Click on starter teacher book

This is a useful guide for practice full problems of english, you can easy to learn and understand all of issues of related english full problems. The more you study, the more you like it for sure because if its values.

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Published by Express Publishing

Liberty House, New Greenham Park, Newbury, Berkshire RG19 óHW Tel.: (0044) 1635 817 363 Fax: (0044) 1635 817 463 e-mail: inquiries@expresspublishing.co.uk http: //www.expresspublishing.co.uk © Virginia Evans - Neil O'Sullivan, 2002

Design and Illustration © Express Publishing, 2002

written permission of the publishers First published 2002 Second edition 2003 Made in EU ISBN 1-84325-655-X ments œ Acknowledge Authors’ Acknowledgements

We would like to thank all the staff at Express Publishing who have contributed their skills to producing this book Thanks for their support and patience are due in particular to: Megan Lawton (Editor in Chief); Stephanie Smith and Sean Todd (senior editors); Michael Sadler and Andrew Wright (editorial assistants); Richard White (senior production controller); the Express design team; Onyx (recording producers); and Rachel Robbins, Kevin Harris, David Smith, Erica Thompson,

Kimberly Baker, Timothy Forster, Steven Gibbs, Eric Simmons, Christine Little and Eric Taylor We would also like to thank

those institutions and teachers who piloted the manuscript, and whose comments and feedback were invaluable in the production of the book Special thanks to Lauren, Alex, Andy, Nadia and Chris

The authors and publishers wish to thank the following, who have kindly given permission for the use of copyright material: © girlheayen for the article on pp 66-67; © The Body Shop for the article on pp 66-67

Colour Illustrations: Nathan, Chris

Music Compositions & Arrangement by Ted and Taz © Express Publishing, 2002

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MODULE 1 MODULE 2 —— MODULE 3 Contents the alj a/an; subject pronouns; the 0); verb to be (affirmative) CONSOLIDATION 1 (pp 14-15) the verb fo be (negative & interrogative); plurals (-s); there is/there are; adjectives CONSOLIDATION 2 (pp 24-25) MODULE 1 SELF-ASSESSMENT (pp 26-27) CONSOLIDATION 3 (pp 36-37) CONSOUDATION 4 {pp 46-47) MODULE 2 SELF-ASSESSMENT (pp 48-49)

plurals; irregular plurals;

this/these; that/those; the

~ verb have got; possessive adjectives; possessive case;

prepositions of place

present simple (affirmative); can; prepositions of time present simple (negative & interrogative); adverbs of frequency; prepositions of time CONSOLIDATION 5 (pp 58-59} : countable/uncountable

-_ đrini nouns; a/an/some/any;

2 how much?/how many?;

ca the imperative

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m 111 WRITING LISTENING & SPEAKING

telling the time;

describing animals

People and types of an article about a famous listening for specific information; filling in talking about free-time

holidays person information; describing people; talking about activities

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Introduction to the Teacher

Click on Starter is a modular course in English for absolute beginners

The coursebook consists of three modules of two units each

Each unit is designed to be taught in five 50-minute lessons

There is a Consolidation section at the end of each unit, and

three SelfAssessment sections, one at the end of each

module Click on Starter may be covered in a total of about

30 teaching hours

Course Components Student's Book

The Student's Book is the main component of the course Each unit is based on a single theme and the topics covered are of

general interest All units follow the same basic structure (see

Elements of the Coursebook, below)

Teacher's Book

This Teacher's Book contains detailed Teacher's Notes, fully interleaved with the corresponding pages of the Student's Book These provide step-by-step lesson plans and

suggestions about how to present the material, as well as a

full Key to the exercises in the Student's Book and tapescripts of the listening material

Test Booklet

The Test Booklet contains six tests, each in two equivalent versions to ensure result reliability, especially with larger classes Students sitting next to each other work on different tests, but are tested in the same language areas The tests

facilitate the assessment of students’ progress and enable the teacher to pinpoint students’ specific weaknesses There is

also an Exit Test which covers all the material learned at this

level and can be used as an effective assessment test for

those planning to move on to the next level

Class Audio CDs or Cassettes

The Class Audio CDs or Cassettes contain all the recorded material which accompanies the course This includes the dialogues and texts in the Listening and Reading sections, as well as model dialogues and the material for all listening and

pronunciation tasks

Student's Audio CD or Cassette

The Student's Audio CD or Cassette contains the recorded dialogues and the main texts in the Listening and Reading sections of the Student's Book, for the purposes of homework and preparation

Elements of the Coursebook

Each unit contains the following sections:

lead-in

® Tasks accompanied by photographs introduce students to the vocabulary and grammar of the unit

listening and Reading

Each unit includes two Listening and Reading sections © The first listening and Reading text presents situational

dialogues in a variety of everyday contexts Students are

made familiar with natural, everyday language

The second Listening and Reading text presents meaningful articles on cross-cultural topics

In this way, students practise simple everyday communication

Skills such as reading for gist, reading for specific information

| and so on are also practised, and vocabulary is introduced in a functional and meaningful context

Vocabulary

Vocabulary is practised through a variety of exercises The | teaching of collocations, in particular, helps students to

remember vocabulary items as part of set expressions Grammar

listening tasks and Speaking practice

practised in the unit, thus reinforcing understanding of the

language taught in the unit

* Controlled speaking activities have been carefully designed to allow students guided practice before leading them to less structured speaking activities

Pronunciation

Pronunciation activities help students to recognise the various sounds of the English language, distinguish between them

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Communication

These sections provide practice in reallife communication skills Standard expressions and language structures associated with realistic situations are extensively presented Games

These sections use the format of a team competition to consolidate learning of vocabulary and phrases presented in the unit

Reading texts

These texts practise specific reading skills while providing a model text for the writing task which follows

Writing

The writing sections have been carefully designed to ensure the systematic development of students’ writing skills

e A model text is presented and thoroughly analysed,

followed by guided practice of the language to be used

® The finol task is based on the model text and follows the

structured outline provided

¢ All writing activities are based on realistic types and styles of writing, such as letters, descriptions and articles SelfAssessment sections

These follow every second unit, and reinforce students’

understanding of the topics, vocabulary and structures that have been presented

¢ The material has been designed to help students revise a variety of language items and ensure that these have been truly mastered

¢ Each section concludes with an entertaining song which

practises the language items presented in the preceding units

® A marking scheme allows students to evaluate their own progress and identify their weaknesses

Pairwork Activities

Students are given controlled speaking practice by means of

an ‘information gap’ activity based on visual prompts

SUGGESTED TEACHING TECHNIQUES

A - Presenting new vocabulary

Much of the new vocabulary in Click on Starter is presented through pictures Students are asked to match the pictures to

listed words (see Student's Book Unit 1, p 6, Ex 1)

Vocabulary is always presented in context, and emphasis is placed on collocations, since memorising new words is easier when they are presented in lexical sets (see Student's Book Unit 2, p 21, Ex 19)

Further techniques that you may use to introduce new

vocabulary include:

¢ Miming Mime the word you want to introduce For instance, to present the verb sing, pretend you are singing

and ask students to guess the meaning of the word ¢ Synonyms, opposites, paraphrasing and _ giving

definitions Examples:

- present the word sfore by giving a synonym:

“A store is a shop.”

- present the word sad by giving its opposite: “He isn't happy, he’s sad.”

- present the word weekend by paraphrasing it:

"| don't work at the weekend | don't work on Saturday and Sunday.”

- present the word garage by giving a definition: “A garage is the place next to the house where we put our car.”

¢ Example By placing vocabulary items in context, examples make understanding easier and more complete For instance, introduce the words city and town by

referring to a city and a town in the students’ own country:

“Rome is a city, but Parma is a town.”

¢ Visual prompts Show photographs or drawings to make understanding easier

¢ Use of dictionary Encourage students to guess the meaning of a word, then use their dictionaries to check if their guess is correct

illustrate the word or words you want to explain For instance:

tall

short

e Flashcards Flashcards made out of magazine or

newspaper pictures, photographs, ready drawings and any other visual material may serve as vocabulary

teaching tools

e Use of L1 In a monolingual class, you may explain

vocabulary in the students’ mother tongue, although this

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may occasionally refer to a bilingual dictionary

The choice of technique depends on the type of word or expression For example, you may find it easier to describe an action verb through miming, and not through a synonym

or definition

B - Choral and individual repetition

Repetition will ensure that students are confident with the

sound and pronunciation of the lexical items and structures being taught

them to repeat individually Repeating chorally will help

students then feel confident enough to perform the task on their own

C- listening and Reading

You may ask students to listen and read for a variety of purposes:

¢ listening and reading for gist Ask students to read or listen to get the gist of a dialogue or text Take care to ensure that students are aware of the precise objective of

the task, and reassure them that they do not need to

understand everything they hear or read in order to

complete the task satisfactorily

Listening and reading for detail Ask students to read or

listen for specific information Take care to clarify the

precise objective of the task, so that students do not

unnecessarily attempt global listening or reading

D - Speaking

Speaking activities are initially controlled, allowing for guided practice Students are then led to less structured speaking activities

E- Writing

All writing tasks in Click on Starter have been carefully

designed to guide students closely in producing a successful

piece of writing

© Always read the model text provided and deal in detail with the fasks that follow Students will then have acquired the language necessary to cope with the final writing task © Make sure that students understand they are writing for a purpose Go through the writing task in detail so that students are fully aware of why they are writing and who they are writing to

are provided with

® It would be advisable to complete the task orally in class

before assigning it as written homework Students will then feel more confident about producing a complete piece of writing on their own

F - Assigning homework

lt is strongly recommended that homework is regularly assigned and routinely checked Irrespective of the suggested homework sections in the Teacher's Notes, you should feel free to assign tasks which will serve the specific needs of your

class

When assigning writing tasks, prepare students as wel) as possible in advance This will help them avoid errors and get maximum benefit from the task

Commonly assigned tasks include:

¢ Vocabulary Students memorise the meaning of words

and phrases

¢ Reading aloud Assisted by the Student's Cassette or CD,

students practise at home in preparation for reading aloud in class

¢ Writing After thorough preparation in class, students are asked to produce a complete piece of writing

G - Correcting students’ work

All learners make errors; they are part of the process of learning The way you deal with errors depends on what students are doing

® Oral accuracy Correct students on the spot, either by providing the correct answer and asking them to repeat it, or by indicating the error but allowing students to correct

it Alternatively, indicate the error and ask other students fo correct it

* Oral fluency Allow students to finish the task without interruption, but make a note of the errors made and

correct them afterwards

directly related to the point of the exercise When giving feedback you may write the most common errors on the board and help the class to correct them

Remember that praising students and rewarding good work is of great importance Post good written work on a

noticeboard in the classroom or school, or give ‘reward’

stickers Praise effort as well as success

H - Class organisation

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you want your students to provide an example of how the task should be done

© Closed pairs Pairs of students work together on a task or activity, while you move around the classroom offering assistance and suggestions Ensure the task is clearly understood before closed pairwork begins

- Set students in pairs - Set the task and time limit

- Reheorse the task in open pairs

- Ask students to do the task in closed pairs

- Go around the class and help students - Open pairs report back to the class

*® Groupwork Groups of three or more students work

together on a task or activity Class projects or roleplay are offen most easily done in groups Again, ensure students clearly understand the task in advance

* Rolling questions Students ask and answer questions, one

after the other, usually assisted by prompts | - Using the Student's Cassette or Audio CD

Dialogues and texts are recorded on the Student's Cassette or CD Students thus have the chance to listen to these recordings at home as many times as they want in order to

improve their pronunciation and intonation The suggested

stages of such selfaccess study are as follows:

~The student listens to the recording and follows the lines in

the text or dialogue

- The student listens to the recording with pauses after each sentence or exchange The student repeats as many times

as needed, trying to imitate the speaker's pronunciation and intonation - The student listens to the recording again, then reads aloud J - Using L1 in class Use L1 in moderation and only when necessary Abbreviations

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i Vocabulary: pets; objects; clothes; the alphabet; colours; cardinal numbers Reading: reading for detailed understanding; multiple matching

Listening: listening for specific information; understanding gist; multiple choice listening

Speaking: talking about your family; asking for/giving personal information;

Communication: introducing yourself/others; greeting people

Pronunciation: /i/, /i:/

Grammar: a/an; subject pronouns; the verb “fo be” {affirmative} Writing: a letter to a pen-friend about yourself and your family Lesson 1 (pp 6 - 7)

a} ¢ Read aloud the title of the unit Ask Ss to say when we say this (fo greet someone)

County Pet Contest” on the banner.) What do you

think the people are doing there? etc

¢ Read aloud the items in the list, one at a time Ss repeat, chorally and individually Allow Ss three

minutes to match the words to the numbers Check Ss’ answers by asking individual Ss to make sentences, as in the example below

e.g Number 10 is a cat ete

ANSWER KEY

acat 10 a parrot 6 a horse 4

a snake 2 an apple 5 a mouse I]

a hat 3 a chimp 9 a mike 8

alVcameral adog7

bị Choose two Ss to read out the example Ss ask and

answer in open pairs, as in the example SUGGESTED ANSWER KEY 2 A: What is this? B: It’s a snake, 3 A: What is this? B: It'sahat etc 2 a) © Play the cassette Ss listen and repeat, first chorally, then individually

e.g What's your name? (Say: I’m David My name's David Point to a S and ask: What's your name?| etc

b} Memory Game

Ask Ss to look at Ex 2 again for one minute Ss then

close their books and, in teams, try to remember as

many sentences as possible Each correct sentence gets 1 point The team with the most points is the

winner

e.g Team ASI: What's this? Team BS]: How are you? etc

With adult classes you can ask your Ss fo say as many sentences as possible,

® Read sentences 1 to 4 aloud Play the cassette Ss

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7Œ)

4 © Explain the task Allow Ss two fo three minutes fo read the dialogues and do the exercise Check Ss’

answers ANSWER KEY

Jake - parrot liz - cot Eva - horse

e Help Ss explain the words in bold Ss can give a

synonym, an example, mime or explain the words in Seeks

e.g twelve = 12 (write number on board, hold up ten

fingers plus two, ec)

5 Play the cassette for Ex 3 again Ss listen and follow the

lines then, in pairs, read out the dialogues

6 e Ask Ss to identify the peaple from the dialogues in the

picture

Choose fwo Ss and practise dialogue C Ss, in pairs, act out similar dialogues Check Ss’ answers round the class, then ask some pairs to act out their dialogues in

front of the class

ANSWER KEY

A: Hi, Bob How are A: Hi, Billy How are

ou? you?

B: I'm fine, thanks, Ruby B: I'm fine, thanks, Sue

A: What's this? A: What's this?

B: I's my snake, Monty B: l's my mouse, Mickey A: Hi, Dan How are A: Hi, Tom How are

you? you? x

B: I'mfine, thanks, liz B: I’m fine, thanks, Eva

A: What's this? A: What's this?

B: I's my chimp, Fred B: If› my dog, Rufus ] 2 3 Oar Suggested Homework Copy: dialogue B (p 7) Vocabulary: Ex 1, 2 (p 6}

Reading aloud: dialogues A - C |p 7) (Point out that Ss practise reading aloud using the S's cassette/ audio CD.)

Dictation: sentences in Ex 2 (p 6)

Ss memorise any five sentences from Ex 3 (p 7]

Act out: dialogue C (p 7)

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Lesson 2 (pp 8 - 9) © A: What's your name, please? B: Michael : What's ic ?

* Play the Memory Game as described in Lesson 1 Ex A: How do you spell that?

Sapte B: WHEE

7 Play the cassette Ss listen and follow the letters, then ® A: What's your name, please?

repeat pr B: (S's own name) A: What's your last name, .?

8 © Explain the task Allow Ss two minutes to do the B: [S's own last name}

exercise Check Ss’ answers on the board A: How do you spell that?

B: (S’s own answer) ANSWER KEY

10 © Play the cassette with pauses for Ss to listen and

Qa, Fe, Rr, Hh, Oo, Bb, Gg, Ss, jj, Pp, Aa, Yy, Kk, repeat, first chorally then individually

FF, Uu, li, Nn, Xx, Dd, Tt, W, Mm, Cc, Zz, ll © Ask Ss to close their books Use objects in the

classroom, such as a S's coloured pencils, to check that

Ss have learnt the colours

° Asan extension, write words on the board and ask Ss © Ss talk about their favourite colours {Ss’ own answers) to read each letter Point out that if a word contains

double consonants/vowels (00, gg, pp, etc), these are spelt aloud by saying double ~

e.g Ĩ: (writes on the board) hat bot Heed ot a a age

T: |wriles on the board) dog $2 De

T: (writes on the board) apple

ee eee

9 aj Play the cassette Ss listen and follow the lines, then take roles and read the dialogue aloud

b) Explain that Ss need to replace the words in bold in the dialogue using the prompts given Choose two Ss to

model the first example, then Ss act out the dialogues

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30)

1Ì g} * Preseni the new words hot, coat, shoe, shirt, dress,

T-shirt to Ss by reading each word aloud Ss listen

and repeat

bị Choose two Ss to read the dialogue aloud Ss, in open

pairs, act out similar dialogues

ANSWER KEY

2 A: What is it? 5 A: What is it?

B: It’s a coat B: I's adress

A: What colour is A: What colour is

if? it?

B: It's pink B: Its red

3 A: What is it? 6 A: What is it? B: It's a shoe B: It's a Fshirt A: What colour is A: What colour is it? it? B: It’s brown B: It’s blue 4 A: What is it? B: It’s a shirt A: What colour is it? B: It’s white 12 * 13 a) Play the cassette Ss listen and repeat, first chorally, then individually As an extension, Ss say the numbers one after the other e.g Sl: one S2: two S3: three — etc

Ss close their books Write numbers on the board Individual Ss read them aloud

e.g T: (writes on the board) 18 S]: eighteen

T: (writes on the board) 7

$2: seven elc

telling his Ss the seat number each one is sitting in

while at the theatre

© Play the cassette Ss listen and do the exercise Check Ss’ answers on the board ANSWER KEY Emma B seven Sam C_ thirteen Becky D twenty TAPESCRIPT Teacher: Jake: Teacher: Jake: Teacher: Emma: Teacher: Sam: Teacher: Sam: Teacher: Becky:

Okay, everybody, we'll be at the theatre soon, so listen for your

seat numbers Jake, you're in row A, seat number five

Sorry, sir What seat number? Row A, seat number five

Thank you, sir

Emma, you're in row B, seat number seven Sorry, sir, where did you say?

| said SEVEN!

What about me, sir? Oh yes, Sam let me see

thirteen

€ 13, righi

And Becky, you're in row D, in seat twenty D 20 —thanks, sir!

you're in row C, seat number

bị Choose two Ss to read the example aloud, then Ss, in open pairs, act out similar dialogues ANSWER KEY A: What's your seat number, Emma? B: It's B seven A: What's your seat number, Sam? B: It's C thirteen A: What's your seat number, Becky? | B: It's D twenty | |

¢ Check Ss‘ answers on the board ANSWER KEY 2 kn 4 five 6 thirteen | 3 eleven 5 seven | C—h+ G22 — ( Suggested Homework

Copy: cardinal numbers 1-20 Ex 12 (p 9)

Vocabulary: cardinal numbers 1-20 Ex 12 (p 9) Reading aloud: dialogue in Ex 9a [p 8) Dictation: cardinal numbers 1-20 Ex 12 (p 9)

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15 16 sh (_ lesson 3 (pp 10-11) _) Check Ss’ HW (10)

¢ Ss, in pairs, act out the dialogue in Ex 11b [p 9) a) * Explain that the pictures show Mary and her family

Read the prompts aloud Ss repeat after you * Choose two Ss to read out dialogue 1 Allow Ss

two to three minutes to complete dialogues 2-4 Check Ss’ answers by asking Ss to read out the dialogues | ANSWER KEY 2 B is Tracey 4 B.: brother

| 3 B: ssier A: his name

| B: name is Ann B: His name is Alex b) Explain the task Ss, in turn, ask and answer rolling | | | L questions

SUGGESTED ANSWER KEY S3: Mary’s mum Who is Ann? S4: She's Mary's sister Who is Alex?

S9: He’s Mary's brother efc

Ss close their books Write on the board: an egg ~ a

hat Explain that a/an are indefinite articles, and elicit

when we use each Ask: What do we use before egg: a or an? (An) What does egg start with: a vowel or a

consonant? (Vowel.] Do the same lo present a

Ss open their books Read the theory box aloud, then Ss do Ex 16 Read items 2-8 aloud, one ata time Ss

fill in a/an Check Ss’ answers, then individual Ss read

out the complete noun phrases

Choose two Ss to read the example aloud, then Ss, in open pairs, act out similar dialogues

| ANSWER KEY

2an 30an 4a Soa Gan 4a 6a

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110)

18

19

Ss close their books Present the subject pronouns

Point fo yourself Say: / Then write it on the board Point to a S and say: you Then write it on the board

Point to a male S and say: he Then write it on the

board Explain that we use she for a girl or a woman

¢ Point to.a group of Ss opposite you and say: you Then

write it on the board

¢ Allow Ss two minutes to underline the correct pronoun

® Ss close their books Present the present simple affirmative of the verb to be Say, then write on the board: | am David Underline | am, then write the

contracted form of | am: I'm David

it on the board

¢ Point to a female S Say: She is Helen (She’s Helen]

we mainly use the full form in writing, whereas we mainly use the short form in speaking

20 © Allow Ss two minutes to do the exercise Check Ss’ answers on the board while Ss read out their completed sentences ANSWER KEY 2n Sata 4-5 5 ‘e Suggested Homework Ahwn— Copy: theory table of the verb “to be" {p 11) Vocabulary: Ex 16 {p 10}

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&

Lesson 4 (pp 12-13)

* Check Ss’ HW (10)

21 © Explain the task Read out questions 1-4 © Play the cassette Ss tick the correct box © Check Ss’ answers ANSWER KEY 18 wake 3B 4B TAPESCRIPT

1 Which is Sally's pet? A: b this mouse Sally's pet?

B: No Sally's pet isn’t a mouse

A: Oh Is ita parrot?

B: No Sally's pet is a cat 2 Which is Anne s hai?

A: Is Ann’s hat red?

B: No, it isn’t :

A: Oh Is it blue, then?

B: No It’s green Ann’s hat is green:

3 How old is Don?

A: Is Don fourteen today? B: No He's not fourteen! A: How old is he, then? Ten?

B: No Don is twelve He's twelve today

4 What colour is Bob's Tshirt? A: {s Bob's Tshirt yellow and blue? B: No It’s not yellow and blue A: Is it red and blue? `

B: No I's just yellow His T-shirt is yellow

22 a) Play the cassette Ss listen and repeat, then, in pairs,

read the dialogues aloud

b) Ss, in closed pairs, act out similar dialogues using the

prompts Check Ss’ answers, then ask some pairs to

act out their dialogues in front of the class ANSWER KEY A: Hello My name’s Ron Foster What's your name?

B: My name's Ray lewis

A: How do you spell that? L-O-U4S?

B: No, LEWES A: Hi, Helen

B: Hi, Vicky Who is this? A: This is my sister, Mary

B: Hello, Mary How are you? C: I'm fine, thanks 23 a) Play the cassette Ss listen and repeat, either chorally or individually bị ® Ploy the cassette Ss listen and tick Check Ss’ answers © Play the cassette again Ss listen and repeat, either chorally or individually ANSWER KEY | she ⁄ listen Lá

246 Read out the incomplete table

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130)

Ask Ss to identify the pets in the pictures, (gola}fish, dog, rabbit, cat

Explain the task Allow Ss two minutes to do the exercise Check Ss’ answers ANSWER KEY A 3 B1

26 Read the example aloud, then Ss do the exercise orally in class ANSWER KEY ¢ This is Ed's fish, Jaws He is orange He is one year old, This is Dave's cat, Tibby He is grey He is three years old

This is Jane's dog, Shep He is brown He is

* eleven years old

27 =» Read out the theory table, then do the first two lines of

the letter with Ss

* Allow Ss two minutes to do the rest Check Ss’ answers .| ANSWER KEY Dear Carlos,

Hello! My name’s lisa I'm twelve years old This is a picture of me and my family This is my

mum, Anne, and my dad, Derek My brother, Gary, is fourteen years old

My pet rabbit, Cindy, is white She is eight years old, That's all about me What about you? love, lisa

28 -Allow Ss three to four minutes to complete the table Check

Ss’ answers round the class, then help individual Ss to talk about themselves and their families

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