New challenges starter teachers handbook topnotchenglish

NEW Challenges Teacher’s Handbook Starter Tim Foster Con en s Introduction ii Students’ Book contents pages x Teacher’s notes Raps 75 Board games 78 Workbook key 80 Workbook audioscript 84 Workbook Grammar reference key 86 = Students’ Book material Introduc ion to New Challenges Bridging the gap New Challenges Starter has been written specifically to help ‘bridge the gap’ for students making the potentially difficult transition from primary to secondary education It aims to retain the simplicity of the content of a primary course while simultaneously introducing learning techniques and exercise types common to most secondary courses To achieve this, New Challenges focuses on situations and topics which younger students about to start secondary school can relate to In order to help students start to become autonomous learners, the course introduces them to some of the key features which will become central to the New Challenges series, including Key Words boxes, Word Builders, Sentence Builders and Key Expressions The Grammar presentations introduce students to the importance of noticing language in context and to the value of free practice in which they can relate the language learnt to their own world At the end of each Module students also learn to assess their own progress and ability through the Study Corner pages All of these features have been designed to help students, however young, take active control of their learning How to use this Handbook This Handbook contains reduced pages from the Students’ Book, together with teaching suggestions, background information on the content of the Unit, pronunciation guidance for difficult names and places, tapescripts, ideas for extra activities and answers to exercises which are written either on the reduced Students’ Book page (in red) or in the teacher’s notes The Handbook will help you plan your lessons and is handy for easy reference during lessons Module objectives The module objectives are listed at the top of the first page of each Module When starting a Module, read through the objectives with the students and check that they understand any new vocabulary, e.g capital in Module (page 11) If appropriate, ask students to discuss any of the activities they have done, using their own language or English, e.g writing an invitation (Module 4) Encourage students to say what they remember about any of the grammar points they have studied in the past, e.g the verb to be (Module 1) Students can predict which of the objectives they think they will find interesting, easy or difficult At the end of the Module, ask students to read the objectives again Help students assess how well they have achieved the objectives and to say which objectives they found easy or more difficult Using the Background information The Background sections are designed to guide the teacher through the various features of the course Throughout the level, these sections are designed to clarify for teachers the key content to be covered in the Unit In order to help you plan your lessons more effectively, they also summarise the content of the photo story about Murat and the Cserszegi family, and the ongoing cartoon strip about the band, KimCo Where appropriate, the Background sections also provide information about aspects of the social and cultural content of the Units This information is intended primarily for the teacher rather than the students You can refer to the Background if, for example, students want to know more about events people and places mentioned in a Unit, e.g women’s football (Module Unit 15 page 48), Shanaze Reade (Module Unit 13 page 44), the River Cam in Cambridge (Module Unit 18 page 56) Not all of the Background information will be of interest or relevance to your students It is up to you to decide what, if any, of the Background information to pass on to your class The Raps At the back of the Students’ Book there is a section of Raps, specifically designed to help students assimilate pronunciation, word stress, sentence stress and intonation patterns in an active, fun way There are eight raps in the section, one for each of the cartoon strip units in the Students’ Book Kwame, who is a member of the band in the cartoon story, is the rapper and each rap revises and reinforces the lexical content of the corresponding module The raps are designed to be used after students complete each cartoon strip unit in the Students’ Book They can be revised and reused in later lessons as part of your classroom routine and also used as warmers and coolers as appropriate The raps are designed to be teacher-led activities, with students listening first to the model, then focusing on the rap line by line before finally performing it as a class or in groups A full procedure is included in the accompanying notes (page 75) ii Introduc ion to New Challenges Board games There are two board games at the back of the Student’s Book, both of which are fun activities designed for students to play in small groups These games will allow students to revise the course content halfway through the course (‘Snakes and Ladders’ after Modules 1–4) and at the end of the course (‘The Question and Answer Race’ after Modules 5–8) At the same time, the games will help you to detect any lexical or grammatical areas where the group are having difficulty The board games are designed to be student-centred activities and thereby encourage students to work productively together, with minimal teacher input, and develop their social and interpersonal skills An easy-to-follow ‘three-step’ process for using the board games is included in the accompanying notes (page 78) Tips Ways of checking answers Students can work in pairs or small groups, comparing answers before checking answers as a whole class Try to vary how you check students’ answers t
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 Digital components New Challenges offers teachers digital material to support learning in a variety of different ways New Challenges ActiveTeach: an interactive version of the Students’ Book suitable for using with any IWB or simply with a computer and projector Using the touch-sensitive screen of the interactive whiteboard, you can easily integrate audio and interactive activities into your lessons to motivate your whole class Includes games, all the audio for Students’ Book and Workbook, the word list, Teacher Development Workshops, photocopiable resources and more teacher’s resources – in short, all the New Challenges resources at the click of a button! It also contains print-ready tests and easily customisable tests with answer keys iii Introduc ion to New Challenges Challenge We first thought of the title of this book after speaking to the inspired (and inspiring) head teacher of a secondary school in a working class district outside Warsaw He was talking to us about all the problems his school faced and, despite them, the many achievements of his students inside and outside the classroom They took part in science olympiads, sporting events, choirs, youth orchestras, theatre groups, chess competitions and many other activities This demonstrated the kind of enthusiasm and challenge we wanted to inspire in our own material Our definition of a ‘challenge’ is a task that, while not easy to accomplish, is worthwhile and rewarding A challenge requires patience, hard work and the ability to overcome problems Many challenges also involve working with other people as a team to achieve goals that would be impossible to reach as an individual For many years, in both society and education, there has been a tendency to focus on activities that give instant reward and success However, more and more young people are taking part in challenging activities like marathons, expeditions, extreme sports and voluntary work Even in the unlikely world of computer gaming, game designers have found that the most popular games are those that are the most difficult, hence the expression ‘hard fun’ The conclusion must be that a challenge is often fun because it is not easy; people enjoy being stretched and challenged Challenge in the Classroom Within the English language classroom there is one obvious challenge: learning a foreign language in a few hours a week within a school environment The challenge is there for students (and teachers) whether we like it or not It may sometimes look insurmountable but it is not if we break it down into a series of smaller tasks or ‘challenges’ In New Challenges, each module contains a series of grammar and skills activities and builds towards final speaking, writing and listening tasks in which students can use the language they have learnt Because these tasks are achievable, they build students’ confidence as well as laying the foundations for communicative competence In parallel, there are learner development activities, such as self-checks at the end of each module that encourage students to be aware of how well they are progressing towards the greater challenge of learning English iv The theme of ‘challenge’ is also present in such topics in New Challenges Starter as learning to adapt to a new lifestyle in a different country, changing school and sporting heroes In addition, the photo story focuses on how Murat, a Turkish exchange student, travels to the UK to stay with the Cserszegi family He is faced with the challenge of making new friends, interviewing people for his video blog and dealing with challenges common to many tourists including going to a café and asking for help The characters in the cartoon strip provide positive role models for young teenage students because they are working together and overcoming personal and group problems to make their band a success The Students’ Book Approach Grammar t
The Get Ready module revises basic structures that students will probably have seen before (e,g prepositions of place/subject pronouns/’s) t
In New Challenges Starter, there is grammar in two main lessons in each module At this level, students need to learn structures gradually and systematically t
All grammar is presented in context Students read articles, stories and dialogues They then focus on structures in the text t
First there is a focus on form Then students highlight how the grammar structures are used in the context of the articles, stories and dialogues t
Practice moves from easier, more guided exercises on form to more challenging and freer speaking and writing tasks t
The final activity (Your Turn) always gives students an opportunity to use the grammar to talk about their own lives t
In Study Corner, students check their grammar knowledge and are asked to informally assess their own work and progress Sentence Builders t
Sentence structure has often been neglected in ELT even though most language groups have quite different syntax from that in English (e.g verb position in Slav languages; adjective position in Latin languages) L1 interference causes mistakes of word order and these are usually more serious than other mistakes such as those with verb endings, because they affect understanding t
Sentence Builders focus on potentially different sentence structure which is often related to the main grammar (e.g to be followed by nouns and/or nationality adjectives) They systematically build up knowledge of common sentence structure in English and help students to construct a repertoire of patterns in their minds t
Target patterns appear in texts, are focused on explicitly in Sentence Builders and are then practised in guided exercises Sentence Builders then remain as a kind of pattern bank which can help students when revising Lexis t
Key Word boxes in New Challenges Starter cover basic lexical areas (e.g countries, school subjects, appearance, food) The vocabulary is always clearly illustrated so that students can understand the meaning without the need for a dictionary Key Words help students to understand both reading and listening texts and give them essential vocabulary for writing and speaking tasks Introduc ion to New Challenges t
Word Builders focus on key lexical features and help build up students’ capacity to organise and learn English vocabulary Lexical features include plurals (e.g teacher/teachers, tomato/tomatoes, graffiti/graffiti), compounds (e.g pencil case/skateboard), multi-part verbs (e.g sit down/stand up) and third person forms (e.g get/gets, teach/teaches, study/studies) These spots also focus on what is traditionally called ‘word building’: the adding of prefixes and suffixes (e.g act/ actor, ride/rider) t
Key Expressions are related to key functional areas from "
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New Challenges Starter, skills activities are guided, structured and, wherever possible, integrated with other skills For example, in the Get Ready pages students listen to people speaking about a topic before they talk about the same thing themselves t
There are speaking activities in every lesson and tasks always use language that has been presented to students (vocabulary, grammar and Key Expressions) Students are given time to think about their ideas and prepare for speaking as well as time to report back to the class what they have talked about in the pairwork stage t
There are at least three reading texts per module Text types include: blogs; emails; cartoon strips; messages; chatroom conversations; descriptions; personal profiles; magazine articles; interviews There is also extra reading in the Workbook t
There are three or four listening tasks in every module As well as the gist listening in the Get Ready section, the situation in many of the photo stories is extended with an additional listening task All of the reading texts are recorded and in both the photo story and the cartoon strip units, students read and listen to dialogues This helps students see the relation between spoken language and its written form t
There is writing in every module A dedicated writing section in the last unit of each module introduces students to the basics of English punctuation: capital letters; apostrophes; full stops; question marks; commas There is also a writing task related to the content of each module giving students a chance to write about their own world and to be creative Clear models and stages are provided to guide students During the course students write the following: a blog; a text about their favourite things; a short note; an invitation and a reply; a description of their hero; an email; a text about their favourite food; a description of their town/city Culture t
Cultural input appears throughout the book in both reading and listening texts t
The story also provides cultural insights into the lives of Turkish student Murat and the Cserszegi family who he is staying with During the course Murat learns about various aspects of life in the UK, including: home life; school; parties; sports; Cambridge; eating out Learner development s / NEOFTHEGREATESTCHALLENGESFORSTUDENTSISTOBECOME BETTERLEARNERSANDTOLEARNTOSTUDY%NGLISHONTHEIR OWN3EVERALFEATURESENCOURAGELEARNERINDEPENDENCE INNew Challenges Starter s / NTHEGet ReadyPAGE THEOBJECTIVESBOXCLEARLYLISTS WHATSTUDENTSAREGOINGTOLEARNINTHEMODULE s ) NTHEStudy Corner STUDENTSTESTWHATTHEYHAVE LEARNTINTHELanguage Check ANDTHEN AFTERCHECKING THEANSWERSWITHTHETEACHER COMPLETETHEFeedback SECTIONTOASSESSTHEIROWNPROGRESSANDABILITY4HE TEACHERCANTHENlNDOUTWHATAREASTHEYNEED TOSTUDYMOREANDREFERTHEMTOTHEWorkbookFOR FURTHERPRACTICE v 22 This Uni There aren’ any green spaces Warm-up 4IPSU
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UJNF set some of the exercises for homework (e.g Exercises 7, and 9) PSF
UJNF the extra activities 2.29 Look at the Key Words Listen and repeat Background In this lesson students study adjectives to describe the weather The grammar focus is on there is(n’t)/are(n’t) with some and any and students learn to describe places in more detail It’s cloudy It’s cold It’s dry It’s hot It’s rainy It’s snowy It’s sunny It’s warm It’s windy Reading and Listening Warm-up 2.29 2.30 Exercise Read and listen Teen and Green: t
Play the recording for students to listen and repeat Community gardens Extra Write on the board: WH_T’S TH_ W TH_R L _ K _ T _ D _ Y? (What’s the weather like today?) Students complete the question with the correct vowels They then answer the question using the Key Words in Exercise Mo Li, China Jameel, England There are some big buildings and hundreds of cars in my city There isn’t a park and there aren’t any gardens in my street The community garden is at our school We’ve got vegetables and fruit There are some tomatoes, potatoes and salad There’s an apple tree, too We learn about plants in our garden Reading and Listening 2.30 Exercise t
Play the recording for students to listen and read the article 68 Choose the correct words Jameel has / hasn’t got a garden at home Jameel’s school has / hasn’t got a garden Thabo’s garden is / isn’t next to water Thabo lives / doesn’t live on a farm Mo Li’s garden is / isn’t next to her house Mo Li’s garden has / hasn’t got water There aren’t any green spaces in my city People like plants and flowers but there aren’t any gardens next to our houses But this isn’t a problem Our community garden is on the roof of our building! It’s warm and sunny It’s rainy, too, and we use the water for our plants Thabo, South Africa My area is hot and dry There isn’t a river and there aren’t any farms There aren’t any shops and our community garden is important There are some vegetables and there are some plants for medicine We’ve got animals, too There are some chickens and there’s a goat! Exercise t
Give students time to read the article again and choose the correct information t
After checking answers, explain or encourage students to guess the meaning of any new words in the text Answers ­student page Grammar: there is/are, there Exercise isn’t/aren’t, some, any t
Read through the table with the class t
Check students understand that we use some in affirmative sentences and any in negative sentences Exercise t
Ask students to look again at the article in Exercise Students find and underline examples of there is/ are and there isn’t/aren’t Answers ­student page Exercise t
Students complete the sentences from Exercise Ask students to look again at the article to check Answers ­student page 68 Practice Exercise t
Students work in pairs, choosing the correct words and discussing which sentences are true about their school Answers ­student page My Town Grammar: there is/are, there isn’t/aren’t, some, any There’s an Internet café There isn’t a library There are some … There aren’t any … Underline examples of there is/are, there isn’t/aren’t in Exercise Complete the sentences from Exercise There are There aren’t street some any Write sentences about the places in the lists Extra Students write six true sentences about where they live using there is(n’t)/are(n’t), some, any, a and an and the city and country vocabulary from Get Ready Students then read aloud two or three of their sentences to the class big buildings gardens in my Look at the table Affirmative There’s an apple tree There are some tomatoes Your Turn Negative Exercise 10 There isn’t a park There aren’t any gardens  Practice Choose the correct words Which sentences are true for you? There’s / There are a park next to our school There’s / There are a computer in our class There isn’t / There aren’t an art club after school There isn’t / There aren’t any new teachers at my school There is / There are some animals at my school Complete the sentences about the people in Exercise Use some, any, a or an  s s s s s s Internet café  swimming pool  cinema  new houses  three new schools  two shopping centres  s s s s library  park  music clubs  snack bars  t
Ask two students to read aloud the examples t
Check students understand that they should work together to write four affirmative and four negative sentences about their ideal town Exercise 11 t
Pairs take turns to present their ideal town to the class Your Turn 10 a park In Jameel’s city, there isn’t a community garden but there’s an apple tree in the garden There’s vegetables and there are some Work in pairs Plan your ideal town Write four sentences with there is/are and four with there isn’t/aren’t Extra Students use their sentences from Exercise 10 to write a paragraph about their ideal town If they wish, they can attach a drawing or plan of the town to their paragraph There are twenty cinemas There aren’t any schools! a In Thabo’s area, there isn’t river any farms but there’s There aren’t a community garden with vegetables and animals any green In Mo Li’s city, there aren’t a garden next to spaces There isn’t a community her house, but there’s 10 garden on the roof of her building Photocopiable activity 15, Active Teach 11 Present your ideal town to the class Choose the town you want to live in 69 Exercise Exercise t
Remind students that we use a before words beginning with a consonant sound and an before words beginning with a vowel sound t
Students can compare answers in pairs before checking answers as a class t
Read through the information about Novaton with the class t
Elicit two or three examples sentences from the class before students complete the exercise, working individually Answers ­student page Answers There’s a swimming pool There’s a cinema There are some new houses There are three new schools There are two shopping centres There isn’t a park There aren’t any music clubs There aren’t any snack bars 69 23 This Uni Is here a problem? Warm-up 4IPSU
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UJNF set some of the exercises for homework (e.g Exercises and 7) PSF
UJNF the extra activities 2.31 Look at the pictures Listen and repeat Background litter In this final Unit, the cartoon strip characters Kim and Zak are interviewed for a Pop Profile in a teenage music magazine The interviewer, Suzi, asks them about their new CD and Kim and Zak explain that they have written songs about problems in their city There is a grammar focus on Yes/No questions with Is there/Are there? and short answers traffic graffiti pollution Look at the Word Builder Reading and Listening 2.32 Read and listen Warm-up 2.31 Exercise t
Play the recording for students to listen and repeat Exercise t
Read the pairs of words in the Word Builder with the class t
Point out the spelling of graffiti and traffic Extra Check students understand that not all plurals in English end in -s Tell them that some words don’t change and some words are irregular In pairs, students brainstorm other common words which don’t form the plural with -s, e.g child – children, fish – fish, foot – feet, man – men, mouse – mice, sheep – sheep, spaghetti – spaghetti, tooth – teeth, woman – women Reading and Listening 2.32 Exercise t
Before reading the Pop Profile, ask students to look at the pictures and describe what they can see t
Play the recording for students to listen and read the Pop Profile 70 le Kim, Suzi Hi and welcome to Pop Profi Lulu and Kwame aren’t here Is there a problem in the band? e are on holiday Kim No, there isn’t Lulu and Kwam ? new CD How many songs are there Suzi Okay Zak, tell us about your Zak There are twelve s? Suzi And are there any new song new songs about litter and graffiti some are There Zak Yes, there are school? Suzi Are there any problems in your litter in our school but there’s any isn’t There t Kim No, there aren’ some litter and graffiti in our town ? town your Suzi And is there any pollution in c the traffi Zak Yes, there is – because of all it? t abou we can t Wha Suzi n’ for young people – ‘Teen and Gree Kim Well, there’s a new project week next day n’ Gree We have a ‘Teen and for more information Zak Yes, you can visit our website Extra Play the recording for students to focus on pronunciation, stress and intonation patterns Students work in groups of three, reading aloud the dialogues and taking turns to be Suzi, Kim and Zak t
Ask students to look again at the Pop Profile in Exercise Students find and underline examples of Is there … ?/Are there … ? Answers ­student page Grammar: Is there/Are there? Practice Exercise Exercise t
Read through the table with the class t
Students work individually, choosing the correct answer to the question t
Students match the questions (1–5) with the answers (a–e) t
Check answers by asking pairs of students to read aloud the questions and answers Answers We use any in Are there … ? questions 70 Exercise Answers ­student page My Town Grammar: Is there/Are there … ? Look at the table Do we use some or any in Are there … ? questions? Yes/No Questions Is there a problem? Are there any new songs? Is there any pollution? Short Answers Yes, there is No, there isn’t Yes, there are No, there aren’t Yes, there is No, there isn’t Wh- Questions How many songs are there? Underline examples of Is there … ?/Are there … ? questions in Exercise Work in pairs Ask and answer the questions in Exercise A B Is there any litter on the beach? No, there isn’t Your Turn Exercise Your Turn Work in pairs Think about a town or city Ask and answer questions about these things t
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Demonstrate the game by choosing a place yourself for students to guess t
Students then work in pairs, taking turns to think about a place and ask and answer questions Extra Practice Match the questions (1–5) with the answers (a–e) Is there any graffiti a) No, there aren’t in your school? b) There are two What problems are there c) Yes, there is in your area? d d) Litter and graffiti How many children are e) There are thirty there in your class? e Are there any sports clubs near your house? a How many parks are there in your town? b Students choose a picture from an earlier Unit of the Students’ Book in which lots of objects are visible, e.g Classroom Objects (page 6) They then work in pairs, asking and answering questions with Is there … ?/ Are there … ? and revising the vocabulary Is there any pollution? No, there isn’t Are there any new shops? Yes, there are Photocopiable activity 16, Active Teach Look at the picture of the beach after ‘Teen and Green’s’ visit Write questions about these things Is there any litter on the beach? t
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Students work individually, looking at the picture of the beach and writing questions with Is there … ?/ Are there … ? t
Check students’ questions before they answer them in Exercise t
Students repeat the example question and answer after you t
They then work in pairs, asking and answering the questions from Exercise Answers Is there a shop? Is there a snack bar? Are there any bins? Are there any families? Are there any animals? 71 Are here any shops near here? 24 This Uni Warm-up 4IPSU
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UJNF set some of the exercises for homework (e.g Exercises 7, 8, and 10) PSF
UJNF the extra activities Look at the photos and find the words in the box map guide tourist walking tour Reading and Listening Background 2.33 In this final episode of the story, the Cserszegi family and Murat are going on a walking tour of Cambridge Murat needs a new memory card for his video camera and asks the guide where there is a camera shop When he comes back he has lost his group and has to ask a woman for help to find them This leads into a focus on asking for information In the Writing section, students study word order in verb + adjective and adjective + noun constructions and they also review the punctuation rules they have seen Murat Marcus Harry Murat Harry Zoltan Murat … t
Ask students to point at the map and the guide Ask them how many tourists there are in the photos (five – the Cserszegi family and Murat) t
Students look at the photos and find Key Words Extra 2.33 Exercise t
Students read and listen to the dialogues Exercise t
Give students time to read through the dialogues again before they replace the underlined words with the correct names Answers ­student page 72 Hello I’m Harry, your guide for the walking tour It’s my last day for filming but I need a new memory card Is there a camera shop near here? I don’t know Let’s start our tour of the city This is … Excuse me, Harry Are there any shops near here? Yes, there are There’s a shopping centre over there But don’t leave the group, Murat, please … Great! A camera shop! Murat Oh, where’s my group? I haven’t got a map Excuse me Where is the walking tour? Woman There are lots of tours in Cambridge Murat My tour guide is Harry Woman I don’t know him … But look, there’s a group of tourists over there! Oliver Murat! Over here! Murat Ollie! Zoltan There you are, Murat! Murat I’m sorry, Zoltan Zoltan Don’t worry You’re here now Murat But I haven’t got any film for my blog Can we start the tour again? Marcus/Oliver Here we go again! Exercise Reading and Listening Read and listen Harry Warm-up Students close their books In pairs, they then brainstorm everything they can remember about Murat and the Cserszegi family 72 Replace the underlined words with the correct names He works in Cambridge City Harry He goes shopping Murat She helps Murat woman He’s got a map Harry He finds Murat in the street Oliver They repeat the walking tour Murat, Marcus, Oliver, Claire and Zoltan Extra Speaking Write on the board: The guide’s name’s Henry (False) Murat needs a new memory card (True) Zoltan goes to the camera shop with Murat (False) Murat doesn’t understand the map (False) The woman knows the tour guide (False) Murat hasn’t got any film for his blog (True) Give students time to read the dialogues again and decide if the sentences are true or false Exercise t
Ask students to repeat the Key Expressions after you Pay particular attention to intonation patterns and sentence stress t
Students find and underline the Key Expressions in the dialogues in Exercise Answers ­student page Exercise t
Ask two students to read aloud the example dialogue t
Students then work in pairs, taking turns to be the new student My Town Writing: Word order and punctuation Look at the Sentence Builder Write the words in the correct order fantastic / are / shopping centres / the Extra Write on the board: My mums names Sarah (apostrophes – mum’s, name’s) are you french or italian? (capital letters – Are, French, Italian) My favourite subject’s technology (full stop at end) Her favourite colours are green blue and brown (comma after green) Is there a shopping centre near here (question mark at end) Tell students that each sentence has a mistake with the punctuation and that they should identify what is wrong in each case The shopping centres are fantastic is / guide / friendly / our beaches / pretty / the / are big / is / city / my Write the adjectives in the correct place We can go to the ice rink (new) We can go to the new ice rink Speaking We’ve got a sports centre (great) I don’t like cities (big) There’s a Internet café (small) Correct the punctuation mistakes Exercise t
Ask students Is Edinburgh a good place to live? Students then read for understanding before correcting the punctuation mistakes t
Check answers by asking students to write the corrected items on the board Tourist Tips Where you live ? I live in Edinburgh, the capital of Scotland What’s your town/city like? Its’ a big city with about 485,000 people What’s the weather like? It can be rainy and windy It isnt ’ very hot in July and August It’s cold in D ecember Where can you go ? What can you ? You can a walking tour of the city In the Old Town theres’ an arts centre, lots of shops and lots of cafés The city is famous for its festival People can watch 10 ®OPVDQGOLVWHQWRGLIIHUHQWW\SHVRIPXVLF£FODVVLFDO, 11 pop and rock Look at the Key Expressions Underline the Key Expressions in Exercise Imagine a new student is at your school Work in pairs Ask and answer their questions Is there a park near school? Yes, there is It’s in King Street 10 t
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What’s the weather like? 73 Writing: Word order and Exercise punctuation t
Refer students to the Sentence Builder in Exercise and remind them that the adjectives (small/new) come before the nouns (village/ buildings) t
Students write the adjectives in the correct place in the sentences Exercise t
Read the sentences with the class t
Point out that The village is small (verb + adjective) doesn’t have an article but It’s a small village (adjective + noun) does Exercise t
Students work individually t
Check answers by asking students to write the sentences on the board t
Tell students to make notes to answer the questions rather than writing complete sentences t
Students work individually, expanding their notes and writing a description of their town/city t
Check students’ writing and point out any language errors for them to correct Answers We’ve got a great sports centre I don’t like big cities There’s a small Internet café Answers Our guide is friendly The beaches are pretty My city is big 73 SStudy udy Corner 38 Language Check Language Check Vocabulary Exercises 1–5 Answers ­student page Feedback t
Check answers with the class Check spelling where necessary by asking individuals to write the answers on the board t
After checking answers to Exercise 5, students work in pairs, reading the dialogues aloud and changing parts t
Students complete the Feedback section Remind them that one star means I need more practice of this, two stars means I can this but I make some mistakes and three stars means I’m good at this t
Give students time in class or at home to Language Check of the Workbook Find twelve city and country words in the wordsearch s t r e e t k c r z r v h b r p h g m x e b j v a c i t y v e y r x f d c h z Find nine weather words in the word snake Match the words with the pictures (1–9) d i c i w q f f k j q l b j t r i v e r t l y g o w c a n k y a m w u y t s h o p g p q r n p v x s f e b u i l d i n g a z o q s v n t i o r l i t t e r c b l m w i n d y warm rainyh Choose the correct words There is / are litter in the streets There isn’t a / an Internet café in the village There isn’t / aren’t any shops near my school There are some / any flowers in the park There is / are three cinemas in my town There isn’t a / an music room in my school There aren’t some / any animals on our farm There isn’t / aren’t an ice rink near here Write questions and short answers a swimming pool at the sports centre? (yes) Is there a swimming pool at the sports centre? Yes, there is 74 dclo windy cloudy dry warm sunny hot udydr ysn snowy Language Check Key Expressions Complete the dialogues with the words in the box near lots don’t Excuse me snack bar near B I don’t know A Excuse Is any Is there a here? any shops near here? A Are there B Yes, there are There are lots of good shops in Market Street an ice rink in your town? (no) Is there an ice rink in your town? No, there isn’t Feedback good shops near here? (yes) Vocabulary Are there any good shops near here? Yes, there are col rainy cold Language Check Grammar ny otsun Module Test, Active Teach 74 Grammar lots of tourists in your town? (no) Key Expressions Are there lots of tourists in your town? No, there aren’t Module owy RAPS Module 2.34 Vocabulary Listen to Kwame’s rap for Module 2.34 Module A new London band, KimCo are we Kim, Zak, and Lulu, like a family I’m rapper Kwame, an English Jay-Z 2.36 Module Listen to our band, CD or MP3 Listen and repeat Then practise saying the rap Module 2.36 Vocabulary from the module: brother, cool, dad, fantastic, favourite, games console, great, late, mobile phone, MP3, mum, watch New vocabulary: baby sister K – I – M – C – O, say it with me! 2.35 Vocabulary from the module: band, family, new, rapper 2.38 Module Listen to Kwame’s rap for Module Vocabulary from the module: art, geography, history, IT, music, PE, science New vocabulary: lesson, miss, smart My mobile phone is cool, my games console is great My watch is fantastic – it’s not cool to be late My rap MP3s are important to me But what’s my favourite thing? It’s my family! My mum, dad, brother and baby sister, too What people and things are important to you? 2.37 Listen and repeat Then practise saying the rap Module 2.38 Listen to Kwame’s rap for Module Geography, history, music and art Don’t miss lessons – it’s good to be smart PE, IT and science are cool Learn something different every day at school Monday to Friday, only five days in the week To learn to read, write, listen and speak 2.39 Listen and repeat Then practise saying the rap 75 Raps t
Drill any difficult vocabulary for pronunciation and word stress Procedure Step Step t
Look at the pictures with the students and ask them who or what they can see t
Elicit any vocabulary from the module which students can see in the pictures t
Play the recording once for students to listen and read for understanding t
Explain or encourage students to guess the meaning of any new vocabulary t
Play the recording again, pausing after each line to give students time to repeat t
Encourage students to copy the intonation as closely as possible t
After students have practised each line, they then practise the rap in pairs t
Monitor and correct students’ pronunciation as appropriate t
Play the recording once more without pausing before students perform the rap chorally as a class 75 Module 2.40 Module 2.40 Vocabulary from the module: activity, drums, keyboards, play chess, play music, ride a horse New vocabulary: fun, good on 2.42 Listen to Kwame’s rap for Module Zak plays the drums and Lulu’s good on keyboards We can play music but we can’t ride a horse I can’t play chess but I can learn from my mum To a new activity and have a lot of fun Module It’s cool to a lot of things, that is true Vocabulary from the module: glasses, hero, heroine, red hair, short, tall New vocabulary: it right Now what about you? What can you do? 2.41 Listen and repeat Then practise saying the rap Module 2.44 Module 2.42 Vocabulary from the module: dinner, get up, go out, go to school, homework, Let’s, park, sports centre New vocabulary: have a break Listen to Kwame’s rap for Module People can be short, people can be tall That’s not important, be friends with them all People can be black, people can be white Be nice to them all, just it right People with red hair, people with glasses Lots of different people in all of our classes So, who are your heroes and your heroines? Be a good friend and the hero is you! 2.43 Listen and repeat Then practise saying the rap Module 2.44 Listen to Kwame’s rap for Module Monday to Friday, I get up at seven I go to school at eight and have a break at eleven Six hours at school, but that’s fine with me I can learn a lot, then I go home at three Time for homework and dinner – the same thing every day But then it’s the weekend – let’s go out and play Saturday at the sports centre Sunday in the park 2.45 76 76 Listen and repeat Then practise saying the rap Module 2.46 2.46 Module Listen to Kwame’s rap for Module Eggs for breakfast And salad for dinner Eat vegetables every day And you are a winner Pasta is good When you play sport Meat and fish help you grow, If you are short We all like chocolate And we all like cake Ice cream is nice, But not every day Drink lots of water, And eat lots of fruit Put on your trainers And your tracksuit 2.47 Vocabulary from the module: cake, chocolate, eggs, fish, fruit, ice cream, meat, pasta, salad, vegetables, water New vocabulary: help you grow, winner 2.48 Module Vocabulary from the module: flowers, graffiti, litter, plant, pollution, traffic New vocabulary: air, clean, drop it down, fair, go by car, pick it up Listen and repeat Then practise saying the rap Module 2.48 Listen to Kwame’s rap for Module Is there any litter in your town? Pick it up, don’t drop it down! Is there any graffiti at your school? Draw in art class, that is the rule! Is there any pollution in the air? Don’t go by car, it’s not fair! Is there any traffic in the city? Plant some flowers, it can be pretty! We can be happy, our town can be clean It’s time to be ‘Teen and Green’ 2.49 Listen and repeat Then practise saying the rap 77 77 BOARDGAMES Board games Modules 1–4 Snakes and Ladders Board game – Snakes and Ladders Play at the end of Module Students play the game in groups of three or four You will need a set of dice and counters for each group Focus on the game t
Ask students to look at the game and tell you how they think you play t
Explain that you will give more detailed instructions on exactly how to play in a moment Pre-teach language t
In the students’ L1, elicit language they think they might need to play the game t
Teach students the language they will need to play the game in English, e.g Shake the dice; It’s my/your/Susan’s turn; Up the ladder; Down the snake; I’m the winner! t
Explain that some tasks are more ‘open’ than others As an example, suggest the following useful language for square 12 and write it on the board: I’ve got … ; My (cousin’s) name is … ; My mum is (39) t
Suggest or elicit some useful language for squares 14, 17, 18, 23 and 24 and write it on the board 78 Give instructions 78 t
Students take it in turns to throw the dice, move their counter and the task on the square they land on t
If the answer is correct, the player can throw again If not, the player’s turn ends t
If a player lands on a ladder, they move to the top but only if they have done the task at the bottom of the ladder correctly t
If a player lands on a snake, they move to the bottom but don’t the task They have to wait until their next turn before throwing the dice again t
The first student to reach ‘Finish’ is the winner Modules 5–8 The Question and Answer Race Give instructions t
Students take it in turns to throw the dice, move the counter and ask the question from the prompt on the square they land on t
If they form the question correctly and their partner answers correctly, the pair can throw again t
The player who answered the first time now asks the question t
If they make a mistake, their turn ends t
If a pair lands on a forward or back square, they follow the instructions and wait until their next turn before throwing the dice again t
The first pair to reach ‘Finish’ is the winner 79 Board game – The Question and Answer Race Play at the end of Module Students play the game in groups of four, made up of two pairs You will need a set of dice and counters for each group Pre-teach language t
Ask students to look at the game and tell you how they think you play t
Explain that you will give more detailed instructions on exactly how to play in a moment Focus on the game t
In the students’ L1, elicit language they think they might need to play the game t
Teach or revise the language students will need to play the game in English, e.g Shake the dice; It’s my/your/Susan’s turn; Go forward two spaces/Go back three spaces; That isn’t right; Say it again, please; We’re the winners! t
Revise with students the question forms they will need to play the game, e.g Has your mum got glasses? 11 What time does your dad get up? 19 Do you like chips? etc 79 Exercise Get Ready A Exercise Exercise Numbers: eight, twenty-nine, twelve Colours: red, brown, green Classroom objects: board, desk, ruler Days: Friday, Tuesday, Saturday Months: July, November, February Exercise 2A yellow 3A Students should have drawn a pencil on a book 1B x, y, z 2B 13 3B a, b, c 1C 2, 4, 6, 8, 10 2C Wednesday 3C August C D E H I J M N O R S T W X Y Z Exercise 2 English alphabet letter student Exercise Enrique Victoria Beatrix Yasemin A F K P U B G L Q V Module All About Me Exercise Get Ready R E D U P F S W R C Q O B I Q A H L V S R E N X H I P B L A C K T B T J N H N Z N G R E Y M M G B H K O C Z P Y E L L O W D X E R E U C Z N Q O Exercise Ankara Washington D.C Warsaw Madrid Buenos Aires Prague Budapest Brasilia Exercise b, e, g Brazilian a, c, f, h Spanish c, a, f, h Polish f, a, c, h Turkish h, a, c, f British e, b, g Hungarian d American g, b, e Argentinian Exercise + -an/-ian: Brazilian, Hungarian, American, Argentinian + -ish: Spanish, Polish, Turkish, British other: Czech W G R E E N R B M Vocabulary and Grammar Exercise 5 five six 10 ten two three four seven eight nine 0791 4369271 0962 9073516 0741 6419782 Exercise twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty Exercise Exercise T UE SDAY SAT URDAY MONDA Y WE DNE S DA Y THUR SDAY F R I DAY The mystery day is Sunday February March April May June July August September 10 October 11 November 12 December Exercise b twenty-two c twentythree d twenty-four e twenty-five f twenty-six g twenty-seven h twentyeight i twenty-nine j thirty Exercise 2 bag rubber chair pencil desk ruler board Exercise pens computers boxes paintbrushes classes Exercise next to on between Exercise  on between   between next to Exercise Get Ready C Exercise He She I Exercise neighbour Mum Dad brother sister best friend team mates Exercise 2 I’m is is is We’re is is Exercise 3 Karl (dad) Darell (brother) Jamila (sister) Bruno (friend) Mr Larson (teacher / neighbour) Mr Nowak (neighbour) Exercise It’s a Spanish name You’re my best friend They’re my American neighbours This is my new friend Exercise I’m not eleven years old e We’re not Spanish b They’re not Polish a The teacher’s name isn’t Mr Hook c Exercise He isn’t Tim He’s / His name’s Tom They aren’t in Class six They’re in Class seven Prague isn’t in Poland It’s in the Czech Republic She isn’t Spanish She’s Argentinian Exercise Students’ own answers Vocabulary and Grammar Get Ready B 80 c Gemma’s book a Wayne’s computer d Asha’s pencils S ar er Workbook Answer Key You It We Mike – d, in town Rachel – a, at school Emma – b, at home Tony – c, at work Exercise 2 Are Zak and Lulu in KimCo? Yes, they are Is Kwame a singer? No, he isn’t (He’s a rapper.) Are Kim and Lulu rappers? No, they aren’t Are Kim and Kwame brother and sister? No, they aren’t Is Kwame fourteen? No, he isn’t (He’s twelve.) Exercise Is your dad a teacher? Are your friends at school? Is your best friend in the football team? Are your neighbours Spanish? Are you thirteen years old? Students’ own answers Exercise a e b c you what English Where London old twelve year 10 seven 11 what’s 12 My Exercise Students’ own answers Exercise Exercise Key Expressions and Listening b a c c a Kowalski 12 / twelve Polish Torun, Poland Exercise I’m Turkish sister Students’ own answers My favourite sport is football town Szeged; Poland neighbour Spanish; Argentinian 10 I’m twelve years old 11 Students’ own answers 12 Welcome Exercise Exercise Language Check People: teacher, sister, neighbour, mum, friend, Countries: the UK, Spain, Argentina, Turkey Places: town, home Nationalities: Brazilian, Polish, Hungarian Exercise We’re isn’t ’m isn’t are aren’t are Exercise Is your dad at home? b Where is your mum from? e Is this your pen? c What nationality are you? a Are you in a band? d Exercise Hi to meet Welcome your name’s Exercise Module My Things Get Ready CD player scooter pencil case skateboard Exercise 2 skateboard CD player pencil case bike scooter Exercise Students’ own answers Exercise bike Vocabulary and Grammar Exercise 75 seventy-five 36 thirty-six 57 fifty-seven eighty-one 81 70 seventy 100 one hundred 44 forty-four 50 fifty 99 ninety-nine 62 sixty-two Exercise 42 72 89; 90 65 59 Exercise mother grandmother grandfather sister cousin an only child Exercise Students’ own answers Exercise b a Exercise plural plural singular singular Exercise cousin’s; Ben uncle’s; Kenny aunt’s; Lorna parents’; Sharon; Mike grandparents’; Dennis; Iris Exercise f e d a b Exercise Students’ own answers Vocabulary and Grammar MP3 player camera games console mobile phone Exercise player phone case Exercise my my Zak’s his my our Its Exercise My your; his her Their Exercise the an a an the Exercise a South American country a Turkish city an Argentinian city an American state a Spanish sports star Exercise board Key Expressions and Listening fast, light, big, nice, cool, easy to use, fantastic, great, small Exercise 2 His camera is small and easy to use Your room is nice and big Her MP3 player is red and black Exercise What’s your new bike like? What’s your new CD player like? What’s your new camera like? What’s your new games console like? Exercise e d b a Exercise My parents are Turkish grandmother Students’ own answers Kerem seventy-five watch Her name’s Ana great 10 MP3 player 11 Budapest is the capital of Hungary 12 What’s your new bike like? Exercise Language Check a five skateboards b twelve mobile phones c six MP3 players d three games consoles e four cameras f two bikes Exercise a fifty-one b seventy-two c eighty-six d ninety-nine e one hundred f sixty-four Exercise Murat’s parents’ friend’s Her Our Their its Exercise an the a the an Exercise favourite console like great and Exercise 1 Saturday and Sunday Students’ own answers Exercise Vocabulary and Grammar second; third; fourth fifth; sixth; seventh eighth; ninth; tenth Exercise 2 e g b h c d a Exercise 19th May 11th November 12th August Exercise Students’ own answers Exercise these that those Exercise these this; that those Exercise Check Use Don’t use Don’t listen to Don’t eat Exercise a Don’t speak b Speak a Don’t look at b Look at Exercise Students’ own answers Exercise Key Expressions and Listening Exercise up down at up on Please sit down over there Have a party on your birthday Check your spelling in the wordlist Don’t be late again Have a good day at school Exercise Thank you Good idea Good idea Sorry Thank you Exercise a b c Exercise door Students’ own answers It’s eleven fifteen geography on What’s this that? twentieth those 10 thirty-first 11 Don’t not use your mobile in class 12 off Exercise Language Check Vocabulary and Grammar Exercise School subjects: art, geography, history, IT, maths Parts of the classroom: clock, door, floor, light, wall Exercise It’s seven forty-five It’s twelve-twenty It’s nine fifteen It’s the first of September It’s the twenty-second of August It’s the third of February Exercise at in at on in at Exercise This These that Those Don’t Turn on Don’t put Don’t listen Don’t be Exercise sorry on Good idea sit Thank Exercise Across science maths Module Having Fun Module At School Get Ready window light wall bin clock poster Exercise 2 floor floor door wall light Exercise Students’ own answers Exercise floor music geography IT Down PE English history art Exercise 2 7.30 3.45 2.15 8.20 1.10 Exercise a d b Exercise c b a c b c a Exercise on Monday at eight o’clock in the afternoon on Saturday in the morning Exercise Students’ own answers Get Ready Exercise swim sing cook draw paint dance skateboard Exercise Students’ own answers Exercise Students’ own answers 10 Vocabulary and Grammar Exercise bike computer games computer piano Internet football horse 10 basketball computer games, football, basketball the piano a bike, a horse a computer, the Internet Exercise can play basketball can’t cook can’t draw can ride a horse can use a computer Exercise Maddie Greg Ashley Exercise What sports can Ashley do?; can; ride; play football What can Maddie do?; swim; ride; sing; can Can Greg swim?; No; he can’t Can Ashley and Maddie swim?; Yes; they can Exercise Maddie can swim and ride a bike Maddie can dance but she can’t play football Ashley can sing and dance Ashley can swim but he can’t draw Exercise Can you and your best friend play chess? Can you a handstand? Can your teacher draw? Can your cousin a wheelie? Can you skateboard tricks? Students’ own answers Exercise 11 Vocabulary and Grammar guitar piano violin keyboards Exercise 2 how many who What When where Exercise b a a b b Exercise a b c d e f Exercise From Turkey Age 13 Birthday 29th January Instruments one; guitar Dance yes Act yes Exercise are How old nineteenth sports Yes, I can How many who Exercise Students’ own answers Exercise drums 12 Key Expressions and Listening Exercise come, too of Excuse me can’t Can I use no problem Exercise 21st 4:30 dance paint chess parents  Exercise I can’t cook can sing skateboarding play the violin Can you use a computer? can play the drums Yes, I can chess 10 How many 11 Who is your favourite teacher? 12 of course Language Check Exercise skateboard draw sing act swim paint dance Exercise play: football, the drums, computer games, the guitar ride: a bike, a horse use: a computer, the Internet Exercise can can you play I can can’t can you play can can’t can’t Exercise Where How many When How old What How many Who 81 no is problem Can I use Of course you can Excuse me I’m sorry Exercise Exercise Students’ own answers 15 Key Expressions and Listening 1 football shirt tracksuit T-shirt slim, tall, helpful Exercise 2 She’s has She’s got Has she’s got Exercise a c b a Exercise She has got blue eyes has; got glasses dark hair; brown eyes have She has got a new dress tracksuit hasn’t got; beard 10 jeans 11 She’s short and slim 12 at Exercise Module Heroes Get Ready Across dark long glasses hair Down beard straight moustache green Exercise Students should draw curly, red hair, green eyes and glasses on the face Students should draw short, dark hair, brown eyes, a moustache and a beard on the face Exercise Students’ own answers Exercise 13 Vocabulary and Grammar pretty short slim strong tall Exercise 2 to at to Exercise singer teacher actor runner Exercise ’ve got ’ve got ’s got ’ve got ’s got ’ve got Exercise ’ve got green eyes ’ve got nice parents ’ve got new bikes ’ve got great friends ’s got short hair Exercise hasn’t got haven’t got haven’t got Exercise My dad hasn’t got a beard but he’s got a moustache My grandmother hasn’t got a computer but she’s got a mobile phone You haven’t got a brother or sister but you’ve got lots of friends Our school hasn’t got a music room but it’s got a computer room We haven’t got a brother but we’ve got two sisters Exercise blond straight green hasn’t got has got Exercise Students’ own answers Exercise 14 Vocabulary and Grammar jeans dress trainers shoes Exercise 2 Have you got new clothes, too, Zak? Has Kim got new clothes for the band? What have you got in those bags? Exercise a b c d Exercise Has Lulu got a sister? Yes she has Has Kim got a guitar? Yes, she has Has Ellie got tickets for the concert? Yes, she has Have Kim, Lulu, Zak and Kwame got new clothes for the concert? Yes they have Exercise What colour eyes has your mum got? How many classrooms has your school got? What colour hair have you got? How many cousins have you got? What colour hair has your best friend got? Students’ own answers Exercise tracksuit Exercise Computer in your room no CD player no, about 10 CDs MP3 player yes, about 300 songs games console yes, about 20 games 82 Language Check moustache short curly dark tall Exercise eyes green trainers runner tracksuit at rider to T-shirt to Exercise hasn’t got haven’t got ’s got ’ve got ’ve got hasn’t got ’s got haven’t got Exercise have has your school got hasn’t have you got I’ve got Have haven’t Exercise colour red blue dress pretty Exercise Module Different Days Get Ready swimming pool sports Internet café snack bar Exercise 2 library cinema park shopping centre Exercise Students’ own answers Exercise centre 16 Vocabulary and Grammar 17 Vocabulary and Grammar Exercise music eat Exercise Exercise go shopping listen to go to work Students’ own answers Negative I don’t play You don’t play He doesn’t play She doesn’t play It doesn’t play We don’t play They don’t play Exercise Exercise music c a e d b don’t don’t don’t doesn’t She doesn’t play the keyboards She plays the guitar He doesn’t go to bed early on Fridays He watches TV They don’t go swimming at weekends They go shopping Exercise Students’ own answers Exercise 18 Key Expressions and Listening That’s thanks Exercise why don’t idea Exercise First I my homework Next, we have dinner Then I go to bed a b c My mum gets up at 7.30 swimming pool studies goes breakfast don’t Next 10 ice rink 11 doesn’t study 12 Let’s go to the beach Exercise Exercise Exercise Language Check have have Exercise 1 swimming pool snack bar park cinema Internet café shopping centre sports centre library Exercise 2 b h d g f c a Exercise gets teaches finishes studies goes does has Exercise watch go plays go don’t speak doesn’t don’t go don’t watch Exercise thanks Why Let’s idea have have go study go out go 10 go Exercise Students’ own answers Exercise Affirmative I play You play He plays She plays It plays We play They play music teaches studies does has Exercise a a a b a Exercise goes have finishes studies get up has go Exercise gets go get have has go has Exercise Students’ own answers Exercise 4 goes ... 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 Digital components New Challenges offers teachers digital material to support learning in a variety of different ways New Challenges ActiveTeach: an interactive version... TOSTUDYMOREANDREFERTHEMTOTHEWorkbookFOR FURTHERPRACTICE v Introduc ion to New Challenges Organisation In New Challenges Starter, the eight main modules are organised like this: a Get Ready page