New sky 2 teachers book

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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 Book2

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, Andy Hammond (Illustration Ltd), Joanna Kerr, Nigel

Kitching and Sean Longcroft

Set in 10/11pt Times New Roman

Printed in Malaysia, KHL (CTP)

ISBN: 978-1-4058-7482-3 (Teacher’s Book)

ISBN: 978-1-4058-7490-8 (Test Master Multi-Rom)

ISBN: 978-1-4082-0596-9 (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 7

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 7

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 8

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 The DVDs

General teaching techniques 9

1 The role of the native language (L1)

12 Homework and homework correction

13 Revision and assessment

21 Lesson by lesson Word list

22 Max’s Grammar Store

23 The CEF Portfolio

Before you start 15

1 Timing

2 Classroom equipment and material

3 The first lesson

4 Abbreviations used in the Teacher’s Book

Students’ Book contents 16

Lesson 2 Accuracy practice

Lesson 3 Accuracy practice

Lesson 4 Skills and consolidation (Fluency

practice)

Lesson 5 Check and self-assessment

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 Two

New Sky Two

New Sky Two New Sky Two

General description

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

New Sky Two features a typical British family living in

Wembley, London, and their friends Together, they are seen

in domestic, school and leisure settings 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

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

The language syllabus is a careful mix of grammar, vocabulary

and communication Grammatical structures are linked

closely to everyday language use, while the topic areas relate

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

specially chosen to present a range of useful vocabulary

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 Student’s Book, see Course components.

Principles behind the course

We believe it is essential that young learners’ 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

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

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:

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

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 (Skills

practice) These consolidate and extend the language and skills learnt in the preceding cycle of work, while developing students’ knowledge of the world beyond the classroom

• Picture stories at the end of the Students’ Book

Introduction

• Revision lessons and What can you do? boxes in the

Students’ Book and Check lessons in the Activity Book,

the latter 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, as well as rewritable versions

of these tests on the Test Master Multi-Rom supplied with

this book

• Interactive language practice with the Multi-Rom

accompanying the Activity Book

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.

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 cultures + Project

Lesson 5 Revision

Lesson 6 Language input

Lesson 7 Language input

Lesson 8 Language input

Lesson 9 Across the curriculum + Project

Lesson 10 Revision

Language input lesson: Presents and practises new language

Across cultures: Develops skills, and recycles and

expands language by looking at culture and lifestyles in the English-speaking world

Across the curriculum: Develops skills, and recycles and

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

Project: Encourages self-expression

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 1–9, 11–19, 21–29 and 31–39 Also at the back of the Students’ Book are:

• the words of the recorded Songs and Raps

• a grammar reference: Max’s Grammar Store

• a lesson-by-lesson Word list.

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,

writing and listening 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 transcripts

These contain recordings of the following:

• Presentation dialogues and texts, new words, listening

activities, Sounds fun pronunciation activities and the

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

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

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

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

Any new words which are not illustrated in the Students’

Book can easily be explained through mime, acting or

illustrations on the board

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, their relationship to each other, what they are wearing, what they are doing and what they are thinking

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 this level include:

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

Presentation of new language on the whiteboard or interactive whiteboard is extremely important It focuses the students’ attention and enables the teacher to control the activity effectively Simple line drawings on the board can be used

to explain a new word quickly New structures, words and expressions should be written boldly and clearly, and arranged in sections, e.g new vocabulary in one area and examples of key language structures in another It is a good idea to keep a free area for spontaneous examples, drawings and game scores

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:

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, e.g 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

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:

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:

• a few minutes of informal oral revision at the beginning of each lesson focusing on one or more language points from previous lessons

• regular spot checks on vocabulary and grammar

• short gapped dictations of dialogues or texts

• oral checks to revise communicative functions and

everyday language, e.g 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:

• talk about places in towns

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

Instructions

Act the dialogue/story

Ask and answer in pairs

All new words should be thoroughly practised by means

of choral and individual repetition, using the recording as

a model The technique of ‘back-chaining’ for repetition

of phrases and sentences can be most effective with young

learners 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 …

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

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:

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

Listen

Listen and say/repeat after me

Listen to this/the dialogue

Look

Look at this

Make two teams

Open/Close your book

Can you repeat, please?

Sit down/Stand up

Write the answers in your notebook

Feedback and encouragement

Speak English, please

Work quietly, please

Specific procedures

Many of the new grammatical structures in the input lessons

are presented in short, conversational dialogues or texts

These are all recorded Play the recording once for students

to listen and read Then play the recording again, this time

pausing at the end of each section for students to listen and

repeat The dialogues and texts are followed by a Check

exercise to check students’ comprehension

Procedure for dialogues and texts

• Ask students to look at the photograph(s)

• If appropriate, revise what they know about the characters,

e.g their name, age, relationship

• In the case of dialogues, 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

• Play the dialogue or part of the text again for students to listen and repeat, pausing after each sentence

• Do any Check exercises with the whole class or ask

students to do them in pairs

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

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

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

Procedure

• Ask individual students to read the example in the box

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

Key new vocabulary in the input lessons 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 recorded, so that students can hear the correct pronunciation After the repetition stage, there is often an activity to match the word with the correct illustration

Procedure

• Draw attention to the list of new words

• Play the recording and ask the students to repeat each

word, first chorally then individually

• 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

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.

Any language practice that has a competitive, amusing or

puzzle element to it is called a Game or a Puzzle Games

and puzzles are an entertaining and valuable way for young

learners to practise new language Simple games appear from

time to time in the language input lessons, whereas more

elaborate games and puzzles are included at the end of each

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 four contemporary

pop songs in New Sky Two Students’ Book These occur at

regular intervals in the input lessons 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 at regular intervals

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 new words

• Play the song once or twice for students to listen

• Play the song again and ask students to join in

• If appropriate, 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

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 fifteen

raps in New Sky Two occurring at regular intervals In many of

the raps, there are gaps for the students to listen and complete

Procedure

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

to emphasise the stress and the rhythm

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

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

Amusing tongue twisters and rhymes appear at regular

intervals in the Revision lessons to practise a particular

sound of English These are recorded

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 recording again and ask students to underline the sounds

• Ask individual students to say the whole rhyme on its own

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)

many lessons contain a short reading text The picture stories

(to be used after Lessons 9, 19, 29 and 39) provide easy,

entertaining reading material The Across cultures lessons

(Lessons 4, 14, 24 and 34) contain cross-cultural reading

texts about English-speaking countries The Across the

curriculum

lessons (Lessons 9, 19, 29 and 39) contain cross-curricular reading texts 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

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

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

• Continue until the whole text is written

• Ask students to write their own paragraph for homework

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

lessons called Across cultures which come at Lessons 4,

14, 24 and 34 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 or the USA

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

There are also four special Across the curriculum lessons

in New Sky Two which come at Lessons 9, 19, 29 and 39 The Across the curriculum lessons present topics of interest

relating to other subjects in the school curriculum such

as Science, Geography and History In this way students use English to extend their general education The lessons consolidate the language of the previous cycle of lessons and provide additional integrated skills practice in reading, speaking and listening

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

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 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

find photographs, 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

All the projects in the Across cultures lessons are supported

by a Writing tip, e.g words with difficult spelling The

projects in the Across the curriculum lessons are supported

by a Study tip, e.g using a dictionary Both types of tip are

accompanied by a simple task

There are four individual picture stories in New Sky Two

These are grouped at the back of the Students’ Book, but can

be used after Lessons 9, 19, 29 and 39 They bring together

and consolidate the structures and vocabulary from the

previous lessons Any new words are listed below the story in

a New words box All four stories are recorded.

Procedure

• Introduce the setting for the story

• Present some of the new vocabulary from the New words

section

• 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

• In pairs or groups, students write a scene or scenes from

the story as a dialogue

• Encourage students to suggest different endings for the

story, then get them to write an ending Individual students

can read their endings to the class

• Ask different groups to act out the story in front of the

class Encourage the students to memorise their part if

they can

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 Chat room (see below)

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

part is a Game or Puzzle which gives special revision of

one or more language items and may be done in pairs or

individually The final part, What can you do?, 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

‘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 recording, 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 recording, then play the conversation again

New vocabulary should be revised regularly using the lesson-by-lesson list of words at the back of the Students’

Book Only those words which the students are required to produce, in either spoken or written form, are listed Where appropriate, those words which form a lexical group are linked under a general heading, e.g possessions At the back

of the Teacher’s Book there is an alphabetical list of words and expressions with phonetic transcriptions provided

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

reference section called Max’s Grammar Store This sets

out in clear tables the grammatical structures introduced in

New Sky Two 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

Go to www.pearsonlongman.com/ae/cef/cef.htm to use the English Language Portfolio that accompanies this Teacher’s

Book 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 Exercises in the Students’ Book that can contribute to the students’ Portfolios are indicated by

a Portfolio logo Explanatory teacher’s notes are provided in the opening pages of the Portfolio

Before you start

New Sky Two, 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

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

The first lesson with a new book can sometimes be

bewildering 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

T Teacher

S Student

Ss Students

T-S Teacher speaks to student

S-S Student speaks to student

S1-S2 First student speaks to second student, and so on

L1 Native language

SB Students’ Book

TB Teacher’s Book

AB Activity Book

AmE American English

BrE British English

e.g for example

etc etcetera

i.e that is

sing singular

pl plural

16

17

We live in Wembley too!

Family members (Memory check)

Everyday phrases: Hey! Watch out! Sorry! That’s all

right Are you OK? I’m fine Come here!

Lesson 1, e.g What’s your/his/her name? What’s your

surname? How old are you? Have you got a brother/

sister? What day is it today? What time do you get up/go

to bed on Saturdays? Encourage Ss to help each other, if

necessary

• Ask Ss to look at the picture on page 4 and talk about

the place and the people If necessary, ask questions, e.g

What sort of place is this? What’s happening? Can you

describe one person in the picture (appearance, clothes,

age)?

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

read

• Divide the class into two groups to be Adam and Alice

(Ben has only one line to say, so read his part yourself.)

Play the recording again, this time leaving a pause after

each speaker’s section, for the groups to listen and repeat

their lines and then change roles Encourage Ss to copy the pronunciation, stress and intonation patterns of the speakers on the recording

• Check pronunciation of the four friends’ names: Alice / "œl�s/, Adam / "œdəm/, Ben /ben/ and Tessa / "tesə/

Everyday phrases

• Ask Ss to read and repeat the phrases after you, chorally and individually

• Ask Ss what they say in their L1 for Hey! Watch out! and

Sorry!

2 Check

• Look at the first item with the class and elicit the answer from the Ss

• Ss work individually or in pairs, referring to the dialogue and underlining the correct answer in sentences 2–5

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

Answers

1 Ben 2 Tessa 3 Tessa 4 Saturday 5 Wembley

• Elicit three or four family words from the class and write them on the board

• Ss work individually, writing the names of seven family members and the family words Monitor and check spelling

• Check answers by asking individuals in turn to write a family word on the board and say it If necessary, ask

Ss to translate the words into L1 Check the spelling of

words such as daughter, son, niece, nephew, husband,

wife , cousin, aunt (This will also give useful revision in

saying the alphabet.)

• Check that the words on the recording are included in the words on the board Play the recording several times for

Ss to listen to the words and then repeat them, chorally and individually

Audio script

father mother parents brother sister grandmother grandfather grandparents aunt uncle cousin daughter son wife husband

Look and learn

• Explain that ‘Max’ helps with grammar Refer Ss to

‘Max’s Grammar Store’ (pages 97–101) Encourage Ss to say what they remember about the Present simple and to make one or two sentences containing a Present simple verb

We live in Wembley too!

Answers

Question Where does he live?

Positive I/We live … Negative I/We don’t live … Yes/No question Do you live … ? No I/we don’t

Does he/she live … ? Yes, he/she does No, he/she

doesn’t.

4 Speak

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

• Students work individually, completing the sentences Ss can compare answers in pairs before checking answers as

a class

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

• Students work in pairs, taking turns to ask and answer the questions Tell Ss to remember their partner’s answers Monitor and help Ss correct any errors in the use of the Present simple

b) Tell the class about your friend.

• Look at the example sentence with the class Elicit suggestions for completing the second sentence Remind

Ss to use the third person singular ending of the verbs

• In turn, Ss tell the class about their friend, using the information from Part a)

• If you wish, students can then ask and answer in a

chain drill round the class: What’s your phone number?

Students say their own phone number or they can invent

a number Point out that we say ‘O’ or ‘zero’ for the number ‘0’ If appropriate, teach ‘double six’ for ‘66’ and

Phone number 07931 354760 School Wembley High School

7 Read and write

a) Read and complete the text with the correct form

of the verbs.

• Read through the verbs with the class and check students’ understanding

• Advise Ss to read through the text quickly before they complete it with the correct verb form, and not to worry about understanding every word at this stage

• Check Ss’ answers by asking individuals to read aloud the sentences Explain or encourage Ss to guess the meaning of unfamiliar words Check that Ss remember

the meaning of usually, always and sometimes, drawing

attention to their position (before the verb) in sentences

Answers

2 gets up 3 has 4 gets dressed 5 wears 6 speaks

7 listens 8 goes 9 watches

b) Now write about a typical Saturday for you.

• Advise Ss to use the text about Avril Lavigne as a model and to write in the first person singular Elicit the first sentence or two from the class and write them on the

board, e.g On Saturday, I usually get up at …

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

What are you doing?

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

structures

Present continuous: positive, negative and questions

Comparing tenses: Present simple and Present

Everyday phrases: How are you doing? I’m OK,

thanks I don’t believe you! You’re joking! [Dad],

individuals: What time do you get up/go to bed on

Saturday? What do you do on Saturday morning?

What time does your brother/sister get up/go to bed on

Saturday? What does he/she do on Saturday morning?

Try to ensure that each S says a sentence

• Ask Ss to look at the pictures Revise the use of

the Present continuous (What’s he/she doing?) and

vocabulary, e.g watching a DVD, cooking, walking the

dog , kitchen, sitting room.

2 Check

• Ss refer to the dialogue in Exercise 1 and match the names with the pictures

Answers

2 Mrs Clark 3 Mr Clark 4 Lily 5 Alice

Look and learn

• Give Ss time to read through the sentences and, working individually or in pairs, to work out the missing words

• Ask individuals to read aloud the complete sentences

Check that Ss remember what the short verb forms stand for

Answers

Positive He’s walking … Yes/No questions Is he/she watching … ?

Yes, he/she is No, we/they aren’t No, he/she isn’t.

• Play the recording several times for Ss to listen and repeat, chorally and individually Check that Ss

understand the vocabulary, e.g have a picnic.

4 Speak

• Ask two Ss to read aloud the example questions and answers Elicit suggestions from the Ss for completing the second answer

• Work through the questions and answers for the pictures with the class Tell Ss to use the activities in Exercise 3

in their answers

• Ss then work in pairs, taking turns to point to the pictures and ask and answer questions Monitor and help Ss correct any errors in the use of the Present continuous and the new words

Answers

2 A: What are they doing? B: They’re having a picnic

3 A: What are they doing? B: They’re playing a

computer game

4 A: What’s she doing? B: She’s riding a bike

5 A: What’s he doing? B: He’s reading a magazine

6 A: What’s he doing? B: He’s writing an email

7 A: What’s he doing? B: He’s cooking dinner

8 A: What are they doing? B: They’re watching a video

9 A: What are they doing? B: They’re walking the dog.

2

• Elicit the adverbs of frequency and write them on the board: always usually often sometimes never

Further practice

• Ask Ss to read the dialogue in Exercise 1 again and find and read aloud two sentences containing the Present

simple and an adverb of frequency (He always walks

him every Saturday afternoon She usually makes a cake

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

• If you wish, Ss then work in pairs, reading aloud the questions and answers Monitor and correct any serious pronunciation errors

Answers

1 A: What are you making? B: I’m making a chocolate

cake I often make a cake at the weekend

2 A: Kate’s sitting at her desk She’s writing a project

She always does her homework in her bedroom

3 A: What do your brothers do at the weekend?

B: They usually play computer games They’re playing

a game called Blockbuster now.

• Ss compare their picture with a friend’s Point out that the people, tree and animals can be in different positions

a man is walking a big dog There are two girls in the picture, sitting under a tree A bird is sitting on the tree

A cat is watching the bird A dog is watching the cat

Further practice

• Give Ss another ‘picture dictation’ Read aloud the following sentences several times, pausing for Ss to

draw each part of the picture: We are in the sitting room

There’s a table in the room A book is on the table A cat is under the table A boy and a girl are sitting on the floor The boy is reading a magazine The girl is listening

to music.

• Ss compare their picture with a friend’s

• Check answers Read aloud each sentence and ask one of the Ss to draw the item on the board

7 Write

• Read aloud the instructions and the example sentence

Elicit two or three more sentences from the Ss

• Tell Ss to refer to the new words in Exercise 3 and the dialogue in Exercise 1 to help them as they are writing their own sentences Ask Ss to write 6–8 sentences

Monitor and help Ss to correct any errors in their writing

• In small groups, Ss can read each other’s sentences

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

• Check that Ss understand the vocabulary Ask: What’s he

trying to do? (write a story for English homework), Is it easy? (No, it’s hard), What’s his sister doing? (listening

to heavy metal), What are his brother and dad doing?

(playing games), Is it quiet in the house? (No, it’s noisy), Can he write the story?(No, he can’t), How’s he feeling? (He’s going mad).

• Play the recording again, several times if necessary, for

Ss to listen and complete Check answers by asking individuals to say the lines and write the missing words

Further practice

• Individual Ss mime actions from the lesson for the class

to guess what they are doing Elicit suitable actions

to mime (e.g writing an email, riding a bike, walking

a dog , cooking dinner, listening to music) Give an

example yourself then ask for volunteers

Everyday phrases: Here comes [Tessa] [You’re] in

a hurry What’s the rush? I can’t stop Nice to meet

a) Listen and repeat.

• Play the recording several times for Ss to listen and repeat Check that students use the correct word stress

Point out that the stress is on the first syllable of all

the words except gymnastics (where it is on the second

syllable)

b) Match.

• Ss work individually or in pairs, matching the words and the pictures (1–6) Tell Ss to make a note of the sports that are not in the pictures

Answers

2 cycling 3 skateboarding 4 rollerblading

5 swimming 6 tennis Sports not in the pictures football volleyball

basketball motor racing rugby

Everyday phrases

• Ask Ss to read and repeat the phrases after you several times

• Ask Ss to find each phrase in the dialogue Ask Ss what they say in their L1 for each phrase

Look and learn

• Read aloud the question (Which sports do you like?) and

ask individual Ss to read aloud the answers Check that

Ss understand the meaning of like, love, hate and prefer

Draw Ss’ attention to the -ing form used after these

• Ask individual Ss: Do you like (cycling/swimming/

watching tennis/playing tennis)? to elicit Yes, I do./No, I

don’t.

3

• Ss work in closed pairs, using the information to ask and answer questions about all the people in the pictures

Monitor and draw students’ attention to any errors for the pair of Ss to correct

• Check Ss’ answers by asking pairs of Ss to ask and answer questions about James, Ryan / "ra�ən/and Katie

• Ss then work in closed pairs, taking turns to ask and answer questions Monitor and help Ss correct any errors

• Give Ss time to read the headings in the chart before you play the recording Play the recording several times for

Girl: Yes, OK

Jackie: What sports do you like?

Girl: Er … I love swimming … and I like playing volleyball, too

Jackie: Swimming and volleyball OK And what sports don’t you like?

Girl: I don’t like gymnastics It’s boring And I hate tennis

Girl loves/likes swimming, playing volleyball; doesn’t

like gymnastics; hates tennis

Boy loves skateboarding; doesn’t like football; hates

rugby

8 Read and write

a) Read about Carla She loves rollerblading.

• Give Ss time to read the text silently Tell them not to worry about understanding every word at this stage

Check general comprehension by asking: Does Carla

/ "kA…lə/ rollerblade every day? (Yes), Where does she

rollerblade? (in the park), Who is Sam? (her brother), Does he like rollerblading? (Yes)

about , fall over, ever.

b) Write an interview with Carla Portfolio

• Ask two Ss to read aloud the example question and answer Work through the cues (1–7) with the class, eliciting the question for each cue

• Ss work individually, writing the questions and answers

Tell Ss to answer in complete sentences Monitor and point out any errors to be corrected

• Check Ss’ answers by asking individuals to read aloud the questions and answers Explain that there may be more than one way of answering some of the questions,

e.g What’s your favourite sport? My favourite sport

is rollerblading./I’m mad about rollerblading./I love rollerblading.

Answers

Where are you from? I’m from New York

What’s your favourite sport? My favourite sport is rollerblading

How often do you fall? I don’t fall very often.

When do you rollerblade? I rollerblade every day after school.

Where do you rollerblade? I rollerblade in the park.

Who are you teaching to rollerblade? I’m teaching my brother Sam.

Rap

• Ss turn to page 92 Play the first recording for Ss to listen and read Explain or encourage Ss to guess the meaning

of any new expressions, e.g twists and turns, wear cool

gear (wear fashionable, up-to-date clothes)

• Play the recording again, several times if necessary, for

Ss to listen and complete After checking Ss’ answers, play the rap for them to join in

Answers

1 loves 2 skateboarding 3 likes 4 doing 5 loves

6 skateboarding 7 likes 8 wearing 9 loves

10 skateboarding

• Play the second recording for Ss to say the rap on their own with the backing track

Australia, boring, game, helmet, India, international,

know, mad about, match, national, Pakistan, player,

popular, rough, season, South Africa, special, team,

possible If necessary, ask questions, e.g Do you like

watching (ice hockey)? Do people play (rugby) in this

country? Where do people play (cricket)?

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

After each text, stop the recording and check that Ss understand the vocabulary Encourage Ss to use the context and their own general knowledge to guess the meaning of new words Ask comprehension questions

about each text, e.g Where is Josh from? Does he like

cricket? Does he think cricket is boring? What’s his favourite team?

• After working through each text separately, play the complete recording several times for Ss to listen and read

• Then ask individuals to read the texts aloud, reading a sentence each Try to ensure that every student reads at least one sentence

• If you have a large world map, display it Ss may like to find the countries and places in the text on the map

box, e.g My favourite football team is …/Swimming is a

popular sport in my country.

• Ss work in pairs, writing three or four sentences containing words in the box Monitor and point out any errors for the pairs of Ss to correct

• In a chain drill round the class, Ss read out one of their sentences to the class

2 Check

a) Name the sport.

• Read through the example item with the class

• Ss complete the exercise, working individually and referring back to the texts in Exercise 1 Ss can compare answers in pairs before checking answers as a class

Answers

2 ice hockey 3 baseball 4 cricket 5 rugby 6 rugby

b) Complete the chart.

• Read through the headings and the entries in the chart with the class Check that Ss understand what to do

• Ss work individually or in pairs, referring back to the text and completing the chart Monitor and help if necessary

• Draw the outline of the chart and write the headings on the board Check Ss’ answers by asking individuals to complete the sections of the chart on the board

Answers

1 cricket, England, 11 2 Simone, baseball, 9 3 Sam,

rugby, Welsh rugby union team 4 Nicole, Ottawa

Senators, 6

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

Audio script

Hi My name’s Tom What sports do I like? Well, in winter I like watching football I like watching rugby too but I prefer football I play it at school but I’m not very good My favourite team is my home team, Liverpool In the summer I like swimming and playing cricket

the answers to these questions: Where does Tom play

football? (at school), Is he a good footballer? (No,

he isn’t ), Where does he live? (Liverpool) Play the

recording again for Ss to listen and answer

4 Speak

• Read through the instructions and prompts with the class

Give Ss time to refer to the texts in Exercise 1 for useful words, expressions and sentence patterns

• Elicit example sentences for each point in Exercise 4 and, if you wish, write prompts on the board to help Ss, e.g

I’m … I come from …

I like/I’m mad about (playing) …

I don’t like/hate (playing) …

I love watching … The popular sports in my country are …

My favourite team/player is …

• Give Ss time to work individually, thinking about and planning what to say Tell them they can make notes if they wish, but not to write out full sentences

• In turn, each S introduces him/herself to the class Tell Ss

to introduce themselves without looking at their notes, if they can

Writing tip: Words with difficult spelling

• Read aloud the Writing tip Check that Ss have got appropriate dictionaries to use in their English lessons

• Ss work individually, checking the spelling of the words and correcting them if they are wrong Individuals then write the correct words on the board

a silent letter (e.g knee) or double consonants (e.g little)

or two vowels together (e.g mouth).

• Advise Ss to make a list in their vocabulary books or notebooks of words they find difficult to spell Ss can add words to the list as they work through the course

Further practice

• Choose some of the new words from this lesson Ask

Ss to close their books Write 6–8 words on the board, omitting the vowels, e.g

1 G_ M _ 5 H _ L M _ T

2 M _ T C H 6 P L _ Y _ R

3 T _ _ M 7 S _ _ S _ N

4 B _ S _ B _ L L 8 R _ G B Y Tell Ss all the words are connected with sport Ss work

in pairs or small groups, completing the words with the missing vowels (A, E, I, O, U)

• Check Ss’ answers by asking individuals to complete the words on the board and say them

• Read aloud the instructions and the example sentences

Check that Ss understand what to do

• Tell Ss to write their sentences in their notebooks first so that they can check them before they write a fair copy

Go round and check Ss’ sentences, pointing out any errors to be corrected

• Ss then write their sentences and put their pictures on large sheets of paper with the title ‘My favourite sport’

• In groups of three or four, Ss show each other their projects If you have space, Ss can make a classroom display of their projects

chat room, magician, spare time, stay [in bed].

1 Find the fourteen words in the

word snake Then sort them into

Family members daughter son husband sister wife

Sports ice hockey football baseball rugby cricket

Rooms of the house bathroom bedroom hall kitchen

2 Complete the conversation with

the correct form of the verbs in

2 ’s doing 3 does 4 listens 5 watches 6 are you doing

7 ’m doing 8 Are you listening 9 listen 10 do

Further practice

• Ss work in groups of three, practising reading aloud the

conversation and changing roles Monitor and correct

any serious pronunciation errors

3 Match the verbs on the left with

the words on the right to find

everyday activities.

• Look at the example answer with the class Give Ss time

to read through all the words

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

one or two example sentences, e.g I love playing

computer games Their father usually walks the dog

at the weekend. Monitor and point out any errors to be corrected

4 Follow the lines from the pictures

to the words Complete the words.

• Look at the example with the class Elicit the answer for item 2 from the class

• Ss complete the puzzle, working individually or in pairs

Answers

2 gymnastics 3 cycling 4 rollerblading 5 tennis

6 skateboarding 7 football 8 rugby 9 basketball

5 Underline the correct answer.

• Advise Ss to read through the text quickly before they start underlining the correct answers

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

Answers

2 staying 3 I always meet 4 shopping 5 buying 6 do

7 doing 8 watches 9 watching 10 listening

11 watching

6 Rewrite the lines of this email in the correct order.

• If this is the first time Ss have done this type of exercise, you may wish to do it as a whole class Give Ss time to read through the text

• Read out sentence 1 Elicit sentence 2 from the Ss Point out that there are two ‘clues’ in the sentences in the exercise, i.e the first word in the correct sentence starts with a capital letter and the last word has a full stop after it

• Ss work as a class or in pairs, rewriting the remaining lines of the email

• Individual Ss then read aloud the complete text with the sentences in the correct order

5

2 I’m writing this on my new computer.

3 It’s my brother’s old computer.

4 I never write letters to my friends.

5 But I love sending them emails.

6 My brother doesn’t write emails.

7 He plays computer games all the time.

8 Please write me an email soon.

a) Listen and repeat.

• Ss look at the picture Ask: What do you think he’s doing?

• Play the recording for Ss to read and listen only Check

that Ss understand any new words, e.g wicked, magician,

do tricks

• Play the recording several times for Ss to listen and repeat, chorally and individually If necessary, isolate the two short vowel sounds for Ss to repeat after you Ss can say the rhyme in a chain drill round the class, each S in turn saying a line

b) Listen again and underline the /e/ sounds in red and the /I/ sounds in green.

• Play the recording several times if necessary for Ss to listen and underline the sounds

• Check Ss’ answers by asking them to list all the words containing each sound

Answers

/e / best friend Denny gets ten twelve then Then /I / wicked magician sits in his kitchen tricks big his dinner six

Complete the conversation.

• Read out Evie’s questions to the class Point out that there is more than one ‘right’ answer for questions such

as What do you like doing in the evening?

• Give Ss time to think of their replies to the questions, then elicit example answers to each question

Listen and practise with Evie.

• Play the recording for several individual Ss to practise with Evie

• Then play the recording for the class to listen and practise with Evie Tell Ss to say their responses very quietly 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 Evie’s part of the conversation

• Ss practise the conversation, first in open pairs and then in closed pairs Tell Ss to take turns to be Evie and themselves If you have an odd number of Ss in the class, ask a group of three Ss to work together 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

• Give Ss time to look at the picture Revise vocabulary by

asking: Where are A and B? What are they doing?

• Play the first section of the recording for Ss to listen and look at the example answer

• Then play the complete recording for Ss to listen and number the people in the picture

• Check Ss’ answers by playing the recording again, pausing it after each item to check the answer

Audio script

1 The Bell family are at home Mr Bell is in the

kitchen He’s cooking dinner and he’s singing along with his MP3 player Mr Bell can’t sing!

• Check answers by asking Ss to make sentences, e.g

Sarah is in her bedroom She’s listening to music and she’s dancing.

What can you do?

• Read aloud each sentence, starting it with I can Check that Ss remember the meaning of I can expressing ability

Explain (in L1) that this section describes what Ss have learnt to do in English in Lessons 1–5

• For each I can sentence, elicit questions and answers

from the Ss and build up a short dialogue on the board for Ss to practise in open pairs, e.g

A: Hello I’m (name) What’s your name?

B: … A: How old are you?

B: … A: Where do you live?

Everyday phrases: What’s the matter? This drink is

disgusting! Have a look [inside] Excuse me, … No

problem Come on Here’s [our bus].

lesson: green, blue, orange, brown, red, gold, silver,

black , yellow, grey, white, red.

like his drink? (No), Is the bag Ben’s? (No, it’s the

woman’s bag), Is the backpack Ben’s or Alice’s?

(It’s Ben’s)

• Divide the class into three groups to be Ben, Alice and

the Woman Play the recording again, this time leaving

a pause after each speaker’s section, for the groups

to listen and repeat their lines and then change roles

a) Complete the names of the school subjects.

• Look at the example with the class

• Ss complete the exercise, working individually or in pairs

• Check Ss’ answers by asking individuals to spell or write the words on the board Remind Ss that we usually write school subjects with a capital letter at the beginning

• Play the recording for Ss to listen to the pronunciation

of the words, paying particular attention to the word stress in polysyllabic words Then play the recording two

or three times for Ss to listen and repeat chorally and individually

• Ss can then say the words in a chain drill round the class, each S saying one word

Answers

2 Science 3 Music 4 French 5 Geography 6 Maths

7 History 8 Physical education 9 English

10 Information and Communication Technology (ICT)

b) What other school subjects do you know?

• Ask the class to think of their own school timetable and say which subjects were not in Part a) of this exercise

Elicit the English names for the subjects and teach new words, if necessary (Other school subjects may

include: Biology, Physics, Chemistry, Food Technology,

Religious Education , Expressive Arts, Citizenship,

German , Spanish.)

Look and learn

• Give Ss time to read the sentences silently Ss then repeat the sentences after you Point out the use of the

apostrophe in Ben’s.

6

a) Listen and repeat.

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

• Check that Ss understand the vocabulary Ask Ss to hold

up or point to some of the items, e.g a calculator, a

folder , a file, glasses, keys, a purse.

b) Match.

• Ss work individually, matching the words and the pictures Tell Ss to make a note of the things that are not

in the pictures Ss can compare answers in pairs before checking answers as a class

Answers

2 gloves 3 lunch box 4 purse 5 glasses 6 comb

7 wallet 8 hairbrush 9 folders 10 file 11 keys

12 laptop Things not in the pictures backpack diary sweets

the objects in Exercise 4 Ss can answer I don’t know

They’re/It’s not (Ben’s), if they wish Encourage the class

to cooperate and help each other correct any mistakes in the questions and answers

• Ss then work in closed pairs, taking turns to point to the pictures in Exercise 4 in random order and ask and answer questions Monitor and help Ss correct any errors

b) Check who the things belong to.

• Ask two Ss to read aloud the example questions and answers Elicit suggestions to complete the last answer

by saying who the glasses belong to, e.g

A: Are they Alice’s? B: No, they’re not hers They’re Adam’s

• Ss work in closed pairs, taking turns to point to the pictures and ask and answer questions Monitor and help

Ss correct any errors

6 Write

• Read aloud the instructions and the example sentence If you wish, do the second sentence with the class

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

• After checking Ss’ answers, ask three Ss to read aloud the complete dialogue, taking the parts of Evie, Alice and the Boy

Answers

2 mine 3 his 4 his 5 hers 6 theirs 7 yours 8 ours

• Read aloud the instruction Tell Ss not to worry about understanding every word the first time they hear the recording They just need to find out which car it is Play the recording once and check the answer

• Ss work individually, writing five or six sentences about what’s in their pockets or school bag Monitor their writing, helping with vocabulary and pointing out any errors to be corrected

• In pairs or small groups, Ss read each other’s texts

• Ss turn to page 92 Play the first recording for Ss to listen and read Check that Ss understand the colour vocabulary

• Play the recording again, several times if necessary, for

Ss to listen and complete After checking Ss’ answers, play the recording for them to listen and join in

Answers

1 Yours 2 His 3 His 4 Mine 5 Theirs 6 Ours 7 His

8 Hers 9 Mine

• Play the second recording for Ss to say the rap on their own with the backing track If you wish, divide the class into four groups to say one section each

vocabulary Ask Ss: What’s your favourite fruit/

vegetable/drink? Do you like having barbecues? What

do you usually have for breakfast/lunch?

• Ask Ss to look at and talk about the picture Ask

questions, e.g Who can you see? Where are they?

What are they doing? Encourage Ss to guess what Dad

a) Listen and repeat.

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

• Check Ss’ pronunciation when checking their answers

Answers

2 bread 3 biscuits 4 sugar 5 rice 6 tea (bags)

7 coffee 8 salt 9 jam 10 yoghurt 11 butter 12 cheese

13 eggs 14 milk 15 steak 16 sausages 17 chicken

18 bananas 19 potatoes 20 tomatoes 21 carrots

22 beans Things not in the pictures strawberries mushrooms

pasta cream

Further practice

• After checking answers, Ss can work in pairs and test each other on the vocabulary Ss cover the words in Part a) and take turns to point to a picture in Part b) and ask

their partner: What’s this/are these? (It’s …/They’re …).

Look and learn

• If possible, bring three or four food items to the lesson

to demonstrate countable and uncountable things (e.g

biscuits , bananas, salt, coffee).

• Ask Ss to repeat the phrases in the box after you Point

out that some is used with plural countable nouns (e.g

eggs ) and with uncountable nouns (e.g milk).

4 Write

a) Write the words in Exercise 3 in the two circles:

countable (things you can count), uncountable (things you can’t count).

• Read the instructions and example words with the class Ss work individually, writing the two lists Ss can compare answers in pairs before checking answers as a

class If Ss ask, explain that we can use nouns like steak

as countable nouns when we mean a piece of steak for a meal, e.g He cooked two steaks.

Answers

Countable biscuits sausages strawberries tomatoes

beans bananas carrots potatoes mushrooms eggs

Uncountable tea coffee bread butter jam honey

steak sugar rice cheese yoghurt chicken milk salt pasta cream

7

Have we got any tomatoes?

b) Put the words in these five groups.

• Read aloud the instructions and the example words in the five groups Check that Ss understand the meaning of

dairy foods Ss work individually or in pairs, writing the five lists of words and finding the four words that do not

go into a group Monitor and help as necessary

• Check Ss’ answers by asking five Ss to write one list each on the board The rest of the class can see if their lists are the same as the lists on the board Notice that Ss may list ‘milk’ under ‘dairy food’ and under ‘drinks’

Answers

Meat chicken sausages steak Dairy food butter cheese yoghurt milk eggs cream Sweet things sugar biscuits jam honey

Fruit and vegetables potatoes strawberries tomatoes

beans bananas carrots mushrooms

Drinks tea coffee The four words that do not go into these groups

bread rice salt pasta

• Read out the instruction and check that Ss understand what to do Give them one or two examples before you play the recording, e.g

1 Tomatoes are meat (F) 2 Biscuits are sweet (T).

• Ss copy the card into their notebooks

• Play the recording once for Ss to listen and write ‘T’ or

‘F’ in the squares next to the numbers on their card

• Play the recording again, pausing after each item to check Ss’ answers

You may wish to mention this to Ss here or leave it until

Ss come to the Rap.)

• If you wish, ask Ss to look back at the conversation in Exercise 1 and find and read out sentences containing

some or any.

6 Speak

• Read aloud the instructions and check that Ss understand what to do Ss work individually, choosing and writing down their five things in their fridge

• Ask two students to read aloud the example dialogue

Point out the reply: No, I haven’t, but I’ve got some …

• Ask two or three pairs of Ss to work in open pairs, asking and answering questions about the food in their fridge Encourage peer correction of any errors

• Pupils then work in closed pairs, taking turns to ask and answer questions Monitor and point out any errors for the pairs to correct If necessary, go over any common language problems with the whole class afterwards

7 Read and write

a) Read and complete Holly’s recipe

• Read aloud the introduction to the text Check Ss know the pronunciation of recipe / "res�pi/

• Elicit the first answer from the Ss

• Ss work individually or in pairs, looking at the pictures and completing the text

• Check answers by asking individuals to read aloud the sentences and spell the missing words

• In groups or as a whole class, Ss read aloud their recipes

If you wish, the class can vote for the most delicious or most unusual (or most disgusting!) pizza

• Ss turn to page 93 Play the first recording for Ss to listen and read Check that Ss understand the vocabulary Point

out the use of some in the polite question Would you like

some … used when offering something to eat or drink

• Play the recording again, several times if necessary, for

Ss to listen and complete

• Check answers by asking individuals to say the lines and write the missing words on the board

Answers

1 milk 2 biscuits 3 jam 4 bread 5 tea 6 milk

7 biscuits 8 jam 9 bread 10 cheese 11 tea 12 rice

13 chicken 14 steak 15 cake 16 rice 17 chicken

18 cake

• Students then listen and join in Divide the class into two groups One group asks the questions and the other group replies

• Play the second recording for Ss to say the rap on their own with the backing track

There isn’t much traffic.

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

structures

Countable and uncountable nouns

Quantifiers: much/many/a lot of

Functions

Ask and talk about places in town

Vocabulary

Places in town (Memory check)

Everyday phrases: Thank you so much for [the card]

I hope you’re well We can just see the sea I must

stop now Love from [Grannie].

the people Ask: Who are the woman and man in the

photos? (Ben and Alice’s grandparents), Where do they

live? (In Westcliff-on-Sea in Essex), Who are the children

in the photos? (Sam and Polly/Ben and Alice’s cousins)

• Check that Ss understand any new vocabulary in the letter

• Check Ss’ answers by asking individuals to write the words on the board

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

Answers

2 book shop 3 supermarket 4 swimming pool 5 pet

shop 6 car park 7 bus stop 8 café 9 computer shop

10 station

• Play the recording several times for Ss to listen and repeat the words, chorally and individually Check that

and negative sentences

• Ask Ss to look back at Granny’s letter and find and read

aloud sentences containing a lot of, much or many.

• Also draw attention to the use of there is and is there?

with uncountable nouns

8

• Work through the remaining sentences with the class

Tell Ss to make ‘sensible comparisons’ (e.g comparing the numbers of ‘theatres’ and ‘cinemas’) rather than comparing things that are very different (e.g ‘fast food places’ and ‘bookshops’)

• Ss then work in pairs, taking turns to say sentences using the information in the chart Monitor and help Ss correct any errors if necessary

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

• After checking answers, Ss can practise reading aloud the dialogue in closed pairs Monitor and correct any serious pronunciation errors

• Give Ss time to think about the places in their town or area and, if they wish, make a note of the things they want to ask about Encourage Ss to use words from Exercises 3 and 4

• Ss work in pairs, taking turns to ask and answer questions Monitor and point out any errors for the pairs

to correct

• Some of the pairs ask and answer two or three of their questions for the class to hear

• Read aloud the instruction Give Ss time to study the map and the key before you play the recording

• Play the recording once and see if Ss can answer the question If necessary, play the recording again

Audio script

Adi: I don’t like my town very much It’s boring

There’s a small park and a big supermarket and I know there are a lot of shops, cafés and restaurants but there isn’t much to do in the evening There’s a big cinema but that’s all I

do a lot of sport and there isn’t a sports centre

or a swimming pool It’s not my favourite place

to live!

Tasha: Our town centre is really nice There are a lot

of cafés and restaurants and there’s a small park There are a lot of shops and there’s a big supermarket I know there aren’t many music shops and there’s only one computer shop but

I don’t mind The cinema is big and modern

There’s a good sports centre and a really nice swimming pool There’s lots to do here

Answer

Tasha’s town

• Read out the instruction Look back at Granny’s letter with the class Point out that Ss are writing an email, not a letter, so they don’t need to write their address

Remind Ss to use much, many and a lot of in their email

Elicit two or three example sentences about the Ss’ own town(s)

• Monitor Ss’ writing, helping with vocabulary where necessary and pointing out any errors to be corrected

• In pairs or small groups, Ss read each other’s emails

• Use the picture to introduce the phrase traffic jam

• Play the recording for Ss to listen and complete the limerick Check that Ss understand that ‘L.A.’ means

‘Los Angeles’

• Play the recording again, several times if necessary, for

Ss to listen and join in Ss may like to ‘beat’ time gently with their hand as they say the limerick

Is fast food bad for you?

Is fast food bad for you?

balanced, carbohydrates, chips, contain, fat, good for

you, healthy, meal, minerals, nuts, protein, vitamins

school Over recent years, a lot of attention has been

given to making school dinners healthier and more

recording again if necessary (Answers: fat, sugar)

New words

• Give Ss time to read the words and find them in the texts

Check that Ss understand the meaning of the words and encourage them to guess the meaning of new words from the context and their own general knowledge Where appropriate, ask Ss to translate the words into their L1

Ss repeat the words after you Check word stress in polysyllabic words, e.g vitamins / "v�təm�nz/, minerals / "m�nərəlz/, protein / "prəUti…n/ and carbohydrates /ÆkA…bəU "ha�dre�ts, -drəts/

2 Check

a) Make lists of who likes what

• Read aloud the instruction and the example items

• Ss work individually or in pairs, making lists of what Joe likes and what Katie likes

• Check answers by asking individuals to write the items

in two lists on the board and say them Correct any pronunciation errors and ask Ss to repeat the words after you

Answers

Joe apples nuts vegetables bananas brown bread

yoghurt fruit juice fish

Katie cola sugar tea white bread honey chips ice

cream hamburgers chocolate biscuits jam peas potatoes

b) Read what Dr Fox says and complete the table

• Read through the table and example entries with the Ss

• Ss work individually, reading what Dr Fox says and completing the table They can compare answers in pairs before checking answers as a class

• Draw the outline table and headings on the board Check Ss’ answers by asking individuals to complete the table

Is fast food bad for you?

• Ask students to remember which food groups give you vitamins If necessary, refer back to the table in Exercise 2b

• Play the recording twice for Ss to listen and complete the table Give Ss time to tick the food containing vitamins before checking their answers

• After checking Ss’ answers, play the recording again and ask:

Where has Luke been? (at a [football] match) What does Jed think about apples? (They’re boring.) What’s a ‘sour’ apple? (It’s not sweet.)

Audio script

Luke: Hi!

Mum: Hi, Luke Was it a good match?

Luke: Yes, great Mum, I’m thirsty Is there any orange juice?

• Ss work individually, writing their lists Monitor the activity Help Ss with spelling of any new words and encourage them to use their dictionaries to check spelling

b) Talk to your partner about his/her meals.

• In open pairs, Ss ask and answer questions about their breakfast, lunch and dinner

• Ss then work in closed pairs, taking turns to ask and answer questions about their meals Tell Ss to remember their partner’s answers so that they can report back to the class

Further practice

• In turn, Ss tell the class about their partner’s meals

• Encourage the class to say which sort of meals are very healthy and which are not very healthy

Study tip

Using a dictionary (1)

• Ensure that Ss have access to good dictionaries for this exercise Read aloud the Study tip Ask Ss to look up

butter in their dictionary and see if it shows that butter

is an uncountable (U) noun (n) Explain that most dictionaries do not use the letter ‘C’ after countable nouns We can assume the noun is countable unless the letter ‘U’ appears after it Point out that a good dictionary will also give information about stress and pronunciation and will have a reference page for the phonetic alphabet

• Ss work individually or in pairs, looking up the words to find if they are countable (C) or uncountable (U)

• When checking answers, also check pronunciation of the words

in their dictionary to check if they are countable or uncountable

Answers

1 U 2 U 3 U 4 C 5 C 6 U 7 U

• Ss work in pairs, writing six sentences containing some

of the words from the Study tip and the words on the board Monitor and point out any errors for the pairs of

Ss to correct

The food I eat a) Make three lists In list (1) write the things you eat a lot of, in list (2) write the things you don’t eat much of and in list (3) write the things you don’t eat any of.

• Read through the instructions and the example lists with the Ss

• Ss work individually, writing their three lists Monitor and help with any new vocabulary, if necessary

b) Say if you think you have a healthy diet or not and why.

• Ask one of the Ss to read aloud the example sentences

Draw Ss’ attention to the use of many, much and a lot of

in the sentences

• Build up, with the Ss, another example text on the board

for a person who has a healthy diet, e.g ‘I think I have a

healthy diet I eat a lot of … I don’t eat much/many …’

• Ss work individually, writing their own texts and saying

if they have a healthy diet or not and why Monitor and help Ss correct any errors

• Ss then work in pairs or small groups, taking turns to read out their texts

buns, newsagent, terrible

1 Complete the puzzle.

2 purse 3 diary 4 gloves 5 laptop 6 glasses

7 backpack 8 hairbrush 9 calculator

2 Complete the dialogue with mine,

yours, his, hers, ours or theirs.

the classroom and act out the dialogue

3 Find the ten school subjects in the

• In a chain drill round the class, each S reads out one of their sentences

4 Complete the words Write (C) for countable or (U) for uncountable after each word.

2 Sausage (C) 3 Butter (U) 4 Tomato (C) 5 Rice (U)

6 Sandwich (C) 7 Carrot (C) 8 Honey (U)

Further practice

• In pairs, Ss choose four or five words and write sentences containing the words Give one or two example sentences

first, if you wish, e.g Tomatoes contain vitamins./There

aren’t many tomatoes left.

10

• Ss complete the dialogue working in pairs.

• When checking answers, point out (in L1) that we

use some in a request if we expect a positive answer, e.g Can I have some bread? (answer 6) and in polite questions offering something to eat or drink, e.g (Would

you like) some honey? (answer 7)

6 Complete the sentences with much,

many or a lot of.

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

Answers

2 much 3 many 4 many 5 a lot of 6 much

a) Listen and repeat.

• Ss look at the picture and guess what’s in the girl’s lunch box

• Play the recording once for Ss to read and listen Then play the recording several times for Ss to listen and repeat If necessary, isolate the two short vowel sounds for Ss to repeat after you If you wish, Ss can say the sentences in a chain drill round the class, each S in turn saying a sentence

b) Listen again and underline the /œ/ sounds in red and the /ø / sounds in green.

• Play the recording, several times if necessary, for Ss to listen and underline the sounds

• Check Ss’ answers by asking them to list all the words containing each sound

• Give Ss time to think of their replies to Ben and to ask you if they need any help with vocabulary or pronunciation

Listen and practise with Ben.

• Play the recording several times for individual Ss to give their answers

• Then play the recording for the class to rehearse their answers, speaking very quietly

Then practise with a friend.

• Play the recording for Ss to listen and repeat Ben’s part

• Ask two or three pairs of Ss to say their conversation

• Ss work in closed pairs, taking turns to ask and answer the questions Monitor the activity but do not interrupt Ss’ fluency Make a note of any general language difficulties to go over afterwards with the whole class

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

9 Puzzle: Where are they?

• Look at the example item with the class Do the second item with the class

• Ss work individually, reading the sentences and writing down the places Ss can compare answers in pairs before checking answers as a class

Answers

2 newsagent’s (introduced in New Sky Students’ Book

1) 3 computer shop 4 post office 5 sports centre

6 music shop 7 cinema 8 café 9 bakery 10 restaurant

Further practice

• Ask Ss to use some of the words in sentences describing

their town or area, e.g There aren’t many cinemas in

(name of town) There’s a new Italian restaurant in (name of town).

What can you do?

B: …

3 A: Tell me about this town Are there many (parks) here?

B: …

• Ss then work in closed pairs, taking turns to ask and answer questions, using the prompts on the board

used in this lesson.

• Ask Ss to look at and talk about the photo (Who can you

see? Where are they? What are the posters about?) Ask

Ss if cinemas in their country show posters of famous films from the past as well as posters of films that are on

at the moment

• Play the recording several times for Ss to listen and read

Ask Ss: Who is Ben’s dad’s favourite group? (Abba).

• Divide the class into three groups to be Ben, Alice and Tessa Play the recording again, this time leaving a pause after each speaker’s section, for the groups to listen and repeat their lines chorally and then change roles

• Check that Ss say the dates correctly

Answers

2 1926 (nineteen twenty-six) 3 1962 (nineteen

sixty-two) 4 36 (thirty-six) 5 1970s (nineteen seventies)

6 a (Swedish) pop group (from Sweden)

• Play the recording several times for Ss to listen and repeat the new words Pay particular attention to correct word stress Check that Ss understand the vocabulary

• Give Ss time to read through the table Play the recording for Ss to listen and repeat the dates chorally and

individually

Look and learn

• Give Ss time to read through the sentences Ss then

repeat them after you Point out that we use was/wasn’t with I and the third person singular (he/she/it).

• Ask Ss to look at the dialogue to read out more sentences

about Marilyn Monroe containing was/wasn’t.

11

• Ask several pairs of Ss to ask and answer the questions about Elvis Presley in open pairs.

b) Now ask and answer questions about the other people in the pictures.

• Give Ss time to look at the pictures and information in the box Ss repeat the names after you: 1 Elvis Presley /Æelv�s "prezli/, 2 William Shakespeare /Æw�lj´m "Se�ksp�´/,

3 Pablo Picasso /Æpœbl´U p�"kœs´U/, 4 Frederick Chopin /Æfred´r�k "S´Upœn/, 5 Audrey Hepburn /ÆO…dri "hepb‰…n/

• Ask open pairs of Ss to make the dialogues about the people in the pictures

• Ss work in closed pairs, taking turns to ask and answer the questions about each of the people Monitor and point out any errors for Ss to correct

Example answers

2 William Shakespeare A: Who was he? B: He was

a writer 3 Pablo Picasso A: When was he born?

B: He was born in 1881 4 Frederick Chopin A: What

nationality was he? B: He was Polish.

Look and learn

• Ask Ss to repeat the sentences in the box after you Point

out that were is used with you, we and they

• Ask Ss to compare these sentences with the ones for I, he and she in the first Look and learn box on this page

• Ss then work in closed pairs, taking turns to ask and answer questions Monitor and point out any errors

Answers

1 The Beatles: (They were) a pop group (They were)

English.

2 The Wright brothers: … inventors … American.

3 Beethoven and Brahms: … composers … German.

4 Columbus and Cabot: … explorers … Italian.

5 Laurel and Hardy: … comedians … American.

• As Ss listen, encourage them to give their own answer

(right (✓) or wrong (✗)) before they hear the answer

on the recording Explain that some of the questions are about people in this lesson Ss will have to use their general knowledge to answer the other questions

3 Bob Marley was a Jamaican inventor Right or

Wrong? /bong!/ Wrong!

Bob Marley wasn’t an inventor, he was a Jamaican reggae singer

4 Giuseppe Verdi was an Italian composer.

Right or Wrong? /pling!/ That’s right.

Giuseppe Verdi was a famous Italian composer He composed many great operas

b) Write their answers.

• Ss write the answers in full sentences Monitor and point out any errors to be corrected

• Ss turn to page 93 Play the first recording once for Ss

to listen and read If you have a large map of the world, display it for Ss to find the places mentioned in the rap

• Play the recording again, for Ss to join in

• Play the second recording for Ss to say the rap on their own with the backing track If you wish, divide the class into three groups to say a verse each