New sky 1 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.

Teacher’s Book

Patricia Mugglestone

Brian Abbs Ingrid Freebairn

New Sky takes the clear syllabus and methodology

of the original course and adds new and exciting

content to make it even more effective and

motivating for both teachers and learners

Visually appealing and easy to use, New Sky

provides short achievable lessons, clearly

contextualised grammar practice and integrated

skills work

With its songs, raps, games, puzzles and stories,

New Sky makes learning English stimulating,

lively and fun!

• New characters, dialogues and situations engage students’ interest

• New reading and listening passages keep students motivated.

• New cross-cultural and cross-curricular content bring the world into the classroom

• New testing package covers all your assessment needs.

• Updated Activity Book provides practice and graded exercises for mixed ability classes.

COURSE COMPONENTS

• Students’ Book

• Activity Book with Students’ Multi-ROM

• Class Audio CDs

• Teacher’s Book with Test Master Multi-ROM

• Photocopiable Test Book with A and B tests

• Two DVDs - Kirsty’s Secret and Life in Britain

Teacher’s Book

Patricia Mugglestone

Brian Abbs Ingrid Freebairn

Teacher’s Book1

Pearson Education Limited

© Brian Abbs, Ingrid Freebairn and Pearson Education Limited 2009

All rights reserved; no part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form or by any means, electronic, mechanical,

photocopying, recording, or otherwise, without the prior written permission of the

copyright holders.

The right of Patricia Mugglestone to be identified as author of this book has been

asserted by her in accordance with the Copyright, Designs and Patent Act 1988

First published 2009

Fourth impression 2013

Illustrated by Susan Harrison and Margaret Wellbank (Linda Rogers Associates)

Set in 10/11pt Times New Roman

Printed in Malaysia, KHL (CTP)

ISBN: 978-1-4058-7481-6 (Teacher’s Book)

ISBN: 978-1-4058-7489-2 (Test Master Multi-Rom)

ISBN: 978-1-4082-0595-2 (Teacher’s Book and Test Master Multi-Rom Pack)

Photocopying

The Publisher grants permission for the photocopying of those pages marked

‘photocopiable’ according to the following conditions Individual purchasers may

make copies for their own use or for use by the classes they teach Institutional

purchasers may make copies for use by their staff and students, but this permission

does not extend to additional institutions or branches

Under no circumstances may any part of this book be photocopied for resale

Introduction

General description 6

1 Who the course is for

2 What the course is about

3 How the students learn

4 How the syllabus is constructed

5 How the material is organised

Principles behind the course 6

1 Capturing young learners’ attention

2 Making language learning active

3 Keeping learning goals simple

4 Keeping pace with the learners’ development

5 Supporting and monitoring students’ progress

6 Using language learning for general educational

purposes

Course components 7

1 The Students’ Book

2 The Activity Book (with Multi-Rom)

3 The Teacher’s Book (with Test Master

Multi-Rom)

4 The Class CDs

5 The Test Book

6 DVDs

General teaching techniques 8

1 The role of the native language (L1)

12 Homework and homework correction

13 Revision and assessment

21 Lesson by lesson word list

22 Banjo’s Grammar Store

23 The CEF Portfolio

Before you start 14

1 Timing

2 Classroom equipment and material

3 The first lesson

4 Abbreviations used in the Teacher’s Book

Students’ Book contents 16 Teaching Notes 18 Photocopiable resources 106

1 Resource teaching notes

2 Resources

Activity Book Answer Key and audio script 129

Word list 140

How does New Sky work?

Lesson 2

Accuracy practice

Lesson 3

Accuracy practice

Lesson 1

Teaching notes

Lesson 2

Teaching notes

Lesson 3

Teaching notes

Lesson 4

Teaching notes

Lesson 5

Teaching notes

Skills Test 1

Skills: Lessons 1–9

Reading, Writing, Listening and Communication

Test Book: Photocopiable A and B tests

(plus rewritable versions on Test Master Multi-Rom)

Test 1

Language: Lessons 1–3

Grammar and Vocabulary

New Sky has forty lessons divided into eight cycles This is how one cycle works:

New Sky also offers extra materials:

In the Students’ Book:

• A Grammar Store

• A lesson-by-lesson Word list

In the Activity Book:

• Four ‘James Blonde’

Puzzle Stories One story for every ten lessons

• Two plays One for use half-way through the book and one for use at the end

A Student Multi-Rom

Test Master Multi-Rom

In the Teacher’s Book:

• Twenty-four Photocopiable Resources

• Answer keys

• Audio scripts

• An alphabetical Word list with phonetic transcriptions

• Interactive language practice

• Activity Book audio material

• Rewritable versions

of the Test Book tests

• Test Book audio material

• All Students’ Book audio material

Two DVDs

• A culture DVD showing teenage lifestyles in the UK

• A teenage drama

Class CDs

New Sky One

New Sky One

Class CD1

General description

1 Who the course is for

New Sky is a four-part course for young learners of English

aged from 9/10 to 13/14 There are two possible entry points:

New Sky Starter for complete beginners or for students with

a minimal knowledge of English, and New Sky One for false

beginners

2 What the course is about

New Sky One features a typical British family living in the

south-east of England The children make friends with a

family who have moved to their town Together, they are

seen in domestic, school and leisure settings with their

families and friends The real characters and the authentic

photographs and situations provide an up-to-date realistic

view of the UK today – its people, their lifestyles and their

cultural background Although the main focus is the UK, the

learners also get regular glimpses of life in the USA and other

English-speaking countries

3 How the students learn

New language is presented through dialogue or text, and

practised in a series of simple steps which include carefully

graded listening, speaking, reading and writing activities,

and a lively selection of games, songs and raps From the

beginning, students learn to communicate information and

ideas in realistic and amusing situations

4 How the syllabus is constructed

The language syllabus is a careful mix of grammar, vocabulary

and communication Grammatical structures are linked

closely to everyday language use, whilst the topic areas relate

to the students’ own lives and experiences, and have been

specially chosen to present a range of useful vocabulary

5 How the material is organised

Each lesson in the Students’ Book is presented on a

double-page spread in order to foster a sense of achievement

and progress in the student Clear signposting of each

activity enables both teacher and student to identify the

learning focus at every stage of the lesson For more details

on the organisation of the Students’ Book, see Course

Components

Principles behind the course

1 Capturing young learners’ attention

We believe it is essential that young learners’ early contact

with learning English should be rewarding and fun The first

step towards this is to capture their attention as soon as they

open their new textbook New Sky does this by:

• using colourful, authentic location photography

• introducing real characters with whom young learners can

identify

• showing real life situations which children can immediately recognise and respond to

• presenting lively, everyday language and expressions which they will want to learn

2 Making language learning active

Young learners need to be actively involved in the language lesson This not only makes learning more effective but

also makes it more enjoyable In New Sky, students are

involved when they:

3 Keeping learning goals simple

If learners are to stay motivated and make progress, it is important to keep learning goals simple An over-heavy vocabulary load can be daunting, especially if the words are low frequency Equally, too many new grammar points in

one lesson can be confusing Each lesson of New Sky keeps

learning simple by:

4 Keeping pace with the learners’ development

A language course for young learners is more effective if it keeps pace with the children’s physical, cognitive and social

development In New Sky, the learners’ physical development

is mirrored in the main characters; their cognitive development

is reflected in the subject matter and organisation of the texts and task types; and their social development – how they interact with peer groups and adults, and how confident they feel about themselves – is reflected in the methodology, in particular with the types of activities, projects and games suggested for language practice

5 Supporting and monitoring students’ progress

It is important that young learners have regular opportunities

to consolidate the language they learn and are also given the means to monitor their own progress

New Sky helps students to revise and check progress through:

• Skills lessons in the Students’ Book (Across cultures and Across the curriculum ) and the Activity Book (Reading and Writing skills) These consolidate and extend the language and skills learnt in the preceding cycle of work, whilst developing students’ knowledge of the world

Introduction

• picture stories in the Students’ Book

• Revision lessons in the Students’ Book and Check lessons in

the Activity Book, both containing Self-Assessment boxes

to encourage students to monitor their own progress

• a booklet of photocopiable tests, containing parallel A and

B tests to minimise students’ opportunities for copying

their neighbours’ answers

• interactive language practice with the Multi-Rom

accompanying the Activity Book

6 Using language learning for general

educational purposes

Learning a new language can be more motivating for

young learners when they realise they can learn about the

outside world through their English lessons New Sky aims

to increase students’ awareness of the world outside the

classroom through texts relating to children and situations

in other countries The Across cultures lessons, in particular,

increase students’ knowledge of the English-speaking world,

and the linked projects encourage them to write about their

own lives and experiences There are also special Across

the curriculum lessons in New Sky, which present topics of

interest relating to other subjects in the school curriculum

In this way students use English to extend their general

education

Course components

At each level the course consists of:

• a Students’ Book

• an Activity Book (with Multi-Rom)

• this Teacher’s Book (with Test Master Multi-Rom)

• Class CDs

• a Test Book

DVDs also accompany the course.

1 The Students’ Book

The Students’ Book consists of forty lessons These are

divided into eight sections of five lessons Each section

follows a pattern:

Lesson 1 Language input

Lesson 2 Language input

Lesson 3 Language input

Lesson 4 Across the curriculum + Project

Lesson 5 Revision

Lesson 6 Language input

Lesson 7 Language input

Lesson 8 Language input

Lesson 9 Across cultures + Project

Lesson 10 Revision

Language input lesson: Presents and practises new

language

Across the curriculum: Develops skills, and recycles and

expands language by looking at topics which are related to other areas of the school curriculum

Across cultures: Develops skills, and recycles and

expands language by looking at

culture and lifestyles in the speaking world

Revision: Provides a controlled progress

check

At the back of the Students’ Book, there are four Picture story lessons These two-page comic strip stories recycle the language which has been used in Lessons 1–3, 6–13, 16–23 and 26–33 Also at the back of the Students’ Book are:

• the words of the recorded Songs and Raps

• a grammar reference: Banjo’s Grammar Store

• a lesson-by-lesson Word list

2 The Activity Book (with Multi-Rom)

The Activity Book, to be used in class or for homework, gives further extensive practice of the language in each input lesson

of the Students’ Book Many exercises are at two levels, a) and b), to cater for mixed ability classes The first level e.g 2a is a basic exercise and 2b is a more challenging exercise

At regular intervals, skills sections reinforce students’

reading and writing skills For added interest, and to recycle

the Everyday phrases from the Students’ Book, the skills

sections also contain short cartoon strips featuring regular

characters Frequent Check sections, with self-assessment

boxes, enable students and their teachers to monitor progress There are also six additional songs at regular intervals At the

back of the Activity Book is a unique Stories and Sketches section This contains four ‘James Blonde’ puzzle stories,

designed to encourage students to read for pleasure and two light-hearted plays for students to act in the middle and at the end of the year

The Student Multi-Rom that accompanies the Activity Book contains:

of the listening material, suggestions for extra games and activities, and ideas for further practice At the back of the Teacher’s Book are the following:

• Twenty-four photocopiable resource sheets, one for each input lesson in the Students’ Book These contain extra practice activities for use in class, and are accompanied by teaching notes

• The Activity Book answer key and audio script

• An alphabetical list of Words and expressions with

phonetic transcriptsThe Test Master Multi-Rom that accompanies this book contains:

• rewritable tests (as in the Test Book, see below)

• the test audio material

4 The Class CDs

These contain the presentation dialogues and texts, new words,

listening activities, Sounds fun pronunciation activities, songs

and raps from the Students’ Book The audio scripts for the

Students’ Book are printed in the appropriate lessons in this

Teacher’s Book

5 The Test Book

The Test Book contains: eight progress tests – one for every

five lessons of the Students’ Book, four skills tests and four

review tests The tests are presented in A and B sections so

that students sitting in pairs cannot copy each other There is

also an Answer key and audio script in the back of the Test

Book Rewritable versions of the tests are available on the

Test Master Multi-Rom, giving teachers the ability to tailor

tests to the specific needs of their students The test audios

are also included on the Test Master Multi-Rom

6 The DVDs

Two DVDs provide a motivating context for further

consolidation and extension of language, and help to relate

language learning to the wider world Life in Britain, a

documentary culture video, provides an insight into the

lives of young teenagers in the UK today Kirsty’s Secret, a

drama, follows the adventures of four friends whose lives are

changed when a new girl comes to town

General teaching techniques

1 The role of the native language (L1)

Most teachers will find it necessary to use the students’ native

language to introduce the book and explain what is in it, to

establish who the characters are and where they live, and,

importantly, to explain how they want the students to work

Once lessons start, use of the L1 is helpful to:

As the course progresses, however, use of English in class

should be increased Teachers will find that students soon

learn to follow basic instructions in English if they are

used frequently and consistently Students will also soon

learn to respond to words of encouragement and general

remarks Even at this early stage, any new words which are

not illustrated in the Students’ Book can easily be explained

through mime, acting or illustrations on the board

2 Presentation

The detailed lesson notes in the main part of this book

suggest a variety of techniques for presenting new language

to young learners Because there is much for the students to

take in at one time – new structures, words and sounds – the

teacher needs to repeat new language two or three times

before asking students to repeat it It is also helpful for the

learner to see the written form of the language after the initial

oral presentation

3 Photographs and illustrations

Photographs and illustrations can be used for scene-setting and for presenting new language Questions for each photograph occur in the lesson notes Simple questions can

be asked about the characters and their relationship to each other More complex questions involving what the characters are wearing, doing and thinking can be asked and answered

in the L1

4 Vocabulary

When learning a new language, learning words is as important

as learning grammar For young learners, it can be especially motivating to learn new words Classroom techniques for presenting new vocabulary at beginner’s level include:

• showing or pointing to real objects or pictures in the Students’ Book

6 Repetition and choral practice

Repetition helps to reinforce a sound or structural pattern

Repeating in chorus helps students to gain confidence before they are asked to perform individually Suggestions for choral practice occur throughout the detailed lesson notes

Different choral patterns can be made by using:

Students repeat a sentence in parts, starting from the

end and building up to the complete sentence, e.g Say after

me, everybody Brother … little brother … he’s my little brother …

8 Question patterns

Question and answer patterns play a key part in language

teaching To give as much oral practice as possible, it is

important to build a sequence of question and answer

Many of the exercises in New Sky enable the students to work

in pairs The following patterns are suitable for pair work:

Students can work in open pairs, e.g A-B, then B-C, then

C-D, etc or across the class In this way, the rest of the class

listens while a pair performs Open pair work can be useful

if the teacher wants to hear individuals perform Closed pair

work is also very useful In spite of the increased noise level,

it dramatically increases talking time and encourages learners

to initiate as well as answer Moreover, there is less chance of

students getting bored as they listen to others doing exercises

in turn round the class If there is an uneven number in the

class, the teacher can either make up the pair or ask one

group to work in threes Although students may protest, it is

important to rearrange the pairs on a regular basis

10 Group work

For certain types of activity, e.g acting the stories and

playing games, students may need to work in groups Group

work is important because it provides an opportunity for

shy students to talk more confidently and teaches students

to cooperate and work together Groups can be formed in

different ways, based on:

When students are doing controlled practice and the emphasis

is on accuracy, correction should be immediate It is important

to help students to correct the mistake themselves and then

make them actively repeat the correct version In the freer

practice stage, for example in games and open conversations,

the students’ performance can be monitored and mistakes

noted down to be corrected at the end of a sequence

Over-correction in the early stages can be de-motivating, especially

for shy, less confident learners

12 Homework and homework correction

For homework, teachers can set the exercises from the corresponding lesson in the Activity Book, but they may also like to use the extra suggestions which are included in the detailed lesson notes Written work should not be restricted

to homework Writing in class varies the pace of a lesson and gives a change of activity It is important that homework is prepared in class beforehand and help given with any new vocabulary and expressions which may be needed Answers

to homework exercises can be checked in different ways:

13 Revision and assessment

Checking on students’ progress is important for teachers, learners and parents Progress can be formally assessed through revision/check lessons and tests Informal methods

of assessment can show a learner’s progress and help teachers

to find out problems that the children might have This can be done in a variety of ways:

• Oral checks to revise communicative functions and

everyday language, e.g (in L1) You meet your teacher in the street What do you say?

• Completing checklists of what the students can do in English with a tick (✓), cross (✗) or question mark (?)

Now you can: • say your name, age and address

• Students can also record their progress and their achievements through the photocopiable Portfolio, which can be found online at www.pearsonlongman.com/ae/cef/cef.htm

14 Classroom language

Essential classroom language is presented inside the front cover of the Students’ Book Here is a fuller list:

Instructions

Act the dialogue/story

Ask and answer in pairs

Can you spell it?

Change parts

Come to the front

Copy this into your books

Do exercise (5) for homework

Don’t look at the book

Fill in the chart

Learn by heart

• Present and explain any new vocabulary and expressions.

• Play the dialogue for students to follow in their books

• Play the dialogue again Stop the CD at intervals to check understanding and to do choral practice of selected words and phrases

• Play the paused version of the dialogue for students to listen and repeat

• Do any Check exercises with the whole class or ask

students to do them in pairs

• Ask students to read and act the dialogue in pairs or groups Choose one or two pairs/groups to act the dialogue for the class

2 Everyday phrases

Conversational words and phrases from the dialogue which are used in everyday idiomatic English are presented in a

box called Everyday phrases These are separate from the

grammatical focus of the lesson Students should learn these

by heart, and every opportunity should be made to use them

in class Do not attempt to explain the grammar behind the phrases

to translate the relevant word or phrase

3 Look and learn

The Look and learn boxes contain examples of the

grammatical focus of the lesson and draw attention to points

of grammar which need special explanation, e.g the use of

the apostrophe ’s and short forms.

Procedure

• Ask individual students to read the examples in the box

• Say them yourself and ask the whole class to repeat after you

Key new vocabulary is presented in a special section of

its own, under the heading New words This section can

occur either at the beginning or in the body of the lesson

Each word is clearly illustrated and recorded on CD, so that students can see the word and hear the correct pronunciation

After the repetition stage, there is usually an activity to match the word with the correct illustration

Procedure

• Draw attention to the list of new words

• Play the CD and ask the students to repeat each word, first chorally then individually

Listen

Listen and say/repeat after me

Listen to this/the dialogue

Write the answers in your notebook

Feedback and encouragement

Speak English, please

Work quietly, please

Specific procedures

1 Listen and read dialogues and texts

Most of the new grammatical structures in the input

lessons are presented in short, conversational dialogues

involving the characters and their surroundings These are

all recorded in two versions: the first to be played straight

through and the second with pauses to enable students

to listen and repeat From time to time the input lesson

has a short presentation text to contextualise new language

All the texts are recorded for students to listen and repeat

Apart from acting them out, the texts can be handled in

the same way as the dialogues In later lessons, many

dialogues and texts are followed by a Check exercise to

check students’ comprehension

Procedure

• Ask students to look at the photograph

• Revise what they know about the characters, e.g their

name, age, relationship

• Use the L1 to talk about where the characters are, what

they are doing, what they are feeling and thinking, and

point out any interesting features in the photograph

• If the words are presented as part of a matching exercise,

ask the students to look at the pictures and match them

with the words

• Check the answers

• Revise the new words in subsequent lessons Use real

objects in the classroom whenever possible

5 Speak

The Speak exercises involve controlled spoken exchanges,

often using words, illustrations or photos for cues It is

important to show clearly what is expected of the students by

giving an example yourself

To add variety to their speaking practice, students are

often asked to act or roleplay a situation or exchange The

procedure is the same as for the Speak exercises.

7 Games

Any language practice that has a competitive, amusing or

puzzle element to it is called a Game With their natural

opportunities for repetition, games are an entertaining and

valuable way for young learners to practise new language

Simple games appear in the language input lessons, whereas

more elaborate games are included at the end of each

Revision lesson Although some games can be played with

the class as a whole group, most games are best done in pairs

• Depending on the game, choose a student or pair of

students to do the first example in front of the class

• Correct if necessary, then ask students to play the game in

pairs

• If appropriate, check who won the game

8 Songs

As well as being fun, singing songs changes the pace of

a lesson Songs give intensive listening practice and are a

natural context for repetition There are seven songs in New

Sky One Students’ Book These occur at regular intervals

in the input lessons They practise the items of language

being taught Generally, the complete song is printed in the

reference section at the back of the Students’ Book and the

song title appears in the appropriate place in the lesson There are an additional six songs in the Activity Book

Procedure

• Allow plenty of time for the song in your lesson plan

• Give students time to read through the song Explain any new words

• If there is a gapped activity, ask students to see if they can guess the missing words before they listen

• Play the song once or twice for students to complete the gaps

• Check the answers by asking students to read out the relevant lines

• Play the song again and ask students to join in with the CD

• Divide the class into pairs or groups and allot different verses or parts of the song to each pair or group

• Play the song again and ask the different groups to sing their verse

• Ask the students to close their books or cover the words of the song

• Play the ‘empty’ karaoke version of the song and ask each group to sing their verse from memory

9 Raps

Like songs, raps are fun and can add variety to a lesson They also provide excellent practice in stress, rhythm and pronunciation in an entertaining way There are seven raps

in New Sky One occurring at regular intervals Sometimes

the rap has gaps for the students to listen and complete,

in which case, follow the gapped activity procedure from

to emphasise the stress and the rhythm

• Play the ‘empty’ karaoke version of the rap, where the students only hear the background beat See if the students can recite the whole rap without the support of the voices

on CD

• Divide students into groups so that they chant to and fro, and play the background beat again

10 Sounds fun

Amusing tongue twisters and rhymes appear at regular

intervals in the Revision lessons to practise a particular

sound of English These are recorded in two parts: once as

a whole rhyme without pauses, and once again with pauses for repetition

Procedure

• Play the Sounds fun recording for students to hear the

whole rhyme or sentence

• Help the students to produce the sound in question if they are having difficulty

• Play the second part of the recording and ask students to repeat in the pauses

• Ask individual students to say the whole rhyme on its

own

11 Listen

The listening comprehension activities in the Students’ Book

include short conversations, games, interviews, instructions

and radio programmes

Reading is a key skill in general education and academic

progress New Sky emphasises reading from the beginning

As well as presentation texts (see above: Listen and Read)

all lessons contain a short reading text of two to three lines

The Across the curriculum lessons (Lessons 4, 14, 24 and

34) contain cross-curricular reading texts whilst the Across

cultures lessons (Lessons 9, 19, 29 and 39), contain

cross-cultural reading texts about English-speaking countries The

picture stories at the back of the Students’ Book provide easy,

entertaining reading material New vocabulary for active

learning is highlighted in a special New words section on the

page To give the students’ reading skills an additional boost,

there are four ‘James Blonde’ puzzle stories at the end of the

• Play the CD or read the texts aloud yourself while the

students follow in their books

• Read the texts again, stopping to explain or check

understanding

• Ask the students to read the text silently to themselves

• Ask the Check questions or get students to do the Check

task You can ask a few more comprehension questions if

you wish

13 Write

Writing activities range from controlled sentence writing

to simple paragraphs, notes, postcards, emails and letters

Many of the writing activities are based on the reading texts

as models Most writing tasks can be set for homework but

should be prepared in class However, short writing activities

like sentence completion can be done in class to vary the

pace of the lesson The following procedure is suitable for

modelled paragraph writing

• Ask a student to write the first sentence on the board The others can suggest the next sentence and so on

Any new words are listed below the cartoon in a New

words box All four stories are recorded After reading and

understanding the story, the students are asked to act it out

Procedure

• Introduce the setting for the story

• Present some of the new vocabulary from the New words section

• Point to the characters’ faces at the top of the story Say their names

• Play the recording, dividing the story into sections Ask students to follow it in their books

• Pause after each section to check understanding and ask questions

• Play the complete story again without stopping

• Students complete the Check exercise individually and

compare their answers

• To prepare the students for acting, allot roles Then play the recording again and ask them to ‘shadow’ their part, speaking at the same time as the voice on the CD

• Ask different groups to act out the story in front of the class Encourage the students to memorise their part if they can

15 Across cultures

New Sky One Students’ Book includes four special ‘culture’

lessons called Across cultures which come at Lessons 9, 19,

29 and 39 These integrate and consolidate the language of the previous cycle of lessons and provide additional integrated skills practice in reading, speaking and listening Each of the

Across cultures lessons highlights a different cultural aspect

of the UK, the USA and other English-speaking countries

• Ask students to do the Check activity individually or in

pairs Give an example first

• Check the answers and continue with any other tasks

16 Across the curriculum

There are also four special Across the curriculum lessons

in New Sky One which come at Lessons 4, 14, 24 and 34

The Across the curriculum lessons present topics of interest

relating to other subjects in the school curriculum such as

the English Language, Geography, the Environment and the

Natural World In this way students use English to extend

their general education

Procedure

• Read the title of the lesson and translate if necessary

• If relevant, ask the students what they know about the

topic area, e.g the English language and English-speaking

countries

• Refer students to the illustrations and/or photos on the

page and ask what they can see

• Present any new vocabulary (See New words.)

• Play the CD or read the text(s) aloud You may like to set

a few simple comprehension questions first

• Ask students to do the Check activity individually or in

pairs Give an example first

• Check the answers and continue with any other tasks

17 Project

Each Across cultures and Across the curriculum lesson ends

with a Project, which is thematically and linguistically linked

to the text of the lesson The project provides students with

an opportunity to produce a piece of work based on their own

lives and experiences, while at the same time consolidating

the language they have learnt The original texts often serve

as a useful model, especially in the Across cultures lessons

In addition each project has a helpful guide and a further

model to get students started with their writing If you choose

to set the project for homework, spend a few minutes in class

to prepare the students for this

Procedure

• Start with a few minutes of conversation to relate the topic

to the students’ own lives and experiences

• Read any extra text aloud to the students Explain that this

should serve as a model for their writing

• If the project suggests that the students draw, e.g an

animal, or find pictures and other resources, e.g English

words in newspapers, ask the students to do this first

• Ask a student to write the first sentence on the board

Repeat the same procedures as for Write above In some

cases, students may work on a project in pairs

• Go round and monitor as students write their projects

Encourage them to use bold colours so that you can make

a colourful display of their projects on the classroom walls

or in the corridor

• Collect in the students’ finished work and display it

18 Writing tips and Study tips

All the projects in the Across cultures lessons are supported

by a Writing tip, e.g the use of capital letters The projects

in the Across the curriculum lessons are supported by a

Study tip, e.g how to learn new words Both types of tip are

accompanied by a simple task

19 Revision

The regular Revision lessons give students a chance to

measure their progress and enable teachers to identify areas

of difficulty which need extra practice Each Revision lesson

is divided into four parts The first part contains exercises and activities to revise grammar and vocabulary The second

part is an ‘open conversation’ called Chatterbox (see below)

to test the students’ spoken language in use, and the third

part is a Game which gives special revision of one or more

language items and is usually conducted in pairs The final

part (I can), focuses on the language and functions students

have practised in the cycle of lessons and encourages them to evaluate how well they ‘can do’ things in English

20 Chatterbox

‘Open’ conversations occur in every Revision lesson They

provide another opportunity for students to use the language they have learnt in a communicative setting and give students another chance to talk about themselves

Procedure

• Establish the situation clearly

• Ask the students to read through the gapped conversation and think about what they would say in reply

• Ask a good student to read the opening two exchanges Give the responses yourself

• Play the CD, stopping at each pause and eliciting a response from students at random Establish the idea that the responses will vary from student to student

• Ask the students to work in pairs, changing parts afterwards

Go round and listen

• Select a student to talk to the person on the CD, then play the conversation again

21 Lesson by lesson word list

New vocabulary should be revised regularly using the by-lesson list of words at the back of the Students’ Book Only those words which the students are required to produce either in spoken or written form are listed Where appropriate, those words which form a lexical group are linked under a general heading, e.g house and furniture At the back of the Teacher’s Book there is an alphabetical list of words and expressions with phonetic transcriptions provided

lesson-22 Banjo’s Grammar Store

At the back of the Students’ Book there is a grammar

reference section called Banjo’s Grammar Store This sets

out in clear tables the grammatical structures introduced in

New Sky One Draw attention to this section at the beginning

of the course so that students can refer to it when they need

to It can also be useful for revision purposes

23 The CEF Portfolio

To accompany this Teacher’s Book, go to www.pearsonlongman.com/ae/cef/cef.htm to use the English

Language Portfolio It is based upon the requirements of the

Common European Framework of References for Languages

which was developed by the Council of Europe The Portfolio

is designed as a learning companion for the student It enables

the learner to record details of his/her language learning and

to demonstrate his/her language achievements by collecting

examples of work in English Explanatory teacher’s notes are

provided in the opening pages of the Portfolio

Before you start

1 Timing

New Sky One, including both Students’ Book and Activity

Book, provides approximately ninety to one hundred and

twenty hours’ work Each lesson in the Students’ Book

corresponds in most cases to one teaching period but some

lessons may take longer if all the suggestions for Further

practice are taken up Most of the exercises in the Activity

Book, except for the listening activities, can be set for

homework

2 Classroom equipment and material

It is important to check in the detailed teaching notes for

each lesson to see if any extra materials are suggested for

the lesson As a general rule, it is useful to have in the

interesting pictures, etc

3 The first lesson

The first lesson can sometimes be bewildering Techniques such as choral repetition may seem unnatural and procedures such as pair work and roleplay may be novel experiences

Begin in the L1 with a short discussion of the sort of activities the students will be engaged in Give the students a

‘guided tour’ of the contents of the Students’ Book while you draw attention to the different features Stress how important

it is to speak English as much as possible and to imitate the sounds of English as closely as they can

4 Abbreviations used in the Teacher’s Book

T Teacher

S Student

Ss StudentsT-S Teacher speaks to studentS-S Student speaks to studentS1-S2 First student speaks to second student and so onL1 Native language

SB Students’ Book

TB Teacher’s Book

AB Activity BookAmE American EnglishBrE British Englishe.g for exampleetc etceterai.e that issing singular

pl plural

Hello, I’m Rob!

1

L E S S O N O B J E C T I V E S

structures

to be singular: am/is

Subject pronoun: I/he/she

Possessive adjectives: your/my

to be questions: What’s … ?/Who’s … ?

• Hi: used as a greeting at any time of day or night

especially between young people

• Good evening is used only to greet people in the

evening Good night is used when leaving someone.

• Ms /mz/ or /məz/ is the title used for a woman

who does not wish to be called either Mrs or Miss

Ms is used more often in writing than in speech

Titles are not usually used alone but are followed by

the family name, e.g Mr Hall.

•

Shakira /S´"k¸´r´/: Born 1977 Colombian singer-songwriter and instrumentalist

• Brad Pitt / Æbrœd "pIt/: Born 1963 American

actor Recent films include Troy (2004) and The

Assassination of Jesse James (2007)

• Daniel Radcliffe / Ædœnj´l "rœdklIf/: Born 1989

English actor who plays Harry Potter in the films

based on the Harry Potter books written by J K

• Practise I’m …/My name’s … by having short dialogues

with individual Ss, e.g

T: Hello.

S1: Hello.

T: I’m (name) / My name’s … What’s your name?

S1: I’m (name) / My name’s …

• Play the second recording (paused) several times for the whole class to listen and repeat

Everyday phrases

• Ask Ss to read and repeat the phrases after you several times Elicit suggestions for other places to ‘welcome’ a

new person to, e.g Welcome to (name of country/region/

town/school)

• As a chain drill round the class, Ss practise saying:

S1 (to S2): Welcome to … S2 (to S1): Thank you (To S3): Welcome to … S3 (to S2): Thank you

etc

Look and learn

• Read out Banjo’s speech bubble Explain that Banjo helps Ss with grammar Refer them to ‘Banjo’s Useful Lists’ on page 95

• Ss read the Look and learn box and repeat the phrases after you Point out that the apostrophe in the short form

(e.g I’m) shows that a letter is missing Explain that we

usually use the long forms in writing and the short forms

in speech and in informal writing, such as emails and notes to friends

2 Speak

• Ask Ss to repeat each line of the dialogue after you

• Ask pairs of Ss to read out the dialogue for the rest of the class to hear (open pairs)

• If appropriate for your class, Ss work in closed pairs, reading aloud the dialogue and taking turns to be A and B Tell Ss to use their own names in the dialogue

Go round and monitor the activity, paying particular attention to the short verb forms

3 Write

• Look at the example answer with the class

• Elicit the second answer from the class Ask one of the

Ss to write the answer on the board (She) Remind Ss to

use a capital letter at the beginning of a sentence

• Ss work individually, completing the exercise

• Check answers by asking individuals to read aloud the sentences

Answers

2 She 3 Who 4 He 5 Who 6 He 7 Who 8 She

Hello, I’m Rob!

• Check answers Don’t worry about Ss using English pronunciation of the people’s names

• Elicit the sentence for picture 2 from the Ss and ask one

of them to write it on the board

• Ss work individually, writing sentences about all the people in the photos Go round and monitor the activity

• Check answers by asking individuals to read aloud their sentences

Give each picture to one of the Ss In turn, each of these

Ss holds up their picture for the class to see and asks:

Who’s he/she? The whole class or individual Ss reply

a) Listen and repeat.

• Play the recording for Ss to listen and repeat the phrases

• Check that Ss understand when we use Mrs (for a married woman) and when we use Miss (for an unmarried

woman)

b) Match.

• Ask two Ss to read aloud the example question and answer

and check pronunciation of Mr, Mrs and Miss.

Further practice

• If your Ss know the names of other Ts at school (e.g Ts who take them for other subjects) list and number these

a) Listen and repeat

• Play the recording two or three times for the class to listen and repeat

• Tell Ss that when someone greets us (e.g Good afternoon), we usually repeat the greeting in reply (e.g

Good afternoon) As a chain drill round the class, Ss practise greeting each other and replying, e.g

S1 (to S2): Good evening.

S2 (to S1): Good evening (To S3): Good morning.

S3 (to S2): Good morning (To S4): …

b) Look at the times in Exercise 5 and greet the

people with Good morning/afternoon/evening.

• Read aloud the instructions and check that Ss understand what to do Tell them they don’t have to say the time

in English, but just decide if it is morning, afternoon or evening (‘The time’ comes in Lesson 18)

• Ask individual Ss in turn to greet one of the people in the pictures (1–5), e.g

T-S1: Picture 1

S1-T: Good morning, Miss Benn

T-S1: Good morning, (name of S)

T-S2: Picture 2.

S2-T: Good evening, Mr Barr

T-S2: Good evening, (name of S)

• Ss work in open pairs, making similar dialogues

c) Now say goodbye.

• Ss work in closed pairs, taking turns to point to a picture and say goodbye to the person Go round and monitor the activity

Further practice

• If you have brought some large pictures of famous people to the lesson, give each picture to one of the Ss

If you haven’t got any large pictures, write the names of eight or ten famous people on large (A4) sheets of paper and use these instead of pictures

• In turn, each S with a picture stands up and goes to two

or three Ss who each greet the ‘famous’ person, welcome him or her to their town or school and then say goodbye The rest of the class watch and listen Try to ensure that each S takes part in at least one dialogue

• Ask Ss if they like listening to raps If so, encourage them to tell you about their favourite raps

• Ss turn to page 92 Play the first recording for Ss to listen

and read Point out that Morning is an informal greeting, short for Good morning.

• Play the second recording two or three times for Ss to listen and join in

• Then play the third recording for Ss to say the rap with the backing track

Her name’s Jodie

there are alternative terms for family members, e.g

grandma , nan, granny for grandmother; grandad,

grandpa for grandfather; auntie for aunt If relevant

to your Ss, teach family vocabulary such as

great-grandmother , great-grandfather, stepmother,

stepfather , niece, nephew.

• little (brother): in this context, little means young,

rather than small

• As a chain drill round the class, Ss read aloud the new words

3 Write

a) Look at Leo’s family tree and complete the sentences.

• Read aloud the instructions and look at the family tree with the class Check that Ss understand what to do and that they are Leo in the family tree

• Read aloud the first sentence and elicit the second answer from the Ss

• If you wish, Ss can work in pairs completing the text with the family words Monitor and check Ss’ answers and spelling

b) 08 1 Now listen and check.

• Play the recording twice for Ss to listen and check their answers

• After Ss have checked their answers, ask individuals to read aloud the sentences in the text Check pronunciation

of the family words and first names of the people

• Ss can compare answers in pairs before checking answers as a class

• Check answers by asking individuals to read aloud the sentences

guess your name Say to the class: Sharon is my mother

Leo is my brother Jodie is my sister What’s my name?

(Answer: Your name is Jake.)

• Give Ss time to work individually or in pairs, choosing

a person from the family tree and writing three or four sentences Go round and monitor, helping Ss correct any mistakes in their sentences

• Ss work in groups of four or five, taking turns to read aloud their sentences for the others to guess who they are Go round and monitor the activity

Look and learn

• Demonstrate his and her with Ss in the class Indicate five or six Ss as you say to the rest of the class: His/Her name’s …

• Ask Ss to repeat the questions and answers in the box after you

• Write his and her on the board Check that Ss understand that we use his with masculine names and her with

feminine names by showing the class the pictures (or names) of famous people that you used in Lesson 1 Hold

up each picture (or name) in turn for pairs of Ss to ask

and answer: What’s his/her name? His/Her name’s …

Further practice

• In a chain drill round the class, each S tells the class the name of the S sitting next to them, e.g

S1 (pointing to S2): His/Her name’s … S2 (pointing to S3): His/Her name’s … S3 (pointing to S4): His/Her name’s …

5 Speak

• Read aloud the instruction and check that Ss understand what to do Ask two Ss to read aloud the example question and answer

• Ss work in closed pairs, taking turns to point to people in the photos in Exercise 1 and ask and answer questions

Go round and monitor the activity Help Ss to correct any

mistakes in the use of his/her.

• Read aloud the first four sentences of Lucy’s webpage

Elicit the answer to item 1 from the class

• Ss work individually, completing the webpage They can compare answers in pairs before checking answers as a class

• Check answers by asking individual Ss to read aloud the sentences in the webpage (Note the pronunciation of the name ‘Ian’ / "i…´n/)

Answers

1 His 2 Her 3 His 4 my 5 Her 6 Her

Further practice

• In pairs, Ss write a similar webpage for Kyle, using information from the family tree in Exercise 3 Work through the first three or four sentences with the whole class, using the same sentence patterns as in Lucy’s webpage but changing the names of the people Ss then complete the webpage working in pairs

• Check answers by asking individuals to read aloud the sentences in Kyle’s webpage

b) Design a webpage about your family

Write about the people Portfolio

• Ask each S to bring five or six photos or drawings of their family and pet(s) to the lesson If you feel that this may not be appropriate for any of your Ss (e.g because

of a family break-up or bereavement), suggest that they bring pictures of their friends as well

• Ss work individually, writing their webpages in their notebooks Tell them to use the same sentence structures

as in Lucy’s webpage Go round and monitor the activity, helping Ss to correct any mistakes

• In pairs or groups of three, Ss show their pictures and read their webpages

• If there is space in your classroom, Ss can make a wall display of their family webpages

• Ss turn to page 92 Play the first recording once for Ss to listen and read Then play it for Ss to listen and complete

it Check if all the Ss have completed the song If not, play it again

• Check answers by asking individuals to read out the completed lines

• Play the second recording for Ss to listen and join in

• Play the third recording for Ss to sing the song to the music If you wish, divide the class into four groups and ask each group to sing one of the four sections of the song The groups can then change parts and repeat the activity

Answers

2 dad 3 hi 4 Hello 5 morning 6 sister 7 dad

8 goodbye 9 Bye 10 goodbye

How old are you?

3

L E S S O N O B J E C T I V E S

structures

to be singular: are

to be questions: Are you … ? How old … ?

Subject pronoun: you

Functions

Ask and say how old you and other people are

Vocabulary

Everyday phrases: Me too [He’s] nearly [thirteen]

Here’s [my house] Cool!

Numbers 1–50

Background information

• Notice that it is not generally regarded as polite in

British culture for children to ask adults their age

• The three The Lord of the Rings films are based

on the three volumes written by J R R Tolkien

(1892–1973): The Fellowship of the Ring, The Two

Towers and The Return of the King Characters from

What’s your/his/her name?

• Ask Ss to look and say the names of the characters

they recognise Encourage them to discuss (in L1 if

necessary) any differences and similarities between the

street and children in the picture and a similar street

scene in their own country

• Play the first recording two or three times for Ss to listen

and read

• Check comprehension by asking Ss: Is Jodie eleven?

(Yes.) Is Lucy twelve? (No.) Is Leo thirteen? (No.) Is Leo

twelve? (Yes.)

• Play the second recording for Ss to listen and repeat

• Divide the class into two groups Play the recording

again for each group to repeat the part of one of the

children (Lucy or Jodie) Repeat the activity with the

groups changing roles

Everyday phrases

• Ask Ss to repeat the phrases after you

• Ask Ss to look at the dialogue in Exercise 1 again Ask

them to find and translate these phrases into their L1 –

Me too He’s nearly thirteen Cool!

Look and learn

• Present Are you … ? Yes, (I am.)/No, (I’m not.)

Ask individual Ss: Are you (Maria/Teresa/Leo Rocca/

Brad Pitt/John/Miss Benn)? Ss reply either Yes, I am or

No, I’m not.

• Ask Ss to repeat the question and short answers in the

box after you Check that Ss remember that I’m is short for I am.

2 Game

• Find out how many Ss have seen the three The Lord

of the Rings films Which film/character do they like best? Ask Ss to look at the pictures and tell you what they know about the characters Encourage them to use English as much as possible

• Read aloud the instruction and the information about

the points Check that Ss understand first/second/third time Ask two Ss to read out the example questions and answers

• Play the game twice with two different Ss choosing a character and the rest of the class asking questions to guess the character Tell Ss not to worry about using English pronunciation of the names of the characters

• Ss work in pairs or groups of three, taking turns to choose a character and guess who the other Ss are Go round and monitor the activity Help Ss to correct any mistakes in the question and answer forms

• Write on the board: 13/30 14/40 15/50 Ask Ss to repeat the pairs of numbers after you Point out the change in word stress from the second syllable

fourteen to the first syllable forty This will help Ss with

the listening exercise in part b)

b) Listen and write the numbers.

• Play the recording for the example item

• Ask Ss to write the letters a) to s) of the alphabet in a column in their notebooks They can then listen and write the numbers next to the letters, e.g a) fourteen

• Play the recording twice for Ss to listen and write the numbers

• Check answers by asking individuals to write the numbers on the board and say them Check spelling and pronunciation

How old are you?

Audio script and answers

a fourteen b forty c twelve d twenty e fifty f fifteen

g thirty h thirteen i eight j eleven k thirty-six

l three m forty-five n thirty-nine o

twenty-seven p forty-one q thirty-three r twenty-four s ten

4 Speak

a) Say the missing answers.

• Ask Ss to look at the example item and repeat the sum

after you Point out the use of and (+) and are (=) when

saying the sum

• Give Ss time to read through the sums and work out the answers

• Ss then work in closed pairs, saying the sums to each other and comparing their answers Monitor the activity

b) 12 1 Now listen and check.

• Play the recording for Ss to check their answers

• After Ss have checked their answers, play the recording again, pausing it after each answer for individual Ss to repeat the sum

Audio script and answers

a thirteen and six are nineteen

b ten and twenty are thirty

c forty-four and six are fifty

d twelve and eleven are twenty-three

e thirty-two and fourteen are forty-six

f eight and nine are seventeen

Further practice

• Ss work individually, writing two more sums and leaving the answer with a question mark (?) Remind them that the answer must be between one and fifty

• Ss work in groups of three or four, taking turns to read aloud a sum and say the answer

Look and learn

• Ask Ss: How old is Jodie/Lucy/Leo? (She’s/He’s …) Then ask three or four Ss: How old are you? (I’m …)

• Ask Ss to repeat the questions and answers in the box after you

the short form of you are (you’re), although it is not

practised in this lesson

5 Speak

a) Ask your friend.

• Ask two Ss to read aloud and complete the example dialogue

• Ss practise the dialogue in a chain drill round the class

b) Ask about the Barr family

• Ask Ss to look at the photo and information about the Barr family

• Ask two Ss to read aloud the example question and

answer Ask a different S: How old is Jenny? (She’s thirty-eight.)

• Ss work in pairs, taking turns to ask and answer questions about the Barr family Go round and monitor the activity, pointing out any errors for Ss to correct

c) Now talk about your family.

• Ask Ss to bring the photos or drawings of their family, pet(s) and friends

Ask Ss to repeat the sentences on the board after you

As you say each sentence, complete it where necessary with a suitable age or name, so that Ss repeat complete sentences

• Ss work in pairs or groups of three, talking about their families Encourage them to use as many of the expressions on the board as they can Go round and monitor the activity but do not interrupt Ss’ fluency

Make a note of any general mistakes to go over later with the whole class

6 Write

• Read aloud the example sentence Elicit the second answer from the class

• Ss complete the exercise working individually or in pairs

• Check answers by asking individual Ss to read out the sentences and write the missing words on the board

Answers

2 ’s 3 are 4 ’m 5 Are 6 am 7 Are 8 ’m not 9 ’s

• Ss turn to page 92 Play the first recording once for Ss

to listen and read Then play it again for Ss to listen and complete the rap Check if all the Ss have completed the rap If not, play it again

• Check answers by asking individuals to read out the completed lines

• Play the second recording for Ss to listen and join in

• Play the third recording for Ss to say the rap with the backing track two or three times

Answers

2 two 3 three 4 five 5 seven 6 nine

Across the curriculum

a) Listen and read about the English language.

• Play the recording for Ss to listen and read the text

• Check that Ss understand the meaning of first language

by asking them: What’s your first language?

• Ask one or two of the Ss to write 375 million in numbers

on the board (Answer: 375,000,000).

b) Listen and find the countries on the map.

• In pairs, Ss read through the list of countries and see if they can guess where some of the countries are on the map

• Play the recording for Ss to listen and find the countries

on the map

Audio script and answers

1 Canada 2 the USA 3 the Republic of Ireland

4 the UK 5 South Africa 6 Australia 7 New Zealand

c) Listen again and repeat the names of the countries.

• Play the recording several times for Ss to listen and repeat chorally and individually Pay particular attention

• Check Ss’ answers by asking individuals to make sentences like the example sentence

Answers

B Avril Lavigne is from Canada C Jake Gyllenhaal is

from the USA D Daniel Craig is from the UK.

Canada (Canadian) , New Zealand (New Zealand),

South Africa (South African) , The Republic of Ireland

(Irish) , The UK (British), The USA (American)

English words in your language

The family returned to Australia when Nicole was

four She has dual citizenship of Australia and the

United States Her films include Moulin Rouge!

(2002) and The Hours (2003).

• Avril Lavigne / ÆœvrIl l´"vi…n/: Canadian singer/

1 Irish/the Republic of Ireland 2 British/the UK

3 Canadian/Canada 4 South African/South Africa

5 Irish/the Republic of Ireland 6 Australian/Australia

7 American/the USA 8 New Zealander/New Zealand

9 British/the UK

5 Speak

• Read out the instructions and the two example answers

• In pairs, Ss look at the pictures and read the words to see how many words they know

• Explain (in L1) that some of the words may be pronounced differently in English from how they are in the Ss’ L1 Play the recording for Ss to listen and check their answers If appropriate, point out any word in the exercise that exists in the Ss’ L1 but has a different meaning

• After Ss have checked their answers, play the recording again for Ss to listen and repeat the words chorally and individually

Audio script and answers

1 television 2 music 3 radio 4 telephone 5 CD

6 film star 7 pop star 8 bus 9 cinema 10 sport

11 football 12 hamburger 13 jeans 14 taxi 15 DVD

• Ss read through the examples on page 11 in their book and then repeat the words after you, using English pronunciation Ask Ss (in L1) if they have seen all these words Encourage Ss to guess the meaning of any new words

• Ask Ss what other English words they have found Show some of them to the class and write them on the board

• Ss work individually, looking through the words they have found and cutting out or copying more words if necessary from your magazines and newspapers Tell Ss

to arrange the words to make an attractive poster Each S will need large (A4) pieces of paper and glue or pins to attach the words and pictures to their poster Monitor and check the words on the posters

• If there is space in your classroom, Ss can make a wall display Check that Ss understand all the English words

on their posters

Audio script and answers

A She’s Australian B She’s Canadian

C He’s American D He’s British.

4 Write

• Ask Ss to read the example sentences and say them after you

• Ss work individually, writing about the people They can compare sentences in pairs before checking sentences as

a class

• Check Ss’ answers by asking individuals to read aloud their sentences Check that Ss use correct word stress in

Canadian / Canada.

Answers

B Canadian She’s from Canada C American He’s

from the USA D British He’s from the UK.

• Write the three headings in the table on the board and the names of the other countries from Exercise 1 in the first column Elicit the nationalities and languages (The first

language for all the countries is English) Teach any new nationality words that Ss need, e.g Irish, South African, New Zealand Point out that we usually say He/She is a/

New Zealander

• Encourage Ss to add more groups of words of their own, including their own country, nationality and language

(Tell Ss they will learn more words for countries and nationalities in Lesson 6.)

• Ask the class to read and say the groups of words after you Ss then say them in a chain drill round the class

Answers Countries Nationalities Languages

The Republic of Ireland Irish English

South Africa South African English

• Write on the board some names of famous people (who are alive today) from some of the countries in Exercise 1, e.g

1 Pierce Brosnan 2 David Bowie 3 Keanu Reeves

4 Nelson Mandela 5 Bob Geldof 6 Kylie Minogue

7 Jennifer Aniston 8 Russell Crowe 9 David Beckham

• Ss work in groups of three or four, choosing six names and writing sentences about their nationality and where they are from

• Check Ss’ answer by asking individuals to read aloud their sentences The rest of the class listen and say if they agree with the information

bag, board, caller, complete, correct, match, piece,

paper, player, reply

Getting started

• As a quick revision activity, ask Ss to say the numbers

1–50 round the class in a chain drill Stop the chain now

and then and start it again with a different S Say in

English (or L1): Stop now (Maria), you continue.

1 Complete the greetings and

2 Good morning, Mr Barr 3 Good afternoon, Miss

Benn 4 Good evening, Mr Rocca.

2 Find six family words Then write

the opposite words.

• Ask one of the Ss to read out the example pair of words

• Tell Ss (in L1) the words may go across (like

grandfather) or down Ss work individually or in pairs,

finding the words and writing the opposites

• Check Ss’ answers by asking individuals to write the

pairs of words on the board and say them

Answers

2 son daughter 3 mother father 4 husband wife

5 brother sister 6 aunt uncle

listen and check.

• Ask Ss to look at the picture and identify the people

(Lucy, Amber, Leo, Jodie, Duke the dog) Encourage Ss

to guess (in L1 if necessary) what is happening

• Ask Ss to read through the conversation quickly for general understanding and to check their guesses about what is happening (Lucy is introducing Amber to Leo and Jodie)

• Ss work individually, completing the dialogue Monitor and help if necessary

• Check Ss’ answers by asking individuals to read aloud the sentences

Answers

2 Her 3 My 4 this 5 old 6 ’m 7 you 8 not 9 ’s

10 Who 11 my 12 your 13 What 14 his

Further practice

• Divide the class into four groups, to be Lucy, Amber, Leo and Jodie Read aloud the dialogue for each group to repeat their sentences after you

• Ss work in closed groups of four, reading aloud the dialogue and changing parts Monitor and correct any serious pronunciation errors

4 Do the sums and complete the numbers.

• Look at the example item with the class

• Ss complete the exercise, working individually

• Check Ss’ answers by asking individuals to write the numbers on the board and say them

a) Listen and repeat.

• Play the recording several times for Ss to listen and repeat the sentences If some of the Ss have difficulty with one or both sounds, isolate the sound and ask them

to repeat it several times after you Tell them to look at your mouth and lips as you make the sound and to make

the sound in she longer than the sound in this.

• In turn, Ss each say a sentence in a chain drill round the class

to What’s your name? could be My name is Anna./My name’s Anna./I’m Anna The answer using the full verb

form (My name is Anna) could sound quite formal

• Give Ss time to think of their replies to the questions

Listen and practise with Jodie.

• Play the recording for two or three individual Ss to practise with Jodie

• Play the recording two or three times for the class

to listen and practise with Jodie Tell Ss to say their responses quietly because their answers will be different, e.g different names Explain (in L1) that this exercise is

a ‘rehearsal’ before Ss work in pairs in the next stage

Then practise with a friend.

• Play the recording for the class to listen and repeat Jodie’s part of the conversation

• Ss practise the conversation, working in pairs and taking turns to be Jodie and themselves If you have an odd number of Ss in the class, ask a group of three Ss to work together Go round and monitor the activity but try not to interrupt Ss’ fluency Make a note of any general language problems to go over with the class afterwards

• Some of the pairs can act out their conversations for the class to hear

7 Game: Match the sentences!

• Ss play the game in groups of three or more Each group needs twelve small pieces of paper (numbered 1 to 12) inside a small bag Each S needs a copy of their chosen Board for each game they play

• Read out the rules and translate them where necessary

Ask Ss to repeat after you ‘Bingo’ / "bINg´U/ Ask Ss (in L1) if people in their country play this game with numbers on the cards and what they say when their card

is complete

• Ask Ss to look at the caller’s 12 sentences and repeat them after you

• Demonstrate the matching activity by reading aloud the

caller’s sentence 3 (Are you twelve?) for Ss to find the correct reply from Board A or Board B (Board A: No, I’m not I’m thirteen)

• Demonstrate the game Divide the class into two groups; one group plays with Board A and the other group with Board B You are the caller Pick numbers from the bag and read aloud the sentences Ss listen and cross out the correct replies on their board When one of the Ss calls

Bingo, stop the game Read out the questions for the numbers on the papers you had taken out of the bag and elicit the replies Check the answers for all 12 questions

• Ss work in groups of three or more One S is the caller and the other Ss each choose one of the boards to play

on Go round and monitor the activity as the groups are playing

Answers

1/A Thank you 2/B My name’s James 3/A No, I’m

not I’m thirteen 4/B I’m eleven 5/A Her name’s

Sally 6/B Yes, he is 7/A He’s my uncle 8/B Bye

9/A Good afternoon 10/B She’s thirteen 11/A He’s

six 12/B He’s from New Zealand.

What can you do?

• Read aloud each sentence, starting it with I can Check that Ss understand the meaning of I can (Ss practise can/ can’t expressing ability in Lesson 21.) Explain (in L1) that this section describes what Ss have learnt to do in English in Lessons 1–5

• Elicit language to go with each I can sentence, e.g

• Encourage Ss to say how confident they feel about doing each of these things in English Ask them what they think they can do best and what they need to practise more Ss then work individually, ticking the boxes for

the language they feel they can use confidently If most

of the Ss feel they need more practice in using a specific language area, look at this again with the class and give extra practice

Subject pronouns: you/we/they

to be plural: they are/they aren’t, we are/we aren’t

to be questions: Where is/are … ?/Is he/she … ?/Are

(e.g He’s a nice guy) In the plural (guys), it can

also refer, especially in American English, to any

1 Canada 2 Ireland 3 New Zealand 4 South Africa

5 American 6 British 7 Australian 8 Irish

• Play the recording for Ss to look at the pictures and

listen and read Check that Ss remember the meaning of

from (from Lesson 4)

nationalities

• Play the recording several times for Ss to listen and repeat chorally and individually Draw Ss’ attention

to changes in word stress (e.g Italy/Italian) and pronunciation (Spain/Spanish) between the country and

nationality

Further practice

• If Ss have coped well with the vocabulary of countries and nationalities in this exercise and are interested in other countries, the list of countries and nationalities can

be expanded Display a large world map Encourage Ss

to point to other countries on the map and ask you for the

English words, e.g What’s the English word for (India/

Japan/Mexico?) Write the new country and nationality words on the board and ask Ss to say them after you

• Remind Ss of the Study tip in Lesson 4 (Learning new words) Ss can add the new words to the ‘Country and nationality’ word groups in their exercise book or vocabulary notebook

3 Match

• Give Ss a few minutes to look at the map and read through the list of countries

• Read out the instruction and look at the example answer with the Ss Elicit the number on the map for the UK from the class

• Ss work individually or in pairs, matching the numbers with the countries

Answers

2 Brazil 3 Argentina 4 the UK 5 Germany 6 Poland

7 France 8 Spain 9 Portugal 10 Italy 11 Greece

12 Turkey 13 Russia 14 China

Look and learn

• Ss read the questions and answers in the box and repeat them after you

• Ask individual Ss: Where is (Nicole Kidman) from?

She’s from (Australia) Where are (Lucy and Rob) from?

They’re from (the UK) Where are your parents from?

They’re (from …) Ask two Ss: Where are you two from?

(We’re from …)

4 Speak

• Ask two Ss to read aloud the example question and answer

• Tell Ss to look back at the countries and nationalities

in Exercise 2 and pretend they come from different countries Ask several pairs of Ss to make the dialogue for the class to hear

5 Speak and write

a) Talk about the people in Exercise 1.

• Ss may find it helpful to listen again to the recording from Exercise 1 and focus on the pronunciation of the names of the people

• Ask Ss to look at the example sentences and say them after you

• Elicit the sentences about the other people from the class

Answers

3 Connie and Lee are from the USA They’re American

4 Nikos is from Greece He’s Greek

5 Tomek’s from Poland He’s Polish

6 Hakan and Fatma are from Turkey They’re Turkish.

b) Now write sentences about the people in Exercise 1.

• Ss work individually, writing the sentences Monitor and check Ss’ sentences

• Point out that the short verb form (e.g Tomek’s from ) cannot be used with names like Nikos which ends with the letter ‘s’, so we write Nikos is from ….

6 Speak

• Ask two Ss to read out the example dialogue

• Elicit a similar dialogue from the class, asking the same questions to another famous person that all the Ss know

• Ss work in closed pairs, making a dialogue about another famous person

• In turn, each pair says their dialogue for the class to hear

• Ask Ss to look at the photo Ask: Who is he/she? (Leo/

Look and learn

• Revise Are you … ? and I am … by asking three or four

Ss in turn: Are you Polish/Russian/Spanish? Ss reply:

Yes, I am./No, I’m not.

• Then indicate three or four different Ss in turn and ask

the class: Is she/he Polish/American/Greek/French? Ss answer: Yes, she/he is or No, she/he isn’t.

• Ss read the questions and answers in the box and repeat them after you Draw their attention to the use of the

short form in the negative answer (No, they aren’t) and the full form in the positive answer (Yes, they are).

8 Speak

• Read out the instruction Ask pairs of Ss to read out the two example dialogues

• Elicit the dialogue about Connie and Lee from the class

• Ss then work in closed pairs, taking turns to ask and answer questions about the other people Go round and monitor the activity, helping Ss to correct any errors

• Check Ss’ answers by asking pairs of Ss to ask and answer the questions for the class to hear

Answers

3 Are Connie and Lee French? No, they aren’t They’re

American.

4 Is Nikos Portuguese? No, he isn’t He’s Greek.

5 Is Tomek Russian? No, he isn’t He’s Polish.

6 Are Hakan and Fatma Chinese? No, they aren’t

• Ss 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 and write the answers on the board Check that

Ss have used a capital letter at the beginning of the first word in a sentence

• After checking Ss’ answers, ask individuals to read aloud the sentences Check pronunciation and the use of short verb forms Try to ensure that each student reads at least one sentence

Answers

1 are 2 Are 3 ’m 4 Is 5 is 6 Are 7 aren’t 8 isn’t, ’s

Ask and say what something is

Ask and say who things belong to

characters from the television series Thunderbirds,

which used puppets instead of actors

Getting started

• Write on the board: Leo

• Make statements about Leo Ss listen and say if each

statement is ‘right’ or ‘wrong’ and correct the wrong

statements, e.g 1 His surname is Rocca (right) 2 His

sister is Jodie (right) 3 His brother is Rob (wrong)

4 Duke is his cat (wrong) 5 Jake is his brother (right)

6 Leo is nearly thirteen (right)

• Point to each child in the picture and ask Ss: What’s his/

her name? Use the picture to present some of the new

words in this lesson

• Play the recording several times for Ss to repeat chorally and individually

Look and learn

• Ask Ss to look at the first sentence in the box (It’s a DVD ) and repeat it after you Point out that It’s is short for It is.

• Ask Ss to look at the second sentence in the box (It’s an orange tree) and repeat it after you Ask them (in L1)

what is different in this sentence (the use of an not a).

• Write on the board:

• Ask Ss to look back at the words in Exercise 2 and find

and read out words beginning with ‘a’ (apple), ‘e’ (egg),

‘i’ (ice cream), ‘o’ (orange/orange tree) Write these

words on the board

• If Ss ask for a word beginning with ‘u’, revise uncle (e.g

an uncle in America ) or teach umbrella.

3 Speak and write

a) Ask and answer about the pictures in Exercise 2.

• Ask Ss to look at the example dialogue and repeat the sentences after you Then you read the part of A and ask one of the Ss to read the part of B

• In open pairs, Ss ask and answer about the other pictures

in Exercise 2 If necessary, Ss can say ‘That’s wrong, it’s a/an …’ if their partner gives the wrong answer

• Ss work in closed pairs, taking turns to ask and answer about the pictures Go round and monitor the activity, correcting Ss’ errors where necessary

b) Write a or an before the words in Exercise 2.

• Look at the two example answers with the class

• Ss complete the exercise writing a or an before the

words in Exercise 2 Go round and monitor the activity, pointing out any errors to be corrected

• Check Ss’ answers by asking individuals to read out their answers

Answers

3 an orange tree 4 a book 5 a desk 6 an ice cream

7 a mobile phone 8 a chair 9 an egg 10 an apple

11 a bag 12 a table 13 a house 14 a car

1 C _ R 2 _ G G 3 B _ _ K 4 H _ _ S _

5 C H _ _ R 6 B _ G 7 T _ B L _ 8 _ P P L _

• Elicit the missing letters of one or two words from the class Ss then work in pairs, completing the words with the letters A, E, I, O, U Check answers by asking individuals to complete the words on the board

Put the objects on your table or desk In turn, hold up

each object and ask Ss: What’s this? (It’s a/an …).

• Ask Ss to look at the first picture in the box and repeat the question and answer after you Point out that the hand

in the picture is holding the apple Explain (in L1) that

this is used for something that is very near the speaker

• Ss look at the second picture and repeat the question and

answer after you Explain (in L1) that that is used for

something that is not near the speaker

• Place your everyday objects on the desks of Ss around the classroom Ask some of the Ss to hold up their object

and ask the class: What’s this? Ask other Ss to point to

an object on a desk at the other side of the classroom and

ask the class: What’s that?

What’s this/that? Go round and monitor the activity

• Check Ss’ answers by asking pairs of students to ask and answer the question for each picture

Answers

What’s this? It’s … 1 a mobile phone 2 an egg

3 a desk 4 an apple 5 a book

What’s that? It’s … 6 an orange 7 an ice cream

5 Act

a) Say who you are and act the scenes.

• Ask Ss to look at Picture 1 and follow the example dialogue as you read it aloud Then ask two Ss to read out the dialogue Ask Ss (in L1) if they know which film

the picture is from (Pirates of the Caribbean).

• Ask Ss to look at Pictures 2–4 and say what they know about the people, using English as much as possible

• If Ss cope well with making the dialogues, encourage them to add a line for Speaker A about the ship/car/

spaceship/motorbike at the end of each dialogue, e.g

Wow! It’s really big/cool!

• Ask some of the pairs to act one of their dialogues for the class to hear

b) Talk about the characters.

• Ask two Ss to read out the example question and answer

• If practical in your classroom, change the grouping of

Ss so that each S works with a different partner In pairs,

Ss make the dialogues for all the pictures, taking turns

to ask and answer the questions Encourage Ss to add an

extra line at the end of each dialogue (Wow! It’s …) and

say it with as much expression as possible Go round and monitor the activity

• Some of the pairs then act one of their dialogues for the class to hear

Demonstrate what to do by saying: This is [an apple/my

desk] as you hold up the apple or touch your desk Then

say: That’s [an apple/your desk] as you point to an apple

on a S’s desk or one of the Ss’ desks

• Individual Ss in turn say a sentence beginning with

This as they touch or hold up an object and a sentence

beginning with That as they point to an object further

at all

a) Listen and repeat.

• Ss listen to the recording and repeat the words Play the recording two or three times for choral and individual repetition

b) Talk about the fruit Then listen and check.

• Ss look at the pictures and identify the fruit If necessary, use translation Play the recording for Ss to check their answers

• Ask two Ss to read aloud the example exchange In open pairs, Ss make similar dialogues about all the pictures

• Ss then work in closed pairs, talking about the fruit

Monitor and correct any errors

Audio script and answers

Number one is a pineapple.

Number two is a strawberry.

Number three is a lemon.

Number four is a lychee.

Number five is a peach.

Number six is a mango.

Number seven is a melon.

Number eight is a grape.

Number nine is a plum

Number ten is a banana.

Number eleven is a pear.

Number twelve is a cherry.

Look and learn

• If you have brought some fruit (e.g two apples/oranges/

pears) to the lesson, hold one and then both apples up as

you say one apple, two apples Repeat the demonstration

with one and then two oranges/pears Ask Ss to say the phrases after you

• Ss then read the phrases in the box and repeat them after you

• Draw Ss’ attention to the plural spelling of mangoes, peaches and strawberries Write on the board cherry and elicit the plural spelling (cherries).

3 Write and speak

a) Write the plural of the words in Exercise 2.

• Ss work individually, writing the plural of the words in Exercise 2a)

Look and learn

• If you have brought some fruit to the lesson, use it to

demonstrate these and those Put two apples on your desk Hold up an apple and say: What’s this? It’s an apple Then hold up both apples and say: What are these? They’re apples Repeat the activity several times and encourage Ss to say the questions and answers quietly with you Then put one apple on a S’s desk at a distance from you and two pears on another S’s desk at

a distance from you Point to the apple and say: What’s that? It’s an apple Point to the pears and say: What are those? They’re pears. Do this several times Encourage

Ss to say the questions and answers quietly with you

pictures (number one pineapples, number two bananas, number three lychees, etc.) Ask two pairs of Ss to read out the example questions and answers

• Ss work in pairs, taking turns to ask about the fruit Go round and monitor the activity, correcting errors where necessary

• Check Ss’ answers by asking pairs of Ss to ask and answer the questions for the numbered fruit

Answers

What are these? They’re 1 pineapples 2 bananas

3 lychees 4 cherries 5 strawberries

What are those? They’re 6 mangoes 7 peaches

8 lemons 9 grapes 10 plums

a) Go to page 95 and listen and repeat the colours.

• Ss turn to page 95 Play the recording two or three times for Ss to listen and repeat the colours, chorally and individually

Audio script

yellow red green orange pink brown purple turquoise beige grey black white blue dark blue light blue

b) Look at the smoothies and say the colours.

• Elicit or present the meaning of smoothie, using the

pictures to help (a thick drink made from fruit, often mixed with ice cream or yoghurt)

• In pairs, Ss look at the smoothies and say the colours to each other

• Check Ss’ answers by asking individuals to say the colours

(What colour is this/that … ? It’s …) and the plural agreement (What colour are these/those … ? They’re …).

• Ask Ss to look at the pictures of fruit in Exercise 4 In open pairs, Ss ask and answer questions about the colour

of fruit

• Ss work in closed pairs, taking turns to ask and answer questions about the colour of the fruit in the pictures on pages 18–19 Monitor and pay particular attention to the

use of this/that/these/those and plural/singular agreement

in questions and answers

7 Read and write

• Ss work individually or in pairs, looking at the pictures, reading the text and completing it with the names of the fruit

• Check answers by asking individuals to read the sentences and write the missing words on the board

• If you have a large world map, display it so that Ss can find the places mentioned in the text

• Check answers by asking individuals to read out the completed lines Encourage Ss to guess the meaning of

beach and translate it into L1

• Play the second recording for Ss to listen and join in

• Finally, play the third recording for Ss to say the rap with the backing track

Answers

2 orange 3 banana 4 peach 5 grapes 6 cherries

9 Across cultures

Cities and capitals

Getting started

• Revise some of the language Ss need for this lesson

by asking several individuals: What’s your first name/

surname? How old are you? Are you American/Spanish/

Polish? Where are you from?

• Ask Ss to look at the photos of the children and places and see if they can guess how old the children are and where the places are

• Ask Ss to read the texts quickly to find the information about the children’s ages and the places and see if their guesses are correct

• If you have a large map of the world, display it so that all the Ss can see it Play the first section of the recording about Mandy Ask individual Ss to come to the map

and find and point to Northern Ireland and Belfast

(Craigavon will probably not be named on a world map.)

Encourage Ss to say (in L1) what they know about these places

Check Ss’ understanding by asking them to translate some of the words and to answer questions about others,

e.g What’s the capital of (name of Ss’ country)? What’s the name of a city in (name of Ss’ country)?

Further practice

• Draw Ss’ attention to the words south (in South Africa) and north (in Northern Ireland) Write the words on the board and add east and west Use the world map to check

Ss’ understanding of the words

• Write a sentence on the board about a city or town in Ss’

country

(City/Town) is in the (north/south/east/west) of (Country)

• Point out the use of capital letters with the names of cities, town and countries (Ss will practise this in the Project.) Elicit further sentences from the class about cities and towns in their country

beautiful, big, capital, city, epal, favourite, great,

penpal, photo, picture, place, postcard

Cities and capitals

b) Write sentences about the student.

• Elicit the full sentences to complete the example prompts

• Ss work individually, writing sentences about Monique

Monitor and point out any errors for Ss to correct

• Check Ss’ answers by asking individuals to write the sentences in the board and read them out Explain that there may be more than one way of writing the sentences

Suggested answers

Her name is Monique

She is twelve

She is French / She is from France/Lyon in France.

Paris is the capital (city) of France.

4 Speak

• Read out the instructions Ask two Ss to read aloud the example question and answer Give the class time to look back at the information in Exercise 3 and think about the questions to ask Then, elicit questions and answers for Monique from the class

• In open pairs, two or three pairs of Ss make penpal phone conversations, asking and answering questions about themselves

• Ss then work in closed pairs, making penpal phone conversations and taking turns to ask and answer questions about themselves Monitor but try not to interrupt Ss’ fluency Make a note of any general problems to go over with the class afterwards

• Some of the pairs can sit/stand back-to-back and act out one of their phone conversations in front of the class

Writing tip

• Read through the writing tip with the Ss Ask the class if capital letters are used in the same way in their L1

• Ss work in pairs, reading the texts in Exercise 1 and finding examples of capital letters

that they can use to describe their town/city, e.g nice, beautiful , great, old, big Teach any new adjectives that

Ss need Point out that Ss need to change the sentence

pattern if they come from the capital city, e.g I’m from (Paris), the capital of (France)

• Ss work individually, writing about where they live and their capital city Tell them to write the first draft of their sentences in their notebooks for you to check

• Then give out a large sheet of paper to each S If they have brought pictures of their town or capital city to the lesson, they can fix their pictures to their papers and copy their corrected sentences underneath

• In pairs or groups of three, Ss look at and read each other’s projects

• If there is space in your classroom, Ss can make a wall display of their projects

2 Check

• Read through the headings in the ID cards Check that Ss

understand home town.

• Ss work individually, reading the texts again and completing the details about Mandy, Micky and Kirstie

Further practice

• As preparation for Exercise 3b), ask Ss to look at the information in the chart about Mandy and to make full sentences about her Write prompts on the board, if necessary, e.g

Her first name is … Her surname is … She is (age) … She is (nationality) … Her home town is … The capital city of … is …

• Ss look at the information about Micky and then Kirstie and make similar sentences

a) A student is on a school trip to London Listen and write her details.

answers on the board Check Ss’ spelling of Lyon and ask

them to point to it on the world map

Audio script and answers

Are you thirteen?

Girl: No, I’m not I’m twelve

Interviewer: Where are you from?

Girl: I’m French I’m from Lyon in France

Interviewer: Lyon! That’s a big city

Girl: Yes, it is but it isn’t the capital of France

Paris is the capital

Interviewer: Oh! Paris is a beautiful city

Girl: Yes, but London is beautiful too!

Interviewer: Thank you

First name: Monique Nationality: French Capital city: Paris Age: 12 Home town: Lyon

sentences to say about themselves and their family Give

them some examples, e.g I’m (Polish) My first name

is … My (grandfather) is (French)

• In turn, Ss tell the class their sentences Encourage Ss to

help each other correct any errors in their sentences

1 Complete the country and the

nationality.

• Look at the example item with the class Ss work

individually, completing the words Remind Ss to use

a capital letter at the beginning of each country and

2 Poland Polish 3 Germany German 4 Russia Russian

5 Italy Italian 6 the USA American 7 Greece Greek

8 Argentina Argentinian 9 Turkey Turkish

-ish: Spanish British Turkish Irish

-(i)an: Argentinian Brazilian Russian Australian

Canadian German South African

2 Write the words Put a or an in

front of them.

• Check that Ss remember when to use an (before words beginning with a vowel – a, e, i, o or u).

• Ss complete the exercise, working individually They can compare answers in pairs before checking answers as a class

• Check answers by asking individuals to write the answers on the board Check spelling and pronunciation

Answers

3 a mobile phone 4 a desk 5 a (school)bag 6 an egg

7 a book 8 a chair 9 an apple 10 an orange

3 Complete the gaps in the conversation.

• Look through the list of words with the Ss Point out that some of the words begin with a capital letter so will come at the beginning of a sentence

• Read aloud the example sentence Elicit the second answer from the class

• Advise Ss to read through the dialogue quickly for general understanding before they start completing it Ss complete the dialogue working individually

• Check Ss’ answers by asking individuals to read aloud the complete sentences

this/these and that/those Ask different pairs of Ss to read

out the example questions and answers for items 1, 2, 6 and 7

• Ss complete the exercise, working individually Go round and monitor the activity, helping where necessary

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

• Ss then work in pairs, reading aloud the questions and answers

Answers

3 What are these? They’re lychees 4 What are these?

They’re strawberries 5 What are these? They’re

cherries 8 What’s that? It’s a melon 9 What are

those? They’re grapes 10 What are those? They’re

lemons.

3 The lychees are brown (and white)

4 The strawberries are red 5 The cherries are red

6 The plum is purple 7 The oranges are orange

8 The melon is green 9 The grapes are green

10 The lemons are yellow.

5 Choose the correct word.

• Ask one of the Ss to read out the first sentence and answer

• Ss complete the exercise working individually or in pairs

• Check Ss’ answers by asking pairs of Ss to read out the exchanges

Answers

1 A: What’s your name? B: I am Cassie and this is

my sister Her name’s Lynn.

2 A: Is he your brother? B: Yes, he is His name is

Peter.

3 A: Who are they? B: Their names are Mike

and Emily.

4 A: Are you English? B: No, we are Spanish,

but our grandmother is English.

a) Listen and repeat.

• Play the recording once for Ss to listen and read Then play the recording two or three times for Ss to listen and repeat If some of the Ss have difficulty with one or both sounds, isolate the sound and ask them to repeat it several times after you It may be helpful to explain (in

b) Listen again and underline the / T/ sounds in red and the / D/ sounds in green.

• Play the recording two or three times if necessary for Ss

to listen and underline the sounds

• Write the sentences on the board Check Ss’ answers by asking individuals to underline the sounds in the words

• Play the recording two or three times for the class to listen and answer Leo’s questions Remind Ss to speak quietly because some of their answers will be different

Then practise with a friend.

• Play the recording for the class to listen and repeat Leo’s part of the conversation

• Ss work in pairs, practising the conversation and taking turns to play each role Monitor the activity but don’t interrupt Ss’ fluency Point out and correct any serious errors at the end of the conversation

• Some of the pairs act out one of their conversations for the class to hear

8 Game: Spot the differences

is (red) In Picture B (the bag) is (green)

• Note that Lesson 11 presents the difference in meaning

between ‘a chair’ (general) and ‘the chair’ (specific), so it

is advisable not to spend time on it at this stage

Answers

A: The bag is red B: The bag is green.

A: The chair is green B: The chair is blue.

A: The apple is green B: The apple is red.

A: The posters are pink B: The posters are blue.

A: The book is yellow B: The book is orange.

A: The mobile phone is purple B: The mobile phone is

white.

What can you do?

• Read out the items one by one, eliciting two or three language examples for each item, e.g names of countries, nationalities

• Ss work individually, ticking the boxes for the language they feel they can use confidently If most of the Ss feel they need more practice in using a specific language area, review this with the class and give extra practice

• Revise the forms of to be that Ss have already practised

Ask individual Ss questions for them to give full

answers, e.g

1 What’s my/your/his/her (sur)name?

2 How old are you? How old is he/she?

3 What colour is this? ( hold up a book/bag)

4 What colour is that? ( point to a book/bag)

5 What are these? ( hold up two bags)

6 What are those? ( point to a pile of books)

7 Are you/Is he/Is she eleven years old/Spanish/Polish?

8 Where are you/is he/is she from?

or encourage Ss to guess the meaning of key vocabulary,

e.g hamster, cage, bathroom, kitchen.

• Play the second recording two or three times for the

class to listen and repeat, chorally

• Ss work in groups of four Each S reads the part of

one of the characters (Jodie, Rob, Lucy, Mum) in

the dialogue Ss then change roles Go round and

monitor the activity and correct any serious errors in

2 Check

• In pairs, Ss look at the pictures and choose the correct picture

• When checking the answer, ask Ss to name the things

in the pictures (a door, a bag, a cage, a bed) but don’t

introduce the prepositions at this stage

Answer

3

Further practice

• Find out if any of the Ss have a pet hamster (or other small pets) Encourage Ss to tell the class about their pet:

What’s its name? Is it in a cage? How old is it? What colour is it? Is it good/naughty/friendly/pretty/clever?

a) Listen and repeat.

• If you have brought some pictures of rooms, gardens, etc., use these to present some of the new words Show each picture in turn and ask Ss to repeat the word after you

• Play the recording two or three times for Ss to listen and repeat chorally and individually Pay particular attention

to word stress in the polysyllabic words, e.g kitchen, garage

b) Match.

• Ss work in pairs, matching the words and the pictures

• When checking Ss’ answers, also correct any pronunciation mistakes

• Revise vocabulary of colours by asking Ss what colour the rooms are

Answers

2 toilet 3 bathroom 4 bedroom 5 sitting room 6 hall

7 stairs 8 dining room 9 kitchen 10 garden

Further practice

• Ss work individually sketching a plan of their home and

labelling the rooms and places, e.g garden, hall Monitor

and check Ss’ spelling

• In pairs or groups of three, Ss show and talk about their drawings, e.g

S1: This is my bedroom It’s big

S2: What colour is it?

S1: It’s blue

• Ask Ss to repeat the prepositions (in, on, under, behind)

after you and then to repeat the complete sentences after you

• Ask two pairs of students to read out the two example dialogues

Further practice

• Ask Ss to look back at the pictures in Exercise 2 and

match the arrows with the correct prepositions (1 under the bed 2 behind the door 3 in the [shopping] bag 4 in the cage ).

4 Speak and write

a) Say where the hamster is.

• Ask Ss to look at Picture 1 and repeat the example question and answer after you

• In open pairs, Ss make the questions and answers for Pictures 2–5

• Ss then work in closed pairs, taking turns to point to the pictures and ask and answer questions Go round and monitor the activity, correcting errors as necessary

• Check answers by asking individuals to write their sentences on the board

Answers

2 The hamster is in the (school)bag 3 The hamster is

on the table 4 The hamster is behind the cage

5 The hamster is under the bed.

Further practice

• In turn, each S puts an object (e.g a book, a bag, a pen) in/on/under/behind something in the classroom The other Ss watch The S then names another S to answer the question, e.g

S1: (Maria) where’s my (book)?

S2: It’s (behind your bag)

• Try to ensure that every S asks and answers at least once

• Read out the instruction and answers a–c Play the recording twice for Ss to listen and answer the question

Tell Ss not to worry about understanding every word but

to find out where the phone is

• After checking Ss’ answers, play the recording again

Ask: Where’s the bag? (It’s under the table.)

Audio script and answer

the meaning of (and translate) mermaid, a special girl and a mystery girl.

• Play the second recording for Ss to join in Divide the class into four groups for each group to sing one of the sections

• Play the third recording for the groups to sing the song with the music only

Answers

1 she 2 on 3 under 4 under 5 is