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Resource I’m from Ooo Unit 01 ✁ 162 Name: Carl James Name: Ania Kuzbik Name: Jean Delain Age: seventeen Age: twenty-one Age: nineteen Country: England (Oo) Country: Poland (Oo) Country: France (O) Nationality: English (Oo) Nationality: Polish (Oo) Nationality: French (O) Name: Jose Perez Name: Claudio Sestini Name: Hans Müller Age: fifteen Age: twenty-two Age: sixteen Country: Spain (O) Country: Italy (Ooo) Country: Germany (Ooo) Nationality: Spanish (Oo) Nationality: Italian (oOoo) Nationality: German (Oo) Name: Aki Tomoko Name: Ahmed Kemal Name: Ivan Breski Age: twenty Age: twenty-four Age: twenty-three Country: Japan (oO) Country: Turkey (Oo) Country: Russia (Oo) Nationality: Japanese (ooO) Nationality: Turkish (Oo) Nationality: Russian (Oo) Name: Ferenc Garani Name: Mohammed Shahin Name: Sun Lee Age: seventeen Age: nineteen Age: twenty-two Country: Hungary (Ooo) Country: Egypt (Oo) Country: China (Oo) Nationality: Hungarian (oOoo) Nationality: Egyptian (oOo) Nationality: Chinese (oO) © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE I’m from Ooo Aim: To practise pronunciation of countries and nationalities and the verb to be Interaction: Groups of three or four Exercise type: Guessing game Time: 15 minutes plus 10 minutes for optional follow up Language: My name’s (Jose) I’m (fifteen) I’m from (Spain) I’m (Spanish) Are you from (Spain)? Are you (Spanish)? His/Her name’s … He’s/She’s (seventeen) He’s/She’s from (Japan) He’s/She’s (Japanese) Materials: One copy, cut up, per group Instructions: (1) Pre-teach to hum and show Ss how to use humming to show word stress, e.g Hello, my name’s mmMMmm Tell Ss they are going to hum some countries and nationalities (they can use clapping or other ways of showing stress if they prefer) and that the other Ss in their group are going to try to guess where the people are from Tell Ss that the names of the people may help them to guess their nationalities as they are typical for that country, e.g John Smith for England (2) Put Ss into groups of three or four and give out the cards to each group, placed face down on the desk between Ss One student picks up the first card and says: My name’s I’m (seventeen) I’m from … I’m … (they then hum the country and nationality.) The other Ss must guess by asking Are you from (country)? Are you (nationality)? (3) The student who guesses correctly keeps the card and reads the next one This ensures that a strong student can’t dominate the activity Optional follow up: Ss in pairs choose one character card each which represents their partner They write full sentences about the person: His name’s … He’s/She’s (age) He’s/ She’s (nationality) Then each student in turn introduces his/her partner to the others Monitor and note errors for correction at the end 163 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Resource Family tree Unit 01 Student A Philip — = Joanna — = Emma = — Shane = PETER — — — — Catherine — — = Tom — Complete the family tree using the information below Carole is Peter’s wife Daniel is Carole and Peter’s son Mandy is Tom’s sister John is Mandy’s father Stephen is Catherine’s grandfather Belinda and Sharon are Peter’s aunts Sharon is Joanna’s sister Philip is Belinda’s husband Natalie is Catherine’s aunt 10 Barry is John’s brother Now ask your partner questions about the family tree, e.g Who is Peter’s wife? 164 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Student B = — Natalie — = = — Sharon = — Belinda = — — — Daniel PETER — — — Barry Mandy Complete the family tree using the information below Emma is Peter’s sister Catherine is Peter’s daughter Carole is Daniel’s mother John is Barry’s brother Tom is Emma’s son Stephen and Joanna are Daniel’s grandparents Philip is Stephen’s brother Belinda is Philip’s wife Shane is Sharon’s husband 10 Sharon is Joanna’s sister Now ask your partner questions about the family tree, e.g Who is Peter’s sister? 165 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Family tree Aim: To practise the verb to be, names of family members and possessive ’s Interaction: Pairs, then groups of four Exercise type: Reading to complete information Time: 20 minutes Language: Who is (Peter’s) (brother)? Names of family members Materials: One copy of Worksheet A or Worksheet B per pair Instructions: (1) Remind Ss about symbols used in a family tree parent husband = wife brother – sister | child and quickly revise names of family members before doing the activity (2) Tell Ss that they are going to complete a family tree by reading information about the family members (3) Put Ss in pairs and give each pair a copy of handout A or B Monitor to check that Ss have the correct names on their family trees (4) Join two pairs together, A and B Each pair, in turn, asks the others questions about the family tree from the information on their sheet, e.g where it says: Carole is Peter’s wife Ss would ask: Who is Peter’s wife? The Ss in the other pair race to find the correct answer, competing against each other to be first 166 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Resource Find out! Unit 01 Student A Student A Name: Hanan Name: Surname: alAdoun Surname: Country: Egypt Country: Nationality: Egyptian Nationality: Age: seventeen Age: Family: Brother: Saheed Sister: Munia Mother: Hanna Father: Yasser Family: B rother: Sister: Mother: Father: Married/Single: Single Married/Single: Phone number: 461 223 6781 Phone number: Address: 38 AlMisaha Street Dokki Cairo Address: Student B 167 Student B Name: Karl Name: Surname: Sherman Surname: Country: the USA Country: Nationality: American Nationality: Age: twenty-six Age: Family: Brother: Steve Sister: Laverne Mother: Beth Father: Ron Family: B rother: Sister: Mother: Father: Married/Single: Married Married/Single: Phone number: 718 344 5962 Phone number: Address: 1012 Brooklands Drive Bloomfield 10123 Detroit Address: © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Find out! Aim: To practise the verb to be and questions to find out about personal information Interaction: Pairs Exercise type: Information gap Time: 20–25 minutes Language: What’s his/her first name? What’s his/her surname? Where is he/she from? What’s his/her nationality? How old is he/she? What’s his/her brother’s/sister’s/mother’s/ father’s name? Is he/she married or single? What’s his/her phone number? What’s his/her address? Materials: One copy of two cards for Student A and Student B Instructions: (1) Give each student A and B their set of two cards Tell them to read through their information but not to look at their partner’s (2) Tell Ss that they must complete the information by asking their partner the appropriate questions Tell Ss not to roleplay the characters presented on the cards but talk about them in the third person (3) Elicit the questions needed for the activity and encourage Ss to write them down (4) Monitor as Ss are doing the activity and note any errors that occur (5) Have a correction slot after the activity and ensure Ss make a written record of all the correct questions from the activity 168 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Resource A day in the life of Bob Unit 02 ✁ 169 A E B F C G D H © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Complete the text with words from the box o’clock 11 o’clock autograph John park photographs This is Bob Davies He is a London work musician He lives in a big house in He likes swimming and playing tennis Bob gets up at and eats breakfast He always has a very big breakfast At 12 o’clock, Bob goes to He plays the guitar and sings He writes songs with his friend At Marie , Bob and John listen to their new songs After work, Bob usually goes to a restaurant for dinner He often eats with his girlfriend, She is a singer, too After dinner, Bob and Marie sometimes go for a walk They like walking in the or by the river In the evening, Bob and Marie sometimes go to a club and dance People always ask Bob for his Bob likes talking to people but he doesn’t like people who take 10 Bob usually goes home by taxi He never goes to bed early 170 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE A day in the life of Bob Aim: To practise the Present Simple for daily routines To practise reading and speaking Interaction: Pairs, then groups of four Exercise type: Picture story, gap fill Time: 30 minutes Language: The Present Simple 3rd person singular and plural, e.g he lives, they eat Materials: One set of cards per pair, cut up; one gap-fill text per pair Instructions: (1) Hand out a set of cards to each pair and tell them to place them on the table so that they can see them all Elicit the vocabulary from the pictures that Ss may already know (in random order): house, breakfast, guitar, park, restaurant, club, taxi Pre-teach important vocabulary: tennis racket, playing tennis, swimming pool, make a CD, river, autograph, photograph (2) Tell Ss to put the pictures in the order they think they happen, and to come up with a short story about the pictures (3) Hand out the gap-fill text for Ss to try to complete in pairs Elicit answers Ask students how the story differs from the one they made up Note that the pictures are in the correct order before they are cut up, i.e 1A, 2E, 3B, 4F, 5C, 6G, 7D, 8H (4) Take away the gap fill Join Ss into groups of four Each student takes two of the pictures The student with the first picture talks about it in as much detail as possible and the four Ss together tell the whole story, each student talking about their two pictures (5) Monitor and note errors for a correction slot at the end Answers musician London 11 o’clock work John o’clock Marie park autograph 10 photographs 171 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Resource 30 How much you know about …? W omen must cover their a) knees and shoulders Unit 10 in the Vatican b) head and arms I n England, when making a cup of tea, you should put the in the cup first a) milk b) tea I n Russia, when you go to a party, you something for the hosts a) should b) shouldn’t I n Korea, you you have had a) should take ask a hostess for a recipe for the meal b) shouldn’t I n Switzerland, you mustn’t wash your a) hair b) car on a Sunday I n Egypt, you shouldn’t sit with your someone a) knees b) feet I n Sweden, you shouldn’t put your leave someone’s house a) coat I n German offices, you to the host a) should I n Japan you who gives them to you a) should 10 I n England, you you meet them a) should 11 Y ou a) should pointing at on before you b) shoes move your chair to get closer b) shouldn’t open presents in front of the person b) shouldn’t shake hands with people every time b) shouldn’t give someone a clock as a gift in Hong Kong b) shouldn’t 12 I n France, when you give flowers, you should give an odd number but you shouldn’t give a) or b) or 13 13 Y ou shouldn’t shake hands with someone in Russia a) across a doorway b) on the stairs 14 I n Singapore you mustn’t eat a) hamburgers b) chewing gum 15 W hen meeting the Sultan of Malaysia, you shouldn’t wear a a) yellow b) red 227 © Pearson Education Limited 2012 New Success Elementary tie PHOTOCOPIABLE 30 How much you know about …? Aim: To practise must, mustn’t, should and shouldn’t on the topic of laws and customs in different countries Interaction: Pairs Exercise type: Quiz Time: 20 minutes plus 30 minutes for optional follow up Language: I think you must/should/mustn’t/shouldn’t Materials: One set of materials, cut up, per pair Instructions: (1) Pre-teach the following vocabulary items: knees, shoulders, host, hostess, recipe, feet, shake hands, odd number, across a doorway, chewing gum, a tie (2) Put Ss into pairs Hand out one set of rules to each pair (3) Ss write 1–15 in their notebooks and, as they go through the rules, they write the answers next to the right number (4) When they have finished, Ss swap their answers with a second pair (5) Elicit what they think the answers are and give the correct answers (6) Ss add up how many points were scored Elicit in open class to see which pair got the most correct Optional follow up: Ss either make a set of rules and advice for visitors to their country or they invent their own country and make up advice and rules for there Answers a a a b b b a b b 10 b 11 b 12 b 13 a 14 b 15 a 228 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Resource 31 I don’t believe you! Unit 11 ✃ 229 you / eat something really strange? you / be to the USA? you / win competition? • When? • Where? • What food? • When? • What / see? • What / eat? • What? • When? • What / prize? you / play sport for a school team? you / buy something very expensive? you / meet a famous person? • What / sport? • Which / school? • Win or lose? • What? • Where? • How much? • Who? • When? • What / they say? you / be to a gym? you / lose something important? you / have a bad report from school? • When? • Where? • What / you do? • What? • Where? • What / you do? • What subject? • Why? • What / parents say? you / go on a blind date? you / work as a volunteer? you / raise money for charity? • When? • Where? • Who / with? • Where? • When? • What / you do? • Which charity? • How? How much? â Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE 31 I don’t believe you! Aim: To practise the Present Perfect for talking about experiences at an unspecified time in the past and the Past Simple for finding out more details about the experiences Interaction: Pairs or groups of three Exercise type: Guessing game Time: 20 minutes Language: Have you ever …? When did you/Where did you ? Materials: One copy of the materials, cut up, per pair/group Instructions: (1) Before the activity, make sure that Ss remember the past participle of the following verbs: eat, be, win, play, buy, meet, lose, have, go, work, raise (2) Put Ss into pairs or groups of three Tell Ss that they have applied for jobs as detectives and, as part of their interview process, they have been given the task of finding out who is lying and who is telling the truth One person is going to ask a question using the Present Perfect and the other Ss have to answer yes even if it’s not true (3) The questioner then asks follow-up questions to the other Ss and tries to work out if they are lying or telling the truth They score a point for every correct guess (4) When they have finished, a different student in the group asks the next question and the process is repeated (5) Monitor and correct question forms where necessary (6) At the end of the activity, see who scored the most points and gets the job and elicit some of the interesting things that Ss have done 230 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Resource 32 He’s just scored! Unit 11 ✁ 231 He’s just scored! They’ve just won They’ve just lost He’s just missed They haven’t scored yet It hasn’t finished yet They’ve already scored goals It’s already started © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE ✃ 232 He’s just won! He’s just fallen over He’s already won medals They’ve already had two races He’s just broken the world record The race hasn’t started yet They haven’t finished yet They haven’t heard the result yet © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE 32 He’s just scored! Aim: To practise yet, just and already with the Present Perfect on the topic of sports Interaction: Pairs, then groups of four Exercise type: Matching and guessing game Time: 30 minutes plus 30 minutes for optional follow up Language: He’s just scored He’s already won two medals etc Materials: One copy of one part of the resource per group, cut up Instructions: (1) Put Ss into pairs and give each pair a set of either the football cards or the athletics cards (2) Ss work together to match the pictures to the correct words Monitor and check each group’s answers to make sure they are correct (3) Put Ss together so that a football pair is paired with an athletics pair Ss swap pictures but keep their original words (4) Ss look at the pictures they now have and try to guess what words the other group have Each pair in turn asks questions, e.g Have you got: ‘He’s just scored?’ If the other pair does have those words (or something very similar) they pass it over and the pair who asked the question gets a point If they don’t, they say: No, we haven’t Keep going until groups have guessed all the words or have given up The pair with the most points wins Optional follow up: Ss create a short sports commentary for either a football game or an athletics competition using the phrases given and read it out in front of the class 233 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Resource 33 Four corners Unit 11 ✁ ✁ 234 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE 33 Four corners Aim: To practise describing photos Interaction: Groups of four Exercise type: Talking about a picture Time: 20–30 minutes Language: I can see … There’s a … I think it’s a … Maybe it’s a … They are …ing Materials: One picture, cut up, for each group Instructions: (1) Put Ss into groups of four Each student gets one piece of their group’s picture They mustn’t show anyone else their picture (2) Ss work alone to imagine what will be in the rest of their picture (3) Ss leave their picture face down on the desk and mingle with the other three Ss in their group Each student in turn describes what is in their part of the picture Ss make notes about what their classmates tell them (4) When everyone has described their picture, Ss work individually to draw a complete picture, based on their notes and what the other Ss in their group told them Once all the Ss in the group have drawn the picture, Ss turn over their cards and piece the picture together They discuss differences and similarities between their drawings and the completed picture (5) Give each group the cards for the other picture and repeat the process 235 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Resource 34 Unclear future Unit 12 ✃ What age / marry? What age will I marry? A What grades / get in my exams? What / my next boyfriend (girlfriend) look like? What job / have? Where / go / next summer? / I meet anyone famous? ✃ How much money / earn? B / I be happy? How much money will I earn? What job / my husband (wife) have? What countries / visit? What / study / at university? What car / I have? ✃ Customer A What age / marry? – 21 years old C What job / have? – An engineer Where / go / next summer? – Paris 236 Customer B How much money / earn? – $ 500 a month What countries / visit? – Japan, Australia and Scotland What / study / at university? – English / I meet anyone famous? – Yes At a Hollywood party What car / I have – A very old Fiat Panda What grades / get in my exams? – You can’t answer this question because your ball is too dirty! What / my next boyfriend (girlfriend) look like? – Red hair and green eyes / I be happy? – You can’t answer this question because your ball is too dirty! What job / my husband (wife) have? – An English teacher © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE 34 Unclear future Aim: To practise using will for predictions Interaction: Groups of three, then pairs, then whole class Exercise type: Roleplay Time: 20 minutes Language: What age will I marry? You will be twenty-one years old What job will I have? You will be an engineer Materials: One copy of Part A for Customers A, one copy of Part B for Customers B, one copy of Part C for the fortune tellers Instructions: (1) Divide the class into three groups: Customers A, Customers B and fortune tellers The fortune tellers group should be twice as big as the other two groups (2) In groups, Ss prepare either Customer A’s or Customer B’s questions or the fortune teller’s answers The Customers A and Customers B groups add two more questions of their own to the empty speech bubbles (3) Ss work in pairs: a fortune teller with either Customer A or Customer B They ask and answer questions, e.g What age will I marry? You will be twenty-one years old The fortune tellers can make up answers for the questions Ss added (4) Put Ss back into the three groups from Part Students A compare the answers they were given to their extra questions as Students B The fortune tellers compare the answers they gave to the extra questions from Students A and B (5) In open class elicit from the fortune tellers which of the extra questions they think was the most interesting and elicit from groups A and B the best answers they were given to their extra questions 237 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Resource 35 Name someone who Unit 12 ✁ 238 Name someone who drives fast Name someone who cooks well Name someone who speaks loudly Name someone who dresses badly Name someone who sings beautifully Name someone who works hard Name someone who behaves badly in lessons Name someone who does their homework badly Name someone who can play the guitar very well Name someone who writes very badly Name someone who dresses very smartly Name someone who speaks English perfectly Name someone who does their homework very carefully Name someone who passes exams very easily Name someone who runs very fast Name someone who laughs very loudly Name someone who types very quickly Name someone who eats very slowly Name someone who walks very elegantly Name someone who thinks about the environment very seriously © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE 35 Name someone who … Aim: To practise adverbs of manner Interaction: Groups of four Exercise type: Information gap exercise Time: 25 minutes Language: Name someone who … sings well/drives fast, etc Materials: One copy of the resource, cut up, per group Instructions: (1) Hand each group a set of cards and tell them to put them face down on the table (2) The first student turns over a card and reads the sentence aloud He/She must then answer the question If the student can answer the question, he/she keeps the card Once the student has answered, the other Ss in the group should ask follow-up questions to get more information, e.g How fast they drive? Have they had any accidents? Are you scared when you travel with them? If the student cannot answer the question, he/she puts the card back down on the table and the next student takes a new card (3) Ss continue until all the cards have been taken The student with the most cards is the winner (4) Elicit the most interesting answers from different Ss in open class and then elicit the follow-up questions to those Ss who gave the interesting answers 239 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Resource 36 In my opinion Unit 12 Heading cards ✃ GIVING OPINIONS AGREEING DISAGREEING Opinion / Agreement / Disagreement cards ✃ I think … I don’t think … In my opinion … Personally … Yes, I completely agree … Yes, I agree with you Yes, you’re absolutely right Sorry, but I don’t agree I’m afraid I disagree That’s true but … I know what you mean but … Discussion statements cards ✃ 240 English will always be the most important language in the world This city will be a better place to live in 20 years’ time There shouldn’t be zoos anymore We live in the best country in the world Exams are not a good way to show how good someone is at school Students should have more sports lessons at school Mobile phones are the most annoying invention ever Protecting the environment should be more important for us than making money © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE 36 In my opinion … Aim: To practise giving opinions, agreeing and disagreeing Interaction: Groups of four Exercise type: Discussion Time: 30 minutes Language: In my opinion … I disagree … That’s true but … Materials: One copy of the resource, cut up, per group Instructions: (1) Hand out the heading cards and the opinion/agreement/disagreement cards and tell Ss to match them together Elicit the answers and then hand out the discussion statement cards which are placed face down in a pile on the desk (2) One student in each group picks up the first discussion statement card and reads it out to his/her group Each student decides if he or she agrees or disagrees with the statement (3) Ss give their opinions and justify them with reasons where possible Each group should try to come to a consensus if possible (4) Ss continue with the other statements in the same way (5) At the end of the activity, discuss Ss’ opinions in open class 241 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE ... Education Limited 2012 New Success Elementary PHOTOCOPIABLE Resource A day in the life of Bob Unit 02 ✁ 169 A E B F C G D H © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Complete... Education Limited 2012 New Success Elementary PHOTOCOPIABLE Resource 176 Memory test Unit 03 PETER claire PEnny alex © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE 177 ©... Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Resource Spot the similarities Unit 03 ✁ 179 © Pearson Education Limited 2012 New Success Elementary PHOTOCOPIABLE Spot the similarities