bring in some objects (e.g pens, rulers, rubbers, small balls, toy cat/dog) yourself to make sure Ss have sufficient objects to use * Give Ss five or six minutes to look back at the

vocabulary and grammar in this module Tell them

that this Revision unit is not a formal test but it will be helpful if they know where to find the

grammar structures and vocabulary if they need to

refer back to the lessons in the module

Vocabulary Exercise 1

from the Ss the reason why city is the odd word out (because the other three are buildings)

Ss complete the exercise working individually They can compare and discuss their answers in

pairs before checking answers as a class When checking answers, ask Ss to give reasons for their choice

Answers

2 footballer 3 France 4 monster 5 dog 6 palace

Exercise 2

horizontally (pretty)

Ss then complete the exercise working in pairs Ss can check answers in groups of four, pointing

to the adjectives on the puzzle square

¢ Then play the recording three or four times for Ss

to listen and repeat the sentences Ask Ss to repeat chorally and individually so that you can

check the pronunciation of all them

Extension

Ask Ss to read the title of the Chinese film (Bridge on the River Green) and ask them if they know

the title of a real film that is the same as this

except for one word (Bridge on the River Kwai) Exercise 4 © Ask two Ss to read out the example question and answer © Ss work individually, matching the questions and answers

out the questions and answers Answers 2c 3e 4d 5Í 6a a Exercise 5

can use to ask for information

Ss work in pairs, asking and answering questions

about the pictures in Exercise 4 Go round and monitor the activity, helping and correcting where

necessary

Exercise 6

between the pictures

Ss can do the exercise working in pairs and

writing down sentences about the differences

Answers

The other differences are: one lake/two lakes

one mountain/two mountains one bridge/three bridges one monster/two monsters

Trang 25

® Do the next item with the class and ask one of the

Ss to write the answer on the board so that you

can check the position of 's

*Ss complete the exercise working individually © Check Ss’ answers by asking individuals to write

the sentences on the board Answers 2 boys’ dog 3 girls’ hats 4 friends’ 5 girl's book Fun Time

pairs Each pair needs a paper, cloth or plastic bag to put their objects in

some of your own to the lesson, give out these,

too

tie up the bag

the contents of the bag and guess what the objects are, using there is/there are

guesses were right

Activity Book Answers for Skills Corner 1 : Exercise 1 1 sticker of Tomek 2 sticker of the castle t Exercise 2 2true 3false 4true 5 false 6 false Exercise 3 3 Krakéw isn’t the capital of Poland Warsaw is the ' | capital of Poland

' 5 Tomek’s favourite story isn't about Robin Hood :

‘ Tomek’s favourite story is the story of the Wawel ‘

+ Dragon '

\ 6 Tomek's favourite place in Krakéw isn't the castle | \ Tomek’s favourite place in Krakow is Planty !

Exercise 4 '

Paragraph 1: Barbara is twelve years old She is from |

New York in the USA New York isn't the capital of ‘

the USA but it is a big city There is a famous place in ; New York It is called Manhattan '

Paragraph 2: Barbara's favourite stories are the stories | about American Indians Barbara's favourite place in

New York is Central Park It is a big park in the city

Paragraph 1: Jim and Tim are thirteen years old They are from Nottingham in Great Britain Nottingham \

isn’t the capital of Great Britain but it is a big town i There is a famous place in Nottingham It is called t

Sherwood Forest ‘

Paragraph 2: Jim and Tim's favourite story is the

legend of Robin Hood Jim and Tim’s favourite place ingham im Check Yourself Units 1-4 - Activity Book

page 12

im Skills Corner 1 - Activity Book page 13

im Check Units 1-4 - Teacher's Book page 110

Trang 26

Before class

* Make enough copies of Resource 5 (page 122) for

each group of sixteen Ss Cut up the copies If

there are more than sixteen Ss in your class, make

another copy of the resource and give each S a

slip presenting one family Ask the Ss to think of another member of the family and prepare their description

* Ask Ss to bring photos of their own family (and pets) to the lesson (Language Box: Extension) Presentation

Exercise 1

* Ask Ss to look at the photos of Vicki's family in

the SB and guess (in their L1, if necessary) the relationship between the people Use this

opportunity to introduce key vocabulary Ask Ss to guess how old some of the people are Do not tell the Ss the correct answers at this stage

As Ss listen and read for the first time, ask them

to identify Vicki’s brother and uncle

® Play the recording and check the answers (the brother is the small boy in Picture 2 and the uncle is the tall man in Picture 3)

Play the recording again, pausing it from time to time, for Ss to identify the other people in the

photos

Play the recording again, pausing it appropriately for Ss to repeat the family words, e.g brother, sister ERS Comprehension Exercise 2 ® Ask Ss to look at the family tree and find Vicki's grandfather (George)

Ss work individually, reading the text again and

completing the family tree If you wish, Ss can compare their answers in pairs before checking

answers as a whole class

Check Ss’ answers by asking one of them to draw

his/her tree on the board for the rest of the class

to look at and see if they agree

Answers

Doris/grandmother, Jil/mother, Bil/father,

Amy/sister, Martin/brother, Lee/uncle, Kay/aunt,

Anna/cousin, Robin/cousin

Ss) Exercise 3 Pronunciation

Ss listen to the recording and repeat the words Draw Ss’ attention to the pronunciation of the ‘th’ sound in the words It’s voiced /ð/ in all of them If some Ss find difficulty making the sound, tell

them to put their tongue in between their teeth

when they pronounce it Tell them also to put two

fingers lightly on the front of their throat (the

Adam's apple) and they should be able to feel the

vibration as they make a continuous /d/ sound

Ss first repeat the words as a whole, then in small

groups and individually

Extension

* Ask Ss to look back at the text in Exercise 1 and find sentences containing the words from Exercise 3 Individual Ss take turns to read out the

sentences Focus on correct pronunciation of the voiced ‘th’ sound /6/

Language box possessive adjectives

® Read through the table with the Ss Highlight the

possessive adjectives and check that Ss

understand them If you wish, have Ss match the

possessive adjectives with subject pronouns (I,

you, he, etc.)

® Ask Ss to look back at the đialogue in Exercise 1

and find and read out examples of possessive adjectives

Use some classroom objects (books, pens, rulers, etc.) to elicit sentences from Ss Say one or two sentences yourself to demonstrate the activity, e.g This is my/her ruler

Extension

® If Ss have brought photos of their family to class,

have them talk in pairs about them, asking and

Trang 27

Practice

Exercise 4

© Look at the example sentence with the class Tell students to read each sentence carefully and to look back at the family tree in Exercise 2 and the dialogue in Exercise | to select the correct words ® Check Ss’ answers by asking individuals to read

out the sentences

Answers

2his 30ur 4your Sher 6its 7 their

Exercise 5

the class

® Ss do the exercise working in pairs

Check Ss’ answers by asking pairs of Ss to read out the questions and answers

| Answers

| 2Doris 3Lee 4Anna 5 Jill 6 Martin

Exercise 6

family tree cards If you have any S who, for personal reasons, is unhappy about using his/her own family, tell them to invent a family

Ss copy the family tree into their notebooks They

write their own name on the tree and fill in the

names of the other members of their family, e.g brothers, mother, aunt, etc Tell Ss that they may have to amend the family tree which is given in their books to suit their own family

Exercise 7

they prepared in Exercise 6 They ask and answer questions about each other’s families and

complete their partner’s family tree Go round and monitor the activity, helping and correcting where

necessary

Exercise 8

Read out the example sentences to the class Ss

look back at Exercise 5 and see how the puzzle

sentences are written

¢Ss work individually, writing three or four puzzle

sentences about their own families

5 The Londoners

Resource 5 (page 122) Interaction: whole class

Exercise type: using written clues to find members

of a fictional family

Aim: to talk about family relationships © Copy one card for every S in the class There

should be as many players as members of the families (If there are more than sixteen Ss in your class, make another copy of the resource and give

each S a slip presenting one family Ask the Ss to

think of another member of the family and prepare their description.)

Ss must mingle with the others and ask questions

to identify the members of the family they belong to Ask the Ss to ask as many questions as

possible to find out all the information about the people who they think may belong to their family When the students find their families, ask them to present all the members to the rest of the class

Trang 28

CRAZY Gane

Before class

each group of three or four Ss

° If you have any picture dictionaries, bring them to class for the Study Skills activity

Presentation Exercise 1

happening in the picture story

* Ask Ss to answer the question Is Fred's car new? as they listen to and read the story the first time

Play the recording for Ss to listen and read and then check Ss’ answer

Play the recording again, pausing it after each text

to check Ss’ comprehension

After Text 1, ask Ss to point to their own noses, eyes and ears

After Text 2, ask Ss to translate nice, silly and

funny

After Text 3, ask Ss to point to something red and something green

After Text 4, ask Ss: Is Fred’s computer new? After Text 5, ask Ss: Who is the singer on the CD? After Text 6, ask Ss: Is Fred’s car new and red?

ee

ensure that Ss hear difficult model sentences a number of times and give them a lot of whole

class and individual practice repeating the model Ss can then work in groups of five, reading the

story aloud

Comprehension

Exercise 2

* Ss complete the exercise working individually, circling the correct words

out the correct sentences If Ss disagree about any of the answers, ask them to find the information in the picture story and read it out Answers 2blond 3old 4 green 5 new Language box have got (positive and negative)

with the class Draw Ss’ attention to the short verb forms

® Ask Ss to look back at the picture story and find

sentences with positive and negative forms of Rave got Ask individuals to read out the sentences they have found

Practice

Exercise 3

Tell Ss to refer back to the picture story in

Exercise 1 to find out accurate information so that

they can write ‘true’ sentences

complete the exercise working individually If you wish, Ss can compare answers in pairs before

——

Answers

1 has got 2 hasn’t/has not got, has got 3 have got

4has got 5 have got

Extension

members of their family have/haven't got, e.g My

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Exercise 4

Ss look at the picture and identify the objects (a

new school bag, an old school bag, a computer, a

computer game, a CD, a CD player, a football)

Elicit from the class a sentence about Bugsy and

the new computer, e.g Bugsy has got a new

computer

Ss listen to the recording and match the people with the things Play the recording twice, pausing appropriately the second time for Ss to draw in

the lines

Bugsy and Dilly have got red school bags Dilly's bag

is nice and new Bugsy’s got an old school bag Bugsy’s got a new computer but he hasn't got new computer games Dilly's got new computer games

She's got Popsy’s new CD too She hasn't got a CD player Bugsy's got a CD player He's got a new

football, too z

Answers

Bugsy: a new computer, an old school bag, a CD player, a new football

Dilly: a new school bag, a CD, new computer games

Exercise 5

® Read the prompts to the class and elicit possible Positive and negative endings for the sentences

from the Ss

the twins have or haven't got and writing

sentences

out their sentences Ss can see how many different sentences they have thought of

Study Skills

If you have any picture dictionaries, bring them to the lesson and let Ss look at them before they make their own picture dictionaries

Ss look at the Study Skills box and read the vocabulary for the picture

* Ask Ss what else could be labelled on this picture (e.g parts of the face)

Ask Ss to draw a picture of a face in their

notebooks and label it

Exercise 6

can guess who it is

Ss then read the second text silently to themselves

and work out who it is

texts Draw Ss’ attention to the use of and (to join

two similar ideas) and the use of but (to join two contrasting ideas) Answers 1 Bugsy 2 Fred 6 Crazy Gang Exercise 7 © Ask one of the Ss to read out the example sentences

describing one of the Ss using sentences with

has/hasn't got and is/isn’t

to say

Ss then work in groups of four or five, taking turns to describe a classmate and to guess who it

is Go round and monitor the activity

After the group work, ask two or three of the Ss to

say their descriptions for the class to guess who it

Is

Exercise 8

Play the recording for Ss to listen and read the

text

complete the song

Interaction: group work

Exercise type: describing pictures

Aim: to practise has got, parts of the body and adjectives

® Divide the class into groups of three or four Ss Give each group a copy of the resource material

Each of the Ss has to choose one of the girls from the pictures and prepare her description

descriptions and the other Ss in the group guess which girl has been described

Activity Book Answers Language Diary 1 have, haven't, 's, has not Exercise 1 2short 3long 4big S green 6 small Exercise 3 2has got 3 have got 4 have got 5 have got 6 has got Exercise 4 h

2 Bugsy and Dilly have got a computer ì

3 Bugsy and Dilly haven't got a CD player t 4 Popsy hasn’t got a computer :

5 Popsy has got a CD player '

6 Bugsy and Dilly have got computer games :

7 Popsy has got CDs 2 Exercise 6 i

3 My brother's got brown hair, too !

4 I've got long hair ' 5 My brother's hair is short 1

6 His eyes are blue '

7 He's got beautiful eyes ‘

8 He's got a long nose '

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Before class

Ask Ss to bring in photos or drawings of their

pets If any of the Ss don’t have a pet, ask them to bring in a picture of their favourite kind of animal Presentation

Exercise 1

Read out the instruction and the four headings

(animals, countries, pets, places) to the class Tell

Ss that more than one heading may be correct Ss work individually, reading the editors’ letter to

find out what is in the magazine and ticking (V)

pictures of the three pets and guess which pet

Juan has got

find out what Juan's pet is Tell Ss not to worry about understanding every word but to focus on the answer to the question Answer 3 arat Extension

What colour is it? Then ask Ss about their favourite animals

Language box nave got (questions and short answers)

with the verb in the question

* Ask Ss to look back at the dialogue and find and

read out examples of questions and short answers with have got Comprehension Exercise 3 © Ask two Ss to read out the example question and short answer © Ss work individually, matching the questions and answers

* Check Ss’ answers by asking pairs of Ss to ask

and answer the questions Answers 2b 3a ác 5e Extension

® Ask individual Ss questions for them to give short answers, e.g Have you got a pet rabbit/a brother/

a new computer/a dictionary?

turns to ask questions with have got and to give short answers

Practice S) Exercise 4

discussing the answers

asking the class What's the answer to Question 1?

etc

Ss then listen to the recording and check their

answers

Tapescript and answers

1 Have spiders got eight legs? - Yes, they have

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Exercise 5

¢ Ask two Ss to read out the example questions and

answers

Each S chooses a pet from Exercises 4 or 2 e In pairs, Ss ask and answer questions to find out

their partner's pet Go round and monitor the activity

¢ The class can then ask questions of one or two of the Ss to guess what their pets are

Be careful

Tell Ss that it is important to remember when to use an apostrophe in it's and when not to use an apostrophe

Read the sentences in the box to the class Elicit the difference between the two uses of it’s (absence of the verb is or has) and the use of its

(possessive adjective)

Exercise 6

punctuated letter on the board to be used again in Extension 2 Answers

My family’s got a pet parrot It’s from Brazil It's got a long tail Its tail is red It's beautiful and funny It’s

got a big head and small eyes Its name is Pip It’s very clever Extension 1

After checking Ss’ answers, write two more

sentences on the board and ask Ss if these

sentences need apostrophes: Its eyes are black

Its favourite food is chocolate

(No, because its is a possessive adjective in both

sentences.)

Extension 2

* Check Ss’ answers by erasing the short forms in the letter on the board and asking individual Ss to write the long forms on the board

| Answers

My family has got a pet parrot It is from Brazil It has

| got a long tail Its tail is red It is beautiful and funny

It has got a big head and small eyes Its name is Pip

It is very clever

Extension 3

elf the Ss brought the pictures of their pets or

favourite animals to class, ask them to write short

descriptions of the animals

7 Friends’ Club

¢ Then put the Ss into groups of four Ask them to put the pictures of the animals on the desk and in turns read out the descriptions Other Ss in the group guess which animal is being described

Exercise type: asking questions in order to complete a gap filling exercise

Aim: to practise have got, has got - yes/no questions

Ss ask the teacher yes/no questions in order to complete the text

Ss: Has he got four dogs?

T: No, he hasn't

Ss: Has he got four guinea pigs?

T: Yes, he has

2nose 3ear 4tail Shead 6eye 7 teeth the key word: favourite pet

Exercise 2

2 hedgehog 3 leafinsect 4 parrot 5 spider

6 guinea pig

Exercise 3

2 Have your brothers got two dogs?

3 Has your sister got a cat?

4 Has your pet got four legs?

5 Have her parrots got long tails?

6 Has your uncle got a new pet?

Exercise 4

2d 3a 4e Se 6f

2 Has it got four legs? 3 Has Claudia got a pet?

4 Has Ken got a pet? 5 Have we got big noses?

6 Have I got a big nose?

Exercise S

2 It has got very big teeth 3 What pets has he got? 4 Has your cousin got a cat? 5 It’s got a long tail

6 Her dog has got very small ears Exercise 6

2 Has it got four legs? 3 What colour is it?

4 Has it got big ears? 5 Has it got a short tail?

6 Has it got big eyes?

Exercise 7

My pet is small It’s got short legs It’s got a small

head and very big ears It’s got a long tail It’s black

and white It’s very beautiful and friendly It’s a dog

Its name’s Max Exercise 8

2Her 3She 4’s STheir Gare 7 They 8 got

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Before class

* Make a copy of Resource 8 (page 124) and cut it

up

Bring small objects (e.g a ball and a toy car) and

an empty box to demonstrate prepositions of place (Language box: Prepositions)

Exercise 1

monster and the lake

can think about the missing words

out sentences in the text Answers ° 2Jeremy 3 country 4 monster Presentation Ss) Exercise 2

time, ask them to identify two new characters in

the story (Rik and Mago)

Ss then listen and read the text again Ask questions about Rik and Mago:

Where is Rik from?

Has he got long hair? What colour is his hair? What colour are his eyes? Is Mago from Norland?

What colour is his hair?

Is it short or long? Comprehension Exercise 3

Read the first sentence with the class, and ask Ss to find the information in the text in Exercise 2, which proves that the sentence is false (Rik, the Prince of Bosland is here!)

Exercise 2

the false statements Answers 2X 3V 4ý 5v

Language box there is/there are

(questions and short answers)

the short answers

Extension

¢ Write prompts on the board for Ss to make questions and give short answers, e.g Is/Are there

(a computer/books/a dog/apples/four windows/ fish) in our classroom?

Practice Exercise 4

Ss work individually, reading the questions and

writing the answers, from the dialogue in Exercise

2

the questions

Check Ss’ answers by having pairs read out their questions and answers

Answers

1 Yes, there are 2 Yes, there is 3 No, there isn't 4 Yes, there are 5 No, there isn’t 6 Yes, there are

7 No, there isn't

Presentation

Exercise 5

® Ask Ss to look at the picture and say what they

can see, using English as much as possible Use the picture to present any new key vocabulary

As Ss listen and read the text the first time, ask

them what King Bruno sees in the glass ball (He sees two people behind the trees.)

Extension

Trang 33

ty

what the magic dust will do to the monster and what will happen next

Language box prepositions

¢ If you have brought an empty box and some small objects to the lesson, demonstrate the prepositions (in, on, under, in front of, behind, near) with the objects and the box, e.g The ball is on the box

Ss then look at the table and repeat the sentences

(beginning The glass ball is .) after you Practice

Exercise 6

Read the example item to the class

Ss work in pairs, matching the questions and answers They can practise reading the questions and answers aloud in their pairs

=———————_—'

Answers

2ƒ 3e 4b 5a 6d

Exercise 7

give the answer to the second question (Where are

they?)

balls, bed, mice, table, desk, chairs, box Check

that Ss understand and can pronounce these

words

and answers about one or two of these objects

from the whole class before Ss ask and answer

questions in pairs

® Go round and monitor the pair activity

Exercise 8

¢ This exercise can be set for homework or done in class, working individually

Read the example sentences to the class and elicit possible endings for the second sentence

¢ Remind Ss to use the grammar practised in this unit (there is/are and prepositions of place) in

their writing Tell Ss to write about five or six

sentences describing Mago’s room

them to correct them

Ss can then work in small groups of three or four, reading each other’s sentences and seeing how

many different sentences they wrote

8 Story Time Resource 8 (page 124)

Exercise type: picture clues exercise

Aim: to practise questions Is there ?/Are there 2 and prepositions of place

Distribute the cards to the Ss and ask them to put

the cards in places indicated on your list Ss walk

around the classroom leaving sixteen cards at

different places

Tell the class to try to remember the position of the cards Then ask Ss to turn the cards over * Divide the class into two teams Each member of

a team is given one strip of paper with clues © Elicit the questions Is there 2/Are there ? © A representative of one team asks a question, e.g

Is there a dog under the desk? A S from another team answers: Yes, there is or No, there isn’t They turn over the card to check If the answer is correct, the team takes the card

¢ Teams take it in turns asking and answering

questions

¢ The team that collects most cards is the winner

Is there, there isn’t, there are

in, on, under, next to, behind, in front of Exercise 1

Places: lake river cave

People: magician queen prince king

Things in a room: desk lamp bed table Exercise 2 2in 30n 4infrontof 5 behind 6 under Exercise 3 Zon 3nextto 4in Snextto 6on Exercise 4 2 No, there isn’t 4 No, there isn’t

6 No, there aren’t 8 No, there aren’t

Exercise 5

2 There are two dogs in Jeremy’s room

3 Is there a box in front of the rock?

4 There is a cave under the rock

5 Are there two children near the cave?

6 Is there a monster in the story?

Exercise 7

2 Their 3 They're 4His She’s 6his 7 Their

8 There

Trang 34

Before class

Prepare a sufficient amount of papers for each S to

have a paper to write on and a paper to draw on for

‘Fun Time’ at the end of this unit

Exercise 1

Ss can do the exercise working in groups of three or four, discussing the correct groups for the words

under the appropriate heading (pets, family, face) Ask the rest of the class if they agree with the

answers

Answers

Family: grandmother, daughter, son, aunt Pets: cat, rat, fish, spider

Face: nose, ears, eyes, hair

Exercise 2

circling the correct word

* Ask Ss to look at Sentence 3 in the exercise Elicit

sentences to end with city and town, e.g London is a big city

¢ Then ask Ss to look at Sentence 5 in the exercise Elicit sentences to end with uncle or son, e.g That

tall man is my mother’s brother He’s my uncle 2evision 2 Pronunciation Exercise 3 a

them to feel the front of their throats as they make

the sound Then tell Ss to make the unvoiced ‘th’

/®/ sound and feel that there is no vibration at the

front of their throats because the air is flowing

freely out of the mouth

b

® Ask Ss to repeat the two words (mother, mouth) after you and to identify the voiced ‘th’ sound /d/

in mother

¢ Explain that they have to write the words with the voiced ‘th’ sound /0/ in the first column (under

mother) and the words with the unvoiced ‘th’

sound /@/ in the second column (under mouth)

Ss listen to the recording and write the words in the correct columns Play the recording twice, if

necessary

out the words in columns Correct the pronunciation if necessary

Answers

/8/: father, brother, this, the, they, their, there /@/: thin, thirty, three, thank you, birthday, Thursday

c

® Play the recording first for the Ss to listen and focus on the two ‘th’ sounds (/3/ and //) © Ss then listen and repeat the sentences after the

recording Play the recording two or three times

for Ss to repeat the sentences

Ss can then work in pairs, taking turns to say the

sentences to each other

Exercise 4

Ask one of the Ss to read out the list of pronouns and possessive adjectives at the top of the

exercise

the gaps to give Ss time to guess the missing words

Ss then work individually, filling in the gaps * Check Ss’ answers by asking individuals to read

Trang 35

Exercise 5

Read the example sentences to the class and let Ss

trace with their finger the line linking Helen and the car

Ss do the exercise working in pairs, linking the

out the sentences

Answers

2 No, she hasn't She's got a computer

3 No, he hasn't He's got a CD player

4 No, he hasn't He's got computer games 5 No, she hasn't She's got a CD

Exercise 6

® Ask Ss to look at the picture in Exercise 7 and tell you what animals there are in the picture © Ask two Ss to read out the example question

individually

out the questions

Answers

2 Are there? 3 Is there? 4 Is there?

5 Are there? 6 Is there?

Exercise 7

¢ Ask one of the Ss to read out the example answer to the first question in Exercise 6

Ss work in pairs, looking at the picture and

answering the questions in Exercise 6

Check Ss’ answers by asking pairs to read out the questions from Exercise 6 and the answers

Answers

2.No, there aren’t There are four rabbits in the box 3 No, there isn't There is a cat on the sofa 4 No, there isn't There is a box on the table

5 No, there aren't There are five spiders behind the sofa 6 No, there isn’t There is a monster under the sofa Fun Time

Each S needs a fairly large piece of paper Explain to the class that they will draw an animal’s head, body and legs on each piece of paper

First, each S draws and colours an animal's head

in the top third of his/her paper

Each S then folds the paper and hands it to

his/her neighbour

paper but draws and colours an animal’s body on the middle third of the paper

fourth S who opens the paper and looks at the animal In turn, students show their papers to the class and describe the ‘crazy’ animal that has

been drawn

Activity Book Answers for Skills Comer 2

Exercise 1

Steve: sticker of a boy in a red T-shirt

Mary: sticker of a blonde girl

Ann: sticker of a dark-haired woman

Jack: sticker of a red-haired man Lucy: sticker of a dog

Exercise 2

2 Where are you from? 3 What’s your mother’s name? 4 Have you got a brother?

5 How old is Mary?

6 Have you got a pet?

7 What's its name?

i Check Yourself Units 5-8 - Activity Book page 22

im Skills Corner 2 - Activity Book page 23 Inmè Check Units 5-8 - Teacher’s Book page 111 Td Language Tests A/B Units 5-8 - Test Book

page 42

Trang 36

Before class

If you have a large wall map of the British Isles,

display it so that you can point to the different

countries on the map (Exercise 1)

*® Ask Ss to bring photographs of their favourite part

of their country to the lesson (Project)

* Ask Ss to bring recordings of music from their

favourite part of their country to the lesson

(Project)

Ls t-F-]

Exercise 1

® Ask Ss to look at the compass on the map and translate the directions into their L1 Ask Ss to

repeat the directions after you: north, south, east,

west

the map in their books

If you have a large wall map of the British Isles, display it and ask individual Ss to come out and

point on the map to Northern Ireland, the Republic of Ireland, Scotland, Wales and England If you haven't got a large wall map, ask Ss to work in pairs, pointing to the different countries

on the map in their books Exercise 2

Eg

Ss complete the exercise, referring back to the map and the directions

out the complete sentences Answers 2north 3two 4is Sisn’t Exercise 3

Play the recording twice for Ss to listen and number the pictures

Answers a4 b2 d3 Exercise 4

and asking individuals to say and write the labels

on the board

Girl: Is this man from Ireland?

Boy: No, he isn't He's from Scotland

Girl: People in Wales are famous for their songs |

think those men are from Wales

Boy: You're right

Gir: Where are these people from? '

Boy: They're from England ' : Girl: Look at that woman and her harp Where is she from? Answers a4lreland b 2 Wales d 3 England Exercise 5

* Ask two Ss to read out the example dialogue ®Give Ss time to choose a country from Exercise 1

and to think of its position in relation to other

countries

Ss work in pairs, asking and answering questions about their countries and finding out their

Trang 37

Exercise 6

sentence

remind them to use there is/are when describing the features of their country

elicit similar sentences to describe the location of

the Ss’ own country

sentences they have all thought of

Project

Read out the stages of the project to the class and check that Ss understand what to do

Trang 38

Before class Make a copy of Resource 9 (page 125) Cut it up Presentation Exercise 1

read the text Play the recording once and see if Ss have got the correct answer (Epping Forest) © Ask Ss where they like to go on day trips Are

there any forests or parks in their area?

S) Exercise 2 ý

® Play the recording for Ss to listen and read the

sentences

Play the recording again, pausing after each

section to check comprehension and for Ss to repeat the sentences

Comprehension Exercise 3

Ss work individually, matching the signs and the

sentences They can then compare answers in

pairs before checking answers as a class Answers a7 bŠ có Language box Imperative - positive, negative

® Ask Ss to repeat the imperatives after you Draw their attention to the formation of the negative imperative

Extension

® Ask Ss to look back at the sentences in Exercise 2

and copy into their notebooks one positive and one negative imperative

read aloud their sentences

Practice

Exercise 4

pictures They can compare answers in pairs

before checking answers as a class

* Check Ss’ answers by asking individuals to write

the rules on the board

Answers

2 Don't ride bicycles

4 Don't swim in the lake

œ) Exercise 5

®Give Ss time to read through the instructions before they listen to the recording

they hear

3 Don’t drop litter

5 Don’t play football

Extension

instructions and Team B to act them out

¢ Then play the recording for Team B to repeat the

instructions and Team A to act them out Ss) Exercise 6

with the pictures

Trang 39

9 The Londoners

Tapescript and answers 1 a, Ready, steady, go!

| 2, Go under the tree Don’t touch it!

3b, Don’t stop! Run!

| 4e, Jump over the wall

5c, Walk across the river

6 d, Well done! Now stop and rest

Exercise 7

¢ Ask one of the Ss to read out the example instructions

round and monitor the activity, pointing out any

mistakes for Ss to correct

¢ The groups then come together and take turns to give their list of instructions and to follow the other team’s instructions

Exercise type: carrying out instructions Aim: to practise imperatives

set of instructions

°A S from group A chooses one S from group B

and reads instructions for him or her

Exercise 1 '

2stand 3look 4touch Ssit 6 listen 7 write '

8shout 9climb 10 jump ll run 12 read !

Exercise 2 ' 2shout 3Stand 4Sit 5Look 6climb 7 Listen Ỷ

8Jump 9Run 10Read 11 touch 12 Write ‘

Exercise 3 :

2e 3g 4c 5d 6b 7a t

Exercise 4 '

2 Don’t write in your books! Write in your notebooks! |

3 Don’t listen to the music! Listen to the teacher! ¡ 4 Don’t look at the photos! Look at the signs! \ 5 Don’t jump over the table! Jump over the wall! ‘

6 Don’t swim in the river! Swim in the lake! ' Exercise 5 '

2 Don’t listen to Mark’s friends! '

3 Don’t look at your books! ‘ 4 Don’t run in the classroom! : 5 Don’t drop litter in the park! '

6 Don’t touch the ball! :

Exercise 6 '

2 Don’t sit on the desk! '

3 Don’t run in the classroom! '

4 Don't stand on the desk! :

5 Don't sing! ‘

6 Don’t play! 4

7 Don’t shout! :

8 Don’t drop litter on the floor! ;

9 Don’t go under the teacher's desk! !

Exercise 7 ¡

Trang 40

Before class

Make enough copies of Resource 10 (page 126) for each S in the class

Presentation

Exercise 1

¢ Ask Ss (in L1) if any of them have ever won a competition If so, what did they win?

¢ Play the recording for Ss to listen and read the text Pause the recording after each section so that you can check Ss’ comprehension of key

vocabulary, e.g prize, player, kick

Comprehension

Exercise 2

can compare their answers in pairs before

Check Ss’ answers by asking pairs of Ss to read out the questions and answers

Answers

1 What can you do? 2 Yes, there are 3 A horse

4 Fred 5 No, he isn’t 6 Matt

Language box an positive and negative © Ask Ss to repeat after you: can, can’t, cannot © Say sentences using the words in the boxes and

ask Ss to repeat them after you

can questions and short answers

verb in questions Practice

Exercise 3

@ Ask two of the Ss to read out the example

question and answer

Ss work individually, completing the sentences

with can or can’t They can compare their answers in pairs and practise reading the dialogues to each other

Answers

2 can, can 3 Cai 4 Can, cai ) Exercise 4 Pronunciation

a

b

Check that Ss understand that they have to tick (/) the column to match the pronunciation of can/can't that they hear

Play the recording twice for Ss to listen and tick the columns

one of the students to come and tick (V7) a

column on the board Answers 2/e/ 3 / 4 /a/ Be careful

-3) Exercise 5

(2) for Popsy Tell the class that the question mark

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